Pipers workshops career dev1

This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Career Development
Developing a Research Career
Dean Hogan

Career Development
This approach to Career Development training is based on
Career Coaching methodology and is determined by the end
purpose of enabling researchers to make rational, informed and
appropriate career-related decisions.

Career Development
By raising self-awareness and a better understanding of
themselves the researchers can identify what they want
professionally.

Career Development
The training should end with a personal action plan for the
researcher that is based on clear, sequential and complimentary
goals.
This allows the researcher to engage in a career decision-making
process that assists them to find satisfying and fulfilling work-
related opportunities that will motivate them to reach their
potential.

Career Development
This is done through exploring the four areas of:
• Values
• Interests
• Personality Traits
• Skills
(VIPS)

Career Development
What do we want to help researchers to do?
• Understand themselves better
• Recognise and utilise their resources
• Identify what they want
• Assist them to find satisfying work opportunities
• Make rational, informed and appropriate decisions
• Make plans based on clear goals

Career Development
What do we want to help researchers to do?
• Take action to get what they want
• Solve problems and difficulties
• Process and address issues such as coping with an end-of-
contract situation and change, work stress, managing
relationships at work, work-life balance
• Become skillful in how to manage their career and
working life into the future

Career Development
Questions or issues that Researchers may have:
• I’m at a crossroads in my career. Can you help me decide
which way to go?
• My contract is coming to an end. Can you help me plan my
future?
• I’m in a rut and I have no motivation. Nothing seems to
interest me or excite me. I’m at a loss. I think
that maybe I need to build up my confidence
and find a way to get to get back on track?

Career Development
Questions that we can address:
• Can you help me identify what really motivates me?
• I’m interested in so many things. Can you help me focus?
• My professional and home life are out of balance. Can you
help me gain some perspective and,
consequently, a more workable balance?

Career Development
The need to seek assistance is often triggered by a perceived gap
between what the researcher can do and what the researcher
wants/needs to do.
• Can’t get what he/she wants
• Has to change
• Experiencing dissatisfaction
• Desire for something new

Career Development
The need to seek assistance is often triggered by a perceived gap
between what the researcher can do and what the researcher
wants/needs to do.
• Facing difficult problems
• Feeling under pressure/stress
• Feeling stuck
• Confused and unsure about how to proceed
We want to help them bridge the gaps.

Career Development
Assumptions in this process
• People have the ability and freedom to make career choices
• They can be involved in a range of work roles across their
lifespan
• The reasons why individuals enter particular occupations/
sectors/specialties vary according to the amount of
importance placed on personal preferences (e.g.
interests, personality) or external influences (e.g.
labour market trends, location, expectation of
others)

Career Development
Assumptions in this process
• Career decision-making is not something that happens only
once in a person’s life but, rather, is an ongoing process
that might take place at any age.
• Work is valuable, it can enhance the well-being of the
individual and contributes to the success of society.

Career Development
This Career Development Process is completed through
exploring the four areas of:
• Values
• Interests
• Personality Traits
• Skills
(VIPS)

Career Development
Skills
The researcher does a personal skills inventory, using their CV as
a reference. Not just on the important generic and specific
research skills but skills obtained from previous (or even part-
time) employment. When the inventory is complete the
participant invariably finds that they possess a lot more
skills than previously thought.

Career Development
Skills
The collated & listed skills are then divided into:
• Motivated Skills (skills that I enjoy using)
• Development Skills (skills that I would like to develop and use
more often)
• Burnout Skills (skills that I would prefer not to use)
• Skills that are not considered relevant or important
at this time.

Career Development
Interests
• What career themes am I attracted to?
• Why?
• Are my interests social, enterprising, investigative, practical
focus, creative, systematic?
• What gets me out of bed in the morning?

Career Development
Personality Traits
• How do I like to work?
• How do I work with others?
• What kind of work do I enjoy?
• Dislike? Why?
• What working environments suit me?

Career Development
Values
• What matters most to me?
• What do I value most in a job?
• What do I need to be fulfilled?
• What are my core values?
• What type of roles/jobs agree/disagree with my values?

Career Development
Psychometric Testing
It is worth noting that in the areas of values, interests and
personality traits psychometric testing is very helpful in that the
testing moves the process forward by a few steps and saves a lot
of time. The end trainer who will work with the researcher on a
one-to-one basis can then ask the researcher a series of open-
ended questions based on the testing results. This allows
the researcher to clarify their thinking on the test results
and take ownership of them.

Career Development
Action Plan
The training outcome is a personalised Action Plan for the
researcher that covers the immediate, medium, and long-term
future. The Action Plan can be updated every 3-5 years
depending on changing professional, lifestyle, and family
circumstances. Finally the researcher and trainer subject
the Action Plan to a SMARTER analysis (specific,
measurable, achievable, realistic, timed, exciting and
relevant).

Career Development
Skills
Many studies have been carried out by researchers such as
Salgado and colleagues and Bertua et al verifying that skills
are a good predictor of job performance and therefore are a
critical consideration when choosing careers. Prediger and
Vansicle (1992) also carried out extensive research on
skills and their classifications linking them with Interests
as a further predictor of job performance.

Skills
Discussion of skills is an important aspect of career
development. When the learners realise that they do indeed
have a large range of skills, both general and highly specific, this
can be a great confidence booster and can be quite empowering
for them. When discussing skills in a career development
context you need to be sure that the researchers
understand the following:

Skills
• Every role requires skills and every researcher has skills
• Every researcher has strengths in certain skill areas and indeed
certain roles suit people with these skill strengths
• Researchers will have specific technical skills as well as skills
that are transferrable to other roles.

Skills
Open Participation Exercise:
Using Your CV as a reference, make as comprehensive list as
possible of the skills you have acquired to date.

Skills
Every role involves transferable skills. These are important to
look at when considering future roles, even a very different role.
As you list your skills, make a note of transferrable skills.

Skills
Open Participation Exercise: Page 5

SKILLS
Waitress / Waiter
• Greet patrons, present menus, make recommendations and
answer questions regarding food and beverages
• Ability to learn menu items and describe them appropriately
to patrons
• Skilled in taking orders and relaying to kitchen and bar staff
• Adept at preparing and serving speciality foods at
patrons’ tables
• Hands-on experience in setting tables and placing
• Knowledge of different kinds of food and beverages

SKILLS
Waitress / Waiter
• Collect cash, and maintain proper accountability for orders/
credit cards/cash registers
• Very good verbal and written communication skills
• High level of accurateness and attention to detail
• Language Skills?
• Dexterous to stand for long periods and lift heavy trays
• Professional demeanour
• Personal & professional hygiene standards
• Familiar with hospitality terminology

SKILLS
Office Administrator
• Proven written and oral communication skills
• Proficient in managing business correspondence
• Ability to organise personal work priorities
• Knowledge of filing and updating records
• Adept at making travel and accommodation arrangements
• Working knowledge of bookkeeping tasks
• Solid know-how of general office procedures
• Ability to work independently and as part of a team
• Able to type at least 50 WPM
• Excellent organisational skills

SKILLS
Office Administrator
• Proficient in handling office equipment
• Internet savvy with a proven ability to use MS Office
applications & other programmes
• Excellent customer service orientation
• Ability to research and analyse data effectively
• Attention to detail with proven interpersonal skills
• Good time management
• Able to manage stress timely and effectively

SKILLS
Generic Research Skills
• Data Management
• Project Management.
• Intercultural Communication
• ‘Traditional’ & Social Media utilisation
• Correct usage of English within a scientific context.
• Academic Writing.

SKILLS
Generic Research Skills
• Various Areas of Public Engagement and Outreach
• Intellectual Property Rights
• Funding Applications
• Scientific Integrity & How to access information, resources
• Publishing and understanding your options
• Research Methodologies

SKILLS
Skills I Enjoy Using
Motivated Skills (Skilled): Skills the researcher enjoys using and
is good at. This is their preferred skill set, and these are skills
that their work role should draw heavily on. These skills should
be explored carefully to generate possible career ideas.

SKILLS
Skills I Enjoy Using
Potential Development Skills (Unskilled): Skills the researcher
enjoys using or think they would enjoy using, but currently have
low skill levels in. These may represent options for training and
development, as once skill level increases they may move across
to motivated skills.

SKILLS
Skills I Do Not Enjoy Using
Burnout Skills: Skills the researcher is quite competent in but
does not enjoy very much. The researcher may fall into the
situation of being asked to do these skills because they are good
at them but they get no enjoyment from it and can become a
source of stress and frustration. Ideally, work roles should
not involve these skills more than 20% of the time.

SKILLS
Skills I Do Not Enjoy Using
Not Important Skills (Unskilled): Skills the researcher neither
likes using or has any competence in. Realistic work roles are
unlikely to involve any of these skills. You do not need to spend
a lot of time on this area.

Skills
Exercise
Going through your skills list, please identify your skills as
Motivated, Development, Burnout or Not Important.

Skills
Exercise page 6

Skills
Exercise
Take note of your transferrable skills

Skills
Exercise page 4

Skills
Exercise
Does your skills set lean toward Data, Ideas, People or Things?
What categories are more pronounced?

Interests
John Holland developed an influential theory of career choice
and he identified that when people work in areas that interest
them, they are more motivated and perform better. Further
research by Spokane et al (2000) conducted a detailed analysis of
interests as a predictor of job satisfaction and found there is a
strong relationship between these two factors and they
highlighted the importance of exploring interests when
choosing careers.

Interests
• There is an overlap between skills and interests, as people are
more likely to invest time & energy in developing skills
that interest them.
• However, an interest can be different to a skill. An interest is
when you are drawn to something, excited by it,
attracted to it, energised by it, intrigues you – it appeals
to you, even though you may not have tried it before.
• Therefore being interested in something is not the same as
being skilled in/at it.

Interests
Exercise
Objective: To identify the researcher’s interest types (i.e. what it
is they love doing, both inside and outside of their working
environment) and seek roles that they are passionate about, in
order to increase their levels of job satisfaction and
performance.

Interests
Exercise
 Please go to the Interests section at the beginning of your
Career Development Journal
 You will be asked to choose your personal preferences from 6
areas of interest:
 Social
 Enterprising
 Investigative
 Practical Focus
 Creative
 Systematic

Interests
Exercise

Interests
Exercise
Social
Working with people and making a difference in their lives is of
interest to me. I like roles where I can work with groups and
organisations that treat people well. I am interested in helping
people and communication skills. I’m usually less interested in
working with machines, mathematics, and work that is dictated
by proceedures.

Interests
Exercise
Enterprising
I’m ambitious and enjoy working toward goals and having
responsibility. I tend to be good at dealing with other people
and influencing others. I suppose you could say that I’m self-
confident, see myself as a leader who is respected by others. I
usually enjoy work that involves: Managing projects or people,
making decisions, persuading others to see my point of view,
selling ideas to others. I tend to be interested in communication,
persuasion and leadership skills. I’m not really interested in
repetitive work and ‘back-seat’ type roles.

Interests
Exercise
Investigative
I’m interested in solving problems and understanding why things
happen. I like to ask questions, seek information and observe
what is going on around me. I have an interest in roles involving
mathematics, diagnosing problems, sharing ideas and generating
solutions. I also like technical, mathematical and scientific fields
of work. I’m not really into dealing with people, being a leader
or repetitive work.

Interests
Exercise
Practical Focus
I tend to enjoy practical, hands-on work activities. My preferred
work activities would include working with physical materials
such as plants, animals, machinery and tools. I also like to
dabble in building, fixing or repairing things or using my physical
abilities as tools to complete tasks – e.g. using my strength,
flexibility or dexterity. I like to think that I’m down-to-earth,
concrete, practical and action-oriented. I don’t really like roles
involving a lot of paperwork.

Interests
Exercise
Creative
I’m interested in art, self-expression and how things look and
sound. My preferred work activities typically involve designing
and producing art forms – e.g. visual arts, drama, performance,
music, dance or writing. I am drawn to work environments that
are unstructured and offer freedom, variety, and change. I could
be described as expressive, imaginative, intuitive, non-
conforming and introspective. I tend to dislike repetitive or
highly structured work such as clerical and business roles.

Interests
Exercise
Systematic
I like following set procedures, routines, and working with
ordered numbers or information, such as an office environment.
These roles can include working with data and details more than
ideas. Usually I like a clear line of authority to follow. I feel
comfortable around orderliness, organisation, security and
routines. I like to think of myself as clear, logical and reliable.

Interests
Exercise
Review the scoring of 0-10 that you gave to each interest area
List your top three areas of interest in descending order
Use the dialogue box to write down any related thoughts

Interests
Key Facilitation Points:
• Help researcher understand/confirm where their interests are
• Help researchers understand/confirm where their interest are
not
• Consider the interaction between skills and interests
• How could working in a particular role(s) suit their
interests?

Interests
• To what extent does the researcher’s current, last, or
considered future roles match their interests?
• What roles are being suggested by their interest results?
• Most people will be a mixture of different interest areas with a
predominance in one.
• Each description will not reflect the individual
researcher 100%. Explore and discuss.

Interests and Personality
Interests are a valid predictor when used in career choice, but
when personality is used with interests this becomes an even
more powerful predictor of suitable occupations.
De Fruyt and Mervielde (1999)

Personality and Personality Trends
Exercise
This pertains to behavioural tendencies and the type of work that
might suit each person. This Personality exercise is based on the
WISER personality model, which consists of five major traits. Each
of the five major factors is made up of sub-factors

Personality
Exercise
Choose one of the two options and score it 1-10 with 10 being
the closest fit to your personality.

Personality
Exercise

Personality
Exercise
WISER – Major Traits
Assertive Willing
I’m not bothered by arguments or conflicts I value getting on well with others
I will not sacrifice my own interests for others I encourage and support others
I can make unpopular decisions if necessary I’m patient with the faults of others
I enjoy competition – like to win I’m generally co-operative

Personality
Exercise
Self-Contained Influential
I’m reserved I’m extroverted, enjoy being with others
I enjoy alone time Enthusiastic, optimistic & action-oriented
I’ve no problem working alone I like to work with others

Personality
Exercise
Emotional Steady
Experience emotions strongly – Highs & Lows I’m always relaxed and calm
I can be excitable Pressure doesn’t bother me
I may not like to work under pressure I rarely feel nervous or stressed
High-pressure may result in stress I’m self-assured & level-headed

Personality
Exercise
Routine Experiencing
I’m comfortable with routine Open to new ideas & ways of thinking
I like to focus on facts I have a good imagination
I like to work in an organised way I’m always looking to try something new

Personality
Exercise
Carefree Reliable
I am spontaneous I’m always planned and organised
Happy to do things on impulse – snap decisions I set challenging goals
I may not complete tasks in logical steps I can be relied on to complete tasks

Personality
Exercise
Review the scores that you have allocated to the various
personality traits and list the top-scoring three. In the dialogue
box you may enter any other thoughts or descriptive words that
come to mind.

Personality
Exercise
WISER – How I Work/Interact with Others (I)
Assertive - Willing
Skeptical (cynical) - Trusting (believing)
Rule-Bending (dislike rules) - By the book (follow rules)
Self-Centred (me first) - Altruistic (generous)
Competitive (I want to win) - Co-operative (enjoy groups)
Proud (wants recognition) - Modest (humble)
Opinionated (likes to speak) - Sympathetic (likes to listen)

Personality
Exercise
WISER – How I Work/Interact with Others (II)
Self-Contained - Influential
Reserved (quiet) - Friendly (forward)
Solitary (work alone) - Gregarious (very outgoing)
Yielding (likes quiet life) - Assertive (wants to win)
Easy-going (agreeable) - Active (wants to lead)
Routine-Loving (order) - Excitement (easily bored)
Serious (work is work) - Cheerful (good mood)
Choose your top two characteristics and include other thoughts in the
dialogue box

Personality
Exercise
WISER – How I Like To Work
Carefree (no worries) - Reliable (responsible)
Not Always Sure (hesitant) - Confident (decisive)
Casual (no rush) - Orderly (on time)
Independent (free thinker) - Dutiful (follow orders)
Unmotivated (no interest) - Ambitious (enterprising)
Unrestrained (act first) - Disciplined (think first)
Spontaneous (act on instinct)- Cautious (careful)
dialogue box

Personality
Exercise
WISER – Thought Process
How I like to think, make decisions and solve problems
Routine (order) - Experiencing (excitement)
Logical (follow reason) - Imaginative (ask why?)
Practical Interests (doing) - Enjoys Art (feeling or watching)
Detached (unemotional) - Self-Aware (understands people)
Habitual (same routine) - Adventurous (something new)
I Like To Do - I Like To Think
dialogue box

Personality
Exercise
WISER – Pressure and Stress
Exploration of how you handle pressure and stress
Emotional - Steady
Anxious (nervous) - Calm (relaxed)
Temperamental(excitable) - Even-Tempered (steady)
Pessimistic (fears worst) - Optimistic (positive)
Self-Conscious (unsure) - Assured (confident)
Extreme (intense) - Moderate (medium)
Vulnerable (not strong) - Robust (resilient)
dialogue box

Personality
Exercise
• Your Three Strongest Personality Traits (Highest Scores)
• How You Interact With Others (Five words or phrases)
• How You Like To Work (Five words or phrases)
• Decision-making and dealing with stress
• What are your strengths? (Five words or phrases)
• Areas for development?
• Any Motivators Coming To Mind?

Personality
Shadow Side of Personal Characteristics
• We do not always have a clear idea of what our personal
characteristics are
• Although we say we believe in something, this does not always
match what we do – it remains a good intention
that we do not apply in practice
• Pressure and expediency often result in us
compromising as necessary

Personality
Points To Consider:
• Always couch your observations of the researchers’
assessment in positive terms. You want them to walk
away feeling informed and confident about themselves.
• Help them understand the importance , the advantages
and value that aspects of their personality offers.

Personality
Further Points To Consider:
• Part of the process is also giving ideas on how learners can
develop themselves or moderate their behaviour in
certain situations to their advantage.
• People rarely change drastically in their personality but
they can stretch themselves and develop. They
can become aware of areas that need
development and compensate appropriately.

Career Development
Values
Edgar Schein (1993) developed the concept of career
anchors/values. Values reflect deep and far-reaching aspects of
the person and are aspects such as autonomy, independence,
security etc. that a person would not give up even if faced with a
difficult choice. Schein clearly identifies the necessity of taking
account of values as they help to predict which occupations
are likely to satisfy and which are likely to lead to conflict
and dissatisfaction. (Work Psychology 2005)

Career Development
Values
Values are the beliefs, principles and standards that are
important to you and what you are looking for in a job and for
your working life.

Career Development
Values
When considering career development opportunities it is very
important to determine if your core values can be satisfied.
Many people do not take their values into account when making
a career decision.

Values
While every role involves some degree of sacrifice and/or
compromise, when a role is reasonably in line with our values it
results in greater job satisfaction, fulfillment and enhanced
performance in the longer term. A harmonious relationship
between one’s core values and those of the role or
employing organisation is important.

Values
Exercise page 4

Score the following “Values” from 1-10 with 10 being the most
important to you
Values
Exercise

• Being Expert – Known as someone with special knowledge or
skills
• Challenge – Demanding tasks that test my abilities
• Teamwork - Work collaboratively with others
• Low Pressure – Avoid demanding work environments
• Influencing Others – Persuade people to come around to my
point of view
• Variety – A diverse set of tasks and challenges at work
• Status – Position that earns me privilege and prestige
Values
Exercise

Values
Exercise
• Adventure – Risk-taking role
• Work/Life – Good balance between work and personal life
• Routine – Work that is predictable
• Fast-Pace – High pressure work environment
• Family – Spending quality time with family and close friends
• Precision Work – Detailed work requiring high level of
accuracy
• Competition – Work activities which measure my
abilities against others

Values
Exercise
• Excitement – High levels of excitement and stimulation in work
• Recognition – Receive acknowledgement and credit for work
• Managing – Overseeing the activities and work of others
• Security – Steady reliable employment with a pension
• Health – Lead a healthy lifestyle
• Achievement – Sense of accomplishment from work
• Supportive Work Environment – Receive assistance
and encouragement at work

Values
Exercise
• Creativity – Generating new ideas
• Independence – Freedom to make my own decisions
• Moral Values – Work in accord with personal principles and
beliefs
• Authority – Power to make decisions
• Responsibility – Being accountable for my work and the work
of others
• Autonomy – Freedom to plan and schedule my work
• Friendship – Have strong relationships around my role

Values
Exercise
List five values that you have identified as being the most
important to you
Understanding Your Core Values: Detailed
explanation/exploration of your core values

Future Vision
Exercise page 7
Future Vision

Career Development
Achievements: Identify what has worked well for me in the
past. What were my top/favourite/best achievements
and when did they happen?
When I’m At My Best: Analyse tasks and roles that provided me
with real satisfaction. Identify the key factors that are essential
for me to thrive.

Career Development
Achievements

Career Development
Exercise
What do I do with these results / this information?

Career Development
Goals
Brainstorm when thinking of goals for yourself.
Don’t inhibit your thoughts. It’s just ideas.
The reality test can come later.

Career Development
Beliefs: Identify how beliefs shape decision-making and take
appropriate steps to remove dis-empowering beliefs.
Empowering beliefs - Be positive and have self-belief – explore
dis-empowering beliefs

Career Development
Barriers: What barriers do I face at the moment and what steps
could I take to help me move past these obstacles? Skills gap,
training needed etc.

Career Development
Goal Setting
Action Plan

Career Development
Goal Setting
Combine the information you have built up about yourself to
make up your mind on a number of career development steps.
Apply the SMARTER test to goals:
S Specific
M Measurable
A Achievable
R Realistic
T Timed
E Exciting
R Relevant

Career Development
Goal Setting
ADKAR – Individual Change Model
• Building Awareness of the need for change
• Creating Desire to make the change – represents the
motivation and ultimate choice to support and
participate in the change.
• Developing Knowledge of how to change.
• Fostering Ability to implement the change through
required skills and behaviours.
• Reinforcement to sustain the change.

Career Development
Thank you for your time, attention and participation
Dean Hogan

Pipers workshops career dev1

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