Skill by sdaferv

VIEWS: 235 PAGES: 12

More Info
									University of Sunderland

Postgraduate Research Student Training Needs Analysis1 2007 – 2008

Name……………………………… School……………………..
1

We are very grateful to Durham University for permitting us to adapt this document for use by the University of Sunderland.

Postgraduate Training Needs Analysis 2006/07
Evaluate your skills development
The training needs analysis is designed to help you assess your competency as a researcher and should be used in conjunction with your Research Student log. The competences required are based on the Joint Statement of the Research Council’s Skills Training Requirements for Research Students. This statement is reproduced in the Training Information for Research Students document. The Research Councils play an important role in setting standards and in identifying best practice in research training for all postgraduate research students studying in the UK and have agreed, together with other agencies, that these skills would be expected to be developed during a doctorate. The list of competencies which you would expect to have or develop during your MPhil/PhD can be divided into seven broad sections: A. Research skills and techniques B. Research environment C. Research management D. Personal effectiveness E. Communication skills F. Networking and teamworking G. Career management. Within each of these broad areas, more detailed statements of competencies are listed in the following pages. In the University of Sunderland, we expect you to take responsibility for your skills development under the guidance of your supervisors. Just as everyone’s research for their thesis is unique so will be their skills development needs. Research students enter Sunderland from a wide range of backgrounds with differing abilities in these areas and different development needs, both to support their research and for their future careers. Training Needs Analysis 2

As a first step towards you creating your own skills training plan you should think about each competency statement and rate your own level of performance using a four-point scale (i.e. basic, competent, skilled, expert). You should also write down the best example illustrating your level of ability with each competency. As a new research student you may very well find that you assign a low level of ability to the majority of the competencies – this is not unexpected. After all this is a list of competencies that you might be expected to have achieved at the end of your doctorate. Talk to your supervisors or colleagues if you are struggling with a particular statement or e-mail the Graduate Research School (diane.davis@sunderland.ac.uk).

Set objectives for skills development
The second stage in your needs analysis is to consider what areas you should develop over the coming year. The most effective way is for you to think this through and then discuss your needs with your supervisor(s). Be realistic in assigning priorities – you cannot be expected to work on everything in a short period, but at the same time you do not want to leave everything for later.

Identify development opportunities
Finally you need to identify opportunities for you to develop the competencies you have selected for action. Again, each student will have their own individual needs and one of the important skills you will develop is a knowledge of how you learn efficiently. As a rough guide, competencies in category A (Research Skills and Techniques) will be very closely tied to your research topic and some of these will be met through courses provided by your School and directed reading from your supervisor. Courses outlined in the Staff Development Programme and the Generic Core Courses will help you to address competencies in categories C – G. We have also come to an agreement with the Universities of Newcastle, Northumbria, Teesside and Durham that you may attend any of their training courses subject to space availability (courses held at universities other than Sunderland must be booked through Research, Development and Innovation Services (diane.davis@sunderland.ac.uk). .

Training Needs Analysis

3

You should complete your Training Needs Analysis and identify your development opportunities within the first 4 months of your Research Programme and in preparation for each annual monitoring review meeting until completion of your research.

Review Your Progress
One final point – it is important that you keep a copy of all your TNAs. They will help you manage your learning by reflecting on how your competencies change with time. You will be asked to comment on the training you have received in your annual monitoring progress report submitted to an annual monitoring review panel each year and may even be asked about it in your final oral examination.

Training Needs Analysis

4

A. Research Skills and Techniques
Ability B C S I can recognise and validate problems I can demonstrate original, independent and critical thinking, and the ability to develop theoretical concepts I have a knowledge of recent advances within my field and in related areas I understand relevant research methodologies and techniques and their appropriate application within my research field I am able to critically analyse and evaluate my findings and those of others I am able to summarise, document, report and reflect on progress Key Ability B = Basic C = Competent S = Skilled E = Expert Training Needs Analysis Priority for Development H = High M = Medium L = Low E Priority for Development H M L

Competence

Best Current Example

Development Opportunities

5

B. Research Environment
Competence I have a broad understanding of the context, at the national and international level, in which research takes place I am aware of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act I appreciate and apply the standards of good research practice in my institution and/or discipline I understand relevant health and safety issues and demonstrate responsible working practices I understand the processes for funding and evaluation of research I can justify the principles and experimental techniques used in my own research I understand the process of academic or commercial exploitation of research results Training Needs Analysis 6 Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Key Ability B = Basic C = Competent S = Skilled E = Expert Priority for Development H = High M = Medium L = Low

Training Needs Analysis

7

C. Research Management
Competence I manage projects effectively through the setting of research goals, intermediate milestones and prioritisation of activities I can design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment I can identify and access appropriate bibliographical resources, archives, and other sources of relevant information I use information technology appropriately for database management, recording and presenting information Key Ability B = Basic C = Competent S = Skilled E = Expert Priority for Development H = High M = Medium L = Low Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Training Needs Analysis

8

D. Personal Effectiveness
Competence I have a willingness and ability to learn and acquire knowledge I am creative, innovative and original in my approach to research I am flexible and open-minded I am self-aware and able to identify my own training needs I am self-disciplined, motivated, and thorough I recognise boundaries and draw upon/use sources of support as appropriate I show initiative, work independently and am self-reliant Key Ability B = Basic C = Competent S = Skilled E = Expert Priority for Development H = High M = Medium L = Low Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Training Needs Analysis

9

E. Communication Skills
Competence I can write clearly and in a style appropriate to purpose e.g. progress reports, published documents, thesis I can construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques I can constructively defend research outcomes at seminars and viva examination I can contribute to promoting the public understanding of my research field I can effectively support the learning of others when involved in teaching, mentoring or demonstrating activities Key Ability B = Basic C = Competent S = Skilled E = Expert Priority for Development H = High M = Medium L = Low Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Training Needs Analysis 10

F. Networking and Teamworking
Competence I am developing and maintaining co-operative networks and working relationships with supervisors, colleagues and peers, within my institution and the wider research community I understand my behaviours and impact on others when working in and contributing to the success of formal and informal teams I listen, give and receive feedback and respond perceptively to others Key Ability B = Basic C = Competent S = Skilled E = Expert Priority for Development H = High M = Medium L = Low Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Training Needs Analysis 11

G. Career Management
Competence I appreciate the need for and show commitment to continuing professional development I take ownership for and manage my career progression, set realistic and achievable career goals, and identify and develop ways to improve employability I can demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia I can present my skills, personal attributes and experiences through effective CVs, applications and interviews Key Ability B = Basic C = Competent S = Skilled E = Expert Jan 06 Priority for Development H = High M = Medium L = Low Ability B C S E Best Current Example Priority for Development H M L Development Opportunities

Training Needs Analysis 12


								
To top