Synergistic Supervision Scale (SSS)
Saunders‚ Cooper‚ Winston‚ and Chernow‚ 2000‚ Winston & Creamer‚ 1997
مقیاس هم افزایی سرپرست
1. My supervisor includes me in a significant way when making decisions that affect my area of responsibilities.
2. My supervisor works with me to gather the information needed to make decisions rather than simply providing me the information he/she feels is important.
3. My supervisor criticizes staff members in public.
4. My supervisor makes certain that I am fully knowledgeable about the goals of the division and institution.
5. My supervisor willingly listens to whatever is on my mind whether it is personal or professional.
6. My supervisor shows interest in promoting my professional or career advancement.
7. My supervisor is personally offended if I question the wisdom of his/her decisions.
8. My supervisor shows that he/she cares about me as a person.
9. My supervisor speaks up for my unit within the institution.
10.My supervisor expects me to fit in with the accepted ways of doing things‚ in other words‚ “don’t rock the boat.”
11.My supervisor has favorites on the staff.
12.My supervisor breaks confidences.
13.My supervisor takes negative evaluations of programs or staff and uses them to make improvements.
14.When faced with a conflict between an external constituent (for example‚ parent or donor) and staff members‚ my supervisor supports external constituents‚ even if they are wrong.
15.My supervisor is open and honest with me about my strengths and weaknesses.
16.If I am not careful‚ my supervisor may allow things that are not my fault to be blamed on me.
17.My supervisor rewards teamwork.
18.When the system gets in the way of accomplishing our goals.
19.My supervisor looks for me to make a mistake.
20.My supervisor and I develop yearly professional development plans that address my weaknesses or blind spots.
21.When problem solving‚ my supervisor expects staff to present and advocate differing points of view.
22.In conflicts with staff members‚ my supervisor takes students’ sides (even when they are wrong).
شرح سایت روان سنجی: این ابزار ادارک کارکنان را از این که تا چه اندازه سرپرست روی پیشرفت ماموریت سازمان ، پیشرفت شخصی و حرفه ای آنان تمرکز دارد، اندازه گیری می کند.
اعتبار: آلفا کرونباخ 0.94
نمره گذاری
1 = never or almost never; 2 = seldom; 3 = sometimes; 4 = often; 5 = always or almost always
چگونگی دستیابی
منبع برای آگاهی بیشتر
Winston‚ R. B.‚ Jr.‚ & Creamer‚ D. G. (1997). Improving staffing practices in student affairs. San Francisco: Jossey-Bass.
Winston‚ R. B.‚ Jr.‚ & Creamer‚ D. G. (1998). Staff supervision and professional development: An integrated approach. New Directions for Student Services‚ 84‚ 29-42.
Winston‚ R. B.‚ Jr.‚ & Miller‚ T. K. (1991). Human resource management: Professional preparation and staff selection. In T. K. Miller‚ R. B. Winston‚ Jr.‚ & Associates (Eds.)‚ Administration and leadership in student affairs: Actualizing student development in higher education (2nd ed.‚ pp. 449-493). Muncie‚ IN: Accelerated Development.
Saunders‚ S. A.‚ Cooper‚ D. L.‚ Winston‚ R. B.‚ Jr.‚ & Chernow‚ E. (2000). Supervising staff in student affairs: Exploration of the synergistic approach. Journal of College Student Development. 41‚ 181-192.
Winston‚ R. B.‚ Jr.‚ Torres‚ V.‚ Carpenter‚ D. S.‚ McIntire‚ D. D.‚ & Petersen‚ B. (2001). Staffing in student affairs: A survey of practices. College Student Affairs Journal‚ 21‚ 7-25.
Tull‚ Ashley. (2006). Synergistic Supervision‚ Job Satisfaction‚ and Intention to Turnover of New Professionals in Student Affairs Journal of College Student Development‚ 47(4)‚465-480