Hiring and Mentoring: Key to Excellence and Productivity in Research, Extension and Professional...

HIRING AND MENTORING REPS

FOR EXCELLENCE AND PRODUCTIVITY

Source: Altbach and Salmi (2011). The Making of

World-Class Universities

Evolution of

research

production,

selected

universities

Source: Altbach and

Salmi (2011). The

Making of World-

Class Universities,

p5

Rankings of

the selected

universities

Source: Altbach and

Salmi (2011). The

Making of World-

Class Universities,

p.6

UPLB’s research culture

OVCRE

Institutional-structural issues

University should have clear cut research thrust/priorities to be pursued

(e.g., not client-driven, based on national development needs, biotech,

nanotech, robotics)

Auditing/accounting policies, procurement process and procedures are

cumbersome, tedious and sometimes unrealistic

Quality vs quantity of research output

Revisit clustering of academic units not conducive for research, not

attractive to research funding institutions; disciplinal anchor/identities are

demolished

Laboratory as basic research unit

Mentoring system

Research skills of potential faculty and researchers should be examined

Knowledgeable/competent research and/or admin support staff

Summary of issues raised at the Preconf

Institutional-structural issues

University should have clear cut research thrust/priorities to be pursued

(e.g., not client-driven, based on national development needs, biotech, nanotech,

robotics)

Auditing/accounting policies, procurement process and procedures are

cumbersome, tedious and sometimes unrealistic

Quality vs quantity of research output

Revisit clustering of academic units not conducive for research, not attractive to

research funding institutions; disciplinal anchor/identities are demolished

Laboratory as basic research unit

Mentoring system

Research skills of potential faculty and researchers

should be examined

Knowledgeable/competent research and/or admin support staff


Incentives

Reduction of teaching load to six units to allow more time

to do do research

Access to research funds/resources enhance “writing culture”


Infrastructure and other enabling environment

Improvement of research and laboratory facilities,

related student and faculty services, upgrading to

“world-class” status

Access to wi-fi and internet facilities


OVCRE

Action Plan Metrics/Indicators Time frame

Each unit to set target on

the minimum number of ISI

publication per faculty per

year

Should we target one

required publication,

preferably ISI , high

impact publication per

faculty?

Should we increase the

number of “Hard”

publication required for

promotion?

Should we target less

no. of equivalencies/

substitutes required for

promotion?

Number of ISI

papers published

per year per faculty,

per college

Unit/

College

APC

APB

2013 – before

promotion

Ready for 2015-2016

where there is likely no

intake of college

freshmen

Action Plan Metrics Time frame

Reduction of

teaching load per

college to 6

units/per semester

per faculty

Number of teaching

load units per faculty

per semester, per

college

Research load units

as % of total workload

College

Committee

College

Secretaries

OUR

OVCI

2013 – before

promotion

Ready for 2015-

2016

where there is

likely no intake of

college freshmen

if GE courses are

devolved to other

units, more time

for research

Action Plan Time frame

Publication of thesis

chapter or section

preferably in ISI journal

as an option to the thesis

external review and

thesis committee’s

certification that thesis is

in publishable form

GS Proposal ready for

presentation on

Nov GAAC, GS

and UC 2012

meetings


Intensify the

conduct of

writeshop to

publish

research

output in high

impact/ISI

journals

Two writeshops per

schoolyear

College

RECs

GS

OVCRE

Every year

from 2012

Action Plan Metrics Time

frame

Increase

enrolment of

graduate students

-Intensify

recruitment

-scholarship

- informative/

-attractive College

and UPLB

websites

GS enrolment as %

of total UPLB

students

GS enrolment as %

of total students of

the College

All colleges

GS

ITC

OPR

OVCI

Every

year from

2012


Improve the

quality of

faculty

Recruitment

of “best &

brightest”

faculty with

PhD

degrees

Number of faculty

instructor rank (ap,

AP rank) as % of

total faculty

Number of faculty

with BS degree

(MS, PhD degrees)

as % of total faculty

College

Committees

OVCI

Every year

from 2012


Increase the

number of

faculty with

access to

research

grants and

competitive

funding

Number of

faculty with

access to

competitive

grants or

research grants

with minimum

amount Php .3M

as % of total

faculty

College

RECs

OVCRE

Every year

from 2012


frame

Increase

enrolment of

international

graduate students

-Intensify

recruitment

- informative/

-attractive College

and UPLB

websites

GS international

students enrolment

as % of total UPLB

students

International

graduate student

enrolment as % of

total students of the

College

All colleges

GS

ITC

OPR

OVCI

Every

year from

2012

Publication Requirements for Appointment/Promotion to Appropriate Rank for UPLB Faculty

Equivalencies to ISI Publications

Promotion criteria for REPS

Minimum Qualification Standards for Appointment/Promotion to Appropriate Rank

for REPS

*NOTE: One (1) ISI Publication = 1.5 Non-ISI refereed publication


Reduction of

teaching load per

college to 6

units/per semester

per faculty

Number of teaching

load units per faculty

per semester, per

college

Research load units

as % of total workload

College

Committee

College

Secretaries

OUR

OVCI

2013 – before

promotion

Ready for 2015-

2016

where there is

likely no intake of

college freshmen

if GE courses are

devolved to other

units, more time

for research

69%

11%

5%

4%

11%

TEACH.LOAD

RESEARCH

EXTENSION

STUDY

ADMINISTRATIVE

UPLB Faculty Workload, 2009-2010

Source of data: OVCI, Faculty Service Records

90.04

85.05

84.58

70.45

68.57

66.65

65.27

63.70

58.95

44.72

42.55

42.48

UPRHS

CAS, w/UPRHS

CAS

SESAM

CVM

CEAT

CHE

CEM

CFNR

CDC

CA

CPAf

UPLB TEACHING LOAD as % of total workload, by College

- 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00

UPRHS

CAS, w/UPRHS

CAS

SESAM

CVM

CEAT

CHE

CEM

CFNR

CDC

CA

CPAf

TEACHING VS RESEARCH LOAD

RESEARCH LOAD

TEACHING LOAD

• “Scholarship reconsidered: Priorities of the Professoriate”, Boyer (1990):

• “..we must move beyond the tired old "teaching versus research" debate.

• Dr. E. Roman (2009): The cultivation of research culture is impeded by “knowledge or skills problem, attitudinal problems, and environmental problems.”

•

The Research-Teaching Nexus

CU Book & Journal Articles

UP Diliman 121

UPLB 98

UP Manila 17

UPV 16

UPOU 2

UP Min 3

UP Baguio 3

UP Cebu 2

Number of ISI Publications, 2010. UP by CU

Source: UP OVPPF, OVPAA

Number of instances UP Faculty members

presented a paper in international

conferences. Source: Pres. Roman End-of-Term report, 2010.

Action Plan Time frame

Publication of thesis

chapter or section

preferably in ISI journal

as an option to the thesis

external review and

thesis committee’s

certification that thesis is

in publishable form

GS Proposal ready for

presentation on

Nov GAAC, GS

and UC 2012

meetings


Intensify the

conduct of

writeshop to

publish

research

output in high

impact/ISI

journals

Two writeshops per

schoolyear

College

RECs

GS

OVCRE

Every year

from 2012


frame

Increase

enrolment of

graduate students

-Intensify

recruitment

-scholarship

- informative/

-attractive College

and UPLB

websites

GS enrolment as %

of total UPLB

students

GS enrolment as %

of total students of

the College

All colleges

GS

ITC

OPR

OVCI

Every

year from

2012

GS enrolment

DOST Accelerated S&T Human Resource Development Program

Scholarship, 2012-2013

University

Slots Available Qualifiers

Unfilled

Slots

MS PHD MS

MS

THESI

S PhD

DISSER-

TATION MS PhD

ADMU 24 5 20 1 5 4 0

CLSU 12 5 7 5 5 0

DLSU 20 5 12 2 1 8 3

MSU IIT 32 6 38 6 -6 0

UP DILIMAN 68 14 50 1 4 18 10

UPLB 131 30 125 2 14 6 16

UP MANILA 8 1 10 1 1 -2 0

UP VISAYAS 14 3 14 1 3 0 0

UST 25 4 19 2 3 1 6 1

VSU 22 4 22 3 0 1

Total 356 77 317 8 46 2 39 31


frame

Increase

enrolment of

international

graduate students

-Intensify

recruitment

- informative/

-attractive College

and UPLB

websites

GS international

students enrolment

as % of total UPLB

students

International

graduate student

enrolment as % of

total students of the

College

All colleges

GS

ITC

OPR

OVCI

Every

year from

2012

International graduate students, First Semester 2012-2013


Improve the

quality of

faculty

Recruitment

of “best &

brightest”

faculty with

PhD

degrees

Number of faculty

instructor rank (ap,

AP rank) as % of

total faculty

Number of faculty

with BS degree

(MS, PhD degrees)

as % of total faculty

College

Committees

OVCI

Every year

from 2012


Increase the

number of

faculty with

access to

research

grants and

competitive

funding

Number of

faculty with

access to

competitive

grants or

research grants

with minimum

amount Php .3M

as % of total

faculty

College

RECs

OVCRE

Every year

from 2012

Source: OVCRE 6-Year RDE Report, 2011.

Action Plan

Establishment of common facilities and venue (such as University café) that would facilitate communication and exchange of ideas of faculty, researchers, staff and students, thus, paving the way to create new environment for collaboration

OVCPD

Action Plan

Enhance research and laboratory

facilities, related student and faculty

services, upgrading to “world-class”

status

OVCPD

Provide a stable and faster access

to wi-fi and internet facilities

ITC

HIRING AND MENTORING

REPS

FOR EXCELLENCE AND

PRODUCTIVITY

SOURCE: OVCRE

Research

• The process of searching

– carefully

– with a method

to answer a question

Source: Research Skills, Francesca Rossi, University of Padova, Italy

Skills

• A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time, energy, or both.

• Talent or learned capacity?


Cambridge University Skills Portal What Employers Look For

“……value their more mature scientific outlook, but we do find they

lack application of knowledge in a commercial context, and

adaptability.” - Materials Technology Specialist

In 2006, the Association of Graduate Recruiters’ survey of employers

revealed that they also seek the following skills, attributes and

interests:

http://www.skills.cam.ac.uk/postdocs/employers/

Skills: •Problem solving •Report writing •Numeracy •Oral communication •Planning and organisation •Time management •Project management •Teamworking •Leadership •Career management

Attributes: •Commitment and drive •Motivation and enthusiasm •Flexibility and adaptability •Risk-taking/enterprise

Interest in: •Commercial Awareness •Cultural Sensitivity

Talent or learned capacity?

• Most of the skills can be learnt or improved over time, if one wants

• Some talent is needed, but alone it is not enough

– People with great talent and no skills obtain much less than what they could do

• Not only technical skills


SEARCA R&D MANAGER

JOB SUMMARY: Direct and oversee all activities related to the objectives of the Center’s Research and Development (R & D) Program; develop, market, manage, and monitor research projects; lead research initiatives aimed at articulating policy directions, and at building research capacities in the SEA region, focused particularly on Agricultural Competitiveness and Natural Resource Management.

SEARCA R&D Manager

• QUALIFICATION: PhD/Doctorate Degree in fields related to agricultural development; 10 years relevant work experience, preferably in a similar post, in a managerial capacity

• BASIC KNOWLEDGE: Research management; working knowledge of R & D needs in Southeast Asia.

SEARCA R&D Manager

• BASIC SKILLS: High ability to lead, coordinate, monitor and evaluate project operations; highly skilled in establishing and maintaining networks /partnerships with foreign and local institutions; highly proficient in project identification, proposal development, presentation, marketing and fund generation; highly innovative in project development; excellent leadership, management, monitoring, coordination, problem-solving, and analytical skills; excellent oral and written communication, interpersonal, and client orientation skills; good working knowledge of computer software applications.

Food and Agriculture Organization of the

United Nations • Fishery Resources Officer

Under the overall guidance of the Service Coordinator, Marine and Inland Fisheries Service, and the direct supervision of the Inland Fishery Team Leader, will participate in the formulation and implementation of the programme on sustainable and responsible use of inland fishery resources and associated ecosystems.



In particular, the incumbent will;

• participate in the formulation and promotion of activities related to the assessment, development and management of inland fisheries, particularly with regards to quantitative analysis and modelling in developing countries;

• analyse the role played by inland fisheries in rural lively hoods, poverty alleviation and food security, using a variety of information sources;



In particular, the incumbent will;

• prepare technical documents, content for web pages and other material as appropriate;

• provide technical backstopping to field projects and training activities relating to inland fisheries;

• participate in the preparation and review of projects on inland fisheries;;

• participate in inter-agency and inter-departmental working groups to deliver expertise and technical support to address issues relating to inland fisheries;

• perform other related duties as required.

•

FAO Fishery Resources Officer MINIMUM REQUIREMENTS

Candidates should meet the following: • Advanced University Degree in Biological, Fishery, Ecological

Sciences, including extensive coursework in inland aquatic ecology, quantitative analysis, environmental modelling, limnology, fisheries or closely related field of study

• Seven years of relevant experience related to the assessment, development and/or management of inland fisheries, including experience within an international setting and in developing countries

• Working knowledge of English, French or Spanish and limited knowledge of one of the other two or Arabic, Chinese or Russian

FAO Fishery Resources Officer

SELECTION CRITERIA Candidates will be assessed against the following:

• Relevance of experience with computer software for quantitative analysis and modelling of inland fisheries and associated ecosystems

• Relevance of publication records

• Relevance of experience in assessing, developing or managing inland fisheries in developing countries or in an international organization

• Quality of both oral and written communication skills

IRRI Assistant Scientist – Social Sciences

Responsibilities:

• The successful candidate will be reporting to an Internationally Recruited Staff (IRS), the position requires knowledge and skills in agricultural economic theory with particular emphasis on impact assessment, participatory approaches to technology development and evaluation and socio-economics data management and analysis. He/She will be tasked to support the conduct of socio-economic baseline surveys and surveys of adoption and estimation of benefits derived from prior innovations, as well as contribute to reports, news/feature articles and research papers.


• Provide assistance in the implementation of the project by conducting library research, reviewing project proposals and reports, project materials, inteviewing project participants and conducting field visits and survey sites

• Contribute to conceptualization, planning, designing and implementing research to (a) assess and identify rice farmers' technology needs and preferences and knowledge gap; and (b) ensure that primary and secondary data collected are organized,validated, processed and interpreted correctly for impact assessment and other strategic, socioeconomic studies

• Support research in technology dissemination including collection of secondary information, collection of primary information through participatory approaches, site characterization, rapid rural appraisal, farmer interviews, household surveys, focus group discussion and other qualitative and quatitative research methods and provide training and supervision to enumerators


• Contribute to collection of information and clear understanding of the 'research-to-impact pathway' for project(s) by clearly identifying the key users of research results and the likely beneficiaries, by interacting with scientific community actors involved in the project and by providing assistance to scientists in the description of impacts for planned and ongoing research activities

• Assist in the design, coordination and conduct of training activities to enhance NARES capacity in technology development and evaluation, participatory action research methods, gender analysis and other qualitative and quantitative research methods, as well as data management and analysis


• Identify contraints to adoption of technologies and systematically assess the rate and level of uptake of new technologies or research results by the key users

• Write and present research papers at local and international seminars and conferences, workshops and meetings and for publication in journals, particularly on results of baseline surveys, impact assessment and socioeconomic studies using data collected and analyzed

• Contribute to the content build up of the project database and monitoring and evaluation mechanisms

• Perform other job-related duties from time-to-time as instructed by the IRS and the Division Head

IRRI Assistant Scientist – Social Sciences Requirements

• Advanced degree in Agricultural Economics / Statistics / Rural Sociology with graduate core courses or adequate knowledge in statistics, economics, environmental science or related fields

• At least three (3) years of relevant research work, preferably interdisciplinary in nature

• Research management skills

• Oral and written communication skills

Philippine Textile Research Institute

Senior Science Research Specialist

• Minimum Requirements: Education: BS Chemistry, Chemical Engineering or Mechanical Engineering Preferably with MS degree or has earned at least units in MS Chemistry or Material Science and Engineering Related Training: 16 hours

Philippine Textile Research Institute

Senior Science Research Specialist Experience: Minimum of 1 year experience preferably

with four years of relevant R&D experience and lead researcher or project leader and at least with two publications on his/her R&D work Competencies: Strong background and interest in any of the following: Nanochemistry/nanotechnology; polymer/fiber/textile chemistry; organic fine chemicals and synthesis; material science; knowledge in intellectual property management Eligbility: RA 1080

Philippine Council for Industry Energy & Emerging Technology Research & Dev't.

• Supervising Science Research Specialist

(Permanent SG 22) – ETDD

• Requirements:

• Bachelor's Degree, Master's Degree holder in natural science or engineering preferably in ICT or electronics areas; graduate degree is an advantage;

• With at least 30 hours of administrative and technical training;

• Minimum five (5)years supervisory experience

http://www.jobstreet.com.ph/jobs/2012/5/default/80/3306467.htm?fr=J



Supervising Science Research Specialist

• Requirements:

• Bachelor's Degree, Master's Degree holder in natural science or engineering preferably in ICT or electronics areas; graduate degree is an advantage;

• With at least 30 hours of administrative and technical training;




Minimum five (5)years supervisory experience on project management from conceptualization, evaluation, monitoring to completion;

• With managerial and leadership skills;

• Knowledge and experience on policy development, formulation of plans and strategies in the emerging technology sectors can be an advantage;



Supervising Science Research Specialist

• Requirements:

• With excellent oral and written communication skills;With very good interpersonal, coaching and motivation skills;

• Must have Professional Civil Service Eligibility or its equivalen




Source:

http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/research

.htm

MENTORING

• Mentoring is an interaction between a more experienced person and a less experienced person; it provides guidance that motivates the mentored person to take action.

Source: Marilyn Suiter, for US National Science Foundation Program Director, Presidential Awards of Excellence in Science, Engineering and Mathematics Mentoring (PAESMEM), http://ehrweb.aaas.org/sciMentoring/Definitions_of_Mentoring_1.pdf

Mentoring

• Mentoring is a personal enhancement strategy that encourages the sharing of known resources, expertise, values, skills, perspectives and experiences.

• It involves a mentor (experienced individual) and a mentee (learner)

and is based upon encouragement, constructive comments, openness, mutual trust, respect and a willingness to share and learn from expertise and experiences.

• The mentee is able to build skills and knowledge, and develop goals

for their professional development.

• The mentor also benefits from being able to share expertise and continuously reassess how to improve and build upon their skills and knowledge.

Source: LGPro Mentoring Program, http://www.lgpromentoring.com.au

What does research show? • Research shows mentoring can have a positive influence on

mentees, mentors and organisations in areas of professional development, productivity, promotion and retention.

Professional development • In a recent (2009) independent survey of 59 of the 79 Local

Government CEOs in Victoria, 88% identified professional mentoring programs as one of the best ways to develop the skills required to become a CEO in Local Government (Source: Metropolis Research)

• In a further survey of 232 potential CEOs in Local Government in Victoria, 80% identified professional mentoring programs as one of the best ways to develop the skills required to become a CEO in Local Government (Source: Metropolis Research)


Productivity • 71% of Fortune 500 companies use mentoring to ensure learning

occurs in their organisations (Source: ASTD) • 95% of mentoring participants said the experience motivated them

to do their very best (Source: The War for Talent by Ed Michaels, Helen Handfield-Jones & Beth Axelrod)

Promotion • 75% of senior officers attribute mentoring to playing a key role in

their careers (Source: ASTD) • CEOs attribute mentoring as one of the top three factors affecting

career growth (Source: AccountTemps survey of Fortune 500 companies)

Retention • 77% of companies say mentoring programs increase staff retention

(Source: The Center for Creative Leadership) • 62% of employees who receive mentoring said they are very likely

to stay with their current employer (Source: Yellowbrick)


Source: American Psychological Association, Introduction to Mentoring

UPLB: Towards a World-Class

Research University

Maraming salamat!!

Hiring and Mentoring: Key to Excellence and Productivity in Research, Extension and Professional...

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