Introduction

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A new approach for the personal and professional development of researchers

‘It’s time for you to take control’

Please click on the following for video introductions to Dynamic Development:
Part 1: The Flawed concept of skills : Part 2: An overview of the Model
Part 3: ‘Static’ and ‘Dynamic’ components of disposition and situation
Part 4: Situational competence, capital and employment

OR read on…

From how we personalise our smart phone through to the growth in personalised medicine, in the modern world we are able to take ownership and make decisions relating to what works best for us.  This notion of adaptability also translates to employment where employers need people competent in situations but adaptable to a rapidly changing environment. Equally employees need to be able to take ownership of their own development in order to be adaptable and to better find their way through this dynamic employment environment.

However, in education (and more widely afield) we still retain a concept of skills development for people manifest most commonly in a practice of, here is a list of the skills you need, you need to develop this skills for employers because we say so and we will teach you these skills in a module or workshop setting and you will be, henceforth, skilled! This method is now very outdated, doesn’t begin to be able to capture and express the dynamic complexity of the 21st century employment environment, and job roles, is not easily adaptable, or personalisable and inherently works against an individual feeling a sense of ownership of their development.

As we said, ‘It’s time for you to take control‘. To start learning more about how to do this you can keep reading on…

Please do download and read the Dynamic Development practitioner guide , which provides a comprehensive explanation of the approach and the background to the development of the approach.

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We critique the current approach to the personal and professional development of researchers which we caricaturise as ‘passive development’. We propose Dynamic Development as an alternative approach. In our caricaturisation of passive development we suggest that a researcher is told what they need to develop, why they need to develop it and that, most commonly, the development need will be met by attendance at a workshop. We suggest that the approach is inherently passive and, in general, engenders passive engagement from researchers.  The approach would have the appearance of being imposed upon a researcher rather than engaging with and understanding the researcher in terms of the dynamic person they are and what they want.

Dynamic development puts the researcher at the centre of their personal and professional development. In the practitioner guide we cover:

  • The ‘catalyst’ for the new approach
  • A challenge to the current model for researcher development
  • The ethos of dynamic development
  • The static and dynamic theoretical concept
  • Dispositional awareness
  • Situational awareness
  • Competence and capital
  • Resource examples to support facilitation

For further enquiries please contact:
Email: t.p.bromley@adm.leeds.ac.uk 
Twitter: @Tony_Bromley
Web: www.tonybromley.com

Presented at: Vitae Researcher Development International Conference 17th – 18th September 2018.