Supporting and Supervising Mid-Level Professionals E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 212

Veröffentlichungsjahr: 2011

Beschreibung

Student service professionals promoted to a supervisory role facethe challenges of supervising career professionals, office staff,graduate students, or undergraduates. Stress and anxiety naturallyaccompany the demands of such a job, particularly in the academicworld, an environment that can require sensitivity to multiculturalissues, supervision by virtual means, and navigation of anoccasionally difficult, opaque hierarchy. The authors of this sourcebook blend research, personal essays,case studies, and their personal experiences to illuminate theneeds and challenges of midlevel supervisors. Topics include: * Dynamics of supervision * Reflections on building capacity as a supervisor * Developing a philosophy of self-authorship * Managing conflict from the middle * Supervising graduate assistants * Effective strategies for virtual supervision * Supervising across cultures * Case studies in middle management supervision This is the 136th volume of the Jossey-Bass quarterly reportseries New Directions for Student Services. An indispensableresource for vice presidents of student affairs, deans of students,student counselors, and other student services professionals, NewDirections for Student Services offers guidelines and programs foraiding students in their total development: emotional, social,physical, and intellectual.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editor’s Notes

Chapter 1: Dynamics of Supervision

Introduction: The Supervisory Milieu and Its Challenges

Supervision

Supervision and Embracing the Increasing Diversity in Students and Staff

Supervision and Staff Engagement: Less Control Can Equal Greater Effectiveness

Conclusion

Chapter 2: Reflections on Building Capacity as a Supervisor in College Student Services

Early Lessons: Experiential Learning Opportunities

Passing Along the Lesson: Expectations of Accountability

Impacts of My Supervisor/Supervisee Relationships

Power and Supervision

Navigating Differences

Drawing on Past Experiences and Looking Ahead

Chapter 3: Developing a Philosophy of Supervision: One Step Toward Self-Authorship

Leadership or Supervision

What Is a Supervisory Philosophy?

The Importance of a Supervisory Philosophy

Defining Your Supervisory Philosophy

The Evolving Philosophy

Getting Started

From Idea to Practice

Chapter 4: Managing Conflict from the Middle

Conflict and the Middle Manager’s Role

Leveraging Authority to Resolve Conflict

Professional Growth from Conflict

Chapter 5: Supervising Graduate Assistants

Historical and Demographic Overview of Graduate Students

Roles and Functions of Graduate Assistants

Challenges and Opportunities in Supervising Graduate Assistants

Implications and Recommendations for Practice

Conclusion

Chapter 6: Effective Strategies for Virtual Supervision

Higher Education’s Landscape

Virtual Supervision

Tenets of Supervision in Student Affairs

Critical Responsibilities

Implications for Supervisors

Conclusion

Chapter 7: Supervising Across Cultures: Navigating Diversity and Multiculturalism

Diversity and Multiculturalism in Higher Education

Diversity and Multiculturalism in Student Affairs

Diversity, Multiculturalism, and Institutional Culture

Impact of Diversity and Multiculturalism on Supervisors

Conclusion

Chapter 8: Case Studies in Middle Management Supervision

Case Study 1

Case Study 2

Case Study 3

Case Study 4

Conclusion

Index

Statement of Ownership

SUPPORTING AND SUPERVISING MID-LEVEL PROFESSIONALS

Larry D. Roper (ed.)

New Directions for Student Services, no. 136

Elizabeth J. Whitt, Editor-in-Chief

John H. Schuh, Associate Editor

Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permis‑sion of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; [phone]; fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s con‑sent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for adver-tising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River St., Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

NEW DIRECTIONS FOR STUDENT SERVICES (ISSN 0164-7970, e-ISSN 1536-0695) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Student Services, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

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Editor’s Notes

Supervisors play a key role in the success of organizations, including communicating organizational values, culture, and expectations. Supervisors are also vehicles for employees’ growth, development, and ongoing learning. When individuals and groups receive supervision, they are more likely to perform at optimal levels of confidence and proficiency. Effective supervision increases the possibility of successful performance and appropriate professional development of staff. However, developing the necessary knowledge and skills to become a skillful supervisor is no simple matter.

To develop a healthy perspective on successful supervision, prospective supervisors must begin by developing a healthy view of what it means to be a supervisor. As Winston and Creamer (1998) suggest, supervision must be framed as a developmental activity, a synergistic relationship. When done well, a supervisor–supervisee relationship has less to do with skill remediation or responding to employee failure and more to do with enhancing the employee’s ability to function effectively within his or her role. Even more, successful supervision can result not just in supervisees’ learning what is needed to be successful in their specific role, but in a broader understanding of how to navigate institutional culture and the culture of higher education, as well as produce awareness, knowledge, and skills that may result in a more sophisticated outlook and performance.

Supervisors can help produce high levels of development by attending to their own learning and embracing the complex responsibilities associated with supervision. Among the responsibilities generally associated with supervision are setting expectations, coaching for successful performance, developing skills, providing feedback, assessing worthiness for merit increases or promotion, and documenting performance reviews. While supervisees come to expect the roles we typically associate with supervision, in many cases supervisees may expect that their supervisor will have sufficient interest in their success that the supervisor may serve in a mentoring role. Every supervisor must decide for herself or himself how far he or she is willing to go to invest in the success of a supervisee. The supervisor must find ways to manage the typical expectations of the role, which are often detailed in one’s position description, with the specific expectations that supervisees may have for the role they expect of their supervisor.

Mid-level professionals in supervisory roles often find themselves in a unique position; they are attending to their own professional growth and career development/advancement while also having responsibility to nurture the performance and success of others. In many cases, midlevel supervisors are still cultivating their professional identity and mastering the challenges of more complex roles, as they are being asked to supervise other early-career professionals, office staff, graduate students, or undergraduates. There can be much stress and anxiety associated with negotiating all of the demands associated with being a mid-level supervisor.

This sourcebook was written with a particular focus on the needs and challenges of mid-level supervisors. The chapters blend research, personal essays, personal experiences of the authors, and case studies, as a way to provide many ways of learning about mid-level supervision.

In Chapter One, Tom Scheuermann offers a broad and comprehensive look at supervision. He introduces readers to a wealth of resources, as well as a wide range of issues supervisors might face. Scheuermann offers specific examples of specific challenges supervisors might face during financially challenging times.

In Chapter Two, through a personal essay, Cathlene McGraw gives a perspective of an early-career professional. Cat offers a number of vignettes from her work life to demonstrate challenges she faced and the role midlevel supervisors play in helping her to develop a professional identity and leadership competence.

While we may observe and attempt to mimic the behaviors of others, every person must eventually construct his or her own personal philosophy. In Chapter Three, Delores McNair offers a personal essay that poses questions and provides guidance for developing a personal philosophy of supervision.

In Chapter Four, Mary-Beth Cooper and Heath Boice-Pardee explore the issues associated with being in the middle (located in the organizational hierarchy between entry-level and senior-level leaders). These authors point out the uncomfortable position of being between entry-level and senior-level professionals in the organizational structure and the unique set of skills needed to be successful.

While it is challenging to be a midlevel supervisor, it is equally difficult to be a graduate student employee, as Jessica White and John Nonnamaker illustrate in Chapter Five. Because graduate students must straddle roles of student and employee and the supervisor may also play dual roles of supervisor and graduate advisor, much thoughtfulness is needed to negotiate the role of supervising graduate students successfully. The authors of this chapter draw upon research and experience as graduate faculty to provide insights into this type of supervision.

In Chapter Six, Trisha Scarcia-King departs from the way many think about supervision. Typically, we envision supervision as face to face, where the supervisee and supervisor are in the same location and share daily in-person interactions. Trisha introduces virtual supervision and demonstrates the nuances of negotiating a virtual supervisory relationship.

Diversity and multiculturalism are important and valued attributes of colleges and universities. Supervisors must often traverse institutional and personal dynamics to successfully execute supervisory relationships where issues of diversity and multiculturalism are at play. In Chapter Seven, Larry Roper offers a portrait of the complex issues mid-level supervisors face in working with diverse staff in a multicultural context.

Chapter Eight, written by Lori White, presents a series of case studies that might be faced by supervisors. This chapter demonstrates the complexity of the supervisor role, but also shows the importance of supervisors’ developing knowledge and skills to manage employee performance and work group dynamics.

Larry D. Roper

Editor

Reference

Winston, R. B., and Creamer, D. G. “Staff Supervision and Professional Development: An Integrated Approach.” In W. A. Bryan and R. A. Schwartz (eds.), Strategies for Staff Development: Personal and Professional Education in the 21st Century. New Directions for Student Services, no. 84. San Francisco: Jossey-Bass, 1998.

LARRY D. ROPER is vice provost for student affairs and professor of ethnic studies at Oregon State University.

1

Dynamics of Supervision

Tom Scheuermann

This chapter introduces research and resources that can support supervisors in working with employees during challenging financial times. The author provides a broad overview of issues that are influencing the higher education and current environment for supervisors.

[The] Level 5 executive builds enduring greatness through a paradoxical blend of personal humility and professional will. … Level 5 leadership is not about being “soft” or “nice” or purely “inclusive” or “consensus-building.” The whole point of Level 5 is to make sure the right decisions happen—no matter how difficult or painful—for the long-term greatness of the institution and the achievement of its mission, independent of consensus or popularity.