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IP 16.12.20 > Behaviours > Flashcards

Behaviours Flashcards

1
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Communicate in a straightforward manner?

A

By breaking complex processes down into simple bullet points to make them more digestible

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2
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Maximise understanding and impact?

A

By using mixed media (verbal, written content, infographics, videos) to target different learning styles

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3
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Encourage the use of different comms methods, especially digital resources?

A

By including links to my team’s social media, ICL’s website and relevant external sources (e.g. SLC website).

Because young people prefer digital content and personal research would help to further their learning.

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4
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Ensure comms had a clear purpose?

A

By meeting with my manager beforehand to discuss the objective and which info was relevant to furthering it.

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5
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Check understanding?

A

By leaving time for questions at the end

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6
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

ACTIONS: how did you…

Show enthusiasm?

A

By emphasising that ICL has the most generous UG funding package of any UK university throughout

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7
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

What was the situation?

A

In a previous role, I worked in the Student Financial Support Team at Imperial College London.

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8
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

What was the task?

A

At Open Days, I gave presentations about student finance to prospective students and their parents to convince them to choose ICL over other universities.

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9
Q

Behaviour: Communicating and Influencing

Example: presenting at ICL

What was the result?
Refer to the outcome and impact.

A

Outcome: I successfully presented complex material to mixed ability, non-specialist audiences of up to 100 people.

Impact: I persuaded 100s of new UGs to come to ICL:

  • Benefitted their education
  • Secured fresh talent/funding for the College
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10
Q

Behaviour: Communicating and Influencing

Example: Python presentation

What was the situation?

A

I recently completed a ‘Python Programming for Data Science’ course during lockdown.

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11
Q

Behaviour: Communicating and Influencing

Example: Python presentation

What was the task?

A

For the final team project, we had to write a machine learning algorithm for cancer detection and pitch it to a client.

The client was mixed business and technical personnel - needed to address diverse interests/expertise.

We had to persuade them to choose our product over competitors.

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12
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Communicate in an honest manner?

A

By being upfront about the limitations of the model, but framing it as a positive; we had a clear vision of how to improve it, and with their investment would be able to make the necessary changes.

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13
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Maximise understanding and impact?

A

By displaying both a PowerPoint with bullet points (business people) and a Jupyter notebook with code (data scientists).

This targeted both groups simultaneously without using alienating jargon.

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14
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Ensure communications had a clear purpose?

A

By discussing the brief with my team and making a list of everything we needed to include prior to commencement.

Ensured we covered all points.

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15
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Take into account the client’s needs?

A

By creating a PowerPoint with bullet points for the business people and displaying our Jupyter notebook with code for the data scientists.

Took into account their diverse needs and expertise simultaneously.

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16
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Check understanding?

A

By leaving time for questions at the end.

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17
Q

Behaviour: Communicating and Influencing

Example: Python presentation

ACTIONS: how did you…

Show enthusiasm?

A

By highlighting our USP throughout: we were the only group to try ensemble learning, making our model more robust than some of our competitors’.

Our model was more likely to reduce the financial and human costs (hospital beds/staff) of cancer treatment (patient trauma/mortality).

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18
Q

Behaviour: Communicating and Influencing

Example: Python presentation

What was the result?
Refer to the outcome, impact and any improvements.

A

Outcome: we came second in the competition

Impact: the client gave us good feedback because they liked that we had used mixed media to explain ourselves

Improve: in-person would have been better as a large proportion of communication is non-verbal e.g. eye contact can be persuasive

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19
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

What was the situation?

A

In a previous role, I worked in the Student Financial Support Team at Imperial College London.

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20
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

What was the task?

A

I managed the Student Support Fund, an emergency fund for struggling students.

A student applied who had a serious health condition and dangerous living arrangement. However, she already owed the College money and was considered a risky investment.

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21
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Communicate in a straightforward manner to your colleagues?

A

By using simple language and bullet points to get straight to the point:

SITUATION
COSTS
BENEFITS
My RECCOMMENDATION

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22
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Maximise understanding and impact?

A

With both Rosie and my colleagues

Met in person:

  • Large proportion of comms is non-verbal
  • Could better understand their feelings/attitudes
  • Could better express mine (body language, tone etc.)
  • Could answer any questions they had

Followed up with an email to clearly summarise the take-home points in simple bullet points

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23
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Ensure comms had a clear purpose?

A

With emails, put a clear subject line and marked the message as high importance

In person, organised meetings purely to discuss the situation and nothing else

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24
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Check understanding?

A

By leaving time for them to ask questions in meetings

By asking them questions as well, e.g. ‘what do you think will happen if we don’t assist?’

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25
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Show enthusiasm?

A

By stressing that the benefit of helping her far outweighed the financial cost to the College.

By reminding my colleagues we had a shared duty of care for the student.

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26
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

ACTIONS: how did you…

Use different communications methods? Give 3.

A

Emailed the doc to get a written confirmation, could add to my body of evidence

Called distant colleagues for their convenience

Met with key colleagues as was fastest, could show body of evidence and capitalise on existing rapport between us/use non-verbal communication

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27
Q

Behaviour: Communicating and Influencing

Example: Rosie Foster

What was the result? Refer to the outcome, impact and any improvements.

A

Outcome: I communicated the severity of the issues, my colleagues cooperated and we secured her an emergency room/funding.

Impact: she finished her degree, but more importantly she was safe.

Improvements: none - if I hadn’t acted as I did, the situation would have deteriorated.

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28
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

What was the situation?

A

In a previous role, I worked in the Student Financial Support Team at Imperial College London.

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29
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

What was the task?

A

I managed the Student Support Fund, an emergency fund for struggling students.

A student applied who had a serious health condition and dangerous living arrangement. However, she already owed the College money and was considered a risky investment.

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30
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Understand your own level of responsibility?

A

As I was the lead administrator, I took the initiative to gather further evidence

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31
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Use a range of credible information to support decision making?

A

By seeking information from internal (colleagues who knew her well, e.g. academic tutor, campus doctor, Welfare team) and external sources (e.g. GOV.UK website for info on PIP)

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32
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Involve others in the decision making?

A

By showing the growing body of evidence to my teammate and asking for his perspective

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33
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Display confidence when making an unpopular decision?

A

By showing my colleagues the evidence I had accumulated

By explaining that the benefit of helping her far outweighed the financial cost to the College as her safety was at risk

By reminding my colleagues we had a shared duty of care for the student

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34
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Consult with others to ensure the potential impacts on end users had been considered?

A

By meeting with the Disability Service and Welfare team to discuss how the outcome of my decision would affect her health conditions.

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35
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

ACTION: how did you…

Present recommendations in a timely manner?

A

By adhering to the 10-day turnaround time

By showing my colleagues the body of evidence I had accumulated and outlining the costs, benefits and risks in person

In person: was able to better communicate the severity of the situation

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36
Q

Behaviour: Making Effective Decisions

Example: Rosie Foster

What was the result? Refer to outcome, impact and improvements.

A

Outcome: after doing a cost-benefit analysis of all available evidence, I chose to provide a grant and secure emergency accommodation for the student.

Impact: had I made my decision without investigating further, her precarious situation would have deteriorated with devastating consequences.

Improvements: none - if I hadn’t acted as I did, the situation would have deteriorated.

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37
Q

Behaviour: Making Effective Decisions

Example: Python project

What was the situation?

A

I recently completed a ‘Python Programming for Data Science’ course during lockdown.

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38
Q

Behaviour: Making Effective Decisions

Example: Python project

What was the task?

A

To write a machine learning algorithm for cancer detection that would improve the health service.

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39
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: how did you…

Analyse and use a range of relevant, credible information sources?

Why did you do this?

A

By seeking information from -

Internal sources:
Course materials
Advice from our mentor

External sources:
Academic papers
Blogs
YT videos

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40
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: why did you…

Analyse and use a range of relevant, credible information sources?

A

Because my teammates wanted to use PCA

I did research and found this reduces the descriptive power of the model.

This would mean we would lose key insight into the disease pathology.

I recommended we use a correlation matrix instead

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41
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: how did you…

Invite challenge and involve others in decision-making?

A

By organising regular Zoom meetings to discuss progress so everyone could share their ideas

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42
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: how did you…

Display confidence in making an unpopular decision?

A

By showing my teammates the body of evidence I had found against using PCA/for correlation matrices

By stressing that making these changes would improve our model and benefit the end users

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43
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: how did you…

Consult others to ensure the potential impacts on end users had been considered?

A

By discussing the model’s intended applications in our initial team meeting and working backwards - who was going to be using it? What did they need?

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44
Q

Behaviour: Making Effective Decisions

Example: Python project

ACTION: how did you…

Present strong recommendations in a timely manner?

A

By adhering to the 2-week project deadline and presenting our model in the final competition

We justified what we did by referring to the costs and benefits of each technique and why we had chosen it

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45
Q

Behaviour: Making Effective Decisions

Example: Python project

What was the result? Refer to outcome, impact and improvement.

A

Outcome: we came second in the competition

Impact: because we had justified our decisions throughout, the client trusted our abilities

Improvements: we could have tried more techniques but we needed more time

46
Q

Behaviour: Making Effective Decisions

Example: MRes project

What was the situation?

A

For my MRes thesis, I conducted five months of fieldwork in Malaysian rainforest.

47
Q

Behaviour: Making Effective Decisions

Example: MRes project

What was the task?

A

Only had five months to collect enough data, my specimens took 3 weeks to develop, I had to visit 11 plots spread hours apart and it was monsoon season.

I was time and resource limited, so I needed to make effective decisions and maximise efficiency.

48
Q

Behaviour: Making Effective Decisions

Example: MRes project

ACTION: how did you…

Understand own level of responsibility and empower others to make decisions where appropriate?

A

I had ultimate responsibility as it was my project

However, by training my RAs on the procedure, I empowered them to make decisions in the field

49
Q

Behaviour: Making Effective Decisions

Example: MRes project

ACTION: how did you…

Analyse a range of credible and relevant information sources?

A

By reading academic papers on the subject/methodology

By seeking the perspective of my supervisor, other researchers, PhD students and RAs i.e. those with direct experience in the field

50
Q

Behaviour: Making Effective Decisions

Example: MRes project

ACTION: how did you…

Involve others in decision making?

A

By consulting my supervisor by email/in person as she had lots of direct experience

By consulting the camp manager about what was feasible as he was responsible for procuring my equipment

51
Q

Behaviour: Making Effective Decisions

Example: MRes project

ACTION: how did you…

Display confidence when making difficult decisions?

A

I cut sampling at Maliau from my experiment

By doing a cost-benefit analysis and explaining the result

By stressing that the whole project would suffer if I kept it in. I was time/resource limited and spreading myself too thin would reduce the quality of the whole project - quality over quantity

52
Q

Behaviour: Making Effective Decisions

Example: MRes project

ACTION: how did you…

Consult others to ensure the potential impacts on end users had been considered?

A

By speaking to my course organiser, supervisor and the camp manager as they had direct experience of the logistics of fieldwork and could offer advice about what was feasible

53
Q

Behaviour: Making Effective Decisions

Example: MRes project

What was the result? Refer to outcome and impact.

A

Outcome: by cutting some of the project, I was able to focus more on the task at hand

Impact: I got a 68, and would probably have got a lower grade had I not made the decision of quality over quantity

54
Q

Behaviour: Delivering at Pace

Example: MRes project

What was the situation?

A

For my MRes thesis, I conducted five months of fieldwork in Malaysian rainforest.

55
Q

Behaviour: Delivering at Pace

Example: MRes project

What was the task?

A

I was time and resource limited and there were lots of challenges:

Only had five months to collect data
My specimens took 3 weeks to develop
I had to visit 11 plots spread hours apart
It was monsoon season.

Had to be efficient

56
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Show a positive approach and encourage the team to do the same?

A

By focusing on the task at hand; it was more useful to concentrate on solving immediate problems than waste time and energy worrying about what could go wrong/getting overwhelmed by the enormity of the task

57
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Promote a culture of following appropriate procedures?

A

By providing full training prior to commencement

By creating personal copies of the experimental protocol for each team member to carry into the field

58
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Ensure colleagues had the appropriate resources to do their jobs effectively?

A

By managing the equipment inventory and creating personalised kit lists for everyone

59
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Regularly monitor the team’s progress against milestones?

A

By recording progress in a daily field log and comparing it to the project schedule

60
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Act promptly to reassess workloads when there were barriers to progress?

A

When it rained, I re-arranged the schedule to capitalise on good weather conditions

61
Q

Behaviour: Delivering at Pace

Example: MRes project

ACTION: how did you…

Ensure individual needs were considered when setting tasks?

A

By delegating work according to strengths

62
Q

Behaviour: Delivering at Pace

Example: MRes project

What was the result? Refer to outcome and impact.

A

Outcome: thorough planning and working with differentiated responsibilities towards a shared goal meant my team and I finished data collection a week early.

Impact: this meant I had more time for data analysis

63
Q

Behaviour: Delivering at Pace

Example: UROP

What was the situation?

A

In a previous role, I worked in the Student Financial Support Team at Imperial College London.

64
Q

Behaviour: Delivering at Pace

Example: UROP

What was the task?

A

I managed the Undergraduate Research Opportunities Programme (UROP), a scheme that provides grants for students to undertake summer research placements. This required collaboration with colleagues across the College, particularly academic staff.

65
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Keep the team focused on top priorities?

A

By reminding them how important UROP is to students and their future careers

66
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Promote a culture of following the appropriate procedures?

A

By writing guidance documents and web copy for students/staff to refer to

67
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Ensure colleagues had the appropriate resources to do their jobs effectively?

A

By creating bespoke documents for each department, e.g. spreadsheets of applicants

68
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Monitor work against milestones?

A

By arranging weekly meetings with my team to discuss progress.

69
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Act promptly to reassess workloads?

A

When Qualtrics broke

By amending my to-do list: I put tasks with longer deadlines on hold to concentrate on resolving the issue and maintain performance

70
Q

Behaviour: Delivering at Pace

Example: UROP

ACTION: how did you…

Provide additional support where necessary?

A

By arranging calls/meetings with the Faculty Head for Medicine as she was new to her post and needed more guidance

By giving students/staff my contact details so they could contact me with queries

71
Q

Behaviour: Delivering at Pace

Example: UROP

What was the result? Refer to outcome and impact.

A

Outcome: I was able to provide grants to almost 500 students

Impact: as many of ICL’s students pursue a career in research, a UROP placement provides vital experience that greatly diversifies their career prospects

72
Q

Behaviour: Delivering at Pace

Example: Python project

What was the situation?

A

I recently undertook a ‘Python Programming for Data Science’ course.

73
Q

Behaviour: Delivering at Pace

Example: Python project

What was the task?

A

We were allocated teams and had to work remotely on the final project, which was to write a machine learning algorithm for cancer detection and pitch it to a client.

We only had two weeks to deliver the project.

74
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Keep the team focused on top priorities?

A

By arranging regular Zoom meetings to discuss progress

75
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Enable innovation?

A

By exploring the data separately to encourage independent thought, before coming together to discuss it

76
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Ensure colleagues had the appropriate resources to do their job effectively?

A

By uploading all files to Github

77
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Ensure individual needs were considered when setting tasks?

A

By assigning work based on who had the most free time

I.e. I had the most free time so I took the largest section of project work

78
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Allow individuals the space and authority to meet objectives?

A

By splitting the project into sections and delegating to avoid duplicating work; each person had authority over their section.

79
Q

Behaviour: Delivering at Pace

Example: Python project

ACTION: how did you…

Provide additional support where necessary?

A

By speaking to my team daily over Slack, sharing advice and key resources

80
Q

Behaviour: Delivering at Pace

Example: Python project

What was the result? Refer to outcome.

A

Outcome: we came second in the final competition despite never meeting in person/only having two weeks to complete the project

81
Q

Behaviour: Working Together

Example: Python project

What was the situation?

A

I recently undertook a ‘Python Programming for Data Science’ course.

82
Q

Behaviour: Working Together

Example: Python project

What was the task?

A

We were allocated teams and had to work remotely on the final project, which was to write a machine learning algorithm for cancer detection and pitch it to a client.

83
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Encourage joined up teamwork?

A

As there were distinct stages to the project, I suggested we split the responsibilities between us.

This avoided duplication of efforts and made our code interdependent, ensuring we worked together towards a shared goal

84
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Establish professional relationships with stakeholders?

Give 7 points.

A
  • Addressed them with their preferred name (no nicknames)
  • Was polite and formal in the way I spoke
  • Was always on time for meetings
  • Had a positive attitude
  • Was tactful if I didn’t agree with someone’s idea
  • Only used Zoom/Slack to talk about the project, including my teammates’ feelings towards it e.g. if they were struggling with the workload
  • Reserved personal, non project-related chat for WhatsApp
85
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Invest time to develop a common focus and genuine positive team spirit where colleagues feel valued and respected?

A

By arranging regular Zoom meetings to discuss progress. This provided an opportunity to voice opinions, so each person felt valued and respected

86
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Invest time to develop a common focus and genuine positive team spirit where colleagues feel valued and respected?

A

By arranging regular Zoom meetings to discuss progress. This provided an opportunity to voice opinions, so each person felt valued and respected

It was particularly important to check in as we were all working on something different, so needed to ensure team members felt comfortable with their workloads

87
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Support the wellbeing of individuals in the team, including your own needs?

A

My two teammates were working full-time whilst I had been furloughed

I therefore volunteered to take on a larger workload as I had more free time. This took the pressure off them.

88
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Make it clear bullying is unacceptable?

A

This was not necessary as it did not occur

However if it did, I would have:

  • Politely but firmly called it out when it was happening so that the bully understood it was unacceptable
  • Spoken to the bully privately
  • Checked in with the person being bullied
  • Escalated it to senior personnel if needed
89
Q

Behaviour: Working Together

Example: Python project

ACTION: how did you…

Actively seek and consider input of people from diverse backgrounds and perspectives?

A

Having no prior Python or data science experience, I directly asked my teammates and mentor for their perspectives during Zoom meetings and over Slack, as their diverse backgrounds in computing, maths and physics were very different to mine as an ecologist

90
Q

Behaviour: Working Together

Example: UROP

What was the situation?

A

I previously worked in the Student Financial Support Team at Imperial College London.

91
Q

Behaviour: Working Together

Example: UROP

What was the task?

A

I managed the Undergraduate Research Opportunities Programme, a scheme that provides grants for students to undertake summer research placements.

This involved collaboration with colleagues from across the College as well as external partners.

92
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Encourage joined up teamwork within own team and across other groups?

A

By arranging weekly progress meetings with representatives from all departments involved in the scheme, e.g. from each academic faculty and different Registry teams, including my manager

93
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Establish professional relationships with stakeholders?

A

External partners: BP and Santander funded placements on the scheme

By using polite, formal language and tone

By first calling their representatives to introduce myself, explain the project and find out more about their needs

By following up with an email summarising what was discussed

By providing relevant updates by email to keep them informed

94
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Collaborate with stakeholders to share information, resources and support?

A

By collating all the applications into a readable format and sending to the Faculties by email for ranking, PLUS a template Excel sheet for their ranked students

Which they filled out and emailed back to me

Back and forth of documents

95
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Invest time to develop a common focus and genuine positive team spirit where colleagues feel valued and respected?

A

By encouraging colleagues to share their concerns in the weekly meetings so that we could overcome them together

It was particularly important to check in as we were all working on something different, so needed to ensure team members felt comfortable with their workloads

96
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Put in place support for the wellbeing of individuals in the team, including consideration of own needs?

A

The Head of Faculty for Medicine was new to her post, so I arranged a 1:1 meeting to provide more details on her role

I followed this up with an email summarising what was discussed

I gave her my contact details so she could get in touch with any further queries

97
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Make it clear bullying is unacceptable?

A

This was not necessary as it did not occur

However if it did, I would have:

  • Politely but firmly called it out when it was happening so that the bully understood it was unacceptable
  • Spoken to the bully privately
  • Checked in with the person being bullied
  • Escalated it to senior personnel if needed
98
Q

Behaviour: Working Together

Example: UROP

ACTION: how did you…

Actively seek and consider input of people from diverse backgrounds and perspectives?

A

By arranging an initial meeting with the Heads of Faculty so we could discuss the scheme from each of their perspectives, e.g. Medicine historically had a lower number of applicants, so we discussed why that might be/what we could do about it

99
Q

Behaviour: Working Together

Example: MRes project

What was the situation?

A

I spent five months collecting data for my master’s thesis in Malaysian rainforest.

100
Q

Behaviour: Working Together

Example: MRes project

What was the task?

Give 5 challenges.

A

Task: to collect enough data for my project

There were numerous challenges to this task:

  • Only five months
  • Samples had to develop in-situ for 3 weeks
  • Multiple repetitions needed
  • 11 plots spread hours apart in a challenging landscape
  • Monsoon season

So I managed a team of three local research assistants to help me with data collection

101
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Encourage joined up teamwork within own team and across other groups?

A

Because we were time limited, I split the responsibilities so that we could all work simultaneously.

This made our work interdependent, so we were all helping eachother and working towards a shared goal

102
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Establish professional relationships with stakeholders?

Name 3.

A

Supervisor:

  • By arranging an initial meeting to discuss the objectives
  • By providing regular progress updates via email

Camp manager:
- By arranging an initial meeting to discuss my needs and which procedures he needed me to follow e.g. safety, requesting equipment etc.

RAs:

  • Always on time for fieldwork
  • Polite
  • Positive
103
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Collaborate with stakeholders to share information, resources and support?

A

By sharing and discussing key academic papers with my supervisor by email

By uploading my data to the SAFE database so my course organiser could access and use it

104
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Invest time to develop a common focus and genuine positive team spirit where colleagues feel valued and respected?

A

By arranging weekly meetings with my RAs so they could voice their concerns

It was particularly important to check in as we were all responsible for different tasks, so I needed to ensure team members felt comfortable with their workloads

By partaking in team bonding activities e.g. playing cards with them in the evenings

105
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Put in place support for the wellbeing of individuals in the team, including consideration of own needs?

A

By enforcing regular breaks because the fieldwork was physically challenging

By encouraging team members to snack and drink water throughout their shift

106
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Make it clear bullying is unacceptable?

A

This was not necessary as it did not occur

However if it did, I would have:

  • Politely but firmly called it out when it was happening so that the bully understood it was unacceptable
  • Spoken to the bully privately
  • Checked in with the person being bullied
  • Escalated it to senior personnel if needed
107
Q

Behaviour: Working Together

Example: MRes project

ACTION: how did you…

Actively seek and consider input of people from diverse backgrounds and perspectives?

Name 3 groups.

A

By consulting my RAs because they were experienced in the field

By consulting my supervisor as she was experienced with experimental design

By consulting my peers on what challenges they were experiencing with their projects

108
Q

Behaviour: Working Together

Example: MRes project

What was the result?

A

OUTCOME:

  • By working with differentiated responsibilities towards a shared goal
  • And communicating both in the field and during weekly meetings
  • We worked together to complete the project 1 week ahead of schedule

IMPACT:

  • We formed a really nice team bond
  • I have them all on Facebook and we still chat occasionally
  • They taught me some Malay
109
Q

Behaviour: Working Together

Example: UROP

What was the result?

A

OUTCOME:

  • By regularly communicating in meetings, by phone and email
  • And sharing resources
  • We worked together to deliver the project and awarded 500 students

IMPACT:
- As many ICL students go on to pursue further education and careers in science, these UROP placements provide vital experience and greatly diversify their career prospects

110
Q

Behaviour: Working Together

Example: Python project

What was the result?

A

OUTCOME:

  • By working with differentiated responsibilities towards a shared goal
  • And regularly communicating and sharing resources over Zoom and Slack
  • We worked together to deliver the project in the two week timeframe
  • And came second in the course competition

IMPACT:

  • We all learnt a lot from each other as everyone had something unique to contribute
  • Meaning we all learnt transferable new skills

IP 16.12.20 (5 decks)

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