The success of students' research projects and other fieldwork engagements partly depends on effective relationships between them and their supervisors. Project outcomes and student expectations are reliant on their supervisors' interpretation of their abilities in conducting complex tasks (Reid, O'Kane & Macurik, 2011). Critical aspects in the success of student projects, therefore, anchor on the ability of students and to foster good relationships with their supervisors, have a planned structure for purposes of competency evaluation, the supervisors' evaluation effects, ethics or professionalism, and continued relations in the post-certification period.
Establishing a robust relationship between supervisors and their students is a critical element in ensuring that the project outcome becomes a success. Supervisors hold a crucial role in students achieving better outcomes in their roles. Among their roles include coaching students in their field of interest, offer educative insights, direct, and sponsor students where they may lack to realize their interests (Reid, O'Kane, & Macurik, 2011). As such, establishing complementary relationships between students and their supervisors anchors the foundations of project success.
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Students are encouraged to develop a planned structure for their evaluation. It is through the adoption of such a planned structure that supervisors build their competency evaluation programs to measure student progress during their project work (Moskvicheva, Bordovskaia, & Darinskaya, 2015). Planned structures allow students to engage their supervisors from the point of professionalism. The students can benefit from structured and objective supervisor input within the various assessment meetings as planned in their project schedule (Moskvicheva, Bordovskaia, & Darinskaya, 2015). Therefore, the engagement between students and their supervisors would have a significant effect on the performance and outcome of students in their area of interest.
Student project supervision exercise helps in elaborating on the progress in competence and professionalism within students. When students are supervised by experts in their area of interest, they benefit from the imparted knowledge, ethos, and skills from their supervisors. According to Sellers, Valentino, and LeBlanc (2016), students become apprentice when guided by supervisors who are experts in the respective areas of study. Once such relationships are nurtured and students attain their certification, they enter the profession of their choice at a novice level, it hence remains important that they use their connections with their supervisors to build on their post-certification competence.
References
Moskvicheva, N., Bordovskaia, N., & Darinskaya, L. (2015). Role of students and supervisors’ interaction in research projects: expectations and evaluations. Procedia-Social and Behavioral Sciences , 171 , 576-583.
Reid, D. H., O’Kane, N. P., & Macurik, K. M. (2011). Staff training and management. Handbook of applied behavior analysis , 281-294.
Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended Practices for Individual Supervision of Aspiring Behavior Analysts. Behavior analysis in practice , 9 (4), 274–286. doi:10.1007/s40617-016-0110-7
