Training for Graduate Supervision

Training for Graduate Supervision

In the College of Health Sciences

KNUST

Christian

Agyare

Berko

Panyin

Anto

Frances Emily Owusu-Ansah

Building Supervisor-Supervisee Relationship

Stage 1

: Conduct a needs assessment that enables us to see clearly the needs of supervisors/supervisees in this area of relationship

Stage 2

: Plan actual workshop (i.e. based on the feedback on the needs assessment, we can determine how to apportion time to the various areas of focus in a

day’s

workshop)

Specific areas to cover

:

Awareness creation of the role and responsibilities of a good supervisor

Enhancing supervisor’s self understanding – understanding own supervisory style

Establishing a match between supervisory styles and candidate needs

Clarifying expectations between supervisor and supervisee

Clarifying

expectations of graduate

student

Resource for Content

:

Information from phase I

ToT

on building relationships (e.g. different approaches to start a new PhD student, aligning expectations, understanding own supervisory style; adapting own supervisory style to student needs, etc.; from book pg. 63-65)

Assessment instruments for feedback (progress feedback sheet for both supervisor/supervisee; pre-supervision, supervision assessment)

Invite seasoned supervisors to share their experiences

SWOT ANALYSIS

OF THE INTENDED WORKSHOP

Strengths

Experienced

resource persons

Faculty sponsorship

Good leadership

Structure of the workshop facilitated learning and participation

Provision of refreshment

Provision of certification for participation

Weaknesses

Program

could be less packed

Because it is a workshop, instead of a program module, it was difficult to conduct formative assessment

Opportunities

Improve supervisor/supervisee relationship

Improve completion rate

Enhance number of publication

Attract more graduate students

It serves as a platform to share, to support, and

to normalize challenges

Threats

Funding

Sustained funding for continuation of program

Sustained interest

SPECIFIC OBJECTIVES

AND LEARNING ACTIVITIES

Three

instructional

Objectives/Outcomes

for PhD supervisors

Supervisor will know how to assess the needs of your student (strengths/weaknesses) for better assistance

Behavioural observation of the outcome (Competency)

:

The supervisor will demonstrate an ability to design, administer, interpret a needs assessment tool

How

: through writing (paper-pencil questionnaire) and interview

Standard

– a combination of pastoral and contractual styles

Condition:

Within the first two supervisory meetings

Learning activities

:

Divide the participants into groups and brainstorm about potential questions that can be used to get students to talk /identify their strengths and weaknesses

Put together a 3-member team to collate and tease out good questions for the instrument

Role play in small groups (of 3) the needed skills for conducting a good interview of student

2.

Supervisor will know how to choose the appropriate supervisory style(s) to suit student needs

Behavioural outcome (competency)

: Supervisor will be able to describe supervisory style that will suit student

Learning Activities

Expose supervisors to the different supervisory styles through the use of diagrams and case scenarios

Group exercises using case studies to help them try the different styles

Open discussion to exchange ideas on their existing supervisory style

Administer a pre-post evaluation of supervisory style(s) and how they apply to different students/needs

Condition

:

By the end of the study session, participants should be able to identify their own style(s) within the presented styles and apply them

To ascertain application of learned concepts, there will be post workshop evaluation from the students

3.

Supervisors will have the ability to handle challenges that arise in the supervisory relationship

Behavioural outcome (competency):

participants will describe a potential and actual supervisory challenge and how they would handle it differently

Learning activities

Encourage participants to bring up and share their own experiences of difficult/challenging supervisory experiences and solicit problem solving ideas from colleagues

Present participants with case scenarios of difficult/challenging supervisory situations for discussion and problem solving

Condition

: Participants would have to agree to be evaluated by their supervisees in 3months time (from the workshop) to give feedback on changes made in ability/skill for handling challenges.

CONTENT

1. Supervisor will know how to assess the needs of your student (strengths and weakness) for better assistance

Content

for this objective aligned with learning activities:

Feedback between supervisor and PhD researcher exercise (

ToT

I)

Aligning expectations exercise (

ToT

I)

b) Synthesis of brain storming activity on item construction

2. Supervisor will know how to choose the appropriate supervisory style(s) to suit student needs

Content

for this objective

aligned with learning activities

:

Supervisor’s toolbox (

ToT

I)

Exposure to different approaches to start a new PhD student (

ToT

I)

Supervisory styles slides (

ToT

I)

Case studies (group and facilitators generated)

3. Supervisors will have the ability to handle challenges that arise in the supervisory relationship

Content

for this objective aligned with learning activities:

Building relationships (

ToT

I)

Building trust in the relationship (

ToT

I)

Success and challenges in supervision exercise (

ToT

I)

Problem focused supervision in a group exercise (

ToT

I)

Case studies (group and facilitators generated)

Thank you!Feedback, comments?