Training for Graduate Supervision In the College of Health Sciences KNUST Christian Agyare

1. Training for Graduate Supervision In the College of Health Sciences KNUST Christian Agyare BerkoPanyinAnto Frances Emily Owusu-Ansah

2. 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)

3. 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

4. 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

5. SWOT ANALYSIS OF THE INTENDED WORKSHOP

6. 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

7. 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

8. SPECIFIC OBJECTIVES AND LEARNING ACTIVITIES

9. 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

10. 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

11. 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.

12. CONTENT

13. 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

14. 2. Supervisor will know how to choose the appropriate supervisory style(s) to suit student needs Content for this objectivealigned 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)

15. 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)

16. Thank you! Feedback, comments?