ÐÏࡱá>þÿ ¿Áþÿÿÿ½¾ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥ÁÀ ð¿0‡+bjbj¢¢ 7þrÈrÈa#%ÿÿÿÿÿÿ·êêDDDDDÿÿÿÿXXX8�TäüX˜¢àL,"NNN===$: ²ì"b=D======DDNNïR///=FDNDN/=///Nÿÿÿÿ Ñ+ ÁÅÏÿÿÿÿƒ^/h0˜/N#áNN#//N#DCÀ==/=======/===˜====ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿN#=========ê : FACULTY OF ARTS & HUMANITIES: TRAINING NEEDS ANALYSIS (TNA) The skills and experience you should gain by the end of your higher degree studies. Name of student:Department or School:Names of all supervisors:Year of study: Completing your TNA Before completing your TNA in consultation with your supervisor(s), you should read the  HYPERLINK "http://www.shef.ac.uk/polopoly_fs/1.93105%21/file/TNA-Guidance-FCP.pdf" guidance notes that accompany this form. The Faculty’s TNA form has been compiled with reference to the  HYPERLINK "https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework" Vitae Researcher Development Framework (RDF), which was developed in consultation with a  HYPERLINK "https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework/vitae-researcher-development-statement-endorsements" range of stakeholders including RCUK, HEFCE, The British Library and the Higher Education Academy. This development tool divides into four ‘Domains’ the skills, and attitudes and behaviours required to be an effective researcher. The framework is also recognised widely outside academia, and can provide you with an effective way of articulating your skills to employers. If you are unfamiliar with the RDF, it may be useful to visit the  HYPERLINK "https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework" relevant section of the Vitae website. Level of experience/ability When assessing your current ability or experience in a specific area and identifying the level that you wish to attain, please use the numbers below. KeyExperienceKnowledge/understandingSkill level1I have no experience of this.I have no knowledge/understanding of this.I have no skill in this area.2I have some limited experience of this.I have a little knowledge/understanding of this.I have some basic skill in this area.3I have regular experience of this, but require further experience to become highly proficientI have a good working knowledge of this area, but need to increase my knowledge to become highly proficient.I am competent in this area, but require further development o become highly proficient.4I have extensive experience of this, and am able to use this experience effectively in my research. I have extensive knowledge in/understanding of this area, which supports my research effectively.I am highly skilled in this area, to a level that supports my research effectively.5I consider myself an expert in this and could train others in the area.I consider myself an expert in this and could train others in the area.I consider myself an expert in this and could train others in the area.Students grading their level of knowledge and experience at 1-3 should seek further training or ensure that they undertake activities that will enhance their knowledge (where appropriate). In order to be able to grade your experience, knowledge, understanding or skill at a 4 or 5 it is likely that you will have received relevant training at Masters level or above. Those grading their level of knowledge and experience at 5 or 6 may seek further training if they wish. IMPORTANT NOTE FOR ALL STUDENTS AND SUPERVISORS: The TNA should be evidence based. Students should detail how they have obtained the skills and knowledge they have in the space provided on this form. The evidence they provide in this section of the form may include, but is not restricted to: the successful completion of a module, course or training session; work experience; published or submitted writing or assessment; attendance at or participation in conferences, symposia and research seminars; public engagement activities and/or other forms of research dissemination. Prioritising your training and development Academic, professional and personal development are all key aspects of your doctoral research experience, and the Faculty will support you to develop your skills throughout the course of your PhD. However, time is a precious resource, so it is important to ensure that you undertake the right training at the right stage of your PhD. When considering the priority of each aspect of each item in the following table, please decide – in consultation with your supervisor – whether the item is LOW, MEDIUM or HIGH priority for the upcoming year. RDF Domain A: Knowledge and Intellectual Abilities the knowledge, intellectual abilities and techniques to do researchCurrent skill levelHow has this skill level been obtained?Required skill levelPriorityTraining plan agreed with supervisors (where appropriate)Knowledge of the research methods appropriate to my research fieldKnowledge of how to retrieve information effectively Knowledge of how to undertake an advanced literature review in my research field Knowledge of writing styles appropriate to graduate research in my fieldKnowledge of relevant IT packagesAbility to keep up to date with new research developments Knowledge of how to create materials suitable for presentation on-line Understanding of research in other fields of Arts & Humanities researchAnything else identified and agreed by the supervisor and the student [please specify]:RDF Domain B: Personal Effectiveness the personal qualities and approach to be an effective researcherCurrent skill levelHow has this skill level been obtained?Required skill levelPriorityTraining plan agreed with supervisors (where appropriate)An ability to manage my time effectively Knowledge of how to make the most of conferencesNetworking skills Understanding of how to prepare for the vivaExperience of preparing a CVUnderstanding of the range of career destinations PhDs both within and outside academiaAnything else identified and agreed by the supervisor and the student [please specify]:RDF Domain C: Research Governance and Organisation the knowledge of the standards, requirements and professionalism to do researchCurrent skill levelHow has this skill level been obtained?Required skill levelPriorityTraining plan agreed with supervisors (where appropriate)Understanding of plagiarism and how to avoid itUnderstanding of copyright issues relevant to doctoral researchKnowledge of how to plan a research projectKnowledge of appropriate Health and Safety requirements for conducting research Understanding of research ethics and good research practice relevant to their research fieldKnowledge of advanced research ethics, with respect to publication and dissemination of research Anything else identified and agreed by the supervisor and the student [please specify]:RDF Domain D: Engagement, Influence and Impact the knowledge and skills to work with others and ensure the wider impact of researchCurrent skill levelHow has this skill level been obtained?Required skill levelPriorityTraining plan agreed with supervisors (where appropriate)An ability to communicate orally in an effective mannerUnderstanding of how to get the best from the student-supervisor relationshipExperience of presenting research at conferences/workshopsKnowledge of how to prepare research for publication Ability to write for different audiences Experience of teaching and demonstratingUnderstanding of how to make my research count (i.e. impact, outreach and knowledge exchange)Anything else identified and agreed by the supervisor and the student [please specify]: Subject Specific Skills Students in Arts and Humanities are also required to undertake training in at least one subject specific area. It is recognised that students with a research Masters in a subject directly related to their area of doctoral research will already be highly trained in their own discipline, but all students are encouraged to explore modules in cognate areas as well as languages and methodological training modules relevant to their field. Please indicate the areas in which you require further training/experience by placing an “X” in the most appropriate box where: 1 = I require further knowledge and experience of this to conduct my research successfully 2 = I do not require training in/experience of this because it is not relevant to the successful completion of my research 3 = I do not require training in/experience of this because I am already well trained in this area/field Level of Training NeedTraining plan agreed with supervisors (where appropriate)123Modules within a student’s own departmentModules available across the FacultyModules available elsewhere in the UniversityModules in modern or ancient languagesTraining available outside of the University Student signature:Date:Signatures of all supervisors:Date:Signature of departmental PGR Director:Date:     PAGE  PAGE 7 5;<Ž�‘𢣹ºÀÃÒÔÕÞäåæùú9 < R S § óçÜÐĹ®£®˜�†{t˜�˜�†˜�†®f®[£[SOhÎBìjhÎBìUh¿¯hz6ÿCJaJh¿¯hz6ÿ5�CJ\�aJ hMÂhÞ^hMÂhÞ^CJaJ 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