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Supervisory styles

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

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Supervisory styles

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  1. Department of Science Education Supervisorystyles Aim of session: • Able to ’adapt’ the supervisorystyle to the currentneed of the PhD student – at all times in the process • Understandinghowsupervisorystyles and techniquesinterlink • Building awareness of how the supervisorystylemayinfluence the relationship

  2. Department of Science Education Exercise: outcomes - capabilities Exercise

  3. 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

  4. Department of Science Education Styles – Gatfield Dot in: PhD Student Green Supervisor Blue People concern Product concern Exercise Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

  5. Department of Science Education Gatfield - styles People concern Product concern Low Support High Low Structure High Gatfield, T. (2005) An investigationinto PhD supervisory Management Styles: Development of a dynamicconceptual model and itsmanagerialimplications

  6. Department of Science Education Gatfield Styles

  7. Department of Science Education Situational supervision - styles Low Supportive supervision High Low Directive supervision High

  8. Department of Science Education Model of supervisory styles Exercise 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.

  9. 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.

  10. Department of Science Education Feedback

  11. Department of Science Education The substance of the feedback Praise Specific General Exercise Criticism

  12. Department of Science Education The substance of the feedback Praise o o Constructive motivating ”feelsgood” Specific General Constructive …direction Destructive Criticism

  13. Department of Science Education 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

  14. Department of Science Education Supervisory process and meta communication

  15. Department of Science Education Meta-communication Why is he not getting results? I don’t want to do the project his way Chance to find groundbreaking results Danger of instrument break down

  16. Department of Science Education Postures in supervision Closing decision space or decreasing options Intensions not shared Intensions shared Transparency Opening decision space or increasing options Exercise Adapted from Strong et al. 2008. Karl Tomm’s Collaborative Approaches to Counselling. Canadian Journal of Couselling, Vol.43:3, pp 174-191.

  17. Department of Science Education Postures in supervision Closing decision space or decreasing options Instruction almost manipulation Expert Intensions not shared Intensions shared Transparency Helper Succorance Empowerment Opening decision space or increasing options Adapted from Strong et al. 2008. Karl Tomm’s Collaborative Approaches to Counselling. Canadian Journal of Couselling, Vol.43:3, pp 174-191.

  18. Department of Science Education Roles Exercise

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