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Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

A syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

The results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Our results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

We seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

This study aims to examine customs officers’ perception of the role as supervisor before and after completing formal training in practice supervision. Owing to changes in the education of customs officers, their role as supervisors has changed, necessitating formal training.

A questionnaire with three open-ended questions was given to all participants to answer before and immediately after the training. Responses were given anonymously. Additionally, free text of the participants’ reflections on the supervision method and challenges within supervision was analysed.

Four categories, including subcategories, emerged from the thematic analysis: competence in practice supervision; socialising and integration; motivation; and frame conditions. Analysis of the feedback shows that the education is experienced/perceived as a contribution to their personal development, learning and motivation, leading to more reflection on their own practice and a stronger focus on contributing to the students’ learning process and shaping them as future colleagues.

To the authors’ knowledge, there are no similar studies within this group, and the results of this study may lead to greater awareness regarding the supervisor role and the quality of customs and border management education and, thereby, higher quality in professional practice as customs officers.

The UK government proposals for services for individuals considered to be dangerous with a severe personality disorder (DSPD) are developing. The complex task of balancing safety and therapeutic change in DSPD services will rest largely upon the skills, knowledge and practice of the staff group. As a result, one challenge for DSPD services is to provide sufficient training and support to staff, in order to ensure that adequate resources are available to assist them in processing their emotional reactions to their work. As part of this, clinical supervision systems need to be developed to offer professional support and learning, enabling individual practitioners to develop knowledge and competence and assume responsibility for their own practice (DoH, 1993). Among the service developments at Rampton Hospital an innovative multi‐professional supervision strategy has been introduced for all staff working in the unit. This paper describes the evolving supervision framework, including a new tool, the ‘Supervision Matrix’, and implementation guidelines, and describes how this supervision framework will be evaluated.

Whereas in pursuance of Part I of Schedule 2 to the Mines and Quarries Act 1954 the Minister of Power has published notice of his intention to make the following regulations and has not received any objection to the draft thereof in respect to which he is required to refer the draft regulations for inquiry and report:

The widespread provision of evidence‐based psychosocial interventions (PSI) for people who experience psychosis and their families requires that the mental health workforce has access to educational and training programmes in these treatment approaches. Such training has been available in England since 1992 when the first PSI programmes were established at The Institute of Psychiatry, London and The University of Manchester. While training is now more widely available (Brooker, 2002), little is known about the extent and distribution of training across England, or of the detail of individual programmes. To remedy this, the NIMHE National PSI Implementation Workgroup conducted a survey of university accredited PSI education/training in January 2006.Twenty‐six courses were represented in the returns from the eight regions served by CSIP regional development centres. This paper presents the findings of this survey and discusses the current provision of PSI training in England in 2006.

The successful performance of organizations depends on the smooth working relations between their leaders and employees. Considering the importance of the behaviors of leaders/supervisors, this study intends to explore the bright side of abusive supervision on the performance of trainees in different police colleges in Pakistan.

The data for this study were collected from police colleges and supervisors in Pakistan, and the sample comprised police trainees and their instructors (N = 254 responses from 50 instructors and 254 police trainees). The data were analyzed using structural equation modeling via Amos to test the hypothesized relationships.

Results reveal a positive connection between abusive supervision and the performance of trainees. Moreover, the moderating role of passion for a cause in the relationship between abusive supervision and trainee performance is supported.

Despite its relevance, this study has certain limitations. First, this study was conducted in a specific occupational and cultural context. A comprehensive understanding of the diverse occupational and cultural context considerations can increase this study's value. Second, this study used cross-sectional data for analysis, which hindered us from making causal inferences. For a clear and improved understanding, longitudinal studies can help facilitate the process.

This study intends to explore the bright side of abusive supervision on the performance of trainees in different police colleges in Pakistan. The literature demonstrated the “dark side” of abusive supervision on work-related attitudes and behaviors. However, few studies investigated or explored the “bright side” of abusive supervision.

To transform the population of Bangladesh into a more literate and numerate group so that higher‐order nation building objectives can be attained, primary education has a vital role to play. Its effective delivery depends significantly on the ability of the field personnel to carry out their supervision, reporting, and related managerial tasks. A field survey was conducted; it found that various constraints and obstacles continue to hinder the performance of these tasks. What is vitally important is to enable the field personnel; by doing so, primary education planners can better attain their objectives and the nation can progress more rapidly on the path to development.

Prior literature on talent management (TM) in the audit setting has suggested several practices that may affect auditors’ performance. However, the study is limited in terms of a measurable set of comprehensive constructs of TM in the audit setting, as well as the impact of comprehensive TM constructs on auditors’ performance. Thus, the purpose of this study is to examine TM practices perceived to be important by auditors for auditors’ performance.

Data were obtained from 307 survey questionnaires received from auditors of large- as well as small- and medium-sized firms.

The study respondents perceived TM attributes related to supervision and review practices as the most vital for auditors’ performance. This category was followed by attributes related to ethics management practices along with training and development. The findings reveal that respondents generally perceived lower significance for attributes pertaining to work–life balance (WLB) and establishing a TM policy for auditors’ performance. While both top management and staff members of audit firms regarded WLB and establishing a TM policy to be of lower significance, top management placed greater importance on attributes related to ethics management, while staff perceived training and development attributes to be more critical.

This study examined a comprehensive set of TM practices (establishing a TM policy, recruitment, ethics management, training and development, supervision and review, remuneration, WLB and succession planning) and assessed the perceptions of audit practitioners on the significance of these practices on auditors’ performance.

Dual diagnosis poses particular challenges for inpatient mental health services. Workers have low levels of training, clinical experience and support to deliver integrated care that combines mental health and substance use interventions. In addition, inpatient workers have to balance being therapeutic with ensuring that illicit substance use does not occur on the wards. This often leads to confrontation and poor engagement.In order to improve the capabilities of the workers to deliver more effective interventions for this group of service users, dual diagnosis training should be a high priority for acute inpatient services. However, there are a number of challenges in the implementation of this including lack of resources to fund training and specialist roles, lack of time to attend training (and supervision), and lack of time to implement learning in routine care.This paper will describe the policy drivers for the improvement of dual diagnosis care in acute psychiatric inpatient services, and how two initiatives in London are overcoming some of the obstacles and showing some promising initial outcomes. This paper will make recommendations for future research and developments.

The purpose of this paper, an audit, was to explore and evaluate the quality and effectiveness of review meetings between core (CT) and higher psychiatry trainees (HST) and their educational supervisors (ESs). The second aim was to recommend changes in practice to improve the quality and effectiveness of the ES–trainee review meetings to enhance the training experience and overall training quality.

A tool was developed to gather anonymous feedback from trainees about their meetings with their ES. Consultation was carried out with CT and HSTs as well as ESs to ensure the questions were clear and acceptable to all. Trainees were requested to complete the feedback form for all pre-annual review of clinical progress (ARCP) meetings for the June–July 2019 ARCP cycle. Completed forms were placed in a sealed box, which was emptied once all meetings were complete.

In total, 25 feedback forms were received. On most questions, trainees gave positive feedback on the process, content, supervisor and administration. Four main themes emerged from the qualitative feedback. Trainees found the process supportive and felt listened to. They felt the process was organised and personalised. Trainees' views on suggestions for further improvement was captured and reflected: the ES reading their portfolio in advance, shorter forms with more focus on clinical acumen and less like a tick-box exercise, frequent reminder emails, more specific guidance and to plan ahead for change of supervisor.

The main research limitation is that this study used only one measure, which was the subjective account of the participating postgraduate Psychiatry trainees. No other objective measures were used in the study to evaluate the effectiveness or the quality of the educational supervision.

The implications of the findings were discussed, and recommendations were made based on the findings to further enhance the trainees' experience of their educational supervision. It is likely that a positive experience of supervision and training will have implication by improving the overall training quality of the scheme.

The quality of supervision of Psychiatrists in training have a significant contribution in their training progress and completion, and in the long run the quality of service or assessment and treatment they are able to provide to their patients as qualified Psychiatrists.

Literature searches revealed no previous audits to have been published on quality of educational supervision meetings between postgraduate psychiatry trainees and their ES.