Supervision of Teams and Organisations

Abstract: The

lecture looks at the goals and mission of the organisation (meaning of existence, objectives and strategic direction). Students are introduced to different organisational structures (hierarchical, matrix, mesh, etc.) where the organisation is viewed in a specific environment. Different models of organization development are considered (lifecycle model, Greiner growth model, Levine change model, open systems model, etc.)

In the lesson, students share their experience of the mission and objectives of their existing workplace/organisation. Working in small groups analyses the different patterns of organisational development - students should create a comparative table reflecting the pros, cons and areas of application of each model.

Abstract: The

lecture looks at the goals and mission of the organisation (meaning of existence, objectives and strategic direction). Students are introduced to different organisational structures (hierarchical, matrix, mesh, etc.) where the organisation is viewed in a specific environment. Different models of organization development are considered (lifecycle model, Greiner growth model, Levine change model, open systems model, etc.)

In the lesson, students share their experience of the mission and objectives of their existing workplace/organisation. Working in small groups analyses the different patterns of organisational development - students should create a comparative table reflecting the pros, cons and areas of application of each model.

The lecture introduces students to parameters characterising the organisation’s culture, both as a set of values and as a model of behaviour and communication. Values and beliefs, norms and standards of behavior, symbols and rituals, stories and myths. attitudes to innovation and change. E. The cultural model of Shane’s organisations, its application in supervision. Communication styles within an organization.

In the lesson, students in pairs share the organisational characteristics observed in their workplace/organization, describe them with specific examples. evaluate and describe existing communication patterns. The role of the interlocutor is to ask knowledgeable questions that help to further describe the existing organisational culture and communication within it. The group discusses the most characteristic cultural characteristics of organisations in Latvia, identifies the most characteristic common characteristics in different fields of professional activity (education, social work, healthcare, etc.).

The lecture introduces students to parameters characterising the organisation’s culture, both as a set of values and as a model of behaviour and communication. Values and beliefs, norms and standards of behavior, symbols and rituals, stories and myths. attitudes to innovation and change. E. The cultural model of Shane’s organisations, its application in supervision. Communication styles within an organization.

In the lesson, students in pairs share the organisational characteristics observed in their workplace/organization, describe them with specific examples. evaluate and describe existing communication patterns. The role of the interlocutor is to ask knowledgeable questions that help to further describe the existing organisational culture and communication within it. The group discusses the most characteristic cultural characteristics of organisations in Latvia, identifies the most characteristic common characteristics in different fields of professional activity (education, social work, healthcare, etc.).

The lecture introduces students to the specificities of various professional fields, the needs of supervision in them. Students are presented with studies carried out in Latvia on the needs of supervision in various professional fields (educational environment, Orphan’s Court, etc.)

students discuss research data in the lesson. Share a vision of the needs of their occupational/workplace supervisors.

The lecture introduces students to the specificities of various professional fields, the needs of supervision in them. Students are presented with studies carried out in Latvia on the needs of supervision in various professional fields (educational environment, Orphan’s Court, etc.)

students discuss research data in the lesson. Share a vision of the needs of their occupational/workplace supervisors.

The lecture introduces students to supervision as a process-based approach that includes diagnostics, change management, evaluation and introduction of new action. Diagnostic methods (observation, interviews, questionnaires, tests, reflection groups). Approaches to managing change. Evaluation and feedback.

In the lesson, students work in small groups where situational/organizational descriptions are drawn. Each group must create an action plan - how, how, how, how, in the current situation, the organization’s supervisory needs can be ascertained. The work is presented to the rest of the group and evaluated as a mid-semester examination.

The lecture introduces students to supervision as a process-based approach that includes diagnostics, change management, evaluation and introduction of new action. Diagnostic methods (observation, interviews, questionnaires, tests, reflection groups). Approaches to managing change. Evaluation and feedback.

In the lesson, students work in small groups where situational/organizational descriptions are drawn. Each group must create an action plan - how, how, how, how, in the current situation, the organization’s supervisory needs can be ascertained. The work is presented to the rest of the group and evaluated as a mid-semester examination.

The lecture introduces students to supervision as a process-based approach that includes diagnostics, change management, evaluation and introduction of new action. Diagnostic methods (observation, interviews, questionnaires, tests, reflection groups). Approaches to managing change. Evaluation and feedback.

In the lesson, students work in small groups where situational/organizational descriptions are drawn. Each group must create an action plan - how, how, how, how, in the current situation, the organization’s supervisory needs can be ascertained. The work is presented to the rest of the group and evaluated as a mid-semester examination.

The lecture introduces students to the evolution of management theories at various historical stages - from the beginning of the 1919-20s to the present day. Top leadership theories these days. Styles of leadership (authoritarian, democratic, liberal, etc.). Key management functions - planning, organisation, human resources management, motivation, control.

In the lesson, students discuss and compare different management theories, seek their application according to a specific situation. Students are offered a role play: a student plots a role (management style) that they demonstrate to the rest of the group. Others should remember which style of management is displayed, mention the phenomena that characterise it.

The lecture looks at the phenomena characterising the team. The dynamic of the team’s development. Problems in the team - communication difficulties, ambiguity of roles and responsibilities, lack of motivation and engagement, conflicts, unequal workload, lack of trust, weak leadership and management processes, etc.). key steps in addressing ethical dilemmas and the role of supervisor in this process: problem identification and recognition, situational analysis, evaluation of normative guidelines, team discussion, evaluation of solutions, decision-making, review and learning. Students are presented with a variety of practical methods that can be applied in supervision when dealing with ethical dilemmas.

The lesson offers students case descriptions that involve different ethical dilemmas within the organization. Students apply specific methods to solve ethical dilemmas to a specific solution. Discussion of ethical dilemmas experienced in experience.

The lecture looks at the phenomena characterising the team. The dynamic of the team’s development. Problems in the team - communication difficulties, ambiguity of roles and responsibilities, lack of motivation and engagement, conflicts, unequal workload, lack of trust, weak leadership and management processes, etc.). key steps in addressing ethical dilemmas and the role of supervisor in this process: problem identification and recognition, situational analysis, evaluation of normative guidelines, team discussion, evaluation of solutions, decision-making, review and learning. Students are presented with a variety of practical methods that can be applied in supervision when dealing with ethical dilemmas.

The lesson offers students case descriptions that involve different ethical dilemmas within the organization. Students apply specific methods to solve ethical dilemmas to a specific solution. Discussion of ethical dilemmas experienced in experience.