Supervisor Development

This study examined the influence of experience (time-served) and training (formal instruction) on supervisory stance, supervisory emphases, and self-efficacy Current thinking (Hess, 1987; Watkins, 1993) suggests that, as supervisors develop they show more support to supervisees and demonstrate higher levels of self-efficacy and are less critical and dogmatic. Supervisors (n = 60) completed a measure of supervisory emphasis and identified thoughts they would convey to a trainee they had observed on videotape. Experience and training were positively associated with changes in supervisors' self-efficacy Multivariate analyses indicated that training, but not experience, was associated with more supportive, less critical, and less dogmatic thoughts. Neither experience nor training was associated with two measures of supervisory emphasis. Thl results of this study suggest that more supportive, less critical, and less dogmatic approach to supervision are a result of specific training in supervision. Further, it would appear that experience alone is not sufficient to enhance a supervisor's development.