Research Tools: Working on a Research Team

Presenter: Lorine Giangola, Lead Coordinator, Graduate Teacher Program

Chances are you are on a research team. Or will be. Or have been. For many of our fields, research teams are a necessary reality. The success of a project can often be contingent on a team’s functionality—and this holds true for both you and your students.

Lorine Giangola, STEM Lead Coordinator and a PhD in Environmental Studies, recently lead a workshop on how to maximize a research team’s effectiveness. The first place to begin is assessment. Take a look at the features of both high and low functioning teams that you have been on. What qualities stand out? During the workshop STEM graduate students came up with the following:

Qualities of high-functioning research groups include:

• When you can put your ego aside
• Open, regularized communication
• Clear expectations - both individual and group

• Clear goals - both individual and group
• Good record keeping
• Frequent assessment - for accountability and to avoid repeat data
• Good mentoring/strong leadership

On the flip side, qualities of low-functioning research groups included:

• No communication
• Varying commitment levels
• Focus on one’s own piece (not the group)
• Limited skill sets
• Lack of a vision
• Poor group/interpersonal dynamics

Any of these look familiar? By identifying the strengths and weaknesses of a group, you’re better able to address any issues. For some of the more nebulous issues—poor interpersonal dynamics is a good example—it is also important to take a step back and assess group behaviors.

Take a look at some of the behaviors exhibited in your group. Do you encourage and recognize one another’s contributions? Is everyone participating? Are you having fun as team? Then think about the ways in which your behavior may be impacting the group. In what ways do you contribute? Where would you like to improve?

Again, by asking these questions and assessing your group dynamics, you’re better able to identify areas that could be strengthened within your team.

If you’re not the PI for a project, some of the aspects of a group can be difficult to change. Sometimes the best you can do is modify your own behavior. However, when managing your own—or your students’—research team there is a lot you can do to set up a high-functioning group.

Go back to the list of qualities that define a high functioning team. Next think about ways that you can set the norm. For example, for regular assessment you can set the expectation that during a weekly meeting each team member will answer the following questions. What have you done this week; what are you going to do next week; do you need anything?

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