Guidelines for Career Planning for Research Staff - Devising Professional Development Plans

Transcription

1 Guidelines for Career Planning for Research Staff - Devising Professional Development Plans This document outlines the key elements of the UCC system for professional development planning for research staff. Table 1 below summarises key timelines, actions and responsibilities in this process for Year 1 of a research contract. Table 1: Stages in the Researcher Personal and Professional Development Planning Process in Year 1 after appointment on a research contract Month Action Responsibility 1-2 Induction Training /HR University and Departmental Induction Training 1-2 Researcher Preparation Postdoc Conduct self-assessment of training and development needs. Identify goals and objectives. Explore opportunities for development. Prepare Professional Development Plan (PDP) and forward to the PI for review. 1-2 PI Preparation Review researcher s PDP. Arrange first meeting with researcher to discuss and agree the PDP, normally for 1 year in first instance or for duration of contract if shorter. Written record of PDP agreed. 3-6 Planning and Implementation phase PI and researcher meet to discuss performance and progress and to highlight any difficulties. Researcher implements development plan. 6-9 Review and Feedback phase PI and researcher meet again to review progress. Researcher continues with the original or amended plan Final Meeting Final meeting between the researcher and the PI to review progress, give feedback and record any closing comments. 1 P a g e

2 Stage 1 Researcher Preparation Self-Assessment The researcher should conduct a self-assessment against their job description and intended career path to identify their training and development needs, as follows. Clarifying Development Goals and Objectives Development needs will differ depending on a researcher s previous experience, requirements of their current research position, and future career aspirations. Consequently, identified training needs will be influenced by the same factors. It is critical that PIs recognise that all of the above are valid factors to consider in development of a PDP for an individual researcher. When assessing training needs, a researcher needs to keep a balance between The skills they need for their current research responsibilities Their career aspirations Undertaking a Training Needs Analysis The recognised best practice for identifying training needs is the use of Training Needs Analysis (TNA) to ascertain the existing skills and future training requirements of the researcher, taking account of their previous experience. To perform a TNA, a researcher should: Identify what knowledge, skills, and/or understanding they need to acquire, in order to perform their functions for the role they currently hold. Measure what knowledge, skills, and/or understanding they currently possess. Compare the findings and identify resulting gaps. It is recommended that the researcher commits to up to 2-3 specific development goals over a 12 month period, (see Appendix 1 Research Skills Development Categories and Training Paths). 2 P a g e

3 The following questions may be useful for a researcher in conducting a TNA. Own view Where you are now ABILITIES Where have you been most successful? What skills have contributed to that success? Where have you been least successful? What additional skills would have been helpful for you? In what areas are you most likely to offer expertise to others? Based on feedback and your own perceptions how do measure up against the job description or research skills development categories? Where you want to go GOALS What are your most important goals, values and interests? What do you want to do that you are not doing now? In what ways do you want to contribute in your current role and in your future career path? What do you hope to accomplish? What gives you the greatest sense of satisfaction and reward? Where do you want to focus your attention based on your career direction? Others views PERCEPTIONS Based on feedback from others, how do you think others see you? What do others say concerning your strengths and development needs? What is your reputation with different groups in this and/or previous institutions? What feedback have you received that you disagree with? STANDARDS What are the criteria for success in your current position? What expectations are placed on you by your PI, colleagues and others? What will others value most from you? As a result of such analysis, a researcher should now have a clearer picture of the skills or knowledge they will need to acquire, update or improve. 3 P a g e

4 Identification of Development Options The following are examples of development options available for researchers in UCC which may be utilised as means of addressing identified skills gaps. Acquisition of skills through day-to-day research activities in UCC or elsewhere Attending training events and development workshops Attending talks, workshops, conferences Presenting to peers Networking both internally and externally Getting involved in or leading a new/different aspect of the research project Gathering regular feedback from peers, PI and others One-to-one Mentoring Completion of Draft PDP Once the researcher has completed their draft PDP, they forward a copy to their PI. The document for recording the proposed development needs and goals is a Professional Development Plan (PDP), for which UCC has its own template. This is documented in Appendix 2 and will be available shortly within an E-Portfolio. Once the outcome from the TNA is recorded in the form of a draft PDP, it must be forwarded to the PI for review and discussion. Stage 2 PI Preparation The PI will receive and review the draft PDP and then organise a specific meeting with the researcher to finalise the PDP; this should occur within two months from the date of appointment. See Appendix 2 for suggested structure to conduct this meeting. It is the PI s responsibility to schedule this meeting with the researcher. The objective of this meeting is to finalise the PDP and to ensure that both parties are committed to implementing it. The meeting is also an opportunity to discuss and assess any obstacles which might prevent implementation of the plan. The draft PDP will have identified the intended route through which development needs can be met and will have identified appropriate timelines. Once, finalised, the responsibility for implementing the plan remains with the researcher, and the role of the PI is to support the researcher, facilitate the researcher in terms of the time required for their professional development, and to give on-going advise on the PDP in terms of specific needs (e.g., related to the specific project-related skill needs). The template for the PDP enables the researcher to record achievement of development goals. This document needs to be kept up-to-date to enable review and feedback on an ongoing basis. 4 P a g e

5 Stage 3 Review & Feedback Evaluation and review is a key stage in the development cycle because it enables both the researcher and the PI to track progress. Review meetings with the PI will also inform the next stage of development, as goals may have altered and new development needs may have emerged that may constitute an agenda item on regular meetings between PI and researcher to discuss the ongoing research. It is recommended that the researcher and PI review progress, normally six, nine and twelve months after appointment and thereafter on an annual basis where appropriate. Assuming probation has been confirmed and the contract is longer than twelve months, a revised PDP needs to be agreed based on a review meeting between researcher and PI at the end of this first year. The areas for focus agreed as part of this review meeting will form the basis of the PDP for the second year of the contract. The following assumes probation is confirmed Month Action Responsibility PI and Postdoc discuss and agree career goals and objectives, update performance development plan (PDP) for year ahead and identify opportunities for further training and development. Post-doc undertakes training and development identified and updates training record. Post doc 24 PI and Postdoc review training undertaken to-date. Modification of PDP and identification of additional training needs and career options for the year ahead Postdoc undertakes training and development identified and updates record of Postdoc training. 36 Postdoc contract and training period completed, portfolio of training and development in the University completed. Compete for Senior Post-doctoral position. Postdoc Final Review with PI The final review meeting with the PI will happen towards the end of the researcher s contract. This is an opportunity for both to reflect on progress during the contract. The format of this review will be an open discussion between the researcher and their PI with the objective of reflecting upon their time in the research position. It is also the time to discuss or explore further options for the future. The PI and researcher will discuss where progress has been made and which areas might still be useful to develop further, dependent on the chosen career path. The PI will also take the opportunity to give feedback from their perspective based on all aspects of the researchers work. 5 P a g e

6 Appendix 1: Research Skills Development Categories and Training Paths Category Research Skills Sub-categories Formal development route Informal development route 1. Professional Research Skills Presentation Skills Workshop entitled Effective Presentation Skills. Speak confidently workshops coordinated by Reflection on feedback and experience of making presentations, especially at international conferences. Counselling and Development Unit. Ethics and good research conduct. Online Epigeum Module on Ethics in Research (due to be available mid-2012). Participation in preparation of an ethical approval form for a research project. Statistical Analysis. Statistical techniques courses 1. Project Management Tools. Workshop on project management 2. Samples of application of modern project management tools (e.g., GANNT charts) in own research. Health and Safety Training University Health and Safety Training Courses coordinated by Health and Safety Training Unit. Lab Management On the job training as part of the Post-doctoral training and development. Technical Skills/Discipline related skills On the job training as part of the Post-doctoral training and development Writing, Editing and Publishing -Introduction to and Advanced Academic Writing Editorship Workshop entitled Research Process and Effective Communication-from Grant Proposal to Research Publication. Workshop on academic writing and publishing 3 (Introduction and Advanced). Mentoring postgraduate students in developing writing skills (e.g., organisation of PhD student journal clubs or writing circles). Publication of own research Experience as editor (or other management role) in a UCC postgraduate student journal. Experience acting as a reviewer for international journals. 1 A postgraduate module is to be introduced 2011/12, which may be adaptable, or other on-line alternatives may be investigated 2 To be developed, may build on recent developments in this area for PhD students 3 May be adapted from module PG6001 (STEPS) for science researchers or build on developments in the Graduate Schools of the College of ACSSS 4 For each of these areas, formal taught courses could be offered. Most of these are probably more pertinent to Senior Post-Docs or could be offered as introductory and advanced programmes to the respective groups of researchers 6 P a g e

7 Category Research Skills Sub-categories Formal development route Informal development route Professional Research Attendance at workshops coordinated through Skills (continued) Office of VP for Research and Innovation. Grantmanship and Financial Management. -Applying for research grants -Financial grant management Evidence of applying for research funding either as part of a team or by securing independent research funding. 2. Personal Effectiveness and Career Development4 3. Teaching and Learning Time& Priority management. Career planning. Personal effectiveness. Mentoring. Managing a team. Resolving difficulties. Negotiation skills. Conducting effective meetings. Dealing with the media. Effective Lecturing Attendance at workshops co-ordinated through Department of Human Resources and the Careers Service. Attendance at workshop Teaching and Learning Skills (5 x 2 hour sessions in 2012 ). Recorded lecture or tutorial hours on recognised UCC module. Reflection on career development activities. Applications for posts and reflection on outcomes Informal feedback and reflection on teaching of groups or research students. 4. Innovation, Commercial & Industry Skills Technology and Patenting Industry led workshops Introduction to and advanced IPR & Copyright Networking Attendance at workshops coordinated by Technology Transfer Sessions organised by Careers Services Workshop to be developed by HR 7 P a g e

8 Appendix 2: Structuring the PDP Discussion The Grow Model GOAL Discussion based on Researchers pre-submitted PDP proposal Ask yourself What does the Researcher want to achieve? What are the gaps, if any, in performance? REALITY Invite Researcher self-evaluation and brainstorm the situation. Also challenging Researcher assumptions can be very useful as many people underrate their abilities. Provide appropriate feedback as necessary. Consider What is the situation/what needs to be improved? What factors are relevant? What is the gap between where the Researcher is now and where they need to be in this role and in their longer term career What have you done about their development needs so far? OPTIONS Cover the range of options and explore the Researcher s suggestions to encourage ownership of the development options if necessary. Assist the Researcher to make choices and decisions about their development. Can you think of a way of doing this differently? What other options are there? Can you help the situations? WRAP UP: Identify and agree to the action(s) to be undertaken and identify possible obstacles, agree on timing/deadlines and aim to motivate and commit the Researcher to action. Consider What is the action to be taken? What support will they need? What development will they need? How can you help? How will you evaluate progress? 8 P a g e