Department of Science Education

Dias 1

Supervisory styles

Aim of session:1) Able to ’adapt’ the supervisory style to

the current need of the PhD student – at all times in the process

2) Understanding how supervisory styles and techniques interlink

3) Building awareness of how the supervisory style may influence the relationship

Department of Science Education

Exercise: outcomes - capabilities

Dias 2

Exercise

Department of Science Education

Exercise: Aligning expectations

Go through the statements and mark you position (5 min)

Compare with your neighbour positions and look for mismatches

Discuss your understanding of the statement and reasons for diverging positions (10 min)

Exercise

Dias 3

Department of Science Education

Styles – Gatfield

Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications

Dias 4

Product concern

Peop

leco

ncer

n

Dot in: PhD Student GreenSupervisor Blue

Exercise

Department of Science Education

Gatfield - styles

PastoralCandidate: Personal low management skills but takes advantage of all support on offerSupervisor: Considerable personal support but not in a task-driven directive capacity

ContractualCandidate: Highly motivated and

able to act on own initiativeSupervisor: Good management

skills and interpersonal relationships

Laisser-faireCandidate: limited levels of motivation and management skills (gets: responsibility and freedom)Supervisor: non-directive and not committed to high levels of personal interaction

DirectionalCandidate: Highly motivated,

engages in structural activities without taking advantage of

institutional supportSupervisor: Regular meetings, but

avoids non-task issues

Low Structure High

Low

Supp

ort

High

Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications

Product concern

Peop

leco

ncer

n

Department of Science Education

Gatfield Styles

Dias 6

Department of Science Education

Situational supervision - styles

SupportingListening, Waiting

Letting PhD student process ideas and solve problem

CoachingAsking for opinions and suggestionsAsking for explanations and justificationsTwo way communication

DelegatingPhD student initiatesPhD contacts supervisor when in needPhD takes decisions

DirectingInstructing, Initiating

Telling, Criticising Supervisor takes decisions

One way communication

Low Directive supervision High

Low

Supp

ortiv

e su

perv

ision

Hi

gh

Department of Science Education

Model of supervisory styles

Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

Dias 8

Exercise

Department of Science Education

Model of supervisory styles

Gurr, G.M. (2001) Negotiating the “Rackety Bridge” – a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education & Development, 20 (1), 81-92.

Dias 9

Feedback

Department of Science Education

Dias 10

The substance of the feedback

Praise

Criticism

General Specific

Department of Science Education

Exercise

Dias 11

The substance of the feedback

Praise

Criticism

General Specific

o

Destructive

oConstructivemotivating

Constructive…direction

”feels good”

Department of Science Education

Dias 12

Benefits from praise and criticism

Praise

Confidence

Confirm his succes

Motivation

Membership into scholarly community

Criticism

An alternative perspective

Suggestions for revision

Sense of direction

Guidance and advise

Department of Science Education

Dias 13

Department of Science Education

Dias 14

Supervisory process and meta communication

Department of Science Education

Meta-communication

Dias 15

Why is he not getting results? I don’t want to do

the project his way

Danger of instrument break down

Chance to find groundbreaking results

Department of Science Education

Postures in supervision

Adapted from Strong et al. 2008. Karl Tomm’s Collaborative Approaches to Counselling. Canadian Journal of Couselling, Vol.43:3, pp 174-191.

Closing decision space or decreasing options

Opening decision space or increasing options

Intensions not shared Intensions sharedTransparency

Dias 16

Exercise

Department of Science Education

Postures in supervision

Adapted from Strong et al. 2008. Karl Tomm’s Collaborative Approaches to Counselling. Canadian Journal of Couselling, Vol.43:3, pp 174-191.

Closing decision space or decreasing options

Opening decision space or increasing options

HelperSuccorance

Expert

Empowerment

Instructionalmost manipulation

Intensions not shared Intensions sharedTransparency

Dias 17

Department of Science Education

Roles

Exercise

Dias 18