A systematic approach to learning design for supervisor training in a specialist medical college

Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.

Challenges to Employing Shared Decision Making With Adults Under Community Supervision Who Have a Mental Illness

Adults under community corrections supervision and who have a mental illness (MI) are expected to comply with conditions of release which often include involvement with supportive social services. The rates of technical violation, arrest, and incarceration that result from failure to comply with these mandates are exceedingly high. Shared decision making among officer-supervisors and client-supervisees is a promising approach to promote engagement in community corrections services among supervisees who have MI. This paper reviews recent research on shared decision making and identifies three barriers to its implementation in this context: (1) a lack of role clarity, (2) a predilection for risk avoidance, and (3) stigma toward supervisees. Empirically supported recommendations are suggested to aid in overcoming these obstacles, facilitate shared decision making, and promote recovery among this population: (1) unification of supervisor rehabilitative and public safety roles, (2) maximizing opportunities for self-determination through low-stakes events and/or enhancement of supervisee strengths and capabilities, and (3) supervisor training in principles of mental health recovery.

EMPLOYEE JOB SATISFACTION AND ITS ANTECEDENTS

Employee job satisfaction is a very crucial area formanager in this day and age as far as managing their employees is concerned. Employee job satisfaction is a term to determine whether employees are happy and fulfilling their needs and aspirations in the organization. Essentially employee satisfaction is a gauge of the degree of worker‘s happiness with their job and working environment.Many measures establish that employee satisfaction is necessary for employee motivation, higher performance andbetter employee self-esteem in the organization. In this paper different variables accountable for employee job satisfaction has been identified and an attempt has been made to shed some light on the differences in variables among the studies. This study reveals that commonly acknowledged antecedents to build employee job satisfaction are salary, relationship with coworkers, relationship with supervisor, training and development, working environment, motivation, appreciation etc. In the end, the conceptual framework of this research is also presented.

In search for shared content and design in supervision training: a syllabus analysis in Sweden

PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

Mentoring and Supervision for Women of Color Leaders in North American Higher Education

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.