Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”.

Præsentationer af emnet: "Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”."— Præsentationens transcript:

1 Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod 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

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

3 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod 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

4 Styles – Gatfield Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Dias 4 Department of Science Education Product concern Peopleconcern Dot in: PhD Student Green Supervisor Blue Exercise

5 Gatfield - styles Pastoral Candidate: Personal low management skills but takes advantage of all support on offer Supervisor: Considerable personal support but not in a task-driven directive capacity Contractual Candidate: Highly motivated and able to act on own initiative Supervisor: Good management skills and interpersonal relationships Laisser-faire Candidate: limited levels of motivation and management skills (gets: responsibility and freedom) Supervisor: non-directive and not committed to high levels of personal interaction Directional Candidate: Highly motivated, engages in structural activities without taking advantage of institutional support Supervisor: Regular meetings, but avoids non-task issues Low StructureHigh LowSupport High Gatfield, T. (2005) An investigation into PhD supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications Product concern Peopleconcern Department of Science Education

6 Gatfield Styles Dias 6 Department of Science Education

7 Situational supervision - styles Supporting Listening, Waiting Letting PhD student process ideas and solve problem Coaching Asking for opinions and suggestions Asking for explanations and justifications Two way communication Delegating PhD student initiates PhD contacts supervisor when in need PhD takes decisions Directing Instructing, Initiating Telling, Criticising Supervisor takes decisions One way communication Low Directive supervision High LowSupportive supervision High Department of Science Education

8 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 Department of Science Education Exercise

9 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 Department of Science Education

10 Feedback Department of Science Education Dias 10

11 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod The substance of the feedback Praise Criticism General Specific Department of Science Education Exercise Dias 11

12 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod The substance of the feedback Praise Criticism General Specific o Destructive o Constructive motivating Constructive …direction ”feels good” Department of Science Education Dias 12

13 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

14 Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Department of Science Education Dias 14 Supervisory process and meta communication

15 Meta-communication Department of Science Education 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

16 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 sharedIntensions shared Transparency Dias 16 Department of Science Education Exercise

17 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 Helper Succorance Expert Empowerment Instruction almost manipulation Intensions not sharedIntensions shared Transparency Dias 17 Department of Science Education

18 Roles Department of Science Education Exercise Dias 18