ࡱ> + ybjbjPP 42Dh2Dh0p,^ ^ @@@TTT8t|TWN|" 8 8 U">"" @WBWBWBWBWBWBW$[]fW@"3""U"""fW8 {W+++"j88 ^@ @W+"@W++R0(xT Pv2#n4S$,WW0WXS a^%a^HxTxTa^@\U""+"""""fWfW("""W""""a^"""""""""^ X :    Personal Development Plan for Postgraduate Researchers Introduction Established in 1884, 鶹ý combines traditional academic excellence with cutting-edge research and equipment, and ranks in the top 40 in the UK for research*(*excluding specialist institutions and single-submission universities). 鶹ýs research has a major impact around the world according to the latest assessment of research quality, the HYPERLINK "/research/REF2014" Research Excellence Framework(REF) 2014. The REF recognised that more than three-quarters of Bangors research is either world-leading or internationally excellent, ahead of the average for UK universities. Over half of Bangors academic Schools have been ranked in the UK top 20 for quality of research. Personal Development Planning Personal Development Planning 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. The primary purpose of a PDP (Personal Development Plan) is to help you to: Develop in a wider variety of ways and a wider range of contexts. Recognise and be able to list evidence for your own learning and therefore the progress you are making. Draw upon and use your expanded personal knowledge to achieve particular goals. Review, plan and take responsibility for your own development. By working through this PDP, you should be able to: Identify your training/learning needs Work out how to address those needs Construct an evidence-based record to demonstrate your acquired skills and competencies to potential employers. The stages of your research As a guide, it may be helpful to break down your PhD research programme into Early, Mid and Late phases as outlined below. You may wish to adjust the example to fit your own research programme. Stage in researchTo accomplishPart-time studentsFull-time students Early PhaseIdentify training needs and specific training to be undertaken By 10-12 months By 4-6 monthsAppreciate basic requirements of a research degree programmeSubject-specific knowledge / skillsBegin to understand how to carry out and manage researchOther personal transferable skills Mid PhaseStrengthen understanding of your research field and how your research fits in By 3 3.5 years By 18-24 monthsResearch reporting / writingOther personal transferable skillsPreparing for post-research activities / careersOther transferable skills Late PhaseNetworking and other transferable skillsBy CompletionBy completionSubmit thesis and viva examination The postgraduate research experience mainly operates across two strands: Getting your Research Degree, which includes the processes necessary for successful completion of your thesis and Beyond the Research Degree, which focuses on building up your transferable skills and employability both within and outside academia. Getting Your Research Degreemainly comprises of developing a research plan and managing supervisory relationships (typically undertaken at the Early Phase), maintaining momentum (often a problem at the Mid Phase) and the Viva (always undertaken at the end of the Late Phase). The second strand,Beyond Your Research Degree encourages you to raise your research profile, enhancing your personal and professional development and is expected to be undertaken at all stages of the research programme. The HYPERLINK "/ds/"Doctoral School provides guidance and information regarding this. Developing Transferable Skills In addition to your research project, postgraduateresearch includes a range of activities designed to develop your academic, research and professional skills. These activities although time-consuming, are essential both to your development as a researcher and to enhancing your employability. The early phase of your PhD is the time at which you should begin to both familiarise yourself with and engage in such activities. The Training & Development Opportunities offered by the Doctoral School aim to both improve your professional skills as a researcher and to enhance your employability. The workshops are based on the requirements of the Researcher Development Statement and Researcher Development Framework, a comprehensive approach to enhancing the personal, professional and career development of researchers. The key to success as a researcher is to take charge of your personal and professional development.The first step is self-evaluation: gaining personal insight into your motivations, strengths, weaknesses and aspirations. This will provide you with the basic information you need to identify the career path most suited to you. For helpful pointers on how to begin the process of self-evaluation, visit the Vitae  HYPERLINK "https://www.vitae.ac.uk/researcher-careers/career-management-for-researchers" \o "https://www.vitae.ac.uk/researcher-careers/career-management-for-researchers" \t "_blank" Where Are You Now? website, which also offers tips on carrying out a personal and career audit. Considering your potential career options at an early stage is important to help you make the best use of the time and opportunities available during your research degree. You can find information on destinations of doctoral graduates by discipline in theHYPERLINK "https://www.vitae.ac.uk/vitae-publications/reports/what-do-researchers-do-wdrd-3-years-on-soft-copy-vitae.pdf/view" \o "https://www.vitae.ac.uk/vitae-publications/reports/what-do-researchers-do-wdrd-3-years-on-soft-copy-vitae.pdf/view" \t "_blank"Vitae What do researchers do?report (please log in to the Vitae site for this report). Based on your self-reflection, use the Postgraduate Development Plannerto identify relevant opportunities which will help you to develop the skills you need to enhance your personal and professional development. When you have completed this PDP, you should discuss it with your supervisor and /or supervisory committee and, together, select opportunities that will meet your development needs and are suitable for your stage of research. You will find details of workshops available as part of the Doctoral School Training and Development Programme. Other Discipline specific workshops will be offered within your own school/college. You should aim to keep this document up-to-date and make sure it is available for review by your supervisor and/or supervisory committee. Identifying your training needs On the following pages, you will find templates that will help you to audit your current skill levels in a variety of areas, identify your training needs and work out ways in which these can be met. The skills are considered under the general headings of the Researcher Development Statement. The RDS is structured in four domains encompassing the knowledge, intellectual abilities, techniques and professional standards to do research, as well as the personal qualities, knowledge and skills to work with others and ensure the wider impact of research. Within each of the domains are three sub-domains and associated descriptors, which describe different aspects of being a researcher.  Templates are provided here for all the three Phases of your PhD. You can find downloadable version on the HYPERLINK "https://bangor.ac.uk/ds/staff-supervisors/key-documents"Doctoral School website . 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? Knowledge and intellectual abilities: Comments on Mid 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 Mid Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Late Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Knowledge and intellectual abilities: Comments on Late 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 Late Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for going forward: 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? Personal Effectiveness: Comments on Mid 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 Mid Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Late Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Personal Effectiveness: Comments on Late 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 Late Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for going forward: 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? Research governance and organisation: Comments on Mid 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 Mid Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Late Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Research governance and organisation: Comments on Late 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 Late Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for going forward: 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? If so, how do you plan to do this? Engagement, influence and impact: Comments on Mid 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 Mid Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for Late Phase: Are there still areas that you wish to develop? If so, how do you plan to do this? Engagement, influence and impact: Comments on Late 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 Late Phase: Comment here on how well you think you have addressed the training needs identified above so far. Plans for going forward: Are there still areas that you wish to develop? If so, how do you plan to do this? Record of Attendance at courses, seminars, research colloquia and symposia, conferences, training sessions, etc. Date(s)EventComment Reflect briefly on what you think you learnt from attending the event and how you think it has influenced your personal development          Contacts Professor Andrew Hiscock Dean of Postgraduate Research  HYPERLINK "/doctoral-school/penny-dowdney.php.en" Penny Dowdney Doctoral School Manager Phone: 01248 382266 Email:  HYPERLINK "mailto:p.j.dowdney@bangor.ac.uk" p.j.dowdney@bangor.ac.uk  HYPERLINK "/doctoral-school/aashu-jayadeep.php.en" Aashu Jayadeep Doctoral School Administrator Phone: 01248 382357 Email:  HYPERLINK "mailto:a.jayadeep@bangor.ac.uk" a.jayadeep@bangor.ac.uk       PAGE \* MERGEFORMAT 23 Doctoral School 鶹ý, Bangor, Gwynedd, LL57 2DG  HYPERLINK "http://www.bangor.ac.uk/ds/" www.bangor.ac.uk/ds/ Email: HYPERLINK "mailto:pgr@bangor.ac.uk" pgr@bangor.ac.uk  HYPERLINK "https://twitter.com/prifysgolbangor"  INCLUDEPICTURE "cid:image001.png@01D209EE.465D6D00" \* MERGEFORMAT   HYPERLINK "https://twitter.com/PhD_BangorUni" @BangorUni_PGR      2GIJKL~kUU*h: h'J5CJHOJPJQJ\^JaJH$h]5CJHOJPJQJ\^JaJH$h[!5CJHOJPJQJ\^JaJH$hbf5CJHOJPJQJ\^JaJHhbLh'JOJPJQJ^Jhh'J5CJ \aJ jؗh'hUmHnHuh'JmHnHu jh'hUmHnHuhmHnHuh'J5CJ \aJ      KLMNOijwgdy}gd'J$a$gd$a$gdtLMNOhijvwx" g ÷iOOO36h=\Uht0JB*OJQJ^JfHphq 2h=\UhtB*OJQJ^JfHphq 4htB*CJOJQJ^JaJfHphq "h +'ht5CJ,OJQJ\aJ,"h +'hq5CJ,OJQJ\aJ,h5CJ,OJQJ\aJ,hp$OJPJQJ^Jh'JOJPJQJ^JhbLh'JOJPJQJ^JhbLhmWOJPJQJ^J$h'J5CJHOJPJQJ\^JaJH wxj S T s Z [ R >b $ & Fa$gd] $h^ha$gd] $ & Fa$gd]$a$gd]gdy}$a$gd$a$gdqgd'Jg h i j  = > ? 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