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Supervision in Student Affairs
Transcript of Supervision in Student Affairs
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
Review of direct samples of work
Provide knowledge and practical experience Organizational management technique used to:
Additionally, supervision often has a personal growth and professional development component. (Winston & Creamer, 1998) Integrated
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
Focus on Competence
Systemic, Ongoing Process
Growth Orientation Stock-Ward & Javorek, 2003 Winston & Creamer, 1998 Stock-Ward & Javorek, 2003