Training for Graduate Supervision PowerPoint Presentation, PPT

Training for Graduate Supervision PowerPoint Presentation, PPT - DocSlides

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. ID: 416526

By trish-goza
Watch All docs

Likes : 25
Views : 60

Download this presentation

Click below link (As may be) to get this presentation.

Training for Graduate Supervision

Download Note - The PPT/PDF document "Training for Graduate Supervision" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.

Presentations text content in 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
0
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
1
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.
2
CONTENT
3
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
4
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)
5
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)
6
Thank you!Feedback, comments?