These slides were prepared for the workshop given by the National Centre for Teaching and Learning at the DSW Hui at Massey University in March 2018.

1. DSW HUI 2018
National Centre for Learning and Teaching,
tinyurl.com/masseynctlhome
SLIDES FROM THIS PRESENTATION CAN BE VIEWED AT:
tinyurl.com/dswhui2018

2. CONTENTS
Part 1
Resources
Part 2
Tips

3. PART 1
RESOURCES

4. Advice, resources, and information
about events are available on Stream

5. March 14: Writing for confirmation
• introduction to key documents & guidelines
• analysis of structure & style of the required report
April 11: Setting and achieving PhD writing goals
• setting SMART writing goals
• strategies for evaluating and maintaining progress
May 9: Presenting your PhD research
• maximising the impact of slides
• using voice and gesture effectively
VLT Rooms on each campus 12.00 – 1.30 pm
NCTL WORKSHOPS FOR DOCTORAL STUDENTS
Second Wednesday of each month from Mar - Dec

6. June 13: Setting up and managing your own PhD
writing groups
• using face-to-face & online channels
• strategies for sustaining productive & supportive groups
July 11th: Improving your PhD writing style
• clarity, conciseness & coherence
• understanding & responding to supervisor feedback
August 8th: Responses to student queries
September 12th: Results & discussion chapters for quantitative research
October 10th: Results & discussion chapters for qualitative research
November 14th: Editing your thesis
December 12th: Responses to student queries
To register and / or see videos of past sessions, go to the Doctoral
Community Stream page (or email: doctoral.office@massey.ac.nz)

7. ACADEMIC Q & A
(see under Academic Support on Stream)

8. BASIC SKILLS WORKSHOPS
(Study Up)

9. SEE tinyurl.com/nctlworkshops
NCTL ONLINE WORKSHOPS FOR POSTGRAD STUDENTS

10. VIDEOS tinyurl.com/nctlvideos

11. OWLL owll.massey.ac.nz
A collection of advice, examples and tools on a range of
learning and writing issues.

12. NCTL consultants can provide feedback on selected
excerpts from your drafts in hour-long sessions from the
perspective of a critical reader from outside of your
discipline.
For more details, see tinyurl.com/masseynctlhome
Request an appointment at ctlalb@massey.ac.nz
ctlman@massey.ac.nz
ctlwel@massey.ac.nz
PERSONAL CONSULTATIONS (in person, by phone or
via weblink)

13. Attend a library workshop: tinyurl.com/masseylibraryworkshops
Contact a subject librarian: tinyurl.com/masseylibrarian
APA referencing guide: tinyurl.com/masseyapainteractive
Endnote guide & download: tinyurl.com/masseyendnote
Health & Counselling: tinyurl.com/masseywellness
Counselling self-help resources: tinyurl.com/masseycounsellingselfhelp
OTHER USEFUL MASSEY LINKS

14. The thesis whisperer: thesiswhisperer.com
Doctoral writing SIG: doctoralwriting.wordpress.com
PhD life: phdlife.warwick.ac.uk
The stylish academic blog: stylishacademic.com
Patter (blog on thesis writing etc): patthomson.net
OTHER USEFUL NON-MASSEY LINKS

15. PART 2
TIPS

16. SUMMARISING

17. On the next slide is an extract from an academic journal article.
Let’s see how we can summarise the main points, so that this can
go into a literature review chapter or section on strengths-based
practice in SW in NZ.
90% of the time, when you incorporate ideas from your
research, you’ll need to summarise these in your own words.
This FOUR-STEP process is the most effective way to do this:
a) highlight the relevant information
b) turn this into brief notes
c) close the original text
d) expand your notes into one or more linked sentences

18. A strengths-based model can be a suitable approach to social work
practice with migrants, families and communities (Sisnerous et al.,
2008). This approach is focused on the strengths, possibility and
resilience of individuals and their families, rather than addressing
their deficits and weaknesses (Saleebey, 2006). For Korean
migrants, the transnational community is a vital source of strength,
opportunities, resilience and belonging. To meet the needs of
migrants and their families, it is important for practitioners to work
with groups, organisations and other institutions at the community
level (Berg-Weger, 2010). This community-level social work
practice, based on the strengths-based approach, can be extended
to macro practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners with
migrant communities can range from empowering clients and their
families, to utilising the community’s own resources, and to
promoting the participation and inclusion of migrant clients in their
host society.
Original text (Hong-Jae & Anglem, 2012, p. 38)
Hong-Jae, P., & Anglem, J. (2012). The 'transnationality' of Koreans, Korean families and
Korean communities in Aotearoa New Zealand--implications for social work
practice. Aotearoa New Zealand Social Work Review, 24(1), 31-40.

19. A strengths-based model can be a suitable approach to social work
practice with migrants, families and communities (Sisnerous et al.,
2008). This approach is focused on the strengths, possibility and
resilience of individuals and their families, rather than addressing
their deficits and weaknesses (Saleebey, 2006). For Korean
migrants, the transnational community is a vital source of strength,
opportunities, resilience and belonging. To meet the needs of
migrants and their families, it is important for practitioners to work
with groups, organisations and other institutions at the community
level (Berg-Weger, 2010). This community-level social work
practice, based on the strengths-based approach, can be extended
to macro practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners with
migrant communities can range from empowering clients and their
families, to utilising the community’s own resources, and to
promoting the participation and inclusion of migrant clients in their
host society.
1. Highlight main points

20. • SWs can use a strengths-based approach with
migrants
• Focus on resilience, ops, belonging
• Work with groups + insts at comm level
• empower clients, use comm res, promote incl +
part.
2. Make brief notes

21. Several benefits have been identified in the use of a
strengths-based approach to social work practice
with migrant communities in New Zealand /
Aotearoa. These communities are already a source of
resilience and a sense of belonging for migrants.
Therefore, by working with and through these
communities, social workers can both empower
individual clients and promote broader social
inclusion and participation (Hong-Jae, & Anglem, 2012).
3. Expand these notes into linked sentences

22. MAKING YOUR WRITING FLOW

23. Situational Leadership Theory is based on the notion
that there is no single best leadership style; rather,
effective leadership is dynamic and adaptive. Leaders
need to adapt constantly both to environmental
changes and the developing needs of their diverse
followers (Brown, 2014). The starting point for
situational leadership is needs analysis. One
approach to needs analysis is to categorise team
members according to their performance readiness
levels (R1, R2, R3, R4). This analysis needs to take
account both of individuals’ ability (relevant
knowledge, skill, and experience) and willingness
(confidence, commitment, and motivation towards
the tasks). It is also essential for leaders to analyse
their own leadership behaviours; in particular, how
they tell their team members their duties and
responsibilities, provide guidance, communicate
(listening and explaining) and provide supportive
behaviors. This should allow them to identify
examples of four major styles: telling, selling,
participating and delegating. Their task is then to use
the style which is best suited to the needs of each
individual in their team, according to their
performance readiness (Ronaldson, 2010).
A paragraph that flows
Topic
sentence
Sentences
start with
previous topic
and then add
something
new
Concluding
sentence

24. Leaders can categorise team members according
to their performance readiness levels (R1, R2,
R3, R4) to carry out a needs analysis leaders
need to analyse their leadership behaviours
(Ronaldson, 2010). The ability (relevant
knowledge, skill, and experience) and willingness
(confidence, commitment, and motivation
towards the tasks) of team members both need
to be considered. How they tell team members
their duties and responsibilities, provide
guidance, communicate (listening and explaining)
and provide supportive behaviors. In Situational
Leadership Theory there is no single best
leadership style; it is dynamic and adaptive
(Brown, 2014). The four major leadership
behaviours are telling, selling, participating and
delegating. They need to identify the needs of
team members. Leaders should try to use a style
which is best suited to their needs. The
performance readiness of team members is the
key thing leaders need to know about team
members (Ronaldson, 2010).
An information dump
Dives straight
into details
Run-on
sentences and
sentence
fragments
Vague pronouns
Most sentences
are strangers to
what came
before
Random ending

25. REFERENCING

26. One study found that over half of New Zealand
employers were using age as a barrier to
employment or promotion (Brown, 2012).
The most common way to do this is to put the author’s
surname and the date of publication in brackets AFTER
you’ve used the information.
In-text citations

27. Atkinson, D. (2013, January 24). Too old to work: Too young to die? Retrieved from
http://www.nzherald.co.nz/1004532.htm
Broom, T. P. (2018). Human resources management. Boston, MA: Pearson
Brown, P. (2012). Equal opportunities in New Zealand: Myth or reality? Australasian
Journal of Human Resources, 41(3), 46-68.
Davidson, C., & Tolich, M. (2001). Social science research in New Zealand.
Auckland, New Zealand: Pearson Education.
Khan, I., & Chen, T. (2010). Tackling ageism: A cross-institutional approach. In J.
Johnson & T. Peterson (Eds.), An equal opportunities handbook (pp. 102-131). San
Francisco, CA: Pilot Press.
Smith, P., & Davidoff, R. (2003). Equal opportunities: From policy to practice. Central
Islip, NY: Progressive Press.
Statistics New Zealand. (2008). Demographic Trends – 2001-2006. Retrieved from
http://stats.govt.nz/demotrends-2012.pdf
End-of-text references
References

28. Smith, P., & Davidoff, R. (2003). Equal opportunities: From policy to
practice. Central Islip, NY: Progressive Press.
(year) title of book
city publisher
In academic writing, most references are to
books and journal articles
surname,
initial
Brown, P. (2012). Equal opportunities in New Zealand: Myth or
reality? Australasian Journal of Human Resources, 41(3), 46-68.
doi: 10.1037/0278-6133.24.2.225
(year) title of article
surname,
initial
volume / issue number
page numbers
name of journaldoi number

29. Remember to edit any imported references
Library search result (for ‘social work’)
Details of the book (with options to ‘cite’ or ‘export’
reference)

30. Reference generated by the system
This needs to be corrected to:
Connolly, M., Harms, L., & Maidment, J. (Eds.). (2018). Social work: Contexts, and
practice. South Melbourne, Australia: Oxford University Press.
But, as this is an edited book, you will actually need to refer to the author(s), title
and page numbers of the specific chapter you used. For instance:
Crichton-Hill, Y. (2018). Pasifika social work. In M. Connolly, L. Harms, & J.
Maidment (Eds.), Social work: Contexts, and practice (pp. 109-120).
South Melbourne, Australia: Oxford University Press.

31. THANKS FOR COMING ALONG!
These slides can be viewed at tinyurl.com/dswhui2018