++Thesis Mentoring Induction - University of Sheffield · 2017. 1. 5. · ++Thesis Mentoring...

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++ Thesis Mentoring Induction Dr Kay Guccione Researcher Mentoring & Coaching @kayguccione | #thesismentor

Transcript of ++Thesis Mentoring Induction - University of Sheffield · 2017. 1. 5. · ++Thesis Mentoring...

Page 1: ++Thesis Mentoring Induction - University of Sheffield · 2017. 1. 5. · ++Thesis Mentoring Induction Dr Kay Guccione Researcher Mentoring & Coaching ... ++what hinders mentoring

++ Thesis Mentoring Induction

Dr Kay GuccioneResearcher Mentoring & Coaching

@kayguccione | #thesismentor

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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

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BACKGROUND

++ about the programme

Thesis Mentoring:I coached 38 thesis writers + 280 programme 90+ Thesis Mentors (post-docs)

Association for Coaching

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BACKGROUND

++ about you – introductions

exchange name, dept. what you are stuck with in your

writing…

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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.

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GET STARTED

++ thinking of writing…1

…as a form of

thinking…

…not a means of recording.

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GET STARTED

++ thinking of writing…2

…parallel to data

collection and

analysis

…not a final part of

the PhD

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GET STARTED

++ thinking of writing…3

…as a separate skill set…

…as something you need to practice

at.

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ETHICAL PROFESSIONAL

STANDARDS++ who are the thesis mentors?

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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

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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

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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

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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.”

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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...

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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…

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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

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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?

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DEFINING THAT

++ what is mentoring?

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DEFINING THAT

++ what is mentoring?

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DEFINING THAT

++ what is mentoring?

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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

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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.

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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

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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

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UP TO YOU

++ there is a defined point to using this form

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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

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HELPFUL!

++ writing retreats

Monthly opportunities to close yourself off

for the day and focus on writing – highly

recommended!

Book on LMS

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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

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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?

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: )

++ keep in touch!

GOOD LUCK!