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Supervision in Student Affairs

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by

Chris Linder

on 29 March 2013

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Transcript of Supervision in Student Affairs

What is supervision? Supervision in Student Affairs The implicit view of supervision in student affairs makes many professionals somewhat uneasy because it seems to suggest inadequacy or subprofessional status for practitioners. Because individual autonomy is highly prized in higher education, to suggest a person needs supervision can be taken to mean that his/her/hir work is unacceptable or that she/he/ze is inadequately prepared to fulfill assigned responsibilities. (Winston & Creamer, 1998, p. 29-30) Integrated Developmental Model Level One
Supervisees are unfamiliar with tasks, leading them to be less confident about their abilities
May be easily discouraged
Highly dependent on supervisor
May have limited experience with supervision Supervision Models in
Student Affairs Literature Supervision Strategies for IDM Level One
Establish a supportive supervision environment
Stress positive feedback
Structure
On-going feedback
Modeling
Review of direct samples of work
Provide knowledge and practical experience Organizational management technique used to:
direct others
oversee work
inspect performance
Additionally, supervision often has a personal growth and professional development component. (Winston & Creamer, 1998) Integrated
Developmental
Model Synergistic Supervision Level Two
Vacillation between autonomy and dependence
Greater experience and knowledge levels than "Level One" Level Three
Solid foundation of skills and experience
Increased confidence Level Two
Frequently assess confidence and knowledge
High level of flexiblity and variation in style
Move to a collaborative approach, "Tell me about your thinking on this." or "What are some of the ways you're thinking of handling this?"
Encourage self-awareness (i.e. values and motivations) Level Three
Collegial strategies - "let's figure this out together" approach
Supervisee starts to take on more responsibilty for the structure of supervising - asking for what they need Synergistic Supervision Model Dual Focus
Joint Effort
Two-Way Communication
Focus on Competence
Goals
Systemic, Ongoing Process
Growth Orientation Stock-Ward & Javorek, 2003 Winston & Creamer, 1998 Stock-Ward & Javorek, 2003
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