Clinical Supervisory Skills of School Heads: A District – Based Learning Action Cell Program

Using the non-experimental descriptive survey research design this study aimed to investigate the level of the clinical supervisory skills of the public elementary school heads as perceived by district supervisors. Eventually came up with a district-based LAC session which addressed the grey areas found in this study. Using the universal sampling this study was conducted on all public elementary and secondary schools in the division of Davao del Sur. This study utilized the researcher-made questionnaire which items focused on the supervisory skills, the Cronbach Alpha was tested to assess its validity and reliability. This study revealed that the school heads from both elementary and secondary frequently used the process in conducting clinical supervision. Moreover, this study further revealed that there were locations wherein school heads got low specifically in the art of questioning the teacher to draw his/her instructional problem. Classroom teachers should have encouraged learners to join co-curricular activities and tap stakeholders to financially support the learners who opted to join co-curricular activities.

Conclusion: Female Leaders Using Coercive Power Motivate Subordinates

This manuscript advances prior research (Blau, 1964; Elangovan & Xie, 1999; French & Raven, 1959; Goodstadt & Hjelle, 1973; Hegtvedt, 1988; Randolph & Kemery, 2011; Zigarmi, Peyton Roberts, & Randolph, 2015) and capitalizes on supervisory skills using power dynamics within the workplace, by investigating employee effort resulting from gender dissimilar supervisor-employee dyads and employee locus of control. To offer a more focused approach, this is an evaluation specifically on reward and coercive power derived from French and Raven’s (1959) five power bases. This manuscript proposes that the motivation levels of employees change, based on their locus of control and gender. There were 155 full-time professionals surveyed, this study concluded a positive relationship between the use of reward power and employee effort. Notably, the supplemental analysis indicated a positive relationship between female supervisors who exhibited coercive power and greater employee effort.

Experiences of Agency Social Work Supervisors in Gaborone

Agency social work supervisors contribute to the learning experience of students during field practicum, but little is known about the knowledge these supervisors have on the expectations of the social work practicum, the challenges they face in supervising students and how they can be supported to provide effective and efficient supervision. A study to identify the supervisory gaps, problems, and inadequacies in social work fieldwork practicum was conducted in Gaborone to complement the body of knowledge. This qualitative study triangulated the exploratory, explanatory and descriptive research designs to appreciate the supervisors’ experience. The researcher interviewed 20 agency based supervisors in the health settings, Social and Community Development Departments and Non-Governmental Organizations. Huberman and Miles (1994) framework was used to analyze data following the purposive non-probability sampling technique to get data from the respondents. It was established that some agency supervisors lacked supervisory skills and were ineffective to engage diversity in practice. Moreover, they were unable to deliver according to the Department of Social Work (UB) expectations. It was further discovered that there are three other challenges agency supervisors encountered, which are; lack of social work student passion to learn, negative attitude/behavior of students, and short duration of fieldwork. It was recommended that there is need to train agency supervisors to upgrade supervisory skills to maximize the benefits for social work students. The key terms are; supervision, agency, fieldwork, and social work.

Multilevel Governments’ Decision-Making Process and Its Influencing Factors in Watershed Ecological Compensation

Transboundary water pollution is a long-standing problem in China, although the Chinese government has been committed to the protection of water resources. Due to the different interests of multilevel governments and the regionalization of management, there is still no unified plan to solve the transboundary water pollution in China. Watershed ecological compensation as a holistic plan to deal with transboundary water pollution is being promoted currently. Taking the South-to-North Water Transfer Project’ eastern route as an example, this paper firstly analyses stakeholders’ strategies and establishes a tripartite game model based on evolutionary game theory. Secondly, by introducing Cobb Douglas production function creatively, the supervision level of the central government is refined into supervisory attitude and supervisory skills. Thirdly, the numerical simulation is used to analyze the sensitivity of influencing factors. The results show that: (1) whether the central government supervises the local governments mainly depends on the benefits of water environment improvement and supervision costs; (2) the initial negotiation plan of the stakeholders has a significant impact on their optimum strategies; (3) the fines imposed by the central government on the local governments have a small impact on the stable state of the system; (4) the higher the eco-compensation fee, the lower their likelihood of cooperation; (5) the central government’s supervisory attitude and supervisory skills have significant effect on the sustainability of the optimum arrangement, even when willingness of upstream and downstream governments to cooperate is low; (6) the initial ecological benefits of downstream governments have no effect on the optimum strategy. Therefore, considering these insights is helpful to improve the watershed ecological compensation mechanism in order to solve transboundary water pollution and achieve the sustainability of water resources.

Career Conversations: Managing Up as a Positive, Collaborative Approach

My boss never stays on topic in meetings. We never get things done that I need to do!” I’ve heard variations on this theme for most of my career. I’ve certainly said it many times, and I’ll bet my staff has said it about me. The skill with which you manage such supervisors can make a huge difference in how you feel about getting up in the morning.As I started to write this column, I assumed I’d speak with many librarians who would discuss creating a productive relationship with their bosses. I reached out to librarians on social media and asked them what they thought about managing their managers, or “managing up.” What were their experiences, good or bad? I was surprised to find that (a) many people didn’t want to talk about it, (b) those who did talk thought I was asking how to manage my boss and cautioned me that if I got caught I’d get in trouble, and (c) many respondents were overtly hostile to having the responsibility of “managing” their bosses. Even with assurances of anonymity, I struggled to find librarians to interview; several potential discussions fizzled. Most of the folks thought managing up was an onerous task that must be kept secret from one’s supervisor and was only necessary in cases where the supervisor was lacking in some fundamental organizational, communication, or supervisory skills. Others thought managing up was analogous to another “up” term: sucking up. Most of these individuals indicated that it was only the supervisor’s responsibility to ensure the supervisor and subordinate communicated well and that the subordinate received the necessary support from their manager. Those who thought managing up meant they were solely responsible, both for the relationship and for making the decisions for the supervisor, had bosses they described as reluctant, unwilling to embrace change or make decisions, and a negative drain on the resources around them. Personnel who attempted to improve situations like these developed resentment that they were the “real leaders” (without the pay) and feared for their continued employment if they were discovered to be what they perceived as manipulating.

Medicines management

This chapter outlines information relevant to clinical pharmacists related to medicines management. In particular, this chapter covers a variety of aspects for managing medicines, for example, formulary, unlicensed use, and medicines committees. It also includes guidance on standards and supervisory skills, as well as medicines safety and electronic prescribing. There are sections on non-medical prescribing, primary care, and roles of technicians.