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.
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) 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.
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.
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.
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.
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.
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.
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 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) 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.
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.
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.
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.
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.
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.
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.
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 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 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.
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.
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.
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 relate to how they work and interact with others, their decision making, and handling stress.
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 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.
This document discusses leadership skills and models. It covers views on leadership, agreed leadership characteristics like traits and skills of leaders, some common leadership models and what they teach, maintaining leadership momentum, and group activities addressing leadership questions and developing a personal leadership model.
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.
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.
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 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.
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.
The document discusses career development and goal setting. It provides exercises for individuals to identify their achievements, interests, beliefs, and barriers in order to develop goals and an action plan. Users are encouraged to brainstorm without inhibition and apply the SMARTER test to make goals specific, measurable, achievable, realistic, timed, exciting, and relevant. The overall aim is for individuals to better understand themselves and create a career development plan.
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.
Planning your research career (for trainers) 7.goalspipersfp7project
The document discusses career development and goal setting. It provides exercises for individuals to reflect on their past achievements, identify tasks they enjoy, recognize empowering and disempowering beliefs, and consider barriers they face. The document advises brainstorming goals without inhibition and applying the SMARTER test to make goals specific, measurable, achievable, realistic, timed, exciting, and relevant when developing an action plan. The project received European Union funding.
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 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 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.
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.
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.
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 relate to how they work and interact with others, their decision making, and handling stress.
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 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.
This document discusses leadership skills and models. It covers views on leadership, agreed leadership characteristics like traits and skills of leaders, some common leadership models and what they teach, maintaining leadership momentum, and group activities addressing leadership questions and developing a personal leadership model.
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.
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.
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 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.
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.
The document discusses career development and goal setting. It provides exercises for individuals to identify their achievements, interests, beliefs, and barriers in order to develop goals and an action plan. Users are encouraged to brainstorm without inhibition and apply the SMARTER test to make goals specific, measurable, achievable, realistic, timed, exciting, and relevant. The overall aim is for individuals to better understand themselves and create a career development plan.
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.
Planning your research career (for trainers) 7.goalspipersfp7project
The document discusses career development and goal setting. It provides exercises for individuals to reflect on their past achievements, identify tasks they enjoy, recognize empowering and disempowering beliefs, and consider barriers they face. The document advises brainstorming goals without inhibition and applying the SMARTER test to make goals specific, measurable, achievable, realistic, timed, exciting, and relevant when developing an action plan. The project received European Union funding.
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 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 discusses how interests relate to career satisfaction and performance. It describes a study that found people are more motivated and perform better in careers that match their interests. The document then provides an exercise to help individuals identify their interests in six areas - social, enterprising, investigative, practical focus, creative, and systematic. Participants rate statements about each interest area on a scale and identify their top three interests to help guide career choices.
Planning your research career (for trainers) 4.interestspipersfp7project
The document discusses how interests relate to career satisfaction and performance. It describes a study that found people are more motivated and perform better in careers that match their interests. The document then provides an exercise to help individuals identify their interests in six areas - social, enterprising, investigative, practical focus, creative, and systematic. Participants rate statements about each interest area on a scale and identify their top three interests to explore career options aligned with their passions.
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.
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 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.
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 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 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.
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 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 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 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 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.
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 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 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 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 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 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.
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.
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.
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.
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.
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.
1. 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 Development
Developing a Research Career
Dean Hogan
2. 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 Development
This approach to Career Development training is based on
Career Coaching methodology and is determined by the end
purpose of enabling researchers to make rational, informed and
appropriate career-related decisions.
3. 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 Development
By raising self-awareness and a better understanding of
themselves the researchers can identify what they want
professionally.
4. 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 Development
The training should end with a personal action plan for the
researcher that is based on clear, sequential and complimentary
goals.
This allows the researcher to engage in a career decision-making
process that assists them to find satisfying and fulfilling work-
related opportunities that will motivate them to reach their
potential.
5. 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 Development
This is done through exploring the four areas of:
• Values
• Interests
• Personality Traits
• Skills
(VIPS)
6. 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 Development
What do we want to help researchers to do?
• Understand themselves better
• Recognise and utilise their resources
• Identify what they want
• Assist them to find satisfying work opportunities
• Make rational, informed and appropriate decisions
• Make plans based on clear goals
7. 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 Development
What do we want to help researchers to do?
• Take action to get what they want
• Solve problems and difficulties
• Process and address issues such as coping with an end-of-
contract situation and change, work stress, managing
relationships at work, work-life balance
• Become skillful in how to manage their career and
working life into the future
8. 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 Development
Questions or issues that Researchers may have:
• I’m at a crossroads in my career. Can you help me decide
which way to go?
• My contract is coming to an end. Can you help me plan my
future?
• I’m in a rut and I have no motivation. Nothing seems to
interest me or excite me. I’m at a loss. I think
that maybe I need to build up my confidence
and find a way to get to get back on track?
9. 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 Development
Questions that we can address:
• Can you help me identify what really motivates me?
• I’m interested in so many things. Can you help me focus?
• My professional and home life are out of balance. Can you
help me gain some perspective and,
consequently, a more workable balance?
10. 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 Development
The need to seek assistance is often triggered by a perceived gap
between what the researcher can do and what the researcher
wants/needs to do.
• Can’t get what he/she wants
• Has to change
• Experiencing dissatisfaction
• Desire for something new
11. 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 Development
The need to seek assistance is often triggered by a perceived gap
between what the researcher can do and what the researcher
wants/needs to do.
• Facing difficult problems
• Feeling under pressure/stress
• Feeling stuck
• Confused and unsure about how to proceed
We want to help them bridge the gaps.
12. 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 Development
Assumptions in this process
• People have the ability and freedom to make career choices
• They can be involved in a range of work roles across their
lifespan
• The reasons why individuals enter particular occupations/
sectors/specialties vary according to the amount of
importance placed on personal preferences (e.g.
interests, personality) or external influences (e.g.
labour market trends, location, expectation of
others)
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
Career Development
Assumptions in this process
• Career decision-making is not something that happens only
once in a person’s life but, rather, is an ongoing process
that might take place at any age.
• Work is valuable, it can enhance the well-being of the
individual and contributes to the success of society.
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
Career Development
This Career Development Process is completed through
exploring the four areas of:
• Values
• Interests
• Personality Traits
• Skills
(VIPS)
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
Career Development
Skills
The researcher does a personal skills inventory, using their CV as
a reference. Not just on the important generic and specific
research skills but skills obtained from previous (or even part-
time) employment. When the inventory is complete the
participant invariably finds that they possess a lot more
skills than previously thought.
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 Development
Skills
The collated & listed skills are then divided into:
• Motivated Skills (skills that I enjoy using)
• Development Skills (skills that I would like to develop and use
more often)
• Burnout Skills (skills that I would prefer not to use)
• Skills that are not considered relevant or important
at this time.
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
Career Development
Interests
• What career themes am I attracted to?
• Why?
• Are my interests social, enterprising, investigative, practical
focus, creative, systematic?
• What gets me out of bed in the morning?
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
Career Development
Personality Traits
• How do I like to work?
• How do I work with others?
• What kind of work do I enjoy?
• Dislike? Why?
• What working environments suit me?
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
Career Development
Values
• What matters most to me?
• What do I value most in a job?
• What do I need to be fulfilled?
• What are my core values?
• What type of roles/jobs agree/disagree with my values?
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
Career Development
Psychometric Testing
It is worth noting that in the areas of values, interests and
personality traits psychometric testing is very helpful in that the
testing moves the process forward by a few steps and saves a lot
of time. The end trainer who will work with the researcher on a
one-to-one basis can then ask the researcher a series of open-
ended questions based on the testing results. This allows
the researcher to clarify their thinking on the test results
and take ownership of them.
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
Career Development
Action Plan
The training outcome is a personalised Action Plan for the
researcher that covers the immediate, medium, and long-term
future. The Action Plan can be updated every 3-5 years
depending on changing professional, lifestyle, and family
circumstances. Finally the researcher and trainer subject
the Action Plan to a SMARTER analysis (specific,
measurable, achievable, realistic, timed, exciting and
relevant).
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
Career Development
Skills
Many studies have been carried out by researchers such as
Salgado and colleagues and Bertua et al verifying that skills
are a good predictor of job performance and therefore are a
critical consideration when choosing careers. Prediger and
Vansicle (1992) also carried out extensive research on
skills and their classifications linking them with Interests
as a further predictor of job performance.
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
Skills
Discussion of skills is an important aspect of career
development. When the learners realise that they do indeed
have a large range of skills, both general and highly specific, this
can be a great confidence booster and can be quite empowering
for them. When discussing skills in a career development
context you need to be sure that the researchers
understand the following:
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
Skills
• Every role requires skills and every researcher has skills
• Every researcher has strengths in certain skill areas and indeed
certain roles suit people with these skill strengths
• Researchers will have specific technical skills as well as skills
that are transferrable to other roles.
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
Skills
Open Participation Exercise:
Using Your CV as a reference, make as comprehensive list as
possible of the skills you have acquired to date.
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
Skills
Open Participation Exercise:
Every role involves transferable skills. These are important to
look at when considering future roles, even a very different role.
As you list your skills, make a note of transferrable skills.
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
Skills
Open Participation Exercise: Page 5
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
SKILLS
Open Participation Exercise:
Waitress / Waiter
• Greet patrons, present menus, make recommendations and
answer questions regarding food and beverages
• Ability to learn menu items and describe them appropriately
to patrons
• Skilled in taking orders and relaying to kitchen and bar staff
• Adept at preparing and serving speciality foods at
patrons’ tables
• Hands-on experience in setting tables and placing
• Knowledge of different kinds of food and beverages
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
SKILLS
Open Participation Exercise:
Waitress / Waiter
• Collect cash, and maintain proper accountability for orders/
credit cards/cash registers
• Very good verbal and written communication skills
• High level of accurateness and attention to detail
• Language Skills?
• Dexterous to stand for long periods and lift heavy trays
• Professional demeanour
• Personal & professional hygiene standards
• Familiar with hospitality terminology
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
SKILLS
Open Participation Exercise:
Office Administrator
• Proven written and oral communication skills
• Proficient in managing business correspondence
• Ability to organise personal work priorities
• Knowledge of filing and updating records
• Adept at making travel and accommodation arrangements
• Working knowledge of bookkeeping tasks
• Solid know-how of general office procedures
• Ability to work independently and as part of a team
• Able to type at least 50 WPM
• Excellent organisational skills
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
SKILLS
Open Participation Exercise:
Office Administrator
• Proficient in handling office equipment
• Internet savvy with a proven ability to use MS Office
applications & other programmes
• Excellent customer service orientation
• Ability to research and analyse data effectively
• Attention to detail with proven interpersonal skills
• Good time management
• Able to manage stress timely and effectively
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
SKILLS
Open Participation Exercise:
Generic Research Skills
• Data Management
• Project Management.
• Intercultural Communication
• ‘Traditional’ & Social Media utilisation
• Correct usage of English within a scientific context.
• Academic Writing.
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
SKILLS
Open Participation Exercise:
Generic Research Skills
• Various Areas of Public Engagement and Outreach
• Intellectual Property Rights
• Funding Applications
• Scientific Integrity & How to access information, resources
• Publishing and understanding your options
• Research Methodologies
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
SKILLS
Skills I Enjoy Using
Motivated Skills (Skilled): Skills the researcher enjoys using and
is good at. This is their preferred skill set, and these are skills
that their work role should draw heavily on. These skills should
be explored carefully to generate possible career ideas.
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
SKILLS
Skills I Enjoy Using
Potential Development Skills (Unskilled): Skills the researcher
enjoys using or think they would enjoy using, but currently have
low skill levels in. These may represent options for training and
development, as once skill level increases they may move across
to motivated skills.
36. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Do Not Enjoy Using
Burnout Skills: Skills the researcher is quite competent in but
does not enjoy very much. The researcher may fall into the
situation of being asked to do these skills because they are good
at them but they get no enjoyment from it and can become a
source of stress and frustration. Ideally, work roles should
not involve these skills more than 20% of the time.
37. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Do Not Enjoy Using
Not Important Skills (Unskilled): Skills the researcher neither
likes using or has any competence in. Realistic work roles are
unlikely to involve any of these skills. You do not need to spend
a lot of time on this area.
38. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Going through your skills list, please identify your skills as
Motivated, Development, Burnout or Not Important.
39. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise page 6
40. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Take note of your transferrable skills
41. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise page 4
42. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Does your skills set lean toward Data, Ideas, People or Things?
What categories are more pronounced?
43. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
John Holland developed an influential theory of career choice
and he identified that when people work in areas that interest
them, they are more motivated and perform better. Further
research by Spokane et al (2000) conducted a detailed analysis of
interests as a predictor of job satisfaction and found there is a
strong relationship between these two factors and they
highlighted the importance of exploring interests when
choosing careers.
44. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
• There is an overlap between skills and interests, as people are
more likely to invest time & energy in developing skills
that interest them.
• However, an interest can be different to a skill. An interest is
when you are drawn to something, excited by it,
attracted to it, energised by it, intrigues you – it appeals
to you, even though you may not have tried it before.
• Therefore being interested in something is not the same as
being skilled in/at it.
45. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Objective: To identify the researcher’s interest types (i.e. what it
is they love doing, both inside and outside of their working
environment) and seek roles that they are passionate about, in
order to increase their levels of job satisfaction and
performance.
46. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Please go to the Interests section at the beginning of your
Career Development Journal
You will be asked to choose your personal preferences from 6
areas of interest:
Social
Enterprising
Investigative
Practical Focus
Creative
Systematic
47. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
48. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Social
Working with people and making a difference in their lives is of
interest to me. I like roles where I can work with groups and
organisations that treat people well. I am interested in helping
people and communication skills. I’m usually less interested in
working with machines, mathematics, and work that is dictated
by proceedures.
49. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Enterprising
I’m ambitious and enjoy working toward goals and having
responsibility. I tend to be good at dealing with other people
and influencing others. I suppose you could say that I’m self-
confident, see myself as a leader who is respected by others. I
usually enjoy work that involves: Managing projects or people,
making decisions, persuading others to see my point of view,
selling ideas to others. I tend to be interested in communication,
persuasion and leadership skills. I’m not really interested in
repetitive work and ‘back-seat’ type roles.
50. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Investigative
I’m interested in solving problems and understanding why things
happen. I like to ask questions, seek information and observe
what is going on around me. I have an interest in roles involving
mathematics, diagnosing problems, sharing ideas and generating
solutions. I also like technical, mathematical and scientific fields
of work. I’m not really into dealing with people, being a leader
or repetitive work.
51. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Practical Focus
I tend to enjoy practical, hands-on work activities. My preferred
work activities would include working with physical materials
such as plants, animals, machinery and tools. I also like to
dabble in building, fixing or repairing things or using my physical
abilities as tools to complete tasks – e.g. using my strength,
flexibility or dexterity. I like to think that I’m down-to-earth,
concrete, practical and action-oriented. I don’t really like roles
involving a lot of paperwork.
52. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Creative
I’m interested in art, self-expression and how things look and
sound. My preferred work activities typically involve designing
and producing art forms – e.g. visual arts, drama, performance,
music, dance or writing. I am drawn to work environments that
are unstructured and offer freedom, variety, and change. I could
be described as expressive, imaginative, intuitive, non-
conforming and introspective. I tend to dislike repetitive or
highly structured work such as clerical and business roles.
53. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Systematic
I like following set procedures, routines, and working with
ordered numbers or information, such as an office environment.
These roles can include working with data and details more than
ideas. Usually I like a clear line of authority to follow. I feel
comfortable around orderliness, organisation, security and
routines. I like to think of myself as clear, logical and reliable.
54. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Exercise
Review the scoring of 0-10 that you gave to each interest area
List your top three areas of interest in descending order
Use the dialogue box to write down any related thoughts
55. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Key Facilitation Points:
• Help researcher understand/confirm where their interests are
• Help researchers understand/confirm where their interest are
not
• Consider the interaction between skills and interests
• How could working in a particular role(s) suit their
interests?
56. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests
Key Facilitation Points:
• To what extent does the researcher’s current, last, or
considered future roles match their interests?
• What roles are being suggested by their interest results?
• Most people will be a mixture of different interest areas with a
predominance in one.
• Each description will not reflect the individual
researcher 100%. Explore and discuss.
57. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Interests and Personality
Interests are a valid predictor when used in career choice, but
when personality is used with interests this becomes an even
more powerful predictor of suitable occupations.
De Fruyt and Mervielde (1999)
58. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality and Personality Trends
Exercise
This pertains to behavioural tendencies and the type of work that
might suit each person. This Personality exercise is based on the
WISER personality model, which consists of five major traits. Each
of the five major factors is made up of sub-factors
59. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
Choose one of the two options and score it 1-10 with 10 being
the closest fit to your personality.
60. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
61. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Assertive Willing
I’m not bothered by arguments or conflicts I value getting on well with others
I will not sacrifice my own interests for others I encourage and support others
I can make unpopular decisions if necessary I’m patient with the faults of others
I enjoy competition – like to win I’m generally co-operative
62. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Self-Contained Influential
I’m reserved I’m extroverted, enjoy being with others
I enjoy alone time Enthusiastic, optimistic & action-oriented
I’ve no problem working alone I like to work with others
63. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Emotional Steady
Experience emotions strongly – Highs & Lows I’m always relaxed and calm
I can be excitable Pressure doesn’t bother me
I may not like to work under pressure I rarely feel nervous or stressed
High-pressure may result in stress I’m self-assured & level-headed
64. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Routine Experiencing
I’m comfortable with routine Open to new ideas & ways of thinking
I like to focus on facts I have a good imagination
I like to work in an organised way I’m always looking to try something new
65. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Carefree Reliable
I am spontaneous I’m always planned and organised
Happy to do things on impulse – snap decisions I set challenging goals
I may not complete tasks in logical steps I can be relied on to complete tasks
66. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Major Traits
Review the scores that you have allocated to the various
personality traits and list the top-scoring three. In the dialogue
box you may enter any other thoughts or descriptive words that
come to mind.
67. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – How I Work/Interact with Others (I)
Assertive - Willing
Skeptical (cynical) - Trusting (believing)
Rule-Bending (dislike rules) - By the book (follow rules)
Self-Centred (me first) - Altruistic (generous)
Competitive (I want to win) - Co-operative (enjoy groups)
Proud (wants recognition) - Modest (humble)
Opinionated (likes to speak) - Sympathetic (likes to listen)
68. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – How I Work/Interact with Others (II)
Self-Contained - Influential
Reserved (quiet) - Friendly (forward)
Solitary (work alone) - Gregarious (very outgoing)
Yielding (likes quiet life) - Assertive (wants to win)
Easy-going (agreeable) - Active (wants to lead)
Routine-Loving (order) - Excitement (easily bored)
Serious (work is work) - Cheerful (good mood)
Choose your top two characteristics and include other thoughts in the
dialogue box
69. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – How I Like To Work
Carefree (no worries) - Reliable (responsible)
Not Always Sure (hesitant) - Confident (decisive)
Casual (no rush) - Orderly (on time)
Independent (free thinker) - Dutiful (follow orders)
Unmotivated (no interest) - Ambitious (enterprising)
Unrestrained (act first) - Disciplined (think first)
Spontaneous (act on instinct)- Cautious (careful)
Choose your top two characteristics and include other thoughts in the
dialogue box
70. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Thought Process
How I like to think, make decisions and solve problems
Routine (order) - Experiencing (excitement)
Logical (follow reason) - Imaginative (ask why?)
Practical Interests (doing) - Enjoys Art (feeling or watching)
Detached (unemotional) - Self-Aware (understands people)
Habitual (same routine) - Adventurous (something new)
I Like To Do - I Like To Think
Choose your top two characteristics and include other thoughts in the
dialogue box
71. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
WISER – Pressure and Stress
Exploration of how you handle pressure and stress
Emotional - Steady
Anxious (nervous) - Calm (relaxed)
Temperamental(excitable) - Even-Tempered (steady)
Pessimistic (fears worst) - Optimistic (positive)
Self-Conscious (unsure) - Assured (confident)
Extreme (intense) - Moderate (medium)
Vulnerable (not strong) - Robust (resilient)
Choose your top two characteristics and include other thoughts in the
dialogue box
72. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Exercise
Key Facilitation Points:
• Your Three Strongest Personality Traits (Highest Scores)
• How You Interact With Others (Five words or phrases)
• How You Like To Work (Five words or phrases)
• Decision-making and dealing with stress
• What are your strengths? (Five words or phrases)
• Areas for development?
• Any Motivators Coming To Mind?
73. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Shadow Side of Personal Characteristics
• We do not always have a clear idea of what our personal
characteristics are
• Although we say we believe in something, this does not always
match what we do – it remains a good intention
that we do not apply in practice
• Pressure and expediency often result in us
compromising as necessary
74. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Points To Consider:
• Always couch your observations of the researchers’
assessment in positive terms. You want them to walk
away feeling informed and confident about themselves.
• Help them understand the importance , the advantages
and value that aspects of their personality offers.
75. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Personality
Further Points To Consider:
• Part of the process is also giving ideas on how learners can
develop themselves or moderate their behaviour in
certain situations to their advantage.
• People rarely change drastically in their personality but
they can stretch themselves and develop. They
can become aware of areas that need
development and compensate appropriately.
76. 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 Development
Values
Edgar Schein (1993) developed the concept of career
anchors/values. Values reflect deep and far-reaching aspects of
the person and are aspects such as autonomy, independence,
security etc. that a person would not give up even if faced with a
difficult choice. Schein clearly identifies the necessity of taking
account of values as they help to predict which occupations
are likely to satisfy and which are likely to lead to conflict
and dissatisfaction. (Work Psychology 2005)
77. 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 Development
Values
Values are the beliefs, principles and standards that are
important to you and what you are looking for in a job and for
your working life.
78. 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 Development
Values
When considering career development opportunities it is very
important to determine if your core values can be satisfied.
Many people do not take their values into account when making
a career decision.
79. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
While every role involves some degree of sacrifice and/or
compromise, when a role is reasonably in line with our values it
results in greater job satisfaction, fulfillment and enhanced
performance in the longer term. A harmonious relationship
between one’s core values and those of the role or
employing organisation is important.
80. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
Exercise page 4
81. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Score the following “Values” from 1-10 with 10 being the most
important to you
Values
Exercise
82. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
• Being Expert – Known as someone with special knowledge or
skills
• Challenge – Demanding tasks that test my abilities
• Teamwork - Work collaboratively with others
• Low Pressure – Avoid demanding work environments
• Influencing Others – Persuade people to come around to my
point of view
• Variety – A diverse set of tasks and challenges at work
• Status – Position that earns me privilege and prestige
Values
Exercise
83. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
Exercise
• Adventure – Risk-taking role
• Work/Life – Good balance between work and personal life
• Routine – Work that is predictable
• Fast-Pace – High pressure work environment
• Family – Spending quality time with family and close friends
• Precision Work – Detailed work requiring high level of
accuracy
• Competition – Work activities which measure my
abilities against others
84. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
Exercise
• Excitement – High levels of excitement and stimulation in work
• Recognition – Receive acknowledgement and credit for work
• Managing – Overseeing the activities and work of others
• Security – Steady reliable employment with a pension
• Health – Lead a healthy lifestyle
• Achievement – Sense of accomplishment from work
• Supportive Work Environment – Receive assistance
and encouragement at work
85. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
Exercise
• Creativity – Generating new ideas
• Independence – Freedom to make my own decisions
• Moral Values – Work in accord with personal principles and
beliefs
• Authority – Power to make decisions
• Responsibility – Being accountable for my work and the work
of others
• Autonomy – Freedom to plan and schedule my work
• Friendship – Have strong relationships around my role
86. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Values
Exercise
List five values that you have identified as being the most
important to you
Understanding Your Core Values: Detailed
explanation/exploration of your core values
87. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Future Vision
Exercise page 7
Future Vision
88. 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 Development
Achievements: Identify what has worked well for me in the
past. What were my top/favourite/best achievements
and when did they happen?
When I’m At My Best: Analyse tasks and roles that provided me
with real satisfaction. Identify the key factors that are essential
for me to thrive.
89. 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 Development
Achievements
90. 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 Development
Exercise
What do I do with these results / this information?
91. 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 Development
Goals
Brainstorm when thinking of goals for yourself.
Don’t inhibit your thoughts. It’s just ideas.
The reality test can come later.
92. 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 Development
Beliefs: Identify how beliefs shape decision-making and take
appropriate steps to remove dis-empowering beliefs.
Empowering beliefs - Be positive and have self-belief – explore
dis-empowering beliefs
93. 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 Development
Barriers: What barriers do I face at the moment and what steps
could I take to help me move past these obstacles? Skills gap,
training needed etc.
94. 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 Development
Goal Setting
Action Plan
95. 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 Development
Goal Setting
Combine the information you have built up about yourself to
make up your mind on a number of career development steps.
Apply the SMARTER test to goals:
S Specific
M Measurable
A Achievable
R Realistic
T Timed
E Exciting
R Relevant
96. 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 Development
Goal Setting
ADKAR – Individual Change Model
• Building Awareness of the need for change
• Creating Desire to make the change – represents the
motivation and ultimate choice to support and
participate in the change.
• Developing Knowledge of how to change.
• Fostering Ability to implement the change through
required skills and behaviours.
• Reinforcement to sustain the change.
97. 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 Development
Thank you for your time, attention and participation
Dean Hogan