HANDOUT

Onboarding Radio
Name
Date

My questions for the O&A

During this session we will discuss multiple aspects of the PhD life and decisions you need to make. Whenever a topic
conjures a question for you (e.g. ‘how should I address this with my supervisor’ or ‘how does this work at TU Delft’),
you can ask about them during the Q&A. Please collect your questions here:

Performance & Priorities

Milestones
What milestones and activities do you expect or have planned for the first 12 months of your PhD trajectory? (e.g.
in programming, gathering data, designing and performing experiments, publishing, conferences, teaching, guiding
students)

| University Graduate School Handout - Onboarding Radio 1 of 5

My skill levels
The table below shows all skills from the DE Competence Web, including level descriptions for each skill. For each
skill, please estimate your own skill level based on the provided descriptions.
Level Level 1
Basic breadth and depth of
D1 Scientific
Knowledge &
Skills
knowledge required in the field
of doctoral research.
Relies on supervisor for transfer
Discipline related skills
of knowledge.
123 Requires regular supervision on
D2
Engineering
the engineering skills to execute
the PhD project.
123 Requires regular supervision on
D3 Design
the design skills to execute the
PhD project.
123
Level Level 1
Executes projects in line with
R1 Research management
supervisor instructions.
Defines the research question
and is able to scope and plan
the project steps.
Completed one of the DE
courses within the Research
Management section.
123 Basic evaluation of a statement
R2 Academic
Thinking
or a fact and limited skills in
analysing and assessing them.
Requires support from
supervisor to actively and
creatively look for improvement.
Resaerch skills
123 Is aware of principles of
R3 Academic
Attitude
conduct stated within the TU
Delft scientific code of ethics
and limited refl ection on their
integrity and behaviour.
Requires guidance from
supervisor.
123 Is aware of the importance of
R4 Research Data Management
well-managed research data/
software and recognizes the
regulations, policies and/or legal
requirements associated with
the research data/ software
produced (and/or collected)
within the project.
Designs a Data Management
Plan with guidance from the
supervisor.
123
| University Graduate School
Level 2
Demonstrates the breadth and
depth of knowledge required in
the field of doctoral research with
limited support from supervisor.
Is able to independently source
relevant materials.
Positive evidence of acquiring
and internalizing the engineering
skills to execute the PhD project
with minimum guidance from
supervisor.
Positive evidence of acquiring
and internalizing the design
skills to execute the PhD project
with minimum guidance from
supervisor.
Level 2
Formulates and designs
research strategy including the
planning and carrying out of the
project and evaluation/validation
with regular supervision.
Evaluates a statement or a
fact. Requires limited support
from supervisor to actively and
creatively look for improvement.
Is aware of principles of conduct
stated within the TU Delft
scientific code of ethics and
demonstrates good choices that
reflects integrity and responsible
behaviour.
Receives no negative feedback
from scientific community.
Follows and regularly updates
the Data Management Plan
and employs best-practices
for research data/software
management with guidance from
the supervisor, when needed.
Is familiar with tools that
facilitate the implementation of
best-practices on research data/
software management.
Level 3 Obtain credits through:
Consistently demonstrates the
• Research School courses (These courses are not
breadth and depth of knowledge organized by TU Delft Graduate School. Please
required in the field of doctoral consult with your supervisory team / Faculty Graduate
research.
School / Research School for more information on
courses
• Faculty doctoral courses (It’s is also possible to follow
Consistently demonstrates the
courses at another faculty.)
• offered.)
ability to acquire and internalise • Summer schools
the engineering skills to execute • Online courses
the PhD project.
Consistently demonstrates the
ability to acquire and internalise
the design skills to execute the
PhD project.
Level 3 Obtain credits through:
Formulates and designs the
• Research Design (R1.A1)
research strategy including • The Informed Researcher: Information and Data Skills
planning and carrying out of the
(R1.A2)
project and evaluation/ validation
• Project Management of your PhD project (R1.B1)
without supervision.
• Effective Management of your PhD Research (R1.B2)
• Problem-solving and decision-making in research
(R1.C1)
• How to make a questionnaire and conduct an
interview (R1.C2)
• Discovering Statistics using SPSS (R1.C3)
• Advanced Problem-solving and Decision-Making
(R1.C4)
• Project Management of your PhD project (R1.B1)
Consistently evaluates the
• Speedreading and Mindmapping (R2.B2)
value of a statement or a fact, to • How to formulate successfull propositions for your
question matters and to make PhD Defence (R2.D1)
clear reasoned judgements. Is
• Using creativity to maximize productivity and
able to actively and creatively
innovation in your PhD (R2.E1)
look for improvement without
• Becoming a creative researcher in academia (R2.E2)
support from supervisor.
Consistently makes choices that
• Engineering Ethics (R3.B1)
reflect integrity and responsible
behaviour. Within the TU Delft,
scientific integrity implies that
the researcher commits to the
principles of conduct stated
within the TU Delft scientific
code of ethics.
Follows and systematically
updates the Data Management
Plan as part of the regular
research activities and
suggests improvements to the
management of research data/
software within the project.
Employs efficient workflows and
relevant tools to manage the
research data/software ensuring
their reproducibility, reusability
and transparency.
Produces and publishes
reproducible research data/
software whenever possible
following institutional, ethical and
legal requirements
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 Level Level 1
Limited experience of delivering
T1 Effective Communication
ideas and opinions to an
audience. Requires support from
supervisor to prepare a clear and
fluent presentations. Confidence
requires development.
Reads English literature but
English speaking ability is basic.
Confident presenting to small
teams/peers in the university.
Communications require
supervision.
123 Requires guidance regarding
T2 Working with Others
working with academic staff,
peers and supervisor.
Introspective approach to the
scientific community.
Limited networking skills. No
clear goal for building formal
relationships.
Participates in pre-established
collaborations.
Transferable skills
123 Limited experience of teaching.
T3 Teaching, Supervising & Coaching
Delivers guest lectures.
Experience of supervising and
coaching at Bachelor student
level.
123 Requires guidance to manage
T4 Self- Management & Autonomy
time eff ectively and maintain a
healthy work-life balance. Skills
in dealing assertively, creatively
and confidently with change to
be developed.
Needs to develop skills to work
autonomously.
123
| University Graduate School
Level 2
Delivers ideas and opinions to
a limited audience. Prepares
and gives clear and fluent
presentations in a confident
manner.
English language skills requires
some correction.
Clear and succinct
communications targeted for the
audience.
Works well with academic
staff, peers and supervisor and
requires minimum supervision.
Understands the importance of
networking; pays attention to
building informal relationships.
Proposes and initiates new
collaborations.
Creates and maintains research
collaborations.
Requires minimum guidance
when teaching.
Experience of supervising and
coaching Master students.
Experience of reviewing
assignments.
Ideally completed the DE
course on coaching of individual
students and project groups.
Requires minimum guidance
to manage time eff ectively
and maintain a healthy worklife
balance.
Positive evidence of dealing
assertively, creatively and confi
dently with change.
Positive evidence of working
autonomously and taking
responsibility
Level 3
Regularly delivers ideas and
opinions to diverseaudiences.
Regularly prepares and gives
clear and fluent presentations in
a confident manner.
Inspiring and succinct
communications targeted for the
audience.
Fluent ability in English language
(reading, writing and speaking).
Experienced in a variety of
formal presentation settings,
both inside and outside of the
university (including international
conferences).
Works well with academic staff,
peers and supervisor; sets
a tone of cooperation within
the work group and across
groups; coordinates own work
with others; values working
relationships; when appropriate
facilitates discussion before
decisionmaking process is
complete.
Builds and retains formal and
informal relationships naturally,
thus creating a network of
contacts with people who are (or
could be) interesting or useful for
progressing research or finding
the next career step. Maintains
multi-research collaborations.
An experienced teacher who
is able to inspire students to
develop knowledge and skills.
Designs curriculum and/or
teaches diff erent courses.
Experience of participating in DE
group coaching activities.
Ideally completed DE courses
on teaching and applied within a
teaching assistance role.
Manages time effectively and
maintains a healthy work-life
balance with an assertive,
creative and confi dent attitude
as well as being able to deal
with change, stress and
procrastination.
Able to be independent in one’s
own thoughts and actions and
willing to take responsibility.
Obtain credits through:
• Self-presentation: Focus, structure, interaction and
visualisation (T1.A1)
• Presenting scientific research (PROM-2) (T1.A2)
• The Art of Presenting Science (T1.A3)
• Presentation Rehearsal (T1.A4)
• Voice Training (T1.A6)
• Data Visualisations - A practical approach (T1.A7)
• Scientific text processing with LaTeX (T1.A9)
• Designing Scientific Posters and Thesis with Adobe
InDesign Level 1 (T1.A10)
• Designing Scientific Posters and Thesis with Adobe
InDesign Level 2 (T1.A11)
• Creative Tools for Scientifc Writing (T1.B1)
• Writing a scientific article in English (PROM-4) (T1.B2)
• Writing a Dissertation (PROM-3) (T1.B3)
• Popular Scientific Writing (T1.B4)
• Managing the academic publication review process
(T1.B5)
• Analytic Storytelling (T1.C1)
• Conversation Skills (T1.C2)
• English for academic purposes (EAP-2) (T1.D1)
• English for academic purposes (EAP-3) (T1.D2)
• English for academic purposes (EAP-4 (T1.D3)
• Spoken English for Technologists (1) (T1.D5)
• Spoken English for Technologists (2) (T1.D6)
• Dutch for foreigners (T1.D9)
• How to become effective in a network conversation
(T2.A1)
• Cross Cultural Communication skills in Academia
(T2.B2)
• Effective negotiation: win-win communication (T2.C1)
• Leadership, teamwork and group dynamics (T2.D1)
• Foundations of Educatonal Design (T3.A2)
• Coaching Individual Students and Project Groups
(T3.B1)
• Small Group Teaching and Lecturing (T3.C1)
• Assessing Students and Master Thesis Projects (T3.
D1)
• Self-awareness and Autonomy in the research
process (T4.A1)
• Achieving your goals and performing more
successfully in your PhD (T4.B1)
• Time Management - first things first (T4.B2)
• Time Management II - Self-management to the max
(T4.B3)
• Communication, coping-strategies & Awareness (T4.
E1)
• PhD Start-up (T4.G1)
• Career Development - Design your next career move
(T4.G2)
• Career Development - Preparing for your next career
step in academia (T4.G3)
• Career Development - Looking for Work in The
Netherlands (T4.G4)
• Career Development - Personal branding, presenting
yourself effectively (T4.G5)
• Career Development - Preparing for a company
assessment (T4.G6)
• Career Development - Exploring a research career
outside academia (T4.G7)
• Career Development - Career Strategies for women in
Science (T4.G8)
• Brain Management (T4.G9)
• Career Development - Personality Matters (T4.G10)
• Linked in for PhDs (T4.G11)
Handout - Onboarding Radio 3 of 5
Conclusions
Knowing what milestones and activities you have in the first 12 months of your PhD candidacy, what skills are you
satisfied with for now?

What skills do you need to have developed within that time period?

How could your supervisor and/or promotor help you with that? Are there any agreements you want to make with them
concerning your tasks and responsibilities?

| University Graduate School Handout - Onboarding Radio 4 of 5

Creating the best circumstances and taking action
While covering all these topics about the PhD life, what things do you want to follow-up?

Productivity & Well-being

Supervision

Doctoral Education

Research & Publishing

Teaching & Students

Resources

Other

R1
D1 3
R2
2
D2
1
R3

D3

R4

T1 T4

T2 T3

| University Graduate School Handout - Onboarding Radio 5 of 5