Smart Guideto Roberts

Skills Training

This booklet has been produced bythe Learning and Teaching Unit (LTU)to provide staff and students withinformation on the Robert SkillsTraining programme available to PhDstudents through the LTU.

2 Smart Guide to Roberts Skills Training

What is this booklet about?

Contents

page 4 – Joint Statement Of Skills TrainingRequirements (JSS)

page 6 – Case studies from the trainingprogramme: Sustaining Your Motivation;Presentation Skills

page 7 – Case studies from the trainingprogramme: Poster Presentation

page 8 – Case studies from the trainingprogramme: Surviving the Viva; theProgramme

page 9 – Courses for PhD studentsmapped against the JSS

page 10 – Snapshots of the Roberts SkillsTraining Programme

page 12 – Useful resources and contactdetails

The UK research councils have published a set of skills (the Joint Skills Statement or JSS, 2001)which they expect students to develop over the course of a PhD programme. Some of these skills arequite specific to academic research, whilst others might be described as transferable skills. Moredetail on the JSS is provided later in the booklet (pages 4-5), together with an illustration of how thecourses run by the LTU contribute to their development (page 9).

In 2002 SET for Success, now widely referred to as the Roberts review, was published. This was aninvestigation into the supply of science and engineering skills in the UK and considered entrants at alllevels including PhD graduates. One of its conclusions was that there was a mismatch between theskills sought by employers and those typically possessed by PhD graduates. The Robertsrecommendation that PhD students should spend at least 10 days per year on the development oftransferable skills was endorsed by all of the research councils and by the UK government – whichmade ring-fenced funding available in order to enhance the provision of such training by universities(‘Roberts Funding’).

The Roberts funding is intended to provide training in transferable skills that is additional to thatalready offered by institutions. The University has used its Roberts funding to develop a substantialprogramme of training courses for PhD students, coordinated by a small team of staff in the Learningand Teaching Unit. The University’s Roberts Skills Training Steering Group decided that the centralprogramme should provide 3 days training per year for each first– and second–year PhD student and1½ days per year for third years. It recognised that the balance of the recommended 10 days trainingwas already provided in and through departments.

The programme run by the LTU concentrates on transferable skills, often using themes with whichresearch students can readily identify. Thus, whilst Getting the Most From Your Supervisor isdesigned to have immediate appeal to students, the emphasis of the course is on developingcommunication skills that in fact can be transferred to many other contexts.

The skills training programme is a valuable resource in supporting the broad professionaldevelopment of PhD students, whatever their eventual career direction might be. The programmealso enables students to make contact with their peers from across the University and to developsupport networks. We hope you will support and recommend it.

Smart Guide to Roberts Skills Training

Foreword

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Why should you be interested in transferable skills training? Although many PhDstudents aspire to becoming an academic, the reality is that many make theircareers in other areas of work. PhD students with a broad set of skills andachievements – the “movers and shakers” as one colleague refers to them – arebetter placed to compete effectively for jobs, both in academia and beyond.

IntroductionThis document sets out a joint statement of theskills that doctoral research students funded bythe Research Councils would be expected todevelop during their research training.

These skills may be present on commencement,explicitly taught, or developed during the courseof the research. It is expected that differentmechanisms will be used to support learning asappropriate, including self-direction, supervisorsupport and mentoring, departmental support,workshops, conferences, elective trainingcourses, formally assessed courses andinformal opportunities.

The Research Councils would also want to re-emphasise their belief that training in researchskills and techniques is the key element in thedevelopment of a research student, and thatPhD students are expected to make asubstantial, original contribution to knowledgein their area, normally leading to published work.The development of wider employment-relatedskills should not detract from that coreobjective.

The purpose of this statement is to give acommon view of the skills and experience of atypical research student thereby providinguniversities with a clear and consistentmessage aimed at helping them to ensure thatall research training was of the higheststandard, across all disciplines. It is not theintention of this document to provideassessment criteria for research training.

It is expected that each Council will haveadditional requirements specific to their field of

interest and will continue to have their ownmeasures for the evaluation of research trainingwithin institutions.

A) Research Skills and Techniques - to beable to demonstrate:

1. The ability to recognise and validate problems 2. Original, independent and critical thinking,

and the ability to develop theoreticalconcepts

3. A knowledge of recent advances withinone’s field and in related areas

4. An understanding of relevant researchmethodologies and techniques and theirappropriate application within one’sresearch field

5. The ability to critically analyse and evaluateone’s findings and those of others

6. An ability to summarise, document, reportand reflect on progress

B) Research Environment - to be able to:1. Show a broad understanding of the context,

at the national and international level, inwhich research takes place

2. Demonstrate awareness of issues relating tothe rights of other researchers, of researchsubjects, and of others who may be affectedby the research, e.g. confidentiality, ethicalissues, attribution, copyright, malpractice,ownership of data and the requirements ofthe Data Protection Act

3. Demonstrate appreciation of standards ofgood research practice in their institutionand/or discipline

4. Understand relevant health and safetyissues and demonstrate responsibleworking practices

5. Understand the processes for funding andevaluation of research

4 Smart Guide to Roberts Skills Training

UK Research Councils' Joint Statement Of SkillsTraining Requirements

Smart Guide on Engaging Students 5

6. Justify the principles and experimentaltechniques used in one’s own research

7. Understand the process of academic orcommercial exploitation of research results

C) Research Management - to be able to:1. Apply effective project management through

the setting of research goals, intermediatemilestones and prioritisation of activities

2. Design and execute systems for theacquisition and collation of informationthrough the effective use of appropriateresources and equipment

3. Identify and access appropriatebibliographical resources, archives, andother sources of relevant information

4. Use information technology appropriately fordatabase management, recording andpresenting information

D) Personal Effectiveness - to be able to:1. Demonstrate a willingness and ability to

learn and acquire knowledge 2. Be creative, innovative and original in one’s

approach to research 3. Demonstrate flexibility and open-

mindedness 4. Demonstrate self-awareness and the ability

to identify own training needs 5. Demonstrate self-discipline, motivation, and

thoroughness 6. Recognise boundaries and draw upon/use

sources of support as appropriate 7. Show initiative, work independently and be

self-reliant

E) Communication Skills - to be able to:1. Write clearly and in a style appropriate to

purpose, e.g. progress reports, publisheddocuments, thesis

2. Construct coherent arguments andarticulate ideas clearly to a range ofaudiences, formally and informally through avariety of techniques

3. Constructively defend research outcomes atseminars and viva examination

4. Contribute to promoting the publicunderstanding of one’s research field

5. Effectively support the learning of otherswhen involved in teaching, mentoring ordemonstrating activities

F) Networking and Teamworking - to be able to:

1. Develop and maintain co-operativenetworks and working relationships withsupervisors, colleagues and peers, withinthe institution and the wider researchcommunity

2. Understand one’s behaviours and impact onothers when working in and contributing tothe success of formal and informal teams

3. Listen, give and receive feedback andrespond perceptively to others

G) Career Management - to be able to:1. Appreciate the need for and show

commitment to continued professionaldevelopment

2. Take ownership for and manage one’scareer progression, set realistic andachievable career goals, and identify anddevelop ways to improve employability

4. Demonstrate an insight into the transferablenature of research skills to other workenvironments and the range of careeropportunities within and outside academia

5. Present one’s skills, personal attributes andexperiences through effective CVs,applications and interviews

6 Smart Guide to Roberts Skills Training

Case Studies

Case Study 1: Sustaining YourMotivation“I attended the Sustaining Your Motivationcourse, part of the programme run by theLearning and Teaching Unit, not long after Ibegan my PhD. The course included a talk fromsomeone who had completed his PhD quiterecently. The talk illustrated a number of ways inwhich that student had sustained his motivation.

I was particularly struck by the fact that writingarticles for publication had been such amotivating experience for the speaker. Writingarticles gave him a break from his usual researchactivities and getting things published had beenboth an immediate boost to his motivation and alonger term benefit – by adding to his academicprofile. I realised from the talk that it was possibleto write an article for publication even as early asthe first year of my PhD.

I discussed writing an article with my supervisorthe next time I saw him. It can take a long time foran article to appear in print, so I am glad I raisedthe question then. I wrote my article, whichappeared in a journal one year and one monthafter the Sustaining Your Motivation course.

A further message from this course was to buildvariety into your work as a research student inorder to sustain your motivation. As a result Ihave enrolled on the University’s PostgraduateCertificate in Higher Education Practice andFrontrunners programmes. I am also a member ofthe University’s Dignity & Respect WorkingGroup.

Looking back, I feel that the course I attendedwas very valuable. It alerted me to the possibilityof getting some of my work published. Thevaried things I have become involved with haveadded greatly to my experience and as well assustaining my motivation, they will hopefullyenhance my career prospects too.”

PhD Student, Health and Human Sciences

Case Study 2: Presentation Skills “I am a first year PhD student. This year I haveattended a number of workshops organized bythe Learning and Teaching Unit, but the mostuseful ones, and the ones with skills that I havebeen able to practice right away, have beenPresentation Skills and Advanced PresentationSkills workshops.

I knew from the start that I have a problem withpublic speaking as I have encountered difficultiesrelated to stress management during apresentation before while being a student andlater presenting at conferences in my homecountry. This is why I initially decided to attendthe courses, but later had an even greatermotivation, as I was to present at a conference inCambridge on the 22nd of March this year.

I found the classes to be very useful. Whilebeing able to practice my skills, I received veryvaluable structured feedback from otherparticipants. This helped me realise that what Ihad initially considered to be my problem was inreality not something I should worry about andthat I should concentrate instead on other

Students from a variety of disciplines talk about how the LTU programme hascontributed to their professional development.

aspects of presenting, such as pace and voicelevels. Without the feedback I would have neverrealised the mistakes I had been makingpreviously. The workshop also helped me a lotto be more open in communicating with theaudience and making eye-contact.

My Cambridge presentation went very well andthe whole conference turned out to be one ofthe highlights of the term. I am very grateful toeveryone from the Learning and Teaching Unitfor their dedicated and highly professional workwith the students.”

PhD Student, Literature, Film and TheatreStudies

Case Study 3: PosterPresentation“I took part in a poster competition organised bythe Learning and Teaching Unit. My poster waschosen to go forward to the Regional PosterCompetition which was held in Cambridge.

This was a meaningful experience whichmotivated me as a novice researcher.Approximately 60 PhD students from differentuniversities participated in the competition andexperts in various areas were invited as judgesof the poster presentation.

The first step in making a poster was difficult asit was necessary to consider how to show myresearch on a limited space effectively. I was notonly asked to present the poster orally but alsoto judge other posters as a peer evaluation. Itwas challenging for me to talk about myresearch to people who are not familiar with myresearch topic. I needed to simplify the contents

as much as possible to ensure that theaudience would understand. Although some ofthe audience gave me unexpected questions, Ireceived useful and encouraging comments onmy presentation. I was glad to hear thatmy poster was interesting and easy to follow.

Through this experience I became confident intalking about my research and I think that mypresentation and communication skills wereimproved. Furthermore, I learned how my posterpresentations can be better by evaluating otherposters objectively and critically, which isbeneficial to my future poster presentation.”

PhD Student, Language and Linguistics

Smart Guide to Roberts Skills Training 7

8 Smart Guide to Roberts Skills Training

Case Studies

Case Study 4: Surviving the Viva“In the final year of my PhD, I attended theSurviving the Viva course. The thought of sittingthe Viva was a relatively stressful one, and I waskeen to get as much information as I couldbefore I sat down across from my examiners.The session was exactly what I’d hoped for.

The session was included presentations by aprofessor who had served many times as aninternal and external examiner, and a recent viva‘survivor’. I found this especially useful, as itgave me a direct look at what happens in theviva – arguably one of the most mysteriousaspects of doctoral study!

We also worked in groups to enact mock vivas– one person acting as the examiner, the otherbeing examined. I was surprised at how usefulthis exercise was in streamlining my ideas, evenif my ‘examiner’ had limited familiarity with mysubject – a skill I’ve put to use in countlessacademic and non-academic situations since.The atmosphere was collegial, and it wasinteresting to imagine oneself in both roles. Toassist in the process, we were primed with a listof common viva questions prepared byexaminers. I put these to use after the session inmy preparation for the real thing.

There is nothing that brings quite the samefeeling of confidence as knowing you areprepared. After Surviving the Viva, I felt muchbetter both about how to prepare for the viva,and also about what it was that was expected ofme on the day. I would recommend it – andhave done so – to anyone preparing to defendtheir thesis.”

PhD Student, Art History and Theory

Case Study 5: The Programme“I started attending courses from the Learningand Teaching Unit programme in the first year ofmy PhD. At first I was attracted by the chance toget expert advice and to work with students fromother departments. When I started my PhD, I wasaware that I was skilled in a number of areas,such as practical laboratory skills and academicwriting. I came to realise that to strengthen mycareer position, I needed to add other skills tothese. I began to use the Joint Skills Statementplan the areas that I needed to develop.

One area that I knew I needed to improve onwas presentation skills. I was not a confidentpresenter and I thought that my accent was anobstacle for many listeners. I found the course Iattended on presentation skills was helpful: itgave me hints and tips that I could use tocommunicate effectively with an audience. I laterattended the advanced presentation skillscourse which involved making twopresentations and getting in-depth feedback onthem. It helped a lot by pointing out that I wasgood at a number of aspects of presenting andby identifying areas that I could improve upon. Ithen took any opportunities I could to practisethose areas. I am now in my completion yearand as I have presented now at more than 20conferences, I would say that I am quite aconfident presenter.

Overall I would say that taking part in the LTUprogramme has made me much more confidentand also more optimistic: I have seen how myskills compare with those of other PhD studentsat the University and how I develop further.”

PhD student, Biological Sciences

Smart Guide to Roberts Skills Training

Courses for PhD Students Mapped Against the JSS

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Participants in the latter training can take Module 1 of the University’s Certificate in Higher EducationPractice, which in turn makes them eligible for Associate Status with the Higher Education Academy(UK Professional Standards Framework Standard 1).

A number of the courses are offered at several times during the year, offering flexibility for students. Theprogramme is evaluated each year and suggestions for new courses from students and staff arewelcome. Typical course titles from the PhD training programme include:

The LTU runs approximately 50 courses each year on its programme for PhDstudents. In addition the LTU provides training for PhD students who aregoing to work as Graduate Teaching Assistants (GTAs).

An up-to-date schedule of courses is available on the LTU web pages; www.essex.ac.uk/ltu

Advanced Presentation Skills E2

Applying for a Lectureship G2,G4

Applying for a Postdoctoral Post G4

Assertive Communication E4

Beyond Bullet Points E2

Building an Academic Profile G1,2

Career Planning G2

Communicating & Learning E5

Communicating Your Research E1,E2,E4

Effective Use of Voice E2

FirstSteps C1, D4, D6, F1, F3, G1

Getting the Most from Your Supervisor D6, F3

Getting Published E1,B7

Hitting the Job Market G2,G3,G4

Interviews for Lectureships G2,G4

Moving On G2-G4

Networking & Influencing F1,F2

Preparing for Supervisory Boards D3, D6, E1-E3

Presentation Skills E2

Presenting a Poster E2,E4

Presenting at Conferences E2

Project Management in Academia D5,C1

SecondSteps D3-D6, G1,G2,C1

Stress Management D3-D7

Surviving the Viva E3

Sustaining Your Motivation D4-D7Throughout a PhD

Time Management Skills D4-D7

Understanding Yourself and Others: F2, F3Myers Briggs Workshop

Working Collaboratively F1-F3

Writing for Publication E1,B7

10 Smart Guide to Roberts Skills Training

Snapshots of the Roberts Skills Training Programme

FirstSteps and SecondStepsFirstSteps and SecondSteps are designed toprovide students with developmentopportunities that are particularly relevant tothem at the beginning of the first and secondyears of a PhD. These courses also providevaluable opportunities to meet students fromother departments.

FirstStepsA two-day course for students beginningdoctoral research programmes, FirstStepsprovides an overview of the PhD and coversplanning and project management skills, timemanagement, networking, getting the most fromthe supervisor, and planning professionaldevelopment.

SecondStepsA one-day follow-on course, SecondStepscovers presenting research, making progresswith the PhD, sustaining motivation, andplanning professional development.

GRADschoolIn July of each year, the University hosts anationally-approved GRADschool. Aimed atPhD students in the second year and beyond,the GRADschool provides students with theopportunity to take time out from their researchto consider what they would like to do whenthey complete their PhDs and how they willdevelop the skills and experience that they willneed in order to achieve their goals.

The GRADschool provides participants with theopportunity to work in teams and to increasetheir understanding of team dynamics. It is alsoan excellent opportunity to network and shareexperiences with other PhD students from Essexand other institutions in the East of England.

“FirstSteps involved a lot of engagementfrom participants, not just passivelistening. It provided an opportunity tomake contacts and friends. I gained skillsin planning and managing my time well.”

“SecondSteps was a good start to thesecond year, nice to meet new peopleand to plan what I will do this year.”

“Team tasks were very revealing. It wasgreat to give and receive continuousfeedback on tasks. There were lots ofopportunities to give presentations whichwas very useful for my development.”

Applying for a PostdocThis course is designed to explore what makesan application stand out from the crowd in orderto help participants to make the interviewshortlist. Participants are placed in the role ofselectors as they work in groups to evaluateapplications for a postdoc position at theUniversity and decide who will make it throughto the interview.

Interviews for LectureshipsThis course is aimed at PhD students in Arts,Humanities and Social Science, where it isfeasible to secure a lectureship after a PhD. Forscience students aiming for an academiccareer, the Applying for a Postdoc course islikely to be more relevant.

The Interviews for Lectureships course beginswith a briefing from an experienced intervieweron what universities are looking for, followed bya talk by a recently appointed lecturer about theinterview process from an applicant’s point ofview. Participants have a mini interview with apanel and receive feedback on theirperformance. They also experience interviews‘from the other side of the desk,’ by acting as amember of the interview panel.

Smart Guide to Roberts Skills Training 11

“Very useful course. It made me thinkmore about the selection process andthe necessity of targeting applications.”

“Very helpful presentation and interviewpractise. Excellent presenters.”

Background Documents

■ SET for Success (The Roberts Review)

www.hm-treasury.gov.uk/Documents/Enterprise_and_Productivity/Research_and_Enterprise/ent_res_roberts.cfm

■ Joint Statement of Skills TrainingRequirements of Research Students

www.rcuk.ac.uk/cmsweb/downloads/rcuk/researchcareers/jsstrainingrequirements.pdf

Training Information

■ Skills Training for PhD Students at Essex

www.essex.ac.uk/ltu/pd/PGR.shtm

■ National Training and Support for PhD Students

www.vitae.ac.uk

■ University of Essex PG CHEP

www.essex.ac.uk/ltu/pd/PGCHEP.shtmwww.heacademy.ac.uk

Contact details

If you would like to discuss the programme,contact the Professional Development Manager(Research), Terry Barry: terryb@essex.ac.uk.

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Useful Resources and Contact Details

You may find the following books and resources interesting:

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