ࡱ> + %:bjbjPP 42Dh2Dh1t 8tNNhh~~~YYYMMMMMMM$kQ!TMYYYYYM~~M"""YF~~M"YM""xH0J~02I$MM0NI T)rTHJJTKYY"YYYYYMM lYYYNYYYYTYYYYYYYYY X b: Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able to carry out excellent research. The Researcher Development Statement says that a PhD student should be able to demonstrate: the ability to identify, apply and develop methods and experimental techniques appropriate for research projects a knowledge of new trends within one's field and in related areas; create new opportunities the ability to analyse and evaluate findings using appropriate methods the ability to take a creative, imaginative and inquiring approach to research the ability to think originally, independently and critically; develop theoretical concepts and critically synthesise information from diverse sources the ability to recognise and validate problems; formulate and apply solutions to a range of research problems and evaluate progress, impact and outcomes of research the ability to recognise and validate problems the ability to record, manage and handle information/data using appropriate bibliographic software and other information technologies Rate your skills in these areas (plus any others that you think are important): (Scores: 1 = relatively unskilled 2 = somewhat skilled 3 = fairly well skilled 4 = highly skilled) EarlyMidLateSubject specific skillsKnowledge of the published research in research area or projectResearch methodology and techniquesIndependent thinking about your researchUse of research literatureProblem solving Critical evaluation of your workCritical evaluation of the work of othersRecording and reflecting on your progressOther:Other:Other: Knowledge and intellectual abilities: Comments on Early Phase Skills Audit Comments on evidence for scores: Explain here why you have given yourself the scores overleaf in terms of your previous experience and training Training Plan: List here how you hope to meet the training needs identified overleaf. e.g. modules/workshops that you might attend from the Doctoral School Training and Development Programme; conferences that you might attend etc. Relevant courses and other activities undertaken (also record attendance on the form at the back): Remember to think of training in its broadest sense, not just attendance at formal events Comments on your progress at the end of Early Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Mid Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Domain B: Personal effectiveness This domain contains the personal qualities, career and self-management skills required to take ownership for and engage in professional development. The Researcher Development Statement says that a PhD student should be: pro-active, independent, self-reliant and take responsibility for self and others self-reflective; seek ways to improve performance and strive for research excellence able to show integrity and approach research with enthusiasm, passion and confidence able to show a strategic approach to research, is resilient, and perseveres in the face of obstacles able to demonstrate flexibility and responsiveness to change and should anticipate and respond to directions and trends in research able to deliver research projects and results on time and effectively and is flexible and responsive to change able to develop awareness of, and help to achieve, work-life balance for self and colleagues Aware of career and employment opportunities inside and outside academia Willing to take ownership of and manage professional development Able to show commitment to continuing professional development and enhancing employability Constantly maintaining and developing the relevant skills set and experience in preparation for a wide range of opportunities within and outside academia Able to actively network for professional and career purposes and seek to enhance research reputation and esteem Rate your skills in these areas (plus any others that you think are important): (Scores: 1 = relatively unskilled 2 = somewhat skilled 3 = fairly well skilled 4 = highly skilled) EarlyMidLateWillingness to learn, acquire knowledgeCreative thinkingFlexibilitySelf-awareness and ability to identify training needsSelf-discipline and motivationInitiative and independenceAbility to recognise boundaries and draw upon / use sources of support appropriatelyRecognise and be able to describe transferable skills gained from the research degreeAppreciate the range of career opportunities available to you, inside and outside academiaShowing commitment to training needs and to professional / lifelong learningPresent skills and abilities effectively in an interviewPresent skills and abilities effectively in a CVOther: Personal Effectiveness: Comments on Early Phase Skills Audit Comments on evidence for scores: Explain here why you have given yourself the scores overleaf in terms of your previous experience and training Training Plan: List here how you hope to meet the training needs identified overleaf. e.g. modules/workshops that you might attend from the Doctoral School Training and Development Programme; conferences that you might attend etc. Relevant courses and other activities undertaken (also record attendance on the form at the back): Remember to think of training in its broadest sense, not just attendance at formal events Comments on your progress at the end of Early Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Mid Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Domain C: Research governance and organisation This domain relates to the knowledge of the standards, requirements and professional conduct that are needed for the effective management of research. The Researcher Development Statement says that a PhD student: Respects, acknowledges and attributes the contribution of others and is aware of the health and safety issues, confidentiality and ethical requirements of his/her research field Should be aware of the legal requirements and regulations relating to the area of research and the research environment Understands the principles of intellectual property rights (IPR) and copyright issues, as they relate to research, its commercialisation and dissemination Understands the organisational and professional requirements and environmental impact of research and the concept of corporate social responsibility Should seek ways of working in a sustainable manner and uses institutional/organisational resources responsibly and appropriately Should respect, uphold and meet professional standards and requirements Should apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities Should effectively assess and manage risks and evaluate the effectiveness of research projects Understand the mechanisms for funding, the range of funding sources and the processes for making applications Responsibly manages finances, resources and infrastructures related to research Rate your skills in these areas (plus any others that you think are important): (Scores: 1 = relatively unskilled 2 = somewhat skilled 3 = fairly well skilled 4 = highly skilled) EarlyMidLateUnderstands the organisational and professional requirements and environmental impact of research Recognition of ethical/legal issues relating to your work (if appropriate)Understanding of data protection and confidentiality issues (if appropriate)Understanding of IPR and copyright issuesUnderstanding of relevant health and safety issuesAppreciate standards of good research practiceUnderstanding the processes for funding and evaluation of researchUnderstanding the process of academic or commercial exploitation of research results and the concept of corporate social responsibilityAwareness of relevant University systems and proceduresProject Management Skills & Goal settingOther:Other:Other: Research governance and organisation: Comments on Early Phase Skills Audit Comments on evidence for scores: Explain here why you have given yourself the scores overleaf in terms of your previous experience and training Training Plan: List here how you hope to meet the training needs identified overleaf. e.g. modules/workshops that you might attend from the Doctoral School Training and Development Programme; conferences that you might attend etc. Relevant courses and other activities undertaken (also record attendance on the form at the back): Remember to think of training in its broadest sense, not just attendance at formal events Comments on your progress at the end of Early Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Mid Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Domain D: Engagement, influence and impact This domain relates to the knowledge, understanding and skills needed to engage with, influence and impact on the academic, social, cultural, economic and broader context. The Researcher Development Statement says that a PhD student: Should actively work in an inclusive, respectful and constructive way with colleagues, stakeholders and research users. Should actively build relationships in academic and commercial contexts; and is approachable and interacts constructively with others and works pro-actively to create and develop knowledge with a range of stakeholders, including researchers, funders and users of research. Supervises mentors and develops the potential of less experienced researchers and colleagues through support and advice. Is capable of appropriate communication and dissemination mechanisms for different audiences and lead, motivates and influences where appropriate; persuades through listening and convincing discussion. Actively engages in publication and dissemination of research results and impacts and communicates effectively in both written and oral modes with a range of audiences formally and informally through a variety of different techniques and media. Values the contribution of research to teaching and teaching to research by engaging with and sharing research through research-informed and student-focused teaching. Contributes to increasing public awareness, engagement and understanding of research and associated impacts. Works collaboratively with all stakeholders to create, develop and exchange research knowledge to influence and benefit policy development, society and the economy. Recognises the importance of accountability of research with regard to social and economic impacts, internationalisation and global citizenship Rate your skills in these areas (plus any others that you think are important): (Scores: 1 = relatively unskilled 2 = somewhat skilled 3 = fairly well skilled 4 = highly skilled) EarlyMidLateWriting clearly for a variety of purposes and audiencesSpeaking clearly for a variety of audiencesEngage in debate about outcomes of your own research and that of othersTeaching skillsContributes to public understanding of your fieldNetworks with researchers and non-researchers inside the universityNetworks with researchers and non-researchers outside the universityRecognises the impact of your own behaviour on othersListens, discusses and negotiatesGives and receives feedbackOther: Engagement, influence and impact: Comments on Early Phase Skills Audit Comments on evidence for scores: Explain here why you have given yourself the scores overleaf in terms of your previous experience and training Training Plan: List here how you hope to meet the training needs identified overleaf. e.g. modules/workshops that you might attend from the Doctoral School Training and Development Programme; conferences that you might attend etc. Relevant courses and other activities undertaken (also record attendance on the form at the back): Remember to think of training in its broadest sense, not just attendance at formal events Comments on your progress at the end of Early Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Mid Phase: Are there still areas that you wish to develop? 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