Work Styles°⚠︎°｡
What is work style?
Work style refers to how an individual approaches tasks, solves problems, interacts with others, and manages their responsibilities in a professional setting.
A learning style is a habitual strategy used by an individual to process information for problem solving.
What type of process is observation?
Active and systematic.
What are the stages of Anderson Continnum Model?
Evaluation-Feedback.
Transitional.
Self-Supervision.
Why is being able to identify learning styles useful in Supervision?
Recognizing learning styles allows supervisors and educators to tailor their teaching to individual needs, maximizing learning and professional growth. For supervisees, understanding their learning style helps them advocate for what works best for their learning and problem-solving.
What 3 factors influence work style?
Generational mindset, professional disposition, and temperament.
What factors influence learning style?
What are some common misconceptions about observation?
• Observation is supervision
• Observation is evaluation
• Observing and watching our synonymous terms
• The segment of the session observed by the supervisor was sufficient
• The segment of the session observed by the supervisor was accurately perceived
• The treatment or assessment session is the sole focus of observation.
What style of Supervisio is used for each stage of the Continnum Model?
Why is being able to identify work styles useful in Supervision?
Understanding work styles helps supervisors and supervisees communicate effectively, collaborate efficiently, and adapt strategies to achieve shared goals.
Generational mindset refers to how one’s thinking, values, and behaviors are shaped by the era in which they were born.
Professional disposition is the set of learned attitudes, values, and behaviors that someone demonstrates in a work setting.
Temperament is the part of someone’s character that determines their emotional reactions and behavioral tendencies. It’s more innate than learned.
Name and explain the different type of learning styles identified by Honey & Mumford
Reflectors
Those who like to listen to different perspectives before drawing conclusions.
Activist
Those who learn by active experimentation and the challenge of novel experiences.
Theorist
Those who analyze and synthesize observations to formulate theories and attempt to form pieces of information into a whole.
Pragmatist
Those who experiment with new ideas, theories, and techniques and are interested in the practicality and application of information.
What is the principal purpose of observation?
The principal purpose of observation is to collect objective comprehensive data in such a way that each session can be reconstructed validly enough to analyze it.
What is the Situational Leadership Theory (Hersey & Blanchard)? What are the four leadership styles in this theory?
Supervisory styles depend on the task behavior (directive) and relationship behavior (collaborative).
Why should supervisors avoid giving instant evaluations during observation?
Instant evaluations can be influenced by incomplete data and may not reflect the full context of a session, leading to inaccurate judgments and missed learning opportunities for the supervisee.
Name and explain the four work styles
o Amiable: highly supportive, establishing-maintaining relationships, (Risk: less good solution-oriented vs consensus oriented)
o Expressive: grasping the big picture, finding creative solutions, (Risk: less detail-oriented vs solution oriented)
o Analytical: present ideas or solutions, orderly, details, accuracy, (Risk: less opinion-oriented vs facts oriented)
o Driven: results-oriented, motivated by goals, timelines, making decisions, (Risk: less worker-oriented vs outcome oriented)
How can learning style be used in supervision?
Supervisors who are sensitive to the differences in styles can assist supervisees in using their dominant style to learn while encouraging them to explore learning opportunities using other styles; becoming versatile in their learning experiences.
Observers need to have a clear concept of their purpose and focus before they begin an observation. This is decided in the planning stage.
What theory did Dowling (1987) and Williams (1995) create?
• Dowling (1987): Suggested a group supervisory approach.
• Williams (1995): Concepts of collegiality and self-supervision.
Why is observation not the same as supervision?
Observation is just one component of supervision and focuses on collecting objective data about clinical interactions, while supervision encompasses a broader process, including analysis, feedback, mentoring, and professional growth.
Give an example of work styles in a real world setting.
Give an example on how work style and learning style interact.
Samantha is a Pragmatist learner who prefers to learn by experimenting with new ideas and immediately applying them in real-world situations. She is also a Driver work style individual, meaning she is goal-oriented, assertive, and focused on efficiency. A supervisor working with her should balance direct instruction (to fit her Driver work style) with hands-on experiences (to match her Pragmatist learning style).
Instead of lengthy theoretical discussions, the supervisor could give her a case study and allow her to work through it independently, with periodic check-ins for feedback.
What are the different strategies/types of observation? (Explain them briefly for extra points (100)!)
Concurrent observation: The clinician and the client in the room or in an adjacent room.
Videotape or audio recording
Live supervision: It involves both observation and feedback. The supervisor is in the room and participates with supervised learning session.
What is the Integrative Task-Maturity Model of Supervision (ITMMS) Mawdsley and Scudder (1989)?
Combines aspects of task complexity and a supervisee’s developmental maturity to determine the appropriate level of supervision needed. It suggests that as a supervisee gains experience, confidence, and competence, the supervisor should gradually shift from a highly directive role to a more collaborative or consultative approach. This model emphasizes adapting supervision based on the supervisee’s evolving skill level to foster independence and professional growth effectively.
Why must supervisors and supervisees engage in joint planning for effective supervision?
Joint planning ensures that both parties align on goals, expectations, and observation criteria, fostering a collaborative environment where supervisees develop independence and take ownership of their clinical skills.