Partnerships in Supervision:
Creating an Experience that Matters
NASPA IV-East when words are both true and kind they can change our world buddhaNovember 2009 what lies behind us and lies before us are small matters compared to what lies within us - emersonNikki Krubsack & Renee Wiedenhoeftwatch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places. those who dont believe in the magic will never find it. roalddahl Marquette University

• Your presenters
• What led us to this topic

Outcomes:

• Understand applicable theories through the lens of student staff supervision
• Recognize challenges and benefits of intentional supervision
• Take stock of individual strengths and challenges of own supervisory style
• Leave with a plan of action to enhance supervisory techniques

OUTCOMES
who we are, what inspired us, and what we hope you will gain today

MOTIVATION
What are your experiences?
What brought you here?
Share:
Name * Institution * Position
What is the greatest joy you find in supervising undergraduates?
What is your greatest challenge?

TAKE STOCK
where are you at with your skills?
Self-assessment:
What comes naturally? What needs more attention?
The Student Staff Experience inventory based on the CAS Standards
- Compiled from CAS standards across functional areas that often have undergraduate student staff.
What about less-than savory supervisory behavior?
Go to page 2 of your handout.

10. Expecting people to do as the supervisor says, not does
9. Making decisions for, but now with, subordinates
8. Being more interested in catching someone in the act of doing something wrong than right
7. Expecting others to be accountable while not being accountable to others
6. Creating relentless stress for subordinates
5. Using power to intimidate compliance by others
4. Taking credit for the work of others
3. Assigning blame for mistakes to others
2. Criticizing people in public
1. Using dishonesty for own benefit
SUPERVISORY DONTS
what we can learn from from what not to do
(DeBard, 2001)

Look to CAS Standards

• What did your skills assessment tell you?
• What gaps need to be filled?
• Natural skills you can enhance?

Consider ways to use professional standards to guide practice take it beyond the paper.
how do we make an impact,
be relevant,
and create a learning experience?

Act with intention

• Synergistic Supervision
• Have purpose behind what you do and offer
• Ask: what is the outcome of what Im offering?
• Utilize various forms of assessment; can serve more than one purpose
• Assessment of, for, and as learning

how do we make an impact,
be relevant,
and create a learning experience?

Tools to Facilitate
a variety of useful tools to make supervision meaningful

• Weekly reports
• Regular weeklies and competency weeklies that measure specific outcomes
• Tools for self-assessment
• StrengthsFinder
• Listen to needs and apply improvement
• Findings of communications audit
• Make administrative functions follow undergraduate needs
• Ask: for whos benefit is this system in place? What can be improved to help all parties?
• Ask the tough questions