Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Stark, Marcella D.; Greggerson, Kelly

doi:10.7729/81.1145

Cited by 5 publications

(5 citation statements)

References 35 publications

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“…The supervisors' significantly higher mean ratings for 14 of the 17 capabilities may support Stark and Greggerson's (2016) assertion that 'they view their supervisees' investments as a reflection of their own success as a supervisor' and as an extension of themselves. The higher ratings among supervisors might contravene expectations given millennial students have been characterised as having an inflated sense of their own capabilities (Papadopoulos 2010).…”

Section: Student and Supervisor Perceptions Of Pi Capabilitiesmentioning

confidence: 70%

Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Jackson¹

2018

Vocations and Learning

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Section: Student and Supervisor Perceptions Of Pi Capabilitiesmentioning

confidence: 70%

Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Jackson¹

2018

Vocations and Learning

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“…Sumber: Diolah dari Budiharto & Himam, 2006;Makruf, 2017;Mansyur, 2013;Antonio, 2013;Kumolohadi & Budiharto, 2014;Nik Muhammad, 2015;El Syam, 2017;Mursidi et al, 2017 Post (Stark & Greggerson, 2016). ( 4) Metode konseling, digunakan untuk menindaklanjuti hasil tes kepribadian antikorupsi yang memiliki skor rendah.…”

Section: Gambar 4 Model Manajemen Pendidikan Antikorupsi Berbasis Kep...unclassified

“…Tahap keenam, adalah tahap implementasi program pengembangan perilaku antikorupsi yang terintegrasi dengan aktivitas evaluasi (lanjutan) dari sumber daya manusia melalui kegiatan penilaian kinerja. Evaluasi penting dilakukan karena evaluasi adalah sebuah kegiatan mengumpulkan, mendeskripsikan, menganalisis, menginterpretasikan, dan menyajikan informasi tentang suatu program yang dilakukan secara terencana, sistematis, dan berkelanjutan (Stark & Greggerson, 2016).…”

Section: Implementasi Model Manajemen Pendidikan Antikorupsi Berbasis...unclassified

Model Manajemen Pendidikan Antikorupsi Berbasis Kepemimpinan Kenabian

Sari,

Mulyadi,

Yatimah

et al. 2021

aspirasi

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This study aims to develop a corruption prevention model by optimizing the function of education. This study uses a qualitative descriptive approach with a systematic literature review methodology. The object of this research is anti-corruption behavior, with data sources from journals, textbooks, and e-books. The development of an anti-corruption education management model based on prophetic leadership behavior was carried out based on a comprehensive and transparent search through several databases and literature that were replicated and reproduced by previous researchers. The development of this model is carried out based on the aspects of transparency, clarity, integration, focus, equity, accessibility, and coverage according to research principles. The anti-corruption education management model based on prophetic leadership behavior focuses on developing anti-corruption behavior through exemplary prophetic leadership behavior in organizations. The application of this model uses 5 (five) methods with 8 (eight) stages which are carried out continuously and integrated with the management of the organization's human resources. This study also develops an anti-corruption personality assessment model based on prophetic leadership which is the development of the anti-corruption personality assessment model of the Corruption Eradication Commission, then modified with the values of prophetic leadership behavior. The anti-corruption education management model based on prophetic leadership behavior has a novelty value, namely as a systematic, comprehensive, effective, efficient, and sustainable corruption prevention innovation. This model can be used as a reference for legislator (DPR and DPRD) in carrying out preventive oversight functions on the use of state finances by the governments. AbstrakPenelitian ini bertujuan untuk menghasilkan sebuah model pencegahan tindak pidana korupsi melalui optimalisasi fungsi pendidikan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metodologi tinjauan literatur sistematik. Objek dari penelitian ini adalah perilaku antikorupsi, dengan sumber data dari jurnal, buku teks, dan buku elektronik yang relevan. Rancangan model manajemen pendidikan antikorupsi berbasis perilaku kepemimpinan kenabian ini dilakukan berdasarkan pada pencarian yang komprehensif dan transparan melalui beberapa database dan literatur yang direplikasi dan direproduksi oleh peneliti-peneliti sebelumnya. Proses penyusunan model ini juga dilakukan dengan berpedoman pada transparansi, kejelasan, integrasi, fokus, persamaan, aksesibilitas, dan cakupan yang sesuai dengan kaidah penelitian. Model manajemen pendidikan antikorupsi berbasis kepemimpinan kenabian yang dihasilkan dari penelitian ini memfokuskan pada pengembangan perilaku antikorupsi melalui keteladanan terhadap perilaku kepemimpinan kenabian di dalam organisasi. Implementasi model ini menggunakan 5 (lima) metode dengan 8 (delapan) tahapan yang dilakukan secara berkesinambungan dan terintegrasi dengan manajemen sumber daya manusia organisasi. Penelitian ini juga menghasilkan model asesmen kepribadian antikorupsi berbasis kepemimpinan kenabian, yang merupakan pengembangan dari asesmen kepribadian antikorupsi KPK, kemudian dimodifikasi dengan nilai-nilai perilaku kepemimpinan kenabian. Model manajemen pendidikan antikorupsi berbasis kepemimpinan kenabian ini memiliki nilai kebaruan (novelty), yaitu sebagai sebuah inovasi dalam upaya pencegahan tindak pidana korupsi yang sistematis, komprehensif, efektif, efisien, dan berkelanjutan. Model ini dapat menjadi rujukan bagi DPR dan DPRD dalam menjalankan fungsi pengawasan berbasis pencegahan terhadap penggunaan keuangan negara oleh pemerintah.

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“…A lack of attention by academic coordinators to guiding workplace supervisors to assess WIL students effectively may augment grade inaccuracies (see Milne and Caldicott 2016) and Benett (1993) Finally, workplace supervisors may find it difficult to give informal, formative feedback as this may be associated more with a mentoring role and in conflict with their need to complete a summative evaluation report (see Vinton and Wilke 2011). Workplace supervisors do not wish to inhibit student growth (Stark and Greggerson 2016) and may feel uncomfortable with applying standardised measures of behaviour in evaluations when they feel their role is to foster personal development (Bogo et al 2007). Yeates et al (2013) assert that relationships between the supervisor and students can influence assessment judgement.…”

Section: The Role Of the Supervisormentioning

confidence: 99%

Challenges and strategies for assessing student workplace performance during work-integrated learning

Jackson

2017

Assessment & Evaluation in Higher Education

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Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Cited by 5 publications

References 35 publications

Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Model Manajemen Pendidikan Antikorupsi Berbasis Kepemimpinan Kenabian

Challenges and strategies for assessing student workplace performance during work-integrated learning

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