Abstract

Supervision skills are essential at all levels of administration in higher education. However, it is unclear where many professionals attain these skills. New professionals, who often supervise student workers, receive training during their graduate program experiences. Senior level professionals, those who run Student Affairs divisions or segments of those divisions, are often not questioned in their practices. Senior administrators are valued for decision making and strategic planning. Unfortunately, the final population, middle managers, do not receive training and may be expected to have skills upon arriving in a position. The following study examined perceptions of middle and senior administrators in student affairs regarding the impact of professional development on supervision skills. Results suggested a new model for professional development, which examines experiences in the context of skill development and personal understanding. The model requires both supervisor and supervisee display honesty in establishing goals on an annual basis.

Recommended Citation

Nasser, Roger "Mitch" (2020) "Perspectives of Professional Development on Supervision Skills," Journal of Educational Leadership in Action: Vol. 6: Iss. 1, Article 7.
DOI: https://doi.org/10.62608/2164-1102.1034
Available at: https://digitalcommons.lindenwood.edu/ela/vol6/iss1/7