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Further information on group coaching option for RLP participants.

Further details will be shared with RLP cohorts post programme.

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If you need these in a different format please let me know! e.woollen@ed.ac.uk

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RLP - Introduction to research leadership - May 2026

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PDF of slides

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Kouzes and Posner model

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The Five Practices of Exemplary Leadership®

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Based on research by Jim Kouzes and Barry Posner, leaders are at their best when they exhibit five key behaviors: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart.

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Golemans article on the six leadership styles from Harvard Buisness Review

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Wellcome Mid-career research leadership and team development – landscape report

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Wellcome Mid-career research leadership and team development – landscape report

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https://wellcomeopenresearch.org/documents/11-194

Drawing on a large evidence base, this recent report (2026) defines what effective leadership looks like for mid‑career researchers and presents a tailored capability framework. Key developmental priorities emerging from the data include personal effectiveness, team leadership and performance management.

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Useful context for research leadership in the HE context.

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Useful context for research leadership in the HE context.

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In a new report, Research Leadership Matters: Agility, Alignment, Ambition (HEPI Report 154), Matthew Flinders, Professor of Politics at the University of Sheffield, asks what research leadership is and why it matters.

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In a new report, Research Leadership Matters: Agility, Alignment, Ambition (HEPI Report 154), Matthew Flinders, Professor of Politics at the University of Sheffield, asks what research leadership is and why it matters.

Professor Flinders identifies, at worst, a research leadership vacuum and, at best, a leadership lag and far-reaching concern about lost leaders. These findings go to the core of broader questions concerning talent management, equality and inclusion, and how the UK can retain its science superpower status.

The main findings of the report, which has been sponsored by Worktribe, a platform for higher education research and curriculum management, include:

Changes in the research, innovation and development ecosystem are increasingly raising the need for connective and catalysing leadership capacities. But very few researchers have ever considered what research leadership is, why it matters or where they can go for support. This has created a research leadership vacuum.

Researchers generally develop their skills through a highly inefficient combination of trial-and-error, luck and structured serendipity. Many researchers feel unsupported. Far more research is needed on what works when it comes to nurturing research leadership skills in order to ensure that new initiatives are based on firm foundations.

Research leadership has little to do with heroic leaders and more to do with a recognition of different talents and the creation of different leadership roles. Institutional incentives have a big role to play in recognising and rewarding those individuals who take on often risky and demanding research leadership roles.

The research leadership challenge cannot be addressed by any single discipline or institution - it demands the creation of boundary-spanning platforms and genuinely systemic thinking. Examples of positive innovation in this space abound but more needs to be done to connect across investments.

The UK faces a genuine research leadership opportunity. A bold new vision could redefine international standards, lever additional resources and attract global talent. This report provides a 12-part plan for seizing this opportunity through a core focus on agility, ambition and alignment.

Professor Flinders said:

Research leadership matters. That is the central argument of the report. It matters because as the research endeavour becomes more complex, collaborative and co-designed so too will researchers have to combine their subject specific knowledge with the capacity to work as part of larger teams and networks.

Research leadership, as it relates to both self-leadership and team science, is therefore going to be crucial in relation to addressing major societal challenges. Ensuring that the UK science base is "fit for the future" rather than "fit for the past" presents both a leadership challenge and a leadership opportunity.

James Brook, Chief Operating Officer at Worktribe and author of the Afterword of the report, said:

Professor Flinders' recommendations on research leadership arrive at a pivotal moment for the sector. While progress has been made since the publication of his initial report, there are clearly still areas which require specific and focussed attention as well as considerable investment.

In the current climate, how and where this investment happens is fundamental to the continued world-class success of the UK research community - Professor Flinders' latest recommendations are a spearhead for that direction of travel.

The report's 12-point plan, which is explained in more detail in the report, aims to:

1. Scale-Up Ambition to foster a more strategic, inclusive and ambitious approach to research leadership.

2. Create Core Capacity via a new central unit to co-ordinate activities, liaise with partners and distribute resources.

3. Understand What Works to ensure a more sophisticated understanding of the dynamics of research leadership than is currently available.

4. Acknowledge Excellence by establishing a small number of national 'Celebrating Research Leadership' prizes.

5. Facilitate Mobility through a new 'Discipline Hopping' funding scheme and new 'Research Re-Entry Fellowships' (or 'Returnships').

6. Manage the Middle by a new skills-focused 'cluster competition' for researchers at this level.

7. Push the Top by establishing a new Senior Research Leadership Programme.

8. Embed EDI (Equality, Diversity and Inclusion) through new Laureate Professorial Fellows to recognise excellence and drive change.

9. Reflect Upon the REF (Research Excellence Framework) to support inter-disciplinarity and the mobility of people, ideas and talent.

10. Reconfigure Resources to cultivate collaborative skills and the creation of innovative teams.

11. Reassess What Counts by ensuring university reward systems recognise collaboration and engagement with non-academic environments.

12. Recognise Mentorship Matters and that we need to fix inconsistencies in current mentoring arrangements.

Notes for Editors

HEPI was established in 2002 to influence the higher education debate with evidence. We are UK-wide, independent and non-partisan. We are funded by organisations and higher education institutions that wish to support vibrant policy discussions, as well as through our own events. HEPI is a company limited by guarantee and a registered charity. For further information, see https://www.hepi.ac.uk.

Worktribe is a cloud-based platform seeking to simplify research administration and management in higher education institutions. For further information, see https://www.worktribe.com.

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New HEPI report addresses the 'research leadership vacuum' in UK higher education - HEPI

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In a new report, Research Leadership Matters: Agility, Alignment, Ambition (HEPI Report 154), Matthew Flinders, Professor of Politics at the University of Sheffield, asks what research leadership is and why it matters. Professor Flinders identifies, at worst, a research leadership vacuum and, at best, a leadership lag and far-reaching concern about lost leaders.

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the University of Cambridge Institute for Sustainability Leadership (CISL) has been working with the British Council to help define what good leadership looks like in a global policy and political context and across different locations and cultures. The study, undertaken by CISL, will inform the design of a new British Council programme to support future global leaders in the UK and overseas.

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27 June 2017 - the University of Cambridge Institute for Sustainability Leadership (CISL) has been working with the British Council to help define what good leadership looks like in a global policy and political context and across different locations and cultures. The study, undertaken by CISL, will inform the design of a new British Council programme to support future global leaders in the UK and overseas.

The University of Cambridge Institute for Sustainability Leadership (CISL) was commissioned to conduct a literature review on leadership and leadership development by the British Council. The purpose was to inform the design of a new global programme to support future global leaders in the UK and overseas, and to underpin its methodology for developing leadership skills and qualities.

More specifically, the British Council wished to improve their understanding of what 'good' leadership means, including how these concepts are understood across different countries and regions (most notably China, Egypt, India, Kenya and Mexico), and specifically, within the fields of policy and politics. In addition, the British Council sought to gain insight from existing leadership theories and leadership development programmes into how leadership is developed, and how perspectives and practices differ globally.

The study makes eight recommendations for what constitutes good leadership.

Recommendation 1: 'Good' leadership should ultimately be defined and judged in relation to the complex global socio-economic and environmental risks and opportunities, and the pursuit of 'sustainable development' outcomes.

Recommendation 2: 'Good' leadership will require the cultivation of a 'global' and a 'systems' mindset, developing skills of open-mindedness, inclusivity, long-term and systemic thinking, and navigating complexity without trying to artificially reduce it.

Recommendation 3: 'Good' leadership should be understood, not only in terms of outcomes (eg sustainable development) but also in the motivation and character of leaders, bearing in mind that certain traits are valued more by different genders and ages.

Recommendation 4: 'Good' leadership is also defined in terms of its process - who is involved, who is empowered - and the values underpinning such decisions. It should take care not to focus unduly on individuals with formal power, but also consider the role of followers, and distributed leadership.

Recommendation 5: 'Good' leadership in a political or policy context would benefit from applying the three tests of public value, legitimacy and capability. In terms of specific skills required by those seeking to bring about change, a focus on the role of policy entrepreneurs could be instructional.

Recommendation 6: 'Good' policy and political leaders need to develop the ability to 'read the context' so that they understand the most pressing challenges and likely opportunities.

Recommendation 7: Some basic foundations of good leadership can be drawn and conveyed from the international literature, while tailoring examples and aspirations to suit each cultural context.

Recommendation 8: A hybrid model of leadership development is likely to add most value - focusing on knowledge, values and skills - although there may need to be some adaptations as some nations are further than others along the prescriptive-interactive-experiential learning spectrum.

The review concludes with some final reflections and a summary of recommendations for developing the new global programme.

Citing the literature review

University of Cambridge Institute for Sustainability Leadership (CISL). A report commissioned by the British Council . (2017, June) Global Definitions of Leadership and Theories of Leadership Development: Literature Review. Cambridge, UK: Cambridge Institute for Sustainability Leadership.

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Global Definitions of Leadership and Theories of Leadership Development: Literature Review

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27 June 2017 - the University of Cambridge Institute for Sustainability Leadership (CISL) has been working with the British Council to help define what good leadership looks like in a global policy and political context and across different locations and cultures.

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RSA ANIMATE: Drive: The surprising truth about what motivates us

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A Comprehensive Tool for Understanding the Stages of Team Development

Allan Drexler and David Sibbet spent 10 years refining a comprehensive model of team performance that shows the predictable stages involved in both creating and sustaining teams. The Drexler/Sibbet Team Performance Model® illustrates team development as seven stages, four to create the team and three to describe increasing levels of sustained performance. This powerful tool can be used as a framework and common language for supporting a team-based culture. This model is the foundation of The Grove's Team Performance System.

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A Model Depicting Team Development Stages | The Grove Consultants

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Allan Drexler and David Sibbet spent 10 years refining a comprehensive model of team performance that shows the predictable stages involved in both creating and sustaining teams. The Drexler/Sibbet Team Performance Model® illustrates team development as seven stages, four to create the team and three to describe increasing levels of sustained performance.

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20 Most Popular Theories of Motivation in Psychology

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There is no single motivation theory that explains all aspects of human motivation, but we look at a few theoretical explanations.

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Five Dysfunctions of a Team by Patrick Lencioni

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Short videos from Imperial

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One of your key objectives as a research group leader is enabling the success of others.

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Imperial resources

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Through use of powerful questions and the range of skills a coaching approach will enable you to support your team in learning for themselves.

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GROW model and the skill/will matrix comes from here.

Available at the library as well!

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My mission is to help people and organisations grow and develop.

See www.maxlandsberg.com

I returned to McKinsey & Company in 2016 having left as a Partner 17 years earlier. I continue to coach senior executives, help the Boards of large organisations plan the succession of their CEOs and top teams, and write books that help broader audiences perform better as leaders and coaches.

My approach blends experience in business strategy and executive development from two decades as a partner or senior partner at consultants McKinsey, headhunters Heidrick & Struggles and leadership consultants Korn Ferry.

I also aim to inspire people to grow more holistically - especially through their connection with nature in general, and with wild landscapes in particular.

. My books include:

-- October 2015, MASTERING COACHING. For managers and coaches - concise lessons from the fields of Neuroscience, Positive Psychology, Mindfulness, Sports Psychology, Expert Performance, and beyond, to help you master the skills of high performance coaching.

-- March 2015, THE TAO OF COACHING. A fully revised edition of the classic text for mangers and coaches, showing how to coach for high performance, and how the manager-coach can benefit just as much as the person s/he is coaching

-- 1996, 97 and 98: THE TAO OF COACHING, THE TAO OF MOTIVATION, AND THE TOOLS OF LEADERSHIP. Practical "how-to" books for managers, which have all stayed in print for 15 years.

Books on Nature and the Outdoors:

-- 2016: TREK TO EVEREST. Winner of "Best Guidebook" Award by the UK's Outdoor Writers and Photographers Guild. Directions and tips for the classic trek from Lukla to Everest base camp, including options such as via Gokyo Lakes.

-- 2015 THE RIDGEWAY. A guidbook to the Ridgeway National Trail that runs for 87 miles (139 km) across the stunning North Wessex Downs and on through the Chilterns. Starting close to Avebury's huge stone circle, the trail follows a ridgeline that has been travelled since time immemorial and visits prehistoric hill forts, burial mounds and chalk-white horses.

-- 2013: THE CALL OF THE MOUNTAINS. "This book quickly drew me in. The images created on Max's journeys though the mountains are precisely depicted through his perceptive eye for detail and his obvious passion for the outdoors." ~ STEVEN FALLON: mountain guide and record-holder for completing the round of all Scotland's Munros fifteen times.

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The Tao of Coaching: Boost Your Effectiveness at Work by Inspiring and Developing Those Around You (Profile Business Classics)

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Buy The Tao of Coaching: Boost Your Effectiveness at Work by Inspiring and Developing Those Around You (Profile Business Classics) Main by Landsberg, Max (ISBN: 9781781253328) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Future Leaders Fellows Development Network

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Insights, ideas and resources from Tracey Stead and participants on the FLF Development Network's Bridging Course on Being Strategic
Every day I find myself saying 'Yes' to something that just doesn't support my goals." "I'm overwhelmed with current commitments and suspect I should have said 'No' to many of them."
Sounds familiar?

Research is ever-expanding in nature and there will always be opportunities coming your way and people knocking at your door, particularly as you are an FLF and people in your department want your involvement. There will always be new, interesting, exciting (or the dreaded 'mandatory'!) opportunities popping up over and above your day job and the things you'd planned to do.

So, when faced with these commitments and opportunities, how do you keep your mid- to long-term goals in mind and consciously make choices that support them. This is a vital skill for leaders and one we explored in the second Bridging Session on 'Being Strategic'.
The Triage Test
Setting triage criteria for your work and research opportunities can help you focus on the urgent and important, much like a doctor in the emergency department.

You can use your triage criteria to:

choose opportunities to spend quality time on - ones that will lead you towards your goals

identify tasks that might distract or delay you from your goals - so you can decline or minimise your commitment

Set Your Criteria
A triage test is best applied to medium or long-term goals - what do you want to have achieved by this time next year?

Devise three questions to help you evaluate whether engaging in a new opportunity get you to where you want to go (or let you lead the life you want to lead)? Be clear how your choice will enable your future vision and the desired outcomes you want to achieve.

Here's a triage test I'd been using to decide what projects to take on:

1. Will it enable me to build my networks?

2. Will it mean I can spend more time working from home?

3. Will I still be happy doing this in a year's time?

Use your test for a year or so then (when you 'hit' your next horizon and refocus towards future plans) adapt your triage criteria and start again. Back when I created this test I was travelling the country delivering workshops, but post-COVID my needs have shifted and these criteria are due a rethink - guess which one will be changing first! (post edit: I am now using a new criterion: Can I share the load with someone else?).
What would your triage criteria be?
What three YES/NO questions would you choose?
Some great examples were suggested by you in the Bridging Session:

Will it mean I can develop leadership skills?

Will it lead to some funding?

Will it raise my profile or enhance my reputation?

Will it involve working with people that inspire me or I have fun with?

Is it within or outside my '6 hours per week maximum on non-FLF tasks'?

If I had to start tomorrow, would I make time for it?

Is it REF-able?

Have I already committed to other things of a similar nature?

Will this give me positive energy?

Am I doing this because I hate saying no?

Is this aligned to my personal values?

Will this impact on stakeholders I want to have impact on?

Will I be working with people who won't get in my way?

Would I still be happy to be doing this in a year's time?

Will this disproportionately occupy my headspace?

Ask for specific details

Don't accept or decline offers immediately - ask for details so you can fully assess the opportunity against your triage criteria.
Always explain
In the interests of being strategic, telling people why you are accepting (or declining!) and explaining how it connects to your vision/where you want to go is a great way to influence and train other people into knowing what you want to be doing. If they are enlightened about what you want to in your future they might think twice about asking you or might tailor their request the next time.

"I am accepting this because this is what I want to achieve in the next year and this helps me to do it."

"I would like to say yes to this but in the next year/6 months this is what I am focussing on - feel free to ask me after that time and I may well be able to say yes."

"At the moment I can only focus on some things and here's what I'm focussing on, so I'm declining your opportunity."

Can't say no?
One question raised in the Bridging Session was, "But what if I can't say no?" How do you respond to those offers or 'mandatory' events or projects that it's not possible or politic to decline?

First, think of a way you can ask for the opportunity to be adapted so it gives you more of what you are looking for.
"I want to contribute to the Department and realise we all need to pull together so I'm happy to accept this opportunity. But what would really make me happier is if...

I could have another colleague working with me

it could involve me taking the lead in something so I develop a leadership skill

it would involve me taking this to another research institute/writing something so it builds my reputation

or something else in line with your triage criteria"

Then, if you have to say yes to something that can't be adapted to better support your goals, be absolutely clear about the level commitment you can offer and your main priorities.
"I am saying yes because I want to be a helpful person but I can only give it X amount of time ( this amount of attention, this level of quality) because I am focussing on these three things (related to my criteria/goals) at the moment." The Triage Test... I find it a great tool to help me evaluate opportunities, stay focused on my goals, avoid overwhelm, and, really importantly, to feel in control and be more assertive, positive and strategic no matter whether my involvement is going to be a 'Yes' or a 'No'! Resources Download a PDF of Tracey Stead's presentation from the Being Strategic Bridging Session Download a PDF copy of the Triage Test diagram Download a PDF text-only version of the Triage Test diagram
Access the recording of the Being Strategic Bridging Session #2 (accessible for members of the FLF Development Network)

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Using a triage test to assert your priorities (Dr Tracey Stead) - Future Leaders Fellows Development Network

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Insights, ideas and resources from Tracey Stead and participants on the FLF Development Network's Bridging Course on Being Strategic Every day I find myself saying 'Yes' to something that just doesn't support my goals." "I'm overwhelmed with [...]

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Bank of resources and short videos from imperial - highly recommend. Also has horizon scanning and PESTLE analysis download.

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Being strategic in your career (and research)

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Managing the transition into leadership will require you to be more strategic and forward looking with your research and your own career.

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Further resources from imperial

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One of the most common topics that research leaders bring to coaching is time management. As a new PI or newly appointed lecturer you are in a…

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Staying informed and up to date on the landscape

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Staying informed and up to date on the landscape

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Funding:

https://uoe.sharepoint.com/sites/ERO-Identify-Funding

https://www.researchprofessional.com

https://uoe.sharepoint.com/sites/ERO-develop-your-idea/

includes UK funding landscape overview, 1:1 consultations on your strategy, and more!

Policy:

https://uoe.sharepoint.com/sites/ERO-research-strategy-and-policy

Search, browse or analyse Areas of Research Interest (ARIs) from UK governmental bodies, to see how your research could help solve problems and inform government policy.

University strategy:

https://www.ed.ac.uk/research-innovation

https://uoe.sharepoint.com/sites/ERO-research-strategy-and-policy

UK and International contexts:

wonkhe.com

https://library.ed.ac.uk/findingresources/times-higher-education

https://theconversation.com/uk

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For your next development opportunity, see what's available here

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Resources for Managers of Researchers | Support for Researchers | Support for Researchers

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Training, tips and advice for people that manage and lead research staff.

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Including one-to-one support such as 1:1 coaching, and leadership development consultations.

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Principal Investigators | Institute for Academic Development | Institute for Academic Development

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Training and support for University of Edinburgh staff who act as Principal Investigators (PIs) and research leaders.

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From identifying funding, crafting your application, impact and engagement, policy and strategy. ERO hub will have information for you.

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https://www.flfdevnet.com/toolkitshub/

A range of online toolkits on topics such as recruitment, policy and influence, mentoring, big bids, building inclusive teams, etc.

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Future Leaders Fellows Development Network

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Toolkits hub - Future Leaders Fellows Development Network

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Toolkits The Future Leaders Fellows Development Network is pleased to present our Toolkits, a broad collection of resources related to developing your leadership skills and learning about the UK’s research and innovation environments. Recruitment Toolkit This Toolkit is [...]

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With conversation starters and top tips

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by Judy Ringer

[Watch a short video about difficult conversations]

Think of a conversation you've been putting off. Got it? Great. Then let's go.

There are dozens of books on the topic of difficult, crucial, challenging, fierce, important (you get the idea) conversations. (In fact, I list several excellent resources at the end of this article). Those times when you know you should talk to someone, but you don't. Maybe you've tried and it went badly. Or maybe you fear that talking will only make the situation worse. Still, you feel stuck, and you'd like to free up that stuck energy for more useful purposes.

What you have here is a brief synopsis of best practice strategies: a checklist of action items to think about before going into the conversation; some useful concepts to practice during the conversation; and some tips and suggestions to help you stay focused and flowing in general, including possible conversation openings.

You'll notice one key theme throughout: you have more power than you think.

Before going into the conversation, ask yourself some questions:

1. What is your purpose for having the conversation? What do you hope to accomplish? What would be an ideal outcome?

Watch for hidden purposes. You may think you have honorable goals, like educating an employee or increasing connection with your teen, only to notice that your language is excessively critical or condescending. You think you want to support, but you end up punishing. Some purposes are more useful than others. Work on yourself so that you enter the conversation with a supportive purpose.

2. What assumptions are you making about this person's intentions? You may feel intimidated, belittled, ignored, disrespected, or marginalized, but be cautious about assuming that this was the speaker's intention. Impact does not necessarily equal intent.

3. What "buttons" of yours are being pushed? Are you more emotional than the situation warrants? Take a look at your "backstory," as they say in the movies. What personal history is being triggered? You may still have the conversation, but you'll go into it knowing that some of the heightened emotional state has to do with you.

4. How is your attitude toward the conversation influencing your perception of it? If you think this is going to be horribly difficult, it probably will be. If you truly believe that whatever happens, some good will come of it, that will likely be the case. Try to adjust your attitude for maximum effectiveness.

5. Who is the opponent? What might they be thinking about this situation? Are they aware of the problem? If so, how do you think they perceive it? What are their needs and fears? What solution do you think they would suggest? Begin to reframe the opponent as partner.

6. What are your needs and fears? Are there any common concerns? Could there be?

7. How have you contributed to the problem? How has the other person?

The majority of the work in any conflict conversation is work you do on yourself. No matter how well the conversation begins, you'll need to stay in charge of yourself, your purpose and your emotional energy. Breathe, center, and continue to notice when you become off center-and choose to return again. This is where your power lies. By choosing the calm, centered state, you'll help your opponent/partner to be more centered, too. Centering is not a step; centering is how you are as you take the steps. (For more on Centering, see the Resource section at the end of the article.)

Step #1: Inquiry

Cultivate an attitude of discovery and curiosity. Pretend you don't know anything (you really don't), and try to learn as much as possible about your opponent/partner and their point of view. Pretend you're entertaining a visitor from another planet, and find out how things look on that planet, how certain events affect the other person, and what the values and priorities are there.

If your partner really was from another planet, you'd be watching body language and listening for unspoken energy as well. Do that here. What does this person really want? What are they not saying?

Let your partner talk until they're finished. Don't interrupt except to acknowledge. Whatever you hear, don't take it personally. It's not really about you. Try to learn as much as you can in this phase of the conversation. You'll get your turn, but don't rush things.

Step #2: Acknowledgment

Acknowledgment means showing that you've heard and understood. Try to understand the other person so well you can make the argument for them. Then do it. Explain back to them what you think they're going for. Guess at their hopes and honor their position. Your partner will not change unless they see that you see where they stand. Then they might. No guarantees.

Acknowledge whatever you can, including your own defensiveness if it comes up. It's fine; it just is. You can decide later how to address it. For example, in an argument with a friend, I said: "I notice I'm becoming defensive, and I think it's because your voice just got louder and sounded angry. I just want to talk about this topic. I'm not trying to persuade you in either direction." The acknowledgment helped my friend (and me) to re-center.

Acknowledgment can be difficult if we associate it with agreement. Keep them separate. My saying, "this sounds really important to you," doesn't mean I'm going to go along with your decision.

Step #3: Advocacy

When you sense your opponent/partner has expressed all their energy on the topic, it's your turn. What can you see from your perspective that they missed? Help clarify your position without minimizing theirs. For example: "From what you've told me, I can see how you came to the conclusion that I'm not a team player. And I think I am. When I introduce problems with a project, I'm thinking about its long-term success. I don't mean to be a critic, though perhaps I sound like one. Maybe we can talk about how to address these issues so that my intention is clear."

Step #4: Problem-Solving

Now you're ready to begin building solutions. Brainstorming and continued inquiry are useful here. Ask your opponent/partner what they think might work. Whatever you hear, find something you like and build on it. If the conversation becomes adversarial, go back to inquiry. Asking for the other's point of view usually creates safety and encourages them to engage. If you've been successful in centering, adjusting your attitude, and engaging with inquiry and useful purpose, building sustainable solutions will be easy.

A successful outcome will depend on two things: how you are and what you say. How you are (centered, supportive, curious, problem-solving) will greatly influence what you say.

Acknowledge emotional energy-yours and your partner's-and direct it toward a useful purpose.

Know and return to your purpose at difficult moments.

Don't take verbal attacks personally. Help your partner come back to center.

Don't assume your partner can see things from your point of view.

Practice the conversation with a friend before holding the real one.

Mentally practice the conversation. See various possibilities and visualize yourself handling them with ease. Envision the outcome you are hoping for.

In my workshops, a common question is How do I begin the conversation? Here are a few conversation openers I've picked up over the years-and used many times!

I have something I'd like to discuss with you that I think will help us work together more effectively.

I'd like to talk about _______ with you, but first I'd like to get your point of view.

I need your help with what just happened. Do you have a few minutes to talk?

I need your help with something. Can we talk about it (soon)? If the person says, "Sure, let me get back to you," be sure to follow up.

I think we have different perceptions about _________________. I'd like to hear your thinking on this.

I'd like to talk about _____________. I think we may have different ideas about how to ________________.

I'd like to see if we might reach a better understanding about ___________. I really want to hear your feelings about this and share my perspective as well.

I've noticed a recurring conversation (conflict, disagreement, problem) we seem to have. I'd like to talk about why that happens.

I'd like to talk with you about some things I've noticed over the last little while. I have some observations I'd like to share with you and some of the conclusions I'm starting to draw, and then I'd be really interested in hearing your perspective.

Write a possible opening for your conversation before you have it to make sure you've thought through everything you want to say.
Good luck! Let me know if this article has been useful by contacting me at https://www.judyringer.com
Download the pdf version of We Have to Talk: A Step-By-Step Checklist for Difficult Conversations
Resources

The Magic of Conflict, by Thomas F. Crum
Difficult Conversations, by Douglas Stone, Bruce Patton, and Sheila Heen
Crucial Conversations, by Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler
Conversations Worth Having, by Jackie Stavros and Cheri Torres
FAQ about Conflict, by Judy Ringer

-------------© 2022 Judy Ringer, Power & Presence Training

About the Author

The Power & Presence website is designed to help you discover ways to resolve conflict, build relationships, and become a more powerful and present human being.

Judy Ringer is the author.

You're welcome to reprint all or parts of this article as long as you include "About the Author" text, and a link to PowerandPresence.com

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We Have to Talk: A Step-By-Step Checklist for Difficult Conversations | Judy Ringer

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A checklist of action items to think about before going into a difficult conversation, including conversation openings.

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Self-paced learning and online resources

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Self-paced learning and online resources

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Check out the resources for how to develop effective teams and team dysfunction.

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FLF toolkit for recruitment - highly recommend module 1 to build a recruitment strategy. not UoE specific

UoE HR recruitment guidance - for information on process at UoE.

UoE Diversifying recruitment guidance

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Goes through the model and provides some further resources

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Providing feedback is one of the most important responsibilities that a research leader has. Your PhD students are likely to have very few (if any) b…

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Ten questions to prepare for an important conversation

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Ten questions to prepare for an important conversation

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To support your preparation, following the model.

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HR Conversations Hub

Guidance on bullying and harassment

Discipline, grievance, capability

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Guide to using non-violent communication in difficult conversations

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Guide to using non-violent communication in difficult conversations

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Short blog on NVC in difficult conversations - good for when emotions might be running high.

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How to Deliver Constructive Feedback in Difficult Situations

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What is nonviolent communication? This summary of the NVC process, invented by Marshall Rosenberg, can help you deliver constructive feedback (with examples).

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https://institute-academic-development.ed.ac.uk/research-roles/research-only-staff/career-management/narrative-cvs

To support you to develop your NCV, and to demonstrate your leadership skills.

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Information and guidance on Narrative CVs for researchers writing their own Narrative CV, and Schools/Colleges looking to offer support locally

A CV format that provides a structured written description of a researcher's contribution and achievements reflecting a broad range of relevant skills and experience.

Narrative CVs are relatively new in the academic field. Unlike a traditional academic CV , they allow a candidate to tell the story of HOW they have had an impact on the field and the wider skills and experience that they have gained. This is different to a traditional CV, which focuses on WHAT has been achieved.

A Narrative CV is a blend of a traditional academic CV and covering letter as you aim to explain the context ("the how") of your achievements. They typically include four modules, demonstrating your contributions to the wider research and innovation environment beyond the immediate research outputs. The module format can be thought of as a structured personal statement that allows you to showcase your relevant skills and experience within this new framework .

Where did Narrative CVs originate?

In 2018 / 19 the Royal Society collaborated with academics, industry professionals and early career researchers as they wanted to see more contributions visible and valued. This led to the development of the Resume for Researchers (R4R) that moved away from narrowly focused performance indicators. This was the first iteration of a Narrative CV.

In 2021 UK Research & Innovation (UKRI) adopted the Resume for Research and Innovation (R4RI), which is an evolved version of the Royal Societies Resume for Researchers. This version of a Narrative CV is intended to reward a wide range of contributions to research across a wide range of career paths and personal circumstances.

There are a number of benefits to using the Narrative CV including:

The Resume for Research and Innovation (R4RI), is a flexible template that allows you to highlight relevant skills and experience. The following four modules provide a framework for demonstrating this:

The hope is that the introduction of this new style CV will improve inclusivity and diversity within the sector which will benefit all of us.

The UKRI R4RI template is the most commonly used Narrative CV format. All of the modules start with the question "How have you contributed to...", it is therefore useful to have a summary sentence that answers the question before providing further detailed examples.

Narrative CVs are usually word limited, which means that you don't have the space to highlight all your experience but rather focus on quality examples that address the question rather than the quantity of examples given. It is important to be concise yet find the right balance of detail about your achievements and responsibilities developed.

The IAD provides training and support to researchers on Narrative CVs in a variety of formats. This includes a one-hour Briefing Session and Narrative CV writing retreats.

Narrative CV Briefing Session

This online session covers how the Narrative CV came to be, the structure and format and what to include in the 4 modules. The session also examines how these CVs can benefit those with non-traditional career backgrounds. The session lasts 45 mins, followed by a 15 min Q&A

Narrative CV Writing Retreat

This writing retreat is aimed at staff currently writing narrative CVs for career or research-related applications who wish to make progress on these. The writing retreat will give participants dedicated time to work on their narrative CVs in a supportive environment, with opportunities to discuss and get feedback from peers. Facilitators will provide a brief introduction to narrative CVs, outlining their structures and possible content. There will be opportunities to ask questions of facilitators, to discuss issues with peers, and gain information on further resources and support. Participants will leave the retreat having made progress on their narrative CVs and have the confidence and resources to complete these on their own.
Go to IAD writing retreat information

Support for Schools / Colleges

If you are interested in running your own Narrative CV briefing session or writing retreat, the IAD has produced guides to help with this. These guides provide information around how to run the sessions, the things to consider and how to get started. We have also shared the slides we use in our sessions, for you to use.

We don't expect Schools/Colleges to provide careers support and guidance to your researchers in these sessions but rather see the sessions as a way to provide more information and support around the Narrative CV format and process to researchers in your area. We ask that you highlight the Careers Support from the IAD's Research Staff Careers Consultants, particularly the 1:1 consultations, for any researcher on a fixed term contract who would like careers specific advice on the Narrative CV.
Go to Careers support information

The support and resources being developed for Narrative CVs by funders and institutions demonstrates the development in this area and a focus on supporting researchers with this approach. The sector is working together to develop information to support researchers in this area and below is a list of links to support you to find out more about the principles, advice for selecting examples to include , and read model answers to help you write your own.

In this section you will find further resources to help develop and support your understanding of Narrative CVs as well as resources providing guidance for those writing a Narrative CV for the first time.

Reading

The Luxembourg National Research Fund (FNR) are using Narrative CVs, the presentation and mural are particularly helpful in highlighting what goes into a narrative CV  Narrative CV - 2023 workshop resources

If you are a University of Edinburgh staff member making Fellowship applications contact the  Edinburgh Research Office  for further support.

This article was published on

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Narrative CVs | Institute for Academic Development | Institute for Academic Development

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Information and guidance on Narrative CVs for researchers writing their own Narrative CV, and Schools/Colleges looking to offer support locally

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For 360 degree feedback and strengths profile options, see HR's support. There may be a cost for some of this, so include it in your budgets.

https://human-resources.ed.ac.uk/learning-development/courses/psychometrics-and-feedback-tools

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Co-created leadership guide (group work)

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Co-created leadership guide (group work)

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Created with your group work outputs!

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Building team culture - team charters or lab handbooks

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Building team culture - team charters or lab handbooks

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Great for developing teams and setting expectations. I would highly recommend you do this if nothing else!

Building your team culture (Research Cultures SharePoint)

Creating team or group handbook with template (Research Cultures SharePoint)

WIN team lab handbook template (Oxford)

Team charter template (Cambridge University)

SAFE labs handbook with text to copy and suggested topics to include.

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Brene Brown has some resources for setting team values and behaviours. You can use these in a team away day, for example.

Operationalizing Your Values: A Step-by-Step Process for Groups and Teams

Operationalizing Your Values: A Reference List of Behaviors

List of Values

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Research cultures in proposals - resources and case studies on how to include research cultures in proposals

Narrative CVs - resources to support you to develop a NCV

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Self-paced learning and online resources

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Self-paced learning and online resources

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Online resources for different topics on leadership.

https://support-for-researchers.ed.ac.uk/resources/resources-for-managers-of-researchers/self-paced-online-resources

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Self-paced online resources | Support for Researchers | Support for Researchers

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Self-paced online toolkits and resources for leaders and managers of researchers.

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Thinkwell: Resources for research supervisors - Hugh’s Kearns website provides some useful tools for induction and agreeing expectations with PGRs. In particular, a downloadable Things to Tell New Students PDF with practical induction checklist that can also be adapted for use with staff.

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Getting started as a postdoc - key information for all research staff across the institutions

Wider information for new research staff, such as informaiton on visas, moving to edinburgh, etc.

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Code of practice and 10 days professional development

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Code of practice and 10 days professional development

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At UoE we have two codes of conduct that are essential to know about if you are managing/supervising other researchers. These support you to know what is your role/their role and expectations.

Code of Practice for Supervisors and Research Students

Code of Practice for the Management and Career Development of Research Staff

10 Days professional development - with examples of what this could look like

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Resources from Imperial on building trust in teams

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Practical trust is earned by being reliable, meeting commitments, showing up on time, and doing what you say you'll do. People rely on your competence and dependability and trust you to get the job done. This trust is fundamental. If you don't have it, your team is facing some big problems. It can lead to a lack of communication, knowledge hoarding, micro-management, duplication of work, missed deadlines, and terrible productivity.

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Establishing trust is central to any functioning team, collaboration or supervision relationship.

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The toolkits on Building inclusive teams, and team away day are very useful.

https://www.flfdevnet.com/toolkitshub/

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Future Leaders Fellows Development Network

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Toolkits hub - Future Leaders Fellows Development Network

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Toolkits The Future Leaders Fellows Development Network is pleased to present our Toolkits, a broad collection of resources related to developing your leadership skills and learning about the UK’s research and innovation environments. Recruitment Toolkit This Toolkit is [...]

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Reasonable adjustments - drop in sessions for staff

Inclusion at Edinburgh - information and support for inclusion, including support for managers, Hubs of information and more.

Staff EDI training

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Some scenarios generated by ELM AI, and with possible outcomes within the UoE context. These can support you to practice for different scenarios, or to use in your own context.

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PowerPoint slides for digital/editable version of the workbook. You will be given a hard-copy during the programme, so please DO NOT PRINT!

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Support from student disability services for staff. This includes a flowchart to help you know where to singpost to when a student brings issues which are beyond your ability to support.

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Helping distressed students | Disability and Learning Support Service | Disability and Learning Support Service

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As a member of staff, if you feel you need, or are requested, to give a student extra assistance while they are experiencing emotional or psychological difficulties, it is important to help within the boundaries of what you feel able to do.

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If there are issues around bullying or sexual harrassment there is now a report+support for staff and students to use. More support and guidance for staff is available here.

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The University has a zero tolerance stance towards any form of bullying and harassment. The Respect at Edinburgh web hub has been created to bring together information and guidance on the Dignity & Respect policy, the processes for raising and addressing concerns, and the support and training available.

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Influencing upward - short blog on how to lead without authority/position.

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Influencing Upwards: How to Lead When You’re Not the Boss

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Influencing those above you can feel daunting, especially when you don’t hold formal authority over decisions. Yet, shaping senior leaders’ perspectives and priorities is crucial for driving meaningful change and securing the support you need.

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harvard buisness review one leading without authority

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Consider this scenario: You're tasked with leading a project within your organization, but in an unofficial capacity.

Technically, you're not in a position of leadership, but you've been given managerial responsibilities, such as generating a budget, creating a schedule, and managing and coordinating a team. So long as everyone else plays along, you should be fine. But that can be a big ask.

While your co-workers might not be intentionally trying to thwart your success, their priorities are naturally going to align with those who hold authority over them and their jobs-their supervisors. Without having formal authority, your priorities are likely to take a back seat to everything else on your team's plate, often to the detriment of your initiative.

Does this sound familiar? If so, then you understand just how difficult it can be to lead without authority. This can be a recurring scenario for many team leaders. Luckily, there are steps you can take to improve your leadership skills and become more adept at influencing those around you, even when you don't have a job title that commands respect.

Sources of Authority

While a managerial title might be one of the most obvious sources of direct authority for working professionals, it isn't the only place influence comes from. There are many sources of authority you can leverage to inspire others to follow your lead. Here are some of the most powerful techniques.

1. Your Expertise

If you want or need to influence others in your organization and motivate them to listen to you, one of the surest methods is to develop expertise in your discipline, industry, or both. Doing so allows you to position yourself as an authority and a resource. Using your expertise to back up your recommendations, plans, or projects can lend an air of authority and convince others you really do know what you're talking about.

It can pay to be different, too: The more unique your skill set and knowledge are from others on your team, the more valuable your insights are likely to be.

In short, expertise implies you're so qualified that other people want to listen to you, even if they don't have to.

Want to be seen as an expert? The first step is to develop your knowledge and skills to the point that you deeply understand the subject matter so you can speak to it when necessary. But it's not just about what you know; you also have to make sure others know what you know. Earning a certification or attending a course focused on that specific subject can also be helpful in conveying your expertise and gaining direct influence.

How to Be an Effective Leader at Any Stage of Your Career

2. Your Relationships

Regardless of job title, an effective leader is someone who understands that relationships can be a powerful tool for influencing others.

Having real, meaningful relationships with colleagues helps in building trust and understanding their personal and professional motivations-both of which will put you in a better position to inspire them to follow your direction. People will be more inclined to listen to you and help you reach your goals if they view you as a person, not just a coworker, and if they believe you would do the same for them given the opportunity.

Want to develop stronger relationships with your coworkers? Your best bet is to work on developing your emotional intelligence, a soft skill that underpins all effective management. In general, emotional intelligence refers to your ability to understand and manage your own emotions, as well as recognize the emotions of those around you. Taking the time to truly get to know the people you work with and create common ground can mean the difference between a potential ally who wants to help you succeed and someone who is indifferent to your success or failure.

3. Your Corporate and Organizational Understanding

Just as expertise within your particular discipline or domain can help you achieve authority as an expert, having a thorough understanding of how your organization operates offers another source of authority to leverage. This authority comes not from your knowledge of the industry at large, but the inner workings of your business.

Most companies, especially larger or more established ones, have particular processes in place to accomplish tasks. If you're the person who knows how to get things done, go through the process correctly, get signoff on key projects, initiatives, or resource allocation, then people will naturally want to hitch their wagon to yours.

Similarly, if you can tie your project back to an important strategic initiative within your business, it may be easier for you to inspire others to follow your lead, as they'll want to share in the credit of a job well done.

Want to develop your organizational understanding? Doing so is likely to take time, due to the way most organizations function. Take every opportunity you can to learn about your company by sitting in on meetings-whether or not they're related to your department or role-developing relationships with important people from other departments, reading corporate strategy documentation, or finding a mentor. The more you can understand how your business functions, the better.

Other Tactics for Building Your Authority at Work

There are many other tactics and strategies you can use to influence your organization even if you don't hold a formal position of authority.

For example, someone who works in their organization's accounting or finance department can hold incredible influence over a project during the budgeting and planning phase when resources are being allocated. Similarly, human resources-as gatekeepers during the hiring process-can hold a tremendous amount of influence and sway over a range of projects and departments due to their role.

By understanding your unique position, it's possible to identify the key ways in which you can influence the organization, affect real change, and bring about your desired outcomes.

6 Characteristics of an Effective Leader

What to Do When Nothing Works

Sometimes, these tactics won't be enough to convince others to follow your lead. While it's always best, if possible, to handle this problem on your own, in some cases it may be wise for you to ask your supervisor to step in and make it clear to everyone else that you've been tasked with leading the project and that they should support you to the best of your ability.

Another alternative, especially if you're regularly tasked with leading projects in an unofficial capacity, is to convince your supervisor to adjust your title. In addition to the professional boost this can offer your career, the right title will be one that implies to others you have at least some level of authority over them. It doesn't matter if they want to follow your lead; they have to.

This is called positional authority, and it can be very effective.

Not sure how to convince your supervisor that you are deserving of a title change, or that such a change could help you be more effective in your role? Developing your leadership skills by taking an online leadership training course or completing a related certification can help you demonstrate that you take your career seriously. At the same time, you'll learn leadership principles and gain valuable insights and skills that you can put into practice to become a more successful leader.
Do you want to enhance your leadership skills? Explore This post was updated on November 29, 2022. It was originally published on October 24, 2019. Leadership Principles online leadership and management courses, to discover how you can become a more effective leader and unleash the potential in yourself and others. Not sure which course is right for you? Download our free flowchart

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How to Influence Without Authority in the Workplace | HBS Online

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Does your career ever require you to lead without authority? It's more common than you might think. These tips can help you influence others.

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