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Building relationships

Building relationships. Between supervisors and supervisees Aim of session: Understanding of how to build a working relationship with PhD students and how this affects success. Supervisor’s toolbox. Approaches / styles Adapting style Co-creating style Gatfield

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Building relationships

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  1. Department of Science Education Building relationships • Between supervisors and supervisees Aim of session: Understanding of how to build a workingrelationshipwith PhD students and howthisaffectssuccess

  2. Enhedens navn Supervisor’s toolbox Approaches / styles Adapting style Co-creating style Gatfield situational leadership Talk about the talk (Gurr’s toolkit) Practice triangle Power relations authentic you Meta-communication Markers, control unit, levels of communication, progression within dialogue Perspectives and Caps The evil-minded reviewer someone outside of the room Feedback and Assessment (Written) feed-back on written work – formative Balance between formative and summative assessment Role as assessor Themes and progression Not only lab practice and results, but also aligning expectations, career, research competences The whole three-year process

  3. Sofie Kobayashi CRS-NR Advice to doctoral students... • Some classic ways to undermine your relationship with your supervisor • Hiding (yourself or real or imagined problems) • Ignoring (advice you don’t understand or don’t like) • Mixing (business with personal issues) • Gossiping (about your supervisor or colleagues) • Bypassing (your supervisor, by making decisions on your own) • Assuming (what something meant, what you’re entitled to do) • Sinning (illegal or unethical acts) • Translate into advice for supervisors... • Do some points only apply to PhD students? • Are other points relevant for supervisors? Exercise Rugg, G. and M. Petre (2004) The unwritten rules of PhD research. Pp 44-45. Open University Press.

  4. Sofie Kobayashi CRS-NR Building relationships • Clarify mutual expectations • Regular feedback between supervisor and PhD • Reviewing progress • Reviewing supervision – talk about the talk • Resolving conflict – before it becomes a conflict! • When the trust account is high, communication is easy, instant, and effective • When trust is low, even the most simple communications can feel strained

  5. Department of Science Education Different approaches to start a new PhD Student 1)State-of-the-art descriptionread this and find out what you want to doget acquainted with the research field Sofie Kobayashi - Graduate School of Life Sciences 2) Discuss experimental designand consult a statistician 3) Find out who this person isand how we can work together What do you do?

  6. Sofie Kobayashi CRS-NR Build trust in the relationship • Nurturing a good relationship is essential initial Relationship develops through negotiations trust contract When trust is broken only formal contracts are left what can you do to build trust?

  7. Sofie Kobayashi Exercise: Aligning expectations • Go through the statements and mark you position • Compare with your neighbour positions and look for mismatches • Discuss your understanding of the statement and reasons for diverging positions Exercise

  8. Department of Science Education Approaches to learning Aim of session: Understanding of howones perception of learningcaninfluencehowonesees supervision

  9. Department of Science Education When do welearn? • Individually: Reflect on what you mean by ‘learning’. When has someone learned something? 2. Exchange your reflections in groups of three 3. Try to arrange your different conceptions of learning in a hierarchy with the most simple in the bottom and the most advanced at top.

  10. Six conceptions of learning Students say that learning is … 1. A quantitative increase of knowledge 2. Memorising 3. The acquisition of facts and procedures for later use 4. The abstraction of meaning 5. An interpretative process for understanding reality 6. Changing as a person The outcomes of learning The processes of learning Therearestrongconnectionsbetween a person’sconceptions of learning and the person’schoice of studystrategies: The conceptions of learningco-determine the learningoutcome!

  11. Surface vs. Deep approach towards learning Deep approach Students focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience. Surface approach Students focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations.

  12. Constructivist learning Pedagogy The learner What has to be learned Existing knowledge New information New phenomenon interpret modify New knowledge Individual process? Social process?

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

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