Skills Development and Teaching

Some of the skills listed in the Joint Research Councils Skills Statement can be developed through teaching, and through learning to teach.

Training is available in various forms: departmental induction and briefing, national sessions for mathematicians organised by the MSOR Network, generic sessions in Oxford organised by the Institute of Learning (often in association with Divisions and Departments). Of particular interest to graduates, post-doctoral and other contract research staff is the emerging programme of training being developed by the CETL in collaboration with departments---in the MPS Division the departments piloting this are Materials, Mathematics, and Physics.

Joint Skills Statement and Teaching/Training for Teaching

It is clear that teaching and training for teaching will develop the skill:

E5: Effectively support the learning of others when involved in teaching, mentoring or demonstrating activities.

Many other skills on the list can also be developed, and when you reflect and report on your progress they should not be ignored; in particular the following:

• Personal Effectiveness - to be able to:
• 1. demonstrate a willingness and ability to learn and acquire knowledge
  2. demonstrate flexibility and open-mindedness
  3. demonstrate self-awareness and the ability to identify own training needs
  4. demonstrate self-discipline, motivation, and thoroughness
  5. recognise boundaries and draw upon/use sources of support as appropriate
  6. show initiative, work independently and be self-reliant
• Communication Skills - to be able to:
  1. write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis
  2. construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques
  3. effectively support the learning of others when involved in teaching, mentoring or demonstrating activities
• Networking and Teamworking - to be able to:
  1. develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community
  2. understand one's behaviours and impact on others when working in and contributing to the success of formal and informal teams
  3. listen, give and receive feedback and respond perceptively to others
• Career Management - to be able to show:
  1. appreciate the need for and show commitment to continued professional development
  2. take ownership for and manage one's career progression, set realistic and achievable career goals, and identify and develop ways to improve employability

Certain sorts of teaching (more common perhaps in experimental departments) may be keyed to the other sections of the Joint Statement:

• Research Environment - to be able to:
  1. show a broad understanding of the context, at the national and international level, in which research takes place
  2. understand relevant health and safety issues and demonstrate responsible working practices
  3. justify the principles and experimental techniques used in one's own research

Some teaching (perhaps more likely to be done by postdocs) will even enhance:

• Research Skills and Techniques - to be able to demonstrate:
  1. the ability to recognise and validate problems
  2. knowledge of recent advances within one's field and in related areas
  3. understanding of relevant research methodologies and techniques and their appropriate application within one's research field
  4. the ability to critically analyse and evaluate one's findings and those of others
  5. an ability to summarise, document, report and reflect on progress

Useful Websites

• MPLS Divisional Skills
• MSOR Network
• Learning Institute
• Centre for Excellence in Teaching and Learning (Preparation for Academic Practice)