Toward SelfEmpowerment for Research Career Development

1
Toward Self-Empowerment for Research Career
Development
Brooke Hallowell, Ph.D. College of Health and
Human Services and School of Hearing, Speech
and Language Sciences OHIO UNIVERSITY
2

• Institutional infrastructure
• Start-up funds
• Intramural research funds
• Technology and equipment
• Laboratory space
• Personnel (e.g., research administrators,
  technicians, programmers, statistical consultant,
  clerical and grant support)
• Financial and material incentives for scholarly
  achievements

research quality and productivity
3

• Supportive environment
• Values pertaining to research
• clearly articulated prior to hire and
• reiterated consistently following hire
• Promotion and tenure guidelines consistent with
  strong scholarship
• Praise and recognition
• Scholarship-friendly approaches to teaching
  assignments, course scheduling, service demands,
  etc.
• Director/chair and dean advocacy
• Friendly working conditions
• Willing senior mentors with strong
• research careers

research quality and productivity
4

• Professional research infrastructure
• Local, state and federal funding opportunities
• Post-doctoral opportunities
• Faculty positions within research-intensive
  programs
• Strong research-intensive PhD programs
• Primary school, secondary school, undergraduate
  and masters-level programs entailing solid
  research education

research quality and productivity
5

• Self-Empowerment
• Self-Advocacy and Initiative
• Organization, planning and timing
• Enjoyment and attitude
• Self-identification and vision as a researcher

research quality and productivity
6

• Premise
• As we work to enhance our capacity for a greater
  evidence base and research quality
• it is important that we also consider
• Individual intrinsic values, concerns, and
  motivations
• Individual affective orientation to research
• Methods to help each individual researcher
  engage in strategic action planning and action
  to address areas needing improvement

7

• Self-Empowerment Process Five steps
• Assess
• Summarize and diagram to visualize
• Reflect
• Action Plan
• Act

8

• BACKGROUND
• Derived from literature on motivation,
  productivity, and faculty development
• Theoretical foundation in
• Cognitive Evaluation Theory (c.f., Ilgen,
  Klein, 1988)
• Social Learning Theory (c.f., Bandura, 1977a)
• Self-Efficacy and Efficacy Expectation Theory
  (c.f., Bandura, 1977b)
• Locus of Control Theory (c.f., Silverman, 1999)
• Change Theory (c.f., Prilleltensky
  Prilleltensky, 2006)
• Consonant with experience in fostering career
  development in others
• Framed affirmatively
• Geared toward identifying areas for reflection
  leading to invigoration and action planning
  (Hall, 2002)

9

• BACKGROUND
• Takes the focus away from blaming and whining
  about extrinsic factors
• Assumes the researcher wants to improve his or
  her individual intrinsic research capacity
• Criterion-referenced
• Allows for individualized interpretation of
  results

10

• BACKGROUND
• Does not address antecedent personal
• characteristics, e.g.
• physical constitution
• spiritual and aesthetic fulfillment
• training, education or experience

11

• BACKGROUND
• Organized into four basic construct areas
• Self-advocacy and initiative
• Organization, planning and timing
• Enjoyment and attitude
• Self-identification and vision as a researcher

12

• Step 2 Summarize and diagram to visualize

13
STEP 1 Assess One point for YES (TRUE), 0 for
NO (FALSE)
14

• Organization, Planning and Timing
• I am able to describe clearly my focused area
  of research.
• My focused area of research has highest
  priority in my use of research time.
• I am aware of how the way I choose to spend my
  time on a daily basis influences my research.
• I have a solid plan for dedicating time to
  research on a regular basis and I stick to that
  plan.
• I use my research time efficiently and
  effectively.
• I keep my research materials, books, papers,
  and computer files highly organized.

15

• Self-identification and vision
• as a researcher
• I can imagine myself becoming a highly
  successful researcher.
• I feel highly motivated to become a successful
  researcher.
• I am confident that I have the intrinsic
  abilities to succeed as a researcher.
• I see myself as responsible for the amount and
  quality of my research accomplishments
• I can and do handle any personal stress and
  anxiety related to my research because I know I
  will succeed.

16

• Enjoyment and attitude
• I enjoy engaging in the research process.
• I like my area of research.
• I like designing research studies.
• I enjoy implementing research studies.
• I enjoy analyzing the results of my research
  studies.
• I enjoy the publication process.
• I enjoy grant writing.

17

• Self-Advocacy and Initiative
• I am aware of my weaknesses as a researcher and
  can clearly articulate what those are.
• I work proactively to address my weaknesses as
  a researcher.
• I use criticism about my work constructively,
  responding to the content of feedback I receive.
• I persist with my research with a focus on
  positive thinking in the face of adversity,
  rejection and criticism.
• I actively seek opportunities to meet with more
  senior colleagues who may offer mentorship,
  advice and guidance that will help my research
  career.

18
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and Initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
19
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
20
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
21
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
22
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
23
Organization, planning and timing
6 5 4 3 2 1
Enjoyment and attitude
Self-Advocacy and initiative
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Self-identification and vision as a researcher
24

• Step 3 Reflect (write and discuss)

25

• Step 4 Action Plan

26

• Step 5 Act

27
Recognize reasons not to succeed, many of which
are valid. We just dont have the
infrastructure Not enough grant funding No
space No equipment No supplies No
collaborators Insufficient clinical
populations No mentors Bad politics Unfriendly
environment Faculty overworked Women
excluded Minority faculty members serve on too
many committees Childbearing, illness, caregiving
roles not accounted for
28
(No Transcript)
29
Light a candle instead of cursing the
darkness. Richard Carlson
6 5 4 3 2 1
7 6 5 4 3 2 1
1 2 3 4 5
1 2 3 4 5
Be the change you wish to see in the
world. Ghandi
30

• References
• Bandura, A. (1977a). Social Learning Theory.
  Englewood Cliffs, NJ Prentice-Hall.
• Bandura, A. (1977a). Self-Efficacy Toward a
  unifying theory of behavioral change.
  Psychological Review, 84, 191-215.
• Boice, R. (2000). Advice for New Faculty Members.
  Needham Heights, MA Allyn Bacon.
• Campbell, J.P. Campbell, R.J. (1988). What
  industrial-organizational psychology has to say
  about productivity. In Campbell, J.P. Campbell,
  R.J. (Eds), Productivity in Organizations (pp.
  1-10). San Francisco, CA Jossey-Bass Limited.
• Caplan, P.J. (1995). Lifting a Ton of Feathers A
  Womans Guide to Surviving in the Academic World.
  Toronto University of Toronto Press.
• Crocker, J., Major, B. (1989). Social stigma
  and self-esteem The self-protective properties
  of stigma. Psychological Review, 96, 608-630.
• Goldsmith, J.A., Komlos, J., Gold, P.S. (2001).
  The Chicago Guide to Your Academic Career.
  Chicago, IL The University of Chicago Press.
• Hall, D. (2002). The Academic Self An Owners
  Manual. Columbus, OH the Ohio State University
  Press.
• Herman, R.E. (1999). Keeping Good People
  Strategies for Solving the 1 Problem Facing
  Business Today. Winchester, VA Oakhill Press.
• Ilgen, D.R., Klein, H.J. (1988). Individual
  motivation and performance Cognitive influences
  on effort and choice. In Campbell, J.P.
  Campbell, R.J. (Eds), Productivity in
  Organizations (pp. 143-176). San Francisco, CA
  Jossey-Bass Limited.
• Jones, J.M., Rhee, E. (2004). The dialects of
  race Academic perils and promises. The Compleat
  Academic (pp. 295-310). Washington, DC The
  American Psychological Association.
• Nelson, B. (1999). 1001 Ways to Take Initiative
  at Work. New York, NY Workman Publishing.
• Nelson, B. (1997). 1001 Ways to Energize
  Employees. New York, NY Workman Publishing.
• Park, D.E., Nolen-Hoeksema (2004). Women in
  academia. In Darley, J.M., Zanna, M.P., Roediger,
  H.L. (Eds). The Compleat Academic (pp. 311-328).
  Washington, DC The American Psychological
  Association.
• Penner, L.A., Dovidio, J.F., Schroeder, D.A.
  (2004). Managing the department chair and
  navigating the department power structure. In
  Darley, J.M., Zanna, M.P., Roediger, H.L. (Eds).
  The Compleat Academic (pp. 259-276). Washington,
  DC The American Psychological Association.
• Prilleltensky, I. Prilleltensky, O. (2006).
  Promoting Well-Being Linking Personal,
  Organizational, and Community Change. Hoboken,
  NJ wile Sons, Inc.
• Pyrczak, F. (200). Completing your thesis or
  Dissertation. Los Angeles Pyrczak Publishing.
• Shadden, B., Hallowell, B., Johnson, A. (2006).
  (re)Energizing your academic faculty. Proceedings
  of the 27th Annual conference of the Council of
  Academic Programs in Communication Sciences and
  Disorders. Available online http//www.capcsd.org
  /proceedings/2006/talks/Energizing20Academic20Fa
  culty20Shadden.pdf

31
To contribute comments and feedback, please
e-mail hallowel_at_ohio.edu