The authors investigated the use of student-initiated e-mail as a supplemental modality for supervision. Nineteen students e-mailed their instructors weekly during their 15-week practicum; these e-mails were analyzed across 3 time periods using the categories of the discrimination model (J. M. Bernard, 1979Bernard, , 1997 and an adaptation of W. Lanning's (1986) professional behavior category. Although patterns of e-mails were similar across time, there was a significant decline in the number of e-mails as the practicum progressed. Significance was found for message focus, with personalization messages and professional behavior/practicum class messages accounting for more than half of the messages across 3 time periods.
Diseño de implementación del modelo Tuckman en la red de agencias de giros y finanzas 9 4.1 ¿Cómo los líderes de oficina escogen a los integrantes del equipo de alto rendimiento? .
In this study, the authors investigated personality type of supervisors and supervisees and interventions chosen by supervisors for 78 supervisory dyads from 9 different counselor education programs. Gender effects were also investigated. Results indicated that interventions were not influenced by supervisor personality type as measured by the Revised NEO (Neuroticism, Extraversion, Openness to New Experiences) Personality Inventory (NEO PI‐R; Costa & McCrae, 1992a), nor were they influenced by similarity or dissimilarity of supervisory dyads by type or gender. Rather, most supervision interventions were Intuitive or Perceiving as measured by the Focus of Supervision Form. One exception was when supervisees scored high on Openness on the NEO PI‐R, which resulted in supervisors choosing Judging interventions.
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