++thesis mentoring induction - university of sheffield · 2017. 1. 5. · ++thesis mentoring...
TRANSCRIPT
++ Thesis Mentoring Induction
Dr Kay GuccioneResearcher Mentoring & Coaching
@kayguccione | #thesismentor
GET STARTED
++ always thinking of writing…
①Research-led service design②Mentoring & Coaching specialist③Teach MA Ed [principles & practices
M&C]④My research is on different aspects of the
doctoral student experience (supervision, value, delay) – multi institution studies
BACKGROUND
++ about the programme
Thesis Mentoring:I coached 38 thesis writers + 280 programme 90+ Thesis Mentors (post-docs)
Association for Coaching
BACKGROUND
++ about you – introductions
exchange name, dept. what you are stuck with in your
writing…
BACKGROUND
++ what is thesis mentoring?
Sessions will involve discussion and a chance for mentees to think about their
writing goals and challenges, their preferred working style, and their working
relationships, along with how these relate to the thesis writing process.
It focuses on the practice of writing.
GET STARTED
++ thinking of writing…1
…as a form of
thinking…
…not a means of recording.
GET STARTED
++ thinking of writing…2
…parallel to data
collection and
analysis
…not a final part of
the PhD
GET STARTED
++ thinking of writing…3
…as a separate skill set…
…as something you need to practice
at.
ETHICAL PROFESSIONAL
STANDARDS++ who are the thesis mentors?
BACKGROUND
++ you’ll know the need for mentoring…
• Help planning and scheduling writing• Help to take ownership and control• Increase in confidence to finish• Avoiding procrastination, delaying tactics• Support with a difficult person• Support with prioritising and snack writing• Getting out of a rut
ACT ON YOUR BEHALF
++ what the mentor doesn’t do
academic skills, proof reading or giving you
feedback on writing
English language
skills
discussion of research / methods /
data
approach supervisors, PGR tutor, or
mediate
counseling or mental
health support
Admin: Visas, copyright,
thesis format, printing etc
WHO?
++ student support sources
①Supervisor: Focus on achieving, evaluative, holds significant power over progress, gains personally from their work, advises on content and approach.
② 2nd / PhD advisor: Remote, oversees requirements of the PhD, aids performance review (e.g. confirmation), identifies any remedial action, reports information to supervisor.
③PGR lead / tutor: Very remote, approach when they need them, duty of care, collects data patterns, QA supervisors.
Thesis Mentor: no personal agenda, focus on their goals, confidential, brings breadth of experience, supports thinking, no power over the student
BACKGROUND
++ so – what can I use it for???“In the first meeting we had a frank, grounded discussion about my thesis which helped convert it from something completely unachievable, into a realistic plan that I could get behind writing.”
“Most of all, my mentor's friendliness, sense of humour and patience helped me find the solutions to my own problems by letting me talk unashamedly about me me me for a change!”
“Despite having completely different research backgrounds, we found a lot of common ground to build a beneficial working relationship. She was very encouraging and warm, always able to point out to my strengths and how I could build on them. She also helped me to recognize how the environment had an impact in my work, and focus on issues I could control instead of issues that were beyond my control.”
“Meeting with a mentor proved to be the lifeline that I needed to get out and start making some positive changes. Their calm attitude and sensible advice gave me confidence that I was capable of finishing the PhD and that my concerns were not silly or unimportant, but normal things that the PhD process involves.”
“It helped me identify problematic habits or thought processes that were affecting my work and helped me work out how I could deal with them by changing my working pattern and my attitude more generally.”
OUTCOMES
++ so – what can I use it for???
0 20 40 60 80 100
planning and management of writing
understanding of how I work best
understanding of what causes me stress
confidence
positivity
motivation
relationship with supervisor
Percentage of mentees (to date) experiencing no improvement, who are unsure, who experienced improvement
Through Thesis Mentoring I improved...
MY RESEARCH
++ student-led programme
In general students were able to find ways to overcome writing barriers when given the opportunity to reflect and plan;
Once a student had been able to solve a problem, they reported feeling confident in navigating further difficulties that may arise;
Many of the barriers to productivity were inextricable from the nature of the relationship with the supervisor, or with the organisation, and coaching was able to also help with this;
Even students who had reported a total breakdown in communication with their supervisor found it possible to renegotiate a working relationship to focus on thesis completion – but it takes work…
10 MIN each way
++ a mentoring conversation
Person A talks about a
problem or situation that they have not yet resolved/got an
answer for…
Person B may ask questions, listen and help A explore… BUT B cannot offer advice,
tell A what to do or give solutions
10 MIN each way
++ a mentoring conversation
Person A talks about a
problem or situation that they have not yet resolved/got an
answer for…
Person B may ask questions, listen and help A explore… BUT B cannot offer advice,
tell A what to do or give solutions
①what do the mentors do if they are not giving advice?
②what was the impact of that on the mentee?
DEFINING THAT
++ what is mentoring?
DEFINING THAT
++ what is mentoring?
DEFINING THAT
++ what is mentoring?
WORKING TOGETHER
++ what do mentors do?
①Listen & explore what’s happening②Ask questions rather than give solutions③Building their problem solving capability④Provoking pattern recognition⑤Protected thinking and planning time⑥Help you manage your supervisor⑦Choose what issue to focus on⑧Time keep and be action orientated
WHATS STOPPING YOU?
++ why is writing so hard?Downloaded By: [Massey University] At: 22:33 20 November 2007
80H
. Kearns et al.
Table 1. Self-sabotage checklist.
Self-sabotage checklist Application to PhD students
Behaviour Description Example The alibi
! Overcommitting Taking on so many things that your high priority goals suffer
A PhD student who already is heavily committed with study, a part-time job and family responsibilities accepts an offer to chair the organising committee for a conference.
I really should have finished the data analysis and I would have if I wasn’t so busy with all these other things – but they are all very important.
! Busyness Looking like you are very busy but, in reality, only less important things are actually getting done
The PhD student comes into the university every day, gathers lots of reading materials, attends lots of seminars and is generally very busy, but doesn’t seem to be able to find time to write a draft of the first chapter for the supervisor.
I have been so busy. It’s just so hard to find a quiet time to sit down and write. When I set aside some time things just come along and gobble it up. If it wasn’t for that I’d have the first chapter finished by now.
! Perfectionism Setting unrealistic and impossible expectations
The PhD student sets unrealistic and impossible expectations. Rather than start a draft of the literature review, the student decides that until the writing can be the best, then it is better not to start it at all.
I want this to be really good. After all, you only get one chance to do a PhD. I need to read a bit more to get it clear in my head.
! Procrastination Putting off important or necessary tasks, often until the last minute
Putting off and finding excuses not to begin a project. For example, the student decides that cleaning glassware in the lab or surfing the Internet becomes far more important than doing the experiment or writing up results.
I find I work better under pressure. If I leave it to the last minute I’ll put something together. If it’s not the best, well, what could you expect? If I had more time I would have done better.
! Disorganisation Not developing a routine or system that makes managing your time and life easier
The student is unable to find things, forgets to bring important documents to meetings, turns up to meetings at the wrong time.
If I was more organised I’d be winning Nobel prizes. It’s my disorganisation not my ability.
! Do not put in effort Not practising or trying very hard
The student intentionally does not practise for a seminar presentation.
If the presentation doesn’t go well it’s because I hadn’t prepared rather than lack of ability.
! Choose performance-debilitating circumstances
Trying to work in a busy or unsuitable location or situation
The PhD student tries to write a complex chapter while sharing an open-plan office with three other gregarious students.
Well, if it wasn’t for all the distractions I’d be much further on.
UP TO YOU
++ making the most of mentoring
keep in regular contact, and meet even if you’ve made
no progress
prepare for meetings,
think carefully
about how you want to use the hr
be prepared to manage
and drive the partnership to get what you want
UP TO YOU
++ what hinders mentoring
①Not a priority for participants, disengage, do not get in touch, turn up late
②Mentee sees the process as magic fix rather than a piece of work
③Misunderstandings about roles, obligations, commitment or expectations…
④Actions list too long – never complete⑤Don’t get what they need from mentoring
UP TO YOU
++ there is a defined point to using this form
PORTAL MANAGES PROCESS++ timeline
Matching and welcome pack (slides, agreement form)
Eight mentoring meetings (approx. fortnightly)
Mentee coffee morning at half way point
Evaluation survey
Create a mentee profile – online system
HELPFUL!
++ writing retreats
Monthly opportunities to close yourself off
for the day and focus on writing – highly
recommended!
Book on LMS
TELL US!
++ we are listening
Think Ahead operates a listening campaign.
You can tell your story anonymously here:
www.sheffield.ac.uk/ris/ecr/consultations
SET SOME GOALS
++ your objectives
discusswith a partner –
what do you want to work in with your
mentor?
what are your top two priorities for
Thesis Mentoring?
: )
++ keep in touch!
GOOD LUCK!