Counselor Trainee Perceived Supervisory Effectiveness: An Investigation of Counselor Trainee Cognitive Style and Supervisor Supervisory Style

Supervision during practicum and internship is crucial to the continued professional development and growth of the novice counselor. As counselor trainees are immersed in their field placement sites, they rely on their field site supervisors for guidance and continued training as aspiring counselors. It is imperative that a positive interpersonal supervisory relationship sets the foundation for successful supervision and training. Among the many personality variables that influence the interpersonal relationship and dynamics of supervision, cognitive style has been scarce in the counselor education and supervision literature. In addition to cognitive style, the supervisor\u27s supervisory style influences the interpersonal supervisory relationship. Supervisory style includes the method from which a supervisor approaches the supervision relationship and can include an attractive (e.g. friendly, supportive, open, positive) and interpersonally sensitive (e.g. intuitive, reflective, therapeutic) style. Using a quantitative design, this research study investigated the influence of field site supervisors\u27 supervisory styles and master\u27s level counselor trainees\u27 cognitive styles on perceived supervisory effectiveness. Specifically, this study attempted to describe perceived supervision effectiveness for an attractive or interpersonally sensitive supervisory style among counselor trainees who identified with a visualizer cognitive style or verbalizer cognitive style. The Supervisory Styles Inventory (SSI), the Verbalizer-Visualizer Questionnaire (VVQ), and the Supervision Questionnaire (SQ) were utilized to describe style differences among supervisors and counselor trainees and overall effectiveness of supervision. A significant finding revealed that visualizers were more satisfied with supervision when they were paired with an attractive supervisory style versus an interpersonally sensitive supervisory style. Conversely, no significant difference was found in supervisory effectiveness among verbalizers who were paired with attractive or interpersonally sensitive supervisory styles. The results illustrate that matching visualizers with attractive supervisory styles enhances effective supervision. The intention of this study was to add to the limited literature in counselor education and supervision regarding cognitive styles, supervisory styles, and effectiveness of supervision as well as to enlighten supervisors about individualities that influence the professional practice of clinical supervision

The Structured Process Modeling Method (SPMM) : what is the best way for me to construct a process model?

More and more organizations turn to the construction of process models to support strategical and operational tasks. At the same time, reports indicate quality issues for a considerable part of these models, caused by modeling errors. Therefore, the research described in this paper investigates the development of a practical method to determine and train an optimal process modeling strategy that aims to decrease the number of cognitive errors made during modeling. Such cognitive errors originate in inadequate cognitive processing caused by the inherent complexity of constructing process models. The method helps modelers to derive their personal cognitive profile and the related optimal cognitive strategy that minimizes these cognitive failures. The contribution of the research consists of the conceptual method and an automated modeling strategy selection and training instrument. These two artefacts are positively evaluated by a laboratory experiment covering multiple modeling sessions and involving a total of 149 master students at Ghent University

Decision style, ability and the effectiveness of a careers intervention : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

This study aimed to evaluate the impact of a career decision-making exercise on decision-making skills in groups with different academic ability and career decision style. The study was conducted in a single sex female school using four classes (90 students in total) of Fourth Formers. Three separate phases were carried out within a two week period as part of the careers program. Phase one involved pretesting students using measures of knowledge of sources of careers information and actions to be used when making a careers decision. Career decision style, logical reasoning and demographic details were also obtained at this stage. During phase two students were either taught a specific decision-making exercise (Experimental intervention) or an exercise on women in the workforce (Placebo intervention). The final phase involved a post test and follow up career exercises. Results were analysed using 2 x 2 x 2 x 2 (type of intervention, career decision style, academic ability and pre/post test) way ANOVAs for each dependent measure. The group exposed to the career decision-making exercise did not show the predicted improved performance over those exposed to the placebo intervention. Gains were evident in the knowledge of career information sources but this was the same for both interventions. Academic ability and career decision style did influence the intervention outcomes but not in the predicted directions. Results are discussed in terms of the adequacy of the measures of career decision-making skills and the unexpected impact of the placebo activity. The importance of taking into account decision style and academic ability in designing careers interventions is high-lighted

A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information\ud sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii)\ud culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style

Research and Applications of the Processes of Performance Appraisal: A Bibliography of Recent Literature, 1981-1989

[Excerpt] There have been several recent reviews of different subtopics within the general performance appraisal literature. The reader of these reviews will find, however, that the accompanying citations may be of limited utility for one or more reasons. For example, the reference sections of these reviews are usually composed of citations which support a specific theory or practical approach to the evaluation of human performance. Consequently, the citation lists for these reviews are, as they must be, highly selective and do not include works that may have only a peripheral relationship to a given reviewer\u27s target concerns. Another problem is that the citations are out of date. That is, review articles frequently contain many citations that are fifteen or more years old. The generation of new studies and knowledge in this field occurs very rapidly. This creates a need for additional reference information solely devoted to identifying the wealth of new research, ideas, and writing that is changing the field

Relationship of Cognitive Style and Theoretical Orientation to Psychology Interns\u27 Preferences for Supervision

This study (N  = 106) investigated the effects of cognitive style and theoretical orientation on psychology interns\u27 judgments about the type of supervision they find most beneficial. Preferences for task-oriented and relationship-oriented supervision have been hypothesized to indicate lower and higher levels of professional development, respectively. This study, however, found that trainees\u27 cognitive styles and the behavioral emphasis of their theoretical orientations were also significantly related to their preferences for these two types of supervisory environments. Individual-difference variables in addition to developmental level may need to figure more prominently in future models of psychotherapist training and supervision

Designing an e-tutoring system for large classes: mixed-method research

This study aimed at assessing the perceptions of 167 teachers about the tutoring system adopted in an online training course involving teachers from 20 Schools of Sesimbra, Setúbal and Palmela counties. The course, called “Distributed Knowledge with Web 2.0”, was officially certified as a blended learning modality, with the duration of 50 hours, 41 of which occurred online in two editions, the first in February and the second in July of 2012, each one of them involving respectively 82 and 85 teachers, divided in four classes with about 20 trainees each. This blended learning course was designed at producing educational materials in digital format, and included autonomous and group activities, knowledge sharing and reflection. A learning environment, supported by the Ning platform, was set up. At the end of the course, the trainees answered to a pencil and paper survey, in order to evaluate the adopted online tutoring strategy. Additionally the trainees’ final reports contained evidence of how the trainees assessed the tutoring model component of the course; both the survey and the reports were the basis for this research. The results show that the teachers who attended the two course editions disclosed very positive perceptions about online learning, a modality they consider adequate to their current professional status and conditions. The trainees also showed their intention of, in the future, opting for blended training arrangements. Future developments of this study involve a content analysis of the tutor’s posts, in order to understand more accurately the tutor’s messages characteristics, in their social and cognitive dimensions

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits

Getting to the heart of clinical supervision: a theoretical review of the role of emotions in professional development

Background The importance of supervision is increasingly recognized, yet it remains little understood, impairing research and practice. Specifically, the CBT supervision model provides a relatively “heartless” account of professional development, which may undermine its effectiveness. Method A theoretical review of emotions in supervision and learning is provided, to summarize relevant theoretical and empirical literature. The objectives are to clarify the role of emotions in CBT supervision, and to use this understanding to outline an emotionally-attuned model, illustrating its application to two critical aspects of CBT supervision (the development of a learning alliance and enhancing professional competence). Conclusion The reviewed literature (theory and research evidence) supports the explicit and systematic incorporation of emotions into CBT supervision. Conceptually, this can be achieved by integrating Lazarus's (1991) general theory of emotion with the CBT model. The illustrations of this augmented model indicate its value in understanding and managing both the “rupture-repair” cycle that can affect the supervisory alliance, and the “deskilling-development” pattern that appears to be necessary for the acquisition of competence. We propose that CBT supervision might usefully be guided by our expanded model, as this affords greater internal consistency and may be more effective educationally