4.4 Developing the individual
Successful research work depends not only on knowledge and conceptual skills but also on capabilities such as teamwork, self-management, political nous, and an understanding of the systems and processes that support the delivery of research. The lack of these capabilities can make a major difference to your project’s success.
If you used an open selection process to recruit staff, their curriculum will give you a good idea of their knowledge and skills. In the early stages of a project time spent getting to know other staff may reveal unexpected capabilities or deficits. It’s prudent to check your assumptions about what skills and knowledge the project requires and plan for training and development well in advance. Discussions about training, often held as part of the university's performance management process, could give you information that might enable you to create learning opportunities between members of the team. If there’s an expert who moves in and out of the group, tapping into their skills and knowledge and structuring their involvement should be made a priority as it will stimulate thinking and build networks.
Building opportunities for the team to benefit from any available expertise also helps emerging researchers to deepen their knowledge. A significant number of staff working in positions funded through fixed-term grants or short-term commercial contracts continue to be university employees for many years, so making use of them should be seen as an investment in that person's ability to contribute to future research projects and to development of the discipline in general.
Networking
Through all phases of a researcher's career, networking is a major tool for professional development. Networking enables a researcher’s contribution to be recognised among their peers, and also establishes links that connects them with the newest theories in their discipline. Budgeting for staff attendance at conferences is wise: it can help inject new ideas into a project and how to interpret results; it can also assist staff in making connections that might further their career. Email and professional chat rooms make maintaining that initial contact easier. Networking also provides an opportunity to identify people who, should a position become available, can complement your school or department's expertise. Retaining business cards of other academics and noting their areas of expertise in a database may be useful.
Career planning for researchers
Whether research staff are on short-term fixed contracts or are continuing university staff members, understanding the different phases of a research career will assist you in supporting their career aspirations. The phases are described in the ‘Settling In’ module. You can foster a staff member's career aspirations by talking with them about how the current short-term project could help them grow their skills, knowledge, and connections for the future. The performance review and development process provides a good opportunity to ask them about where they would like to see their career in 3–5 years’ time, the capabilities they already have, and those they would like to develop.
Progression within academia involves developing a portfolio of research, contributing to the discipline, and raising the profile of the university. However, some individuals look for progression into industry or other opportunities. You should look for opportunities in which the project's goals and the future aspirations of the research converge. For instance, by giving a researcher with an interest in industry the opportunity to undertake a liaison role with a commercial sponsor, you will provide them with the opportunity to explore that career path while meeting your project's goals. It’s good to recognise that a research leader can play an active role in sponsoring and guiding research team members in further development.
When a mature researcher’s current field ceases to provide fresh insights, it is a significant challenge to decide that they need to explore new fields. The creativity cycle from ‘blue sky’ or strategic research to developmental research tends to last about 7–9 years. So it’s no surprise that there’s a continuing need to reinvent one's career direction. As a research leader you are in a position to model and respectfully challenge that researcher who may have plateaued in their current speciality and who needs to identify the next area for exploration. Special studies programs or sabbaticals provide the context for tenured academics to build up a body of knowledge in a new speciality. Opportunities to collaborate in a multidisciplinary program, or to work closely with a commercial sponsor, can open up new issues, approaches, and opportunities both for the project and the person.
Those staff who are contracted to an external agency (and placed in your team because, for instance, they have specialist skills) also have needs and long-term aspirations. Although the university does not have an obligation to them, if you are aware of those interests and make them feel part of the team, then you can provide opportunities from which they can benefit. Be aware of their obligations to their agency and of your obligations. For instance, prompt signing of time-sheets means their pay can be administered efficiently.
Modules 