Generational Differences in Supervision

• Participants can identify their own "generation-to-generation" bias when communicating with different generation consultants.

• Participants can clarify the results of supporting or opposing prejudice of the current generation.

• Help explain behavioral patterns based on "place" in history (Howe & Strauss, 2000; Strauss & Howe, 1991)

¿ The relationship between 1/2 boss and students should be strictly professional, communication is mainly related to work

¿ The first step for students to solve clinical problems is trying to investigate the problem yourself. ¿ 1/2

¿ 1/2 Students should communicate with their boss directly or by phone rather than e-mail or text as the primary means.

The relationship between the boss and the students is most effective when they are sharing friendly and personal interests

The second major issue in data generation training is to control the bias caused by the supervised learning system. The data generation method needs to generate enough corpus, and the supervised model is not simply a model for generating training data. It is difficult to judge the validity and validity of training corpus. Later we will discuss some of the search paths of the unique traits of the training corpus that can predict the training behavior. These attributes can be a measure of sufficient variability, independent of the ultimate performance of the trained monitoring model.

Monitoring is a separate intervention separate from education, counseling, and counseling (Borders, 1992). The originality of the director is that it consists of many aspects (teachers, counselors, consultants etc) occurring at different times through the monitoring process (Bernard, 1997). The supervisory identification model (DM) of Bernard (1979, 1997) is an educational view that supervisory authorities can coincide with the supervisor's needs and the role of supervision and the focus of supervision. DM is case sensitive. In other words, the supervisor can change the role during the supervisor session based on the goal of interaction with the supervisor (Bernard, 1997). Thus, throughout the monitoring process, the supervisor requests the supervisor to provide different roles and levels of support at different times that can be determined by evaluating and matching the supervisor's needs.