Coaching, Mentoring and Consultation: The Same but Different Activities in Supervision of Social Workers in South Africa?

Engelbrecht, Lambert K.

doi:10.15270/48-3-90

Cited by 5 publications

(6 citation statements)

References 29 publications

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“…Similar tendencies may also be observed on a global scale (Engelbrecht, 2012). As elsewhere in the world (Bradley, Engelbrecht & Höjer, 2010), this robust standardisation of supervision can be ascribed to social workers' performance management outputs as part of the South African government's transformational agenda for good-quality service delivery, and the belief that quality assurance of supervision has the potential to have a far-reaching influence on practice (DSD, 2006a).…”

Section: Background To the Studymentioning

confidence: 77%

“…Hence, even the introduction of private sector activities in supervision such as coaching and mentoring (Connor & Pokora, 2007), with a special focus on relationships in order to enhance performance (Harlow, 2013), simply raises questions on what is the same and what is different in these activities (Engelbrecht, 2012). It seems that structural issues in social service delivery pose such an obstacle that supervision or whatever private sector activity is applied, has no feasible function other than to safeguard standards.…”

Section: "…Supervision Reminds (Me) Of a Supervisor In A Supermarket mentioning

confidence: 99%

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Social Work Supervision Policies and Frameworks: Playing Notes or Making Music?

Engelbrecht

2014

Social Work

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Section: Background To the Studymentioning

confidence: 77%

Section: "…Supervision Reminds (Me) Of a Supervisor In A Supermarket mentioning

confidence: 99%

Social Work Supervision Policies and Frameworks: Playing Notes or Making Music?

Engelbrecht

2014

Social Work

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“…Mentorship and consultation are distinct but related forms of support for decision making that are widely discussed within the health care literature (Burgess, van Diggele, & Mellis, 2018; Engelbrecht, 2012; Shaw & Fulton, 2012). Mentorship has been defined in occupational therapy as an ongoing partnership between an experienced occupational therapist (mentor) and someone with less experience (mentee) with a focus on of supporting professional growth (Foss, 2011; Milner & Bossers, 2005).…”

Section: Discussionmentioning

confidence: 99%

Continuing competency in ethical decision making: An interpretive description of occupational therapists’ perspectives

VanderKaay¹,

Jung²,

Letts³

et al. 2019

Can J Occup Ther

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Background. Competency in ethical decision making is a criterion for ethical practice, and it is expected to advance with ongoing professional development. However, research exploring continuing competency needs of occupational therapists regarding ethical decision making is limited. Purpose. The purpose of this study was to explore potential gaps and directions for development related to continuing competency in ethical decision making from the perspective of practicing occupational therapists. Method. Interpretive description informed secondary data analysis of professional narratives from a grounded theory study regarding ethical decision making. In-depth interviews were conducted with a purposive sample of 18 occupational therapists. Data analyses focused on identifying gaps and future directions regarding continuing competency. Findings. Two main themes regarding gaps were identified: “I didn’t have the knowledge” and “I don’t have anybody.” Education, tool development, and ethics mentorship were identified directions for development. Implications. Findings advance understanding of continuing competency needs of occupational therapists regarding ethical decision making.

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“…Siswa juga mengalami kesulitan mengikuti pembelajaran karena minimnya interaksi dengan guru ataupun antar siswa. (Engelbrecht, 2014;Niku, E. M., Maisyaroh, & Hadi, 2020;Gallacher, 2020;Brockbank, A., & McGill, 2012) Seiring adaptasi kebiasaan baru, kegiatan pengawasan tatap muka berubah menjadi pengawasan daring.…”

Section: Pendahuluanunclassified

Pendampingan Daring Supervisi Akademik Kepala Madrasah Di Masa Pandemi Covid-19

Rindarti¹

2021

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This action research aims to improve the academic supervision competency of madrasa principals through technical guidance during the Covid-19 pandemic. The research was carried out in January s.d. May 2021. The Action Research involved four heads of Madrasah Aliyah in Central Jakarta as participants, researchers as mentors, and three observers. Research data were collected through observation, interviews, tests, filling out questionnaires, and document assessment. The research data were analyzed through data reduction, data presentation, and verification, accompanied by a description of quantitative data on test results, process assessment, and document assessment. Actions are carried out in two cycles. The results of observations showed an increase in online mentoring participation from 75% in the first cycle to 87.5% in the second cycle; there was an increase in the ability of madrasah principals in preparing academic supervision from 72% in the first cycle to 92.5% in the second cycle; the increase in knowledge about academic supervision increased from 73.25 before the action to 83 after the action, and improvement in the ability of the head of madrasah to prepare reports on academic supervision reached a score of 92.5%% at the end of the activity. Based on this research, it can be concluded that online technical guidance during the Covid-19 pandemic can improve the ability of madrasa principals to carry out academic supervision. Abstrak Penelitian Tindakan ini bertujuan meningkatkan kemampuan kepala madrasah melaksanakan supervisi akademik pada masa pandemi Covid-19 melalui pendampingan daring. Penelitian dilaksanakan pada bulan Januari s.d. Mei 2021. Penelitian Tindakan melibatkan empat kepala Madrasah Aliyah di Kota Jakarta Pusat sebagai peserta pendampingan, peneliti sebagai pendamping, dan tiga observer. Data penelitian dikumpulkan melalui observasi, wawancara, tes, pengisian kuesioner, serta penilaian dokumen. Data penelitian dianalisis melalui reduksi data, penyajian data, dan verifikasi, dilengkapi deskripsi data kuantitatif hasil tes, penilaian proses, dan penilaian dokumen. Tindakan dalam bentuk pendampingan daring dilaksanakan dalam dua siklus. Hasil observasi menunjukkan peningkatan pertisipasi pendampingan daring dari 75% pada siklus-I menjadi 87,5% pada siklus-II; terjadi peningkatan kemampuan kepala madrasah dalam menyusun program supervisi akademik dari 72% pada siklus-I menjadi 92,5% pada siklus-II; kemampuan kepala madrasah menyusun laporan supervisi akademik mencapai skor 92,5%% di akhir kegiatan, dan peningkatan pengetahuan tentang supervisi akademik meningkat dari 73,25 sebelum tindakan menjadi 83 setelah tindakan. Berdasarkan penelitian ini dapat disimpulkan bahwa pendampingan daring pada masa pandemi Covid-19 dapa meningkatkan kemampuan kepala madrasah dalam melaksanakan supervisi akademik.

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Coaching, Mentoring and Consultation: The Same but Different Activities in Supervision of Social Workers in South Africa?

Cited by 5 publications

References 29 publications

Social Work Supervision Policies and Frameworks: Playing Notes or Making Music?

Social Work Supervision Policies and Frameworks: Playing Notes or Making Music?

Continuing competency in ethical decision making: An interpretive description of occupational therapists’ perspectives

Pendampingan Daring Supervisi Akademik Kepala Madrasah Di Masa Pandemi Covid-19

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