Supervisory Training, Objective Setting, and Grade-Contingent Performance This study assessed the impact of grade-contingent goal setting on the ability of graduate student supervisors-in-training to modify their conference behavior as a result of a formal academic supervision course. Pre- and post-measures of conferencing skills were collected. The intervening supervisory training consisted of over 35 hours of lecture, role-playing, ... Research Article
Research Article  |   April 01, 1993
Supervisory Training, Objective Setting, and Grade-Contingent Performance
 
Author Affiliations & Notes
  • Susann Dowling
    University of Houston, TX
  • Contact author: Susann Dowling, PhD, 15315 Poplar Springs, Houston, TX 77062.
    Contact author: Susann Dowling, PhD, 15315 Poplar Springs, Houston, TX 77062.×
Article Information
Professional Issues & Training / Research Articles
Research Article   |   April 01, 1993
Supervisory Training, Objective Setting, and Grade-Contingent Performance
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 92-99. doi:10.1044/0161-1461.2402.92
History: Received March 26, 1992 , Accepted July 16, 1992
 
Language, Speech, and Hearing Services in Schools, April 1993, Vol. 24, 92-99. doi:10.1044/0161-1461.2402.92
History: Received March 26, 1992; Accepted July 16, 1992

This study assessed the impact of grade-contingent goal setting on the ability of graduate student supervisors-in-training to modify their conference behavior as a result of a formal academic supervision course. Pre- and post-measures of conferencing skills were collected. The intervening supervisory training consisted of over 35 hours of lecture, role-playing, and participation in a three-part simulation game. Of the 29 participants, 23 achieved three objectives, 5 obtained two, and 1 person obtained one. This finding was significant at the p<.0005 level. Supervisory training did make a difference. With an incentive, supervisors-in-training modified their conference behaviors and achieved pre-set goals.

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