Last week was my first opportunity to participate in a technical meeting during my PhD program and I took the opportunity to maximize learning by modifying my conference-goer plan of attack.
I usually plan ahead for conferences. I like to review the program in detail and highlight key sessions that I plan to attend and search for key people who could become future collaborators or mentors. In between technical sessions, I fill my schedule with social and networking events to meet new colleagues and spend time with friends and peers. However, once the event concludes, I often dive back into old to-do lists and quickly revert to established habits without making time to cultivate the new ideas, ways of working, and relationships that germinated during the conference.
Creating a post-conference action plan is one way to help digest the dense content presented during the conference program and follow up on potential collaborations with new partners. The list below includes prompts and ideas on how to develop your own post-conference action plan with a focus on reflection and implementation of key ideas and learnings.
- Write a short stream-of-consciousness paragraph about the event. Include the name, location, description of the program, sessions and workshops attended, and connections with new colleagues. This will help refresh your memory after an information-heavy event.
- List a few bullet points that summarize the key learnings and ideas from the sessions most relevant to your research or about the speakers who presented thought-provoking material.
- Review your conference notes and make a list of ideas that you would like to follow up on. This could include trying a new method, searching for a cited reference, or following up on an offer to collaborate. Sort your list into technical, project management, engagement and outreach, professional development, and collaboration categories.
- Select a few action items to implement and tell someone about it! Including a post-conference action item in your personal development plan will encourage accountability and increase the likelihood of following through.
It took me about one hour to review my conference notes, write a reflective statement, and compile a list of eight actions across the five categories listed in bullet three. This approach could also be scaled to longer and shorter opportunities. You could repeat the exercise weekly during an intensive field school or a long field season or take five minutes to write a follow-up action on a sticky note after a lunch talk. This should be a personalized experience – engaging in the reflective thought process will look different for each individual. After you organize your thoughts and reflect on your experience, solidify your learning with a concrete commitment to implement something new.
© SF Jones, 2017
The atrium of the Taylor Institute is saturated with the hum of discussion. Small group chatter, digital interactions, and the occasional rush of content spilling out of the workshop galleries. The melody from the piano interacts with the crowd. A different type of dialogue, bolstering the event’s creative culture. The atmosphere is charged with this year’s conference theme – “conversations that matter.”
Impactful mentoring and empowerment were reoccurring topics threaded through my conference experience. The plenary session, conversation cafes, and workshops sparked my curiosity – how can I be a better mentor? How can I be a better mentee? I reflected on my personal support network and thought about some of the pivotal moments in my career where my mentors challenged and changed me.
A few years ago, I attended an interdisciplinary luncheon focused on diversity and engagement. The folks around my table exchanged introductions and explained their interest in the session and how it applied to their daily work. When it was my turn, I expressed a few personal aspirations accompanied by some ideas to increase my exposure and further develop as a diversity champion. My comments prompted a more detailed discussion after the session with a senior leader who was sitting at my table. Later that day, he contacted my supervisor and expressed his support for my involvement in activities that would allow me to broaden my skillset and gain the exposure I desired. He identified with my passion for the subject and connected a potential opportunity with my career goals.
Contacting my supervisor only took a few minutes of the leader’s time. But those few minutes of sponsorship had a profound impact on my career. A nod from a respected leader earned buy-in from my immediate supervisor and colleagues and effectively granted permission for me to spend time developing a skillset outside of my core technical competencies.
It certainly helped that my sponsor had a large circle of influence, but you don’t have to be a senior leader to be an advocate. At the student level there is room to nominate colleagues for awards and to recognize outstanding contributions from peers, and even up the line from effective supervisors and leaders. A quick recommendation or introduction could establish a connection that becomes the foundation for great teaching, learning, or research. And a moment spent providing thoughtful feedback has the potential to change the way that someone thinks about their personal and professional development.
So thank you, to the sponsors and mentors who have shared their networks and resources with me and encouraged me to explore and take risks. I hope that I can give back to others with the same generosity and sincerity, because it has made all the difference to me on my journey.
© SF Jones, 2017
Inspired by my experience at the 2017 Conference on Postsecondary Learning and Teaching hosted by the Taylor Institute for Teaching and Learning at the University of Calgary.
It’s rare to be offered an opportunity to completely reinvent yourself. Over the last few years my professional self has experimented with making changes to improve efficiency and well-being. Unfortunately, most of my changes were short-lived. It’s hard to turn over a new leaf when everyone around you still expects the old one. Generating buy-in from colleagues and supervisors can be a challenge and in almost every circumstance, I surrendered to my old habits and abandoned my plan. Starting a new degree can be an opportunity to redefine your professional image and establish balance and boundaries within a new community.
Virtual ways of working have introduced new dimensions of flexibility into the workday. Technology allows many employees and students to work from remote locations, while still maintaining collaborative relationships with colleagues. Flexibility can also promote peer collaboration on a local scale. For example you could change your cluster of neighbours depending on who you need to work with on a particular day or during a particular project. A few years ago, I had a lightbulb moment while working in this type of environment. I noticed a correlation between visibility and volume of spontaneous work requests. Being visible meant being included – a huge benefit when working on projects that require collaboration. But being included in every discussion can also be disruptive, especially when you are included because you just happen to be there rather than because you have something unique to contribute.
Technology has also contributed to a culture of immediate response. Depending on the communication tool being used, we often know when a recipient has read a message – another form of visibility. And we get impatient when we know that someone has looked at a communication, but hasn’t responded. For me, deciding how and when to respond to digital and face-to-face requests is a boundary issue. It can be hard to institute new habits when you have already established a pattern of answering emails over the weekend or giving tutorials during your lunch break.
During an impactful career counselling session I remember being asked – what does a fresh start look like? The beginning of a new academic program, perhaps at a new institution or in a new city, is an opportunity to implement your wish list. Looking back at my master’s program, I regret that I didn’t make more of an effort to become part of the graduate student community. I wish that I maintained a more organized file structure and that I spent more time writing at the front end of my program. I have a long list of items that I would change if I could do it all over again.
Leveraging these regrets is a smart way to get started with a new challenge. Will I maintain regular working hours or adopt a flexible schedule? How will I network within the Department and the greater University community? What quality of work will I turn in? How much is good enough? What type of teaching assistant do I want to be? Will I answer emails on evenings and weekends? Or reserve that time for family? What do I think I could have done better in the past to promote happiness and well-being? And it isn’t just about the negative – what did I do well that I want to repeat or prioritize?
A new graduate program will be full of new teachers, mentors, and connections who will inspire and guide you along your journey. Complement this with self-coaching. Make use of your personal experiences and take advantage of the opportunity to try a new approach. I’m standing at the beginning of a new adventure and I’m not going to miss my chance to do it all over again.
© SF Jones, 2017