A person's first formal supervision meeting is vital and therefore it is of essence that one is well prepared in order to begin on a constructive note. Establishing a healthy and professional relationship with your supervisor during this time is key to set a strong foundation (Clutterbuck, 2016). During this meeting, the primary discussion points are the roles and expectations of both the researcher or trainee and the supervisor as well as the research plan. The trainee must have a defined conception of their aspired achievement while working on their thesis or work plan. While the topic might be vague, one must review it beforehand so as to be well versed in presenting it to the supervisor. Another item of discussion during this meeting is the frequency of the subsequent meetings. It is imperative to agree on a date to hold a follow-up meeting with the supervisor.
Preparation goes a long way in determining the success of meetings with supervisors (Sellers, 2016). The preparation steps include sending written material to the supervisor prior to the meeting. This will give the supervisor ample time to read and point out missing points, thus be able to give feedback during the meeting. In doing so, the supervisor is also able to get the researcher’s idea in detail and effectively give guidance. Building an effective relationship is also substantial between a supervisor and trainee. The relationship depends on the degree upon which the supervisor and the trainee generate mutually agreed goals and expectations. Abiding by the expectations and goals set aside goes a long way in establishing a good and effective supervisor-trainee relationship. One should also be open to the idea of change. While one may feel that their research or work plan are already distinct, they should be ready to compromise in order to learn from the experience of the supervisor as opinions may sometimes differ.
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One should also be prepared with ideas and solutions to challenges they may face during the research or work process. The purpose of this is to equip the trainee with brainstorming capacity as well as the initiative to identify problems and give solutions. The supervisor is not expected to hand out solutions to trainees on the challenges they might face, but rather assist them to come up with solutions on their own as well as ensure that a researcher or trainee is in charge of their work duties.
References
Clutterbuck, D., Whitaker, C., & Lucas, M. (2016). Coaching supervision: A practical guide for supervisees . Routledge.
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.
