Teaching the Practice of Supervision

Abstract

A cognitive/experiential approach to teaching supervision is described that utilizes planned simulations to expose supervisory tasks and dilemmas, role enacting that highlights three frames of reference to the supervisory orientation, and readings, lectures, and other information-focused components that serve to integrate the attitude/value/behavioral learnings. The supervisory role is reconceptualized to demand nine functional imperatives that pitch toward organizational survival, organizational product/process, and organizational adaptation to internal/external forces. Data on student reactions to this class are presented. The discussion argues that this approach enables learners to view and enact supervisor/supervisee roles with increased flexibility and optimism.