[Applause]
hello my name is Duncan cross and I
would like to share with you a really
simple tool for managing expectations
with students and tutors or in life
generally and it called ice but the tool
requires us to use active listening
skills so I’m embedding a challenge for
you into this talk to see if you can see
what I’ve done and what you can
recognize can you see the films the
songs the musicals or the TV shows that
I’ve referenced and how many times I do
it and I’d like to give you some context
to my musings without making it sound
like a Greek tragedy but firstly just to
manage your expectations
happy hour comes a little later so
expectations are a really tricky thing
to manage whether it be with friends
family in a health context life
generally or in education especially if
you feel like you’re playing by the
rules of someone else’s game and these
expectations are especially difficult to
manage in higher education as we see the
relationship between a student the
institution and a tutor or supervisor
fraught with difficulties that can be
extremely challenging for both as a
tutor I’ll tell you what I want and what
I really really want and you as a
student well you’ll tell me what you
want what you really really want but
there’s a danger of being stuck in the
middle wondering what it is we should do
and not really managing either of our
expectations of what the educational
experience should really be so from an
academic standpoint there’s certainly a
recognized need in the literature for
further research around managing
expectations especially for doctoral
research students but there’s also
appears to be a real reluctance to
engage in a difficult dialogue or build
relationships are based on a shared
management of expectations but the tool
I’m going to share with you isn’t just
for doctoral research students in fact
it’s been widely used across healthcare
settings and
ice stands for ideas concerns and
expectations the ice model has been used
within clinical communication skills
training since the 1980s and comes from
Becca am a man’s health belief model
with the overarching idea that you can
better help a patient if you know their
ideas concerns and expectations about
their health so if you’ve recently been
to the doctor and they’ve asked you what
you think is wrong they’re trying to
find out what you think you know or
don’t know or more importantly if you’ve
just spent two days on google searching
for your symptoms there they might ask
you are you worried or why are you
worried and they’re trying to see if
you’ve had a family member with similar
symptoms or a specific illness that you
think you might have or maybe if a
health campaign has prompted you to come
and they finally they might ask you what
do you want from today and they’re
trying to see if you’re expecting to be
referred to a specialist whether you
just want a prescription or if you’ve
come for a chat so if we put this into
the analogy of an iceberg they’re trying
to understand the unseen that lies below
the surface they can then find out why
you were there why are you worried and
what you expect them to do as a health
professional they can then manage your
expectations with regards to treatment
referrals and perhaps the most important
thing to me how you feel when you walk
away from that appointment
unfortunately the model isn’t always
used effectually partly because we have
a disjointed relationship with only one
side knowing the rules which causes
frustrations and might make you feel
like a child when you leave that
appointment
sometimes the model is just use
ineffectually we don’t get it so you can
go through the motions and ask the
questions but if you’re walking through
the part ticking boxes and don’t
actively listen to the answers and do
something with the information there’s
no point all in all the ice model just
becomes another brick in the wall that
disrupts the development of rapport and
good community
okay so we’ve ice them but what next so
I bet you’re wondering why how does ice
stick with us in education well what I’d
like to do is reshape your vision from
the iceberg
and think about the educational
experience in my vision as a cocktail
little glasses of fruity goodness that
are filled with different ingredients to
get us that perfect taste or experience
sometimes they are just fruit juice and
sometimes we had alcohol that might
enhance the flavor or it might lead to
something more fiery or explosive
they’re arguably the most important
ingredient in all of our cocktails is
ice so we can use the model in the same
way that was described earlier so I
could say to a student or ask a student
where do you think you should be up to
with your work I’m getting their idea I
then might say are there any challenges
or barriers to you submitting your work
and I’m trying to find out their
concerns
my last question could be what are you
going to do from this meeting and I’m
finding out their expectation and from
this we as tutors get a good sense of
where the student is and where we can
tell them what they need to do but
there’s a real danger that we’re taking
a mechanistic approach that doesn’t
really manage anybody’s expectations we
impose our expectations on the students
and we’ve ice them so we’re not managing
them we’re dismissing them and their
expectations there’s two things we’re
distancing them and their expectations
and effectively we might leave them on
the rocks
and potentially the other thing that we
might do is just leave the student to
find out what happens to solid water
when it gets warm we can leave the
student with just ice there’s nothing in
there and we leave them alone for three
years or maybe more and we find out what
happens so question isn’t it always 5050
in relationships if we use ice to
structure a conversation so that I is
that you to understand what’s where the
student is coming from and the student
understands where the tutor is coming
from we can start to manage our mutual
expectations it’s not just about me
asking a question and managing your
expectations this is about shared
understanding and managing both of our
expectations so we need to reframe our
questions to we where do we think you
should be up to with your work or
getting the idea of both parties do you
we think there are any challenges or
barriers to submitting or understanding
the concerns and finally the expectation
well where do we go from here and
effectively we’ve asked would you like
ice but we could use another example
with these questions so if you go back
to your first year at university or of
your studies the questions I could be
asking is what you think your degree is
or what do we think a degree is what are
we worried about for your journey and
where do we expect me to end up but if
we want to take this further and really
manage our expectations regarding
learning we need to take it further
sometimes your expectations need to be
shaken and we’re going to ask really
challenging questions to help us work
out the plan for both sides not just the
students sometimes they need to be
stirred
so we might be seeking a little
clarification or a gentle nudge in the
right direction or a different direction
and occasionally we need to crush our
expectations did anybody remember this
some of you do you’re laughing
I’m going to avoid their niceness this
isn’t as easy as I thought we’ll leave
that for now and we might crush our
expectations because there might be
unreasonable or we’re so far apart in
our thinking that we need to put it back
together again in each of these
scenarios though we have to remember
it’s about us not I not you it’s us and
it’s imperative that you think about how
do we both want to feel when we walk
away from those conversations the most
important thing in all of these
conversations really is that we stop
collaborate and listen because ice is a
really easy tool that we can use to
mutually manage students and Shooter
expectations and share our thoughts and
decision-making processes and
importantly it doesn’t need to be the
tutor that starts these conversations so
for those of you who remembered or
keeping track there are 12 intentional
cultural references in this talk but
really what you want to remember is how
would you like your ice shaken or
stirred
[Applause]
[Music]
hello my name is Duncan cross and I
would like to share with you a really
simple tool for managing expectations
with students and tutors or in life
generally and it called ice but the tool
requires us to use active listening
skills so I’m embedding a challenge for
you into this talk to see if you can see
what I’ve done and what you can
recognize can you see the films the
songs the musicals or the TV shows that
I’ve referenced and how many times I do
it and I’d like to give you some context
to my musings without making it sound
like a Greek tragedy but firstly just to
manage your expectations
happy hour comes a little later so
expectations are a really tricky thing
to manage whether it be with friends
family in a health context life
generally or in education especially if
you feel like you’re playing by the
rules of someone else’s game and these
expectations are especially difficult to
manage in higher education as we see the
relationship between a student the
institution and a tutor or supervisor
fraught with difficulties that can be
extremely challenging for both as a
tutor I’ll tell you what I want and what
I really really want and you as a
student well you’ll tell me what you
want what you really really want but
there’s a danger of being stuck in the
middle wondering what it is we should do
and not really managing either of our
expectations of what the educational
experience should really be so from an
academic standpoint there’s certainly a
recognized need in the literature for
further research around managing
expectations especially for doctoral
research students but there’s also
appears to be a real reluctance to
engage in a difficult dialogue or build
relationships are based on a shared
management of expectations but the tool
I’m going to share with you isn’t just
for doctoral research students in fact
it’s been widely used across healthcare
settings and
ice stands for ideas concerns and
expectations the ice model has been used
within clinical communication skills
training since the 1980s and comes from
Becca am a man’s health belief model
with the overarching idea that you can
better help a patient if you know their
ideas concerns and expectations about
their health so if you’ve recently been
to the doctor and they’ve asked you what
you think is wrong they’re trying to
find out what you think you know or
don’t know or more importantly if you’ve
just spent two days on google searching
for your symptoms there they might ask
you are you worried or why are you
worried and they’re trying to see if
you’ve had a family member with similar
symptoms or a specific illness that you
think you might have or maybe if a
health campaign has prompted you to come
and they finally they might ask you what
do you want from today and they’re
trying to see if you’re expecting to be
referred to a specialist whether you
just want a prescription or if you’ve
come for a chat so if we put this into
the analogy of an iceberg they’re trying
to understand the unseen that lies below
the surface they can then find out why
you were there why are you worried and
what you expect them to do as a health
professional they can then manage your
expectations with regards to treatment
referrals and perhaps the most important
thing to me how you feel when you walk
away from that appointment
unfortunately the model isn’t always
used effectually partly because we have
a disjointed relationship with only one
side knowing the rules which causes
frustrations and might make you feel
like a child when you leave that
appointment
sometimes the model is just use
ineffectually we don’t get it so you can
go through the motions and ask the
questions but if you’re walking through
the part ticking boxes and don’t
actively listen to the answers and do
something with the information there’s
no point all in all the ice model just
becomes another brick in the wall that
disrupts the development of rapport and
good community
okay so we’ve ice them but what next so
I bet you’re wondering why how does ice
stick with us in education well what I’d
like to do is reshape your vision from
the iceberg
and think about the educational
experience in my vision as a cocktail
little glasses of fruity goodness that
are filled with different ingredients to
get us that perfect taste or experience
sometimes they are just fruit juice and
sometimes we had alcohol that might
enhance the flavor or it might lead to
something more fiery or explosive
they’re arguably the most important
ingredient in all of our cocktails is
ice so we can use the model in the same
way that was described earlier so I
could say to a student or ask a student
where do you think you should be up to
with your work I’m getting their idea I
then might say are there any challenges
or barriers to you submitting your work
and I’m trying to find out their
concerns
my last question could be what are you
going to do from this meeting and I’m
finding out their expectation and from
this we as tutors get a good sense of
where the student is and where we can
tell them what they need to do but
there’s a real danger that we’re taking
a mechanistic approach that doesn’t
really manage anybody’s expectations we
impose our expectations on the students
and we’ve ice them so we’re not managing
them we’re dismissing them and their
expectations there’s two things we’re
distancing them and their expectations
and effectively we might leave them on
the rocks
and potentially the other thing that we
might do is just leave the student to
find out what happens to solid water
when it gets warm we can leave the
student with just ice there’s nothing in
there and we leave them alone for three
years or maybe more and we find out what
happens so question isn’t it always 5050
in relationships if we use ice to
structure a conversation so that I is
that you to understand what’s where the
student is coming from and the student
understands where the tutor is coming
from we can start to manage our mutual
expectations it’s not just about me
asking a question and managing your
expectations this is about shared
understanding and managing both of our
expectations so we need to reframe our
questions to we where do we think you
should be up to with your work or
getting the idea of both parties do you
we think there are any challenges or
barriers to submitting or understanding
the concerns and finally the expectation
well where do we go from here and
effectively we’ve asked would you like
ice but we could use another example
with these questions so if you go back
to your first year at university or of
your studies the questions I could be
asking is what you think your degree is
or what do we think a degree is what are
we worried about for your journey and
where do we expect me to end up but if
we want to take this further and really
manage our expectations regarding
learning we need to take it further
sometimes your expectations need to be
shaken and we’re going to ask really
challenging questions to help us work
out the plan for both sides not just the
students sometimes they need to be
stirred
so we might be seeking a little
clarification or a gentle nudge in the
right direction or a different direction
and occasionally we need to crush our
expectations did anybody remember this
some of you do you’re laughing
I’m going to avoid their niceness this
isn’t as easy as I thought we’ll leave
that for now and we might crush our
expectations because there might be
unreasonable or we’re so far apart in
our thinking that we need to put it back
together again in each of these
scenarios though we have to remember
it’s about us not I not you it’s us and
it’s imperative that you think about how
do we both want to feel when we walk
away from those conversations the most
important thing in all of these
conversations really is that we stop
collaborate and listen because ice is a
really easy tool that we can use to
mutually manage students and Shooter
expectations and share our thoughts and
decision-making processes and
importantly it doesn’t need to be the
tutor that starts these conversations so
for those of you who remembered or
keeping track there are 12 intentional
cultural references in this talk but
really what you want to remember is how
would you like your ice shaken or
stirred
[Applause]
[Music]
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