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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
1 2
43
High Urgency LowLo
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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.
©Sara Shinton 2003
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
©Sara Shinton 2003
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
©Sara Shinton 2003
Common Problems
• Divided attention• Confusion about purpose• Not contributing• Too much contributing• No record of discussions• No mechanisms to monitor progress• Responsibilities poorly defined
©Sara Shinton 2003
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
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