Tag Archives: success

Papers into PowerPoint: Help Your Students Turn Their Papers into PowerPoint Slides

Academic papers are not good candidates for PowerPoint slides. Instructors, conference organizers, and seminar conveners expect submitted assignments and papers to have all the trappings of academic legitimacy, which means a literature review, justification for hypotheses, extensive description of methods used, and evidence used to support empirical conclusions. I have seen students build PowerPoint presentations by beginning at the title page and systematically working their way through every section, faithfully following their papers’ layouts.

Consequently, they create presentations with massive walls of text, few visual aids, too many embedded references, and so many slides that they can’t finish in the time allotted. Because they are afraid of leaving out essential points, slides are crowded with text from top to bottom. Some even copy whole paragraphs from their papers onto the slides. Inevitably, two things happen. First, to assuage their fears of overlooking something, students use slides as their scripts, mindlessly reading the slides to us, word for word. Second, audience members who try to read what’s on the slides while at the same time listening to what the student says – – after all, it is possible that presenters will slip up and say something unplanned – – find the task impossible. Our brains are not wired to listen and read at the same time, regardless of what some people believe about “multitasking.”

With so many slides to cover, students soon find that they are running out of time. What to do? Should they omit some of their precious slides, pushing past minor slides to get to the major points? Or, should they just talk faster? Nine times out of 10, “faster” wins because they hadn’t prepared for the possibility that they would need to edit on the fly. Consequently, they can’t do it. Their only option is to talk faster.

Raven Discovers Humans

Raven Discovers Humans, by Bill Reid, UBC Anthropology Museum, Vancouver

I suggest a better design process. First, tell the students to organize the presentation as if there were no paper. Ask them to put the paper away and not consult it again until they have a first draft. If they have read the literature, created a paper outline, written the paper, and then copyedited it, they should know the story by heart. No need to continuously consult the paper while preparing the slides. Second, they should find out exactly how much time they will have for the presentation. In a typical 15-minute presentation, presenters can probably cover six or seven slides, or maybe a few more if they are just graphs and pictures. If it is a seminar presentation and they have 20 or 30 minutes, they can add a few more slides, although I prefer to add more words to my oral presentation than slides to the slide deck. Regardless of much time is allotted, presenters should practice the entire talk at least twice.

Third, using as few slides as possible gives presenters flexibility in how they use their time. With more slides, each of which must be displayed/described, presenters’ hands are tied when they realize they are running out of time. (Or in exceptional cases, they discover a time surplus!) Having a small number of slides, from the very beginning, means that presenters prepare to talk more and consciously work harder to maintain their connection with the audience.

Fourth, presenters should reflect on the story they want to tell. How will it begin, how will it end, and what needs to go in the middle to justify the ending? I emphasize again: do this without going back to the paper!

Try this experiment: Imagine yourself in a conversation with a friend. Explain to them the problem you set out to address in your paper, what motivated you to take it up, what previous work was critical in shaping your own thoughts, how was your research designed, where did you get the data, how did you do the analysis, what did you find, and what does it all mean?

Fifth, plan the flow of the presentation. For a 15-minute presentation, presenters should lay out six or seven blank sheets of paper on the table and moving from left to right, write down the main point they will make with that slide. These slides will be the script, but not a script is read. Instead, the slides, and especially the graphics on them, will be their cues as to where they are in the story. Think of the slides as analogous to the story-board that movie directors use to plan their shots. Some of the slides might just have a title and a picture or two, whereas others might have a few bullet points. Full sentences are deadly for PowerPoint – – they encourage people to read, rather than listen.

The Internet allows access to thousands of images, and under the Creative Commons licensing system, if you give credit to the originator of the image, you’re free to use it however you choose. Find relevant images that convey the point of the slide. Ideally, they should advance the story and comment on it.

Finally, when presenters have finished the first draft of the story, with each slide having a title and possibly an image, consider turning on the built-in design assistant from PowerPoint. I found it makes great suggestions and you can create eye catching graphics by following its advice.

No amount of fancy design work will make up for a poor story, but many a good story has been ruined by poor design. Help your students get a leg up on the process by telling them to put the paper away and craft a story from their own understanding and imagination.

Derek Lidow’s Terrific New Book on Entrepreneurship

Derek Lidow’s book, Building on Bedrock: What Sam Walton, Walt Disney, and Other Great Self-Made Entrepreneurs Can Teach Us About Building Valuable Companies, is a welcome corrective to the overhyped promotion these days of high capitalization, high-technology, and high-risk businesses. Bedazzled by the wild hype surrounding gazelles and unicorns, entrepreneurship researchers have continued to focus on the black swans, even though the total IPOs in any given year would fit comfortably into a large lecture hall, as on average just over 100 U.S. firms went public annually between 2001 and 2016. The number of new ventures receiving venture capital funding annually in the United States has not changed appreciably in the last 20 years, hovering around 1400 per year. Nonetheless, business books and prominent entrepreneurs continue whipping up enthusiasm, encouraging entrepreneurs to take big risks in anticipation of big gains.

Robert Davidson sculpture

Meeting at the Centre, by Robert Davidson

In contrast, Derek Lidow points to “bedrock entrepreneurs” as the true foundation of economic prosperity in the United States. Every year, hundreds of thousands of ordinary businesses are started in the United States, many by people who have no idea what they are doing and who are not prepared for the challenges they will face. Martin Ruef and I wrote about these “mundane entrepreneurs” in our book, Organizations Evolving, and Paul Reynolds has diligently documented their existence through large scale representative samples of business starts. Lidow offers sage advice to would-be entrepreneurs, suggesting that many of them would be better off taking wage and salary jobs. But, for those who are willing to prepare themselves for the challenges, he recommends going for it.

But, “going for it” does not mean in the reckless way encouraged by entrepreneurial self-help books, but rather in a mindful, reflexive, and experimental way. He shows that successful entrepreneurs are not differentiated from the rest of us by any inherent talents, but rather by their willingness to learn from their experiences. He recommends that entrepreneurs continue experimenting until they either get it right or realize that the venture they’ve planned will not work.

This is a delightful book, written by somebody who has had a productive career running a family business, starting his own business, being CEO of a listed company, and then transitioning to a university position. He has the life experiences and educational training, including a PhD in applied physics from Stanford, to offer valuable advice. He readily admits his mistakes and is humble about his successes.

I highly recommend this book to anyone who’s contemplating entrepreneurship and to anyone who is consulting, teaching, or otherwise involved in the entrepreneurial community.

 

Setting Assignment Due Dates: Early, Late, or In-Between?

Students often complain that they can’t get enough sleep because they have too much work to do (Hershner and Chervin 2014). My first response has been to suggest that they are just not managing their time well. I seemed to have found evidence for my view when I taught a first-year honors seminar in the fall of 2016 with 24 students. Because I had the students submit their assignments through Sakai, each two-page paper came with a timestamp and I could see exactly when they were submitted. Following my customary practice, the papers were due at 9 AM in the morning, right before class met at 9:30 AM. Most of the assignments were turned in after midnight: 71%, on average, across the four assignments. Some students clearly stayed up most of the night, as for example with paper three, when seven assignments came in between midnight and 2 AM and three came in between 2 AM and 5 AM! For the last paper, eight came in between 2 AM and 5 AM. I was stunned, but what could I do?

Ghosts in the trees

Ghosts in the trees

In the fall of 2017, for the same course, I tried a simple modification: papers were “due” at 9 PM the night before and then “accepted” until 9 AM the next morning, before class. Papers that came in “late” were not penalized. The difference between the two semesters was dramatic: across the four papers, only 15% on average came in after midnight. And that number was inflated because on the fourth paper, six of the students chose to review their papers once more before turning them in, and so they came in between 8 AM and 9 AM, not during the midnight hours. For the first three papers, 85% of the papers, on average, were turned in by 9 PM the night before.

With this simple modification in the due dates and times, students stopped “maniacal binging” (Boice 2000), completed their work well before midnight, and presumably got a good night’s sleep in the bargain. Using a simple tactic of signaling that papers were “due” at 9 PM, I gave the students a hard constraint that they used in planning how they allocated their time. They didn’t want to be “late,” even though “late” carried no penalty. (And no one ever asked me if there would be a penalty.)

I now use this technique on all my assignments, whether they are graded or just checked off when submitted. Having assignments due the night before not only gives students the opportunity for a good night’s sleep but also, if I so desire, gives me an opportunity to review their work and to make modifications in my lesson plan, if the submitted papers reveal any misunderstandings that I need to clear up. What is particularly attractive about this technique is that it works without the imposition of any penalties for “late” assignments. Following Lowman’s (2000) lead, I behave as if there will no such a thing as a “late” assignment and the students make my words come true.

Interested in learning more about late assignments? See this post.

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Strategies for Managing Team-Based Research (co-authored with Akram Al-turk)

The scientific community celebrates individual achievements by conferring prestige and honors on scientists who win out in the competitive game of being the first to publish innovative research. Paradoxically, however, modern scientific expertise rests heavily upon work carried out by teams, rather than scholars working on their own. Tensions between the forces of competition and cooperation thus infuse every aspect of scholarly activities: grant writing, publishing, leadership in scientific organizations, and so forth. Thus, it is understandable that graduate students and junior scholars would be perplexed by how to manage such tensions.

We believe the key to successful collaborative relationships lies in preparing for them ahead of time, rather than attempting to deal with problems as they arise. In fact, some research suggests that the effectiveness of collaborative work is determined before any of the work is carried out. We have identified four structural elements that increase the likelihood of creating and sustaining collaborative relationships.

Define the Scope and Logic of the Project

At the start, the parties to a collaborative relationship should agree on a project’s scope and logic of inquiry. The researchers should ask themselves a few questions that will ensure that they are all on the same page. For example, will the project be open-ended, continuing until all possible avenues of interpretation have been explored and as many papers as possible published? Or, is the project more self-contained, with target journals or conferences identified and the project ended when a paper is accepted? Is the relevant data for the project already in hand or clearly identified, or will building a new dataset be a major thrust of the effort? Sharing “mental models” of the work to be done and how it should be carried out leads to effective teamwork.

In addition to being able to answer these questions, the types of goals a team comes up with will likely affect how well the collaboration goes. Although “write a paper together and get it published” is a common goal for academic collaborations, the success of the research project may depend on having a compelling goal. Is the research question challenging and (by academic standards) somewhat consequential? And, is the goal focused enough so that researchers are working toward a final product but open-ended enough that researchers have some level of autonomy and can be creative when the need arises? Interdisciplinary teams need to communicate with one another the reward systems of their disciplines, as some may place higher values on books than journal articles, or may value certain kinds of journals over others.

Agree about Responsibilities

Teams should also be deliberative and explicit about each researcher’s responsibilities.  External factors often dictate how well an organization (or group) does, but individual interventions, especially by team leaders, can lead to more effective team performance . Teams should decide whether one person will be identified as the “leader” of the project, ultimately responsible for taking major decisions (after consulting with the team) or whether leadership responsibilities will be rotated. In either case, a leader can increase effectiveness by ensuring that the research team comprises individuals whose skills and competencies complement each other and all contribute to the overall goal of the project, designing tasks that give everyone enough autonomy to make their contributions personally fulfilling and meaningful to the project and establishing norms of how the group will work and interact . Teams should identify each team member’s competencies, clarify what that member will do to move the project forward, and make sure everyone on the team knows the others’ roles.

Enforce Deadlines and Give/Receive Timely Feedback

Failure to meet deadlines often sinks collaborative relationships. However, failure to even set deadlines is probably a bigger headache. Without deadlines, members have no way of holding one another accountable for holding up their end of the relationship, as a member can always say that they’re not quite finished yet or they will have their part done “soon.” To receive the benefits of collaborating with people who have complementary skills, team members must be ready to comment in a timely fashion on intermediate products produced by others. First, team leaders can make sure that all researchers on the team are kept in the loop about how the project is going. Second, leaders can try to encourage everyone on the research team (and model ways) to provide good, timely feedback, e.g. by scheduling regular feedback sessions.

Use Coordination Mechanisms That Facilitate the Collaboration Process

Coordination and communication challenges can hinder the success of collaborative research. Although email and video conferencing services such as Skype have become ubiquitous, these technologies do not necessarily ensure that collaboration is successful. For example, although email and video conferencing allow researchers to communicate more easily, these kinds of tools may not be the best for task coordination, information sharing, and intra-project learning. One of the main challenges for teamwork is juggling multiple and simultaneous work tasks. Researchers, therefore, should use tools that help them manage these multiple tasks, allowing them to know what’s expected of them and see changes to the project almost instantaneously. A plethora of programs and software now allow for this. We recommend that researchers start with one that has low start-up costs—both in terms of time and money—and not be lured by fancy features, as they can be a time sink. Sometimes, investing in innovative technologies is worth the time, but teams should be deliberate about whether the investment is worth it for their project.

Summary

We have identified strategies for mitigating or eliminating collaboration problems in team-based research. At the beginning of a project, face-to-face meetings can establish the ground rules and expectations were all members of the team. Free riding, shirking, and social loafing are much harder when team members agree on responsibilities and create monitoring and enforcement mechanisms. Candid and timely feedback limits the damage that emergent problems can create, but requires strong leadership and commitment by all members to be effective. Finally, as in other collaborative efforts, state-of-the-art coordination and communication technologies facilitates effective team governance.

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Journal submissions: Playing up (or down) to the competition

Every fall I look forward to the opening of the college sports season: football, soccer, field hockey, volleyball, and so forth. In particular, I enjoy the discussions in the sports press about the choices athletic directors and coaches have made in setting up their schedule of games. Unlike the professional sports leagues, where scheduling is taken care of by the league office and considerations of equity and robust competition are explicitly taken into account, college schedules are under no such strictures.

Carolina soccer player

photo credit: IMG_9551 via photopin (license)

In scheduling games, college athletic directors face two stark choices. They can make their teams look good by padding their records with early games against lesser opponents, thus ensuring at least a winning record for the early part of the season. Or, they can put their teams through a trial-by-fire by scheduling tough opponents. Why wouldn’t athletic directors choose the easier path, giving teams an early-season break and setting them up with a winning record?

As sports commentators are quick to point out, the danger of taking the easy road early on is that playing against lesser competition lulls teams into a false sense of confidence. Running up the score against weaker teams covers up mistakes and gaps in preparation, such as athletes’ lack of endurance. Players who look like All-Americans against East Overshoe Tech become sloppy, take plays off, and are overwhelmed when they come up against teams in their own league. No matter how much the coaches tell them that the early-season games against weaker opponents are no gauge of their true strength, players may start believing their own press clippings.

The other danger of scheduling easy games early in the season comes back to haunt teams at the end of the season, in those sports where teams are invited to championship competition based on the strength of their schedule. Committees deciding on which teams to include in the playoffs, such as in women’s soccer or men’s basketball, can easily spot the flaws in a winning record based on playing weak competition. Florida State’s overwhelming early season win against the Texas State Bobcats will be heavily discounted!

Athletic directors with their eyes on the future are advised to schedule at least a few tough opponents early in the hope that difficult competition will pay off and prepare the team for its league schedule against stronger opponents. Such planning may also ease a team’s path into the postseason.

I’m reminded of this scheduling dilemma every time graduate students and junior faculty come to me, seeking advice on where to send their papers. As I see it, academics just beginning their careers face the same conundrum: do they aim for the top journals in the field or do they try for the easier route, in journals with weaker review boards and softer selection criteria? Why not try to pad your resume by aiming for the Journal of Lost Causes, which you know accepts almost half the papers it receives?

My answer to the authors seeking advice is the same that savvy athletic directors offer to desperate coaches: if you began by playing down to the weakest level of competition you can find, you set in motion a process that becomes hard to reverse, after a few iterations. Getting into a top journal is hard work, requiring sophisticated literature reviews, excellent research designs, and state-of-the-art analysis, regardless of the kind of data collected. If the paper is a theoretical/conceptual contribution, rigorous analytical thinking will be required, as well as lots of revisions before the paper is submitted.

I tell students that even if a paper is ultimately rejected at a top journal, the experience gained in the process is priceless. Most top academic journals use what they call a “developmental” review process, a much kinder and gentler process than authors faced three or four decades ago. (I hasten to add that I discourage “frivolous” submissions which just clog up the review process – – a senior colleague can quickly tell a junior scholar whether a paper is worth submitting to a top journal.) As a colleague reminded me, you must be prepared to invest anywhere from 2 to 6 months, on average, with every submission. That’s another reason to “start early.

Recruitment and promotion committees are seldom fooled by resumes padded with acceptances at weaker journals. So, I would turn to the weaker journals only after I had tried the top journals.

Although the odds of acceptance are low, gaining experience with the practices necessary to compete at the highest levels pays off in the long run.

What Sustains a Belief in Success Among the Unsuccessful?

I’ve been haunted by the question of what sustains belief in success among the unsuccessful ever since I read Reinhard Bendix’ magisterial book, Work and Authority in Industry. Bendix wrote about the economic ideology that kept millions of people in England, the United States, and other Western capitalist societies working in arduous and poorly paying jobs, apparently in the belief that someday, sooner or later, their hard work would be rewarded. Bendix’s view was that this ideology enabled developing capitalist societies to survive in spite of the hardships experienced by their working classes and the demonstrable economic inequality produced by economic growth.

A similar question occurred to me a few days ago after I finished a fruitless 6 hours of fly fishing at a local Lake. Along with the other members of my small fishing group, I had spent the day in bitterly cold weather, casting into a howling wind, with almost nothing to show for it by way of trout landed. This was not an atypical day, except for the cold, as we often spend an entire day fly fishing without catching more than a handful of fish. Nonetheless, every week, on our appointed day, we trek back to the lake and try it again.

Afternoon sun on the Duchesne

Afternoon sun on the Duchesne

On the way home from the lake, I found myself thinking about the similarities between my fly fishing experience and that of underemployed members of the creative professions that I’ve been studying. Actors, musicians, authors, dancers, filmmakers and others often spend years without finding steady employment in their profession, sustaining themselves by working in other jobs that may have little or no connection to their professional identity. For example, at the beginning of 2012 report by Actor’s Equity Association said that the average unemployment rate for actors was around 90%.

One of my friends asked if I would accept an analogy between the experience of athletes, who often experience “failures” through losses in competition and infrequently-employed creative artistic professionals. I said no, because the context for athletic failures is quite different. Athletes, whether amateur or professional, are competing within a context where there are rules that govern their actions: there is little uncertainty about the need to experience failure. Every athletic contest has a winner and a loser, determined by rules that were set a priori. The very nature of athletic competition mandates that someone will lose in every game.

By contrast, fly fishermen and creative professionals are operating in a highly uncertain context. There are well-established and standardized procedures for acquiring the skills needed to potentially do well as an angler or artist, but for any given performance, whether it will be a “success” or “failure” is highly uncertain.

Additionally, many products produced by creative professionals either fail to get distributed or lose money when they are distributed. Paul Hirsch pointed to the overproduction of many cultural products, such as films, records and CDs, books, and plays, resulting in a large number never reaching their intended audiences. American playwrights, for example, consider themselves fortunate if their new plays are produced for a 2nd or 3rd time, after their premier. Many are produced once and never appear in a theater again.

So, in the face of such long odds, what sustains a belief in success among these unsuccessful creative professionals? As I drove home, I pondered the similarities between these artists and fly fishermen. Admittedly, initially it seemed a bit of a stretch, but then several principles came to mind. 1st, as we know from behavioral psychology, intermittent reinforcement is a very powerful force in sustaining a behavior. Indeed, intermittent reinforcement – – receiving reinforcement on an unpredictable schedule – – is more powerful than receiving reinforcement consistently after every trial. For anglers, all it takes is a few successful catches in a day to create the feeling that the day has been a success. Perhaps for artists, the same thing holds?

2nd, and probably more important, anglers, especially fly fishermen, are often part of a very resilient community that gives them a very strong sense of shared fate with other anglers. Fly fishermen have magazines, blogs, videos, television programs, voluntary associations, and other mechanisms that enable communication with others who share a passion in fly fishing. I believe the same is true of the creative professions. Having a strong sense of social identity, in which someone perceives their identity as tied to that of a larger community of like-minded people, could sustain a person through difficult times.

3rd, if someone has experienced powerful socialization pressures such that their personal identity is bound up with their occupational identity, they may tolerate an enormous amount of misery before abandoning that identity. Thus, someone who strongly identifies with their artistic craft may continue to hold onto that belief, regardless of having few opportunities to demonstrate their prowess. Lena and Lindemann used data from a very large survey of individuals who had pursued an arts degree in the United States to investigate the question of artistic identity, noting that many workers are defined themselves as artists did not hold artistic jobs. They focused on the very large group that said they had worked in an occupation associated with the arts but who did not indicate that they identified as a professional artist. However, what caught my eye in the survey was a much smaller number of people who said they either currently or at one time had worked as a professional artist but then indicated in another question that they had never worked in an occupation associated with the arts. This small group of people apparently had sustained a sense of being an artistic professional while never having an opportunity to work in an occupation associated with the arts.

I would love to know more about these “artists” – – were they able to publish, record, perform, or otherwise display their talents just often enough to maintain a belief that someday they would “make it big”? Were they member of local communities of creative professionals who reinforce one another’s beliefs that they were just going through a temporary bad patch and success was just around the corner?