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Supervisory styles. Aim of session: Able to ’ adapt ’ the supervisory style to the current need of the PhD student – at all times in the process Understanding how supervisory styles and techniques interlink - PowerPoint PPT Presentation
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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