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©Sara Shinton 2003

Personal Effectiveness

Time managementProfessional RelationshipsMaximising your Impact

©Sara Shinton 2003

Benefits

• Time management can improve– stress– productivity– understanding of wider context of work– prioritising– amount of leisure time– saying “no”

©Sara Shinton 2003

Time Management

• Understanding common problems

• Where does the time go?

• Techniques to manage your time

– Short Term

– Long Term

• How to stick to your new regime

©Sara Shinton 2003

Where does your time go?

• Think back to last week (or a typicalweek) – where did your day go ?Produce a mind-map or diagram toreflect this.

• Take 15 - 20 minutes now, but returnto this during the next week and add toit

©Sara Shinton 2003

Managing Time

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©Sara Shinton 2003

The management grid

• Decide what sits in each quadrant• Quadrant 1

– do these first and do them well• Quadrant 2

– plan these carefully and do next• Quadrant 3

– try to delegate, then turn full attention to 2• Quadrant 4

– bin these

©Sara Shinton 2003

Easier said than done…?

• The core skills is deciding what lies ineach quadrant

• Quadrant 2 is the most importantto manage

• …..but you need to be able to IdentifyIssues which are Important

©Sara Shinton 2003

Identify Important Issues

• Identify the key roles in your work

• You should have about 5-7 areas– clear– discrete– brief– your responsibility

• If you initially identify roles which are notyour responsibility ask yourself why you dothem?

©Sara Shinton 2003

TM Issues

• High degree ofcontrol– determining

strategic objectives– setting limits– balancing work and

home issues– prioritising– saying "No"

• Low Degree ofControl– finding out what's

happening– clarifying your role

and function– encouraging clear

delegation of tasks– negotiating over

priorities– wanting to say "No"

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©Sara Shinton 2003

Prioritising these issues

• Now set weekly goals for each area – makesure these are SMART

• Think back to the project management WBSsessions– Develop chunks of work which are easily

identified and can be achieved in a short timespan (10 minutes – 30 minutes)

• These must make a real difference to yourachievement and progress

©Sara Shinton 2003

Schedule your time• Identify 5 key work activities for next week• Identify 5 blocks of time and assign these

activities• Use Prime time for Prime Jobs

Block of time Kind of Activity

1

2

3

4

5

6 All other time All other activities

©Sara Shinton 2003

Time wasters

• Other people• Perfection• Losing the thread• Lack of motivation• Over committing• Disorganisation

©Sara Shinton 2003

Other people

• Communication• Empower others

– train them (undergrad project students!)– delegate

• Explain your agenda– manage expectations

• Understand their needs and agenda– put into context of YOUR needs

©Sara Shinton 2003

Practise saying NO!

NO

©Sara Shinton 2003

Perfection?

• Look at the last 3 reports you wrote• Typically 80% of the value is added by

20% of your time• Would 15% less time on the report

have reduced the value to the personreading the report?

• Can apply this to many tasks –perfection only when required!

©Sara Shinton 2003

Losing the thread• Make sure you understand the objectives

rather than wandering• Always signpost your thinking

– post-it notes in your research book (“next timefind xyz reference”) (“complete this review with aparagraph on xyz”) (“call Dr B to discuss theseresults”)

• Plan activities– 10 minutes at the end of each day– 30 minutes at the end of each week

• On the way home each night reflect on theday – did you achieve what you wanted toachieve?

©Sara Shinton 2003

Motivation Issues• Think about what motivates you. Ask the

questions:– What you value – an outcome ( )– If you work harder will you achieve the outcome ( )

• Motivation = • Does this shed light on your time management

– Working on issues that motivate you

• Break down tasks into small chunks and rewardyourself

• Understanding this is the key to long termeffective time management

©Sara Shinton 2003

Over committing

STIMULUS

STIMULUS RESPONSE

RESPONSE

REACTIVE

PROACTIVE

THINKING TIME

©Sara Shinton 2003

Defining the Student’s Role

What should a PhD student takeresponsibility for?

Discuss in pairs or groups the range ofactivities that should make up your role.

©Sara Shinton 2003

Student• conduct original

investigations• test ideas• understand the

context of work• identify and learn

necessarytechniques

• ensure all work isrelated to the finalgoal

• keep a research logbook, and keep it upto date

• regularly review theirpersonal timeline

• get involved inresearch activities

• learn how to discusstheir ideas openly

• heed the supervisor'sadvice!

©Sara Shinton 2003

Defining the Supervisor’s Role

What should a supervisor takeresponsibility for?

Discuss in pairs or groups what youexpect from your supervisor.

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Supervisor

• Interest in yourresearch

• guide withencouragement

• be available formeetings

• ensure the final goalis realistic andidentifiable

• assess progressobjectively andprovide honestfeedback

• support involvementin research activities

• encourage opendiscussion of ideas

• set a standard tofollow

©Sara Shinton 2003

A relationship to consider: the research student / supervisor balance

Authority of the SUPERVISOR

Freedom of the STUDENT

Supervisorsells

decision

Supervisorpresentsdecision &

invitesquestions

Supervisorpresentstentativedecision

subject tochanges

Supervisorpresents

problem, getssuggestions,

makes decisions

Supervisordefines limitsbut expectsstudent to

make decision

Supervisorexpects

student tofunction

within limitsset by

him/her/dept/ University

Studentaccepts

decision andtakes action

Student listens,questions andnegotiates

amendments

Student takesaction andpresentsresults

Student listensand questions

decisions

Student presentsproblem &

proposes actionbut seeks

approval beforeacts

Supervisormakes

decision &announces it

©Sara Shinton 2003

Problems - Students

• Lack of guidance• Not available for

discussions• Fault-finding• Unreasonable

expectations• Not interested

• Lack of resources orfacilities

• no attention to“whole person”

• lack of support inprocess of research(techniques, dataanalysis)

©Sara Shinton 2003

Problems - Supervisor

• Students lackindependence

• poor written work• not honest about

progress• lack commitment• don’t realise how

much work it takes

• Lack of effort• absent from

lab/desk• Oversensitive• don’t accept

challenge• No enthusiasm• don’t follow advice

©Sara Shinton 2003

Basis of problems

• False expectations• Failure to see whole picture• Survival of the fittest?• Personality clash• Other pressures• Lack of communication

©Sara Shinton 2003

Overcoming problems• Keep things in perspective

– supervisor is human– shares your long term goal (PhD success)– criticize your actions, not you

• Be organised– organise FORMAL meetings if not happening– prepare for meetings with points for discussion

• Be honest– report any mistakes (before the grapevine)– report on difficulties whilst they are SMALL

©Sara Shinton 2003

Overcoming problems

• Be professional– take criticism– don’t expect to always get on with work

colleagues– don’t bitch

• Ask for feedback– don’t wait to be told what to do/read

• Show your enthusiasm• Meet deadlines

©Sara Shinton 2003

Managing Meetings

Developing your professional research skills

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Structuring meetings• Purpose

– what is the meeting for?• Give info? Make a decision? Address problems?

– Are all agendas/expectations the same?

• Power– Who controls or has responsibility?

• Student or supervisor

• Logistics– when, where,who

©Sara Shinton 2003

Structuring meetings

• Implications and outcomes– what will happen after the meeting?– How is this controlled/monitored?

• Record– actions– decisions– discussions– future meetings

• Envisage the ideal outcome

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Common Problems

• Divided attention• Confusion about purpose• Not contributing• Too much contributing• No record of discussions• No mechanisms to monitor progress• Responsibilities poorly defined

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Good practice

• Agree set time and ask for interruptionsto be avoided

• Write agenda and circulate in advance• Identify “ideal outcome” for meeting• Write up minutes and actions

©Sara Shinton 2003

• What to present:– results + interpretation– suggestions for new research to improve

understanding– questions you can’t answer or want another

opinion on

• How to present:– prepare agenda & circulate in advance– have all papers needed

• Useful techniques– use active listening techniques– be assertive

©Sara Shinton 2003

Maximising your impact

©Sara Shinton 2003

Getting the most out ofconferences or meetings

• Set goals before attending• Review delegate list• Ask questions (which reflect your

knowledge)• Manage time by your poster• Improve depth and BREADTH of

knowledge• Follow up on contacts

©Sara Shinton 2003

Some myths about networking

• I don’t have anynetworks

• Networking meansbeing pushy

• Networking is onlyfor salespeople /consultants / thoseon the make

• Networking is allabout seeing whatyou can get frompeople

• People don’t likebeing ‘networked’ on

• I’m no good at it

©Sara Shinton 2003

Building your profile

• Apply marketing principles– What is your USP?

• Unique Selling Point

– Where are your markets?– What is the competition?

• Be ready for opportunities– Where do you want to be?– How have others got there?

©Sara Shinton 2003

Career Boosting

• Choose projects which reflect yourinterests and career aims

• Envisage where you want to be at theend of the qualification

• Talk to people in your ideal position• Build a profile with leaders in areas of

interest (& those who work with them)• Broaden your appeal with

multidisciplinary experience

©Sara Shinton 2003

Surviving your research

• Develop regular social working hours, BUT...• You WON’T finish it by working 9- 5, 5 days• But... have some recreational time• Don’t get distracted by nonsense• Set deadlines for specific facets of project• Review and revise timetables regularly• Take annual holidays to get away from it