The document introduces the Researcher Development Framework (RDF), which provides a structure for researchers to plan and promote their personal and professional development. The RDF identifies key skill areas and can help researchers assess their strengths and areas for growth, prioritize development opportunities, and consider how their skills may enhance their career prospects both inside and outside of academia. It encourages researchers to take responsibility for their own career development and helps them articulate the skills and experiences they have gained through research.
Realising your potential using the Researcher Development FrameworkEmma Gillaspy
The document introduces the Researcher Development Framework (RDF), which provides a structure for researchers to assess their skills and plan career development. The RDF identifies key competencies in four domains - Knowledge and Intellectual Abilities, Personal Effectiveness, Research Governance and Organization, and Engagement, Influence and Impact. It encourages researchers to reflect on their strengths and areas for development, set goals, and consider how to enhance their career prospects. Tools on the Vitae website can help researchers engage in self-assessment and action planning using the RDF.
This presentation discusses how to be an effective member of a student club or organization. It emphasizes that organizations rely on new student leaders to replace outgoing members and keep the organization running. The presentation teaches that effective organizations have new ideas, creativity, motivated members, and student leaders. Traits of successful leaders include the ability to inspire, enthusiasm, dedication, maintaining confidentiality, adaptability, goal setting, trust, confidence, identifying goals, and accepting criticism. Members are encouraged to leave their inspirational mark and take leadership to the next level by emphasizing their experiences on resumes and in interviews.
The document discusses the importance of supporting the career development of researchers. It outlines Vitae's vision and programs which aim to raise the profile of researchers and their contributions. Vitae builds on previous initiatives and works with researchers, managers, employers and funders to ensure researchers are nurtured and research excellence is sustained for benefits to health, economy and society.
Presentation by Simon Kerridge (Director of Research Services at the University of Kent) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Presentation by Geoff Rodgers (Pro Vice Chancellor for Research, Brunel University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Integrating Technology Into Researcher TrainingEmma Gillaspy
Slides from a workshop held at the national Vitae researcher development conference in September 2009. For more details on the conference, see www.vitae.ac.uk/vitaeconference2009
Presentation by Christine Nightingale (REF Equalities and Diversity Advisory Panel and Head of Equality and Diversity, De Montfort University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Realising your potential using the Researcher Development FrameworkEmma Gillaspy
The document introduces the Researcher Development Framework (RDF), which provides a structure for researchers to assess their skills and plan career development. The RDF identifies key competencies in four domains - Knowledge and Intellectual Abilities, Personal Effectiveness, Research Governance and Organization, and Engagement, Influence and Impact. It encourages researchers to reflect on their strengths and areas for development, set goals, and consider how to enhance their career prospects. Tools on the Vitae website can help researchers engage in self-assessment and action planning using the RDF.
This presentation discusses how to be an effective member of a student club or organization. It emphasizes that organizations rely on new student leaders to replace outgoing members and keep the organization running. The presentation teaches that effective organizations have new ideas, creativity, motivated members, and student leaders. Traits of successful leaders include the ability to inspire, enthusiasm, dedication, maintaining confidentiality, adaptability, goal setting, trust, confidence, identifying goals, and accepting criticism. Members are encouraged to leave their inspirational mark and take leadership to the next level by emphasizing their experiences on resumes and in interviews.
The document discusses the importance of supporting the career development of researchers. It outlines Vitae's vision and programs which aim to raise the profile of researchers and their contributions. Vitae builds on previous initiatives and works with researchers, managers, employers and funders to ensure researchers are nurtured and research excellence is sustained for benefits to health, economy and society.
Presentation by Simon Kerridge (Director of Research Services at the University of Kent) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Presentation by Geoff Rodgers (Pro Vice Chancellor for Research, Brunel University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Integrating Technology Into Researcher TrainingEmma Gillaspy
Slides from a workshop held at the national Vitae researcher development conference in September 2009. For more details on the conference, see www.vitae.ac.uk/vitaeconference2009
Presentation by Christine Nightingale (REF Equalities and Diversity Advisory Panel and Head of Equality and Diversity, De Montfort University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
A Five-Step Framework for Interview Success outlines a strategy for preparing for job interviews in the library sector. The framework includes:
1. Extensive background research on the organization, institution, national and international developments in the field.
2. A career SWOT analysis and skills mapping to identify strengths and areas for development based on the job description.
3. Focusing on demonstrating competencies and currency of skills, even for tasks not directly experienced.
4. Emphasizing effective communication during the interview.
5. Highlighting value-added skills to distinguish yourself from other candidates. Following this framework allows applicants to learn as much as possible about the role and employer to perform at their best
How To Have Career Conversations with Students.pdfLucindaStanley
This document provides guidance for faculty to have career conversations with students. It suggests asking students about their career interests and journey. Faculty should discuss how they did not necessarily choose the same career as their college major and how their career has changed over time. The document also emphasizes helping students with self-exploration, researching options like internships and informational interviews, developing transferable skills, and networking to explore career paths.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
The document provides information on the 5 steps of career planning: 1) self-reflection, 2) exploration of options through researching majors and careers, 3) decision making by evaluating options, 4) gaining experience through internships or volunteering, and 5) implementation through identifying job sources, networking, and applying. Key aspects include researching yourself, majors, and careers; talking to faculty; taking intro courses; identifying pros and cons; setting goals; and using experience to further career goals.
၂၀၁၆ခုႏွစ္၊ ဇြန္လ (၄)ရက္ေန႔ (စေနေန႔)၊မူဆယ္ျမိဳ႕၊ မဂၤလာမူဆယ္ လမ္းေလ်ာက္ေစ်းမွာ မွာ မနက္ (၉) နာရီ မွ ေန႔လည္ (၁း၀၀) နာရီအထိ “Don’t find your job, find your career” ခါင္းစဥ္ျဖင့္ Device Business Management Academy ရဲ႕ Principal ဦးတင္ဇံေက်ာ္ မွ ေဟာေျပာေဆြးေႏြးခဲ့တဲ႔ Power Point Slide ျဖစ္ပါတယ္။
Career Quest is a tool created by Progressive to help employees prepare for career development discussions. It contains resources to help users identify their interests, assess their skills, acquire new skills, and create individual development plans (IDPs). Users can access Career Quest through HR Express to find resume and interview tips, manager discussion guides, and competency assessments. Creating and regularly updating a career profile and IDP each year allows employees to reflect on accomplishments, set career goals, and receive feedback from managers. Taking proactive steps like promoting one's contributions and being visible can help employees gain more recognition.
The document provides information and advice for PhD students and researchers regarding career planning and options. It discusses the current academic job market, the importance of self-awareness and researching alternative careers. It provides tips for pursuing an academic career, such as publishing and gaining teaching experience. It also gives examples of transferable skills from a PhD and suggests activities for exploring non-academic careers in sectors like the third sector, think tanks, and private industry. Support services for career planning and applications are also mentioned.
This document summarizes a retreat for new faculty scholars to help them build their academic portfolios. The retreat provides an overview of the purpose and goals of academic portfolios. It covers topics such as describing teaching, research, outreach, and developing an overall academic role and philosophy. Participants work through exercises to reflect on these areas and begin drafting sections of their portfolios. The retreat aims to create a supportive environment for collaboration and feedback to help the new scholars structure and promote their academic work.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
Marie O'Neill was the first speaker at the LAI CDG first 2022 webinar called: "Ace the Interview: All Things Applications and Interviews for Librarians!" Marie gave a list of key words when looking for an adaptable job for a librarian/information specialist. Marie then suggested how to look at transferrable skills accrued in other sectors, such as admin, data entry, etc. Marie gave a series of tips in how to tailor a CV for entry level librarianship; adding tips for a suitable Cover Letter. Marie spoke about Mentorship and how to approach it, she suggested the CILIP/LAI mentor scheme. Marie moved to give a list of tips in how to prepare an interview, including set a mock interview. Marie suggested to apply a STARSS methodology, second S for Library Strategy Plan and third S for Institutional Strategic Plan; mandatory pdfs to be familiar with for an interview. Marie mentioned Career Development Courses to be done at any stage, National Forum Digital Badge an example. Is a question at the end of an interview a must? ePortfolio something to be considered. Write your competency based answers and keep a diary.
This document provides an overview of topics for a career development workshop for emerging leaders. It will cover developing competence and confidence through exercises like creating an individual career development plan using Robert McGovern's Skills Pyramid model. Participants will learn about discovering their career in business using assessments from the Career Leader tool to understand their interests, abilities, and potential career matches. The workshop will also cover job searching in the current economy and utilizing career assessment tools like the Career Compass and Myers-Briggs Type Indicator to aid participants in creating an individualized career plan and identifying next steps.
The document provides guidance on choosing a career, including:
Rule 1) Choose a career you really enjoy. Rule 2) Do thorough research. Rule 3) Make your career meaningful to you. It also discusses factors to consider like interests, skills, values and goals. The document emphasizes exploring options, getting advice, following your passion, and daring to try something new.
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
This document provides an overview of networking and developing a LinkedIn profile. It discusses the importance of networking for advancing one's career and obtaining job opportunities. It also outlines the key features and benefits of LinkedIn, such as establishing an online professional profile, building a professional network, finding new career opportunities, and learning industry insights. The document provides steps for developing a complete LinkedIn profile, including adding personal details, work experience, skills, groups to join, and tips for participation.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
The document provides guidance on resumes and CVs for PhD students. It discusses the key differences between resumes and CVs, with resumes focusing on skills and their application in 1-2 pages while CVs emphasize academic achievements over many pages. The document also includes resume templates, examples, and tips for developing strong bullet points that highlight skills and experiences for employers.
This document advertises a Senior Career Conference to be held on September 12, 2014 at Georgetown University. The conference will provide graduating seniors with resources and information to help plan their careers after college. It will include sessions on resume writing, interviewing skills, industry insights, graduate school planning, and international opportunities. Seniors can register on the Hoya Career Connection website and lunch will be provided.
Information Literacy For the Information Literate Rajen Ruth R Pagell
Information Literacy for the Information Literate is part of the UNESCO Train the Trainers program
with Rajen Munoo
Now available as an article:
Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program
The International Information & Library Review, Volume 42, Issue 2, June 2010, Pages 84-90
Ruth A. Pagell, Rajen Munoo
A Five-Step Framework for Interview Success outlines a strategy for preparing for job interviews in the library sector. The framework includes:
1. Extensive background research on the organization, institution, national and international developments in the field.
2. A career SWOT analysis and skills mapping to identify strengths and areas for development based on the job description.
3. Focusing on demonstrating competencies and currency of skills, even for tasks not directly experienced.
4. Emphasizing effective communication during the interview.
5. Highlighting value-added skills to distinguish yourself from other candidates. Following this framework allows applicants to learn as much as possible about the role and employer to perform at their best
How To Have Career Conversations with Students.pdfLucindaStanley
This document provides guidance for faculty to have career conversations with students. It suggests asking students about their career interests and journey. Faculty should discuss how they did not necessarily choose the same career as their college major and how their career has changed over time. The document also emphasizes helping students with self-exploration, researching options like internships and informational interviews, developing transferable skills, and networking to explore career paths.
This document provides guidance for developing an information literacy course. It discusses understanding learners' needs, setting objectives, creating an outline, selecting teaching methods, developing materials, assessing learning, and marketing the course. A case study applies these factors to designing a course called "First Steps in Becoming a Super Searcher" for library professionals. The document emphasizes reflecting on teaching experiences to continuously improve information literacy instruction.
The document provides information on the 5 steps of career planning: 1) self-reflection, 2) exploration of options through researching majors and careers, 3) decision making by evaluating options, 4) gaining experience through internships or volunteering, and 5) implementation through identifying job sources, networking, and applying. Key aspects include researching yourself, majors, and careers; talking to faculty; taking intro courses; identifying pros and cons; setting goals; and using experience to further career goals.
၂၀၁၆ခုႏွစ္၊ ဇြန္လ (၄)ရက္ေန႔ (စေနေန႔)၊မူဆယ္ျမိဳ႕၊ မဂၤလာမူဆယ္ လမ္းေလ်ာက္ေစ်းမွာ မွာ မနက္ (၉) နာရီ မွ ေန႔လည္ (၁း၀၀) နာရီအထိ “Don’t find your job, find your career” ခါင္းစဥ္ျဖင့္ Device Business Management Academy ရဲ႕ Principal ဦးတင္ဇံေက်ာ္ မွ ေဟာေျပာေဆြးေႏြးခဲ့တဲ႔ Power Point Slide ျဖစ္ပါတယ္။
Career Quest is a tool created by Progressive to help employees prepare for career development discussions. It contains resources to help users identify their interests, assess their skills, acquire new skills, and create individual development plans (IDPs). Users can access Career Quest through HR Express to find resume and interview tips, manager discussion guides, and competency assessments. Creating and regularly updating a career profile and IDP each year allows employees to reflect on accomplishments, set career goals, and receive feedback from managers. Taking proactive steps like promoting one's contributions and being visible can help employees gain more recognition.
The document provides information and advice for PhD students and researchers regarding career planning and options. It discusses the current academic job market, the importance of self-awareness and researching alternative careers. It provides tips for pursuing an academic career, such as publishing and gaining teaching experience. It also gives examples of transferable skills from a PhD and suggests activities for exploring non-academic careers in sectors like the third sector, think tanks, and private industry. Support services for career planning and applications are also mentioned.
This document summarizes a retreat for new faculty scholars to help them build their academic portfolios. The retreat provides an overview of the purpose and goals of academic portfolios. It covers topics such as describing teaching, research, outreach, and developing an overall academic role and philosophy. Participants work through exercises to reflect on these areas and begin drafting sections of their portfolios. The retreat aims to create a supportive environment for collaboration and feedback to help the new scholars structure and promote their academic work.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
Marie O'Neill was the first speaker at the LAI CDG first 2022 webinar called: "Ace the Interview: All Things Applications and Interviews for Librarians!" Marie gave a list of key words when looking for an adaptable job for a librarian/information specialist. Marie then suggested how to look at transferrable skills accrued in other sectors, such as admin, data entry, etc. Marie gave a series of tips in how to tailor a CV for entry level librarianship; adding tips for a suitable Cover Letter. Marie spoke about Mentorship and how to approach it, she suggested the CILIP/LAI mentor scheme. Marie moved to give a list of tips in how to prepare an interview, including set a mock interview. Marie suggested to apply a STARSS methodology, second S for Library Strategy Plan and third S for Institutional Strategic Plan; mandatory pdfs to be familiar with for an interview. Marie mentioned Career Development Courses to be done at any stage, National Forum Digital Badge an example. Is a question at the end of an interview a must? ePortfolio something to be considered. Write your competency based answers and keep a diary.
This document provides an overview of topics for a career development workshop for emerging leaders. It will cover developing competence and confidence through exercises like creating an individual career development plan using Robert McGovern's Skills Pyramid model. Participants will learn about discovering their career in business using assessments from the Career Leader tool to understand their interests, abilities, and potential career matches. The workshop will also cover job searching in the current economy and utilizing career assessment tools like the Career Compass and Myers-Briggs Type Indicator to aid participants in creating an individualized career plan and identifying next steps.
The document provides guidance on choosing a career, including:
Rule 1) Choose a career you really enjoy. Rule 2) Do thorough research. Rule 3) Make your career meaningful to you. It also discusses factors to consider like interests, skills, values and goals. The document emphasizes exploring options, getting advice, following your passion, and daring to try something new.
Planning an Academic Career (15.2.2012)Tracy Bussoli
The document provides advice for PhD students considering an academic career. It outlines the typical roles and progression in an academic career ladder from PhD student to professor. It emphasizes gaining research, teaching, and networking experience. It notes the requirements for publications, teaching qualifications, and experience presenting research. It also highlights potential drawbacks like short-term contracts and intense competition for funding. The document advises students to explore career options and develop transferable skills in case an academic path is not possible.
This document provides an overview of networking and developing a LinkedIn profile. It discusses the importance of networking for advancing one's career and obtaining job opportunities. It also outlines the key features and benefits of LinkedIn, such as establishing an online professional profile, building a professional network, finding new career opportunities, and learning industry insights. The document provides steps for developing a complete LinkedIn profile, including adding personal details, work experience, skills, groups to join, and tips for participation.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
The document provides guidance on resumes and CVs for PhD students. It discusses the key differences between resumes and CVs, with resumes focusing on skills and their application in 1-2 pages while CVs emphasize academic achievements over many pages. The document also includes resume templates, examples, and tips for developing strong bullet points that highlight skills and experiences for employers.
Similar to Realising your potential using the RDF - PG futures salford Jun11 (20)
Coaching Framework - Teaching and learning showcase slidesEmma Gillaspy
This document discusses implementing a coaching framework to support undergraduate nursing students. It notes challenges with existing student support systems and a lack of consistent encouragement for students to take ownership of their learning. The benefits of coaching from the student perspective are outlined, including building confidence, identifying weaknesses, and feeling part of the healthcare team. An observation describes first-year nursing students flourishing under the coaching model with guidance from second-year students. The document also includes a diagram outlining different levels of listening for coaches and discusses plans to develop coaching among personal tutors, clinical mentors, and students to transform student learning and support environments.
Building your professional network helps you in several ways: it allows you to exchange information and stay up-to-date in your field, secure support for personal or career goals, identify potential areas for collaboration, establish interest groups, get published and referred for opportunities, explore career options, and raise the profile of your work. An effective networking strategy involves keeping your online profiles up-to-date, engaging others with your research and activities, commenting on large industry sites, and maintaining a professional website or blog. The key to successful networking is generosity, not greed, and being an active participant in your field to take advantage of opportunities.
Innovative Pedagogies that Embrace Technologies #NET16confEmma Gillaspy
Debate session at NET conference 2016 looking at how we can use technologies effectively to enhance the student experience, empower students and modernise nursing education curricula.
Authors: Dr Jackie Leigh, Kyle Charnley, Lyn Rosen, Dr Michelle Howarth and Dr Emma Gillaspy
This document provides the schedule and descriptions for graduate development programmes and seminars offered by the Faculty of Medical and Human Sciences at the University of Manchester from September 2014 to July 2015. The schedule lists over 100 seminars on topics ranging from research skills like presentation, writing and data analysis to career development workshops on publishing, grant writing and career management. Seminars are offered monthly and focus on supporting graduate students through all stages of their PhD from the introductory level to final year success strategies.
Workshop at the Lancaster University Researcher Day on 26/09/2013 (http://www.lancaster.ac.uk/hr/development/courses/TeachingResearchRelated/Researcher-Day/index.html)
Plenary presentation at the Lancaster University Researcher Day on 26/09/2013 (http://www.lancaster.ac.uk/hr/development/courses/TeachingResearchRelated/Researcher-Day/index.html)
This document summarizes Vitae's strategy from 2013-2015, which focused on supporting research staff development in the UK. It outlines Vitae's goals of maintaining regional hub networks, ensuring existing materials remain available, and developing new support for prospective PhD students. The document also previews the topics to be covered, including policies influencing research staff, challenges and opportunities in developing research staff, and creating effective development programs. Vitae programs relevant to research staff development are listed.
Using social media to enhance your research handoutEmma Gillaspy
This document provides an overview of how social media can be used to enhance research. It discusses using social media for information management, networking, collaboration, and building an academic profile. Some key benefits highlighted include facilitating collaboration, managing one's online presence, staying up-to-date on the latest research, and engaging in academic discourse. The document also provides guidance on copyright and IPR, recommends various social media tools for academics, and encourages researchers to consider how social media aligns with the "wisdom of crowds" concept.
21st century research profiles handout 15 04-2013Emma Gillaspy
This document provides an overview of a workshop on using social media to benefit research. The workshop covers topics such as avoiding information overload, facilitating collaboration, managing digital identity, and networking. It also includes appendices with details on specific social media tools for tasks like managing RSS feeds, microblogging, blogging, and networking on sites like LinkedIn. The goal is to explore how social media can benefit research, networks, and professional profiles.
Using social media to benefit your research 18 02-2013Emma Gillaspy
Using social media can benefit research in several ways:
1) It allows researchers to connect with a wide range of people and expand their network, which can increase opportunities for collaboration, employment, funding, and discussion.
2) Researchers can tap into collective intelligence through social media to become more knowledgeable about their own and other fields.
3) Establishing an online presence through social media can help researchers build their reputation and demonstrate their expertise.
4) Social media provides a way for researchers to practice important skills like debating, discussion, and critical thinking. It can also be used as a tool to directly conduct research.
Creating a thriving research environmentEmma Gillaspy
Workshop by Justin Hutchence (Research Staff Development Manager, University of Reading) and Christos Petichakis (Educational Developer, University of Liverpool) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Informing the research environment with the Concordat for Units of AssessmentEmma Gillaspy
Workshop by Karen Clegg (Director of Researcher Development and Concordat Implementation Coordinator, University of York) and Rob Daley (Research Development Coordinator, Herriot Watt University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
The document provides an overview of the Research Excellence Framework (REF) process. It discusses the purpose and assessment framework of the REF, including the criteria for evaluating outputs, impact, and environment. It also outlines the key stages of the REF process, from developing submission guidelines to expert review by panels. Submissions will include staff details, up to 4 research outputs per person, impact templates and case studies, environment data and templates. The results will be published in December 2014 and help determine £2 billion in annual research funding.
Presentation by Alison Mitchell (Deputy Director of Vitae) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
Workshop by Pooja Takhar (Senior Manager: HEIs, Vitae) and Emma Gillaspy (Vitae NW Hub Manager) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
21st Century Research Profiles: Using social media to benefit your research h...Emma Gillaspy
This document provides guidance on using social media to benefit research. It discusses how social media can help with identity, connection, sharing expertise, and expanding networks. Researchers are encouraged to use tools like Academia.edu, ResearchGate, and #phdchat to collaborate, access collective knowledge, and establish expertise. Social media also enables new forms of research by facilitating online interactions and participant recruitment. However, digital footprints must be managed carefully.
21st Century Research Profiles: Using social media to benefit your research h...
Realising your potential using the RDF - PG futures salford Jun11
1. Realising your potential using the Researcher Development Framework Dr Emma Gillaspy, Vitae NW Hub Manager
2.
3. Are you engaged in PDP? PDP is… “ A structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.”
18. I’ve always thought of myself as being quite ambitious, driven and focussed on what I want, but the framework made me realise I can have a much larger visions. It was very good for me to reflect. I realised that nothing is stopping me but myself. The sky is the limit. Think about staging the targets; what can I do smarter, what training do I need to request and what do I need someone else to facilitate so that I can move forward I now have a path that I would like to follow I would see this [RDF] as a barometer...to give me a bit more clarity about what areas I could develop and what might be most important. It’s something I could keep returning to It put career development back into the forefront of my mind as it can often slip back when you’re engaged in what you’re doing day to day. The RDF “…identified areas for me that I needed to hone and really made me think about my career development. I’ve highlighted things now that I know I need to do. What we’ve always tried to do with the postdocs [in Edinburgh] is say 'look this is your career and it’s your responsibility'. Read it carefully and be honest about where you are. You don’t always have to aim for phase 5 - identify shorter term goals that are more achievable. The RDF will encourage me to be more proactive about my career development as it provides me with a framework (list of milestones).
Short session with lots to cover. Going to open a lot of doors today but your responsibility to investigate further and close them.
Like everyone else, I’m guilty of letting professional development (and maintenance of a record of that development) fall by the wayside. How many of you keep a personal development record? (hands up) Put your hands down if you haven’t looked or amended it in the last 3 months. How many of you just worry about that kind of thing when you need to apply for a new job or have a PDR coming up? This workshop will hopefully help you to be more proactive in your PDP and achieve more as a result.
Gathering evidence of learning experiences and achievement Reflecting on learning experiences and achievement Identifying new learning needs and creating development plans Reviewing progress towards the achievement of goals set We do not learn from experience, we learn from reflecting on experience (Dewey) Reflection in learning and professional development: theory and practice 1999 (Jennifer A. Moon)
Many employers now value ‘learning agility’ as a core competency. Research has shown that reflective practice can lead to deeper levels of learning and is a central element of effective CPD (Barrett, 2004a). Achievement levels can be raised through engaging with reflection and the associated processes of self-evaluation, action planning and goal setting (Becta, 2007).
As a development framework, it is a tool for planning, promoting and supporting the personal, professional and career development of researchers, which is a broad remit. Where the RDS is strategic and directed at policy makers, the RDF is operational and is directed at you. The project began with an initiative at the 2008 Roberts Policy Forum. Vitae pulled together a working group in March 2009 and the project got underway. How was the RDF created? Empirical data from analysis of audio-recorded, semi-structured interviews with over 100 experienced researchers (mostly profs and PIs). Everyone was asked to identify what they thought was important for a research career. Representative sample: range of experiences, institution types, geographical context, disciplines and demographics. Results: > 1000 characteristics and variants, clustered into common groups’ This provided the core of the framework – then consulted all the stakeholders who have a view on researchers Cross-referred results with other competency type frameworks, expert and specialist input – Research councils, careers, RIN, UCU Built a larger picture of what is means to be a researcher. What does the end result look like?
4 domains which form the strategic RDS 12 sub-domains 63 descriptors Up to 5 phases of development for each descriptor. Need to consider all of these areas – BUT they may not all be relevant to you or at a specific point in time. Careers like people, move on.
You’ve looked at the kind of skills you currently have but what about what you need to be successful? This could be within or outside academia depending on where your future lies. This is what the RDF invites you to think about. Consider a bigger vision of what it means to be a researcher.
8 minute video introducing the RDF and how to get the most from the planner
Choose your areas for self-assessment or what you are interested in developing further e.g. If I wanted to assess how capable I am at identifying opportunities for application of my research…
Here are the 5 developmental phases for the descriptors I ticked. The phases contain the language you can use to articulate your capabilities within and outside academia. Have a read of the phases and see which relates best to your current capability and which relates to where you want to be. Don’t be too ambitious for this, its important to choose a target that is reachable in the next couple of years, not the next 10 years. Using the STAR approach may help you to add specific evidence e.g. don’t just put ‘I am familiar with a wide range of methods’, put ‘I have a good working knowledge of x methodology including use of a, b and c (example methods) in y (situation where you used the methods)’
From here you can go through the same process for domains B, C then D. Alternatively, you can press report to complete your planning for these descriptors.
When you click the report button, the spreadsheet imports all of your phase selections and evidence entered. Now you are prompted to make an action plan about how you aim to reach your target phase for development. Enter in the relevant fields information about how you might develop in this area e.g. training course, peer advice, learn from supervisor, practice on your own. Consider your first steps in development as well as your ultimate goal. Have SMART objectives and clearly define each step along the way. How are you going to review and measure your development? When are you going to take action by? What will you do in the next week, next month, next quarter, long term? This report can be printed at any time and will include the date so you can use it in discussions with your PI, careers advisor, trainer etc. By going into these meetings proactively, you are more likely to find them beneficial. Research has shown that reflection improves performance too so even if you just use this for your own purposes, you should start to see benefits. The final step is to save this version, we would recommend you include the date in the filename e.g. RDF 06-04-2011.xls. You can then keep successive versions of the (name of tool) to track your development over time.
10 researchers piloted using the excel tool to assess their skills and plan their development. Here are some of their thoughts.
14:45 As well as for your own planning purposes, the evidence you record will help you get a job in the future. In pairs, take turns to pick a descriptor from the RDF and tell your partner your evidence for skills in that area. Give examples, think about the words you use. Your partner needs to ask questions to encourage better answers, and give critical and constructive feedback. They may suggest examples from their own experience. How understandable, how confident, how it could be improved, generalised? What would employers be interested in? Transferable to different sectors? Solid evidence or waffle? Permission to give and receive feedback! (raise hands) As a group, your task is to get the person “in the evidence chair” to the best possible articulation of their skills in that area. Stamp out jargon! Interrupt each other to keep it concise and relevant. Don’t let anyone be sidetracked (esp. into moaning!) Make your own notes – good examples and approaches, anything to avoid. We’re making this exercise compact, it’s to get you thinking and swapping ideas and feedback, to do it properly you’ll need to continue in your own time another day. 5 mins per person, including feedback. Then swap round so the next person has a go, using a different skill.
15:00 Action planning will help you achieve more. Choose one of the descriptors you are interested in developing and assess where you are now and where you want to be. Using the handout, assess how you are going to plan and execute your development in this area. Only got 5 minutes to do this so you may need to finish in your own time.
How do you know what areas to develop and how to develop them? A good way of doing this is the job clip exercise. Use your networks, ask around to see what they think is needed for a job area Get a mentor Ask your friends, family and colleagues about your strengths and areas you could develop. Introduce Johari window. Look into 360 degree feedback if you want to know even more.