The Researcher Development Framework (RDF) is a professional development tool, developed by Vitae, which describes the knowledge, behaviour and attributes of successful researchers. 

The Researcher Development Team uses the RDF to design the training and development opportunities on offer each academic year. We would also encourage you to use the RDF to identify your strengths and gaps in development and prioritise and determine which training and development opportunities are most appropriate for you.

You may also want to use the RDF to discuss your professional development with your line manager to ensure that your plans are in line with what is expected both in relation to your project, and to your broader career aims.

VITAE Researcher Development Framework

An effective training and development plan will enable you to achieve two things:

1. to develop the appropriate knowledge and expertise to complete your research project
2. to develop as a research professional with the necessary skills, attitudes and experience to succeed as a researcher 

Training and development incorporates three elements:

Discipline-specific

Discipline-specific training will often be undertaken individually or amongst a very small group of researchers who often share similar research interests or supervisors. This kind of training is specialist and can be suggested by your line manager.

Methodological/theoretical

Methodological/theoretical training is also specialist training and is led by your line manager along with specialist training providers in the faculties who can provide resources, training and support on methodological approaches, research techniques and use of specialist facilities. For example:

• Methods@Manchester
• ArtsMethods@Manchester
• Core Facilities Training 

Professional and personal 

Professional and personal training and development is offered via the Researcher Development team. This training and development ranges from support for the process of undertaking a research project such as academic writing, presenting at academic conferences and collaborations, through to training and developing which will enable you to thrive in any career such as career planning, leadership and building connections.

What constitutes development?

Professional development for research takes place in a variety of forms. It can include (but is not limited to):

• attendance and participation in workshops
• learning a new technique or
• taking part in activities such as the Community Festival and taking up opportunities such tutoring on the Manchester Access Programme
• working through online modules and resources
• self-directed reading
• discussion with peers
• attendance and participation at conferences, meetings, review panels
• participation in reading groups and researcher-led initiatives
• self-reflection

Continuing professional development (CPD) is supported by a continuous cycle of activity based on:

1. Identifying goals and objectives
2. Defining the action to be taken
3. Action taken and recorded
4. Reflection on outcome and evaluation of achievement/progress

Reflective practice

Becoming a reflective practitioner is an important part of the research process. It is crucial that researchers approach their training strategically to achieve an appropriate balance.

At the beginning of research projects, it is good practice to identify your training needs and to develop a training plan, in consultation with your line manager. The training plan should be updated at least annually and provides a record and a framework for discussing and documenting process and development with the project.

Maintaining a research diary/blog

Alongside maintaining a training plan/log, researchers are actively encouraged to keep a research diary or a blog. Reflecting on every aspect of your research project helps when evidencing your skills and experience for jobs or funding proposals.

Research diaries allow space for assessment of strengths and successes as well as enabling researchers to identify any weak areas and make steps to manage these, and perhaps overcome them completely. This method of self-appraisal is a valuable attribute for researchers at all levels. The RDF lists self-reflection under Domain B as a crucial personal quality for research.

The examples of professional development provided below are not exhaustive and may not be appropriate for all researchers. Researchers are encouraged to reflect and develop a professional development plan:  

Examples of Development Activities

Training and development of new skills outside of those needed for the research project

• Engage in self-directed learning, for example, LinkedIn Learning Playlist for Researchers.
• Attend formal training and workshops delivered by Faculty Researcher Development teams or Staff Learning and Development.
• Explore teaching opportunities, the LEAP recognition and the New Academics Programme.

Mentoring

• Take part in the Manchester Gold mentoring
• Request Coaching.
• Ask your PI’s advice on a suitable
• Use the LinkedIn alumni tool to identify alumni to approach as a mentor.

Committee Membership

• Become a research staff rep and represent your colleagues at research staff fora and School/Faculty/University committees.
• Join a relevant professional body and consider taking on a committee role such as early career/research staff representative.
• Take a leading role in organising a conference or seminar series.

Public Engagement

• Join the Public Engagement blog to find out about public engagement funding and opportunities.
• Participate in the University’s public engagement training.
• Contribute to the Community Festival each June.

Knowledge Exchange

• Sign up to the Policy@Manchester newsletter and find out about ways to engage with local, national and global policy makers.
• Explore events on entrepreneurial skills and innovation delivered by the Masood Enterprise Centre.
• Look for opportunities to engage with industry partners and undertake secondments through knowledge exchange schemes.

Career Exploration

• Use self-directed career management resources such as the GROW model.
• Book a confidential one to one careers meeting or attend a careers workshop from the Researcher Development team.