career development

Research Careers Initiative Contract Research Staff: A Career Development Planner Project Staff: Frank Slater and Clive Newton University of Wales Swansea Project funded by the Office of Science and Technology 04 August 2008 K:\4.1.2.5\CRS doc fran version CAREER PLANNING FOR CONTRACT RESEARCH STAFF INTRODUCTION The aim of this planner is to help contract research staff to prepare for and obtain employment in Higher Education, or indeed in industry, business and the public sector. It is based on the understanding that academic posts have requirements for knowledge and skills in three areas, namely research, teaching and administration. This planner will:  enable you to identify the knowledge and skills which you are acquiring in each of these areas from your current and previous contract research and other experiences;  identify gaps and areas for development, and  provide you with a framework for planning activities and actions to improve your portfolio of knowledge and skills. The project through which this planner has been developed has also identified that knowledge and skills gained as a contract researcher are quite capable of being transferred to jobs outside of higher education and if this option is of interest to you, the project has been able to confirm that contract research staff can have successful careers in industry, business and the public sector. The principles of personal development planning are straightforward:  Identify and analyse your current activities to identify what knowledge and skills are being used;  Identify strengths and weaknesses in the portfolio of knowledge and skills;  Plan activities and actions to consolidate the strengths and develop weaknesses;  Review the success of these actions and activities on a regular basis and iterate through the process. This process is sometimes called “improving your learning performance” and is really a method for making explicit many of the implicit elements of the learning process. This planner tries to make these issues explicit by listing on separate Skills Analysis Framework pages, groups of related skills. Using these lists you can reflect on your current and previous work and other experiences and assess your level of skill using the following ratings: 3 = totally competent 2 = some experience, but in need of more exposure to develop this particular skills 1 = no experience at all in this skill area. You should also ask yourself the key question – do you get interest and satisfaction from using and applying these skills to your research topic? You should tick the box in column four if the skill gives you particular interest and satisfaction. Skills identification and analysis are not easy activities; they require you to think in some depth, and are activities with which few people are entirely comfortable. We do however encourage you to do it and to view it positively; as with all learning, writing things down does help to clarify thought processes and will help you to identify your knowledge, skills, strengths and weaknesses. Before you undertake this analysis, you might like to reflect for a moment on the work tasks which you undertake each day or each week in your current post, and do likewise for previous posts. A common problem is that many of us use these skills almost subconsciously, without consciously thinking about the detail of what we are doing. You might like therefore to jot down on a blank sheet of paper the individual work tasks which make up your daily or weekly contract research work; you should do the same for any other experiences, for example any part time work, sport or spare time activity – all of these contribute to your personal development and learning. 04 August 2008 K:\4.1.2.5\CRS doc fran version Your next step is to set objectives for consolidating your strengths and developing your weaknesses and there is a separate form, Setting SMART Objectives for Developing ... Skills , for each skill group. Before you start setting specific objectives however, you should give some thought to your overall career objectives: are you for example, committed to an academic career or are you willing to look at opportunities outside of higher education; the form General Career Objectives might help you to formalise your thoughts. If you are keen on a higher education career then we recommend that you investigate the following;  The university departments and research institutes active in your topics of interest;  Identify the likely number of opportunities in this topic and try to assess what competition you will meet – in other words what is the supply and demand equation in your research area;  Consider generally whether your topic of interest is expanding, stable or in decline;  Identify all sources of advertisement of vacancies in your topic and ensure that you check them regularly;  Actively pursue all networking opportunities (see separate document) to ensure that all potential employers are aware of your name and work. There are opportunities for contract research staff to continue working in higher education, but the clear evidence from the Research Councils and from the Office of Science and Technology is that the demand for the available posts greatly outstrips the supply of vacancies. These facts should be incorporated into your career plans. As was mentioned above, evidence from this project indicates that many employers value the knowledge and skills of contract research staff and you will find case studies of contract research staff who have established successful careers in industry, business and the public sector, on this and on related websites. The reason for this success is relatively straightforward. Every job (including that of contract researcher) can only be completed successfully if the job holder has a portfolio of skills in addition to the specific research knowledge. Many of the skills acquired by contract researchers – for example quantitative and qualitative analysis, project management – are of interest to many employers whose jobs require just those, and other skills. As part of your personal development and improving your learning performance you should try to regularly review your activities – say at the end of each day or each week; this would involve listing the activities which you have undertaken during that period and considering carefully what:  was done well and what could have been done better;  skills were developed;  did you learn about yourself generally;  training or development needs were identified. The form Reviewing Your Activities: A Reflective Learning Log, provides a framework for this type of analysis. Analysing activities in this way can also give you valuable examples for application forms, interviews and assessment centres; in these situations interviewers are usually not satisfied with statements from interviewees about having particular skills but require evidence usually from specific events or activities which the interviewee has experienced; the final Summary form will help you to do this. Frank Slater 4 June 2001 Skills Analysis Framework : Communication Skills – Oral and Written 04 August 2008 K:\4.1.2.5\CRS doc fran version Consider the oral and written communication skills that you have used and developed in contract research, formal academic and informal social and extra-mural situations. You may have conveyed SIMPLE INFORMATION clearly and accurately, or communicated COMPLEX INFORMATION that needed careful explanation for others to understand, or communicated highly detailed CONCEPTUAL IDEAS to others by making presentations, taking part discussion groups or writing reports or dissertations as part of your work. Transferable skills developed … in your research, teaching and administration Oral communication skills Outlining aims, objectives, key points and presenting information in a logical way. Conversing at the level of knowledge and understanding of others. Speaking with enthusiasm to interest others in subject. Engaging others through asking questions 1 2 3 4 Written communication skills    Using simple language-not jargon unless understood and accepted by your audience    Outlining aims and objectives, methodology, problems, conclusions and recommendations.    Using short paragraphs, sentences and bullet points to break up large bodies of text.    Using headings, sub-headings, numbering, index and glossary of term’s etc. to facilitate easy reading.    Writing at the readers level of knowledge and understanding    Using diagrams and charts to illustrate complex points         1 2 3 4                                 Demonstrating active listening skills Discussing points of disagreement assertively but not aggressively Involving everyone and agreeing outcomes Reviewing to improve oral communication skills. Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Decision Making … in your research, teaching and administration Consider your experience of decision making that for example involved people, or allocated physical resources, or involved you in making financial decisions. Consider situations where your decision had an immediate impact or a significant longer-term impact. 04 August 2008 K:\4.1.2.5\CRS doc fran version Consider whether your involvement was in an advisory capacity with no accountability, or collaboratively where there was joint accountability or independently where the accountability lay entirely with you. Your involvement has been: Advisory Collaborative Independent    and involved decisions that had a: Short term immediate impact Medium term impact of up to 1 year Long term strategic impact up to 3 years    Transferable skills developed … in your research, teaching and administration Breaking down the decision making process into appropriate steps and activities Considering all available options before making a decision Using own experience and that of others to move a situation forward Basing decisions on intuition, logic, information and data Making realistic and achievable decisions Working objectively in emotional situations Taking risks and making decisions with only limited information Knowing when an estimate or a precise decision is acceptable Making and seeing through unpopular decisions 1 2 3 4                                     Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Planning and organising … in your research, teaching and administration This is planning and organising physical or financial time and resource. It includes your own and/or others work on a day to day basis, as well as the more detailed operational planning for a period of months and years. Think about how well you were able to: Transferable skills developed … in your research, teaching and administration For self 04 August 2008 K:\4.1.2.5\CRS doc fran version For others Identifies and sets realistic time scales and costs for activities 1 2 3 4 1 2 3 4                                                                                 Agrees challenging and achievable SMART objectives (Specific, Measurable, Achievable, Relevant and Time bound) Ensures necessary resources are available and organises their activity Daily Weekly monthly: Plans work to achieve goals and targets Anticipates uncertainty and develops contingency plans Reviews progress against objectives and revises as necessary Agrees changes with the appropriate people as necessary Meets deadlines and achieves objectives Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Levels of problem solving In the course of work and play you face and solve problems as they arise, identify and assess practical options and solution, resolve different opinions and take into account the implications of your decisions. Consider therefore how well you developed these transferable skills: Transferable skills developed … in your research, teaching and administration Identify the tasks that needed to be done Analyse, evaluate and assess relevant data and information Identify and define the root cause of the problem. 1    2    3    4    04 August 2008 K:\4.1.2.5\CRS doc fran version Apply own knowledge to interpret complex and disparate data and information Make independent conclusions from complex data and information Use reasoning to consider alternative solutions and strategies Demonstrate flexibility and versatility in approach Use observation and perception to develop creative, innovative, and enterprising solutions Identify a variety of solutions to a problem Determine the best available option Use approaches that are sensitive to the feelings of others                                 Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Research and analysis Consider all aspects of research and analysis including any commercial experience that helps to demonstrate an in-depth understanding of subject matter or where you took a lead role to determine research objectives and new experiments to test theories. Transferable skills developed during research include: Transferable skills developed … in your research, teaching and administration Generating and testing hypotheses Considering philosophical, political and ethical dimensions within the research project Developing economic models of research Undertaking theoretical and/or practical investigations Conducting field and desk work to investigate, explore and develop research Generates and tests methods for: empirical and non-empirical research 04 August 2008 K:\4.1.2.5\CRS doc fran version 1 2 3 4                         quantitative and qualitative research strategic or basic research applied or pure research Writing technical reports Planning and organising relevant laboratory and field work                     Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : The working environment Your impact on the working environment and your response to safety requirements that include, temperature, fumes, work position, lighting, ventilation, hygiene requirements, personal safety and the safety of others develop skills in: Transferable skills developed … in your research, teaching and administration 1       2       3       4       Understanding and categorising occupational banding into high, medium and low risk areas Carrying out a risk assessment of laboratory experiments and field activities Handling and managing hazardous substances Understanding safety requirements in the general work place Following safe working procedures when using machinery and electrical equipment Delegating day to day health and safety matters to project staff 04 August 2008 K:\4.1.2.5\CRS doc fran version Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity. Skills Analysis Framework : Interpersonal skills This considers the dynamics of group working and leadership skills with internal and external groups. It includes actively contributing and motivating others in the group as well as providing leadership and direction. Think about whether you developed skills for: Transferable skills developed … in your research, teaching and administration 1 Managing people (a) directly (b) through others Taking a specific role in a team Delegating work to individuals as an operational task leader. Building relationships and morale by developing, supporting and encouraging others in the group. Listening and observing performance to give constructive feedback. Negotiating and persuading others to take a particular course of action. Managing and developing the relationship between different groups. Resolving disagreements and misunderstandings to build strong working relationships. Encouraging and supporting others when they feel low. Delegating responsibility to others as appropriate.                                             2 3 4 Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 04 August 2008 K:\4.1.2.5\CRS doc fran version 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Networking Incorporates liaising within department and institution and creating external networks of useful contacts to exchange information, influence developments and build an internal and external reputation. Transferable skills developed … in your research, teaching and administration 1          2          3          4          Exchanging information with others Establishing and developing useful working relationships Regularly reviewing, renewing and following up contacts Creating awareness of research work Setting up email discussion groups Contributing to meetings, conferences, seminars or societies to gain exposure Cultivating close supportive relationships for individuals or groups (mentoring) Supporting existing networking partnerships Develop new networking partnerships Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Teaching, training, coaching and development Consider your involvement in developing the skills and knowledge of students who are not part of your daily work team. This includes any instruction, training, lecturing, demonstrating and assessing and applies to all academic and non-academic roles. Transferable skills developed … in your research, teaching and administration 1 2 3 4 04 August 2008 K:\4.1.2.5\CRS doc fran version Planning and preparing materials for teaching sessions and courses. Establishing clear aims and objectives and developing a logical sequence of key learning points. Presenting information clearly and confidently without using jargon or complicated words. Using questions and listening to responses to encourage involvement and participation to and to check understanding. Using a variety of activities to motivate others (Formal lecture, tutorial, seminar, role play, personal tutoring, computer assisted learning) Using a variety of visual aids to stimulate interest. Reviewing and evaluating learning to improve performance. Monitoring student progress, maintaining records, liaison with external examiners, convening with examination boards. Creating a shared vision through training and development.                                     Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity.Skills Analysis Framework : Administrative skills There are many variations on the basic theme of administration in the context of contract research work. Though not specifically in an administrative role, it is possible to make some generalisations about administration, which evolve from the various activities of a contract research role. Some activities will have a substantial amount of administration, for example, organising an international conference with speakers and delegates’ whilst other activities will only have a small amount of administrative function. Transferable skills developed … in your research, teaching and administration Elements of administration could include: 04 August 2008 K:\4.1.2.5\CRS doc fran version 1 2 3 4 Planning and organising a service for others Collecting data and information to form the basis of action Informing the wider world outside the specialism Evidence of results or compliance with regulations Submission for funding Servicing a committee Drawing up and circulating agendas Supplying background information Circulating reports and decisions Organise tutorials, field courses, off campus visits, laboratory use Chair/secretary of department group/committee/society Meet health and safety requirements Formal University/HEFCW role Keep minutes of meetings and circulate to appropriate staff                                                         Rating Scale: Tick ONE of the first three columns using the following definitions: 1 = no experience at all in this skill area 2 = some experience, but in need of more exposure to develop this particular skill 3 = totally competent. Tick column 4 IF you get interest and satisfaction from this activity. Skills Analysis Framework : Personal Qualities Checklist Personal qualities go hand in glove with transferable skills and this table of key words may help you to consider and identify your strengths and weaknesses. You can assess yourself in using the following ratings: 3 = describes me very well 2 = not sure or I sometimes display this quality 1 = not a good word to describe me. 04 August 2008 K:\4.1.2.5\CRS doc fran version Adaptable Assured Open-minded Cheerful Indecisive Organised Self conscious Unreliable Assertive Easy-going Extrovert Consistent Creative Resourceful Dependable Ambitious Humorous Daring Methodical Energetic Tactful Self reliant Co-operative Indifferent Over-cautious Competitive Serious Patient Confident Disorganised Conscientious Lazy Developing your Career Ideas Careers of interest – general, vague or specific; items you want in, or outcomes from, a job Career knowledge: write down what you know about each career of interest – tasks and activities in the job, knowledge and knowledge skills required; people aspects and people skills necessary; other skills. Applications: how do you get into the job; where are the adverts; are speculative applications required Action: This will state each action or task that you will need to undertake to fill in the gaps in your career and application knowledge. 04 August 2008 K:\4.1.2.5\CRS doc fran version Setting SMART objectives for developing Communication Skills – oral and written Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Decision Making Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Planning and Organising Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Levels of Problem Solving Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Research and Analysis Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing skills within the Working Environment Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Interpersonal Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Networking Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Teaching, Training, Coaching and Development Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Setting SMART objectives for developing Administrative Skills Objectives: Check that your objectives are SMART Specific Measurable Achievable Realistic and relevant Timebound (have a by when date) Research Action: This will state each action or task that you will do to achieve each objective. Success criteria: States the method by which you will know when you have succeeded. Target date: helps to prioritise activity. Teaching 04 August 2008 K:\4.1.2.5\CRS doc fran version Administration Reviewing your activities : A Reflective Learning Log The reflective learning log is designed to help you to compile an ongoing record of any work (or other) activities which are contributing to your development, and to provide a framework for analysis; the text suggests that you do this regularly, usually at the end of each week, but also at the end of any particularly demanding or different day, or following any activity about which you feel exceptionally positive or negative. ACTIVITY DESCRIPTION: (eg research, tutorials, meetings, courses, leisure activities) What did I do? What did others do? What was done well? What could have been done better? 04 August 2008 K:\4.1.2.5\CRS doc fran version SKILLS ISSUES. What skills did I develop? What did I learn about myself generally? What training or development needs were identified? Summary : Job Analysis, Objectives, and Reflective Learning Log. Use this table to record examples of the skills you have developed through your contract research career that can be used in the selection process – for applications, curriculum vitae, interviews, assessment centres. EXAMPLES SKILLS AND QUALITIES COMMUNICATION Research Teaching Administration DECISION MAKING 04 August 2008 K:\4.1.2.5\CRS doc fran version PLANNING AND ORGANISING LEVELS OF PROBLEM SOLVING RESEARCH AND ANALYSIS EXAMPLES SKILLS AND QUALITIES WORKING ENVIRONMENT Research Teaching Administration INTERPERSONAL NETWORKING 04 August 2008 K:\4.1.2.5\CRS doc fran version TEACHING AND TRAINING ADMINISTRATION 04 August 2008 K:\4.1.2.5\CRS doc fran version