“This book is well-written, well-organized, and presented in a rational and systematic manner. The subject matter of the book is well-grounded in theory and a superb analysis of the literature is presented. The literature review is comprehensive, well-integrated, and provides a substantive synthesis of a voluminous body of published material. It makes important contributions to professional supervision practice and research in human service organizations.”
—Roosevelt Wright, Jr., Ph.D., University of Oklahoma
“Graduate students, upper level undergraduate students, and college-educated practitioners would find this text both accessible and interesting. The discussion questions at the ends of the chapters are very helpful in further allowing immediate application of the ideas that were presented. It is a well-designed and well-written text.”
—Miriam Johnson, University of South Carolina
Supervision as Collaboration in the Human Services: Building a Learning Culture integrates the latest thinking in the human services to provide supervisors and those preparing to become supervisors with a new approach to the important skills and knowledge needed for effective practice in the 21st century. While it builds upon past efforts to define the principles and practices of supervision in the human services, it seeks to chart new territory that reflects the changing nature of organizational life. Supervision as Collaboration in the Human Services uses a framework that features the key aspects of a learning culture, the process of organizational learning, and the roles that supervisors can play in transforming traditional human service organizations into learning organizations. Chapter authors are authorities in their respective areas of practice and have shaped their chapters around this framework.
The editors have divided the experientially focused chapters into sections that feature the collaborative and interactional nature of supervision, the managerial nature of the supervisory role, the analytic nature of supervisory practice, and the unique practice settings that affect the nature of supervision. The chapters include case vignettes and discussion questions.
This book is ideally suited as an essential core text for graduate and undergraduate students of social work and counseling, as well as a much-needed reference for human services supervisors and practitioners.
Chapter 16: Transferring Learning into New Organizational Processes
Transferring Learning into New Organizational Processes
Human service organizations must change to respond to the many pressures placed on them. Given regulatory and political changes, technological innovation, and economic forces, to name a few, improvement in performance, cost-effectiveness, and reliability of services are increasingly expected of human service agencies by the public. Additionally, they are expected to introduce innovations more effectively; provide existing services more efficiently; and develop the capacity to manage change at an ever-increasing rate (Proehl, 2001). To rise to these challenges, they, as other successful organizations before them, must continually revamp their practices and services by generating and dispersing new knowledge. Indeed, in such organizations, managers and workers alike must continually examine activities from the perspective of ...