DIRECTIVE INFORMATIONAL

APPROACH AND COLLABORATIVE

BEHAVIORS

Presented by:

Grace T. Antaran
MED Student
DIRECTIVE INFORMATIONAL APPROACH

Appropriate for many new faculty members, at least for

their first year or two at the institution.
Most helpful to teachers when they are inexperienced,
confused, unaware, or simply at a loss for what to do.
Used to help guide new faculty as they expose their
research and service emphasis areas and as they
become more familiar and confident in their teaching
styles and strategies.
Used when a quick action is required.
ROLES OF SUPERVISOR:

Reinforcing – strengthens the directive and the

criteria to be met by telling of possible
consequences.
Standardizing – sets the expected criteria and
time for the decision to be implemented.
Directing – tells the participants either what the
choices are.
OUTCOME OF DIRECTIVE INFORMATIONAL:

Supervisor-suggested Plan
COLLABORATIVE BEHAVIORS

 Appropriate for the majority of non-tenured faculty.

 Used when the supervisor and the faculty member have
similar levels of expertise, involvement, and concern
with a problem.
 Based on an attitude of acceptance and a practice of
being equal.
 As Glickman, et.al (1998) posited, “The purpose of
collaboration is to solve problems through a meeting of
the minds of equals. True equality is the core of
collaboration”.
 Ultimate goal is for the faculty member to become totally
self-directed.
 ROLES OF SUPERVISOR:
 Negotiating – moves the discussion from possible to
probable solutions by discussing the consequences of
each proposed action, exploring conflict or priorities.
 Problem solving – takes the initiative, usually after a
preliminary discussion of the issue or problem, in
pressing all those involved to generate a list of possible
solutions.
 Presenting – gives his/her own ideas about the issue
being discussed.
OUTCOME OF COLLABORATIVE BEHAVIOR:

Mutual Plan