Supervisory Behavior Continuum

1. Supervisory Behavior Continuum R. Martin Reardon’s summary of Chapter 6 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 93-102

2. Purposeful behaviors… …contribute to the decision being made at the conference or meeting • Listening • Looks at speaker; nods head to indicate understanding; says “uh-huh” etc. • Clarifying • “Do you mean that…” “Would you explain…” “I’m confused about…” • Encouraging • Help the speaker to continue to explain. “Continue on” “Tell me more” • Reflecting • Summarizes & paraphrases speaker’s words. “So, the issue is…” • Presenting • S gives own ideas. “This is how I see it…” “What can be done is…” • Problem Solving • Pressing for a list of possible solutions. “Let’s each write down what could be done…” 7 – 10… Session 6: 21 slides

3. Purposeful behaviors (ii) • Negotiating • S moves from possible to probable. “How can we change that to be acceptable to all?” • Directing • S tells particpant(s) what the choices are (“These are the alternatives. Which will you choose?”) • OR what to do “I want you to…” “The policy will be…” • Standardizing • S sets expected criteria & time. “By next Monday, I want…” • Reinforcing • S hints at possible consequences • Positive: “I know you can do it!” • Negative: “If it’s not done on time…” Session 6: 21 slides

4. Continuum of purposeful behaviors Session 6: 21 slides

5. Who controls the final decision? • Outcome • Teacher self-plan • Mutual plan • Supervisor-suggested plan • Supervisor-dictated plan • Approach • Nondirective • Collaborative • Directive Informational • Directive Control Session 6: 21 slides

6. “Know thyself…” • Johari Window Session 6: 21 slides

7. Why bother to think about myself? • Needed to maximize effectiveness as Supervisor • Choice to remain a private person creates an unhelpful distance • Examples? • Need to be aware of our stance & whether we wish faculty to be so with us • Can only improve what we know • Inability to face shortcomings can lead to disaster Session 6: 21 slides

8. Cognitive Dissonance Session 6: 21 slides

9. Cognitive Dissonance (ii) • E.G., 2004 3rd Presidential Debate • Kerry: support for partial-birth abortion v membership of Roman Catholic Church • Cog.Diss. especially relevant with teachers • Conscious of “calling” to be teacher • Supporting “cause beyond oneself” • Motivated by achieving the greater good • Leader proposing changes likely to be proposing dissonant cognitions • Strongly held & at least tacit reasons for what they do Session 6: 21 slides

10. Cognitive Dissonance (iii) • Magnitude of Cog. Diss. related to both • Number & • Importance of dissonant cognitions • Dissonance Ratio can be reduced by • Removing dissonant cognitions • Adding consonant cognitions • Reducing importance of dissonant cognitions • Increasing importance of consonant cognitions Session 6: 21 slides

11. The (non)listening principal: • Removing dissonant cognitions • The faculty are not qualified to judge; they don’t see all the occasions when I listen really well • Adding consonant cognitions • My secretary says I’m a good listener • Reducing importance of dissonant cognitions • This survey has to be taken in the context of all the testimonials saying how good a listener I am • Increasing importance of consonant cognitions • The superintendent thinks I’m a good listener Session 6: 21 slides

12. The habitual smoker…evidence of related health problems (Festinger, 1957) • “I have stopped smoking” • Change dissonant cognition to consonant • “I don’t believe smoking is bad for my health” • Eliminates dissonant cognition “smoking is a health hazard” • “I experience a number of positive effects” • Adding consonant cognitions • “I observe I am more likely to die from a car accident” • Reduces the importance of the dissonant cognition • “I consider smoking as an important part of my lifestyle” • Increases the importance of the consonant cognition Session 6: 21 slides

13. Four paradigms • Free-choice paradigm • Any choice is accompanied by awareness of the +ve aspects of choice & -ve aspects of rejected alternative (opportunity cost) • Difficult decision will arouse great dissonance • INCREASES the motivation to see the chosen alternative as more desirable • “spreading of alternatives” • Post-decision adjustment of position • Portrayed as being entirely consistent Session 6: 21 slides

14. Session 6: 21 slides

15. Four paradigms (ii) • Belief-Disconfirmation Paradigm • Relates to behavior when people confronted by information inconsistent with their beliefs • Misperceive or misinterpret information • Decrease importance of dissonant cognition • Reject or refute the information (as above) • Seek support from those who agree with original belief • Increase the importance of consonant cognition • Attempt to persuade others to accept original belief • Increase the number of consonant cognitions Session 6: 21 slides

16. Session 6: 21 slides

17. Four paradigms (iii) • Effort-Justification Paradigm • “Effort” = having to engage in an unpleasant activity • The more unpleasant, the greater the dissonance • INCREASES the motivation to see the chosen alternative as more desirable Session 6: 21 slides

18. Session 6: 21 slides

19. Four paradigms (iv) • Induced-Compliance Paradigm • Social situations can induce one to say something that is contrary to a prior belief • Leads to cognitive dissonance • Lessened if one utters dissonant statement under great duress • The smaller the reward for saying something one doesn’t believe, the GREATER one’s opinion changes to create consonance • Negative incentive effect • People paid small amounts speak positively of task • Forbidden-toy effect • Overly-severe punishment threat engenders greater desire Session 6: 21 slides

20. Session 6: 21 slides

21. Supervisor’s Self-Assessment(p. 100) • Take it yourself • When you have the opportunity to involve others…1-2, 2-3, 1-4, 3-4 Session 6: 21 slides