Dr Keith E. Fildes 7 July 2014

Getting the Most Out of the Researcher Development

Framework

Getting the Most Out of the RDF

Employability - need transferable skills whether preparing to go into

academia or industry

Competition with PGRs at other institutions - Doctoral Training

Centre 'balanced skills portfolio' model

Regulator and research funders' expectations

o QAA Indicator 14: "Research students have appropriate opportunities for developing research,

personal and professional skills. Each research student's development needs are identified and

agreed jointly by the student and appropriate staff at the start of the degree; these are regularly

reviewed and updated as appropriate"

o Roberts' Review: "Minimum standards should include the provision of at least two weeks of

dedicated training a year, principally in transferable skills"

Mantra now that: PhD = thesis + PPD (personal and professional

development)

Why Doctoral Skills Training?

Getting the Most Out of the RDF

In 2001 the UK Government was concerned about deficiencies in

the transferable skills of doctoral students and how this was

effecting the country's competitiveness (Roberts - Set For Success)

Employers don't generally think there is a skills gap, more that

doctoral students lack 'roundedness'. Encourage focus more on the

application of research and business awareness, to realise the

transferable potential of research skills

A lot of work in the last 13 years to remedy these concerns. Major

expansion in doctoral training provision to created 'balanced skills

portfolio' researchers

An individually-tailored needs-based training plan and

recommended two weeks of transferable skills training per year

Drive for 'Rounded' Researchers

Getting the Most Out of the RDF

Development needs analysis should be undertaken alongside a framework

- UK universities use Vitae's Researcher Development Framework (RDF)

Competency frameworks outline the behaviours and technical attributes

that individuals must have, or must acquire, to perform effectively at work -

the personal attributes required of the individual

Demonstrable performance outputs, as well as behaviour inputs - to a set of

minimum standards required for effective performance and a blueprint for

excellent performance within an organisation or sector

Examples o Learning and Teaching: www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011_English.pdf

o Civil Service: www.civilservice.gov.uk/wp-content/uploads/2011/05/Civil-Service-Competency-Framework-

Jan2013.pdf

o Civil Engineering: www.ice.org.uk/getattachment/07eb31e4-260b-4d43-95bd-5bb0cd5228a8/ICE-Competency-

Framework.aspx

o NHS Clinicians: www.leadershipacademy.nhs.uk/wp-content/uploads/2012/11/NHSLeadership-Leadership-

Framework-Clinical-Leadership-Competency-Framework-CLCF.pdf

Competency Frameworks

Getting the Most Out of the RDF

The RDF

http://shardprogramme.files.wordpress.com/2013/09/

rdf.pdf

4 'Domains'

12 'Sub-Domains'

63 'Descriptors'

3-5 'Phases' under each

Getting the Most Out of the RDF

Part of the professionalisation of research

A framework that sets out the knowledge, behaviours and attributes

of effective and highly skilled researchers

It is for any organisation that provide personal, professional and

career development for researchers - underpins researcher

development at both Sheffield Hallam and Leeds Beckett

The key reference for the development of postgraduate researchers’

skills and attributes

Its four domains encompass what researchers need to be effective

in their approach to research, when working with others and in

contributing to the wider society and environment

What is the RDF?

Getting the Most Out of the RDF

This domain relates to the knowledge and intellectual abilities

needed to be able to carry out excellent research

Subject knowledge

Research methods: theoretical knowledge

Research methods: practical application

Information seeking

Information literacy and management

Languages

Academic literacy and numeracy

Analysing

Synthesising

Critical thinking

Evaluating

Problem solving

Inquiring mind

Intellectual insight

Innovation

Argument construction

Intellectual risk

Domain A

Getting the Most Out of the RDF

This domain contains the personal qualities, career, and self

management skills required to take ownership for and engage in

professional development

Enthusiasm

Perseverance

Integrity

Self-confidence

Self-reflection

Responsibility

Preparation and prioritisation

Commitment to research

Time management

Responsiveness to change

Work-life balance

Career management

Continuing professional development

Responsiveness to opportunities

Networking

Reputation and esteem

Domain B

Getting the Most Out of the RDF

This domain relates to the knowledge of the standards,

requirements, and professional conduct that are needed for the

effective management of research

Health and safety

Ethics, principles and sustainability

Legal requirements

IPR and copyright

Respect and confidentiality

Attribution and co-authorship

Appropriate practice

Research strategy

Project planning and delivery

Risk management

Income and funding generation

Financial management

Infrastructure and resources

Domain C

Getting the Most Out of the RDF

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

Collegiality

Team working

People management

Supervision

Mentoring

Influence and leadership

Collaboration

Equality and diversity

Communication methods

Communication media

Publication

Teaching

Public engagement

Enterprise

Policy

Society and culture

Global citizenship

Domain D

Getting the Most Out of the RDF

A framework like this is about articulating skills and providing a

(common) language for understanding and communicating

capabilities

Enables identification of areas of strength and those in need of

development

Reflect on achievements to date and plan future career - awareness

of career trajectory and making informed career choices

Skills for successfully completing programme and for career beyond

The RDF Helps Researchers

Getting the Most Out of the RDF

Skills Audit

Getting the Most Out of the RDF

Audit Report

RDF Planner or old Excel version: www.york.ac.uk/admin/hr/researcher-

development/students/docs/Vitae-RDF-Professional-Development-

Planner.xls

Getting the Most Out of the RDF

Strengths and Weaknesses

Getting the Most Out of the RDF

How Rounded Are You?

Getting the Most Out of the RDF

Use your development needs analysis to produce a personal

development plan

Development Planning

Getting the Most Out of the RDF

Access appropriate development - delivered courses, online

courses and resources

Leeds Beckett - Research Staff and Student Development

Programme

https://researchonline.leedsmet.ac.uk/main/login.htm

Sheffield Hallam - Sheffield Hallam Researcher Development

(SHaRD Programme) + faculty provision

http://shardprogramme.wordpress.com/

Addressing Gaps - 1) Training

Getting the Most Out of the RDF

Expand your role and networks. Broaden horizons - new ideas

opportunities and contacts

Teaching

Work placements

Conference presentations

Publications

Reps/committees

Mentoring

Integrate into and contribute to wider professional communities

beyond your department/centre - scholarly, faculty, University and

external

Addressing Gaps - 2) Experiences

Getting the Most Out of the RDF

Accrue an evidence base - helps employability as able to

demonstrate externally what have been doing in a range of areas

Practical exercises/session takeaways, certificates, reflective logs

etc.

RDF Planner is an online system for DNA, PDP, accessing

development and then recording CPD (ePortfolio) - SHU has

institutional subscription

Alternatives - plenty of other ePortfolios or a pPortfolio

Recording Evidence

Getting the Most Out of the RDF

www.rdfplanner.net

http://vimeo.com/53575801

RDF Planner

Getting the Most Out of the RDF

RDF Planner

Getting the Most Out of the RDF

Looking at PPD through a lens can help you strengthen a specific

part of your academic profile or prepare for transition into a

particular new area of work

Can focus on a particular area of expertise you wish to develop

Recognise how your knowledge, behaviours and attributes can be

used in a variety of different contexts and how they are recognised

elsewhere, e.g. by professional bodies

Provide evidence of the transferability of your skills for building a

CV, or in job applications and interviews

Lenses

Getting the Most Out of the RDF

Employability

Engineering

Enterprise

Getting Started in Research

Information Literacy

Intrapreneurship

Leadership

Public engagement

Teaching

Researcher mobility lens

www.vitae.ac.uk/researchers-professional-development/about-the-

vitae-researcher-development-framework/lenses-on-the-vitae-

researcher-development-framework

Lenses Available

Getting the Most Out of the RDF

Employability

Engineering

Enterprise

Getting Started in Research

Information Literacy

Intrapreneurship

Leadership

Public engagement

Teaching

Researcher mobility lens

A Lens

Getting the Most Out of the RDF

Stage 1 - identification of career trajectory and development needs

analysis

Stage 2 - personal development plan

Stage 3 - access development

Stage 4 - record development

Stage 5 - reflect and review of career trajectory and development

needs

All done with supervisor (or member of

supervisory team with responsibility for PPD)

The Doctoral Skills Training Cycle

Getting the Most Out of the RDF

Where PPD Fits

Getting the Most Out of the RDF

Attempt the RDF in bite-sized portions - focus on a few areas first

(63 in total, so c.8 per week for 8 weeks)

Suggested areas to begin with (from the Getting Started in

Research lens):

o A1 - Subject knowledge; Information seeking

o A2 - Critical thinking; Problem solving

o A3 - Inquiring mind

o B1 - Perseverance; Self-reflection

o B2 - Preparation and prioritisation; Time management

o B3 - Career management

o C2 - Project planning and delivery

o D2 - Communication methods

Getting Started

Getting the Most Out of the RDF

Analysis of research into the employment situations of doctoral, masters

and first degree graduates suggests those with a doctoral qualification are

more "recession proof" than those with other qualifications

Despite the economic recession, doctoral graduates are highly employable

and most achieve early career satisfaction in their chosen pathway

3.5 years after graduation:

• Unemployment very low at around 2% (nationally 8%)

• Doctoral graduates enjoy a salary premium relative to masters and good

first degree graduates

• The great majority believed that their doctoral

experience helped them to be innovative in the

workplace

The Outcome of All This

Getting the Most Out of the RDF

Hope this has shown you:

• Why transferable skills training, alongside your thesis, is essential for

developing your career

• The steps you need to take to engage with and benefit fully from PPD

• The practical tools like the RDF and RDF

Planner that exist to assist you

k.fildes@shu.ac.uk

@SHaRD_Programme

Summary