PHD Competence Development Guide - 07092022

PhD Competence Development
Guide
May 2022
DATE
September 2021
1 General introduction 3
1.1 How to use this guide 3
1.2 How to interpret the levels of development 4
2 Academic attitude 5
2.1 Scientific integrity 5
2.2 Autonomy and ownership 7
2.3 Inquisitive mind 9
3 Academic thinking 11
3.1 Analytical thinking 11
3.2 Abstract thinking 13
3.3 Conceptual thinking 14
4 Communication 15
4.1 Academic writing 15
4.2 Presenting 18
4.3 Oral expression 20
5 Research project management 22

5.1 Organizing and executing 22
5.2 Planning 24
5.3 Setting priorities 25
6 Social effectiveness 26
6.1 Collaborating 26
6.2 Networking 28
6.3 Supervising 29
7 Personal effectiveness 30
7.1 Resilience 30
7.2 Self-motivation 32
7.3 Continuous learning 34
8 Appendix A 36
Graduate School Date Page

PhD Competence Development Guide February 2022 2 of 38
1 General introduction
The TU/e Graduate School expects PhD candidates to grow into self-aware, independent scientific
Researchers. In order to achieve this, PhD candidates need to develop several skills and competencies. The
Graduate School has established a PhD Competence Profile to provide more clarity on the generic
competencies required to be successful in your PhD research project and to prepare you for your careers
afterwards. The PhD Competence Profile distinguishes 18 different competencies and three levels of
performance for each competence.
At TU/e we challenge you to take charge of your own learning process. Learning takes places consciously and
unconsciously during your (working) day. Taking charge, however, means becoming aware of your behavior,
qualities and pitfalls and taking action to continuously develop and improve your knowledge and skills. This
PhD Competence Development Guide will help you recognize at what level you have already acquired the
various competencies, identify where and how you could improve and define learning goals and actions. The
way to go is from reflection to action.
After reflecting on your competencies, we recommend you to select a few (2 or 3) competencies that you
would like to strengthen and to define learning goals and actions for the coming year. Focus on those
competencies that are most important to you and/or competencies that are less developed and hinder you in
your (daily) work. You can use this guide to discover how you can develop a specific competence.
Your competence development will be discussed with your supervior(s) at several moments during your PhD
project. At each of these moment, we advise you to use the PhD Competence Profile and this guide to reflect
on your competence development.
• At the start of your project, you will evaluate the current status of your competencies and define
learning goals for the first year. These goals will be included in the Training and Supervision Plan.
• After about 9 months, there will be a first year assessment, where the supervisors indicate whether
they expect you to be able to obtain your PhD degree. Your competence development is taken into
account as well and new actions are defined. As input for this first year assessment, your supervisor
will ask you to make a first year report.
• Finally, there are three annual reviews after 18, 30 and 42 months, respectively. To prepare for these
interviews, it is also advised to self-reflect on your development.
1.1 How to use this guide

This guide will help you to set your learning goals and to work on your competence development. It provides
information and advice on how to develop a specific competence. Each competence is described in more
detail. You can use this guide as a reference document, so it is not necessary to read it all the way through.
You only need to read the chapters on the competencies you are most interested in.
Table 1.1 presents the 18 competencies of the PhD Competence Profile classified into 6 main competencies.
The color code can be used to quickly find the corresponding competence in this guide. You can also click on
the link to go directly to the relevant page. For each competence, first a short description is given. Then, the
three levels of competence development are described, as defined in the PhD Competence Profile. Next, we
offer some questions that can be used to reflect on the competence, advice on how to develop the
competence in daily life, and an overview of the most relevant PROOF learning opportunities to further
develop the competence.
One of the options to develop a competence is to follow a course. The PROOF program offers many courses
for PhD candidates (see PROOF website). Appendix A indicates for each individual course the competencies
that are covered, using the same color code as in Table 1.

Competence Sub-competence
Academic attitude Scientific integrity Autonomy & ownership Inquisitive mind
Academic thinking Analytical thinking Abstract thinking Conceptual thinking
Communication Academic writing Presenting Oral expression
Research project Organizing and executing Planning Setting priorities

management
Social effectiveness Collaborating Networking Supervising
Personal effectiveness Resilience Self-motivation Continuous learning
Table 1.1: Overview of the 18 competencies of the PhD Competence Profile grouped into 6 main competencies.
1.2 How to interpret the levels of development

The PhD Competence Profile distinguishes three levels of development for all competencies. Please note that
the Competence Profile serves as a guideline for your development and a source of inspiration for discussion
with your supervisor(s). It is not a strict rule or a ‘checkbox’. Individuals have different levels at entry, develop
in different ways and at a different pace. Moreover, the relevance of competencies may vary between
research disciplines, as may the interpretation of the level of the competence. You determine together with
your supervisor which competence development is really needed.
Level 1 describes the level of competence that a PhD candidate can be expected to show after 9 months.
Ideally, the supervisor is able to recognize most of the behavior described in level 1 and - based on the overall
picture and development during the first year - is confident that the PhD candidate has the potential to
develop towards competence level 3 at the end of the PhD track.
Level 2 describes the level of competence that a PhD candidate is expected to develop during the second and
third year of the PhD track.
Level 3 describes the level of competence a PhD candidate is expected to have developed after 4 years, at the
end of the PhD track. It is an (ambitious) optimum and cannot be considered as a prerequisite for obtaining
the PhD degree.

2 Academic attitude
2.1 Scientific integrity
2.1.1 Introduction
At TU/e you are trained to conduct academic research with integrity. To clarify what exactly we mean by
academic integrity, a TU/e code has been established that identifies five central values, each of which is
accompanied by a number of related norms and principles. The central values in the TU/e Code of Scientific
Conduct are: trustworthiness, intellectual honesty, openness, independence and societal responsibility. For
example, as a scientist you may not claim results that you did not contributed to; this is a question of
intellectual honesty. There is a large gray area between 'good research practice' and 'scientific misconduct'. As
a PhD candidate, you need to be aware of this gray area and of what could be 'questionable research
practices'. You need to develop a common language to reflect on one's own and others' questions on
scientific integrity.
The TU/e Code is a collection of guidelines expressing how you should behave as a scientist and how you can
expect other scientists to behave. The Code is not a legal document or a contract that you sign with the
university. Other- often more specific issues- such as exam fraud and data confidentiality, are covered by
other regulations and documents that often do have legal status.
Please notice that the PROOF course Scientific Integrity is mandatory for all PhD candidates.
2.1.2 Levels
1. You commit to the principles stated within the TU/e Code of Scientific Conduct. You show some reflection
on (data) integrity and own behavior. You recognize the impact of your own actions.
2. You apply the principles stated in the TU/e Code of Scientific Conduct in your own research and
understand the basics of Open Science.
3. You consistently make choices that reflect integrity and responsible behavior, you recognize and
distinguish scientific integrity in yourself and in others and you act accordingly.
2.1.3 Questions to reflect on competence level

✓ What principles do I apply in my work? Do they comply with the principles in the Code of Conduct for
scientific Integrity?
✓ Can I think of a (recent) situation where I had doubts about the integrity of my own work or the work of
others? What did I do with it?
✓ Have I ever worked with people who did things that were unacceptable? What did I do then?
✓ In every work situation, people make mistakes. Am I honest about my mistakes and do I take
responsibility for them? Advice: turn mistakes into opportunities to learn and to perform better in the
future.
2.1.4 What can you do yourself?

Take time, every now and then, to reflect on the following principles1 and discuss them with your peers or
colleagues:
1. Trustworthiness: Academic staff and students ground their views as academics on scientific evidence. For
example: you do not fabricate, falsify, or suppress evidence. The selective omission of research results is
reported and justified. In presenting results of their activities, you do so with the corresponding
1 TU/e Code of Scientific Conduct, 2018

uncertainties. In scientific communication, you strive for precision and nuance. You do not present
speculations, personal opinions and claims that go beyond available evidence as established facts.
2. Intellectual honesty: Academic staff and students respect standards of quality in their field and they
respect the achievements of others. This entails that: you acknowledge and respect intellectual property
and authorship. Plagiarism is unacceptable. You only claim authorship if you have made a genuine
contribution. You carry out peer-review tasks seriously and make assessments solely on scientific
grounds. You only accept tasks for which you have the necessary expertise. In educational activities, you
accurately present available knowledge in the discipline.
3. Openness: Open and unbiased communication is essential for science and engineering. For academic staff
and students, this entails that: you contribute actively to an academic climate in which insights and
criticisms are welcome from all, regardless of academic rank and personal characteristics. You provide
room to others to develop or take their own intellectual stance in research, design, and education.
Whenever you publish research results, you present your research in such a way that the results can, in
principle, be replicated. You make accessible, after publication, all information necessary for
intersubjective review of design results and design processes. You make accessible, after publication,
research data for re-use by colleagues.
4. Independence: Academic staff and students operate in a context where academic freedom and
independence are of great importance. Where needed, you guard this independence against commercial,
political, and personal interests. This entails that: you choose your research methods and criteria
primarily to realize scientifically valuable goals. With external sponsors of scientific research, you arrange
that all relevant results of this research may be published within a specified, reasonable amount of time.
You report interests that may potentially conflict with the independence of research activities. You avoid
situations in which reasonable doubt concerning the objectivity of their scientific judgements may arise.
5. Societal responsibility: Science and engineering are vital for the health and well-being of people and for a
sustainable economy. For academic staff and students this entails that: you actively seek, within the limits
and standards appropriate to their field, to contribute to society through research, design, knowledge
dissemination and/or public debate.
2.1.5 Suggestions for training and inspiration2
Learning opportunity Level Aim

PROOF learning opportunity (mainly) targeted at the competence
Scientific Integrity For PhD 2-3 Increase awareness about 'questionable research practices' and develop a
Candidates common language to reflect on questions on scientific integrity. You will
learn (1) what your responsibilities are in terms of scientific integrity and
how to adapt these responsibilities to your own research context, (2) to
identify, asses and discuss scientific integrity issues in your own research
and in the research of others, and, (3) where to find institutional support
that you can rely on in cases of (possible) research misconduct
PROOF learning opportunity that indirectly addresses the competence
Open Science 1-2 Understand what open access publishing means for your PhD research. You
will learn (1) the basics of Open Science and its relevance to scientific
integrity, (2) the benefits and barriers to the adoption of Open Science, and,
(3) how to apply strategies to make your research data Findable, Accessible,
Interoperable and Reusable.
Information Literacy and 1-2 Learn how to organize your references and papers and to write with scientific
Reference Management integrity. You will acquire knowledge about (1) the importance of assigning
correct metadata to documents, (2) citation styles and reference
management software to cite in-text and to create a reference list, and, (3)
evaluating search results on relevance and academic soundness by applying
quantitative and qualitative methods.
2 Gradually we will broaden and include learning opportunities, also other than courses and training, e.g., inspirational videos

2.2 Autonomy and ownership
2.2.1 Introduction
Do you wait for your supervisor to make a suggestion, or are you the one to propose solutions, ask questions
or feedback and take initiative? Working autonomously means that you have the ability to be self-managing,
self-directing and that you can work independently. Ownership also means that you take responsibility for
your project by taking initiatives to move forward and to solve problems. Notice that self-management does
not mean that you have to do it all by yourself. Alignment and consultation with your supervisor is actually
highly valued. So, use other people’s knowledge and experience in your decisions and actions.
2.2.2 Levels
1. You know how to take responsibility for your own research project, with guidance.
2. You show some self-management and self-directing skills. You take responsibility for your own part of the
research and show initiative to the next phase.
3. You have the ability of self-management. You take responsibility for your own research project and show
independence.

✓ Can I think of some specific situations in the past few months where I showed responsibility for my
research project? How did I show responsibility? Does that differ from how I showed responsibility a year
ago? What has changed?
✓ Do I tend to be someone who develops new initiatives? What is the evidence of that?
✓ Can I describe a recent project or task that I initiated? Why did I start that project? How did I overcome
hurdles in initiating this project?
✓ What new ideas or suggestions have I discussed with my supervisor in recent months? Which ones have
been implemented?
✓ Do I usually wait for a problem to occur and then solve it, or can I see it coming and take action to prevent
it?
✓ What is my attitude towards asking for help or feedback? Do I tend to solve problems all by myself even
when that is very hard, or do I ask others for help?
• Think about how you would approach a specific problem or project and discus your ideas in meetings and
working groups.
• Take time to thoughtfully consider your project and identify potential problems: what can you do to
prevent or mitigate them?
• Write down each week what initiatives you have taken in what situation. Try to raise your 'score'.
• When you encounter a problem, ask yourself: do you expect your supervisor to suggest a solution, or can
you present a possible solution and ask your supervisor for feedback? Or take it one step further: ask
yourself if you need guidance from your supervisor or can you manage yourself? Maybe you can find
(better) solutions elsewhere, e.g., by talking to a peer or a researcher specialized in the topic that your
problem is related to. Align your decisions with your supervisor.

2.2.5 Suggestions for training and inspiration

PROOF learning opportunity (mainly) targeted at the competence
Mind your PhD 1-2 Learn to take ownership of your project and your learning and development
process, by reflecting on your motivation, mutual expectations, qualities and
pitfalls, learning mindset, learning styles and learning goals.
Find your Flow 2-3 Discover how to increase your vitality and engagement in your work. Learn
more about your motivation and what helps you to regain your flow and to
stay healthy and energetic.
Taking Charge of Your PhD 2-3 Improve your self-management skills, by (1) creating clarity about your
Project working conditions, (2) giving and asking feedback from your supervisor, (3)
improving your negotiation skills and (4) expanding your professional and
social network.
PhD Project Planning and Time 2-3 Learn how to take ownership of your project planning, by (1) formulating
Management clear (long term) goals, (2) translating these goals into small and specific
steps, and, (3) giving strict priority to these steps and preventing yourself
from getting distracted by other activities.
Personal Grants for Young 2-3 Explore the possibilities of applying a personal grant after your PhD to further
Researchers develop your research ideas.
Scientific Integrity For PhD 1 Create awareness of the responsibilities you have as a researcher, as
Candidates specified by the TU/e Code of Scientific Conduct, and understand how to
apply this in your own research context.
Open Science 1 Understand the basic requirements for Open Access publishing of your
research results and the implications of selecting a particular type of journal.
2 Take responsibility for selecting an appropriate journal for your publication,
by (1) determining the open access policies and copyright policies of specific
journals, (2) choosing between different types of user licenses, and, (3) using
agreements that allow free or cost-reduced Open Access publishing.

2.3 Inquisitive mind
2.3.1 Introduction
Science is not about having all the answers but knowing what the next question is. Having an inquisitive mind
or attitude, is beyond being just curious. You have the urge to understand things and how things are related,
and you always have a next question. Easy answers don’t satisfy you. You really want to learn more about a
subject, study it, explore it and understand it.
2.3.2 Levels
1. You have an inquisitive mind and are eager to learn about your own research field.
2. You have an inquisitive mind and are eager to learn about your own research field and adjacent fields.
You are able to move from ‘how to do it’ engineering to ‘what to do’ and ‘why to do it’ engineering.
3. You look beyond your own research (results) to adjacent fields and can explain the impact and (future)
societal relevance of your own research.

✓ In a conversation with a peer, do I usually share my knowledge or do I try to deepen my understanding of
what he or she is explaining to me?
✓ What have I learned about my own research area and adjacent areas in the past period? Do I really
understand and grasp the subject? What questions are still unanswered?
✓ What exactly do I know about the ‘why’ of my research? What impact does it have, in what ways does my
research affect or solve (future) societal issues?
✓ How can adjacent research fields help me develop a deeper understanding of my own research?
• Be curious to find out what you can learn from other people. Use your sense of curiosity to shift your
focus from trying to confirm what you know to discovering what others know or have experienced. A
useful technique is to practice waiting before responding to what others tell you. For example, fight the
tendency to fill silent moments with your own thoughts, or worse, interrupt others to express your
opinion. Instead, use these moments to show the person that you are truly interested in learning from
what they have to say.
• Don’t be afraid to ask ‘dumb’ questions. Be willing to ask all kinds of questions, even questions that may
seem silly (but actually could be a brilliant question).
• Train yourself in asking open-ended questions that require more than a yes/no response. Open questions
start with ‘what’, ‘who’, ‘why’, ‘where’, ‘how’ and go into depth. Closed questions do not invite elaborate
answers that help you develop deeper understanding. Example of a closed question: Would you like to
stay in academics after your PhD? A related open question could be: Which career possibilities do you
consider after obtaining your PhD degree?
• Regularly reflect on what you’ve learned. Give yourself time to contemplate the insights gained from your
queries.
• Becoming inquisitive takes intentional practice. As with any behavioral shift, it takes time and practice to
become more inquisitive in how we approach conversations.


PROOF learning opportunity (mainly) targeted at competence
Mind your PhD 1-2 Learn from and with other PhD candidates how to deal with difficult
situations during your PhD project, by using peer-to-peer coaching
techniques. Carefully listen to each other and ask open-ended questions to
gain more insight into a problematic situation.
Introduction to Exploitation of 3 Learn more about the three main routes of knowledge transfer from
Research Results and university to society (contract and collaborative research; patenting and
Knowledge Transfer licensing; creating a spin-off) and how this can benefit the researcher,
university and society.
Personal Grants for Young 2-3 Explore the possibilities of applying a personal grant after your PhD to further
Researchers develop your research ideas.
Scientific Integrity For PhD 1 Develop a positive attitude towards reflection and understand the
Candidates importance of open and critical communication to gain new insights.
Design of Experiments in a 2-3 Critically analyze and interpret the results of specific techniques used to
Nutshell design experiments where multiple factors influence the response of a
system.
Practical Data Analysis for 2 Critically analyze your research data using statistical testing, estimation and
Researchers probability fitting.
Time Series Analysis in a 2-3 Critically analyze your research data using exploratory data analysis of time
Nutshell series.
Predictive Modeling in a 2-3 Critically analyze your research data to recognize patterns and to generate
Nutshell predictions, using techniques such as linear regression models, neural
networks and k-means clustering.
Information Literacy and 1-2 Learn to effectively search for background and scientific information in
Reference Management different sources and to evaluate the search results on academic soundness,
by applying quantitative and qualitative methods.
Analytic Storytelling 1-33 Envision the bigger picture of your project and tailor your message to the
interest and background of your audience, whether they work in an adjacent
field or are laymen with a different background.
3The design of the training allows for individual development, which means that the training can be adapt to the skills and knowledge level of each participant. In
addition to the learning materials you receive, you have access to our knowledge base with practical articles that help you deepen your understanding and improve
your skills further. More information can be found at: https://analytic-storytelling.com/en/knowledge-base/.

3 Academic thinking
3.1 Analytical thinking
3.1.1 Introduction
Analytical thinking is the ability to break down complex situations or information into fundamental parts,
distinguish between main and minor issues, see interconnections and patterns, and, get to the point. It is like
taking a magnifying glass and noting all the cracks, spots, and colors of the object you are examining, and then
deciding which ones are the most important. The challenge, of course, is not to get lost in the details. That is
why working systematically and methodologically is so important.
3.1.2 Levels
1. With help, you define relevant questions and arguments, and you find ways to systematically and
methodologically study or answer these questions.
2. You systematically and methodologically identify various approaches and their impact, with some
guidance.
3. You independently, systematically, and methodologically identify (future) research directions and their
implications, various approaches, and their impact. You independently define the relevant questions and
arguments.

✓ What major problem have I faced in the last year? What was the situation? What steps did I take to
analyze the problem? What do I think was the cause of the problem?
✓ In what ways do I systematically and methodologically work on solving problems or answering questions?
✓ Do I often need help to identify relevant questions, or to find a new approach to my research subject?
Can I think of a recent example?
• If you are dealing with an issue, order the information you have available in terms of importance.
Consider why you have chosen this particular order of importance.
• Try to get to the core of the problem by asking yourself the following questions: What is the problem?
Does the problem in fact conceal another problem? What is the true problem? Whose problem is it?
• In discussions, focus on asking open-ended questions (i.e. questions that begin with ‘what’, ‘who’, ‘why’,
‘where’, ‘how’) to go into more depth. Ask (many) more questions than you normally do.
• In the case of problematic situations, write down the pros and cons and weigh them accordingly.
• If there is a problem, try to determine from available figures what consequences, problems and
conclusions can be established.
• Explain your problem to other people. This forces you to structure your thoughts and to get to the point.

Information Literacy and 1-2 Learn to systematically search relevant literature. Define the most important
Reference Management topic(s) and subtopics of your research and create a search plan to get the
most out of library database search engines.

Analytic Storytelling 1-34
Learn to create a structured and clear story about your research and to place
it in a broad context, by building a strong argumentative flow, connecting
each point to the overall picture and showing why you do what you do.
Giving an Audience Focused 1-2 Learn to give effective presentations. Systematically determine what to
Presentation present, what to leave out and what your key message is while targeting a
specific audience.
Design of Experiments in a 2-3 Learn to systematically select, apply and motivate adequate methods for
Nutshell statistical design of experiments.
Practical Data Analysis for 2-3 Learn to systematically select, apply and motivate adequate methodological
Researchers methods for data analysis (linear models: regression and ANOVA model
building).
Predictive Modeling in a 2-3 Learn to systematically select, apply and motivate adequate methods for
Nutshell predictive modeling.
Time Series Analysis in a 2-3 Learn to systematically select, apply and motivate adequate methodological
Nutshell methods for trend and seasonal decomposition.
Open Science 1 Analyze the benefits and barriers to the adoption of Open Science and your
own role and position in the movement of Open Science.

3.2 Abstract thinking
3.2.1 Introduction
Abstract thinking is the ability to deduct generic descriptions from concrete input and to understand concepts
that are real but not directly tied to concrete physical objects and experiences. It is all about the art of
generalizing; eliminating the specifics and focusing on the similarities. People who think in an abstract way
can see the essence of a situation, and look at the broader meaning of ideas and information rather than the
concrete details. You use abstract thinking when you create things, speak figuratively, solve problems,
understand concepts, analyze situations, form theories, and put things in perspective.
3.2.2 Levels
1. You make connections / conceptualize at a basic (abstract) level.
2. You independently recognize the essence of a complex situation.
3. You see interrelationships and quickly identify the essence of a complex situation.

✓ Can I think of a recent example where I recognized the essence of a complex situation?
✓ Do I understand the essence of (the different parts of) my research project, why is it important?
✓ Do I often look for an explanation or do I take things for granted?
✓ Can I think of an example where I used knowledge from a different field of research for my own research?
✓ Do I often search for alternative perspectives for a problem or situation (e.g.: Are there other ways to
think about this? How might other people deal with this?)
• Make a diagram or drawing of a problem or situation, put on paper only what is really important.
• Solve puzzles; 3D, visual, and word puzzles will train you to think of alternatives beyond those that occur
to you immediately.
• Be creative in your thinking and avoid standard thinking patterns at an early stage of the project.
• Organize a brainstorming session with colleagues about a problem and formulate different approaches
and hypotheses. Explore how others came to their conclusions.

Scientific Integrity For PhD 1-2 Understand the concept of “scientific integrity”. Identify, asses and discuss
Candidates scientific integrity issues in your own research and in the research of others.
Practical Data Analysis for 2 Gain insight in the principles on which methodological methods are based.
Researchers
Design of Experiments in a 2-3 Gain insight in the principles on which statistical experimental designs is
Nutshell based.
Predictive Modeling in a 2-3 Gain insight in the principles on which methods for predictive modeling are
Nutshell based.
Time Series Analysis in a 2-3 Gain insight in the principles on which methods methodological methods are
Nutshell based.
5
Analytic Storytelling 1-3 Recognize main messages in your work and the essential points in your
research (story). Learn to make those main messages stand out.

3.3 Conceptual thinking
3.3.1 Introduction
Conceptual thinking is the ability to understand a situation or problem by identifying patterns or connections,
and addressing key underlying issues. By evaluating and reflecting on (scientific) data, statements, facts, and
methods, you are able to formulate new thoughts and ideas, and to construct conceptual frameworks or
models.
3.3.2 Levels
1. With some help, you evaluate and reflect on the value of (scientific) data, statements, facts and methods.
2. You reflect on the value of (scientific) data, statements, facts, and methods.
3. You consistently, independently, and critically evaluate and reflect on the value of (scientific) data,
statements, facts, and methods, and you make sound and clear reasoned judgements.

✓ What do I consider as complex information?
✓ Can I think of an example where I formulated a new idea or concept.
✓ Have I recently come to new insights based on complex information? How did these insights come about?
• Ask yourself questions like “why am I doing this” or “what if I made a different assumption”. These
questions will help you to zoom out and think about your work on a more conceptual level.
• Be aware of your biases and perceptions and try to keep an open mind.
• Visualize your train of thought. It’s easy to forget ideas if you don’t put them down on paper. Don’t let an
inability to draw keep you from sketching out your ideas.
• Find yourself a sparring partner to challenge your ideas.
• Organize a brainstorming session with colleagues about a problem and formulate different approaches
and hypotheses. Explore how others came to their conclusion.
▪ When faced with a challenge, use the issue as an opportunity for a conceptual thinking case study. Begin
by considering how other colleagues might handle the problem. Reflect on past challenges and consider
what was effective and what was not.

Scientific Integrity For PhD 1-2 Learn to reflect on your (academic) behavior and that of others. Identify,
Candidates asses and discuss scientific integrity issues in your own research and in the
research of others.
Open Science 1 Evaluate your own research data management practices during the research
data life cycle.
6
Analytic Storytelling 1-3 Through reasoning (as explained at analytic and abstract thinking), you
evaluate the value of each point you make in your story (e.g. a statement, a
fact, data).
6 The design of the training allows for individual development, which means that the training can be adapt to the skills and knowledge level of each participant. In

4 Communication
4.1 Academic writing
4.1.1 Introduction
As a researcher, you have to publish on a regular basis – usually in academic journals. To publish an article, it
is not enough to have good results; you also need to be able to communicate them in such a way that the
reader understands the value and relevance of your research. In other words, academic writing is a
communication skill. It entails the competency to effectively communicate the outcome and value of your
research to the research community according to academic standards.
Writing differs from other forms of communication, as the communication with the audience is not
immediate. You need to ensure that your reader can understand what you are trying to convey, without being
able to ask you questions. In general, readers prefer texts that are in line with their expectations of a readable
academic text. As a result, this non-immediate communication between the writer and the reader holds the
potential for different forms of miscommunication. For example, something might be obvious for you as the
writer, but the reader might have issues finding the focus in the argumentation or connecting the different
parts of a text into a coherent story.
The good news is that academic writing is not a talent but a skill that can be learned. Academic writing always
involves hard work, however, with knowledge about academic article conventions, argumentation, readability
strategies, and the writing process, it will get easier over time.
4.1.2 Levels
1. You understand the basics of academic writing: you can construct persuasive argumentation, cohesive
text and you understand basic readability strategies.
2. With some guidance, you are able to write various academic articles of sufficient academic style, using
logical argumentation, a clear text structure, and readability strategies.
3. You independently develop different academic articles. You write a thesis with a coherent global
introduction, logical overall structure, and discussion.

✓ Do I know the five stages of the writing process?
✓ Am I able to apply different writing strategies according to the different stages of the writing process?
✓ Do I know how to ask for appropriate support from my peers in the different stages of the writing
process?
✓ Do I apply the genre conventions of academic texts to my own academic text?
✓ Do I adapt my writing/my message according to the journal in which I plan to publish?
✓ Do I take the reader into account when I write a text?
✓ Can I apply different strategies to construct a readable text purposefully?
✓ Do I know how to design convincing academic argumentation in general?
✓ Do I know how to structure and argue the different sections of an article according to the reader’s and
journal’s expectations?
✓ Am I able to design my article’s story with a clear focus and take-away message?
• Investigate your writing process. Be aware that writing is more than just the physical activity of typing. For
example, it also involves planning your text and revising your text. So, explore how you write. Perhaps
you are skipping the pre-writing stage. If so, try to apply this stage consciously. Or maybe you are skipping

the initial revision stage before you send a draft to your supervisor. If so, try reading your draft again
while keeping in mind the reader and the message you want to convey before sending it to your
supervisor.
• Explain your story to a layman and ask if the story and the message is clear.
• Improve your writing skills by practicing a lot and asking feedback from peers.
• Learn from other people’s academic articles. For example: Ask yourself why the author might have
included certain information and why the information is in this exact place in the text.
• If you like reading a particular article, figure out why you enjoy reading it (regardless of the content). Did
the author employ strategies that helped you have a pleasant reading experience?

PROOF learning opportunity (mainly) targeted at competence7
Workshops to catch up to a basic level
Brush up Your Academic 1 Learn what makes a text academic with a specific focus on academic caution
Writing: Academic Style and emphasis in academic sentences.
Brush up Your Academic 1 Learn the general purpose and design of academic arguments and
Writing: Argumentation argumentation and convince your reader of your idea.
Brush up Your Academic 1 Learn different readability strategies to improve the flow of your text and
Writing: Readability make it reader-friendly.
Separate workshops and a course on writing articles8
Workshops
Write Articles: Design your 2-3 Design a storyline in the pre-writing stage of the writing process such that it
Article’s Story is coherent and compelling to the reader. Focus on the article’s research
questions and the take-away message.
Write Articles: Frame your 2-3 Construct an introduction and conclusion based on the common academic
Article: Introduction & conventions and your target journal’s expectations and establish a story arch
Conclusion between the introduction and conclusion to frame your article.
Write Articles: Communicate 2-3 Construct the result and discussion sections based on the common academic
Results in Your Article conventions and your target journal’s expectations. Learn to write a
convincing commentary on your data.
Write Articles: Abstracts & 2-3 (1) Construct effective research paper titles that accurately highlight the core
Titles content of the paper. (2) Craft abstracts that provide a quick and accurate
summary of the paper, to help the reader decide whether the rest of the
paper is worth reading. (3) Select keywords that ensure your paper will be
well-indexed by databases and search engines, and thus improve the
discoverability of your research.
Write Articles: Communicating 2-3 Learn what to say and what not to say when dealing with feedback from
with Journal Editors and Peer editors and peer reviewers by (1) establishing the proper mindset for
Reviewers managing communication with editors and reviewers, (2) identifying
different “levels” of reviewer feedback, (3) applying a systematic approach in
responding to reviewer feedback, and, (4) using suitable language for cases
of disagreement or alternate opinions among reviewers.
Course
Writing Articles & Abstracts 2-3 Improve your scientific writing skills in order to reach a publishable standard
in your discipline. Topics: (1) planning, creating and revising articles according
to the core writing principles presented in the course (2) argumentation,
structure and organization of the article, and, (3) academic and field-specific
conventions and style.
7Look at the flow chart to find out which workshop is most appropriate for you in which stage of your project.
8The combination of the five workshops is equivalent to the course Writing Articles and Abstracts. Therefore, one can choose between following individual
workshops in your preferred order or the full course.

Specialties
Review Papers & Literature 2-3 Learn how to structure your review paper: (1) clarify your goal for writing a
Reviews review paper, (2) decide on a suitable framing structure for your review
article that will highlight your goal, (3) establish and communicate your
stance toward the literature, and, (4) construct an original discussion of
previous work.
Conference papers 2-3 Learn to write a conference submission that follows the conventions for
academic papers and oral presentations by (1) considering the conventions
and purpose of the conference , (2) analyzing your audience, (3) determining
the structure and style of your conference paper (and presentation), and, (4)
increasing your professional profile.
Grant Writing and Presenting 2-3 Learn to prepare and write a good research proposal. You will work on an
for Funding Committees actual proposal or idea with an expert on grants and proposals.
Coaching
Academic Writing Coaching9 An academic writing coach offers you one-to-one feedback on the pre-writing
2-3
or revision stage. Among other things, the coach will ask you many textual
analysis questions to help you untangle or design your story and help you to
find different, suitable ways of communicating your message.
Analytic Storytelling 1-310 Learn to build a strong argument, maintain a clear structure in your writing
and emphasize your main points. Also become attentive to write clearly and
directly.
Additional learning material
Podcast on academic writing (1) 1-2 Listen to informal conversations on a wide variety of topics related to
academic writing.
Podcast on academic writing (2) 1-2 Learn more about academic writing, e.g. the writing process, APA style,
grammar and mechanics.
Blog on academic writing 1-2 Read more about key principles and strategies to improve the process of
academic writing.
How to fix your academic 1-2 This book will help you master a range of techniques and effective strategies
writing trouble to take your academic writing to the next level.
9This support is only available after you have taken some of the academic writing workshops or courses.

4.2 Presenting
4.2.1 Introduction
Presenting is the ability to present ideas and information in a clear and effective way adjusted to the target
group or audience. While some people seem to have a natural talent for this, others find it much more
challenging. The good news is that presenting is a skill that can be learned. It all starts with a good
preparation.
4.2.2 Levels
1. You create an appropriate structure of a presentation and you select the major topic or message, with
help. With appropriate slides, you give a decent and structured presentation to small audiences of peers
and non-peers.
2. You present your own work independently, but might need help with optimizing the content, depending
on e.g. audience.
3. You can adequately present your own work in a variety of formal presentation settings, both inside and
outside of the university (including international conferences). You independently prepare presentations
and confidently and fluently present and discuss your own research and ideas with various audiences.

✓ Did I give presentations in the past year? How often? What was the topic? Was it easy or difficult?
✓ What feedback did I get after my last presentation?
✓ What did I learn from my last presentation?
✓ What goes well and what would I like to improve?
✓ What is the most challenging part of giving a presentation for me? Why?
✓ When do I consider a presentation successful?
✓ How do I communicate knowledge to groups of students? Do I use specific techniques? Which ones?
• Practice. Take the opportunity to give occasionally a presentation, even if you are nervous. Start small and
in a safe environment. For example, give a speech at internal events or in front of a familiar audience. Ask
for explicit feedback on your presentation.
• Find people who are good presenters and consider what elements of their presentation style you could
use.
• Draft your presentation and discuss it with your manager.
• Record your presentation on video camera and analyze it with a colleague.
• Do not fill sheets with too much information: the 5 x 5 rule (preferably no more than 5 lines of text,
containing no more than 5 words each). The message will come from you, the slide is a support for your
audience. Keep the lay-out simple.

Giving an Audience Focused 2-3 Learn to present your ideas or results in an audience-focused way, taking into
Presentation account the following five key aspects: (1) content: what to present, what to
leave out and define your key message, (2) expression: controlling nerves
and appearing confident, using your voice and making gestures, (3) relation:
connecting to your audience through language and eye-contact during a
presentation, (4) appeal: establishing the goal of the presentation and

planning presentation strategy (with regard to content, expression and
relation) accordingly, (5) visual aids: creating visually attractive and concise
slides.
This course provides you a save rehearsal space to practice verbal and non-
verbal aspects of presenting. The trainers will give you will personal feedback
and stage directions. Recorded videos can be used for (further) self-study.
Analytic Storytelling 1-311 Learn how to make your main points stand out, use visuals and slides
effectively, and visualize in a way that keeps your audience’s attention.
Poster & Pitch: Presenting Your 1-2 Learn to explain your research in (about) two minutes to peers and to design
Research and present an eye-catching poster.
Brush up Your Academic 1 Learn different strategies to develop an effective and persuasive
Writing: Argumentation argumentation for academic communication and convince other people of
your idea or message.
Teaching Skills for PhD 2-3 Learn how to design and give effective and interactive lectures.
Candidates
Grant Writing and Presenting 2-3 Learn how to present a research proposal to a funding committee. Exercise
for Funding Committees presenting to funding committees, explain the importance and future impact
of your research and convincing the jury you are the right person for the job.
Practical Data Analysis for 1-2 Present the final assignment, with active participation in the discussion of the
Researchers results obtained.
Time Series Analysis in a 1-2 Present the final assignment, with active participation in the discussion of the
Nutshell results obtained.
Five ways to reduce PowerPoint 1 Learn to communicate more effectively with PowerPoint using five research-
overload based principles.
Scientific Presentations with 1 Get tips on how to optimally use PowerPoint to support your narrative in a
PowerPoint – a complete thesis scientific presentation.
summarized in 10 useful tips

4.3 Oral expression
4.3.1 Introduction
Oral expression is the ability to communicate ideas and information to others verbally in understandable
language and to check whether the message has been understood. Oral communication can be either formal
(e.g. a conference presentation) or informal (e.g. a meeting with your supervisor). Oral communication is
essential for good teamwork.
4.3.2 Levels
1. You participate in discussions in an appropriate manner, are able to express your thoughts in English (C1
level) and you understand arguments in discussions.
2. You actively participate in scientific discussions on your own topic and you come up with relevant
arguments.
3. You communicate adequately with various stakeholders, taking into account culture, position, and
background.

✓ In conversations, how often do I check if the other person understands me? How do I do that?
✓ Can I think of a situation where I received feedback on how my message came across others? What
feedback did I get?
✓ How often do I summarize what I have heard in a conversation?
✓ Do I know who the stakeholders are in my project?
✓ How can I take culture, position, and background into account in my communication?
• Improve your English skills (if necessary) by taking a course, reading English books, talking to others in
English, listening to English podcasts on your favorite scientific topic.
• Adapt your language, speaking pace and body language to your conversation partner. Look your
conversation partner in the eye.
• Use intonation and pauses when speaking.
• Prepare discussions well. What is the main message? What do you want the effect of your message to be,
and how can you best achieve that?
• Ask the other person if he/she has understood your message.
• Give examples to clarify. Find out if there are other ways of explaining something (e.g. by making
comparisons, giving examples)
• Practice communicating a (difficult) message and evaluate this with a colleague or friend.

Communication styles 3 Understand your own preferences in communication style and your personal
needs in connecting to others, and learn how to bridge the gap with different
communication styles and needs of others. You will receive a report
describing your profile (base on a questionnaire) and you will practice
different communication styles.
Taking Charge of Your PhD 2-3 Practice communication skills such as giving and receiving feedback,
Project negotiating and solving conflicts with your supervisor(s).
Giving an Audience Focused 3 Learn to think about and apply the interests and needs of different
Presentation stakeholders and audiences in your communication.

Analytic Storytelling 1-312
Learn to communicate adequately by adapting to the background and
position of your audience.
Mind your PhD 2-3 Discuss practical issues that you encounter during you PhD with other
participants and learn from each other using peer-to-peer coaching
techniques.
Teaching Skills for PhD 3 Learn more about the principles of instruction to clearly build an explanation.
Candidates
Scientific Integrity For PhD 3 Develop a positive attitude towards reflection and open discussion of
Candidates responsible conduct in research and discuss with fellow scientists factors that
undermine and promote scientific integrity.

5 Research project management
5.1 Organizing and executing
5.1.1 Introduction
Organizing and executing is the ability to successfully plan and execute the activities in your project while
effectively managing time and resources. Organizational skills are essential for multitasking. It helps to avoid
clutter and procrastination and to create structure and order.
5.1.2 Levels
1. You execute a given research project under supervision.
2. You plan and execute a research project under supervision.
3. You independently and adequately design, plan, and manage all phases of your own research project.

✓ What kind of controls or evaluation moments do I build in my work?
✓ How do I manage to meet the agreements I make with people, both in time and quality?
✓ How do I manage to be well-informed about the progress of a project or activity?
✓ How do I manage to work according to plan or planning?
✓ Do I have any experience with a co-worker who failed to meet appointments? What did I do?
✓ How do I organize my activities? Can I give specific examples?
✓ Can I give an example of a situation where I was asked to do an extra job while I didn’t have time for it?
What did I do or say?
✓ Do I usually make a realistic estimate of the time, people and resources needed to achieve a goal or does
my schedule often run late?
• Draw up a project plan with milestones and evaluation moments.

• Write down in your diary any agreements made regarding progress.
• Hold regular review meetings to verify that activities are on track.
• After a meeting, make specific and measurable follow-up agreements and communicate them clearly.
• Draw up action lists and check off items once it is completed.
• Consider the activities for which it would be sensible to implement a (standardized) progress report and
decide what the content of such a report should be.
• Evaluate each assignment or project. What can you learn from it?
• Consult a colleague or your manager to see whether your planning and organization fulfill the
expectations and demands.

PhD Project Planning and Time 1-2 Understand the principles of project management and learn how to manage
Management your time on a daily basis and how to deal with uncertainties in a project.
Information Literacy and 1-2 Organize and manage relevant and reliable references in Mendeley and
Reference Management create an organized personal library.
Write Now! Writing Support 2-3 Create a writing routine based on a realistic writing plan and learn how to
Group stick to the plan.

TU/e Writing Challenge 2-3 This challenge will help you create a writing plan, keep yourself on track and
deliver a writen document. You will learn some theory, trips and tricks and
how to deal with a writers block.
10 Tips for better Time 1-2 Get tips on how to work more effectively, based on the book “The
mangement organized mind” of Daniel Levitin.
Taking Charge of Your PhD 2 Manage your project effectively by optimizing the success factors (technical
Project conditions, social and professional networks).

5.2 Planning
5.2.1 Introduction
Planning is the ability to oversee your work (short-term and long-term), to set clear goals and to decide how
to achieve them. It requires looking ahead, making decisions and choosing between alternative routes.
5.2.2 Levels
1. You formulate clear short-term goals for the research project.
2. You formulate clear long-term goals for the research project.
3. You make realistic estimates of time, people and resources needed to achieve a goal and you monitor the
progress of the planning. You identify and signal (potential) delays. You organize views and bring together
resources.

✓ How do I typically plan my research and ensure that I meet the deadlines?
✓ How often do I formulate clear and measurable objectives or goals for myself and/or others?
✓ Do I know what I want to achieve in one year from now?
✓ What were my objectives in the past year? Did I achieve these objectives?
✓ Can I think of situations where I had to adjust the original planning. What was the reason?
✓ What are the critical steps in organizing my current project?
• When you have the responsibility for planning and organizing a particular project, determine (1) the exact
objective of the project, (2) the resources (time, people, budget etc.) required to reach the goal, and, (3)
the effort (in terms of time and contribution) of everyone involved.
• Formulate SMART goals (i.e. Specific, Measurable, Achievable, Realistic, Timely). This will help you to
clearly specify what you want to achieve and what actions to take to reach your goal. For example, you
may set a goal to ‘get better’ at typing. However, this goal is quite vague. By restating your goal in
quantifiable terms, as ‘being able to type 50 words per minute’, it becomes measurable. This goal can
then be further developed to reflect the other characteristics of a SMART goal.
• Consult a colleague or your manager to see whether your planning fulfills the expectations and demands.
• Plan fixed meeting dates for large projects.
• Make room in your schedule for unforeseen events.

PhD Project Planning and Time 2 Learn to formulate clear goals for the long term and translate them into
Management concrete steps. Understand the characteristics of SMART goals. Make a
personal (long term) plan for your PhD project.
Write Now! Writing Support 2-3 Create and revise a realistic writing plan.
Group
deliver a writen document.
Supervising Students in 1-2 Create a realisitc plan for supervision.
Bachelor End Projects
Supervising MSc Students 1-2 Create a realisitc plan for supervision

5.3 Setting priorities
5.3.1 Introduction
Setting priorities is the ability to find a balance between the scope of the work, the available resources, and to
define – given the boundaries - what needs to be done, and what needs to be done first. Of course, you need
to have your goals defined very clearly (see Planning).
5.3.2 Levels
1. You recognize a well-defined problem and plan the steps within a project phase
2. You decompose a complex problem into smaller problems. You choose and focus on priorities that are
needed to ‘move ahead’.
3. You define the key problems and you prioritize by distinguishing between main and secondary tasks.

✓ Do I know exactly what my current goals are?
✓ Do I have a clear picture of the available resources (time, people, budget etc.)?
✓ Do I know what actions I need to take to achieve my goals?
✓ Is it clear to me what are the main and side tasks of my project for the coming period?
✓ How did I determine which tasks had priority in the past year? Think of some examples.
• Put your problems, goals and/or actions on post-its and rearrange them by prioritizing.
• Start each day by asking yourself: What do I want to be the highlight of my day? A highlight is something
that falls between a long-term goal and a short-term task and gives you more focus.
• Use a blank journal to write down and draw up your ideas and thoughts.
• Create an Eisenhower Matrix an distinguish your tasks between (1) urgent and important, (2) important
but not urgent; 3) urgent but not important and 4) not urgent and not important. There are many other
online tools that you can use for prioritizing. (see also: Introducing the Eisenhower Matrix)

PhD Project Planning and Time 3 Learn to prioritize your work using the Eisenhower matrix.
Management
Write Now! Writing Support 2-3 Divide your writing assignment into smaller steps and create a realistic
Group writing plan.
deliver a writen document. You will learn some theory, trips and tricks and
how to deal with a writers block.
How to deal with work 2 Bring more focus to your work and discover what tasks are energy givers and
pressure? energy takers.

6 Social effectiveness
6.1 Collaborating
6.1.1 Introduction
Collaborating is the ability to contribute with other individuals or groups to complete a task or achieve a
common goal. Collaboration can take place synchronous, where everyone interacts in real time, or
asynchronous, where the interaction is time-shifted (such as working on a shared document). Collaboration is
important because it enables you to learn from others, it creates new perspectives and helps to solve
problems when you are stuck, it opens up new networks, it creates a sense of belonging and it can increase
your motivation.
6.1.2 Levels
1. You participate in pre-established collaborations and reflect on your personal role within these
collaborations.
2. You understand and apply different roles and boundaries in collaborations.
3. You define roles, goals, timing, and boundaries for collaborations. You demonstrate the ability to change
role when needed.

✓ How do I usually act in meetings? What is my role? Give examples.
✓ Can I remember a situation where I worked in a team or group on a common task? What was my role?
✓ Can I remember a situation where I disagreed with the approach of a team I was part of? What did I do?
✓ How do I experience the current way of working with people in my organization or department? Have
there ever been any problems?
✓ Who am I currently working with? Do conflicts ever arise and how do I deal with them?
✓ How (often) do I share information and experiences with others?
✓ Do I (often) offer colleagues help when they need it?
✓ How do I deal with differences between people and their different viewpoints?
• Share your knowledge with others.

• Volunteer to help colleagues.
• Communicate your intentions and/or goals to the group members before you begin a task or assignment.
• Listen to others with an open and curious attitude and ensure that you understand them.
• Build on other people’s proposals or ideas. Consider things (also) from the perspective of others.
• Give other people a voice. Actively involve others in the conversation.
• Address any cooperation issues in a respectful way. Together try to discover the causes and how to
improve the cooperation.
• When having a point of discussion, make an inventory of the different opinions in the group and come to
an opinion in a democratic way.
• Taking time to recognize results and celebrate positive outcomes as a group.

Communication styles 1-2 Understand your own preferences in communication style and your personal
needs in connecting to others, and explore different strategies in dealing

with people with different communication styles and needs. You will receive
a report describing your profile (base on a questionnaire) and you will
practice different communication styles.
Working in an Intercultural 1 Increase your awareness of cultural differences (regarding to e.g.
Environment communication, leadership and behaviour) and how to make use of these
differences. Similarities unite us, differences make us grow.
Taking Charge of Your PhD 1-2 Practice communication skills necessary for good collaboration, such as
Project giving and receiving feedback, negotiating and solving conflicts with your
supervisor(s).
Mind your PhD 1 Support and learn from other participants how to deal with difficult
situations using peer-to-peer coaching techniques.
PhD Project Planning and Time 1 Collaborate with participants on a specific case.
Management
Practical Data Analysis for 1 Collaborate in a final assignment with a multidisciplinary group.
Researchers
Time Series Analysis in a 1 Collaborate in a final assignment with a multidisciplinary group.
Nutshell

6.2 Networking
6.2.1 Introduction
Networking is about establishing, building and maintaining (long-term) mutually beneficial relationships inside
and outside one’s own organization. Networking is not synonymous with selling yourself or begging for a
favors. Investing in your relationships — professional and personal — can bring great benefits during and
after the course your PhD project.
6.2.2 Levels
1. You work together with different people from different backgrounds and cultures within your own
department and specialism (academic staff, peers, supervisor).
2. You work together with different people from different backgrounds and cultures inside and outside the
department, crossing the border of your own specialism. You know how to get the cooperation of others
and you ask for help if necessary.
3. You recognize direct peers and authorities and establish, maintain, and make use of (international)
contacts within and outside the own organization.

✓ How easy is it for me to connect with others, or to approach people with a question or request?
✓ How do I become acquainted with the people in my organization? How do I approach them? Do I take the
initiative?
✓ What networks (formal and informal) do I belong to?
✓ Do I know who are the relevant stakeholders and decision makers in my daily work?
✓ Do I need the cooperation of certain people, groups, or departments to perform my work well? How do I
address that?
✓ Do I consciously build, maintain and use my network? Give examples.
• Meet new people. Go to conferences, follow a relevant course, attend (virtual) networking events, use
social media (e.g. LinkedIn) to connect to people.
• Carefully listen to what other people have to say, they might have useful information or contacts for you.
• In consultation with your supervisor and/or colleagues, determine which people you should involve in
your professional network and which relationships you should reinforce.
• Find out who your current contacts are and decide what contacts you need to strengthen your position in
your field of research. Make concrete plans about how, or with whose help, you are going to make and
maintain these contacts. Discover which strategy work best for you.
• The best way to connect is by giving. For instance, you may not have a solution when someone
approaches you for help, but you may be able to link them to someone who can meet their needs.
• Give others in your organization access to your network(s).

Taking Charge of Your PhD 1-2 Create awareness about your current (professional and social) network and
Project what action you can take to expand your network.
Mind your PhD 1-2 Understand the importance of (learning) networks and how they can be
established.
Career Consult 3 During three personal meetings you will reflect on your ambitions and learn
how to expand your network and create opportunitues for your next career.

6.3 Supervising
6.3.1 Introduction
Supervising is the ability to assist and encourage students so that they make the best possible use of their
personal and professional qualities and develop their talents further.
6.3.2 Levels
1. You assist in the supervision and coaching at BSc student level.
2. You adequately supervise and coach at BSc student level.
3. You adequately supervise and coach at the MSc student level. You guide others that participate in your
own work to make the best possible use of their qualities by giving constructive feedback.

✓ What do I think is my role of a supervisor?
✓ How do I ensure that students remain motivated?
✓ How do I ensure that students come up with initiatives and solutions themselves? How do I enhance their
ability to act independently and with initiative?
✓ Have I ever had to educate or instruct a new colleague? How did I approach this?
✓ How approachable am I for students? How can I improve?
✓ How do I communicate: do I provide criticism, or do I give constructive feedback? Do I only focus on what
can be improved, or also mention what students do well?
• Give compliments when things go well and put students at ease regarding the work that has been done.
• Make sure that people feel capable and recognized.
• Give the student (some) space to make his/her own decisions.
• Ask for feedback of the students during (and after) the supervision. What do they need from you, how is
the supervision process going?
• Be clear about what you expect from the student.
• When you supervise a student, discuss your experiences afterwards with your supervisor or colleagues.

Supervising Students in 1 Learn more about supervision skills and how to give students in their
Bachelor End Projects Bachelor End Project the appropriate support and use your own time
efficiently.
Supervising MSc Students 2 Learn more about the responsibilities of a supervisor and how to motivate
your students, keep track of their timeline, provide effective feedback and to
assess the project.
Supervision on Supervising Skills 2-3 Get personal support from a professional in dealing with difficult issues when
supervising students.
Teaching Skills for PhD 2-3 Learn to take into account different learning styles while teaching (or
Candidates supervising) students.
Podcast on graduate student 1-2 Learn how to optimize communication between the supervisor and the
supervision learner and cultivate a safe psychological environment.
Podcast on teaching 1-2 Learn how to improve your teaching and how to connect with students.

7 Personal effectiveness
7.1 Resilience
7.1.1 Introduction
Resilience is the ability to recover from or adapt to adversity or changes. Being resilient does not mean that
you don’t experience stress or suffering. It is more a way of coping with these experiences. Resilience gives
you the strength to overcome challenges and solve problems. Watch this short video to understand what
resilience means.
7.1.2 Levels
1. You cope with setbacks or disappointment and know how to respond to challenges or setbacks, with
guidance of a supervisor.
2. You cope with time pressure, setbacks or adversity and maintain a positive view of things, with some
guidance.
3. You independently continue to perform effectively under time pressure, in the event of setbacks or
adversity.

✓ How do I deal with tensions in the workplace? Give an example.
✓ What has caused me the most stress recently? How did I react?
✓ What circumstances prevent me from doing my work?
✓ Can I remember a situation where I faced strong opposition during a discussion? How did that make me
feel and how did I react?
✓ Can I remember a difficult or stressful day? How did I regain my calmness?
✓ When was the last time I lost my patience? What was the reason?
✓ What aspect of my work that is really time-bound? How do I deal with that?
✓ Do I ever feel like people are pressurizing me? How do I react in such a situation?
✓ Have I ever experienced injustice? What did I do then?
• Learn how to say NO.

• Ask for time to reflect before taking a decision.
• Remember that good is often good enough.
• Reduce stress by properly planning and organizing your work and preparing interviews and meetings.
• Learn from your mistakes and failures.
• Expand your social and professional network; ask for support when faced with difficult issues.
• Set clear boundaries for work and private life (e.g. don’t work on the weekend).
• Pay attention to your physical well-being (eat, drink, exercise and sleep well).
• Plan moments of relaxation (e.g. take a walk, meditate).
• Practice positive thinking.
• Become aware of mindsets that don’t serve you (related to your self-esteem and locus of control).


How to be more resilient? 2-3 Reinforce your resilience by (1) understanding the importance of building
and maintaining relationships to reinforce your resilience, (2) discovering
your values and how to act accordingly, and, (3) practicing optimism and
learning where you have influence and where you do not.
Mind your PhD 1-2 Discover what works best for you to deal with difficulties during your PhD by
learning with and from other participants.
Find your Flow 2-3 Discover how to increase your vitality and engagement in your work when
you experience a setback. Learn more about your motivation and what helps
you to regain your flow and to stay healthy and energetic.
How to deal with worrying and 3 Learn to distance yourself from your thoughts by doing various exercises.
negative thoughts?
How to deal with stress? 2-3 Recognize (early) stress signals. Through exercises you will find out what
these signals are, how you can deal with them and how you can possibly
prevent them. Learn various coping strategies and ways to motivate yourself.
How to deal with work 2-3 Explore what causes you stress at work and discover effective and practical
pressure? ways to deal with it and gain more control and pleasure in you work.
Heartmath 3 Discover practical techniques to control the reactions of your body and
neutralize stress through theory, practice and biofeedback. Experience how it
is to work in a state of flow.
Mindful in Your Work and Life 3 Get insight into your behaviorial and thought patterns and reduce stress
through systematic ways of building mental and emotional strength. Practice
mindfulness for more energy and relaxation and create balance between
thinking, feeling and doing.
How to deal with imposter 1-2 Imposter syndrome is a sense of unworthiness which persists despite
syndrome? external evidence of your achievements and accomplishments. Discover how
you react to these feelings and how to deal with them in an effictive way.
Stress bucket 1 This video provides a brief introduction to stress management.
The 4 F’s of Flow Learn more about the four factors that lead to more flow at work.
What is imposter syndrome and This video provides a brief introduction into the imposter syndrome.
how can you combat it?

7.2 Self-motivation
7.2.1 Introduction
Self-motivation is the ability to encourage yourself to continue making progress towards a goal, even when it
feels challenging. Self-motivation requires that you believe in yourself, stay inspired, and envision your long-
term goal.
7.2.2 Levels
1. You remain motivated after a setback or disappointment.
2. You anticipate and experiment with alternative ways of responding to stressful situations.
3. You navigate yourself out of stressful situations and you have the ability of self-motivation.

✓ Think of a recent setback or disappointment. How did I feel? What did I think? And what did I do?
✓ Think of a situation where I became frustrated, impatient or demotivated. What happened?
✓ Think of a recent stressful situation. How did I react? Could I have reacted differently? How?
✓ How can I motivate myself to go on after a setback? What works good for me?
• Find your deeper ‘why’. Connect your goals to your purpose.

• Share your motivation and mission with others.
• Don’t wait to get motivated, just start doing what you planned to do.
• Reward yourself when you achieved your goal.
• Watch inspiring videos or talk to inspiring people.
• If you are struggling to step out of a stressful situation, visualize yourself in a new situation and prime
yourself for success.
• Imagine how it is when your task is finished.
• Schedule time outdoors each day. Getting outside and spending time in nature will boost your energy and
replenish your self-motivation.
• Play your favorite music. Our brains are hardwired to respond to music. Find music with a beat and
rhythm that boost your mood and energy level. It is a great way to pull yourself out of a slump and
focused again on the task at hand.
• Focus on gratitude. Self-motivation is hard when you get caught up in negativity. Think of all the good
things in your life and don’t focus on the things you wish you had. The more you look at the valuable
things in your life, the easier it will be to motivate yourself.

Find your Flow 2-3 Discover how to increase your vitality and engagement in your work when
you experience a setback. Learn more about your motivation and what helps
you to regain your flow and to stay healthy and energetic. Watch this video
to learn more about four factors that lead to more flow at work.
Mind your PhD 1-2 Become aware of your motivation for your PhD project and your deeper
drive or mission in life. Get tips on how to regain or strengthen your
motivation.

How to be more resilient? 3 Learn to manage your emotions: recognize, name, accept and express
emotions.
How to deal with stress? 2-3 Recognize (early) stress signals. Through exercises you will find out what
these signals are, how you can deal with them and how you can possibly
prevent them. Learn various coping strategies and ways to motivate yourself.
How to deal with work 2-3 Explore what causes you stress at work and discover effective and practical
pressure? ways to deal with it and gain more control and pleasure in you work.
How to deal with worrying and 3 Understand the connection between thoughts and emotions. Learn to
negative thoughts? reconsider your thoughts that enable you to motivate yourself.
How to deal with imposter 1-2 Imposter syndrome is a sense of unworthiness which persists despite
syndrome? external evidence of your achievements and accomplishments. Discover how
you react to these feelings and how to deal with them in an effictive way.
This video provides a brief introduction.
Heartmath 2-3 Discover practical techniques to control the reactions of your body and
neutralize stress through theory, practice and biofeedback. Experience how it
is to work in a state of flow.
Mindful in Your Work and Life 3 Get insight into your behaviorial and thought patterns and reduce stress
through systematic ways of building mental and emotional strength. Take
ownership and be aware of what you can influence and what not.
Motivation: values versus goal 1-2 This video explains the important distinction between living a goals-focused
focused versus a values-focused life and why living in accordance with your innermost
values can lead to a more rich, full, and meaningful life.

7.3 Continuous learning
7.3.1 Introduction
Continuous learning is the ability to critically evaluate your own behavior, viewpoints, and methods. You
show a willingness to learn from these evaluations and to continually develop and improve your skills and
knowledge in order to perform job-related tasks effectively and adapt to changes in the workplace.
7.3.2 Levels
1. You handle feedback from others and reflect on your own behavior. You have a mindset of continuous
upskilling and relearning.
2. You handle feedback from others, and you critically evaluate and adjust your own behavior. You identify
personal learning needs and make appropriate choices within and outside the existing education offer to
achieve goals. You assume personal responsibility and control of your own learning.
3. You request feedback and you are open to criticism; you reflect on your own behavior and you adapt your
behavior accordingly.

✓ What do I consider to be my strong qualities? What do I consider to be my less strong qualities? What
qualities would I like to develop further?
✓ How would other people describe me as a person? Ask them.
✓ How often do I ask for feedback? And how do I deal with critical feedback, am I receptive to it?
✓ Do I regularly evaluate my own approach, and do I consider ways of improving or modifying it?
✓ What points came up during my last (annual) review interview and what agreements did I make?
✓ How do I work on my development? Do I discuss my development with my supervisor?
✓ Am I familiar with the PROOF opportunities? Do I attend courses regularly?
• Expand your interest to areas indirectly related to your field of research. This broadens your horizon and
challenges you to learn new knowledge and skills.
• Ask other people for feedback on your behavior. Do not become defensive but keep asking questions and
show appreciation for the person giving the feedback. What can you learn from the feedback?
• View mistakes and failures as opportunities to develop yourself.
• Reflect on your own behavior and adjust your behavior accordingly.
• Outline your own strengths and weaknesses. Be realistic about yourself.
• Check your strength/weakness analysis with others for accuracy, completeness and recognizability.
• Study the PROOF opportunities and sign up for a few relevant courses.
• Think about workplace learning. How can you learn from your everyday work?
• Make sure that your own development is discussed regularly.
• Regularly update and discuss your Training and Supervision Plan with your supervisor.

Mind your PhD 1-2 Reflect on your learning mindset, learning behaviour and your learning goals.
Taking Charge of Your PhD 1-2 Lear how to give and ask for feedback from your supervisor and improve
Project your negotiation skills.

Giving an Audience Focused 2-3 State your learning needs for presenting. Receive and give feedback to each
Presentation other. Reflect on your performance via video recordings and apply what you
have learned in your next presentation.
Analytic Storytelling 1-313 Give and receive feedback to and from your fellow participants.
Career Consult 3 During three personal meetings you will reflect on your ambitions and which
steps to take to achieve your career goals.
Individual Personality Analysis 3 Get more insight into your own personality to shape your development and
career path. You will complete a personality test and discuss the outcome
with a coach in a private session.
Learning Mindset 1 This video explains the difference between a fixed mindset and growth
mindset and how you can best fulfil your potential.
Modern Workplace Learning 1 Become aware of the different ways in which people learn at work and which
way is most effective when.
Scientific Happiness 1 This online newspaper presents articles related to conducting a PhD project
in a efficient and healthy manner.

8 Appendix A
Table 8.1 presents an overview of the PROOF learning opportunities and the associated target competencies
that are primarily addressed (indicated by a colored square) or indirectly adressed (indicated by a colored
square with a cross). The color scheme is the same throughout this document and is (again) shown in Table
8.2.
PROOF learning opportunity Competencies that are addressed
Academic Writing Coaching
Analytic Storytelling
Brush up Your Academic Writing:

Academic Style
Brush up Your Academic Writing:
Argumentation
Brush up your Academic Writing:
Readability
Career Consult
Communication styles
Conference papers
Design of Experiments in a Nutshell
Find Your Flow
Giving an Audience Focused

Presentation
Grant Writing and Presenting for
Funding Committees
How to Be More Resilient?
How to Deal With Imposter

Syndrome?
How to Deal With Stress?
How to Deal With Work Pressure?
How to Deal with Worrying and

Negative Thoughts?
Heartmath
Individual Personality Analysis
Information Literacy and Reference

Management
Intro to Exploitation of Research
Results and Knowledge Transfer
Mind your PhD

Mindful in Your Work and Life
Open Science
Personal Grants for Young Researchers
PhD Project Planning and Time

Management
Poster & Pitch: Presenting your
Research
Practical Data Analysis for Researchers
Predictive Modeling in a Nutshell
Review Papers & Literature Reviews
Scientific Integrity for PhD Candidates
Supervising MSc Students
Supervision on Supervising Skills
Supervising Students in Bachelor End

Projects
Taking Charge of your PhD project
Teaching Skills for PhD Candidates
Time Series Analysis in a Nutshell
TU/e Writing Challenge
Working in an Intercultural
Environment
Write Articles: Abstracts & Titles
Write Articles: Communicate Results in

Your Article
Write Articles: Communicating with
Journal Editors and Peer Reviewers
Write Articles: Design your Article’s
Story
Write Articles: Frame your article:
Introduction and Conclusion
Writing Articles and Abstracts
Write Now! Writing Support Group
Table 8.1: Overview of the PROOF learning opportunities and the competencies that are addressed.

Competence Sub-competence
Academic attitude Scientific integrity Autonomy & ownership Inquisitive mind
Academic thinking Analytical thinking Abstract thinking Conceptual thinking
Communication Academic writing Presenting Oral expression
Research project Organizing and executing Planning Setting priorities

management
Social effectiveness Collaborating Networking Supervising
Personal effectiveness Resilience Self-motivation Continuous learning
Table 8.2: Overview of the 18 competencies of the PhD Competence Profile grouped into 6 main competencies.


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PhD Competence Development

5 Research project management 22

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1.1 How to use this guide

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Academic attitude Scientific integrity Autonomy & ownership Inquisitive mind

Academic thinking Analytical thinking Abstract thinking Conceptual thinking

Communication Academic writing Presenting Oral expression

Research project Organizing and executing Planning Setting priorities

Personal effectiveness Resilience Self-motivation Continuous learning

1.2 How to interpret the levels of development

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2.1 Scientific integrity

2.1.3 Questions to reflect on competence level

2.1.4 What can you do yourself?

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2.1.5 Suggestions for training and inspiration2

Learning opportunity Level Aim

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2.2.3 Questions to reflect on competence level

2.2.4 What can you do yourself?

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Learning opportunity Level Aim

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2.3.3 Questions to reflect on competence level

2.3.4 What can you do yourself?

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Learning opportunity Level Aim

Graduate School Date Page

3.1 Analytical thinking

3.1.3 Questions to reflect on competence level

3.1.4 What can you do yourself?

3.1.5 Suggestions for training and inspiration

Learning opportunity Level Aim

Graduate School Date Page

Graduate School Date Page

3.2.3 Questions to reflect on competence level

3.2.4 What can you do yourself?

3.2.5 Suggestions for training and inspiration

Learning opportunity Level Aim

Graduate School Date Page

3.3.3 Questions to reflect on competence level

3.3.4 What can you do yourself?

3.3.5 Suggestions for training and inspiration

Learning opportunity Level Aim

Graduate School Date Page

4.1 Academic writing

4.1.3 Questions to reflect on competence level

4.1.4 What can you do yourself?

Graduate School Date Page

4.1.5 Suggestions for training and inspiration

Learning opportunity Level Aim

Graduate School Date Page

Graduate School Date Page

4.2.3 Questions to reflect on competence level

4.2.4 What can you do yourself?

4.2.5 Suggestions for training and inspiration

Learning opportunity Level Aim