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What About Supervision Matters?klab/12thcalaba!-w out other graph-1p.pdf · y supervisor(s)...
Transcript of What About Supervision Matters?klab/12thcalaba!-w out other graph-1p.pdf · y supervisor(s)...
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What About Supervision Matters?What About Supervision Matters?What About Supervision Matters? What About Supervision Matters? Supervision Satisfaction as a Predictor of Supervision Satisfaction as a Predictor of
iiTurnover IntentionsTurnover Intentions
Marnie Shapiro Marnie Shapiro , , MelineMeline PogosjanaPogosjana, Amanda Valencia,, Amanda Valencia,Alyssa Alyssa RylanderRylander, & Ellie , & Ellie KazemiKazemi,,
C lif i St t U i it N th idC lif i St t U i it N th idCalifornia State University, NorthridgeCalifornia State University, Northridge
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What is Supervision?What is Supervision?·∙ What is Supervision?What is Supervision?
• One‐on‐one guidance
• The difference between supervision and training:o Training is usually conducted in a group setting
o Supervision is much more hands‐on and personalized
• Developed an evidence‐based supervision curriculum that trains supervisors on how best to motivate direct staff (Reid Parsons & Green 2011)motivate direct staff (Reid, Parsons, & Green, 2011)
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Previous ResearchPrevious Research∙
• Firth, Mellor, Moore, & Loquet, 2004 (N= 173)
• Administered a questionnaire that measured:o Commitment to organization (i.e., turnover)
J b ti f tio Job satisfaction
o Stress
o Supervision satisfaction p
• Emotional support buffered against stress and turnover
• Conclusion: Managers must monitor supervisor and supervisee relationship
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Previous ResearchPrevious Research∙ Previous ResearchPrevious Research
• Special Educators (Billingsley, 2004; Miller et al., 1999):Special Educators (Billingsley, 2004; Miller et al., 1999):
o Perceived supervisory/administrative support to be adequate = remain at the job
o Perceived supervisory/administrative support to be inadequate = leave job
•• Emotional SupportEmotional SupportEmotional SupportEmotional Supporto Demonstrating appreciation
o Taking an interest in work
o Perpetuating open communication
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MethodsMethods∙ MethodsMethods
The Supervision Satisfaction Scale (α = .80)The Supervision Satisfaction Scale (α .80)• Adapted from Eisenberg’s (2002) study• Five items with the highest reliability were usedg y• 5‐point Likert scale measuring perceived supervisor
supportl “ ( ) ll ( ) b ll b ”o Example “My supervisor(s) really care(s) about my well‐being.”
1 2 3 4 5
In this study, The Supervision Satisfaction Scale n this study, The Supervision Satisfaction Scale α α = .90= .90
Strongly Disagree Strongly Agree Strongly Disagree Strongly Agree
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R ltR ltResultsResults
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Supervision Satisfaction Supervision Satisfaction QuestionnaireQuestionnaire
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“My supervisor really cares about my well being”
QuestionnaireQuestionnaire
“My supervisor cares about my general satisfaction at work”work
“When I do the best possible job, my supervisor will notice”
“My supervisor shows a great deal of concern for me”My supervisor shows a great deal of concern for me
“My supervisor cares about my opinions”
Correlations between Supervision Comp and the Individual Questions of which the Comp is Comprised
1 2 3 4 5 6p p
1. My supervisor(s) really care(s) about my well‐being
- .780** .576** .685** .622** .860**
2. My supervisor(s) care(s) about my general satisfaction at work
‐ .621** .701** .622** .873**
3. When I do the best job possible, my supervisor(s) will notice
‐ .689** .621** .829**
4. My supervisor(s) show(s) very a great deal of concern for me
‐ .619** .873**
5. My supervisor(s) care(s) about my ‐ .812**y p ( ) ( ) yopinions
-6. Supervision Satisfaction Comp Avg. of a participant’s response across all the items
**. Correlation is significant at the 0.01 level (2**. Correlation is significant at the 0.01 level (2‐‐tailedtailed).).
across all the items
Overall Satisfaction with SupervisionOverall Satisfaction with SupervisionLikely to Leave Likely to Stay
artic
ipan
ts
Skewed
# of
Pa Skewed
*p*p = .013= .013
Very Dissatisfied Very Satisfied Very Dissatisfied Very Satisfied Very DissatisfiedVery Dissatisfied Very SatisfiedVery Satisfied
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What other aspects of supervision could be changed to increase supervisionchanged to increase supervision
satisfaction?
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Correlations between Supervision Comp and Various Other Questions NOT Relating to Supervision
Supervision Supervision CompCompQuestions NOT Relating to Supervision
The number of SUPERVISORS you DIRECTLY work under
Comp Comp
.020
The number of clients you work with per month .174The number of clients you work with per month .174
Perceptions regarding the average level of severity of autism on your cases
.070
Correlations NOT significant
M i ( ) id ( ) h ti i t i i 554**
Supervision Supervision Comp Comp
Correlations between Supervision Comp and Various Other Questions Relating to Supervision
My supervisor(s) provide(s) enough continuing training .554**
My supervisor makes competent decisions 628**My supervisor makes competent decisions .628
How SATISFIED are you with your supervisor’s ethical standards .707**
How SATISFIED are you with your PROFESSIONAL PROFESSIONAL relationship with your supervisor
.767**
The way my supervisor handles their coworkers .806**
How SATISFIED are you with your PERSONAL PERSONAL relationship with your supervisor
.838**
**. Correlations are significant at the 0.01 level (2**. Correlations are significant at the 0.01 level (2--tailed).tailed).
“How SATISFIED are you with your supervisor’s ethical standardsethical standards”
**r = .707 w/supervision satisfaction comp **r = .707 w/supervision satisfaction comp
**p**p = .004= .004
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Likely to Leave Leave (N= 45) Likely to StayStay (N= 53)
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30
35
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30
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pant
s
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20
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# of
Par
ticip
0
5
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0
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Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
How SATISFIED are you with the way your supervisor handles their kkcoworkerscoworkers
**r = .806 **r = .806 w/supervisionw/supervision satisfaction comp satisfaction comp
**p**p = .010= .010
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Likely to LeaveLeave (N= 36) Likely to StayStay (n= 42)pp
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pant
spa
nts
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# of
Par
ticip
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ticip
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Very Dissatisfied Can't Satisfied Very
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Very Dissatisfied Can't Satisfied Very
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Dissatisfied Decide Satisfied Dissatisfied Decide Satisfied
“How SATISFIED are you with your professionalprofessional relationship with your supervisor” supervisor
**r = .767 **r = .767 w/supervisionw/supervision satisfaction comp satisfaction comp
*P*P = 038= 038
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Likely to LeaveLeave (N= 45) Likely to StayStay (N= 53)
PP = .038= .038
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nts
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of P
artic
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Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
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“How SATISFIED are you with your personal personal relationship with your supervisor”
**r = .838 **r = .838 w/supervisionw/supervision satisfaction comp satisfaction comp
**p**p = .008= .008
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Likely to LeaveLeave (N= 45) Likely to StayStay (n= 53)
pp
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f Par
ticip
ants
0
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5# of
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
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∙ SummarySummary∙ SummarySummary
Turnover
o way supervisor
TurnoverIntentions
o way supervisor
Satisfaction with EthicalEthicalStandards
Satisfaction with PersonaPersonalRelationship
Satisfaction with ProfessionalProfessionalRelationship
Supervision Satisfaction
Satisfaction with the way supervisor handles coworkerscoworkers pp
ReferencesReferences∙ ReferencesReferences• Billingsley, B. S. (2004). Special Education Teacher Retention and Attrition: A
Critical Analysis of the Research Literature. The Journal of Special d i 38( ) 39Education, 38(1), 39‐55.
• Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, I.L., & Rhoades, L (2002) Perceived supervisor support: Contributions to perceivedL.(2002). Perceived supervisor support: Contributions to perceived organizational support and employee retention. Journal of Applied Psychology,87(3), 565‐573.
• Miller, M. D., Brownell, M., & Smith, S. W. (1999). Factors that predict
teachers staying in, leaving, or transferring from the special education
classroom. Exceptional Children, 65, 201–218.classroom. Exceptional Children, 65, 201 218.
• Reid, D. H., Parsons, M.B., & Green, C. W. (2011). The Supervisor training curriculum: Evidence‐based ways to promote work quality and enjoyment among support y p q y j y g ppstaff . Washington, D.C. : American Association on Intellectual and Developmental Disabilities.
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