- University of Leicester
- Date first submitted:
- 1 Oct 2009
- Date last modified:
- 16 Nov 2009
- Personal effectiveness
- Research project skills
- Academic practice
- Enterprise-related activities
- Career development
- Postgraduate researchers
- Doctoral researchers
- Research staff
- Research masters
Rationale, aims and outcomes
What is the rationale for doing this?
How does it fit with institutional strategy?
What are the main features of the provision?
What are the aims and expected outcomes?
The session provides students with training in complex problem solving techniques.
Exercises are undertaken to demonstate the use of a problem solving matrix.
A complex problem is assessed and a attendees generate a number of creative solutions.
A matrix, designed to help assess the different possible solutions and then narrow the choices down to deduce the best solution is used to solve the problem.
Developing skills for assessing complex problemx and demonstrating ways by which these problems can be solved by using a problem solving matrix.
Are there any pre-requisites for engagement, e.g. levels of skill, years of experience, essential pre-activities?
How many participate in each 'activity'?
Suitable for first and second year researchers.
No more than 25 attendees per session.
Evaluation: benefits, challenges and next steps
How do you monitor effectiveness?
Who do you seek feedback from?
Do you have benchmarks?
It is not possible to measure the benifits in the short term.
This is worth doing because creativity underpins all transferable skills training.
There has been a very positive response from students and staff.
Challanges are to find context specific exercises.
These problems are overcome in conjunction with the participants course directors.