Any contemporary organizational setting that does not value the importance of supervision arguably fails to take into account the increasing importance of the subject of corporate behavior management into focus. Such is the case considering that supervision plays an increasingly significant role in staff development about the imparting of skills required for undertaking particular organizational tasks (Parsons, Rollyson, and Reid, 2012). However, to be taken into cognizance is the increasing role of staff training as a critical supervision measure for leading to practical skills development within an organization (Abernathy, 2014). In that regard, thereof, this paper is a manifestation of a supervision plan detailing the effects of supervision on trainee skills development, albeit with a focus on ethical considerations feeding into the process.
It is arguably impossible to measure the effects of supervision without first undertaking an evaluation of the entire supervision activity. According to Parsons, Rollyson, and Reid (2012), this involves evaluating the impact a training program has had on an organization's staff who are undertaking the requisite training program. One critical performance assessment tool for use in assessing the effects of a supervision program is the use of the balanced scorecard anchored on the regular monitoring of feedback (van Oorsouw, 2013). Adequate supervision is detected through feedback gathered through self-assessment, where trained staff voluntarily share their opinion on the quality of the training received (Page, Iwata and Reid, 1982). Nonetheless, it is crucial to pinpoint that the BCBC model should be incorporated to imbue stringent ethical standards in the supervision process (Abernathy, 2014). Moreover, clarifying actions at the beginning of any training, followed by ensuring respect for supervisee input are critical ethical considerations capable of leading to adequate supervision (Abernathy, 2014). Moreover, keeping the supervisor-supervisee relationship in a respectful and an environment of trust is another display of professionalism that characterizes sufficient monitoring.
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References
Abernathy, W. B. (2014). Beyond the Skinner box: The design and management of organization-wide performance systems. Journal of Organizational Behavior Management , 34 (4), 235-254.
Page, T. J., Iwata, B. A., & Reid, D. H. (1982). Pyramidal training: A large‐scale application with institutional staff. Journal of Applied Behavior Analysis , 15 (3), 335-351.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior analysis in practice , 5 (2), 2-11.
van Oorsouw, W. M. W. J. (2013). Considered care for complex clients (Doctoral dissertation, Radboud University Nijmegen).
Wood, A. L., Luiselli, J. K., & Harchik, A. E. (2007). Training instructional skills with paraprofessional service providers at a community-based habilitation setting. Behavior Modification , 31 (6), 847-855.
