The document summarizes a workshop on leadership skills for staff assisting researchers' career development. It provides an overview of the agenda which includes exercises on defining good and bad leadership, group discussions on leadership definitions, and presentations on developing leadership skills through challenging experiences, mentors, and taking control of one's own development. It also outlines leadership development programs offered by various institutions.
This document outlines guidance and resources for researchers seeking to develop leadership skills. It includes modules on topics like managing research teams, developing strategy, research impact, and unconscious bias. The goal is to help researchers lead their work and prepare for academic leadership roles. Suggested workshops provide training on research administration, governance, budgeting, employment law, and other management responsibilities.
This document discusses researcher development and career coaching. It explains that researcher development aims to improve researchers' abilities and preparation for future careers. It also discusses trends in science and innovation in Europe and the need to attract and train early career researchers. Finally, it outlines an approach to career coaching that helps researchers understand themselves, their interests, skills and values to develop personalized career action plans.
Planning your research career (for trainers) 2.car dev intro & contextpipersfp7project
This document discusses researcher development and career development for early-career researchers. It describes researcher development as including knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact. The importance of researcher development is to improve one's ability to complete their research and fulfill their potential, and to prepare for future employment. The document then discusses using a values, interests, personality, and skills (VIPS) framework to develop a personalized career action plan through exploring one's values, interests, personality traits, and skills.
Planning your research career (for trainers) 10.car devtttpipersfp7project
The document discusses researcher development for early-career researchers. It describes researcher development as having four key areas: knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact. It emphasizes the importance of researcher development for successfully completing one's research and fulfilling one's potential, as well as preparation for future employment. It also briefly discusses EU funding for increasing the number of researchers in Europe.
The document discusses career development training for early-career researchers. It describes assessing skills, interests, personality and values to develop a personal action plan. Researchers complete exercises to inventory their skills, identify motivated, development and burnout skills, and determine interest types. Understanding these areas can help with career decision making and finding fulfilling work. The training aims to help researchers better understand themselves, identify career goals, and create a plan to achieve those goals.
This document discusses a career development process for researchers that involves exploring values, interests, personality traits, and skills through activities like psychometric testing and skills inventories. The goal is to help researchers better understand themselves, identify their career goals and interests, and develop a personalized action plan to achieve satisfying work opportunities. The process aims to enable researchers to make well-informed decisions about their career development and future plans.
Planning your research career: Development for early-career researchersMilan Zdravković
The document discusses researcher development and career development training for early-career researchers. It describes exploring four areas - values, interests, personality traits, and skills - to help researchers better understand themselves, identify their career goals and wants, and develop a personalized action plan. The goal is to enable researchers to make well-informed career decisions and find fulfilling work opportunities.
The document discusses competencies needed for both research and business. It identifies curiosity, open-mindedness, change/resilience, systems thinking, leadership, tacit knowledge/intuition, creativity/empathy, diversity, and collaboration as important competencies. These competencies can be developed through acquiring knowledge, experience/learning by doing, and increasing self-awareness and understanding of values and purpose. The document encourages acquiring these competencies through experiential activities rather than traditional learning and provides questions for reflection and development ideas.
This document outlines guidance and resources for researchers seeking to develop leadership skills. It includes modules on topics like managing research teams, developing strategy, research impact, and unconscious bias. The goal is to help researchers lead their work and prepare for academic leadership roles. Suggested workshops provide training on research administration, governance, budgeting, employment law, and other management responsibilities.
This document discusses researcher development and career coaching. It explains that researcher development aims to improve researchers' abilities and preparation for future careers. It also discusses trends in science and innovation in Europe and the need to attract and train early career researchers. Finally, it outlines an approach to career coaching that helps researchers understand themselves, their interests, skills and values to develop personalized career action plans.
Planning your research career (for trainers) 2.car dev intro & contextpipersfp7project
This document discusses researcher development and career development for early-career researchers. It describes researcher development as including knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact. The importance of researcher development is to improve one's ability to complete their research and fulfill their potential, and to prepare for future employment. The document then discusses using a values, interests, personality, and skills (VIPS) framework to develop a personalized career action plan through exploring one's values, interests, personality traits, and skills.
Planning your research career (for trainers) 10.car devtttpipersfp7project
The document discusses researcher development for early-career researchers. It describes researcher development as having four key areas: knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact. It emphasizes the importance of researcher development for successfully completing one's research and fulfilling one's potential, as well as preparation for future employment. It also briefly discusses EU funding for increasing the number of researchers in Europe.
The document discusses career development training for early-career researchers. It describes assessing skills, interests, personality and values to develop a personal action plan. Researchers complete exercises to inventory their skills, identify motivated, development and burnout skills, and determine interest types. Understanding these areas can help with career decision making and finding fulfilling work. The training aims to help researchers better understand themselves, identify career goals, and create a plan to achieve those goals.
This document discusses a career development process for researchers that involves exploring values, interests, personality traits, and skills through activities like psychometric testing and skills inventories. The goal is to help researchers better understand themselves, identify their career goals and interests, and develop a personalized action plan to achieve satisfying work opportunities. The process aims to enable researchers to make well-informed decisions about their career development and future plans.
Planning your research career: Development for early-career researchersMilan Zdravković
The document discusses researcher development and career development training for early-career researchers. It describes exploring four areas - values, interests, personality traits, and skills - to help researchers better understand themselves, identify their career goals and wants, and develop a personalized action plan. The goal is to enable researchers to make well-informed career decisions and find fulfilling work opportunities.
The document discusses competencies needed for both research and business. It identifies curiosity, open-mindedness, change/resilience, systems thinking, leadership, tacit knowledge/intuition, creativity/empathy, diversity, and collaboration as important competencies. These competencies can be developed through acquiring knowledge, experience/learning by doing, and increasing self-awareness and understanding of values and purpose. The document encourages acquiring these competencies through experiential activities rather than traditional learning and provides questions for reflection and development ideas.
EURAXESS Online Tools To Support Researcher Career DevelopmentMilan Zdravković
The document discusses online tools and resources to support researcher career development. It describes a process for researchers to assess their skills, interests, values and personality to help guide career planning. This involves completing a skills audit and self-assessments, then interpreting the results to identify motivated skills and areas for development. Researchers can use the results to explore career options, set goals and find relevant training opportunities. The presenter aims to familiarize participants with these tools and principles to help them develop self-directed career plans.
This document discusses leading teams and organizations. It describes the seven levels of team and organizational consciousness and emphasizes that the most successful teams and organizations operate from a full spectrum that balances these levels. Leading teams requires skills like creating conditions for people to find fulfillment and become high performing. Leading organizations is more complex as it involves balancing the needs of employees, stakeholders, communities and society. Effective leadership relies on collective intelligence, learning from followers, and caring about people as much as results.
This document discusses leadership skills and models. It begins by outlining the topics to be covered, including views on leadership, leadership characteristics and traits, leadership models, and maintaining momentum. It then discusses several leadership models and theories in more detail, including Fiedler's contingency model, path-goal theory, functional leadership, consideration and initiating structure, and situational leadership. Traits associated with effective leadership are also outlined. The document emphasizes that leadership must adapt to different situations and that maintaining enthusiasm and motivation is important for ongoing projects.
Edgar Schein developed the concept of career anchors/values, which reflect deep aspects of a person like autonomy and security that they would not give up. Schein identified that considering values can predict satisfying versus dissatisfying occupations, as roles aligned with one's values lead to greater satisfaction and performance. Values exercises help individuals identify their most important values like independence, responsibility, and autonomy to consider in career decisions.
Edgar Schein developed the concept of career anchors/values, which reflect deep aspects of a person like autonomy and security that would not be given up. Schein identified that considering values can predict satisfying versus dissatisfying occupations. Values are beliefs, principles, and standards important to a person for their job and career. When considering career opportunities, it is important to determine if one's core values can be satisfied. A role aligned with one's values results in greater satisfaction and performance long-term.
This document contains tips and advice for effective communication and presentations. It emphasizes that the goal should be to engage audiences at a deeper level by addressing what they need to know, feel, and do, rather than just presenting information to them. Successful communication requires understanding the audience, having a clear message and structure, speaking authentically, using stories and visuals to aid comprehension and memory, and focusing on delivery through body language, voice, and practice. The overall message is that effective presentations prioritize the audience experience over simply transmitting information.
Planning your research career (for trainers) 3.skillspipersfp7project
Several studies have found that skills are a good predictor of job performance and an important consideration when choosing roles. The document discusses identifying and categorizing skills as part of career development. It prompts the reader to make a comprehensive list of their skills from their CV and categorize them as motivated, development, burnout, or not important skills based on whether they enjoy using and are competent in the skills. The goal is to help the reader understand their skills and how they can inform career choices and development goals.
The document discusses several traits and characteristics that are commonly found in leaders, such as intelligence, extraversion, conscientiousness, and self-efficacy. It also examines theories of leadership, including Fiedler's contingency model, path-goal theory, and situational leadership. The leader-member exchange theory holds that leaders form in-groups and out-groups among followers, with in-group members receiving more support and opportunities. Group leadership, where direction is provided by more than one person, is also covered.
Several studies have found that skills are a good predictor of job performance and are important to consider when choosing roles. The document discusses identifying and classifying skills, including both technical and transferable skills. It provides exercises for researchers to comprehensively list their skills, identify skills they enjoy using or want to develop, and note which skills are best suited to their strengths.
The document discusses how interests relate to career satisfaction and performance. It summarizes John Holland's theory that people perform better and are more motivated when working in areas that interest them. Further research found a strong relationship between interests and job satisfaction. The document then provides an exercise where the reader rates their interests in six areas and identifies their top three to help choose fulfilling careers.
The document discusses using personality traits to predict career suitability. It notes that using both interests and personality provides a more powerful predictor than interests alone. It then provides an exercise where the participant rates themselves on different personality traits from a five factor model, including assertiveness, self-containment, emotional stability, preference for routine vs experience, and reliability. The participant identifies their top traits and considers how these impact how they work and handle stress.
This document discusses various leadership models and theories. It begins by describing trait theories of leadership which focus on individual attributes. It then discusses situational leadership models which emphasize that effective leadership depends on factors like the situation and task. Several leadership models are described in detail, including Fiedler's contingency model, path-goal theory, functional leadership, and leader-member exchange (LMX) theory. The document concludes with discussions on maintaining leadership momentum and the importance of self-motivation for leaders.
This document describes a workshop for developing enterprising researchers. It discusses defining entrepreneurship versus being enterprising. The workshop includes activities to help researchers identify transferable skills, develop business ideas, and pitch concepts to investors. The workshop runs over two days and covers topics like business planning and intellectual property rights. Other suggested enterprise activities are longer schools, business plan competitions, and training researchers in consultancy skills.
This document provides an introduction to a course on authentic and values-based leadership. The course objectives are to reflect on self-leadership and authenticity in leadership, learn about values-based leadership, conduct a personal self-assessment, learn about models of personal and organizational consciousness, and reflect on applying these concepts to one's own team or organization. The first lesson focuses on authenticity and leading oneself, defining authentic leadership as being true to one's internal compass and strengths/weaknesses.
This document outlines a training program for developing research leaders. It discusses the skills needed for research leaders in academia and industry. These include establishing trust, providing direction, challenging processes, and networking. It then describes a postgraduate certificate that teaches these skills through 18 workshops covering topics like management, employment law, and strategy. The program also includes project management training and online resources. Finally, it discusses research management skills needed by doctoral candidates, such as time management, project management, and managing supervisors.
Introduction to teamwork self paced lesson 2 jm finalpipersfp7project
This lesson teaches about building effective teams. It discusses the four sources of team energy - physical, emotional, mental, and spiritual. Learners will understand the difference between operating from an "above the line" state of openness and "below the line" state of defensiveness. They will also learn about different team roles based on the Belbin model and reflect on the roles they and their teammates take. The goal is to increase understanding of team dynamics and how to influence energy levels for improved teamwork.
This document provides information about starting a technology venture between the US and France, leveraging transatlantic resources and partnerships. It outlines advantages of France such as university degrees in science/technology, support for startups and innovation, and tourism. France has a favorable environment for startups including 100 spin-offs per year from research, incubators, tax incentives, and venture funding. The Young Entrepreneur Initiative helps US scientists and engineers internationalize their vision in France through mentoring, connections, and helping them establish in France. Past participants have successfully partnered with French organizations and expanded their operations.
This document outlines an approach to career development training for researchers. The training is based on career coaching methodology and aims to help researchers better understand themselves, their skills, interests, personality and values in order to make informed career decisions and develop a personal action plan. The process involves self-assessment exercises, psychometric testing, and developing short, medium, and long-term goals to guide career progression. The overall goal is to assist researchers in finding fulfilling work opportunities.
This document contains slides from a presentation on leadership. It discusses definitions of leadership, the differences between management and leadership, levels of personal and organizational development, and qualities of good leadership. It encourages participants to reflect on their own leadership strengths and areas for growth. Examples, exercises and discussions are provided to help participants better understand leadership concepts.
This document provides information on time management and project management. It discusses prioritizing tasks, dealing with interruptions, setting objectives, stakeholder analysis, work breakdown structures, Gantt charts, and risk identification. Key points include breaking large tasks into smaller chunks, scheduling times for emails and calls to avoid interruptions, ensuring objectives are specific, measurable, agreed upon, realistic and time-bound, analyzing stakeholders' power and interests, and identifying potential risks and their probability and impact.
The document discusses the key elements of developing a business plan, including:
1) A business plan outlines a company's overall strategy over the next 5 years and operational/budget details for the next 12 months.
2) Five elements are needed to develop a business: an idea, ability, goal, motivation, and resources.
3) A business plan is important to test ideas, agree on objectives/strategy, gain confidence, reveal cash needs, and obtain investment.
This document provides information about an upcoming workshop on career development and entrepreneurship for researchers. The workshop will be held on October 21-22, 2015 in Sofia, Bulgaria. It will include sessions on business planning, an activity involving developing a business plan for a given scenario in teams, and brief team presentations of their plans. The goal is to help researchers consider entrepreneurial options and develop skills for career development outside of academia.
EURAXESS Online Tools To Support Researcher Career DevelopmentMilan Zdravković
The document discusses online tools and resources to support researcher career development. It describes a process for researchers to assess their skills, interests, values and personality to help guide career planning. This involves completing a skills audit and self-assessments, then interpreting the results to identify motivated skills and areas for development. Researchers can use the results to explore career options, set goals and find relevant training opportunities. The presenter aims to familiarize participants with these tools and principles to help them develop self-directed career plans.
This document discusses leading teams and organizations. It describes the seven levels of team and organizational consciousness and emphasizes that the most successful teams and organizations operate from a full spectrum that balances these levels. Leading teams requires skills like creating conditions for people to find fulfillment and become high performing. Leading organizations is more complex as it involves balancing the needs of employees, stakeholders, communities and society. Effective leadership relies on collective intelligence, learning from followers, and caring about people as much as results.
This document discusses leadership skills and models. It begins by outlining the topics to be covered, including views on leadership, leadership characteristics and traits, leadership models, and maintaining momentum. It then discusses several leadership models and theories in more detail, including Fiedler's contingency model, path-goal theory, functional leadership, consideration and initiating structure, and situational leadership. Traits associated with effective leadership are also outlined. The document emphasizes that leadership must adapt to different situations and that maintaining enthusiasm and motivation is important for ongoing projects.
Edgar Schein developed the concept of career anchors/values, which reflect deep aspects of a person like autonomy and security that they would not give up. Schein identified that considering values can predict satisfying versus dissatisfying occupations, as roles aligned with one's values lead to greater satisfaction and performance. Values exercises help individuals identify their most important values like independence, responsibility, and autonomy to consider in career decisions.
Edgar Schein developed the concept of career anchors/values, which reflect deep aspects of a person like autonomy and security that would not be given up. Schein identified that considering values can predict satisfying versus dissatisfying occupations. Values are beliefs, principles, and standards important to a person for their job and career. When considering career opportunities, it is important to determine if one's core values can be satisfied. A role aligned with one's values results in greater satisfaction and performance long-term.
This document contains tips and advice for effective communication and presentations. It emphasizes that the goal should be to engage audiences at a deeper level by addressing what they need to know, feel, and do, rather than just presenting information to them. Successful communication requires understanding the audience, having a clear message and structure, speaking authentically, using stories and visuals to aid comprehension and memory, and focusing on delivery through body language, voice, and practice. The overall message is that effective presentations prioritize the audience experience over simply transmitting information.
Planning your research career (for trainers) 3.skillspipersfp7project
Several studies have found that skills are a good predictor of job performance and an important consideration when choosing roles. The document discusses identifying and categorizing skills as part of career development. It prompts the reader to make a comprehensive list of their skills from their CV and categorize them as motivated, development, burnout, or not important skills based on whether they enjoy using and are competent in the skills. The goal is to help the reader understand their skills and how they can inform career choices and development goals.
The document discusses several traits and characteristics that are commonly found in leaders, such as intelligence, extraversion, conscientiousness, and self-efficacy. It also examines theories of leadership, including Fiedler's contingency model, path-goal theory, and situational leadership. The leader-member exchange theory holds that leaders form in-groups and out-groups among followers, with in-group members receiving more support and opportunities. Group leadership, where direction is provided by more than one person, is also covered.
Several studies have found that skills are a good predictor of job performance and are important to consider when choosing roles. The document discusses identifying and classifying skills, including both technical and transferable skills. It provides exercises for researchers to comprehensively list their skills, identify skills they enjoy using or want to develop, and note which skills are best suited to their strengths.
The document discusses how interests relate to career satisfaction and performance. It summarizes John Holland's theory that people perform better and are more motivated when working in areas that interest them. Further research found a strong relationship between interests and job satisfaction. The document then provides an exercise where the reader rates their interests in six areas and identifies their top three to help choose fulfilling careers.
The document discusses using personality traits to predict career suitability. It notes that using both interests and personality provides a more powerful predictor than interests alone. It then provides an exercise where the participant rates themselves on different personality traits from a five factor model, including assertiveness, self-containment, emotional stability, preference for routine vs experience, and reliability. The participant identifies their top traits and considers how these impact how they work and handle stress.
This document discusses various leadership models and theories. It begins by describing trait theories of leadership which focus on individual attributes. It then discusses situational leadership models which emphasize that effective leadership depends on factors like the situation and task. Several leadership models are described in detail, including Fiedler's contingency model, path-goal theory, functional leadership, and leader-member exchange (LMX) theory. The document concludes with discussions on maintaining leadership momentum and the importance of self-motivation for leaders.
This document describes a workshop for developing enterprising researchers. It discusses defining entrepreneurship versus being enterprising. The workshop includes activities to help researchers identify transferable skills, develop business ideas, and pitch concepts to investors. The workshop runs over two days and covers topics like business planning and intellectual property rights. Other suggested enterprise activities are longer schools, business plan competitions, and training researchers in consultancy skills.
This document provides an introduction to a course on authentic and values-based leadership. The course objectives are to reflect on self-leadership and authenticity in leadership, learn about values-based leadership, conduct a personal self-assessment, learn about models of personal and organizational consciousness, and reflect on applying these concepts to one's own team or organization. The first lesson focuses on authenticity and leading oneself, defining authentic leadership as being true to one's internal compass and strengths/weaknesses.
This document outlines a training program for developing research leaders. It discusses the skills needed for research leaders in academia and industry. These include establishing trust, providing direction, challenging processes, and networking. It then describes a postgraduate certificate that teaches these skills through 18 workshops covering topics like management, employment law, and strategy. The program also includes project management training and online resources. Finally, it discusses research management skills needed by doctoral candidates, such as time management, project management, and managing supervisors.
Introduction to teamwork self paced lesson 2 jm finalpipersfp7project
This lesson teaches about building effective teams. It discusses the four sources of team energy - physical, emotional, mental, and spiritual. Learners will understand the difference between operating from an "above the line" state of openness and "below the line" state of defensiveness. They will also learn about different team roles based on the Belbin model and reflect on the roles they and their teammates take. The goal is to increase understanding of team dynamics and how to influence energy levels for improved teamwork.
This document provides information about starting a technology venture between the US and France, leveraging transatlantic resources and partnerships. It outlines advantages of France such as university degrees in science/technology, support for startups and innovation, and tourism. France has a favorable environment for startups including 100 spin-offs per year from research, incubators, tax incentives, and venture funding. The Young Entrepreneur Initiative helps US scientists and engineers internationalize their vision in France through mentoring, connections, and helping them establish in France. Past participants have successfully partnered with French organizations and expanded their operations.
This document outlines an approach to career development training for researchers. The training is based on career coaching methodology and aims to help researchers better understand themselves, their skills, interests, personality and values in order to make informed career decisions and develop a personal action plan. The process involves self-assessment exercises, psychometric testing, and developing short, medium, and long-term goals to guide career progression. The overall goal is to assist researchers in finding fulfilling work opportunities.
This document contains slides from a presentation on leadership. It discusses definitions of leadership, the differences between management and leadership, levels of personal and organizational development, and qualities of good leadership. It encourages participants to reflect on their own leadership strengths and areas for growth. Examples, exercises and discussions are provided to help participants better understand leadership concepts.
This document provides information on time management and project management. It discusses prioritizing tasks, dealing with interruptions, setting objectives, stakeholder analysis, work breakdown structures, Gantt charts, and risk identification. Key points include breaking large tasks into smaller chunks, scheduling times for emails and calls to avoid interruptions, ensuring objectives are specific, measurable, agreed upon, realistic and time-bound, analyzing stakeholders' power and interests, and identifying potential risks and their probability and impact.
The document discusses the key elements of developing a business plan, including:
1) A business plan outlines a company's overall strategy over the next 5 years and operational/budget details for the next 12 months.
2) Five elements are needed to develop a business: an idea, ability, goal, motivation, and resources.
3) A business plan is important to test ideas, agree on objectives/strategy, gain confidence, reveal cash needs, and obtain investment.
This document provides information about an upcoming workshop on career development and entrepreneurship for researchers. The workshop will be held on October 21-22, 2015 in Sofia, Bulgaria. It will include sessions on business planning, an activity involving developing a business plan for a given scenario in teams, and brief team presentations of their plans. The goal is to help researchers consider entrepreneurial options and develop skills for career development outside of academia.
This document announces a workshop for staff assisting researchers' career development that will take place on October 21-22, 2015 in Sofia, Bulgaria. The workshop is part of a project funded by the European Union's Seventh Framework Programme to help researchers pursue their professional ambitions. The workshop will provide guidance on helping researchers with their career development.
The document describes a half-day public engagement workshop for researchers. It begins with an introductory discussion about public engagement activities at participants' institutions. Researchers then work in pairs to present each other's research topics before selecting one topic to present to the group in two different styles. The goal is for researchers to practice communicating their work to non-specialists. Other public engagement activities discussed include working with schools, participatory action research with communities, public events, competitions, and working with the media.
This document discusses defending both the round earth theory and the flat earth theory to illustrate how objective science is. The round earth theory has been accepted for over 2000 years based on empirical evidence like changing shadows and the moon appearing round. However, some philosophers argue science should focus on falsifying theories rather than verifying them. Defending the flat earth theory aims to show if science is truly objective or influenced by prevailing paradigms. The document will compare both theories under different philosophical theories of science.
The document outlines a workshop for researchers taking place in Dublin, Ireland on March 7-8, 2016 to help researchers pursue their career ambitions. It discusses several career development interventions that will be part of the workshop, including involving alumni with non-academic careers, standard career center support like one-on-one advising and workshops, developing supervisors and PIs, and additional Vitae resources.
This document summarizes a workshop on developing researcher careers in Europe. It discusses establishing structured, sustainable, and lifelong career development services for researchers. Better training researchers in transferable skills could improve academia and intersectoral mobility. Stakeholders discussed the state of research career development and recommendations. They agreed development is still in early stages and focused on early careers. Recommendations included developing a roadmap, framework, and encouraging funding and participation from the European Commission, member states, research organizations, and EURAXESS. The overall goal is improving research careers and evaluation systems across Europe.
The document discusses various tools and strategies for effective project and time management. It introduces aims and objectives, highlighting the importance of setting objectives that are specific, measurable, agreed, realistic, and time-bound (SMART). Different prioritization techniques are presented, along with tips for daily time management like using to-do lists and distinguishing between reactive and proactive tasks. Risk management, work breakdown structures, and Gantt charts are also summarized as useful planning and scheduling tools. The importance of regularly reviewing progress and strategies is emphasized.
This document discusses pitching and provides tips for developing an effective pitch. It notes that pitching is about influencing and persuading an audience, not just providing information. It emphasizes the importance of structure, including clearly stating what will be discussed, developing the idea, and summarizing. Other key tips include focusing on the core message, researching the audience, keeping the product or service description brief, highlighting any competitive advantages, and maintaining simplicity. The overall message is that an effective pitch tells a compelling story that engages the audience's emotions and makes them want to support the idea.
The document describes a workshop for staff assisting researchers' career development that will take place on April 12-13, 2016 in Paris, France. The workshop aims to help researchers pursue their professional ambitions. It received funding from the European Union's Seventh Framework Programme. The document also outlines icebreaker tasks that involve having groups come up with and pitch innovative product ideas to an unsuspecting world. The groups are given prompts to brainstorm details about their product like what it does, its target market, and price before creating a prototype, YouTube demonstration, tweet, and billboard poster to launch it.
This document summarizes a workshop on leading international teams. The workshop objectives are to reflect on great leadership, differentiate between leadership and management, learn how leadership skills develop, assess one's leadership journey and values, and reflect on what makes diverse teams successful. The workshop includes individual and group exercises where participants write about examples of good and bad leadership, discuss definitions of leadership, and assess what level of leadership they and their team demonstrate based on stages of personal and team development. Discussion focuses on how leaders learn and develop through experiences, relationships, and personal growth, and what is needed to lead successful diverse teams.
This document contains slides from a presentation on leadership. It discusses definitions of leadership, the differences between management and leadership, levels of personal and organizational development, and qualities of good leadership. It encourages participants to reflect on their own leadership strengths and areas for growth. Examples of exercises included having participants identify their personal values, the current and desired levels of development for themselves and their organizations, and behaviors they want to see more or less of in leadership.
This document contains slides from a presentation on leadership. It discusses definitions of leadership, the differences between management and leadership, levels of personal and organizational development, and qualities of good leadership. It encourages participants to reflect on their own leadership strengths and areas for growth. Examples of exercises included having participants identify their personal values, the current and desired levels of development for themselves and their organizations, and behaviors they want to see more or less of in leadership.
The document discusses researcher development and career development training for early-career researchers. It describes exploring four areas - values, interests, personality traits, and skills - to help researchers better understand themselves, identify their career goals and wants, and develop a personalized action plan. The goal is to enable researchers to make well-informed career decisions and find fulfilling work opportunities.
The document discusses several traits and characteristics associated with effective leadership, including intelligence, extraversion, conscientiousness, openness to experience, self-efficacy, assertiveness, determination, ambition, and cognitive abilities. It also examines several leadership theories and models, such as Fiedler's contingency theory, path-goal theory, functional leadership, consideration and initiating structure, and situational leadership. Leader-member exchange theory is described as focusing on the interaction between leaders and individual followers and the potential for in-groups and out-groups to form based on the quality of exchanges.
The document discusses Edgar Schein's concept of career anchors or values, which reflect deep aspects of a person like autonomy and independence that they would not give up when faced with difficult choices. Schein found that values help predict satisfying and dissatisfying occupations. It emphasizes the importance of determining if a career opportunity aligns with one's core values, as values alignment leads to greater job satisfaction and performance. It includes an exercise to identify the reader's top values.
Planning your research career (for trainers) 6.valuespipersfp7project
The document discusses Edgar Schein's concept of career anchors or values, which reflect deep aspects of a person like autonomy and independence that they would not give up when faced with difficult choices. Schein found that values help predict satisfying and dissatisfying occupations. It also notes the importance of determining if a career opportunity aligns with one's core values, as values influence job satisfaction and performance. The document includes an exercise to identify the reader's top values.
This document outlines a workshop for training research leaders. It discusses the skills needed for research leaders in academia and industry. It then describes a postgraduate certificate program that trains research leaders through 19 workshops covering topics like managing budgets, employment law, and strategy. It also discusses online training resources and the need for doctoral candidates to develop skills in time management, project management, and managing their supervisor.
Introduction to teamwork self paced lesson 1 jm finalpipersfp7project
This lesson discusses the importance of teamwork. It will help students understand why teamwork is important and how their ability to work well in a team reflects their own development. Students will reflect on aspects of effective teams, learn about new types of teams, and practice collaborative conversations. The lesson defines teamwork as working together toward a common vision and organizational objectives. It notes that talent alone doesn't guarantee success, and that teamwork and intelligence are what help win championships. The stages of individual development that relate to teamwork are dependent, independent, and interdependent.
The document outlines that leaders learn through 10% education, 20% developmental relationships such as feedback and mentors, and 70% through challenging experiences. It states that challenging experiences are crucial for gaining new knowledge and understanding concepts. Developmental relationships include feedback, advice, mentors, role models, and challenging tasks.
The document outlines that leaders learn through 10% education, 20% developmental relationships such as feedback and mentors, and 70% through challenging experiences. It states that challenging experiences are crucial for gaining new knowledge and understanding concepts. Developmental relationships include feedback, advice, mentors, role models, and challenging tasks.
Several studies have found that skills are a good predictor of job performance and are important to consider when choosing roles. The document discusses identifying and classifying skills, including both technical and transferable skills. It provides exercises for researchers to comprehensively list their skills, identify skills they enjoy using or want to develop, and note which skills are best suited to their strengths.
Several studies have found that skills are a good predictor of job performance and are important to consider when choosing roles. The document discusses identifying and classifying skills, including both technical and transferable skills. It provides exercises for researchers to comprehensively list their skills, identify skills they enjoy using or want to develop, and note which skills are best suited to their strengths.
This document discusses values-based leadership and personal development. It encourages the reader to complete personal values and leadership assessments. These assessments evaluate the reader's current stage of development and leadership abilities based on models of seven levels of personal and leadership consciousness. The document suggests reflecting on assessment results and identifying actions to support continued growth as a person and leader.
This document discusses a workshop on experiential learning and the experiential learning cycle. The workshop aims to help participants improve their skills in understanding and incorporating the experiential learning cycle into their training programs. The experiential learning cycle involves experiencing an activity, sharing reflections on that experience, processing themes that emerged, generalizing lessons to other contexts, and applying what was learned. The workshop guides participants through an example of teaching shoe-tying to experience the learning cycle first-hand.
This document discusses the importance of researchers working with industry and the opportunities and threats that presents. It addresses seven levels of success and fulfillment for researchers, including job security, sense of belonging, sense of achievement, continuous learning, finding meaning in work, making an impact, and serving humanity. For each level, it outlines threats like lack of incentives for collaboration and cultural divides, but also opportunities for researchers who learn to work across boundaries and form partnerships between industry and academia. The document encourages researchers to reflect on how to navigate changes in their field and careers.
This document discusses pitching and provides tips for developing an effective pitch. It notes that pitching is about influencing and persuading an audience, not just providing information. It emphasizes that a pitch tells a story and engages the audience's emotions. The document then provides guidance on key elements of an effective pitch, including understanding the audience, describing the product or service, discussing the team, mentioning competitors, highlighting the competitive advantage, and keeping the pitch simple. It stresses the importance of passion, a compelling opening, a call to action, and closing the pitch effectively.
This document outlines activities and programs to promote entrepreneurship among academics and collaboration between academia and industry. It describes a two-day enterprise workshop that guides participants through developing a business idea, model, and pitch. It also lists other enterprise activities like longer schools, business plan competitions, training researchers for consultancy work, and online entrepreneurship resources. The goal is to help academics exploit research commercially and overcome barriers to industry partnerships.
This document discusses intellectual property rights (IPR) and the importance of patent information. It defines what a patent is, including requirements for patentability. It outlines the patent application process and describes different types of IPR like trademarks, industrial designs, copyright, and personal data protection. The document emphasizes that patent information is a valuable source of technical information that can be used for competitive intelligence purposes like monitoring competitors, identifying new opportunities, and avoiding duplication of research efforts. Case studies are provided to illustrate how patent analysis can inform strategic decision making.
This document provides information about a workshop on developing business models for commercializing research results. It discusses options for market exploitation like licensing, spin-offs, and startups. It then compares traditional business plans to more agile methodologies like the Lean Startup framework. The final section describes tools for developing business models, specifically the Business Model Canvas and Value Proposition Design. Participants will practice using these tools to develop a business model for a thermochromic pigment product intended for use in fabrics.
The document discusses the key elements of developing a business plan, including:
1) A business plan outlines a company's overall strategy over the next 5 years and operational/budget details for the next 12 months.
2) Five elements are needed to develop a business: an idea, ability, goal, motivation, and resources.
3) A business plan is important to test ideas, agree on objectives/strategy, gain confidence, reveal cash needs, and obtain investment.
The document outlines an activity for researchers to practice communicating their work to non-specialists. It instructs researchers to work in pairs to summarize their partner's research in 90 seconds for their group, and then as a group to develop two short presentations in different styles on one selected research topic. The presentations will be delivered to the full course, with prizes for the best group. The goal is for researchers to improve communicating their own work to broader audiences and gain insight into public awareness of research.
This document outlines plans for a public engagement exercise. Participants will explain their research to partners and present on their partner's research. They will then plan a public engagement campaign targeting specific audiences. Campaigns will be judged on effectiveness, originality and budget. The document also provides guidance on identifying target audiences, influencers, and roles for communications officers and liaison officers in coordinating public outreach activities.
This document summarizes a presentation on researcher development. It discusses the Vitae Researcher Development Framework, which provides a common language for researchers' skills and abilities. It emphasizes creating streamlined, phased researcher development programs that enhance engagement, employability, and support all students. Successful programs have measurable outcomes through feedback and engagement with stakeholders. The document also summarizes the European Charter for Researchers and the Code of Conduct for researcher recruitment, which promote open and attractive research careers in Europe.
This document discusses researcher development and career skills training. It describes researcher development as including knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact. National policies in the UK and EU emphasize the importance of researcher development and training to improve skills. The Vitae Researcher Development Framework provides a common language and structure to identify researchers' strengths and areas for development to support career success.
1) The document discusses researcher development in the UK context. It outlines the importance of researcher development for career preparation and successful PhD completion.
2) It describes the key elements of researcher development as including knowledge and intellectual abilities, personal effectiveness, research governance and organization, and engagement, influence and impact.
3) It discusses the UK national policy approach to researcher development, which emphasizes minimum training standards for PhD students, including two weeks of dedicated skills training per year.
The document discusses researcher development in Europe. It describes the Vitae Researcher Development Framework, which provides a common language for researchers' skills and attributes. It also discusses the key features of effective researcher development programs, including streamlined frameworks, phased approaches, enhancing employability, supporting all individuals, and measurable outcomes. Additionally, it outlines the European Charter for Researchers and the Code of Conduct for recruitment, which aim to ensure successful performance and career development for researchers in Europe.
This document discusses various time management strategies and techniques. It begins by addressing common issues with perceiving and prioritizing time. Next, it provides tools for planning daily and long-term tasks, such as using to-do lists, calendars, and breaking large projects into smaller action items. It also covers strategies for handling interruptions and conflicting priorities. The document emphasizes setting goals and objectives, monitoring progress, and maintaining flexibility in scheduling. Overall, the key messages are that effective time management requires planning, prioritization, and reviewing plans regularly to adapt to changes.
The document discusses leadership and organizational development. It makes three key points:
1) Organizations depend on the leadership capacity of all their members, not just formal leaders, in today's complex environment. Everyone needs to learn to lead and follow.
2) True leadership comes from developing self-awareness of one's values and strengths in order to serve a vision one is passionate about. Leaders must first understand themselves before seeking to influence others.
3) Both individuals and organizations progress through levels of development from basic survival needs to serving a higher purpose of making a positive difference in the world. The document provides frameworks for assessing individual and organizational development levels.
The document discusses leadership and organizational development. It makes three key points:
1) Organizations depend on the leadership capacity of all their members, not just formal leaders, in today's complex environment. Everyone needs to learn to lead and follow.
2) True leadership comes from developing self-awareness of one's values and strengths in order to serve a vision one is passionate about. Leaders must first understand themselves before seeking to influence others.
3) Both individuals and organizations progress through levels of development from basic survival needs to serving a higher purpose of making a positive difference in the world. The document provides frameworks for assessing individual and organizational development levels.
1. Policy into Practice:
EURAXESS Researcher Career Skills for Career Development
PIPERS
This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Helping researchers to pursue their professional ambitions:
A workshop for staff assisting researchers’ development
7-8 MARCH 2016
DUBLIN, IRELAND
Leadership Skills
13. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Developing R2
Researchers as Research
Leaders
14. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Developing the Next Generation
Available from
https://www.vitae.ac.uk/vitae-
publications/guides-briefings-and-
information/developing-the-next-
generation-vitae-brunel-lfhe-2015.pdf
15. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Institutional strengthening
for leadership
Career Planning for Leadership
Working with Others
Building Your Network
Building Your Research Profile
Achieving a Work / Life Balance
Finding Mentors and Role Models
Management and Leadership
Culture and Environment
16. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Career Planning for Leadership
1. What guidance and structures are in place to ensure that
all staff at your institution have useful appraisals?
2. How will you ensure your next appraisal conversation is
worthwhile?
3. What are the things that are important to you for your
future career, both professionally and personally?
4. How do you help the people you lead to understand the
responsibilities of their next career stage?
5. What does your career road map or five year plan look
like?
17. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Working with Others
1. What support and training do you need in the areas of
communication skills, effective listening and team building?
2. What methods do you have for managing upwards?
3. How do you show that you value your team members and
colleagues? Do you feel appreciated and valued by your line
manager and colleagues / team-mates?
4. What do you know about how to get things done within
your institution and across the sector?
5. What support and training is there to assist having difficult
conversations.
18. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Building Your Network
Aspiring leaders would really benefit from learning is that
networking is not amoral – it is largely about showing interest
in other people's research for the purpose of wider and
mutual benefits – and is certainly essential to career
progression in modern academia.
19. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Building Your Research Profile
1. How they do horizon scanning and keep up to date with
their field
2. Where they think the research in their field is heading
3. How they adjust their approach, position their research or
build their team according to their predictions
4. The importance of building interdisciplinary teams for
future impact and potentially significant breakthroughs
20. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Achieving a Work / Life Balance
1. Identify and make explicit your university’s policies on
work-life balance and support for the well-being of staff.
2. Are all staff made aware of the demands of jobs or new
tasks and roles before they take them
3. Do you know if there is any additional support available for
staff when they move to more senior roles?
21. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Finding Mentors and Role Models
1. What is the role of a mentor?
2. How do the roles of a mentor and line manager compare?
3. What does a successful research leader look like?
4. What can you learn from the strengths and weaknesses in the
approaches of people who have led or managed you in the past?
5. Who has strengths in an area that you would like to develop in?
6. What do you do to create an environment where people can
come to each other for advice and discussion?
7. What schemes are you aware of across your organisation (or
elsewhere)?
8. How would you approach someone to ask if they would mentor
you?
22. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Management and Leadership
1. Do your staff benefit from the learning and experience of
senior managers and leaders within your institution and
outside?
2. Do principal investigators and line managers receive
training in managing effectively?
3. What opportunities are there for early career researchers
to get involved in the governance of your institution?
23. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Culture and Environment
1. creating a favourable culture for teams and individuals to
flourish
2. understanding and interacting with the macro-environment
3. supporting diversity in the community within which they
work.
24. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Leadership and management
Preparing for academic and research leadership
Advice from academic and research leaders
• Leading what? Set out a vision or direction
• Focus on longer-term strategies verses short-term actions
• Build a talented team
• Understand how the institution and academia works
• Be confident
25. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Developing R3
Researchers as Academic
Leaders
26. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Emergent themes from the research
literature (on HE Leadership)
• Establishing credibility and trust
• Demonstrating self-awareness
• Providing a direction and a support structure to
achieve that direction
• Positive (problems into opportunities) attitude
• Challenging the existing processes
• Articulating convincing rationale for change
• Devolving leadership and delegating effectively (not
dumping)
27. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
• Ensuring a community of practice – focus on process,
not just product.
• Recognising and celebrating excellence
• Providing a culture where people can fulfil their
potential
• Enabling others to act and take responsibility
• Promoting the group as a success
• Defending or protecting staff from outside factors
28. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Leading Research
Module in Postgraduate Certificate and Masters in Academic
Practice
Module 1 Learning and teaching in higher education
Module 2 Student learning as a basis for reflexive
practice
Module 3 Project on learning and teaching
Module 4 Research student supervision
Module 5 Developing funded research
Module 6 Leadership in learning and teaching
Module 7 Leading research
Module 8 Designing higher education enquiries
29. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Programme
• Workshop 1 – Introduction (3.5 hours)
• Workshop 2a – The Research Leader as Manager (1) (7
hours)
• Workshop 2b – The Research Leader as Manager (2) (7
hours)
• Workshop 3 - Wider Research Environment: Key
Challenges and Support from Research Office (2 hours)
• Workshop 4 – Research Governance (Key Issues) (2 hours)
• Workshop 5 – Establishing Resources: Staff & Equipment (2
hours)
• Workshop 6 – Managing Your Budget (2 hours)
30. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
• Workshop 7 – Introduction to Employment law (2
hours)
• Workshop 8 – Equality and Diversity (2 hours)
• Workshop 9 – Introduction to Contracts and IP (2
hours)
• Workshop 10 - Health & Safety Principles & Wellbeing
(2 hours)
• Workshop 11 – Impact (2 hours)
• Workshop 12 – How to make the Headlines: Raising
your Global Profile (2 hours)
• Workshop 13 – Academic Impact, Bibliometrics and
Altmetrics (2 hours)
• Workshop 14 – Open Access & Data Management (2
hours)
31. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
• Workshop 15 – Unconscious Bias (2 hours)
• Workshop 16 – Project Management (2 hours)
• Workshop 17 – Managing Your Research Project (7 hours)
• Workshop 18 – Strategy for Research (7 hours)
• Workshop 19 – Writing for Publication (1 hour one-to-one
session)
Workshops 1, 2a, 2b, 3, 7, 8, 17 and 18 are compulsory.
Participants must attend at least 6 of the remaining 13
modules.
32. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
What Leadership Development Do You
Provide in Your Institutions?
10 minute discussion in groups and then report back.
33. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Other Leadership Resources
PIPERS – a different leadership workshop will be piloted in
Liege in 2 weeks and made available.
34. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Leadership in Action
The aim of the ‘Leadership in action’
programme is for all participants to
experience leadership. Participants
are given the opportunity to lead,
follow and observe others doing the
same things. Participants have the
opportunity to look at relevant
theory, practice their unique
leadership styles, receive feedback
and develop their leadership
capabilities.
35. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Preparing for Leadership
The programme is aimed at
research staff who are
typically within zero to 4
years as a postdoctoral
researcher. The programme
will be suitable for
researchers who are starting
to take leadership roles or
who wish to take on more
leadership roles in the future.
Editor's Notes
Leadership
Leadership assumptions lag considerably behind in extent and pace of change vis-à-vis communications, military & transportation technology, as well as human awareness.
Social Responsibility & Sustainability in 21st C.
…People now expect much more than before that businesses will be socially responsible & accountable for their actions to all stakeholders.
…Environmental issues will be a challenge to consider in everyday business.
Oligarchic assumptions clash with current realities
Employer- Employee Relationship in 21st C.
Once based on loyalty and job security, this relationship is now to be based on flexibility, continuous development of skills and much better work-life balance.
1. What guidance and structures are in place to ensure that all staff at your institution have useful appraisals?
2. How will you ensure your next appraisal conversation is worthwhile? Are there any additional tools or training that you need to help with this?
3. What are the things that are important to you for your future career, both professionally and personally?
4. How do you help the people you lead to understand the responsibilities of their next career stage?
5. What does your career road map or five year plan look like? What are the features of a useful career plan? How can a career plan form the basis of a career conversation with your line manager or with the people you lead?
1. What support and training do you need in the areas of communication skills, effective listening and team building? Are you making the most of these skills to grow strong and wide-reaching networks?
2. What methods do you have for managing upwards? Who do you need to manage and for what purpose?
3. How do you show that you value your team members and colleagues? Do you feel appreciated and valued by your line manager and colleagues / team-mates? If not, what could you do to appreciate and value them more as a first step to encouraging them to value you?
4. What do you know about how to get things done within your institution and across the sector? How are you reaching out and building working relationships across other departments? How can you remove the barriers between academics and professional services in your institution?
5. What support and training is there to assist having difficult conversations. Have you had experience of having difficult conversations with colleagues? What scenarios might you come across in the future and how do you think you would deal with them?
Early career researchers and academics need to be encouraged to develop an "elevator pitch"-type description of their research so that they can easily communicate the core concepts to any intelligent person within a few seconds. They would also benefit from being encouraged to develop good listening and questioning skills in order to be able to build rapport and engage in constructive discussion with anyone.
1. Identify and make explicit your university’s policies on work-life balance and support for the well-being of staff. Encourage discussion around these – should they be revised? If so, how? What would make their implementation effective?2. Are all staff made aware of the demands of jobs or new tasks and roles before they take them? Have a discussion around hidden pressures and the prevailing culture in academia that may not be overt in job descriptions but sometimes makes it hard for academics to cope.
3. Do you know if there is any additional support available for staff when they move to more senior roles? Perhaps workshop participants could make some suggestions of what leaders would find useful. They could base this on the information provided in the section ‘Guidance from the top’ or their own experiences. Examples might include job shadowing, having an effective handover from predecessors, and accessing supporting documentation such as reports.
It may also be useful to develop a formal mentoring scheme for aspiring research and academic leaders, either within your institution, or across a consortium of institutions, should resources permit. At the minimum, staff should be offered guidance on how to identify, select and approach their own mentor.
Do your staff benefit from the learning and experience of senior managers and leaders within your institution and outside? How can you encourage discussions around management roles and responsibilities between early career academics and those in leadership positions?
2. Do principal investigators and line managers receive training in managing effectively? Perhaps workshop participants could identify best practice in management and think about where additional training might be useful. They could base this on the information provided in the section ‘Guidance from the top’ or their own experiences.
3. What opportunities are there for early career researchers to get involved in the governance of your institution? Do ECR reps sit on committees and steering groups? Are ECRs made aware of the potential benefits of taking part in these groups and do they know how to find out about them? Are line managers encouraged to make these opportunities available and to delegate effectively to the benefit of the professional development of the people they lead?
The aim of the ‘Leadership in action’ programme is for all participants to experience leadership. Participants are given the opportunity to lead, follow and observe others doing the same things with the result that they learn directly from their own experience and vicariously through the triumphs and setbacks of others. Participants have the opportunity to look at relevant theory, practice their unique leadership styles, receive feedback and develop their leadership capabilities.
3 day workshop for R1 and R2 researchers. Available to all UK HEIs and Vitae subscribers.
The programme is aimed at research staff who are typically within zero to 4 years as a postdoctoral researcher. The programme will be suitable for researchers who are starting to take leadership roles or who wish to take on more leadership roles in the future.
The programme recognises that being effective as a researcher requires many varied skills and attributes, which may differ by discipline.
The programme also recognises that postdoctoral researchers may have a great deal of responsibility for their projects and work, but often not a great deal of authority.
2 day workshop, up to 20 participants.
Better appreciate the critical situations that have led you to be successful to date
Consider what leadership might mean
Have an insight into their preferences that will allow them to exercise leadership in a way that suits them
Clarify the tasks that are expected of them now and in future roles
Identify the areas of competency that are required for the next steps into leadership positions
Create a vision and implement their strategy; decide what is important to them
Decide the culture they want to create
Decide how to get the best out of other people
Decide how to develop themselves to do all of these things more effectively
Appreciate what is important and essential in any future role
Develop a peer network