Dimensão Pessoal e Interpessoal na Supervisão

Teacher Responsible:
1º Ano | 1º Semestre
Learning objectives
On the cognitive dimension (knowledge): meet the various theoretical - practical models of evaluation, training and development emotional skills of individual and teams in the practices of supervision; meet the ethical - relational frontiers and coaching principles applied to supervision. In the instrumental dimension (know-how): handle and apply diagnostic tools, evaluation and performance of individuals and teams; know to development an emotional skills plan of individuals and teams; know apply together Coaching principles to supervision by conducting a session on the model GROW. In size attitudinal (be with maturity): Express empathetic behaviors and peer interpersonal relationship out of round, "on assignment" and leadership; stress on verbal and non-verbal communication signs of emotional maturity compatible with the profile of future supervisory functions to play.

1. The psychological dimension of supervision 1.1. Training courses for supervisors and the good supervisory practices: psychological dimension 1.2. The evaluation of performance in self-managed teams 1.2.1. Autoscopy and supervised training 1.3. The development of social skills and social performance (IHS-Del-Prette) 1.4. A team's social and emotional intelligence skills 1.5. The assessment of alexithymia and TAS - 20 (Twenty-item Toronto Alexithymia Scale) 2. Ethical dimension and coaching in supervision 2.1.Coaching: definition, functions and stages in the supervisory process 2.2. Epistemological competencies from the supervisor: empathy and decentralization 2.3. Ethical relation in supervision-Dilemmaticcases 2.4. Coaching principles applied to supervision: what are they and how does it draw up objectives? What are beliefs and how are these detected and worked? What are values and how does one motivates from it? 2.5. The GROW model: structure and carry out a session of coaching

Teaching methodologies (including evalution)

The teaching methodologies will allow the confrontation of student´s professional praxis with the theoretical frameworks of the UC; student will handle instruments of and straight observation practices of supervison in a professional context; students´will be directed at the use of critical analysis of standard cases from good international supervison practices in organizations; will work out, in dynamic role-play, supervision simulations based on the principles and coaching techniques with individual feedback on student performance. The evaluation of learnings will be measured by a) attendance and participation (20 %): consists of cooperative dialogue and interpersonal communication within the group; (b) written work (80 %): it includes the accomplishment of a final written work, drawn up from a personal case happened in a professional context, involving the numbers 1 (psychological dimension of supervision) and 2 (ethical dimension and coaching in supervision) of the syllabus.

Essential Bibliography (including ISBN)

ALONSO, Susana (2013). Coaching Dialógico. Madrid:Editorial LID. CATALÃO, João Alberto & PENIM, Ana T. (2010). Ferramentas de Coaching. Lisboa: Editora Lidel. BARTOLOMÉ, Gorka (2014). Efecto Sinergia. Coaching en Equipos y Sistemas. Barcelona: Kit-Book. GONÇALVES, D. GONÇALVES, J. L. (2010). L´expérience comme problématision dans la supervision éducative. Expérince et Problématision enÉducation. Aspects philosophiques, sociologiques et didactiques. Porto: Afrontamento. HAY, Julie (2007). Reflective Practice and Supervision for Coaches. New York: Open University Press. HUGHES, Márcia, TERREL, James (2009). A inteligência emocional de uma equipa: compreendendo e desenvolvendo os comportamentos de sucesso. Montijo: SmartBook. PÉREZ, Juan Fernando Bou (2009). Coaching para Docentes - Motivar para o sucesso. Porto: Porto Editora. MÓNICA, Simionato (2006). Competências emocionais: o diferencial competitivo no trabalho. Rio de Janeiro: Qualitymark.