Three leadership roles and the supervisory dyad in human services

EDUCATION

LEADERSHIP AND SUPERVISING INFLUENCES IN HUMAN SERVICES

In Human Service, leadership and supervision refer to individuals with the responsibility of assigning roles, schedules, organizes, and making ultimate decision for a firm or organization. The model of supervision places many effects on leadership traits and governance systems following the approach to supervision above others. The following study discusses the different leadership model roles characterized by the critical elements in the process of supervision. The paper highlights the hardships that supervisors encounter in evaluating job components comprising of employee motivation against productivity scales. It also presents an analysis of the traits of leadership that supervisors require in exerting authority on others.

It is clear that there are three fundamental leadership roles in human service: mediator, mentor, and manager. Mediation, mentorship, and management are areas that present opportunities for workers to address the challenges facing their peers. The work of management includes exercising control over various units, divisions and businesses (Glickman, Gordon & Ross-Gordon, 2007). Supervisors are tasked with essential responsibilities of ensuring that organizational goals are realized. Mediation involves maintaining neutrality between conflicting parties and presenting settlements to the disputes. The scope of the mediator facilitates the process of organizational interactions between conflicting parties while facilitating mutual agreement on strategies and implementation concepts. The mentorship role maintains relationships and provides resources ensuring that people's needs are satisfied. From the above definition, it is prudent for the supervisors to share their content and views relating to the management, mediation, and mentorship for purposes of gaining success. Strategies for monitoring and enhancing growth and development of employees should be implemented (Roper, 2011).

Part 2

The Supervisory Dyad presents multi-faceted processes of decision-making. Several phases of supervision characterize the dyad like indexing preliminary work, beginning, endings and transitions. The preliminary phase of the Supervisory Dyad allows the supervisor to get an appropriate mindset prior to progressing with phase implementation. Further, beginning the phase explains the reasons why supervision forms a necessity among decision-makers and persons affected. Another area of concern in the phase includes the level of supervision necessary in the formulation of compliance policies and regulations. New supervisory roles are encouraged for purposes of listening to employees while agreeing to work collectively for greater good in performance regulations (Glickman, Gordon & Ross-Gordon, 2007). The Supervisory Dyad's work phase actualizes the beginning of the tasks. Supervisors are expected to show focus and commitment in changing expectations while need arises. It is prudent to establish efficient communication channels with all employees. Excellent supervisors encourage feedback for informed decision-making and ways of dealing with problems resulting in failure (Roper, 2011).

The major elements within the Supervision Process according to Lawrence Shulman's Interactional Supervision model of 1993 include openness, attention, and unconditional positive regard. Other considerations include genuine interest, curiosity, self-disclosure, investment flexibility, warmth, understanding, genuineness, and empathy. Supervision and ongoing relationships with quality between leaders and supervisors offers a platform for consultations and continuous professional development. The core areas have integral regard to supervision although the levels of skill development have higher frequencies in specifying targets and supervision processes through greater self-awareness. The model fosters the integration of personal and professional identities with respect to the tasks and roles of supervisors. It is important to embrace a viable paradigm, which involves all stakeholders and decision makers. The ending and transition fazes concern issues of positioning promotions or differences among agencies (Roper, 2011). The advanced stages of supervision focus on winding up the existing projects and tightening any loose ends.

Part 3

Transition to the supervisory role

The transition period may affect the performance of workers due to new adjustments. Appropriate working environments provide solutions to such changes and improve workers' abilities to perform in the transition phase. The transition stage emphasizes on values regarding relationships and focused attention to organizational development (Glickman, Gordon & Ross-Gordon, 2007). The development of supervisory roles is a competitive concept if it is not managed in line with principles of complementarities.

Motivation

Motivation within workplaces embraces various factors affecting employees' performance. Some of the critical factors include benefits, job security, personal development and achievement, recognition, and job satisfaction. Supervisors are encouraged to address issues relating to employee attitudes, self-development, motivation factors, job satisfaction, and development of responsive reward systems (Roper, 2011).

Performance below Expectations

Human resource management is keen on providing requisite provisions for the workers to perform optimally. The models are attached to the increased focus on accelerated performance and commitment. The outcomes are based on performance-related pays where elements of management and supervision promote inclusiveness. In working environments where workers are overwhelmed with tasks, incentives (non-monetary) have a capacity of increasing the performance levels (Glickman, Gordon & Ross-Gordon, 2007).