Supervision: Development Of Practice Skills For Human Service Professionals
According to Luitgaarden (2009), supervision is a foundation activity in the development of practice skills for human service professionals. The need to inform expert advices to the supervisee and it is conducted in ways that highlight the capability of the supervisor. In many aspect, the supervisory relationship often mimics the role of teacher/student. Good supervision supports and guides the trainee through the necessary socialization and development of professional personality. It helps develop proven reasoning and the peer of communication skills also makes sense of their learning by developing skills to access and professional knowledge.
Supervision was to qualitatively evaluate worker's attitudes about supervision. Evaluating and monitoring
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Developing job enrichment together with matching the individual's values those of the organization must be organization's commitment. Also, there are different strategies to improve job satisfaction such as improving the quality of counseling, supervision and decentralized form of management. Another is improving communication, motivating employees and understanding the needs of employees better (Awad & Alhashemi, 2012).
According to Danish & Usman (2010), workplace relationship and job satisfaction has a positive significant correlation. This means that cooperation in the work environment and respect for each other are significant to increase the employee’s job satisfaction. Interpersonal relation with your co-employees is the social contact that allows the employees a reasonable amount of time for socialization. This will help to develop in a sense of belonging among co-workers and teamwork. The relationship between supervisor and subordinate or among co-workers needs to be enhanced since it influences job
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It is an important lesson for extension organizations to learn for having motivated employees to achieve leadership role possession of leadership competencies (mastery) is not the only requirement but also aspiration and salience are also important (Karami, Ismail, Omar, Wahat, & Badsar,
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