[Audio] The Major focus of the coach is on the employees. They indulge their subordinates in planning and decision-making process promoting support to employees, creates positivity in the workplace all for the interest of the organization. Team player is a type of supervisor who is competent, truthful and considers the role of the employees. These supervisors are open to their subordinates in terms of accepting new ideas as well as tough decisions without disrespecting the subordinates. A mentor is a primarily responsible to give guidance and direction among the subordinates. Supervisors significantly impacts on career development of their work and makes them easy to work along with. Laissez-faire is a kind of Supervisors who are exercising little or no follow up among employees as a result employees need to be determined to achieve what they want. Confront freak. Supervisors need to be in the loop of all that happens. As an employee working with this supervisor, you must know how to deal with them by just ensuring a constant flow of information on the progress of your project. Asking lots of questions makes them open and thus give one a vivid image of their expectations as they hold onto knowledge for their power. AN Autocrat Supervisor has total authority and is fully in control of decision making. This one has his objective and hardly pays attention to the employees. They are very hard to please so, to get along with them you are tasked to make them share what their focus is. The different Principles of Supervision
To achieve the success of the institution, supervisors must imbibe the mission, vision, goals and objectives to have that sense of direction or purpose. To materialize all these, the supervisor must master the following fundamental principles:
-Supervision should create a cordial atmosphere and mutual trust to produce good output and results.
-Supervision should be planned and adaptive to the changing conditions.
-Supervision must possess a sound professional knowledge.
-Supervision must foster the ability of each employee to think and act for himself.
-Supervision encourages employee's participation in decision-making.
-Supervision requires good communication skills.
-Supervision has the strength to influence downward and even upward the hierarchy of an organization or institution.
-Supervision respects the personality of individual employees.
-Supervision allows self-expression to draw out potential of employees.
-Supervision should aim for growth in knowledge and improvement of skills among the employees. What are the types of Supervision? The types of supervision depend on thee generally classified according to the behavior of the supervision towards the subordinates. Here are the types of supervision. -Autocratic or authoritarian supervision.
- Democratic Supervision. -Bureaucratic Supervision. -and Laissez-faire or free -rein Supervision. Autocratic or authoritarian supervision. The supervisor exercises absolute power and wants complete obedience from his subordinates. The supervisor wants everything according to his instructions and does not like to have it done on the initiative and creativity of the subordinates. This type of supervision always addresses undisciplined subordinates. Democratic Supervision. This is also known as participative or consultative supervision. The supervisor act according to mutual consent and discussion. The subordinates can suggest and participate in decision-making, make initiative, and exercise free judgment resulting to job satisfaction an improved morale among subordinates. -Bureaucratic Supervision. A type of supervision where certain rules and regulations must be strictly followed just the government transactions and processes. This promotes stability and uniformity within the organization, but in actual practice it has been observed that this type of supervision results to delays and inefficiency of work and less productive due to the bureaucratic process. Laissez-faire or free -rein Supervision. This is also called independent supervision. Maximum freedom is given to the subordinates and responsible to solve their own problems. The supervisor never interferes the work of subordinates which results to inefficiency and ineffective subordinates where targets and goals are hardly met. What are the types of Supervision? The different kinds of Supervision are
-Administrative Supervision.
-Clinical supervision -and Supportive Supervision. Administrative Supervision. It is crucial in maintaining the operation of the institution ensuring that the work is performed. This concerns about paper works compliance, billings, administrative procedures, and related activities. Clinical supervision (also known as educational supervision). This concerns with teaching the knowledge, skills, and attitudes important to clinical tasks. The supervisor meets in a regular basis with the subordinates to discuss client issues like assessment, diagnosis, treatment options, barriers to care, medications, family, and social support among others. Supervision looks different based on setting; clinician needs ad supervisor orientation. Supportive Supervision. This type of supervision is typically not separate from administrative and clinical supervision but has the function to of increasing job performance while decreasing burnout. Advances in technology makes more and more people use smartphones to give supervision on a regular basis, discuss trough chatrooms about subordinates' difficulty which makes supervision accessible and easier. The models of instructional supervision are Traditional clinical supervision model, Cogan in the 1970's viewed supervision as a vehicle for developing professional, responsible educators who were capable of analyzing performance, who were open for change and assistance from others, who were above all, self-directing. The process of clinical supervision are planning, observation, analysis, feedback, then reflection. Phychotherapy-based models, Supervision started as the practice of observing, assisting, and receiving feedback. In this way, supervision follows the framework and techniques of the specific psychotherapy theory/model being practiced by the supervisor and supervisee. Psychotherapy-based models of supervision often feel like a natural extension of the therapy itself. "Theoretical orientation informs the observation and selection of clinical data for discussion in supervision as well as the meanings and relevance of those data. The classification of Psychotherapy-based models is supervisee-centered, a Supervisee-centered psychodynamic supervision came into popularity in the 1950s, focusing on the content and process of the supervisee's experience as a counselor. Process focuses on the supervisee's resistances, anxieties, and learning problems. The supervisor's role in this approach is still that of the authoritative, uninvolved expert, but because the attention is shifted to the psychology of the supervisee, supervision utilizing this approach is more experiential than didactic. Another classification of psychotheraphy-based models is person-centered or The supervisory-matrix-centered approach opens more material in supervision as it not only attends to material of the client and the supervisee, but also introduces examination of the relationship between supervisor and supervisee. The supervisor's role is no longer one of uninvolved expert. Supervision within this approach is relational and the supervisor's role is to "participate in, reflect upon, and process enactments, and to interpret relational themes that arise within either the therapeutic or supervisory dyads". This includes an examination of parallel process, which is defined as "the supervisee's interaction with the supervisor that parallels the client's behavior with the supervisee as the therapist" A Patient-centered Focuses the supervision session on the patient's presentation and behaviors. The supervisor's role is didactic, with the goal of helping the supervisee understand and treat the patient's material. The supervisor is seen as the uninvolved expert who has the knowledge and skills to assist the supervisee, thus giving the supervisor considerable authority. Developmental Model of Supervision. This model consists of different progressive stages of supervisee development from novice to expert, consisting of discrete characteristics and skills. In novice stage, it has a limited skills and lack of self-confidence
In middle stage is little dependence or assistance from supervisor.
And in expert stage shows mastery with problem-solving skills. The Integrated Development Model. Ronnestad and Skovholt ( 2003) note that counselor o therapist development is a complex process requiring continuous reflection. They also state that much like the client-counselor relationship's strong influence on treatment outcomes, research findings support "a close and reciprocal relationship between how counselors or therapists handle challenges and difficulties in the client relationship and experiences of professional growth or stagnation." The developed four stages are, first, supervisee is dependent on the supervisor, lack self-confidence, second, supervisee striving for independence, third, becoming more insightful and motivated, lastly, supervisee confident with their interpersonal, professional and communication skills. Other Feminist Model of Supervision are Cognitive-Behavioral Supervision
Bernard's Discrimination Model. Systems Approach Model
Supervisory Models Feminist therapy is also described as "gender-fair, flexible, interactional and life-span oriented". Feminist theory affirms that the personal is political; that is, an individual's experiences are reflective of society's institutionalized attitudes and values. Feminist therapists, then, contextualize the client's –and their own—experiences within the world in which they live, often redefining mental illness because of oppressive beliefs and behaviors. Cognitive-behavioral supervision makes use of observable cognitions and behaviors—particularly of the supervisee's professional identity and his or her reaction to the client. Bernard's Discrimination Model. This model is comprised of three separate foci for supervision example intervention, conceptualization, and personalization. and three possible supervisor roles examples teacher, counselor, and consultant. The supervisor first evaluates the supervisee's ability within the focus area, and then selects the appropriate role from which to respond. Bernard and Goodyear ( 2009) caution supervisors not to respond from the same focus or role out of personal preference, comfort, or habit, but instead to ensure the focus and role meet the most salient needs of the supervisee in that moment. Systems Approach Model. The heart of supervision is the relationship between supervisor and supervisee, which is mutually involving and aimed at bestowing power to both members. The task of the supervision are at the foreground of the interactions of the various dimensions – the trainee, the supervisor and he institution. Thank you very much for your time and for listening to my presentation, This is Professor Clowee D Jondonero, God bless us all.. 

Scene 1

Major focus is on the employees. They indulge their subordinates in planning and decision-making process promoting support to employees, creates positivity in the workplace all for the interest of the organization (Conger & Stuart, 2021. Pp. 371-375).

COACH

Scene 0

The Major focus of the coach is on the employees.

They indulge their subordinates in planning and decision-making process promoting support to employees, creates positivity in the workplace all for the interest of the organization.

Team player is a type of supervisor who is competent, truthful and considers the role of the employees.

These supervisors are open to their subordinates in terms of accepting new ideas as well as tough decisions without disrespecting the subordinates.

A mentor is a primarily responsible to give guidance and direction among the subordinates.

Supervisors significantly impacts on career development of their work and makes them easy to work along with.

Laissez-faire is a kind of Supervisors who are exercising little or no follow up among employees as a result employees need to be determined to achieve what they want.

Supervisors need to be in the loop of all that happens.

As an employee working with this supervisor, you must know how to deal with them by just ensuring a constant flow of information on the progress of your project.

Asking lots of questions makes them open and thus give one a vivid image of their expectations as they hold onto knowledge for their power.

AN Autocrat Supervisor has total authority and is fully in control of decision making.

This one has his objective and hardly pays attention to the employees.

They are very hard to please so, to get along with them you are tasked to make them share what their focus is.

To achieve the success of the institution, supervisors must imbibe the mission, vision, goals and objectives to have that sense of direction or purpose.

To materialize all these, the supervisor must master the following fundamental principles:

-Supervision should create a cordial atmosphere and mutual trust to produce good output and results.

-Supervision should be planned and adaptive to the changing conditions.

-Supervision must possess a sound professional knowledge.

-Supervision must foster the ability of each employee to think and act for himself.

-Supervision encourages employee's participation in decision-making.

-Supervision requires good communication skills.

-Supervision has the strength to influence downward and even upward the hierarchy of an organization or institution.

-Supervision respects the personality of individual employees.

-Supervision allows self-expression to draw out potential of employees.

-Supervision should aim for growth in knowledge and improvement of skills among the employees.

The types of supervision depend on thee generally classified according to the behavior of the supervision towards the subordinates.

-Autocratic or authoritarian supervision.

-and Laissez-faire or free -rein Supervision.

The supervisor exercises absolute power and wants complete obedience from his subordinates.

The supervisor wants everything according to his instructions and does not like to have it done on the initiative and creativity of the subordinates.

This type of supervision always addresses undisciplined subordinates.

This is also known as participative or consultative supervision.

The supervisor act according to mutual consent and discussion.

The subordinates can suggest and participate in decision-making, make initiative, and exercise free judgment resulting to job satisfaction an improved morale among subordinates.

A type of supervision where certain rules and regulations must be strictly followed just the government transactions and processes.

This promotes stability and uniformity within the organization, but in actual practice it has been observed that this type of supervision results to delays and inefficiency of work and less productive due to the bureaucratic process.

This is also called independent supervision.

Maximum freedom is given to the subordinates and responsible to solve their own problems.

The supervisor never interferes the work of subordinates which results to inefficiency and ineffective subordinates where targets and goals are hardly met.

It is crucial in maintaining the operation of the institution ensuring that the work is performed.

This concerns about paper works compliance, billings, administrative procedures, and related activities.

Clinical supervision (also known as educational supervision).

This concerns with teaching the knowledge, skills, and attitudes important to clinical tasks.

The supervisor meets in a regular basis with the subordinates to discuss client issues like assessment, diagnosis, treatment options, barriers to care, medications, family, and social support among others.

Supervision looks different based on setting;

clinician needs ad supervisor orientation.

This type of supervision is typically not separate from administrative and clinical supervision but has the function to of increasing job performance while decreasing burnout.

Advances in technology makes more and more people use smartphones to give supervision on a regular basis, discuss trough chatrooms about subordinates' difficulty which makes supervision accessible and easier.

The models of instructional supervision are

Traditional clinical supervision model, Cogan in the 1970's viewed supervision as a vehicle for developing professional, responsible educators who were capable of analyzing performance, who were open for change and assistance from others, who were above all, self-directing.

The process of clinical supervision are planning, observation, analysis, feedback, then reflection.

Phychotherapy-based models, Supervision started as the practice of observing, assisting, and receiving feedback.

In this way, supervision follows the framework and techniques of the specific psychotherapy theory/model being practiced by the supervisor and supervisee.

Psychotherapy-based models of supervision often feel like a natural extension of the therapy itself.

"Theoretical orientation informs the observation and selection of clinical data for discussion in supervision as well as the meanings and relevance of those data.

The classification of Psychotherapy-based models is supervisee-centered, a Supervisee-centered psychodynamic supervision came into popularity in the 1950s, focusing on the content and process of the supervisee's experience as a counselor.

Process focuses on the supervisee's resistances, anxieties, and learning problems.

The supervisor's role in this approach is still that of the authoritative, uninvolved expert, but because the attention is shifted to the psychology of the supervisee, supervision utilizing this approach is more experiential than didactic.

Another classification of psychotheraphy-based models is person-centered or The supervisory-matrix-centered approach opens more material in supervision as it not only attends to material of the client and the supervisee, but also introduces examination of the relationship between supervisor and supervisee.

The supervisor's role is no longer one of uninvolved expert.

Supervision within this approach is relational and the supervisor's role is to "participate in, reflect upon, and process enactments, and to interpret relational themes that arise within either the therapeutic or supervisory dyads".

This includes an examination of parallel process, which is defined as "the supervisee's interaction with the supervisor that parallels the client's behavior with the supervisee as the therapist"

A  Patient-centered Focuses the supervision session on the patient's presentation and behaviors.

The supervisor's role is didactic, with the goal of helping the supervisee understand and treat the patient's material.

The supervisor is seen as the uninvolved expert who has the knowledge and skills to assist the supervisee, thus giving the supervisor considerable authority.

This model consists of different progressive stages of supervisee development from novice to expert, consisting of discrete characteristics and skills.

In novice stage, it has a limited skills and lack of self-confidence

In middle stage is little dependence or assistance from supervisor.

And in expert stage shows mastery with problem-solving skills.

Ronnestad and Skovholt (2003) note that counselor o therapist development is a complex process requiring continuous reflection.

They also state that much like the client-counselor relationship's strong influence on treatment outcomes, research findings support "a close and reciprocal relationship between how counselors or therapists handle challenges and difficulties in the client relationship and experiences of professional growth or stagnation."

The developed four stages are, first, supervisee is dependent on the supervisor, lack self-confidence, second, supervisee striving for independence, third, becoming more insightful and motivated, lastly, supervisee confident with their interpersonal, professional and communication skills.

Feminist therapy is also described as "gender-fair, flexible, interactional and life-span oriented".

Feminist theory affirms that the personal is political;

that is, an individual's experiences are reflective of society's institutionalized attitudes and values.

Feminist therapists, then, contextualize the client's –and their own—experiences within the world in which they live, often redefining mental illness because of oppressive beliefs and behaviors.