how to improve research skills in workplace

What are research skills?

Last updated

26 April 2023

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Broadly, it includes a range of talents required to:

Find useful information

Perform critical analysis

Form hypotheses

Solve problems

It also includes processes such as time management, communication, and reporting skills to achieve those ends.

Research requires a blend of conceptual and detail-oriented modes of thinking. It tests one's ability to transition between subjective motivations and objective assessments to ensure only correct data fits into a meaningfully useful framework.

As countless fields increasingly rely on data management and analysis, polishing your research skills is an important, near-universal way to improve your potential of getting hired and advancing in your career.

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

What are basic research skills?

Almost any research involves some proportion of the following fundamental skills:

Organization

Decision-making

Investigation and analysis

Creative thinking

What are primary research skills?

The following are some of the most universally important research skills that will help you in a wide range of positions:

Time management — From planning and organization to task prioritization and deadline management, time-management skills are highly in-demand workplace skills.

Problem-solving — Identifying issues, their causes, and key solutions are another essential suite of research skills.

Critical thinking — The ability to make connections between data points with clear reasoning is essential to navigate data and extract what's useful towards the original objective.

Communication — In any collaborative environment, team-building and active listening will help researchers convey findings more effectively through data summarizations and report writing.

What are the most important skills in research?

Detail-oriented procedures are essential to research, which allow researchers and their audience to probe deeper into a subject and make connections they otherwise may have missed with generic overviews.

Maintaining priorities is also essential so that details fit within an overarching strategy. Lastly, decision-making is crucial because that's the only way research is translated into meaningful action.

• Why are research skills important?

Good research skills are crucial to learning more about a subject, then using that knowledge to improve an organization's capabilities. Synthesizing that research and conveying it clearly is also important, as employees seek to share useful insights and inspire effective actions.

Effective research skills are essential for those seeking to:

Analyze their target market

Investigate industry trends

Identify customer needs

Detect obstacles

Find solutions to those obstacles

Develop new products or services

Develop new, adaptive ways to meet demands

Discover more efficient ways of acquiring or using resources

Why do we need research skills?

Businesses and individuals alike need research skills to clarify their role in the marketplace, which of course, requires clarity on the market in which they function in. High-quality research helps people stay better prepared for challenges by identifying key factors involved in their day-to-day operations, along with those that might play a significant role in future goals.

• Benefits of having research skills

Research skills increase the effectiveness of any role that's dependent on information. Both individually and organization-wide, good research simplifies what can otherwise be unwieldy amounts of data. It can help maintain order by organizing information and improving efficiency, both of which set the stage for improved revenue growth.

Those with highly effective research skills can help reveal both:

Opportunities for improvement

Brand-new or previously unseen opportunities

Research skills can then help identify how to best take advantage of available opportunities. With today's increasingly data-driven economy, it will also increase your potential of getting hired and help position organizations as thought leaders in their marketplace.

• Research skills examples

Being necessarily broad, research skills encompass many sub-categories of skillsets required to extrapolate meaning and direction from dense informational resources. Identifying, interpreting, and applying research are several such subcategories—but to be specific, workplaces of almost any type have some need of:

Searching for information

Attention to detail

Taking notes

Problem-solving

Communicating results

Time management

• How to improve your research skills

Whether your research goals are to learn more about a subject or enhance workflows, you can improve research skills with this failsafe, four-step strategy:

Make an outline, and set your intention(s)

Know your sources

Learn to use advanced search techniques

Practice, practice, practice (and don't be afraid to adjust your approach)

These steps could manifest themselves in many ways, but what's most important is that it results in measurable progress toward the original goals that compelled you to research a subject.

• Using research skills at work

Different research skills will be emphasized over others, depending on the nature of your trade. To use research most effectively, concentrate on improving research skills most relevant to your position—or, if working solo, the skills most likely have the strongest impact on your goals.

You might divide the necessary research skills into categories for short, medium, and long-term goals or according to each activity your position requires. That way, when a challenge arises in your workflow, it's clearer which specific research skill requires dedicated attention.

How can I learn research skills?

Learning research skills can be done with a simple three-point framework:

Clarify the objective — Before delving into potentially overwhelming amounts of data, take a moment to define the purpose of your research. If at any point you lose sight of the original objective, take another moment to ask how you could adjust your approach to better fit the original objective.

Scrutinize sources — Cross-reference data with other sources, paying close attention to each author's credentials and motivations.

Organize research — Establish and continually refine a data-organization system that works for you. This could be an index of resources or compiling data under different categories designed for easy access.

Which careers require research skills?

Especially in today's world, most careers require some, if not extensive, research. Developers, marketers, and others dealing in primarily digital properties especially require extensive research skills—but it's just as important in building and manufacturing industries, where research is crucial to construct products correctly and safely.

Engineering, legal, medical, and literally any other specialized field will require excellent research skills. Truly, almost any career path will involve some level of research skills; and even those requiring only minimal research skills will at least require research to find and compare open positions in the first place.

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Research skills: Examples + how to improve them

No matter what career path you choose to take, research skills are one of the key graduate career skills that will help you impress employers in applications and support you throughout your entire working life. 

Research skills are essential in problem-solving; learning how to improve research skills is therefore a great way to prepare for the workplace and improve your overall skill set in your early career. In this article, you’ll find out what research skills are, how to improve your research skills and much more. 

• What are research skills?
• Examples of research skills
• Jobs that require research skills
• How to improve research skills

How to use research skills at your workplace

How to include research skills in a cv, how to include research skills in a cover letter.

• How to demonstrate your research skills at a job interview

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What are research skills? 

Research skills refer to an individual’s ability to source information about a certain topic, and effectively extract and evaluate the information in order to answer questions or solve problems. 

Research skills are soft skills that are highly sought after by employers as they show a candidate’s ability to understand and analyse a variety of materials and sources. Whether you’re studying or already in the workplace, research skills are important transferable skills to have in any role or sector that you choose.

These skills can be constantly improved, and this is a great way to develop in your early career and prepare for the workplace. For example, your manager might ask you to conduct research or analysis for various projects, where these skills will be essential for your success. 

Learn how to develop your entire transferable skillset with this free online learning course. You'll also get a certificate once you complete the course that you can display on your CV and LinkedIn profile.

Examples of research skills 

During your time at school and university, you will have used a variety of research skills to complete projects and assignments. If you’re not sure what research skills look like in practice, here are some examples: 

Data collection 

Data collection is the process of systematically gathering information in order to solve problems, answer questions and better understand a particular topic. The information or data that you are collecting can be quantitative or qualitative; it can be collected through using surveys, interviews, reviewing existing materials and more to solve a particular problem.

At university, you would need to read broadly on a certain topic or conduct a literature review for a certain project. This is all data collection, and you can develop and use these experiences in your future role too. 

Critical thinking

Critical thinking is the ability to interpret and analyse information in order to form a particular judgement or evaluation. Someone who is a great critical thinker will be able to apply their knowledge (informed by evidence from, for example, data collection) to think rationally and come to a conclusion. Critical thinking is key in the workplace as it means you can analyse and evaluate strategically, to come to a judgement that will inform a particular action or idea.

Detail orientation 

Another key example of a research skill is detail orientation, or the ability to focus on small details. Someone who is detail-oriented will be able to notice small mistakes and will be able to deliver high-quality and accurate work. When solving problems, this is essential, as the ability to extract and evaluate information with accuracy is important for the validity of your research and will help drive high-quality results. 

Time management 

Time management is the ability to organise your time when planning different activities and projects. Effective time management means you’re able to balance your workload and ensure all tasks are completed within an allotted time. This is important for your research skills, as it means you are able to effectively delegate your time between data collection, analysis and evaluation.

Jobs that require research skills 

• External auditors have great attention to detail to investigate organisations. In an external auditor role, you will need to research policies and regulations, analyse data provided by the organisation and draw conclusions for a report.
• A strategist in the financial sector looks at an organisation’s finances to come up with plans for the future. You need great analytical and evaluative skills in order to understand the best options for your clients and turn a rational judgement into action. 
• A role in the Civil Service involves researching, developing and maintaining policy in the UK. Being able to inform your decisions with evidence, and manage your time effectively, is key. 
• In the role of a data scientist , you will need to conduct research to understand why a client or company needs a data scientist, and be able to analyse effectively to see big patterns in large amounts of data. 
• Clinical scientists must carefully analyse and process large amounts of data, requiring strong research skills and detail orientation.

Not quite sure about the type of career you should pursue? Take our Career Path Test and get matched with the career paths and sectors that meet your interests. 

How to improve research skills 

• Practise your time management and organisation skills: Whether you’re at university or in your early career, it’s important to start learning how to balance your time effectively to complete a number of tasks. For your next project, try setting out clear activities that need to be completed, how long you need to spend on each, and a timeline for when each task will be started and completed. 
• Learn how to write reports: In any research process or project, you will need to summarise and evaluate your findings in a written report in a clear and concise way. Make sure to include the objective of your research, a summary of your findings, and the judgements you have made from the evidence you found. 
• Read more widely: One of the core aspects of research and analysis is the ability to extract information from a variety of materials. Reading more widely will improve your data collection skills and will give you experience with forming judgements from a range of sources and on a number of topics.
• Plan . Before you start a project at work, make sure you’ve taken time to plan what tasks you need to do, and how long each will take, to understand the timelines of the project. This allows you to set aside dedicated time for the research phase, for example, before analysing data or putting ideas into action.
• Read about the topic . Whatever sector you’re in, and whatever project you’re working on, reading about your subject area is key to understanding your field ahead of any decisions being made. This will help you solve problems and answer any questions you need to be answered at the offset.
• Compare your results . Following any research or data collection, it’s a good idea to compare your findings with colleagues to ensure consistency across the team. This will lead to greater accuracy for the project as a whole.
• Present . Practising your presentation and communication skills is an essential part of developing your research skills. At the end of any research you’ve conducted, get into the habit of presenting your findings in a written report, and try presenting this to your line manager and wider team.

Once you’ve developed your research skills, it’s important that you know how to convey these effectively in applications – starting with your CV.

Read: How to write a CV | Advice & templates

Your CV is usually the first thing an employer sees of you, so you need to impress them from the offset. Highlighting your research skills, and how you’ve used them in your experience so far, is a great way to do this and will show your organisation, attention to detail and critical thinking.

Research skills should be included under the ‘skills and achievements section of your CV. This is where you include your technical and personal skills that relate to the role you’re applying for.

When talking about your research skills, remember to highlight how you’ve developed these in a concise way. For example, you might have developed research skills by writing a number of literature reviews at university. This might be phrased as “developed effective research skills through data collection and analysis when writing literature reviews for university projects.”

Another way to convey your research skills on your application and impress employers is through the cover letter. If an employer asks for one, it’s important to know how to structure a cover letter so that you can convey your skillset and interest in the role clearly and succinctly.

Your cover letter needs to be no more than one page and should highlight your competency for the role you’re applying for. Approach your application from the basis of ‘what I can do for you’ rather than ‘what you can do for me’. As research skills are transferable, this is a great chance to highlight how you can benefit the organisation and team you’re applying for, as it shows your ability to collect data, think critically, organise your time, analyse and more. Remember to apply these soft and transferable skills to what the job description says will be expected of you.

How to demonstrate your research skills at a job interview 

Interviews are another opportunity to impress employers with your skill set - including how you have developed strong research skills which you can use in the role you’re applying to. 

Ahead of your interview, you should be using your research skills to look into the company you’ve applied for. Get familiar with what they do, their company values and what they’re looking for in a candidate for your chosen role. 

You can also get prepared by practising to answer potential research skills questions like “give me an example of a time when you solved a problem using your research skills.” To answer this, make sure you’re identifying the specific research skills you have used, and explain a real example of when you have solved problems using them. Think about the impact using those research skills had in order to highlight how you have developed these skills effectively in practice. 

Research skills are essential for success in many different roles and fields. By learning how to improve your research skills, you are setting yourself up to impress employers at application and become an asset to a team when you enter the workplace. 

Research skills are soft skills that employers value, are essential for developing your problem-solving skills and are one of the key graduate career skills that recruiters look for. By adding ‘research skills’ to your CV, and highlighting your research capabilities at interviews, you are increasing your employability and chances for success.

Browse thousands of available graduate jobs, schemes and more and demonstrate to employers that you're able to use your research skills to succeed at interview and in your early career. 

10 Research Skills and How To Develop Them

• Updated December 25, 2023
• Published August 8, 2023

Are you looking to learn more about Research skills? In this article, we discuss Research skills in more detail and give you tips about how you can develop and improve them.

What are Research skills?

Research skills refer to the ability to effectively and efficiently gather, analyze, and synthesize information to answer questions, solve problems, or contribute to a body of knowledge. These skills are essential for various fields and disciplines, ranging from academic and scientific research to business, journalism, and beyond. Effective research skills involve several key components:

Information Retrieval

Source evaluation.

• Critical Thinking

Data Analysis

Problem formulation, organization and note-taking, synthesis and writing, ethical considerations, time management.

• Adaptability

Top 10 Research Skills

Below we discuss the top 10 Research skills. Each skill is discussed in more detail, and we will also give you tips on improving them.

Information Retrieval is all about mastering the art of finding relevant and credible sources of information to support your research goals. This skill involves using various online and offline tools to locate the data, articles, studies, and materials that are most pertinent to your research topic. It’s like being a detective for knowledge – you’re trying to uncover valuable insights that will contribute to your research project.

To excel in Information Retrieval, you must become adept at effectively using search engines, databases, libraries, and other resources. It’s not just about typing keywords into a search bar; it’s about understanding how to refine your searches, use advanced search operators, and explore different databases and sources.

You’ll need to evaluate the quality and reliability of sources to ensure that the information you gather is trustworthy and accurate. This skill also requires critical thinking, as you’ll need to assess the relevance of sources to your research objectives.

How to Improve Information Retrieval

Improving your Information Retrieval skills involves a combination of practice, strategy, and awareness. Start by familiarizing yourself with different research databases and libraries relevant to your field. Experiment with various search terms and use advanced search operators to narrow down results. Take the time to evaluate the credibility of sources – look for peer-reviewed articles, authoritative authors, and reliable institutions. Keep track of your searches and results to refine your strategies over time.

Stay updated with the latest developments in search technology and research databases to optimize your information retrieval process. Remember, the more you practice and fine-tune your approach, the better you’ll become at uncovering valuable gems of information for your research endeavors.

Source Evaluation is about becoming a discerning judge of the information you encounter during your research journey. It involves assessing the credibility, reliability, and relevance of the sources you come across, ensuring that you’re building your work on a foundation of trustworthy and accurate information. Think of yourself as a gatekeeper, using only the most reliable and relevant sources to support your research.

You need to develop a critical eye to enhance your Source Evaluation skills. Begin by examining the authorship – who wrote the source, and what are their credentials? Peer-reviewed articles from established researchers are more reliable than anonymous blog posts. Consider the publication source – is it a reputable journal or website in your field?

Next, look for citations and references within the source – a well-researched work will often cite other credible sources. Additionally, evaluate the publication date – while older sources can provide historical context, ensure you’re using recent information for up-to-date insights.

How to Improve Source Evaluation

Improving your Source Evaluation skills requires a combination of awareness and practice. As you encounter new sources, ask questions about their credibility and relevance. Do evidence and references support the information? Does the author have any potential biases? Take advantage of critical thinking to analyze the source’s overall quality.

To further refine your skills, seek guidance from mentors, professors, or librarians who can provide valuable insights into evaluating sources. The more you engage with this skill, the better you’ll become at building a solid foundation for your research with credible and reliable materials.

Critical Thinking is the intellectual toolset that empowers you to analyze information objectively, discern patterns, and draw well-informed conclusions based on evidence. It’s like being a detective for ideas – you sift through data, identify biases, and unravel complexities to make informed judgments that drive your research forward with clarity and precision.

To hone your Critical Thinking skills, you need to cultivate a curious and analytical mindset. Start by questioning assumptions and biases in both your own thinking and the information you encounter.

When evaluating sources, consider multiple viewpoints and sources of evidence before forming conclusions. Develop the ability to identify logical fallacies or weak arguments that may distort the validity of your findings. Embrace open-mindedness and be willing to adapt your ideas when faced with compelling evidence that challenges your initial perspective.

How to Improve Critical Thinking

Improving your Critical Thinking skills requires practice and deliberate effort. Engage in discussions and debates within your field and beyond to expose yourself to diverse perspectives and sharpen your ability to analyze complex issues. Regularly challenge yourself to critically evaluate information, whether it’s a news article, a research paper, or a colleague’s argument.

Seek feedback from mentors or peers to refine your critical thinking process and identify areas for improvement. Remember, Critical Thinking is an ongoing journey that can be developed over time – the more you engage with it, the more adept you’ll become at navigating the intricate landscape of ideas in your research endeavors.

Related :  Critical Thinking Interview Questions & Answers

Data Analysis is the art of processing, interpreting, and extracting meaningful insights from the raw information you’ve collected during your research journey. Think of it as deciphering a puzzle – you’re transforming numbers, observations, or qualitative data into a coherent narrative that answers your research questions and adds value to your work.

To excel in Data Analysis, you need to develop both quantitative and qualitative skills. For quantitative data, embrace statistical tools and techniques that help you identify trends, correlations, and patterns in your data sets. Practice using software like Excel, SPSS, or specialized tools for your field to perform statistical tests and visualize results effectively. For qualitative data, immerse yourself in the details, coding and categorizing themes to distill rich insights from textual or visual sources.

How to Improve Data Analysis

Improving your Data Analysis skills involves a combination of practice, learning, and refining your techniques. Start by immersing yourself in the basics of statistics and data analysis methodologies relevant to your research field. Engage in tutorials and online courses to familiarize yourself with various tools and software. As you analyze data, maintain clear documentation of your process and decisions, which will be crucial when presenting your findings.

Collaborate with peers or mentors who are experienced in data analysis to gain insights and feedback on your techniques. Remember, Data Analysis is about transforming data into knowledge – the more you engage with this skill, the better you’ll become at uncovering valuable insights that contribute to the depth and impact of your research.

Related :  Research Interview Questions & Answers

Problem Formulation is like setting the compass for your research journey – it involves defining clear and focused research questions or hypotheses that guide your entire investigation. Consider it the foundation of your work, as it shapes your approach, methods, and the ultimate impact of your research.

To master Problem Formulation, you need to become skilled in asking the right questions. Begin by thoroughly understanding the topic you’re exploring. What gaps or uncertainties do you notice in the existing knowledge? What specific aspect of the topic piques your interest? Craft research questions that are specific, measurable, achievable, relevant, and time-bound (SMART).

If you’re developing hypotheses, ensure they are testable and grounded in existing theories or observations. Your skills in Problem Formulation also extend to identifying the scope and boundaries of your research – understanding what you’re including and excluding from your study.

How to Improve Problem Formulation

Improving your Problem Formulation skills requires practice and iterative refinement. Start by conducting a comprehensive literature review to understand the existing research landscape in your area. This will help you identify potential gaps and formulate questions that build upon existing knowledge.

Discuss with peers, mentors, or experts in your field to gain different perspectives and insights into potential research problems. As you develop your skills, be open to revising and refining your research questions based on new information or insights. Remember, Problem Formulation is the compass that guides your research journey – the more you invest in crafting clear and well-defined questions, the more impactful and focused your research will be.

Related :  10 Fact Finding Skills and How to Develop Them

Imagine these skills as your research toolkit for maintaining order amidst the vast sea of information you encounter. Organization involves structuring and managing your research materials, while Note-Taking ensures you capture valuable insights and details for future reference. Together, they help you stay on track and prevent valuable information from slipping through the cracks.

To excel in Organization and Note-Taking, you need to develop strategies that work best for you. Start by creating a systematic folder structure on your computer to store digital documents, articles, and data sets. For physical materials, consider using labeled folders or binders. As you gather information, employ tools like reference management software to keep track of your sources and generate citations efficiently.

Simultaneously, practice effective Note-Taking during your readings and research. Jot down key points, ideas, and relevant quotes in a structured format, whether you’re using a physical notebook or a digital note-taking app.

How to Improve Organization and Note-Taking

Improving your Organization and Note-Taking skills requires a mix of discipline and adaptability. Establish consistent routines for organizing research materials, updating folders, and managing citations. Regularly review and reorganize your notes to keep them relevant and accessible. Experiment with different note-taking techniques, such as outlining, summarizing, or mind mapping, to find the approach that aligns with your learning style.

Remember, Organization and Note-Taking are your allies in navigating the sea of information – the more you refine these skills, the smoother your research journey will become and the more confident you’ll be in tackling complex topics.

Synthesis and Writing are your means of weaving together the threads of information and insights you’ve collected into a coherent and impactful narrative. Think of it as crafting a masterpiece from the puzzle pieces of your research – you’re presenting your findings, analysis, and conclusions in a way that informs and engages your audience.

To excel in Synthesis and Writing, you must become a data and idea storyteller. Begin by outlining your research paper or report. Organize your findings logically, building a structured framework that guides your reader through your research journey. Ensure each section flows smoothly, connecting the dots between concepts and evidence. While writing, focus on clarity and conciseness – avoid jargon and convoluted language that may confuse your readers. Use effective transitions to guide them from one point to the next.

How to Improve Synthesis and Writing

Improving your Synthesis and Writing skills requires both practice and revision. Start by breaking down the writing process into manageable steps – drafting, revising, and editing. Give yourself time between drafting and revising to approach your work with fresh eyes. Critically evaluate your writing for clarity, coherence, and accuracy during revision.

Consider seeking feedback from peers, mentors, or writing centers to gain insights into improving your writing style. Study well-written papers in your field to observe how experienced researchers present their ideas effectively. Remember, Synthesis and Writing are your tools for communicating your research’s impact – the more you refine these skills, the more effectively you’ll share your discoveries and contribute to the body of knowledge in your field.

Ethical Considerations encompass the principles and guidelines that ensure your research is conducted with integrity, respect for participants’ rights, and a commitment to transparency. Think of it as the moral compass that guides your research journey, ensuring that your work upholds ethical standards and contributes positively to society.

To excel in Ethical Considerations, you need to become a guardian of ethical integrity in your research. Begin by understanding the ethical guidelines and regulations specific to your field and your research type. This involves respecting participants’ autonomy by obtaining informed consent, protecting their privacy and confidentiality, and ensuring they’re treated with dignity. Additionally, uphold intellectual honesty by properly attributing sources, avoiding plagiarism, and disclosing any potential conflicts of interest.

How to Improve Ethical Considerations

Improving your Ethical Considerations skills involves a combination of awareness and vigilance. Regularly educate yourself on the ethical codes and regulations relevant to your field and research methods. When designing your research, carefully plan how you will address ethical concerns and potential risks.

As you conduct your research, stay attuned to any ethical dilemmas that may arise and be prepared to address them appropriately. Remember, Ethical Considerations are at the heart of responsible research – the more you cultivate these skills, the more your work will contribute positively to both your field and society as a whole.

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Time Management involves the art of effectively allocating your time to different research tasks, ensuring that you meet deadlines, stay on track, and maintain a balanced workflow. Think of it as your compass for navigating the often-intricate landscape of research – it helps you stay organized, productive, and in control of your research journey.

To excel in Time Management, you need to become a master of planning and prioritization. Start by breaking down your research project into manageable tasks and setting realistic goals for each stage. Create a schedule that allocates research, data collection, analysis, writing, and revision time. Be mindful of your energy levels – tackle complex tasks during your most productive hours. Embrace tools like to-do lists, calendars, and time-tracking apps to keep yourself accountable and stay aware of your progress.

How to Improve Time Management

Improving your Time Management skills requires consistent practice and self-awareness. Continuously assess your progress against your planned schedule, adjusting as needed to accommodate unexpected challenges or new insights. Develop the skill of saying no to distractions and non-essential tasks that can derail your focus.

Break larger tasks into smaller, more manageable chunks to prevent feeling overwhelmed. Regularly reflect on your time allocation and efficiency – what strategies are working well, and where can you improve? Remember, Time Management is a skill that can significantly impact your research journey – the more you refine it, the more you’ll find yourself navigating your work with greater ease and achieving your research goals with greater success.

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Adaptability is the ability to flex and evolve in response to changing circumstances, unexpected findings, and new information that arise during your research journey. Think of it as your compass for navigating the dynamic and ever-changing landscape of research – it empowers you to embrace uncertainty and adjust your course to ensure the best outcomes for your work.

To excel in Adaptability, you need to cultivate a mindset that embraces change and seeks opportunities within challenges. Start by acknowledging that research is often full of surprises and plans might need to shift. Develop a sense of resilience by staying open to revising your research questions, altering methodologies, or exploring unanticipated angles.

Being adaptable also means being resourceful – finding alternative approaches when things don’t go as planned. Embrace feedback from peers, mentors, or unexpected results, and be ready to integrate this feedback to improve the quality of your research.

How to Improve Adaptability

Improving your Adaptability skills involves practicing flexibility and embracing a growth mindset. Regularly reassess your research plan and objectives in light of new information or developments. Embrace failures and setbacks as opportunities for learning and growth rather than roadblocks. Seek out interdisciplinary perspectives and engage with new ideas that challenge your assumptions.

As you navigate through unexpected turns, continuously reflect on what you’ve learned and how you’ve adapted, so you can refine your approach in the future. Remember, Adaptability is the key to thriving in the dynamic landscape of research – the more you foster this skill, the better equipped you’ll be to tackle unforeseen challenges and emerge stronger from your research journey.

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Research Skills Conclusion

In the pursuit of knowledge and discovery, honing research skills is the linchpin that sets the stage for success. Throughout this exploration of various research skills and how to nurture them, one thing becomes evident: deliberate practice and continuous improvement are the bedrock of growth. Developing research skills is not merely a checkbox to mark; it’s a journey that empowers you to excel in your field, make meaningful contributions, and amplify the impact of your work.

Improving these skills isn’t just an option – it’s a necessity in today’s job market. The ability to gather information effectively, critically evaluate sources, analyze data, formulate problems, synthesize findings, and more, transforms the research process from a mere task into a dynamic and transformative experience. These skills serve as the pillars that uphold the credibility and validity of your work, ensuring that your contributions stand the test of scrutiny and time.

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What are Research Skills? How to Improve Your Skills in Research

Learn strategies and techniques to improve your research skills. Avoid common mistakes and implement proven methods for efficient research. This article offers practical tips to enhance your ability to find and evaluate high-quality information.

Are you struggling to find relevant and reliable information for your research? Do you want to avoid getting lost in a sea of sources and needing help knowing where to start? Improving your research skills is essential for academic success and professional growth.

In today's information age, effectively conducting research has become more important than ever. Whether you are a student, a professional, or simply someone who wants to stay informed, knowing how to find and evaluate information is crucial.

Fortunately, some strategies and techniques can help you improve your research skills and become a more efficient and effective researcher. By avoiding common mistakes and implementing proven methods, you can enhance your ability to find high-quality information and make the most of your research endeavors. This article will explore some practical tips and tricks to help you improve your research skills and achieve better results.

What is Research?

Research is a critical part of learning, problem-solving, and decision-making. It is an essential process used in every field for both the individual and collective’s mutual benefit and success. Research involves systematically gathering data from primary or secondary sources, analyzing it, interpreting it, and communicating its findings to researchers and other interested parties.

Research can be divided into two main categories: quantitative research, which uses numerical data to describe phenomena, and qualitative research, which seeks to understand people's beliefs, opinions, values, or behaviors. Quantitative research often involves applying model-based approaches that can predict outcomes based on observations. It is one of the most powerful methods of discovering information about the world, as it allows for testing hypotheses in a systematic manner. Qualitative research is more exploratory in nature by focusing on understanding the motivations behind what people do or think rather than developing models or producing statistics in order to conclude behavior and relationships between variables. This type of research usually relies more on observation and engagement with people instead of using statistical models.

What are Research Skills?

Research skills are the abilities and talents required to focus on an objective, gather the relevant data linked to it, analyze it using appropriate methods, and accurately communicate the results. Taking part in research indicates that you have acquired knowledge of your subject matter, have digested that knowledge, and processed, evaluated, and analyzed it until you can resolve a problem or answer a query. It is highly beneficial for employers to hire people with strong research skills since they can provide valuable insights and add value to the company’s performance. Therefore, researching effectively has become crucial to securing a job in most industries.

Why Do Research Skills Matter?

Research skills are essential if one intends to succeed in today's competitive world. With technology ever-evolving and a need to stay ahead of the competition, employees who possess research skills can prove invaluable to their employers. These skills include researching, analyzing, and interpreting data and making informed decisions based on that information.

Employers value workers who can quickly develop a thorough understanding of any changes or trends in their field of work through accurate research. Knowing how to assess customer needs, recognize competition, write reports, improve productivity, and advise on investments can also benefit any business. With the help of research skills, companies can uncover ways to adapt their services or products that better serve their customers’ needs while helping them save money at the same time. This makes overall operations more efficient as well as helps a company remain ahead of its competitors.

Essential Research Skills :

Here is a list of essential research skills:

Data Collection

Data collection is an important part of comprehending a certain topic and ensuring reliable information is collected while striving to answer complex questions. Every situation differs, but data collection typically includes surveys, interviews, observations, and existing document reviews. The data collected can be quantitative or qualitative, depending on the nature of the problem at hand. As students advance through university and other educational institutions, they will need to read extensively into a particular field and may even need to undertake comprehensive literature reviews to answer fundamental questions.

The skills acquired through data collection during university are invaluable for future roles and jobs. Gaining experience in understanding complex topics, reading widely on a given subject matter, collecting relevant data, and analyzing findings - all these activities are integral when dealing with any type of project within the corporate sector. Therefore, embarking on various research projects enhances a person's education level and brings about significant professional experience.

Goal-Setting

Setting goals is an important skill for any successful research project. It allows you to stay focused and motivated throughout the process. Goals are also essential in helping with direction: they provide a path to organize our thoughts, narrow our focus, and prioritize the tasks we need to undertake to achieve our desired result. The concept of goal-setting is inherent in most research processes, as everything needs to have something to strive for — whether that’s gaining knowledge about a particular topic or testing a theory.

When it comes to creating and setting goals during the research process, you must have clear and specific objectives in mind from the outset. Writing down your thoughts helps define these objectives, which can inform the data collection process; moreover, thinking about short-term and long-term goals can help you create manageable steps toward achieving them. Learning how to break up larger projects into smaller “mini-goals effectively” can make all the difference when tackling complex investigations — allowing researchers to monitor their progress more easily and culminate results further down the line.

Critical Thinking

Critical thinking is an integral part of the modern workplace. To succeed, one must be able to look at a situation objectively and make decisions based on evidence. The information examined needs to come from various sources, such as data collection, personal observation, or analysis. The goal should then be to take all this information and form a logical judgment that informs an action plan or idea.

Someone who displays strong critical thinking skills will not just accept proposed ideas at face value but instead can understand how these ideas can be applied and challenged. Accepting something without consideration means making the wrong decision due to a lack of thought. Critical thinkers understand how brainstorming works, assessing all elements before forming any decision. From negotiating with colleagues or customers in adversarial scenarios to analyzing complex documents such as legal contracts in order to review business agreements - critical dedicated apply their knowledge effectively and are able to back up their evaluation with evidence collected from multiple sources.

Observation Skills

Observation skills are necessary for conducting any form of research, whether it be in the workplace or as part of an investigative process. It is important to be able to pick up on the details that might otherwise pass unnoticed, such as inconsistencies in data or irregularities in how something is presented, and to pay careful attention to regulations and procedures that govern the company or environment. This can help researchers to ensure their processes are accurate and reliable.

As well as analyzing what we see around us directly, many research methodologies often involve calculated statistical analyses and calculations. For this reason, it’s important to develop strong observation skills so that the legitimacy of information can be confirmed and checked before conclusions are formed. Improving this skill requires dedication and practice, which could include keeping a journal reflecting on experiences, posing yourself questions about what you have observed, and seeking out opportunities in unfamiliar settings to test your observations.

Detail Orientation

Detail orientation is an important research skill for any scientific endeavor. It allows one to assess a situation or problem in minute detail and make appropriate judgments based on the information gathered. A detail-oriented thinker can easily spot errors, inconsistencies, and vital pieces of evidence, which can help lead to accurate conclusions from the research. Additionally, this skill allows someone to evaluate the quality and accuracy of data recorded during an experiment or project more efficiently to ensure validity.

Spotting small mistakes that may otherwise have been overlooked is a crucial part of conducting detailed research that must be perfected. Individuals aiming for superior outcomes should strive to develop their skill at detecting details by practicing critical analysis techniques, such as breaking down large bodies of information into smaller tasks to identify finer points quickly. Moreover, encouragement should also be made for elaborate comparison and analysis between different pieces of information when solving a complex problem, as it can help provide better insights into problems accurately.

Investigative Skills

Investigative skills are an essential component when it comes to gathering and analyzing data. In a professional setting, it is important to determine the accuracy and validity of different sources of information before making any decisions or articulating ideas. Generally, effective investigation requires collecting different sets of reliable data, such as surveys and interviews with stakeholders, employees, customers, etc. For example, if a company internally assesses possible challenges within its business operations environment, it would need to conduct more profound research involving talking to relevant stakeholders who could provide critical perspectives about the situation.

Data-gathering techniques such as comparison shopping and regulatory reviews have become more commonplace in the industry as people strive for greater transparency and more accurate results. Knowing how to identify reliable sources of information can give individuals a competitive advantage and allow them to make sound decisions based on accurate data. Investing time in learning different investigative skills can help recruiters spot applicants dedicated to acquiring knowledge in this field. Developing these investigative skills is also valuable for those looking for executive positions or starting their own business. By familiarizing themselves with their application process, people can become adept at collecting high-quality data they may use in their research endeavors.

Time Management

Time management is a key skill for any researcher. It's essential to be able to allocate time between different activities so you can effectively plan and structure your research projects. Without good time management, you may find yourself hastily completing tasks or feeling stressed out as you rush to complete an analysis. Ultimately, managing your time allows you to stay productive and ensure that each project is completed with the highest results.

Good time management requires various skills such as planning ahead, prioritizing tasks, breaking down large projects into smaller steps, and even delegating some activities when possible. It also means setting realistic goals for yourself in terms of the amount of research that can be achieved in certain timestamps and learning how to adjust these goals when needed. Becoming mindful of how you spend the same hours each day will propel your productivity and see positive results from your efforts. Time management becomes especially relevant regarding data collection and analysis – it is crucial to understand precisely what kind of resources are needed for each task before diving into the research itself. Knowing how much time should be dedicated to each step is essential for meeting deadlines while still retaining accuracy in the final outcomes of one’s study.

Tips on How to Improve Your Research Skills

Below are some tips that can help in improving your skills in research:

Initiate your project with a structured outline

When embarking on any research project, creating an outline and scope document must first ensure that you remain on the right track. An outline sets expectations for your project by forming a detailed strategy for researching the topic and gathering the necessary data to conclude. It will help you stay organized and break down large projects into more manageable parts. This can help prevent procrastination as each part of the project has its own timeline, making it easier to prioritize tasks accordingly.

Using an outline and scope document also allows for better structure when conducting research or interviews, as it guides which sources are most relevant, what questions need to be answered, and how information should be collected or presented. This ensures that all information received through research or interviews stays within the confines of the chosen topic of investigation. Additionally, it ensures that no important details are overlooked while minimizing the chance that extraneous information gets included in your results. Taking this time upfront prevents potential problems during analysis or reporting of findings later.

Acquire expertise in advanced data collection methods

When it comes to collecting data for research purposes, a range of advanced data collection techniques can be used to maximize your efficiency and accuracy. One such technique is customizing your online search results with advanced search settings. By adding quotation marks and wildcard characters to the terms you are searching for, you are more likely to find the information you need from reliable sources. This can be especially useful if, for instance, you are looking for exact quotes or phrases. Different search engines require different advanced techniques and tactics, so learning these can help you get more specific results from your research endeavors.

Aside from using online searches, another standard methodology when conducting research is accessing primary information through libraries or other public sources. A specific classification system will likely be in place that can help researchers locate the materials needed quickly and easily. Knowing and understanding this system allows one to access information much more efficiently while also giving them ample opportunity to increase their knowledge of various topics by browsing related content in the same category groups. Thus, by learning about advanced data collection techniques for both online and offline sources, researchers can make substantial progress in their studies more efficiently.

Validate and examine the reliability of your data sources

Collecting reliable information for research can be a challenge, especially when relying on online sources. It is essential to remember that not all sources are created equal, and some sites may contain false or inaccurate data. It is, therefore important to verify and analyze the data before using it as part of your research.

One way to start verifying and analyzing your sources is to cross-reference material from one source with another. This may help you determine if particular facts or claims are accurate and, therefore, more valid than others. Additionally, trace where the data is coming from by looking at the author or organization behind it so that you can assess their expertise in a particular field and authority on the topic at hand. Once these steps have been completed, you can confidently use this trusted information for your project.

Structure your research materials

Organizing your research materials is an integral part of any research process. When you’re conducting a project or study and trying to find the most relevant information, you can become overwhelmed with all the data available. It’s important to separate valid from invalid materials and to categorize research materials by subject for easy access later on. Bookmarking websites on a computer or using a digital asset management tool are two effective methods for organizing research information.

When researching, it’s critical to remember that some sources have limited value and may be outside the scope of your topic. Recognizing reliable material versus trustworthy resources can be complex in this sea of information. However, sorting data into appropriate categories can help narrow down what is necessary for producing valid conclusions. This method of classifying information helps ensure that vital documents aren't overlooked during the organization process as they are placed in folders shortcutted for quick access within one centralized source whenever needed. Separating valuable sources also makes it easier to reference later on when writing reports or giving presentations - material won't get lost among irrelevant data, and conclusions will be backed by sound evidence.

Enhance your research and communication capabilities

Developing research and communication skills is essential for succeeding academically and professionally in the modern world. The key to improving these skills lies in rigorous practice, which can begin with small projects such as resolving common issues or completing a research task that can be made into a personal project. One way to do this is to volunteer for research projects at work and gain experience under the guidance of experienced researchers. This will improve your research skills and help you develop communication skills when working with others on the project. Another option is to turn a personal project into a research task. For example, if you plan on taking a holiday soon, you could create an objective method to select the best destination by conducting online research on destinations and making informed decisions based on thorough analysis. Practicing in this way enables you to complete any research task confidently and communicate efficiently with ease.

How to Articulate Research Skills on Your Resume

Research projects require commitment and perseverance, making it an important skill to include on a resume. Even if you have had limited research experience throughout your education or previous job, including this in your resume assesses these qualities to potential employers. It's important to consider the extent of your research experience when deciding how to add this part of your background to your resume. If you have been involved with multiple in-depth research projects, it might be best to highlight this by including it as its own section. On the other hand, if the amount of research you have completed is more limited, then try including it in the skills section instead.

When adding research experience and accomplishments into either section of your resume, be sure to emphasize any specific roles or contributions you made during the process instead of just describing the project itself. Furthermore, remember to quantify any successes where possible - this showcases both communication and technical proficiency strengths, which can help make your resume stand out even more. By properly articulating research skills within a resume, employers will likely be more interested in what job seekers have accomplished in their careers.

How to Apply Research Skills Effectively in Your Workplace

Research skills are an invaluable set of abilities to bring to your workplace. To make sure you use them properly, a good place to start is by taking time to plan the project you have been assigned. Whether it’s writing a report or analyzing data, mapping out what tasks you need to do and how long they should take helps to understand the project timeline better. This also makes setting aside dedicated time for research easier too.

To ensure that the decisions made are sound and informed, reading up on the subject area related to the project remains one of the premier ways of doing this. This will help to ensure that any problems arising can be solved quickly and effectively, as well as provide answers before any decisions are actually put into practice. By arming yourself with knowledge gathered through reading about a particular topic, it can give you more confidence when formulating plans or strategies in which direction to take your work in.

Final Thoughts

Research skills are increasingly important in the modern world, and gaining proficiency in this area can significantly benefit a person's career. Research skills are essential for success in many different roles and fields, including those within business and industry, education, science, and medicine. Developing a deep understanding of research allows us to identify problems better and critically evaluate potential solutions. It also bolsters our problem-solving abilities as we work to find creative solutions that meet our efforts' objectives.

By improving your research capabilities, you can impress employers during an application process or when joining a team at work. Research skills are considered soft skills by potential employers since they signal that you have attention to detail while simultaneously demonstrating your ability to learn new things quickly. Employers regard these skills highly, making them one of the key graduate career skills recruiters seek. Furthermore, being able to add ‘research skills’ to your CV will be looked upon favorably by employers and help drive up your employability significantly. Demonstrating that you possess these sought-after traits makes it easier for recruiters to give you the opportunity you've been looking for, so it's worth investing the time into developing these life-long learning tools today.

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What Are Research Skills, and How You Can Improve Them

• Posted on March 9, 2022

Original research is an arduous task, no matter how you slice it. Conducting extensive research and collecting relevant information for an original idea is complicated. It involves much more than just reading several recently published papers.

Good research will help you develop a data collection that provides accurate and relevant information to your topic. So, is research a skill that you can develop and improve? What are research skills?

Research skills are the abilities and techniques needed to conduct research. This includes finding and assessing information and properly citing all research. Research skills are fundamental to academic success, and the more you practice, the better you will become.

Research Skills vs. Research Methods

Some people use the terms research skills and research methods interchangeably. Although they relate closely, they are different.

Research skills are a part of the process, but they also take a lot of time to master. Research methods are what you use during the research stages.

For example, one research method may be a literature review. Research skills would involve learning how to conduct the best possible literature review.

You can practice research skills and improve your speed, accuracy, and reliability. Critical thinking, project management, effective note-taking, and time management are great examples of research skills.

How To Improve Your Research Skills

Conducting high-quality research requires mastering several skills. Some of the best skills for good academic research come with practice and experience. You can improve your research skills by using outlines, sources and practicing.

Use Outlines to Your Advantage

An outline is a great way to keep yourself organized and on topic. By paying close attention to the outline you craft, you set yourself up to conduct good research that lends itself to a well-written paper. After all, an outline makes it easier to write your first draft, and a structured approach will improve your writing.

Before you even begin your research, outline what you need to do to complete your paper on time. Start with an introduction, add your first point and then supporting evidence, a second point with its supporting evidence, and then a third, fourth, or fifth, depending on how in-depth your paper will be. The last step will be your conclusion or a summary of your content.

Often outlining will give you ideas for research methods that you may not have considered before. Data collection can be challenging, but devising an outline can make the process much easier.

Because an outline allows you to think about all the topics you need to cover in your paper, you’ll be better prepared when you begin researching.

Dig Into Your Sources

It’s daunting to determine relevant information, especially if it’s a topic that you’re not knowledgeable about. It’s important to know when your sources are reliable for academic research . It’s also imperative to use different sources when finding relevant information, or you may display a bias. This also helps you avoid plagiarism by relying on multiple points of reference.

For example, you should know that an article published in a peer-reviewed journal will be more reliable than an article found on Wikipedia. Wikipedia, though often sourced, is open to be edited by anyone. The sources supplied themselves are not always credible, as the organization largely relies on unpaid editors to donate time to review articles.

A peer-reviewed journal will be fact-checked multiple times, demonstrate a history of credibility, and use reputable sources to support any arguments or claims.

Your sources should also answer the question that you are trying to ask. You should perform a light critical analysis of your source materials to determine their value. This requires investigative thinking and research itself. You need to discover:

• Who wrote the source?
• What was their agenda?
• Who sponsored the publication, if anyone?
• What was the agenda of the publisher?
• Does the publisher have a notable bias?
• Does the author have a notable bias?
• What year was the material published, and has it become outdated?

Try Advanced Search Techniques

Google and other search engines aren’t the only way to find information for your research paper. Library resources offer a wealth of services and tools, such as full-text journals and databases. Your local university library is another excellent place to start.

Often, librarians will be able to assist you with your research and can help you utilize advanced research methods you may not have thought of. They can direct you to the correct database and demonstrate how to best use it to find information about your subject. They may know of specific journals or other literature that could be a good starting point to get your footing.

During your research process, seek a different point of view and new ways to find reliable sources for your paper. When you rely on a single viewpoint or only one credible source, you not only develop a bias by showing just one side of your topic, but you run the risk of plagiarism. Where will your source’s argument end and yours begin? It may appear that you’re simply copying someone else’s hard work.

Practice Makes Perfect

Research isn’t a skill that people learn overnight. But you’d be surprised how fast these skills develop every time you conduct research. Once you get used to collecting data from reliable sources, you can become a master at it by learning from your own research paper mistakes.

One of the most overlooked aspects of research is a person’s time management skills. Those who wait until the last minute to start research run the risk of not finding adequate sources and producing a sub-par product. By giving yourself extra time, especially as you develop your research skills, you allow yourself to thoroughly investigate your sources, find appropriate support for your arguments, and develop a conclusion based on research, rather than trying to scramble to find research to support a specific conclusion.

6 Steps for Conducting Research

Conducting research isn’t easy, and many people find it frustrating. It can be like solving a puzzle to uncover the best information about the topic you’re researching. Here are 5 steps to help with your research strategy.

• Clearly define your research question. Precisely formulate your question so you know exactly which information sources are relevant to your research. This will save you lots of time.
• Draft a solid outline. Put your research question at the top of the document, then write out each of your supporting points or arguments. Include a few thoughts that go with each of those points.
• Determine the research methods you’ll use. Depending on the type of research paper you’re writing, you may need primary or secondary research. Your research will likely be either qualitative, quantitative, descriptive, or experimental.
• Find data from reliable sources. Make sure your resources are reliable by looking for things like the date of publication, author credentials, and publisher.
• Focus on your note-taking. Take detailed notes in whatever format you’re most comfortable with, whether that’s on your computer, tablet, or by hand in your notebook or on index cards.
• Draft your research paper. Combine your notes with a solid outline, and put it all together. Don’t forget to cite all of your sources . Give your paper a final review, then you’re done!

Final Thoughts

Conducting research can be a frustrating assignment. Here is the good news: the above steps and tools will make research report writing more effective.

By clearly defining your research question, determining the type of research methods you’ll use, and finding data from reliable sources, you’ll be on your way to conducting successful research.

Your last steps should be using a plagiarism detector and a citation generator, to double-check your work. Quetext is an online plagiarism checker with a built citation generator, so you can easily cite everything that you read.

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35 Research Skills in the Workplace: A Brief Overview

CWI 101 Leaders

In most of your college courses, you will be asked to research topics so that you can learn more about them. But the same research skills you are practicing in your classes are also critical to success in the workplace. Here are some general ways that you may use research in your future career, regardless of your pathway:

• Decision-making: Research skills are crucial for making informed decisions. In any workplace, there are always decisions to be made, and having the ability to research and analyze information can help you make more informed choices.
• Problem-solving: Research skills are also important for problem-solving. When faced with a problem, it is essential to be able to gather and analyze information to come up with the best possible solution.
• Innovation: Research skills can also lead to innovation in the workplace. By researching new ideas and technologies, you can help your organization stay ahead of the competition and be more innovative.
• Credibility: In many industries, credibility is crucial. Research skills can help you establish credibility by demonstrating your ability to gather and analyze information accurately and effectively.
• Continuous learning: Research skills are also important for continuous learning. In today’s fast-paced work environment, it is essential to keep up with new developments in your industry, and research skills can help you do that.

As you can see, research skills are an essential part of many jobs and can help you make better decisions, solve problems, innovate, establish credibility, and keep up with new developments in your industry. You can and should showcase your research skills on your resume, and you should take as many opportunities as possible to practice these skills.

An article from the employment website GlassDoor.com notes several important skillsets we’ve already learned about that are important to successful research in the workplace. These skills include:

• Time Management: From meeting deadlines to decision making to managing stress, time management skills will help you to manage projects and tasks that require research.
• Critical Thinking: Being open to new ideas and having the ability to evaluate them will make you a more effective workplace researcher.
• Problem Solving: The ability to be an active listener and to communicate effectively will help you to use research to solve problems in your workplace.

This video goes over some ways to refine your Google searches so that you can get better results:

Knowledge Check

When you are researching something related to your career, what are some red flags you may find with sources? How do you know if a source is credible and reliable? Investigate the kinds of research you might need to do as part of your future career. You might be able to find this information from a Google search, descriptions from online job postings, or a conversation with someone in that field. Spend some time and try to get a solid idea of the kinds of topics you might need to research and what research tools you might use. Make notes of the information from the article and the results of your research.

Now that we’ve thought about research skills more broadly, let’s consider some specific ways research can be used in a variety of fields. If you’re not sure what you plan to study yet, look through all the options to see if one of them speaks to you.

Research in STEM

STEM researchers study a wide range of topics that fall under the categories of science, technology, engineering, and mathematics. Some of the areas of study include:

• Biology: researchers in this field study living organisms, including cells, genetics, and ecosystems.
• Chemistry: researchers in this field study the composition, properties, and reactions of matter.
• Physics: researchers in this field study the properties and behavior of matter and energy.
• Mathematics: researchers in this field study abstract concepts such as numbers, quantity, and structure.
• Engineering: researchers in this field apply scientific and mathematical principles to design and build new products, systems, and structures.
• Computer Science: researchers in this field study computation, algorithms, programming, and artificial intelligence.
• Environmental Science: researchers in this field study the natural environment, including its ecosystems, biodiversity, and sustainability.
• Materials Science: researchers in this field study the properties and behavior of materials, including metals, polymers, and ceramics.
• Astronomy: researchers in this field study celestial objects, including planets, stars, and galaxies.

Some websites that may help you with your STEM research include:

• National Institutes of Health
• National Science Foundation
• Society for Industrial and Applied Mathematics
• CWI Library Biology LibGuide
• CWI Library Math LibGuide

Research in Social Sciences

Social scientists study a wide range of phenomena related to human behavior and social interactions. Some of the main areas of study within social sciences include:

• Sociology: the study of human society, social structures, and social interactions.
• Psychology: the scientific study of behavior and mental processes, including perception, cognition, emotion, and motivation.
• Education: the study of how people learn and how to improve the teaching process.
• Anthropology: the study of human cultures, societies, and behavior across time and space.
• Economics: the study of how individuals, organizations, and societies allocate resources and make decisions about production, consumption, and distribution.
• Political science: the study of politics, government, and political behavior at local, national, and international levels.
• Geography: the study of the relationships between people and their physical and social environments.

Social scientists use a range of research methods and tools to study these phenomena, including surveys, experiments, observations, and statistical analysis of data. They may also use interdisciplinary approaches that combine multiple fields of study to gain a more comprehensive understanding of complex social phenomena. Ultimately, social scientists aim to generate new knowledge and insights that can inform policies, practices, and interventions that improve people’s lives and well-being.

Some websites that may help you with your social science research include:

• Social Sciences Research Network (SSRN)
• Educational Research Information Center (ERIC)
• National Institutes of Mental Health
• Substance Abuse and Mental Health Services Administration (SAMHSA)
• National Institute of Justice
• Federal Bureau of Investigations (FBI)
• National Archives
• CWI Criminal Justice LibGuide
• CWI History LibGuide
• CWI Psychology LibGuide
• CWI Sociology LibGuid e

Medical Research

Medical researchers investigate a wide range of subjects related to human health and disease. Some of the most common subjects investigated by medical researchers include:

• Basic science research: This includes research on the fundamental aspects of human biology and physiology, such as genetics, molecular biology, and cellular biology.
• Clinical research: This involves studying the effectiveness and safety of medical treatments and interventions, as well as the development of new diagnostic tools and therapies.
• Epidemiology: This field focuses on studying the distribution, determinants, and patterns of health and disease in populations.
• Health services research: This involves investigating the organization, delivery, and financing of healthcare systems, with the goal of improving healthcare quality and reducing costs.
• Behavioral and social sciences: These fields focus on understanding the psychological, social, and cultural factors that influence health behaviors and outcomes.
• Public health: This involves studying the health of populations and the prevention of disease through public health policies and interventions.

Overall, medical research covers a broad range of subjects, and the field is constantly evolving as new technologies and approaches are developed.

Some websites that may help you with your health sciences/medical research include:

• U.S. Centers for Disease Control
• Journal of the American Medical Association (JAMA)
• Library of Congress Research Guides (Medicine)

Business Research

Researchers in business investigate a wide range of topics related to various aspects of the business world. Some examples of the areas that business researchers might focus on include:

• Marketing: Researchers might study consumer behavior, market trends, advertising strategies, and brand management.
• Management: Researchers might investigate topics such as leadership, organizational behavior, human resource management, and operations management.
• Finance: Researchers might explore topics such as financial markets, investment strategies, and corporate finance.
• Entrepreneurship: Researchers might study topics related to starting and growing new businesses, such as innovation, business models, and venture capital.
• International business: Researchers might investigate topics related to global markets, international trade, and cross-cultural management.
• Information systems: Researchers might explore topics related to the design, development, and management of information systems and technologies in businesses.
• Corporate social responsibility: Researchers might investigate topics related to sustainability, ethical business practices, and corporate social responsibility.

Overall, the field of business research is broad and interdisciplinary, and researchers may draw on theories and methods from economics, psychology, sociology, and other fields to investigate a wide range of topics.

Some websites that may help you with your business research include:

• Library of Congress Business Research Guide
• New York Stock Exchange
• Securities and Exchange Commission
• Business Case Studies Resources from Sheridan College
• Entrepreneur.com
• CWI Business LibGuide

In the next chapter, we will learn more about research questions and how to come up with important questions that you want to answer.

Research Skills in the Workplace: A Brief Overview Copyright © 2023 by CWI 101 Leaders is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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The Most Important Research Skills (With Examples)

• What Are Hard Skills?
• What Are Technical Skills?
• What Are What Are Life Skills?
• What Are Social Media Skills Resume?
• What Are Administrative Skills?
• What Are Analytical Skills?
• What Are Research Skills?
• What Are Transferable Skills?
• What Are Microsoft Office Skills?
• What Are Clerical Skills?
• What Are Computer Skills?
• What Are Core Competencies?
• What Are Collaboration Skills?
• What Are Conflict Resolution Skills?
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• How To Delegate

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Research skills are the ability to find out accurate information on a topic. They include being able to determine the data you need, find and interpret those findings, and then explain that to others. Being able to do effective research is a beneficial skill in any profession, as data and research inform how businesses operate.

Whether you’re unsure of your research skills or are looking for ways to further improve them, then this article will cover important research skills and how to become even better at research.

Key Takeaways

Having strong research skills can help you understand your competitors, develop new processes, and build your professional skills in addition to aiding you in finding new customers and saving your company money.

Some of the most valuable research skills you can have include goal setting, data collection, and analyzing information from multiple sources.

You can and should put your research skills on your resume and highlight them in your job interviews.

What are research skills?

Why are research skills important, 12 of the most important research skills, how to improve your research skills, highlighting your research skills in a job interview, how to include research skills on your resume, resume examples showcasing research skills, research skills faqs.

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Research skills are the necessary tools to be able to find, compile, and interpret information in order to answer a question. Of course, there are several aspects to this. Researchers typically have to decide how to go about researching a problem — which for most people is internet research.

In addition, you need to be able to interpret the reliability of a source, put the information you find together in an organized and logical way, and be able to present your findings to others. That means that they’re comprised of both hard skills — knowing your subject and what’s true and what isn’t — and soft skills. You need to be able to interpret sources and communicate clearly.

Research skills are useful in any industry, and have applications in innovation, product development, competitor research, and many other areas. In addition, the skills used in researching aren’t only useful for research. Being able to interpret information is a necessary skill, as is being able to clearly explain your reasoning.

Research skills are used to:

Do competitor research. Knowing what your biggest competitors are up to is an essential part of any business. Researching what works for your competitors, what they’re doing better than you, and where you can improve your standing with the lowest resource expenditure are all essential if a company wants to remain functional.

Develop new processes and products. You don’t have to be involved in research and development to make improvements in how your team gets things done. Researching new processes that make your job (and those of your team) more efficient will be valued by any sensible employer.

Foster self-improvement. Folks who have a knack and passion for research are never content with doing things the same way they’ve always been done. Organizations need independent thinkers who will seek out their own answers and improve their skills as a matter of course. These employees will also pick up new technologies more easily.

Manage customer relationships. Being able to conduct research on your customer base is positively vital in virtually every industry. It’s hard to move products or sell services if you don’t know what people are interested in. Researching your customer base’s interests, needs, and pain points is a valuable responsibility.

Save money. Whether your company is launching a new product or just looking for ways to scale back its current spending, research is crucial for finding wasted resources and redirecting them to more deserving ends. Anyone who proactively researches ways that the company can save money will be highly appreciated by their employer.

Solve problems. Problem solving is a major part of a lot of careers, and research skills are instrumental in making sure your solution is effective. Finding out the cause of the problem and determining an effective solution both require accurate information, and research is the best way to obtain that — be it via the internet or by observation.

Determine reliable information. Being able to tell whether or not the information you receive seems accurate is a very valuable skill. While research skills won’t always guarantee that you’ll be able to tell the reliability of the information at first glance, it’ll prevent you from being too trusting. And it’ll give the tools to double-check .

Experienced researchers know that worthwhile investigation involves a variety of skills. Consider which research skills come naturally to you, and which you could work on more.

Data collection . When thinking about the research process, data collection is often the first thing that comes to mind. It is the nuts and bolts of research. How data is collected can be flexible.

For some purposes, simply gathering facts and information on the internet can fulfill your need. Others may require more direct and crowd-sourced research. Having experience in various methods of data collection can make your resume more impressive to recruiters.

Data collection methods include: Observation Interviews Questionnaires Experimentation Conducting focus groups

Analysis of information from different sources. Putting all your eggs in one source basket usually results in error and disappointment. One of the skills that good researchers always incorporate into their process is an abundance of sources. It’s also best practice to consider the reliability of these sources.

Are you reading about U.S. history on a conspiracy theorist’s blog post? Taking facts for a presentation from an anonymous Twitter account?

If you can’t determine the validity of the sources you’re using, it can compromise all of your research. That doesn’t mean just disregard anything on the internet but double-check your findings. In fact, quadruple-check. You can make your research even stronger by turning to references outside of the internet.

Examples of reliable information sources include: Published books Encyclopedias Magazines Databases Scholarly journals Newspapers Library catalogs

Finding information on the internet. While it can be beneficial to consulate alternative sources, strong internet research skills drive modern-day research.

One of the great things about the internet is how much information it contains, however, this comes with digging through a lot of garbage to get to the facts you need. The ability to efficiently use the vast database of knowledge that is on the internet without getting lost in the junk is very valuable to employers.

Internet research skills include: Source checking Searching relevant questions Exploring deeper than the first options Avoiding distraction Giving credit Organizing findings

Interviewing. Some research endeavors may require a more hands-on approach than just consulting internet sources. Being prepared with strong interviewing skills can be very helpful in the research process.

Interviews can be a useful research tactic to gain first-hand information and being able to manage a successful interview can greatly improve your research skills.

Interviewing skills involves: A plan of action Specific, pointed questions Respectfulness Considering the interview setting Actively Listening Taking notes Gratitude for participation

Report writing. Possessing skills in report writing can assist you in job and scholarly research. The overall purpose of a report in any context is to convey particular information to its audience.

Effective report writing is largely dependent on communication. Your boss, professor , or general reader should walk away completely understanding your findings and conclusions.

Report writing skills involve: Proper format Including a summary Focusing on your initial goal Creating an outline Proofreading Directness

Critical thinking. Critical thinking skills can aid you greatly throughout the research process, and as an employee in general. Critical thinking refers to your data analysis skills. When you’re in the throes of research, you need to be able to analyze your results and make logical decisions about your findings.

Critical thinking skills involve: Observation Analysis Assessing issues Problem-solving Creativity Communication

Planning and scheduling. Research is a work project like any other, and that means it requires a little forethought before starting. Creating a detailed outline map for the points you want to touch on in your research produces more organized results.

It also makes it much easier to manage your time. Planning and scheduling skills are important to employers because they indicate a prepared employee.

Planning and scheduling skills include: Setting objectives Identifying tasks Prioritizing Delegating if needed Vision Communication Clarity Time-management

Note-taking. Research involves sifting through and taking in lots of information. Taking exhaustive notes ensures that you will not neglect any findings later and allows you to communicate these results to your co-workers. Being able to take good notes helps summarize research.

Examples of note-taking skills include: Focus Organization Using short-hand Keeping your objective in mind Neatness Highlighting important points Reviewing notes afterward

Communication skills. Effective research requires being able to understand and process the information you receive, either written or spoken. That means that you need strong reading comprehension and writing skills — two major aspects of communication — as well as excellent listening skills.

Most research also involves showcasing your findings. This can be via a presentation. , report, chart, or Q&A. Whatever the case, you need to be able to communicate your findings in a way that educates your audience.

Communication skills include: Reading comprehension Writing Listening skills Presenting to an audience Creating graphs or charts Explaining in layman’s terms

Time management. We’re, unfortunately, only given 24 measly hours in a day. The ability to effectively manage this time is extremely powerful in a professional context. Hiring managers seek candidates who can accomplish goals in a given timeframe.

Strong time management skills mean that you can organize a plan for how to break down larger tasks in a project and complete them by a deadline. Developing your time management skills can greatly improve the productivity of your research.

Time management skills include: Scheduling Creating task outlines Strategic thinking Stress-management Delegation Communication Utilizing resources Setting realistic expectations Meeting deadlines

Using your network. While this doesn’t seem immediately relevant to research skills, remember that there are a lot of experts out there. Knowing what people’s areas of expertise and asking for help can be tremendously beneficial — especially if it’s a subject you’re unfamiliar with.

Your coworkers are going to have different areas of expertise than you do, and your network of people will as well. You may even know someone who knows someone who’s knowledgeable in the area you’re researching. Most people are happy to share their expertise, as it’s usually also an area of interest to them.

Networking involves: Remembering people’s areas of expertise Being willing to ask for help Communication Returning favors Making use of advice Asking for specific assistance

Attention to detail. Research is inherently precise. That means that you need to be attentive to the details, both in terms of the information you’re gathering, but also in where you got it from. Making errors in statistics can have a major impact on the interpretation of the data, not to mention that it’ll reflect poorly on you.

There are proper procedures for citing sources that you should follow. That means that your sources will be properly credited, preventing accusations of plagiarism. In addition, it means that others can make use of your research by returning to the original sources.

Attention to detail includes: Double checking statistics Taking notes Keeping track of your sources Staying organized Making sure graphs are accurate and representative Properly citing sources

As with many professional skills, research skills serve us in our day to day life. Any time you search for information on the internet, you’re doing research. That means that you’re practicing it outside of work as well. If you want to continue improving your research skills, both for professional and personal use, here are some tips to try.

Differentiate between source quality. A researcher is only as good as their worst source. Start paying attention to the quality of the sources you use, and be suspicious of everything your read until you check out the attributions and works cited.

Be critical and ask yourself about the author’s bias, where the author’s research aligns with the larger body of verified research in the field, and what publication sponsored or published the research.

Use multiple resources. When you can verify information from a multitude of sources, it becomes more and more credible. To bolster your faith in one source, see if you can find another source that agrees with it.

Don’t fall victim to confirmation bias. Confirmation bias is when a researcher expects a certain outcome and then goes to find data that supports this hypothesis. It can even go so far as disregarding anything that challenges the researcher’s initial hunch. Be prepared for surprising answers and keep an open mind.

Be open to the idea that you might not find a definitive answer. It’s best to be honest and say that you found no definitive answer instead of just confirming what you think your boss or coworkers expect or want to hear. Experts and good researchers are willing to say that they don’t know.

Stay organized. Being able to cite sources accurately and present all your findings is just as important as conducting the research itself. Start practicing good organizational skills , both on your devices and for any physical products you’re using.

Get specific as you go. There’s nothing wrong with starting your research in a general way. After all, it’s important to become familiar with the terminology and basic gist of the researcher’s findings before you dig down into all the minutia.

A job interview is itself a test of your research skills. You can expect questions on what you know about the company, the role, and your field or industry more generally. In order to give expert answers on all these topics, research is crucial.

Start by researching the company . Look into how they communicate with the public through social media, what their mission statement is, and how they describe their culture.

Pay close attention to the tone of their website. Is it hyper professional or more casual and fun-loving? All of these elements will help decide how best to sell yourself at the interview.

Next, research the role. Go beyond the job description and reach out to current employees working at your desired company and in your potential department. If you can find out what specific problems your future team is or will be facing, you’re sure to impress hiring managers and recruiters with your ability to research all the facts.

Finally, take time to research the job responsibilities you’re not as comfortable with. If you’re applying for a job that represents increased difficulty or entirely new tasks, it helps to come into the interview with at least a basic knowledge of what you’ll need to learn.

Research projects require dedication. Being committed is a valuable skill for hiring managers. Whether you’ve had research experience throughout education or a former job, including it properly can boost the success of your resume .

Consider how extensive your research background is. If you’ve worked on multiple, in-depth research projects, it might be best to include it as its own section. If you have less research experience, include it in the skills section .

Focus on your specific role in the research, as opposed to just the research itself. Try to quantify accomplishments to the best of your abilities. If you were put in charge of competitor research, for example, list that as one of the tasks you had in your career.

If it was a particular project, such as tracking the sale of women’s clothing at a tee-shirt company, you can say that you “directed analysis into women’s clothing sales statistics for a market research project.”

Ascertain how directly research skills relate to the job you’re applying for. How strongly you highlight your research skills should depend on the nature of the job the resume is for. If research looks to be a strong component of it, then showcase all of your experience.

If research looks to be tangential, then be sure to mention it — it’s a valuable skill — but don’t put it front and center.

Example #1: Academic Research

Simon Marks 767 Brighton Blvd. | Brooklyn, NY, 27368 | (683)-262-8883 | [email protected] Diligent and hardworking recent graduate seeking a position to develop professional experience and utilize research skills. B.A. in Biological Sciences from New York University. PROFESSIONAL EXPERIENCE Lixus Publishing , Brooklyn, NY Office Assistant- September 2018-present Scheduling and updating meetings Managing emails and phone calls Reading entries Worked on a science fiction campaign by researching target demographic Organizing calendars Promoted to office assistant after one year internship Mitch’s Burgers and Fries , Brooklyn, NY Restaurant Manager , June 2014-June 2018 Managed a team of five employees Responsible for coordinating the weekly schedule Hired and trained two employees Kept track of inventory Dealt with vendors Provided customer service Promoted to restaurant manager after two years as a waiter Awarded a $2.00/hr wage increase SKILLS Writing Scientific Research Data analysis Critical thinking Planning Communication RESEARCH Worked on an ecosystem biology project with responsibilities for algae collection and research (2019) Lead a group of freshmen in a research project looking into cell biology (2018) EDUCATION New York University Bachelors in Biological Sciences, September 2016-May 2020

Example #2: Professional Research

Angela Nichols 1111 Keller Dr. | San Francisco, CA | (663)-124-8827 |[email protected] Experienced and enthusiastic marketer with 7 years of professional experience. Seeking a position to apply my marketing and research knowledge. Skills in working on a team and flexibility. EXPERIENCE Apples amp; Oranges Marketing, San Francisco, CA Associate Marketer – April 2017-May 2020 Discuss marketing goals with clients Provide customer service Lead campaigns associated with women’s health Coordinating with a marketing team Quickly solving issues in service and managing conflict Awarded with two raises totaling $10,000 over three years Prestigious Marketing Company, San Francisco, CA Marketer – May 2014-April 2017 Working directly with clients Conducting market research into television streaming preferences Developing marketing campaigns related to television streaming services Report writing Analyzing campaign success statistics Promoted to Marketer from Junior Marketer after the first year Timberlake Public Relations, San Francisco, CA Public Relations Intern – September 2013–May 2014 Working cohesively with a large group of co-workers and supervisors Note-taking during meetings Running errands Managing email accounts Assisting in brainstorming Meeting work deadlines EDUCATION Golden Gate University, San Francisco, CA Bachelor of Arts in Marketing with a minor in Communications – September 2009 – May 2013 SKILLS Marketing Market research Record-keeping Teamwork Presentation. Flexibility

What research skills are important?

Goal-setting and data collection are important research skills. Additional important research skills include:

Using different sources to analyze information.

Finding information on the internet.

Interviewing sources.

Writing reports.

Critical thinking.

Planning and scheduling.

Note-taking.

Managing time.

How do you develop good research skills?

You develop good research skills by learning how to find information from multiple high-quality sources, by being wary of confirmation bias, and by starting broad and getting more specific as you go.

When you learn how to tell a reliable source from an unreliable one and get in the habit of finding multiple sources that back up a claim, you’ll have better quality research.

In addition, when you learn how to keep an open mind about what you’ll find, you’ll avoid falling into the trap of confirmation bias, and by staying organized and narrowing your focus as you go (rather than before you start), you’ll be able to gather quality information more efficiently.

What is the importance of research?

The importance of research is that it informs most decisions and strategies in a business. Whether it’s deciding which products to offer or creating a marketing strategy, research should be used in every part of a company.

Because of this, employers want employees who have strong research skills. They know that you’ll be able to put them to work bettering yourself and the organization as a whole.

Should you put research skills on your resume?

Yes, you should include research skills on your resume as they are an important professional skill. Where you include your research skills on your resume will depend on whether you have a lot of experience in research from a previous job or as part of getting your degree, or if you’ve just cultivated them on your own.

If your research skills are based on experience, you could put them down under the tasks you were expected to perform at the job in question. If not, then you should likely list it in your skills section.

University of the People – The Best Research Skills for Success

Association of Internet Research Specialists — What are Research Skills and Why Are They Important?

MasterClass — How to Improve Your Research Skills: 6 Research Tips

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Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

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Research Skills: What they are and Benefits

Research skills play a vital role in the success of any research project, enabling individuals to navigate the vast sea of information, analyze data critically, and draw meaningful conclusions. Whether conducting academic research, professional investigations, or personal inquiries, strong research skills are essential for obtaining accurate and reliable results.

LEARN ABOUT:   Research Process Steps

By understanding and developing these skills, individuals can embark on their research endeavors with confidence, integrity, and the capability to make meaningful contributions in their chosen fields. This article will explore the importance of research skills and discuss critical competencies necessary for conducting a research project effectively.

Content Index

What are Research Skills?

Important research skills for research project, benefits of research skills.

• Improving your Research Skills

Talk to Experts to Improve Skills

Research skills are the capability a person carries to create new concepts and understand the use of data collection. These skills include techniques, documentation, and interpretation of the collected data. Research is conducted to evaluate hypotheses and share the findings most appropriately. Research skills improve as we gain experience.

To conduct efficient research, specific research skills are essential. These skills are necessary for companies to develop new products and services or enhance existing products. To develop good research skills is important for both the individual as well as the company.

When undertaking a research project, one must possess specific important skills to ensure the project’s success and accuracy. Here are some essential research skills that are crucial for conducting a project effectively:

Time Management Skills:

Time management is an essential research skill; it helps you break down your project into parts and enables you to manage it easier. One can create a dead-line oriented plan for the research project and assign time for each task. Time management skills include setting goals for the project, planning and organizing functions as per their priority, and efficiently delegating these tasks.

Communication Skills:

These skills help you understand and receive important information and also allow you to share your findings with others in an effective manner. Active listening and speaking are critical skills for solid communication. A researcher must have good communication skills.

Problem-Solving:  

The ability to handle complex situations and business challenges and come up with solutions for them is termed problem-solving. To problem-solve, you should be able to fully understand the extent of the problem and then break it down into smaller parts. Once segregated into smaller chunks, you can start thinking about each element and analyze it to find a solution.

Information gathering and attention to detail:

Relevant information is the key to good research design . Searching for credible resources and collecting information from there will help you strengthen your research proposal and drive you to solutions faster. Once you have access to information, paying close attention to all the details and drawing conclusions based on the findings is essential.

Research Design and Methodology :

Understanding research design and methodology is essential for planning and conducting a project. Depending on the research question and objectives, researchers must select appropriate research methods, such as surveys, experiments, interviews, or case studies. Proficiency in designing research protocols, data collection instruments, and sampling strategies is crucial for obtaining reliable and valid results.

Data Collection and Analysis :

Researchers should be skilled in collecting and analyzing data accurately. It involves designing data collection instruments, collecting data through various methods, such as surveys or observations, and organizing and analyzing the collected data using appropriate statistical or qualitative analysis techniques. Proficiency in using software tools like SPSS, Excel, or qualitative analysis software can be beneficial.

By developing and strengthening these research skills, researchers can enhance the quality and impact of their research process, contributing to good research skills in their respective fields.

Research skills are invaluable assets that can benefit individuals in various aspects of their lives. Here are some key benefits of developing and honing research skills:

Boosts Curiosity :

Curiosity is a strong desire to know things and a powerful learning driver. Curious researchers will naturally ask questions that demand answers and will stop in the search for answers. Interested people are better listeners and are open to listening to other people’s ideas and perspectives, not just their own.

Cultivates Self-awareness :

As well as being aware of other people’s subjective opinions, one must develop the importance of research skills and be mindful of the benefits of awareness research; we are exposed to many things while researching. Once we start doing research, the benefit from it reflects on the beliefs and attitudes and encourages them to open their minds to other perspectives and ways of looking at things.

Effective Communication:

Research skills contribute to practical communication skills by enhancing one’s ability to articulate ideas, opinions, and findings clearly and coherently. Through research, individuals learn to organize their thoughts, present evidence-based arguments, and effectively convey complex information to different audiences. These skills are crucial in academic research settings, professional environments, and personal interactions.

Personal and Professional Growth :

Developing research skills fosters personal and professional growth by instilling a sense of curiosity, intellectual independence, and a lifelong learning mindset. Research encourages individuals to seek knowledge, challenge assumptions, and embrace intellectual growth. These skills also enhance adaptability as individuals become adept at navigating and assimilating new information, staying updated with the latest developments, and adjusting their perspectives and strategies accordingly.

Academic Success:

Research skills are essential for academic research success. They enable students to conduct thorough literature reviews, gather evidence to support their arguments, and critically evaluate existing research. By honing their research skills, students can produce well-structured, evidence-based essays, projects, and dissertations demonstrating high academic research rigor and analytical thinking.

Professional Advancement:

Research skills are highly valued in the professional world. They are crucial for conducting market research, analyzing trends, identifying opportunities, and making data-driven decisions. Employers appreciate individuals who can effectively gather and analyze information, solve complex problems, and provide evidence-based recommendations. Research skills also enable professionals to stay updated with advancements in their field, positioning themselves as knowledgeable and competent experts.

Developing and nurturing research skills can significantly benefit individuals in numerous aspects of their lives, enabling them to thrive in an increasingly information-driven world.

Improving Your Research Skills

There are many things you can do to improve your research skills and utilize them in your research or day job. Here are some examples:

• Develop Information Literacy: Strengthening your information literacy skills is crucial for conducting thorough research. It involves identifying reliable sources, evaluating the credibility of information, and navigating different research databases.
• Enhance Critical Thinking: Critical thinking is an essential skill for effective research. It involves analyzing information, questioning assumptions, and evaluating arguments. Practice critical analysis by analyzing thoughtfully, identifying biases, and considering alternative perspectives.
• Master Research Methodologies: Familiarize yourself with different research methodologies relevant to your field. Whether it’s qualitative, quantitative, or mixed methods research, realizing the strengths and limitations of each approach is crucial.
• Practice Effective Time Management: Research requires dedicated time and effort. Develop good time management skills to ensure that you allocate sufficient time for each stage of the research process, including planning, data collection, analysis, and writing.
• Embrace Collaboration: Collaborating with peers and colleagues can provide a fresh perspective and enrich your research experience. Engage in discussions, share ideas, and seek feedback from others. Collaborative projects allow for exchanging knowledge and skills.
• Continuously Update Your Knowledge: Stay informed about your field’s latest developments and advancements. Regularly read scholarly articles, attend conferences, and follow reputable sources of information to stay up to date with current research trends.

There is plenty of information available on the internet about every topic; hence, learning skills to know which information is relevant and credible is very important. Today most search engines have the feature of advanced search, and you can customize the search as per your preference. Once you learn this skill, it will help you find information. 

Experts possess a wealth of knowledge, experience, and insights that can significantly enhance your understanding and abilities in conducting research. Experts have often encountered numerous challenges and hurdles throughout their research journey and have developed effective problem-solving techniques. Engaging with experts is a highly effective approach to improving research skills.

Moreover, experts can provide valuable feedback and constructive criticism on your research work. They can offer fresh perspectives, identify areas for improvement, and help you refine your research questions, methodology, and analysis.

At QuestionPro, we can help you with the necessary tools to carry out your projects, and we have created the following free resources to help you in your professional growth:

• Survey Templates

Research skills are invaluable assets that empower individuals to navigate the ever-expanding realm of information, make informed decisions, and contribute to advancing knowledge. With advanced research tools and technologies like QuestionPro Survey Software, researchers have potent resources to conduct comprehensive surveys, gather data, and analyze results efficiently.

Where data-driven decision-making is crucial, research skills supported by advanced tools like QuestionPro are essential for researchers to stay ahead and make impactful contributions to their fields. By embracing these research skills and leveraging the capabilities of powerful survey software, researchers can unlock new possibilities, gain deeper insights, and pave the way for meaningful discoveries.

Authors : Gargi Ghamandi & Sandeep Kokane

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Mghc02: management skills, 10 steps to expert research skills.

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Expert Tips

As a UTSC Management student, you are required to have outstanding research skills for both assignments and job readiness. Follow these 10 steps to develop your research expertise. 

• Background reading
• Know what you need
• List search terms
• Select a source
• Review results
• Download articles & books
• Evaluate findings
• Integrate research into paper
• Cite your sources

1. Background reading

Do some background reading so you understand your topic.

• Use  Wikipedia , Google, and course readings for introductory material, and links to further reading. Do not quote it in your research. Instead, review the entries in a management encylopedia  or in an  economics encyclopedia .

2. Know what you need

What information do you need to complete this assignment? What have you learned in class that relates to the assignment? List the information you need. 

For example, do you need...

• a company profile?
• a certain number of peer-reviewed articles?
• real-world examples of human resources functions? 
• economics data?

3. List your search terms

List keywords that relate each concept in your research (use a thesaurus , course readings, or lecture notes for ideas).

For example: "Is there a significant relationship between openness and employee performance?"

• openness = open, intellectual, curious, thoughtful, creative
• performance = evaluation, achievement

Put them together using operators. This is what you'll use to search databases. 

• AND will give you fewer results
• OR will give you more results
• Use "QUOTATION MARKS" for 2+ words

4. Select sources

What kind of information do you need? Every database is different. Modify your search strategy if needed. 

• Academic journal articles (including Peer-Review)
• Books/e-Books
• Data & statistics
• Company profiles
• Country reports
• Industry reports

5. Scan results

Scan the titles and abstracts (summaries) in your result list. Assess the number of results and content. 

• Too many results? Narrow your topic by region, population, perspective (ie: North America, post-recession, political)
• Not enough results? Remove keywords, use less specific language, check your spelling
• Are the results answering your questions? If not, go back to Step 3, and change your keywords. 

6. Download articles & books

Download articles 

• Click the article title or on the "Get it! UTL" button to locate the full text of an article in the University of Toronto Libraries' collection.  When you click it, you will be brought to a page that has the full text of the article or a link to it (usually HTML or PDF).

Off-Campus Access

• How to connect to library resources from off-campus

7. Decide what will make it into your final paper

After reading abstracts and articles, decide which articles to use to support the ideas and arguments in your paper.

Ask yourself:

• Is it up to date?
• Is it relevant to your assignment?
• Is the author an expert?
• Is it objective?

Is it Peer-Reviewed?

Peer review is the process by which scholars critically appraise each other's work. It is intended to ensure a high level of scholarship in a journal and to improve the quality and readability of a manuscript. The terms "peer reviewed" and "refereed" mean the same thing.  are the same.

How do you know if the articles in a journal are peer-reviewed?

Some databases allow you to limit to peer-reviewed articles. For other databases, you need to look up the title of the journal in  Ulrich's Periodical Directory .  Search for the journal title (not article title) click on to see the full record. If it says "Refereed: Yes," then you know the journal (and the articles published in it) are refereed/peer-reviewed.

Critical Reading

To read critically is to make judgments about how a text is argued. This is a highly reflective skill requiring you to “stand back” and gain some distance from the text you are reading. (You might have to read a text through once to get a basic grasp of content before you launch into an intensive critical reading.) THE KEY IS THIS:

• don’t read looking only or primarily for information
• do read looking for ways of thinking about the subject matter

When you are reading, highlighting, or taking notes, avoid extracting and compiling lists of evidence, lists of facts and examples. Avoid approaching a text by asking “What information can I get out of it?” Rather ask “How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions?

9. Integrate Research Into Your Paper

Consider the following as you read through research and write your paper:

• Have I provided enough relevant evidence to convince the reader of my claims?
• Have I explained how the evidence supports my claims?
• Have I used innovative and current evidence, rather than stating obvious/outdated information?
• Have I cited the sources of evidence?

Adapted from here.

10. Cite your sources

U of T Writing Centre Guides

• How Not to Plagiarize
• Using Quotations
• Paraphrase and Summary

APA Citation Style ​

• APA, MLA and Chicago Formatting & Style Guides (Excelsior Online Writing Lab)
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Institute for Employment Research National Guidance Research Forum

Developing your research skills.

Developing Your Research Skills

Contribution from Jenny Bimrose, Warwick Institute for Employment Research (2003).

The following materials provide an introduction to some key issues for designing and progressing a research project in guidance through to successful completion.

Links to subsections: Contents

STAGE 1: Identifying a research need within a guidance (or related) context

Stage 2: reading for research, stage 3: selecting appropriating methods and procedures, stage 4: research models, traditions and approaches, stage 5: writing a research report.

Bibliography

Research in Practice website

Harvard Reference Style

This section will help you plan your research project.

1.1 Introduction

To carry out research, you will need to carry out a variety of tasks. Robson (1993:pxvii) identifies the main ones as:

deciding on the focus; developing the research question(s); choosing a research strategy; selecting the method(s); arranging the practicalities; collecting the data; preparing for, and carrying out analysis; reporting what you have found; and possibly acting on your findings There is no shortage of advice in books on how to approach your research (see the References and Bibliography sections - though, please note, that there are many other standard texts which contain the same type of general information). It is worth spending time reviewing the advice and suggestions contained in a selection of these texts, since learning from the experience of the experts who have written these texts can often save you time and effort in the longer term.

1.2 Objective: stage 1

The first stage in conducting successful research involves identifying a realistic and achievable research need which is relevant to your professional area, then undertaking some initial planning of your project.

By the end of this stage of your research project, you should have:

gathered and selected information from a variety of sources which is appropriate to your broad area of interest; synthesised this information to identify a research need; identified constraints associated with your chosen research focus together with possible solutions to potential problems they represent; considered likely trends related to the prospective research area; written a brief research proposal outlining your ideas for research (see 1.8 below).

1.3 Keeping a research diary

It is usual for initial ideas to change as you become more and more involved with the process of research. Because of this, it is worth keeping some informal notes about your progress, like a personal diary, which keeps a reasonably accurate record of key issues. These could include:

how and why you selected the particular focus for your study; difficulties anticipated and actually encountered; how and when difficulties are overcome; sources of inspiration; thoughts and feelings; insights and anxieties; critical turning points, etc. To ensure you do actually keep a diary, it’s important to select an approach to keeping a diary with which you feel comfortable. A small notebook would suffice or, alternatively, Blaxter et al (1996) suggest that diaries can also be kept on tape or a word processor. Whichever method of recording your choose, try to keep it readily accessible, so that ideas can be jotted down as and when they arise.

1.4 Models of research process

‘A rationale for the methods used to gather and process data, in what sequence and on what samples, taken together, constitutes a research methodology.’ Cryer, 1996: 45

The task of carrying out a research inquiry is complicated by the fact that there is no consensus about the way this should be done (Robson, 1993). A fundamental difference relates to the sequence and relationship of activities involved. One model says that you collect all the data before analysing it. One other model requires that data collection and analysis are intertwined. Another difference relates to views about the role of theory. Such differences can be categorised into two main traditions: quantitative (positivist, natural-science based, hypothetico-deductive) and qualitative (interpretative, ethnographic). The implications of adopting one as opposed to the other of these models are discussed later (4.5 and 4.6 below). However, whichever of these approaches (or combination of approaches) you decide to adopt, you will still need to develop your focus at an early stage of your research.

1.5 Selecting a topic

If you are reading this information, it is likely that you already have one (maybe several) idea(s) or a particular area of interest that you would like to research. To help you make your final selection, try to find out just how much has been written each topic. You probably won't have time to read extensively on each topic, so using a library catalogue can be a useful way of identifying relevant material. For example, try the catalogue linked to the careers library that can be accessed through this Forum). Additionally, talk to colleagues and others who might be interested. Discussing ideas about possible topics and the associated problems is an essential part of planning your research. Views may differ from (even conflict) with your own and you may be able to identify alternative approaches as a result of this process. For example, colleagues may be aware of sensitive aspects of certain topics that could cause difficulties at some stage. Use the discussion facility of the Forum to test out your ideas. If you are hoping to carry out research in your own employing organisation, early consultation with relevant individuals is essential to avoid later difficulties.

In selecting a topic, there is often a tendency to be over-ambitious. With limited resources (including time) at your disposal it’s important to prepare the ground carefully. Discussions and inquiries will help you select a topic which is likely to be of interest, which you have a good chance of completing and which may well have some practical application in a guidance context.

1.6 Ethical considerations

At a very early stage of your preparations to carry out research it is vital that you give serious thought to the ethical aspects of the enquiry you are proposing. Ethics refers to rules of conduct, and adopting an ethical approach involves conformity to a code or set of principles. Ethical problems can start at the very beginning of study. Some issues, which may be relevant to your research, are identified by Robson (1993:31):

Do individuals have the right not to take part? Even if they do, are there any overt or covert penalties for non-participation (e.g. 'it will look good on your reference if you have taken part in this study'). Do they know what they are letting themselves in for? Is their consent fully informed? Will individuals participating be protected, not only from any direct effects of the intervention, but also by the investigator ensuring that the reporting of the study maintains confidentiality? Is confidentiality always appropriate? If people have done something praiseworthy and put extra effort and time, should they get credit for this? Conversely, if inefficiency or malpractice is uncovered in your study, should the guilty ones be permitted to hide? What responsibility do investigators have for the knowledge they have acquired? Should those undertaking applied research target their knowledge and take responsibility for the consequences? These are just some examples. Each needs careful thought for your particular situation. Robson (1993: 32) lists ten questionable practices in social science research, relevant to a guidance context. These are:

Involving people without their knowledge or consent. Coercing them to participate. Withholding information about the true nature of the research. Otherwise deceiving the participant. Inducing them to commit acts diminishing their self-esteem. Violating rights of self-determination (e.g. in studies seeking to promote individual change). Exposing participants to physical or mental stress. Invading their privacy. Withholding benefits from some participants (e.g. in comparison groups). Not treating participants fairly, or with consideration, or with respect. He goes on to identify ethical principles relevant for 'action research' - one approach that you may choose to adopt, relevant to a guidance context, characterised by a collaborative effort between researcher and 'researched'. Ethical guidelines for this type of research emphasise the need for negotiation and involvement in the research process. These include:

Observe protocol: Ensure that the relevant persons, committees and authorities have been consulted and informed and that the necessary permission and approval has been obtained. Involve participants: Encourage those who have a stake in the improvement you envisage, shape the form of the work. Negotiate with those affected: Remember that not everyone will want to be directly involved. Your research should respect this. Report progress: Keep the work visible and remain open to suggestions to that both anticipated and unanticipated developments can be dealt with. All involved must have the opportunity to raise concerns with you. Negotiate descriptions of people's work. Always allow those described in your research to challenge your accounts on the grounds of fairness, relevance and accuracy. Negotiate reports for various levels of release. Different audiences demand different levels of reports. 1.7 Planning your research project

Bell (1993:23) provides a useful checklist for planning your project, which identifies the following stages:

Draw up a short list of topics; Select a broad topic for investigation; Refine the precise focus of the study; Decide on the aims and objectives; Draw up an initial project outline; Read enough to ensure you’re on the right lines; Devise a timetable to enable you to check that all stages will be covered and time allowed for writing. By the time you have completed all of these planning phases, you will be ready to write your Research Proposal.

1.8 Research proposal

It is good practice to produce a brief research proposal after your preliminary investigations. This need not be long or complicated, but helps order thoughts and organise subsequent action. It is also good preparation for when you may wish to submit a formal application for funding for research. It should include:

a statement of the research (including, aims and objectives), sources to be examined and identification of any potential ethical issues; a provisional timetable for carrying out the research and writing the report; a rationale for the research, which identifies probable outcomes (what you hope to achieve); a provisional outline of your research report, which can be expanded as your research progresses. Cryer (1996:51) identifies some examples of research outcomes, which are relevant to a guidance context:

A new product e.g. a book, a video, worksheets, etc. A development of or an improvement on something that already exists. A new theory. A reinterpretation of an existing theory. A new research tool or technique. A new model or perspective. An in-depth study. A critical analysis e.g. an analysis of the effects of a particular policy. A collection of general findings or conclusions.

Once you have written your research proposal, you are ready to move on to second stage of your research.

This section will help you focus on identifying and managing the reading materials for your research project.

2.1 Introduction

Carrying out any worthwhile research project will involve a significant amount of reading. The purpose of research is to extend and develop knowledge and understanding. Reading is an integral part of this process. Reading for research in guidance will probably involve reviewing or refreshing your current knowledge base (e.g. theories on which practice is based) as well as undertaking new reading. The types of skills required with reading for research (e.g. how to read, deciding what to read, how to interpret your reading) can be a source of anxiety, so the following sections have been designed to support and/or develop these skills.

2.2 Objective: stage 2

By the end of the second stage of your research you will be able to:

communicate effectively and clearly with others in the discipline area; develop information storage and retrieval strategies; develop skills relevant to library and resource use; develop skills relating to the organisation of reading, research time and tasks; use information to construct a rationale for your research project. 2.3 Information storage and retrieval strategies

For successful research, you will need to be familiar with the sound methods of keeping records and making notes. Whilst locating information for the first time can be difficult, re-locating it can be even more of a problem unless you have developed systematic record-keeping procedures. As well as keeping a record of useful sources, you should also keep a record of sources that proved to be of no interest (and why) to save valuable time later if you come across the same reference again. Remember that for all your sources, you need to record sufficient information for constructing your bibliography (see 2.7 below).

A number of texts on research suggest adopting a card index system (e.g. Bell, 1993 and Cryer, 1996). The merits of using different size cards are discussed (e.g. to contain more or less information) and the potential for keeping cards for various sources in different sections (e.g. cards on books in one section, cards on articles in another, etc.). Other methods could include using part of your 'Research Diary' (see 2.3 above), or using a computer to develop systems of recording.

Adopting a system may prove challenging because breaking off from reading an interesting report, article or chapter to record the necessary details requires a good deal of self-discipline – especially when you’re working under pressure. It is, however, worth persevering since your recording system will undoubtedly be a key feature of producing a high quality research report.

2.4 Reading for research

You may already have been involved in research connected with your professional role and this may have been undertaken without much direct reading (e.g. if you have been involved in administering questionnaires on someone's behalf). However, for research requiring more in-depth involvement, reading is essential since it will both be stimulated and informed by the knowledge acquired by your reading. Blaxter et al (1996:94) usefully suggest that reading should be undertaken at different stages of your research and for different purposes, as follows:

At the beginning of your research: to check what other research has been done, to focus your ideas and to explore the context for your project. During your research: to keep you interested and up to date with developments, to help you better understand the methods you are using and the field you are researching, and as a source of data. After your research: to see what impact your own work has had and to help you develop ideas for further research projects. Purposes of reading for your research are to familiarise yourself with:

research which has been undertaken on topics similar to your own; research methods being applied in ways which are similar to your own plans; accounts of the context relating to your project 2.5 Potential difficulties

One common difficulty is getting hold of relevant books, reports or journal articles. The careers library which can be accessed through this website, is one obvious source of relevant materials. However, remember that there is often competition for popular and scarce resources, so careful planning may be necessary to ensure you manage to access key texts for your research when you need them. It may also be necessary to negotiate access to libraries near to where you live. Local libraries can be very helpful - ordering specialist books on request – and you may be lucky enough to live near a University library, which often allow access to researchers. Wherever you access literature, you probably need to give some careful thought and planning to how and when you will access the material you wish to read.

Apart from libraries, you will need to use a wide variety of other sources for your reading. Your employer, colleagues, supervisors, friends, relations - even clients and research subjects - can prove to be a rich source of relevant material. The Internet can also produce relevant information and can be invaluable for identifying and locating possible material.

Blaxter et al (1996) identify four common concerns about reading for research:

the volume of literature: how do you get to grips with this? the variety of literature: how do you go about using the vast range of sources available? lack of boundaries: how do you decide which areas of literature are relevant? conflicting arguments: how do you assess and evaluate competing explanations? If you can identify with any, or all, of these concerns it is probably worth spending some time developing strategies for reading for research. Again, a number of texts that are readily available provide helpful hints on dealing with these sorts of problems. Some of these are summarised next.

2.6 Basic reading strategies

What to read Read as much as possible from as many sources as possible - books, journals, computer-based materials, reports, the popular media (daily and weekly press, magazines), memos, minutes, internal reports and even letters.

Remember that, even though it is important to be as up-to-date as possible, this does not preclude older sources like classic texts. Edited texts and literature reviews are also particularly useful for research purposes. The careers library accessed through this website is a rich source of this type of material since it contains historical collections of guidance materials. They can provide invaluable overviews of an area as well as excellent introductions to an area – though try to balance these with references to original materials where possible. Methodological accounts are also valuable sources.

Make sure you understand the extent to which the texts that you are using make use of original data:

primary sources: contain original data; secondary sources: contain discussions and interpretations of data, in which the author typically argues for a particular point of view; tertiary sources: presents information and references to the sources of that information. It’s best to try to draw from a mix of sources for your research report.

Making selections Familiarise yourself with key texts relevant to your research topic and then supplement with a broader, but selective, reading around the topic. Develop a selective approach by, for example:

Taking advice from available sources: for example from your colleagues or manager at work. Use the discussion section of this website under different section headings (e.g. Equal Opportunties; Improving Practice; Impact Analysis). Locating books or journals that appear relevant in a careers library by asking, browsing or using a catalogue. Keyword searches on computer-based catalogues are very useful. Following up interesting references from your original sources. Identifying key texts by noting those that are referred to repeatedly. Selective reading If you haven’t already done so, you will need to develop the skill of selective reading because you will not have time to read thoroughly all the written sources with which you need to be familiar. The following tips can help develop this skill:

record the author(s), title, publisher and date of the book, report or articles. Keep this safely and any notes you make on the content; look for an introduction, concluding chapter, abstract or executive summary. If it exists, read quickly, scanning the contents. If the book or report has a cover, the information printed there can be useful; with books and reports, look for the contents page. Identify any chapters that you think may be of particular relevance and focus on them, again starting from the introduction and/or conclusion. You can find your way through a chapter or section by using the sub-headings; in the text itself, key points will often be highlighted, or in the first or last paragraphs. Similarly, the first and last sentences of paragraphs are often used to indicate and summarise their contents. Remember - you should be able to understand the key points of a book or article in no more than five minutes. This should enable you to decide you need go no further, or decide which parts of the book or article you need to read in depth.

Critical reading This requires careful examination of what others have written (or said) on a particular subject. It is a difficult skill to develop but important for successful research. The types of questions you will need to ask as you are reading: does the author present convincing arguments or evidence to support assertions? Is information easy to find? Are the views expressed consistent? Are clear distinctions made between fact and opinion?

Blaxter et al (1996:106) suggest that critically sound sources:

go beyond mere descriptions by arguing their position - making a personal response to what has been written; relate different writings to each other, indicating their differences and contradictions, and highlighting what they are lacking; do not take what is written at face value; are explicit about the values and theories which inform and colour reading and writing; view research writing as contested terrain, within which alternative views and positions may be taken up; show an awareness of the power relations involved in research, and of where writers are coming from; use a particular language (e.g. the author asserts, argues, states, concludes or contends). 2.7 Referencing

There are several acceptable ways of recording sources and other information. The Harvard method is a common method that has various advantages. For example, it avoids footnotes and all sources mentioned appear at the end of your dissertation rather than at the end of each chapter. When sources are referred to in the text, only the name(s) of author(s) and year of publication appear. Even though there are different styles of referencing, they will probably contain the information identified below.

Books For all books you wish to include in your Bibliography, you will need the following information:

Author's surname and initials Year of publication (in brackets) Title (underlined) Edition, if relevant (in brackets) Place of publication Name of publisher

For example: Hodkinson, P., Sparkes, A.C. & Hodkinson, H. (1996) Triumphs and Tears: young people, markets and the transition from school to work, London, David Fulton Publishers.

References in the text should be given as follows:

Smith and Brown (1998:175) or (Smith and Brown, 1998:175)

Where there are three or more authors, only give the name of the first:

Smith et al. (1997:203) or (Smith et al., 1997:203)

When an author has published two or more items in one year, the references should be distinguished by:

Smith (1996a) Smith (1996b) and so on.

Where more than one reference has to be given at a single point in the text, they should be listed chronologically:

Brown (1986:47), Jones (1992:106) and Kaput (1997:427)

Articles and Chapters in Books quote the following:

Author's surname and initials Year of publication (in brackets) Title (in inverted commas or italics) Source of journal or book, that is: ~ Title of journal or book (underlined) ~ Volume number, issue and page numbers in journals

For example: Savickas, M.L. (1995) Current Theoretical Issues in Vocational Psychology: Convergence, Divergence, and Schism in Walsh, W.B. and Osipow, S.H. Handbook of Vocational Psychology: Theory, Research and Practice, (2nd ed) Mahwah, New Jersey: Lawrence Erlbaum Associates.

Articles in Journals quote the following:

Author's surname and initials Year of publication Title (inverted commas or italics) Title of journal (underlined) Volume number, issue and page numbers

For example: Betz, N.E., Harmon, L.W. & Borgen, F.H. (1996) The Relationships of Self-Efficacy for the Holland Themes to Gender, Occupational Group Membership, and Vocational Interests in Journal of Counseling Psychology, 43, 1, p90-98.

Citing Web Pages As with printed references, the title should be either in Italics or underlined. Note that round brackets are used for (year) and (edition). Where there is no year given on the web material, your would record this as (no date).

Note also that square brackets are used for [medium] and [access date]. The access date is the date you last accessed that reference. This is important, given the volatility of web material, because it offers some indication of the currency of the reference. Without your access date, there might be no intention of how old the material is.

Author/editor. (Year). Title (edition).[Type of medium].Producer (optional). Available Protocol (if applicable):Site/Path/File[Access date].

For example: Equal Opportunities Commission (2003) ‘The Development of Gender Roles in Young Children’. [Online]. Available: http://www.eoc.org.uk/PDF/gender_roles.pdf [2003, May 22].

Whichever method you select for your Bibliography and referencing, remember that it is important to be consistent.

This section will help you to decide how to collect the evidence you require for your research project.

3.1 Introduction

Once you have decided on a research topic, you will be able to decide how to collect the evidence you require. This section will be concerned with general issues associated with the selection of methods and appropriate procedures for the project.

3.2 Objectives: stage 3

By the end of this stage of your research project, you will be able to:

identify appropriate criteria by which to judge the validity of a guidance project; approximate and estimate time involved, necessary materials and the quantities in which they are required, costs of the research, etc.; identify design principles relevant to the chosen research area; identify the major issues or problems in the specific research area; demonstrate the ability to re-formulate research design in response to unexpected circumstances; synthesise material, evidence and arguments to select appropriate methods and procedures for the project. 3.3 Validity, Reliability and Relevance

When judging the quality of any research, reliability, validity and relevance are important.

The validity of research refers to the credibility of the results. Has the research actually done the things it claims to do? Does an item measure or describe what it is supposed to measure or describe? In considering these issues, it needs to be acknowledged that discussions about validity provoke controversy amongst researchers. Some have rejected the concept of validity as inapplicable since it implies the possession of knowledge that is absolutely certain and, in this sense, knowledge can never be certain. McLeod (1999) argues that the concepts of validity and reliability that have been developed for use in quantitative research can’t be applied in the same way in qualitative studies. Nevertheless, in deciding the value of our own and other research, we need to be able to make reasoned judgements about it as a new contribution to knowledge.

Measuring the extent of validity can become extremely involved and there are different levels at which the question of validity can be considered. Put simply, if your research is valid, then you are observing, identifying or measuring what you say you are. A rough guide would be to ask the question: ‘would another researcher using my research instrument get the same responses?’ Additionally, ask other people whether the questions or items you have devised are likely to achieve what you want. Three different aspects of validity are discussed below:

Plausibility:

How plausible is this claim: that is, do we judge it to be likely to true, given our existing knowledge? Some claims may be so plausible that we can reasonably accept them at face value without needing to know anything else.

Credibility:

Does it seems likely that the researcher's judgement of matters relating to the claim is accurate, given the nature of the phenomena concerned, the circumstances of the research, the characteristics of the researcher, etc.?

Where a claim is neither sufficiently plausible, nor sufficiently credible, then we require evidence. When examining the evidence, we need to employ much the same means to assess its validity as we applied to the claim itself (plausibility and credibility) - and may require even more evidence!

McLeod (1999:101) outlines nine criteria suitable for evaluating the validity of qualitative research, which include:

Sufficient contextualisation of the study: Since qualitative research is more concerned with developing knowledge that is relevant and useful at particular times and places, it is necessary to contextualise the study in its historical, social and cultural location.

Credibility of the researcher (reflexivity):A reflexive account of internal processes of research, covering, for example, how contact was made with informants, issues of trust and rapport, how mistakes and misconceptions were dealt with, whether there was agreement over goals and tasks.

Catalytic validity: Defined as the degree to which the research process reorients, focuses and energies participants. Implicit in this is the idea that research should empower those who take part in it.

McNiff (1992) discusses the issue of validity in relation to action research, and distinguishes three types: 1) self validation, 2) peer validation and 3) learner validation. Action research is an approach that often has particular appeal to researchers working on issues related to professional practice. Because much of what McNiff (1992) discusses is applicable to a careers guidance and counselling context, a summary of some of the points she makes on validity follows.

Self-validation: If you are researching within the broad area of guidance and counselling, you are likely to be involved in interpreting your own practice and in making decisions about improving it. The implication of self-validation in this context refers to the potential of these interpretations of your own practice being recognised. McNiff (1992:133) discusses how certain criteria justify an individual's claim to knowledge. They include:

Practice as a realisation of values: where guidance and counselling research starts with a declaration (spoken or written) of values – for example, 'my clients have a right to self-determination'. Often the research inquiry is stimulated because those values are being denied in practice. If clients are being denied the service you think they deserve, this is where a cycle of imagined solutions, implementation, observation, evaluation, re-planning is enacted. Intentional critical reflection: where research inquiry occurs as a result of critical reflection, a desire to explore an intuitive understanding of practice and communicate it to others. Disciplined enquiry: where a researcher demonstrates publicly that s/he has followed a system of disciplined enquiry in arriving at a hypothesis. Personal interpretation as a basis for dialogue: where individuals recognise the potential in their interpretations of their own practice. Peer validation: This relates to the notion that a claim to knowledge or expertise derived from practice must be validated externally. It is the process whereby your findings are made available to and scrutinised by others who can agree that these findings are of interest and could be useful to their own practice. This external validation can come from a number of sources, including colleagues, manager or supervisor, the wider guidance and counselling community, other students, etc. Peer validation can be effective in moving your ideas forward. Questions may be asked which provide new insights and ways of thinking about your research, and invariably you will gain more confidence to progress your research from the process of peer validation.

Client validation: It is particularly useful to get the reactions of the clients themselves. This may be presented in short, written statements, recordings (tape or video), reports, etc. For example, data about the use of labour market information by guidance practitioners could be collected during focus group discussions. This could be written up into a report that was circulated to the practitioners who were asked to validate the accuracy of the reports. The findings could then be circulated more widely to the guidance community who are asked to comment on the relevance of these findings to their own experiences. This represents a powerful chain of validation.

Overall, validation of research findings in a guidance and counselling or related context is likely to involve the development of self-knowledge followed by a genuine attempt to share that knowledge with others.

Reliability

Whatever procedure is used for collecting data for research, it should always be examined critically to assess to what extent it is likely to be reliable, as well as valid. Reliability is the extent to which a test or procedure produces similar results under constant conditions on all occasions. Bell (1993:65) suggests two questions to ask yourself when checking items on a questionnaire or interview schedule you may devise to collect data. They are:

would two interviewers using the schedule or procedure get a similar results? would an interviewer obtain a similar picture using the procedures on different occasions? There are a number of devices for checking reliability in scales and tests. For example:

test-retest method: administering the same test some time after the first; alternate forms method: where equivalent versions of the same items in the test are given and results correlated; split-half method: where the items in the test are split into two matched halves and scores then correlated. These methods are not always feasible or necessary, and there are disadvantages and problems associated with all three. Such mechanisms are not usually necessary unless you are attempting to produce a test or scale. The check for reliability will come at the stage of wording questions and piloting your research instrument(s).

A third criterion for judging research in the area of guidance and counselling is relevance. Since the purpose of any research inquiry is to extend knowledge and understanding, it follows that this must be communicated to a wider audience. When we communicate with people, they assume that we are telling them something that is likely to be of significance to them. It follows that what is communicated should be relevant in some way to the chosen audience. Who are the appropriate audiences for your research and what sort of relevance should your research have for them? Audiences for research reports vary. If you are undertaking a research project within your employing organisation, its primary audience is likely to be members of that organisation. Additionally, your research findings should have some relevance to other audiences. These may include other researchers, a particular practitioner audience or even a more general audience. Whatever audience(s) you select as your target(s), you will need to consider two aspects of the relevance of your research:

importance of the topic: must relate to an issue of importance to the intended audience; contribution to existing: must add something to our knowledge of the issue to knowledge which they relate. Research that merely confirms what is already beyond reasonable doubt makes no contribution to the existing knowledge base. 3.4 Access

No researcher can demand access to an institution, an organisation or to materials. People will be doing you a favour if they agree to help, and will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide. They will have to be convinced of your integrity and of the value of your research before they decide whether or not to cooperate. Bell (1993:58) provides a useful checklist of points to consider when negotiating access, including:

Clear official channels by formally requesting permission to carry out your research as soon as you have an agreed project outline. Speak to the people who will be asked to co-operate. Maintain strict ethical standards at all times. Submit the project outline to the principal, senior staff member. Decide what you mean by anonymity and confidentiality. Decide who will receive a copy of the report and/or see drafts of interview transcripts. Inform participants what is to be done with the information they provide. Prepare an outline of intentions and conditions under which the study will be carried out to hand to participants. Be honest about the purpose of the study and about the conditions of the research. Remember that people who agreed to help are doing you a favour. Even when strict protocol is adhered to, things can go wrong. Blaxter et al identify the following strategies to consider if access is denied (1996:144):

approach other individuals. If one person refuses to be interviewed or answer a questionnaire, try approaching another person in a similar position or sharing similar characteristics; approach another institution; approach another individual within the same institution (more risky because of possible communication with the institution); try again later, when people are less busy. Attitudes may have changed, people may have moved on, and you may have more to show to demonstrate the value of your research; change your research strategy. This is probably something you should be prepared to do, and plan for, throughout the research process. It may involve using other, perhaps less sensitive, methods for collecting data, or focusing on a slightly different set of issues, or studying alternative groups or organisations. 3.5 Managing your research project

Constraints operate on any research process. This section discusses time and costs, as well as identifying some others which may well be relevant for the type of research you are planning.

Inevitably, the nature and extent of your data collection will be constrained by your access to various resources – in particular time. Whatever the competing demands for your time and attention, it is important to think about what strategies you need to develop to manage the new demands of your research project in parallel with all the established demands.

A key strategy for managing your time effectively is to be realistic, initially, about the methods you are going to use to collect data and the amount of data needed. One common problem with new researchers is over-ambition. Since it’s likely that you will have a limited timescale to complete and write up your research, it follows that the methods you select will have to be informed by these (and other) considerations. For example, time available will limit the amount of any cross-checking you can undertake, and the size of your research sample.

The costs of research can mount up, so it is advisable to undertake a rough costing of the methods of data collection and analysis that you have considered to make sure they are affordable. The process of costing research activities will be very useful if you are, at any stage of your professional career, ever likely to apply for research funding. For applications for external funding, a detailed costing has to be submitted, and if successful, it is likely that you will have to adhere fairly closely to the original costing submitted.

The costs of your research project could include:

travel costs to your research sites and/or libraries; costs of consumables, such as paper, tapes, batteries, etc.; equipment purchase or hire costs (e.g. word processor, tape recorder, software); book, report and journal purchases; photocopying, printing and binding costs; postage and email/telephone costs. Other constraints

In addition to time and costs, there are bound to be other constraints you need to take into account when designing your research: for example, the willingness of people to be interviewed or observed. If you need to observe meetings or training sessions, you will be limited by the schedule of meetings or training events that will take place during the data-collection phase of your project. If you need to research some aspect of guidance and counselling that requires involvement with schools, colleges or universities, you are likely to be constrained by examination timetables and vacations.

To manage your research project successfully, you will need to anticipate routine constraints affecting the research process. This will help you to develop strategies to cope with these limitations and avoid difficult situations arising in the first place.

3.6 Overcoming obstacles

The process of successful research will, inevitably, involve developing problem-solving techniques. Problems that may arise can range from those relating directly to the research process (for example, the response rate is very low), to problems in other areas in your life (for example, changing your job or falling ill). Blaxter et al (1996: 137) suggest the following ways of coping with difficulties:

remind yourself that the purpose of carrying out research, particularly as a new researcher, may be as much to develop your understanding of the research process and/or the use of particular research methods as to explore substantive issues; remember that it may be just as valid to write up your research in terms of, for example, the problems of gaining access to a particular group, or of getting an adequate response from that group once access has been gained; as part of writing your research report, reflect on your research strategy, explore what went wrong and why and include recommendations for improvement; view research as being about the skills you have learnt and developed on the way. Part of doing research is about appreciating what is involved and where it may be leading you; if you have time and resources, you may choose to redirect your research strategy when you become stuck.

This section will help you understand the broader context of guidance research including consideration of both qualitative and quantitative approaches.

4.1 Introduction

This section examines the two major traditions of research methods: qualitative and quantitative. It discusses the dominant effect that one of these traditions (quantitative research) has had on current careers guidance and counselling practice and considers the value of piloting research.

4.2 Objectives: stage 4

distinguish between quantitative and qualitative research; outline some key issues from current practice which link with research method; describe the main features of qualitative research; describe the main features of quantitative research; pilot your research project. 4.3 Models of Research

The most common way of conceptualising the diversity of approaches to research is to distinguish between quantitative and qualitative models. It is this distinction that will be adopted here, though it should be stressed that this is a rather crude distinction that can be misleading. In reality, much social scientific research combines methods from the two traditions. So how are these two approaches different? Most obviously, quantitative research involves measurement on some numerical basis and usually employs statistical techniques, whereas qualitative research does not (at least to the same degree). Various other features of the research process are also associated with the different traditions. For example, quantitative research favours structured forms of data, which can consist of frequency counts or other types of measurements. In contrast, the data that qualitative researchers typically deal with are verbal descriptions in natural language often collected from an interview or some type of recorded conversation (for example, using audio tapes). They deal more in meanings, experiences and descriptions. This type of data cannot be directly subjected to counting or measuring, though, of course, they can subsequently be presented so that they can be analysed quantitatively.

Other differences have already been identified in 1.4 above. For example, the sequence and relationship of activities involved. A quantitative approach requires that the researcher collects all the data before analysing it. A qualitative approach requires that data collection and analysis are intertwined. One other important difference relates to views about the role of theory. These and other differences will be discussed in more detail later.

Methods of data collection are also varied. Some are clearly associated with quantitative research (for example, the scientific experiment) and other with qualitative research (for example, participant observation). Others are shared by both traditions (for example, questionnaires and interviews) though the precise design of the research instrument and the approach adopted by the researcher are likely to differ. There is a vast literature available on research methods. You will need to spend time reading about different methods and, once you have an idea of your research focus and methods, you will need to spend time researching issues related to different designs (for example, of questionnaires). Whichever approach (or combination of approaches) you choose to adopt for your research project and whatever methods, remember the underlying purpose is to extend knowledge and understanding about some aspect of careers guidance and counselling. As May (1996:3) expresses it more generally, the purpose of all research is:

'to understand and explain social phenomena, to focus attention on particular issues and to challenge conventionally held beliefs about the social and natural worlds'.

4.4 Research Traditions in Guidance and Counselling

Current Practice

The theories which underpin current careers guidance and counselling practice have come mainly from North America. Varied accounts exist which identify the main influences in the development of this body of knowledge (for example, Arthur et al,1989, Brown et al, 1990, Seligman, 1994, Scharf, 1997 and Zunker, 1998,). Despite disagreements about the particular strands of influence, there is agreement that Frank Parsons was the founding father of the vocational guidance movement. A seminal work by Parsons entitled Choosing a Vocation was published posthumously in 1909. His ideas about how people choose jobs came from differential psychology and were initially referred to as the 'talent matching' approach. They later developed into what became known as the 'trait and factor' theory of occupational choice, and were developed by theorists who had a major impact on practice such as John Holland (1966,1973, 1992) and Alec Rodger (1952). Parsons' core concept was that of 'matching'. He suggested that occupational choice occurs when people have achieved:

an accurate understanding of their individual traits (e.g. personal abilities, aptitudes, interests, etc.); a knowledge of jobs and the labour market and then made a rational and objective judgement about the relationship between these two groups of facts. A key assumption is that it is possible to measure both individual talents and the attributes required in particular jobs which can then be matched to achieve a 'good fit'. It is when individuals are in jobs best suited to their abilities, they perform best, and productivity is highest.

This theory of occupational choice has dominated careers guidance and counselling practice for nearly a century, partly because of its practical appeal. It provides careers guidance and counselling practitioners with a clear rationale and framework for practice. Additionally, the underlying philosophy has suited policy makers since it lends itself to the servicing of labour market requirements. Consequently, it has been embraced enthusiastically by policy makers and barely questioned by the majority of practitioners.

The theory contains, however, fatal flaws. Scharf (1997) reminds us that:

There is little research supporting or refuting trait and factor theory itself as a viable theory of career development. Rather, the research that has been done, of which there is a large amount, has related traits and factors to one another or has established the validity and reliability of measurements of traits and factors.' (p26).

There was no viable theoretical alternative during the first half of this century to this 'best fit' theory of occupational choice, and it was not until the 1950's and 1960's that theories originating from other academic disciplines such as sociology, and other branches of psychology like developmental psychology emerged as serious alternatives. Theories which were developed from these academic disciplines emphasised the context in which occupational 'choice' occurred and the importance of the maturation process of individuals, respectively. Since this time, the theories careers guidance practitioners have used to inform their practice have expanded dramatically. Whichever theories actually inform current practice, there is emerging consensus around the inadequacies of these theories. In particular, researchers are questioning the relevance of current theory for particular sectors of society.

Adequacy of Current Practice

There is a growing critique of the current practice of careers guidance and counselling which is based on theory derived from quantitative research methods. For example, Osipow and Littlejohn (1995) discuss serious weaknesses in applying current theory to Minority ethnic groups. They argue that a major problem is the manner in which all current theories use concepts which 'assume cultures that are relatively affluent and have good opportunities for education, upward mobility and family support and encouragement' (p255). Many members of minority ethnic groups, they argue, do not have access to these privileges.

Hackett (1997) identifies several problems in trying to apply current theory to girls and women: 'I am suggesting the need for formal testing of competing models as well as attempts at unification and integration....we also need to incorporate issues of sexism, racism and their interaction, along with considerations of relational orientation, support and barriers into all our developing conceptions of women's career psychology’ (p187).

Savickas (1995) relates current problems with theory to the more fundamental issue of different philosophical origins reflected in the two approaches to research. He identifies inherent tensions which arise from the academic traditions of different theories: 'sharp lines have been drawn on which philosophy of science to choose' (p15). He concludes that 'vocational psychology could benefit simultaneously from refinements forged within the distinct career theories, from advances produced by convergence among career macrotheories and from break-throughs induced by divergence in work-role microtheory' (p29).

Implications for Research Methods

Theories informing current guidance and counselling policy practice have been developed mainly by psychologists operating from scientific positivist paradigms of research using quantitative methods. What, then, are the concerns now being expressed about the limitations of this research method?

Taking just one example of careers guidance and counselling for girls and women, Harmon & Meara (1994) discuss the limitations of experimentally designed empirical inquiry that meets the criterion of internal validity for both policy and practice. They argue that 'those who are interested in career counselling for women seem to be swimming against this tide in an attempt to integrate science and practice' (p362).

Hackett (1997) reviews some of the criticisms made about the existing literature on women's career development which include research methodologies which have been used. In particular, she argues that there is a need to move beyond 'simple correlational designs' (p184) and suggests that qualitative research methods 'are highly appropriate in attempts of this sort to truly understand the experiences of a group that has received insufficient attention' (p185). She discusses the need to triangulate across different data sources using focus groups, diaries, archival documents, or observations, concluding that 'future research on this model will also benefit from the integration of qualitative and quantitative methods' (p186).

Others have also discussed the type of research methods which should be used for future research inquiry. For example, Rainey and Borders (1997) advocate the use of narratives, constructivist methods or other qualitative approaches to examine environmental factors for girls and women (p169). Edwards and Payne (1997) state simply that there is a need 'to embrace ideas from a wider moorland of study than is presently the case' (p537).

Overall, then, there is a growing consensus that scientific research methods from within a positivist paradigm have been found to be wanting in several respects. Knowledge and understanding built up from a particular approach to research needs to be complemented with knowledge and understanding derived from different ways of investigating social phenomenon.

4.5 Quantitative Research

'Quantitative research is concerned with the collection and analysis of data in numeric form. It tends to emphasise relatively large-scale and representative sets of data, and is often........... presented or perceived as being about the gathering of facts.' (Blaxter et al (1996:60).

Quantitative or traditional experimental approaches set out to quantify and measure the contributions of different factors to phenomenon (for example, occupational choice behaviour). It can be useful if you want to compare things, like test scores under different conditions or behaviour under different conditions. However, this approach to research has certain disadvantages for small scale studies. For example, you would need a large enough sample to ensure your data is statistically significant. Additionally, your sample must be representative so that you can be confident of getting the same pattern of results again when you repeat the same procedures on a different population. Only then would you be able to generalise your findings to a wider sample than the one you are testing.

Robson (1993:19) summarises the five sequential steps which are commonly regarded as typifying the 'scientific' or quantitative approach to research. These involve:

Deducing a hypothesis (a testable proposition about the relationship between two or more events or concepts) from theory. Expressing the hypothesis in operational terms (i.e. ones indicating exactly how the variables are to be measured) which propose a relationship between two specific variables. Testing this operational hypothesis. This will involve an experiment or some other form of empirical enquiry. Examining the specific outcome of the enquiry. It will either tend to confirm the theory or indicate the need for its modification. If necessary, modifying the theory in the light of the findings. An attempt is then made to verify the revised theory by going back to the first step and repeating the whole cycle. So, adopting a quantitative approach to research involves searching for causal relationships which are conceptualised in terms of the interaction of 'variables', some of which (independent variables) are seen as the cause of other (dependent variables). It will invariably involve designing and using standardized research instruments (for example, tests, questionnaires, attitude scales) so that numerical data can be collected which will then be manipulated using statistical techniques.

Some suitable data for this research method already exists in the form of published or unpublished statistics. Often, though, researchers have to produce the data they need for analysis themselves. For example, from a laboratory experiment or from psychometric or personality tests which have been administered to relatively large groups of participants. As previously indicated, if responses to unstructured questionnaires can be coded and then counted in some way, this may also be a source of quantitative data.

4.6 Qualitative research

'Qualitative research is concerned with collecting and analysing information in as many forms, chiefly non-numeric, as possible. It tends to focus on exploring, in as much detail as possible, smaller numbers of instances or examples which are seen as being interesting or illuminating, and aims to achieve 'depth' rather than 'breadth'.' (Blaxter et al.,1996:60).

Qualitative research is concerned with life as it is lived, things as they happen or situations as they are constructed in the day-to-day course of events. Qualitative researchers seek lived experiences in real situations, try not to disturb the scene and to be unobtrusive in their methods. This is to ensure that data and analysis will closely reflect what is happening. Qualitative researchers are also interested in 'natural' experiments. For example, when ordinary processes are disrupted, basic rules and norms are thrown into relief. Usually, these types of rules and norms are tacit and understood, perhaps subconsciously, by people in a particular situation. A recent example relevant to guidance in the UK is the recent is the introduction of Personnel Advisers to work with disaffected young people in the Connexions service. Reformed organisational structures, different relations with schools, colleges, Youth Services, Social Services, Youth Offending Teams, and Educational Welfare Officers, different working practices with clients (e.g. over a two year period) are all examples of natural experiments which would be legitimate areas for research inquiry using a qualitative approach.

When studying in this way, it is important not to start off with too many preconceptions about what you might find. It is necessary to maintain an openness, not pre-judging issues and not even settling for the first (even second) impressions formed. Guesses might be made, tested along the way and abandoned, changed or revised in the light of later discoveries. This mode of study will have implications for the relationship fostered with the subjects in the research (refer to 'ethics' in 1.6, and 'access' in 3.4).

Six characteristics of qualitative research are identified by Blaxter et al (1996:61):

Events can be understood adequately only if they are seen in context. A qualitative researcher therefore immerses her/himself in the setting. The contexts of inquiry are not contrived; they are natural; nothing is predefined or taken for granted. Qualitative researchers want those who are studied to speak for themselves, to provide their perspectives in words and other actions. Therefore qualitative research is an interactive process in which the persons studied teach the researcher about their lives. Qualitative researchers attend to the experience as a whole, not as separate variables. The aim of qualitative research is to understand experience as unified. Qualitative methods are appropriate to the above statements. There is no one general method. For many qualitative researchers, the process entails appraisal about what was studied. This approach to research, therefore, involves considered selection and interpretation. It is therefore important to make the choice of focus for study principled and clear as well as being careful to make only reasonable claims in the research report or dissertation. In addition to making the basis of selections and methods clear, the researcher needs to include some biographical information because s/he cannot be regarded as an objective recorder of absolute truths, but rather a participant in the research process.

4.7 Piloting

Piloting is the process whereby you try out the research techniques and methods you have in mind to see how well they work in practice. This enables you modify your plans before you commit too much time to one procedure. If you have spent time thinking about and planning your research project, you may be tempted to believe that you are clear about what you are doing. However, the value of piloting research cannot be overestimated. Things rarely work out the way you expect - respondents can answer a questionnaire or interpret an interview question in ways that you can never anticipate! Taking time to run a pilot can save you time, frustration and even anguish in the end.

In a small scale study, even an informal pilot can prove invaluable. Try out a couple of interviews, get some friends to fill out your questionnaires, go and observe some organisational activities - or whatever else you have in mind for the data collection phase of your project. You will almost certainly gain from doing this, even if it is a more accurate idea of the time collecting data can take. If you do this early enough, you can change your strategy before it's too late!

This section provides guidelines to help structure a research report.

When writing the main body of your research report, the following points may help with the structure:

Introduction:

Use your introduction to: set the context of your study (including information about your own role); explain why you approached your study in the way you did; what you hope to demonstrate by your results; and justify your approach with reasoned argument based on relevant theory and research evidence.

Literature Review:

The literature review should employ a critical, analytical approach with an understanding of (relevant) competing perspectives. It must go beyond a descriptive account and should be logically and coherently organised. Your review should demonstrate a detailed knowledge of original sources and the field together with your understanding of main theoretical and methodological issues. Do not be afraid to add your own ideas, especially if your study challenges established wisdom.

Research Method:

The purpose of this section is to enable your reader to understand exactly what you did as part of the research process, together with the results and your interpretation of their meaning. It should include sufficient details to enable the reader to understand:

the overall design of the study; details of participants (e.g. age, gender, experience, occupational role, etc.); research instruments used; procedures used in the study. This section should also contain a description of the overall purpose, summary of content, structure and justification of why this particular approach was used. If an instrument (e.g. questionnaire) was designed especially for your study, you should also include details of its piloting and include the final version as an appendix. Issues of validity and reliability should also be addressed.

Your results should be presented in a form that enables the reader to understand exactly what your data consists of and sources. It should also identify any trends that have emerged and (where relevant) statistical techniques used as well as the results of these analyses. Finally, this section should address the way(s) in which the data illuminate your research question(s).

It is likely that the results section will be the most difficult to write. If your have undertaken a qualitative study or have huge quantities of data, then you may need to include some discussion and not just description in this section. You should not include extensive ‘raw’ data and the results must be organised, summarised and selective. Where appropriate, tables or diagrams should be used to summarise your results. It may not even be possible to include all the results, as this may overwhelm your reader and obscure your main findings.

Discussion:

The purpose of this section is to:

present your interpretation of your results; justify your interpretation by anticipating counter arguments; and urge caution in accepting your interpretation where there are defects in the design and execution of the study. Few applied studies can be perfect, so demonstrate your awareness of flaws and weaknesses in your work and your understanding of how you might improve on your research. It is also important to comment on any practical difficulties you may have encountered, especially those out of your control. In summary, adopt a ‘reflective practitioner’ approach in reviewing the research process as a whole.

Your discussion should also highlight links between your own research and the literature review and evaluate your study's contribution to professional guidance practice.

Conclusion:

Your conclusion should present a summary of what you have achieved in your research project, without containing any new material. It should also suggest the implications of the findings, identify future related research and emphasise issues which require further research or investigation.

The 'Harvard Reference Style' is one system of referencing sources used internationally by scholars and researchers. At Coventry University the Centre for Academic Writing have produced a website and downloadable guide to this system which may be of interest. It includes sections on referencing new technology sources such as websites and emails. The link address is: http://home.ched.coventry.ac.uk/caw/harvard/index.htm

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10 Tips To Improve Your Online Research Skills

The world of the internet is gigantic. And we could easily lose direction if we don’t have the faintest idea about proper research skills and techniques. Around 1 trillion megabytes of data is produced on the internet every day. Hence, finding the data that ticks all your boxes require you to curate the data in a strategic way.

This article will walk you through the ten cardinal steps to improve how you utilize the internet for retrieving information. We are here to help enhance your research skills and ace in that research project you are working on!

Colleges arrange all sorts of writing seminar classes and workshops. However, the part where we teach real-life research skills to the freshers hardly ever happens. At best, students get a tour of the campus library with the librarian. However, the tour includes next to zero guidance on utilising the library resources with efficacy.

Considering the situation, students often rely on Wikipedia because it is quicker for a rundown of the information they need. However, learning research techniques can be good for your personal development. And college may not assist you in the process. So, you need to acquire the research skills and work on them by yourself.

Without further ado, let’s look at the ten techniques you can follow to become an expert in research.

1. Start Broad to Find a Specific Topic That Sticks

The first step in developing your research skills is to start big. Look into and read about the controversial issues around the world right now. If you are writing a paper for college, chances are your instructor already rolled out guidelines. Follow them for writing an appropriate paper.

If you do not adhere to the parameters, your instructor may not deem it as acceptable. For instance, you can’t write a paper on the origin of the Olympic Games in a STEM class. Hence, the topic has to be course-appropriate.

However, choosing the topic you want to work with will be solely your decision. The basic tip to selecting a topic is to choose something you are personally interested in. This will weaponise your motivation to deliver great content to your reader. Secondly, you will enjoy yourselves as you brush up on your research skills, learning more about the issue.

2. Do a Preliminary Search Online

Before you start writing, do a quick search on Google or Wikipedia. It will provide you with a brief idea about the work that has been previously done on the topic you want to work with. However, it doesn’t necessarily mean you can use Wikipedia or Google as reliable sources.

Use these tools to get an overview and a clearer understanding. Moreover, this is one of the vital research skills you can use to make sense of keywords. Using the appropriate keywords will help pose your arguments carefully. For instance, if you want to write a paper on the legalisation of marijuana, do not type that into the search engine. Instead, put the word marijuana and see what comes up.

Use broader keywords to get better results. Consequently, draw an outline of questions. And use those questions as keywords to look up online. It is one of the crucial tips for enhancing your research skills. Consequently, the more source of information you can have, the more original your paper will be.

We’ve all been through the struggle of finding valid information for our semester final analysis paper. You might be an excellent writer or drafter. But not having proper research skills can stop you from reaping the benefits of your gift.

You can take our internet research skills training course and learn how to find accurate information. The course will teach you to evaluate and validate the credibility of your source.

Internet Research Skills Training Finding the appropriate information from the internet is tough because of the widespread use of blogs and the effect of SEO and marketing. Enrol Now Internet Research Skills Training Finding the appropriate information from the internet is tough because of the widespread use of blogs and the effect of SEO and marketing. Enrol Now

3. Proper Use of Online Search Engine & Learning Tools

Using of online search engine more efficiently improves your research skills. So don’t spend all your time on Google, or just one search engine for that matter. First off, use your organisation’s online library resources. School libraries tend to have subscriptions to a plethora of academic databases.

Next, make yourself acquainted with Worldcat . It has over 2 billion bibliography items ready for you. Consequently, WorldCat is connected to library catalogues all over the world. You can use this feature to locate a particular journal, article, or book’s whereabouts. In short, WorldCat is the best friend every researcher wishes to have.

Consequently, you need to know how to experiment with keywords and filters. You might be knowledgeable about an ample amount of search engines. But having access to it won’t necessarily help.

It would help if you refined your online searches for better results. You can’t just type in a phrase and hit the search button because you will not find the data you want if you do that. This is where your expertise on keywords can help. Extract the essential words from your research questions. Moreover, use words synonymous with your keywords to generate better search results.

Using refined keywords and filters can help you dig deep into the subjects. As a result, you can find specific and useful information on your topic. Thus, keywords and filters are the ultimate search engine optimizing tools.

Advanced Keyword Research Course This course will give you a detailed guide on how to do keyword research. Enrol Now Advanced Keyword Research Course This course will give you a detailed guide on how to do keyword research. Enrol Now

4. Analyse the Credibility of Your Source

Anybody can publish their work or opinions on the internet. While you should not limit your research to a couple of articles, you should discern the source’s credibility. You can assess and analyse the credibility by always remaining vigilant.

Ask yourself questions like, does the source provide a similar view like other sources? Can the source give enough evidence to back up its claims? Does the source seem biased or have an ulterior motive? Does the author have sufficient expertise in their field? For instance, if an English major graduate starts conceptualising theories of quantum physics, steer clear right away.

For academic purposes, it is best to source information from academic journals and articles. However, books written on the broader aspect of your topic can be excellent sources too. Academic books have a lot to offer. Apart from the information, you can take up a tip or two about improving your research skills. 

Using newspapers and blogs as credible sources are frowned upon in academia. However, it won’t hurt you to read them. If anything, these would make you more knowledgeable because blogs and newspapers present you with more unprocessed and practical information in real-time.

5. Cross-Check Your Information

You now know where to and how to collect information from credible sources. Cross-checking the information you collected is integral in enhancing your research skills. As we’ve mentioned earlier, the internet is a big place. Anybody can publish their work without any factual checking.

Sometimes, the information from a source can be outright wrong. Hence, you must cross-check information with at least two other web pages. Remember the phrase that you don’t buy the first car you see? The rule applies to gathering information online as well. You should not get stuck on just one webpage. Stick to sources that have made their reputation providing quality information.

If you can’t verify the truth of the information to your satisfaction, better not to use it at all. Also, steer clear of social media for collecting data. It is a beehive full of misinformation.

6. Take Notes & Organise Your Information

The initial stage of honing your research skills can feel a lot like trudging through the mud. There are millions of data out there. Moreover, there could be thousands of previous research done on your topic. Needless to say, going through thousands of articles or journals is next to impossible.

However, you need to note down every useful information you can get from the source. This technique will help make your work more informative. Moreover, noting down the information will help you to be more organised. If you don’t take notes from the beginning, useful data might get neglected in the process.

Consequently, you might find yourself going through the same article multiple times to find a piece of information. This could make you feel lost and frustrated. Moreover, it takes away your precious time. While noting down the quotes and information, note down the page number and bibliography on the side. It saves you from fumbling away.

Consequently, make notes of your speeding thoughts in the notebook. Because chances are you won’t get the same idea twice. Make use of the bookmark tool. You can store the URLs in the bookmark in a separate folder. It will be easier for you to navigate. And later on, you could easily make a bibliography of all your references from the bookmark.

7. Cite Your Sources

You always need to give credit and cite your sources. Not citing your sources fall under the category of plagiarism. And it is a  severe violation of academic integrity. Hence, give credit where credit is due.

Moreover, citing your sources further increases your credibility.  In contrast, passing off someone else’s words as yours make your readers sceptic. Even if you plagiarise a single sentence, the whole point gets lost. No amount of research skills can help if you do not cite your sources. You can use any of the two popular citation formats; APA or MLA.

By citing your sources, you are also helping others brush up their research skills. As reading and collecting information from reliable sources is integral in developing your research skills. No matter how good your argumentative paper is, your instructor can take disciplinary actions if you fail to cite your sources. Because in academia, plagiarism is avoidable while dishonesty is deplorable!

8. Put Your Time Management Skills Into Use

As soon as you get a project on hand, make a research schedule. Create a few hours window in a day when you do nothing except work on your research project. This will let you block all the distractions and focus on the work at hand. In a sense, your time management skills can help you level up your research skills.

Proper research needs a systematic strategy. Not maintaining a timesheet can throw you off the schedule. You may feel like you are all over the place. Your progress may even seem cluttered. Map out how many minutes you will spend on each article. Moreover, you can make a routine of short breaks that you need to take in-between.

Choose a day in a week you feel more comfortable fiddling around in the library. It is better if you stop yourself from checking socials while working. Even just a little peek could throw you off the track. Because when you take an unscheduled break to check your emails, you have to reorient yourself when you come back. So, it is better to put your phone in do not disturb mode because it will help you keep focused.

9. Be Patient & Tackle Challenges

In the present world, we are used to getting things instantaneously. Do you want the latest iPhone? You pre-order it and receive it on the release day at once. Need a waffle machine?  Amazon Prime comes in with their same-day delivery policy.

However, the scholastic and research world is very different. In the sense that no one will serve you the data on a silver platter. You need to throw your hat into the ring and  get the job  done by yourself! And sometimes, searching through a pool of data and information can become very tedious.

You might even get frustrated if you do not find the answers you were looking for. And that is okay! However, you should not throw in the towel. Part of being a good researcher is about being patient and persistent. Some days, you might not find what you are looking for.

Regardless, you have to tackle all the challenges for finding the relevant information. Use sources that are even remotely related to what you are looking for. Sometimes, your job will be about drawing the faintest connection between a source and your topic. Moreover, you will need to comprehend and analyse the source for bringing attention to new ideas.

10. Be Ready For Unexpected Answers

Embracing uncertainty is what makes someone a good researcher with optimised research skills. Keep an open mind while you go into research for a topic. You might be presented with some very surprising answers. That is the thrilling part of your job.

Remember, mere looking for confirmation for what you already know is not a good practice. It makes your research scope too narrow and limiting. Moreover, there might not be enough information online on your research. Consequently, the sources may present arguments contradictory to your views. And you need to be okay with that!

Because you need answers to your research question, not reaffirm your belief, reformulating your opinions based on facts and evidence is a good practice. In addition, it adds to the effort of strengthening your research skills.

Research is not just about going through tons of articles or newspapers in a day. Online research skills are all about techniques. Believe it or not, your online research skills are not just for academia. These are transferable work skills. These 10-step research strategies are going to increase your productivity at the workplace, too.

For instance, you may need to research your competitor and develop a better marketing strategy. And to do that, you need to dig deeper and research what your consumers need. The process can be compared to a domino effect. It would help if you devised a proper game plan before diving into it.

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Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

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10 essential workplace skills for success

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What are workplace skills?

10 examples of workplace skills, 6 ways to improve workplace skills, how to include workplace skills in job applications, turning imagination into reality.

Imagine walking into an interview feeling confident and prepared. You're armed with technical knowledge, people skills, and everything in between — in other words, you're the complete package, with a diverse skill set that makes you the ideal candidate. 

This isn't a far-fetched dream. In fact, it's an attainable reality when you perfect essential skills for the workplace. Understanding and developing these skills boosts your employability and prepares you for long-term career success. 

You don't have to be a fortune teller to predict that the job market will ask you to bring a mix of skills to the table. Certain ones will always be in demand, whether you're just starting your career or a seasoned professional looking to pivot. Keeping up with in-demand skills makes you a strong candidate who stands out in a crowded job market.

Workplace skills go beyond the bullet points on a resume. They’re the less-tangible attributes that translate to efficiency, dependability, and effectiveness on the job. Think of them as your toolbox for navigating challenges and optimizing productivity. 

Employers don't just look at what you know — they're keen to see how you apply it. A balanced blend of technical knowledge and interpersonal skills demonstrates your ability to tackle specific tasks in addition to the unanticipated hurdles that inevitably pop up in any job.

A worker’s skills comprise both hard and soft skills , from technical abilities to effective communication. These talents are crucial because they impact performance and team dynamics, shaping the overall work environment. Employers value a well-rounded skill set, as it demonstrates adaptability and problem-solving capabilities.

Contrary to popular belief, 75% of long-term career success depends on developing soft skills rather than technical skills. This means if you’re short on soft skills, you should work on developing them ASAP. 

Check out this list of employee skill examples to pinpoint where you thrive and where you could improve:

1. Communication

Communication is about articulating your ideas and understanding others by practicing active listening and reading body language . Good communication is key in any work environment to mitigate costly misunderstandings and ensure everyone's on the same page. When applying for a job, incorporate examples demonstrating your knack for clear and effective dialogue.

Today, communication also extends to written outputs like emails and Slack messages. Your writing skills must be sharp to convey your thoughts clearly and efficiently. A misspoken word or poorly written email can throw a wrench into projects and relationships. 

After brushing up on this skill, ensure your LinkedIn profile and other professional social media profiles showcase your strong written communication skills with clean, concise copy.

2. Management

Management doesn't mean just being the boss — it's also about handling resources wisely and meeting goals efficiently. 

This umbrella skill includes time management , project management, and even conflict resolution . Show employers you can steer the ship through stormy waters and keep your team on course. Point to past roles where your management made a tangible difference, like completing a project ahead of schedule or under budget.

Critical management skills also involve adaptability and decision-making . The work environment is always changing, and how you adapt your management style can make all the difference. 

3. Self-regulation

In a professional setting, emotional stability is vital. Self-regulation, including emotional intelligence and self-awareness , helps you keep a cool head when tensions rise. It also allows you to approach problems rationally rather than impulsively. 

Furthermore, self-regulation contributes to better self-management and even career path planning. Knowing your emotional triggers allows you to position yourself in roles and projects where you'll excel. It’s an often overlooked component of professional growth and career development .

Showcase this skill by citing instances where your level-headedness positively impacted outcomes or resolved conflicts.

4. Teamwork

The phrase " team player " might sound cliché, but teamwork skills remain an invaluable part of professional life. 

It's all about synergizing with team members to achieve common goals. Good teamwork skills lift the morale and efficiency of the entire workforce. To highlight teamwork on your job application, give examples of projects that succeeded thanks to your collaborative efforts.

Remember: the ability to collaborate doesn't just help you. It makes your entire team more effective, and when team members mesh well, the entire company benefits, not just individual contributors. Leaders often look for employees who can elevate the team’s collective workforce skills and competencies. 

5. Collaboration

This skill goes hand in hand with teamwork but focuses more on cross-functional cooperation. Collaboration fuels innovation and creativity, adding significant value to any project.

Effective collaboration demands excellent communication and emotional intelligence. When collaborating across departments, it's essential to understand the language and priorities of other teams. Your adaptability and active listening skills play a significant role in breaking down silos and promoting a culture of collaboration at work .

In your application, use examples that showcase your ability to work cohesively with different departments or new skill sets to achieve bigger and better outcomes.

6. Problem-solving

Being a problem solver doesn't just make you valuable — it makes you indispensable . When challenges arise, your ability to provide practical solutions is a non-negotiable for many companies.

Plus, being a great problem solver often requires solid analytical skills. The ability to assess a problem from multiple perspectives helps ensure your solutions are well-rounded and effective. A variety of industries, including healthcare and technology, place a high value on this multifaceted approach to problem-solving.

Show off your problem-solving prowess by detailing situations where your innovative approaches overcame obstacles or streamlined processes.

7. Effective feedback

Feedback contributes to a culture of continuous improvement . Employers seek out this skill because it enhances both individual and collective performance.

Feedback loops also play a crucial role in effective project management. When everyone on the team is open to giving and receiving constructive input, projects often meet or even exceed expectations. 

When showcasing this skill, remember to mention how your ability to handle feedback positively affected project outcomes. Highlight workforce development examples where your constructive feedback led to notable improvements or where you acted on feedback to enhance your own skills.

8. Critical thinking

This skill empowers you to assess situations from multiple angles and avoid snap judgments. Good critical thinking leads to better decision-making and reduces the risk of costly errors.

In a rapidly changing job market, critical thinking skills are always in demand. Your ability to adapt and think on your feet can set you apart from the competition. From conflict resolution to effective problem-solving, strong critical thinking skills are a must-have in almost any career path. 

In your application, pinpoint times when your analytical skills were instrumental in making well-informed decisions.

9. Digital skills

In many roles, being tech-savvy is a must. Whether it's mastering Microsoft Office or knowing how to use the Adobe Creative Suite, these skills amplify your employability. Be sure to list certifications or experiences that prove your digital competency when applying for jobs.

Keep in mind that digital skills extend beyond software knowledge. They also encompass digital communications, such as work-related social media accounts and web-based meetings. Employers highly value this versatility, as it enhances your ability to fit into modern work environments.

10. Technology

Hard skills like coding or specialized knowledge in healthcare have clear-cut value: they showcase your ability to handle the specific demands of your role. But don't just list these skills on your resume — provide examples demonstrating your expertise and efficiency in employing them.

Technology is constantly evolving, so your willingness and ability to learn new skills, tools, or platforms makes you an even more valuable asset. Every additional skill boosts your competitive edge and prepares you for future advancements in your field, making you a long-term asset to any organization.

Each skill brings advantages to the workplace, making you more employable and capable. While some might be more tailored to specific industries or roles, most are universally beneficial, giving you a leg up in any job market.

If you’re looking to boost your office skills but don't know where to start, here's your cheat sheet to level up your abilities at work:

1. Set weekly and monthly goals

Evaluate your current skills and identify what could use some polishing. Maybe your time management skills could be better, or your technical skills need a refresher. Once you’ve made this list, set realistic goals for each week and month to improve them. These targets act like a GPS, keeping you on the right path and ensuring you continually upskill .

2. Prioritize your tasks

When you're swamped with work and everything seems urgent, stop, take a breath, and calmly list out your tasks. Identify what will really move the needle for you or your team. 

This approach hones your decision-making skills and amplifies your time management. On average, it takes around 23 minutes for workers to get back on task after an interruption, so prioritizing your work and remaining focused is key. Learning how to prioritize tasks leads to better results and less stress.

3. Avoid multitasking

Despite its allure, multitasking often undermines quality and performance. Focusing on one task at a time lets you bring your full problem-solving and critical-thinking skills to the table. Channel your energy into one thing and do it well.

4. Give and ask for feedback

Feedback isn't something to fear — it's an opportunity to grow. Knowing where you shine and where you can improve enhances your self-awareness and sets the stage for targeted self-improvement. 

Employees who receive consistent, meaningful feedback from their manager are 3.5 times more likely to be engaged than those who receive feedback once a year or less. The next time someone offers feedback, take it as a chance to evolve your skills in the workplace.

5. Standardize processes

You don’t always need to reinvent the wheel. Standardizing how you handle routine tasks can be a game-changer for efficiency and focus. It allows you to allocate your mental resources to more complex tasks requiring full attention, bolstering your project management skills.

6. Be optimistic

A positive outlook can elevate your mood and work wonders in a work environment. 

Optimism infuses you with resilience and enhances your emotional intelligence. Believe it or not, your positivity can be infectious, boosting team morale and even fostering better communication skills among your team members.

Once you've honed your skills, it's time to make them shine on your job application. 

Fortunately, showing potential employers what you bring to the table doesn't have to be complicated. Here's how to put your best foot forward:

• Tailor your skills to the role: Treat each job application like a unique opportunity. Tailor your resume to emphasize the skills most relevant to the job you're seeking. Ditch the generic approach and match your skills to the job description to grab the attention of hiring managers. This approach demonstrates you're serious about this particular role.
• Provide quantifiable accomplishments: Telling isn't selling. Use cold, hard numbers to validate your skills. Instead of merely stating you're good at project management, point out that you led a team to complete projects 20% under budget and two weeks ahead of schedule. Stats like these prove your prowess and make you more memorable to employers.
• Use the STAR method in interviews: If you make it to the interview stage, you'll need to discuss your skills in real time. Use the STAR method (situation, task, action, result) to frame your experiences. This technique is an organizational skill that helps you break down complex scenarios into digestible chunks to leave a lasting impression on the interviewer.
• Incorporate skills into your cover letter: Your cover letter is another opportunity to showcase your skills. Integrate relevant skills naturally throughout the letter and discuss a project where your problem-solving skills or teamwork made a difference. A well-crafted cover letter gives employers a taste of what you bring to the table, making you a more compelling candidate.

Ticking these boxes elevates your entire application and gives you a competitive edge. Tailoring your approach and providing real-world proof of your skills show employers that you mean business. And in a saturated job market, standing out for all the right reasons is more crucial than ever.

Mastering diverse workplace skills sets you on a rewarding career path. From communication and management to adaptability and critical thinking, these skills don't just meet job market demands — they make you a formidable professional. 

Remember that confident candidate walking into the interview? That's you, ready to conquer the world.

Thrive in your workplace

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Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

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• Published: 06 May 2024

Breaking bad news: A mix methods study reporting the need for improving communication skills among doctors in Pakistan

• Muhammad Ahmed Abdullah 1 ,
• Babar Tasneem Shaikh 1 ,
• Kashif Rehman Khan 2 &
• Muhammad Asif Yasin 3  

BMC Health Services Research volume  24 , Article number:  588 ( 2024 ) Cite this article

17 Accesses

Metrics details

Effective skills and training for physicians are essential for communicating difficult or distressing information, also known as breaking bad news (BBN). This study aimed to assess both the capacity and the practices of clinicians in Pakistan regarding BBN.

A cross-sectional study was conducted involving 151 clinicians. Quantitative component used a structured questionnaire, while qualitative data were obtained through in-depth interviews with 13 medical educationists. The responses were analyzed using descriptive statistics and thematic analysis.

While most clinicians acknowledged their responsibility of delivering difficult news, only a small percentage had received formal training in BBN. Areas for improvement include time and interruption management, rapport building, and understanding the patients’ point of view. Prognosis and treatment options were not consistently discussed. Limited importance is given to BBN in medical education.

Training in BBN will lead to improved patient and attendants’ satisfaction, and empathetic support during difficult times.

Peer Review reports

Introduction

The duties of physicians extend beyond providing an effective treatment to patients; they also encompass the development of strong communication skills and the establishment of trust with their patients [ 1 ]. This emphasis on communication is crucial as it enables patients to cope with the seriousness and severity of their illnesses, to make informed decisions regarding treatment options, and to manage potential side effects [ 2 ]. In recent years, there has been a shift in medical practice from a doctor-centered approach to a patient-centered one, where patients play a significant role in the decision-making process, ultimately leading to increased patient satisfaction [ 3 ]. However, physicians may find themselves burdened when faced with the task of breaking bad news, fearing the potential reactions of their patients [ 4 , 5 ]. Neglecting to address this challenge can have negative consequences in terms of patient-centered healthcare, as physicians’ reluctance to disclose a bad news may compromise mental and physical well-being of the patients, and at times of the family members too [ 6 ]. On the other hand, physicians are being uncomfortable with their own emotions and do not have enough coping skills to manage their emotions in the moment [ 7 ].

Research studies have documented the lack of training and protocols among doctors for breaking bad news. For instance, a research from Brazil revealed that none of the clinicians at a university hospital were aware of any specific protocol or guidelines for this purpose [ 5 ]. Similarly, in Canada and South Korea, physician training in breaking bad news is reported to be insufficient, and in many underdeveloped countries, it is virtually non-existent despite curricular reforms [ 8 ]. In Northern Portugal, a significant number of family physicians expressed apprehension about breaking bad news and deemed training in this area necessary [ 9 ]. In Iran, inadequate training was identified as the main reason behind physicians’ difficulty and fear in delivering bad news to patients, emphasizing the need for formal training in this domain [ 1 ]. In India, one research documented diverse opinions among oncologists regarding breaking bad news and sharing information with patients, accenting the necessity for physician training in this aspect [ 10 ]. Additionally, a study conducted in Pakistan identified a common reason for increasing violence against healthcare providers as the failure to communicate bad news in a timely and appropriate manner, highlighting the need for better preparation and communication skills during this process [ 4 ]. Several protocols and guidelines have been developed for breaking bad news, with the SPIKES protocol being one of the most widely used due to its comprehensive coverage of essential aspects, particularly the emotional aspect of the process [ 11 ]. This Six-Step Protocol for Delivering Bad News is SPIKES: S for setting up the meeting, P is assessing the patient’s perception, I for achieving the patient’s invitation, K is providing knowledge and information to the patient, E is addressing the patient’s emotions with empathic responses and S for strategy and summary.

Despite the recommendations of the Pakistan Medical and Dental Council to incorporate communication skills into formal medical curricula, and the ongoing discussions regarding medical curricular reforms in Pakistan over the past two decades, little progress has been made in this regard. This lack of action is evident from a recent study conducted in Peshawar, Pakistan [ 12 ]. Thus, the aim of our study was to assess the training as well as the practices of clinicians in Pakistan regarding BBN and provide recommendations for improvement.

Study design

This mixed methods study utilized a cross-sectional design to assess the training and practices of doctors in BBN. The study was conducted at five tertiary care hospitals located in the twin cities of Islamabad and Rawalpindi, namely, Akbar Niazi Teaching Hospital, Benazir Bhutto Hospital, Holy Family Hospital, NESCOM Hospital, and Combined Military Hospital. The data collection period was eight weeks in the first quarter of 2023 to ensure an adequate sample size and data representation. The study participants selected through a simple random sampling included medical personnel directly involved in healthcare delivery within the selected hospitals with a minimum of six months of clinical experience. Medical students and Basic Health Sciences faculty were excluded from the study sample.

Data collection

To collect the necessary data, a 25-item self-administered questionnaire was developed. The questionnaire encompassed two main sections. The first section focused on recording participants’ demographic information, including age, gender, designation, specialty, and years of experience. This section aimed to establish a comprehensive profile of the participating doctors, providing a contextual background for the subsequent analysis of their responses. The second section of the questionnaire delved into the participants’ knowledge and practices related to breaking bad news, drawing from the established SPIKES protocol [ 11 ]. This section comprised a series of questions designed to assess the doctors’ familiarity with the protocol, their adherence to its guidelines, and their overall comfort level in delivering challenging news to patients and their families. The SPIKES protocol, which stands for Setting, Perception, Invitation, Knowledge, Emotions, and Strategy, is a widely recognized framework for effective communication during difficult conversations. Before administering the questionnaire, a pilot study was conducted with ten doctors working in general practice clinics, in Rawalpindi/Islamabad, to ensure its clarity, comprehensibility, and relevance to the research objectives. Feedback from the pilot study participants was incorporated into the final version of the questionnaire to enhance its validity and reliability.

Sample size calculation

The sample size for this study was determined based on a 95% confidence level, considering a hypothesized population proportion of 11% with a 5% margin of error. The anticipated frequency of this outcome factor was derived from a previous study [ 13 ]. The population size was estimated to be 200,000. Using the formula for sample size calculation for frequency in a population (n = [DEFF * N * p * (1-p)] / [(d^2 / Z^2) * (N-1) + p * (1-p)]), where DEFF represents the design effect, N is the population size, p is the hypothesized proportion, d is the margin of error, and Z is the critical value corresponding to the desired confidence level, the required sample size was determined to be approximately 151 participants.

Data analysis and synthesis

After data collection, the collected data were subjected to comprehensive analysis using SPSS version 22.0. Descriptive statistics, such as frequencies and percentages were computed to summarize the data and gain insights into the training and practices of doctors in breaking bad news.

The qualitative part of the study aimed to gain insights into the practices and challenges associated with breaking bad news in a healthcare setting. The qualitative data were gathered through in-depth interviews with 13 medical educationists from Pakistan. Each interview lasted between 30 and 45 min and took place in the office spaces of the participants to ensure privacy and confidentiality. The participants were individuals who had been involved in teaching medicine for at least 5 years, including 6 clinicians, 4 individuals from medical education, and 3 from basic sciences departments. The interviews were conducted by the principal investigator along with a medical student who accompanied as a note-taker. Rigorous note-taking was done during the interviews to capture detailed information, and where possible, the interviews were audio recorded and later transcribed for analysis. The Braun and Clarke’s thematic analysis method was used as an iterative process which consisted of six steps: (1) becoming familiar with the data, (2) generating codes, (3) generating themes, (4) reviewing themes, (5) defining and naming themes, and (6) locating exemplars [ 14 ]. The analysis was conducted by carefully reading and familiarizing with the interview transcripts. Codes were generated to label and categorize meaningful segments of data, which were refined and grouped into broader themes. The research team engaged in discussions to validate the emerging themes and ensure the reliability of the analysis.

Demographic data of the participants showed that out of the total 151 respondents males were greater in number than females (62.3%), mean age was 30.7(± 8.6 SD) years and the proportion of house officers was the highest, as shown in Table  1 . Response rate of the employees of private hospitals was higher than that of the public sector and there were graduates from several medical institutions all over Pakistan.

Table  2 illustrates the responses to various questions related to BBN. Out of the total respondents, 74% reported that BBN was included in their daily duties, indicating that a significant majority of doctors in Pakistan are involved in delivering difficult news to their patients. However, only 9% of the participants reported receiving training specifically focused on BBN, while the remaining 91% had not received such training.

When considering the tenure of the BBN training, a small percentage of doctors (2%) reported receiving training during their MBBS education, followed by 3% during their house job, and 3% during postgraduate training. Surprisingly, the majority of respondents (92%) relied on personal experience rather than formal training to navigate the challenges of BBN. Regarding the availability of formal guidelines for BBN, only 10% of the participants reported having access to such guidelines, while the majority (90%) did not have formal guidelines to follow.

Maintaining privacy during the process of BBN was reported by 14% of the participants, indicating that privacy considerations may not be adequately addressed in some healthcare settings. Similarly, patient attendants’ involvement during the BBN was reported by 78% of the respondents, suggesting that involving family members or caregivers in the process is common.

When it comes to communication techniques during BBN, 64% of doctors reported sitting while delivering the news, while 36% did not. Time and interruption management, rapport building, patient perception exploration, and adequate patient speaking time were areas where improvements were needed, as reported by the participants.

Furthermore, while 52% of the respondents reported avoiding excessive bluntness and handling emotions appropriately, a considerable portion (48%) did not prioritize these aspects. Identification of emotional state, empathic response, and providing time for personal expression were areas where improvements were necessary, as reported by the participants. Moreover, the participants acknowledged the importance of avoiding jargon and technical terms (44%) and breaking the information into small chunks (45%) to enhance patient understanding. However, further efforts were needed to ensure that hopelessness was avoided during the conversation (50%).

Regarding prognosis and treatment options, 20% of the doctors reported discussing these aspects during BBN conversations, indicating that there is room for improvement in ensuring comprehensive information delivery and empathetic counseling.

In summary, the results highlight several areas where training and guidelines for BBN in Pakistan can be improved. The majority of doctors rely on personal experience rather than formal training, indicating a need for structured educational programs and guidelines in this critical area of healthcare communication. Privacy considerations, effective communication techniques, and emotional support for patients were identified as areas that require further attention and development. The findings emphasize the importance of enhancing training and providing formal guidelines to equip doctors with the necessary skills and strategies for delivering difficult news effectively and compassionately.

The qualitative component of the study involved in-depth interviews with 13 medical educationists from Pakistan. These interviews aimed to explore the level and standard of training on BBN in the curriculum and training of doctors in Pakistan. The interviews revealed several key themes that shed light on the current state of training and education in this area.

Theme 1: ambiguity in subject domains and integration of communication skills

The medical educationists expressed concerns regarding the lack of clarity in subject domains and the integration of communication skills into the medical curriculum. They suggested that communication skills, including BBN, should be incorporated into the community medicine curriculum. Furthermore, they proposed the introduction of family medicine as a dedicated subject at the undergraduate level, which would provide comprehensive training in communication skills and prepare doctors to handle sensitive conversations effectively.

One interviewee highlighted, “There is a lack of clarity when it comes to subject domains and the inclusion of communication skills in our medical curriculum. We believe that communication skills, including breaking bad news, should be integrated into the community medicine curriculum. Additionally, introducing family medicine as a dedicated subject at the undergraduate level would ensure that doctors receive extensive training in effective communication, addressing the emotional needs of patients and their families.” [P6].

This theme emphasizes the need for clear subject domains and the integration of communication skills including BBN within medical education. The proposal to introduce family medicine as an undergraduate subject reflects a holistic approach to training future doctors in effectively delivering difficult news and addressing the diverse needs of patients and their families.

Theme 2: limited importance of breaking bad news in medical education

The medical educationists expressed that at present BBN does not hold a significant place in the teaching and training of doctors in Pakistan. The focus is primarily on technical clinical knowledge and skill development, often neglecting important soft skills such as communication skills, research skills, and logistics. This lack of emphasis on communication training implies that doctors may not be adequately prepared to handle the complexities of BBN and managing the subsequent situations effectively.

During the interviews, one medical educationist highlighted, “In our curriculum, there is a major gap when it comes to training doctors in breaking bad news. The focus is more on technical aspects, and soft skills like communication are often overlooked. This can lead to doctors struggling in delivering difficult news and navigating the emotional complexities that follow.“ [P1].

The participants also expressed concerns about the limited exposure and opportunities for doctors to stay up to date with constantly evolving medical knowledge. They emphasized the importance of continuous professional development to ensure doctors are equipped with the latest information and best practices in BBN effectively.

One interviewee shared, “It is crucial for doctors to have appropriate exposure to stay updated with the latest medical knowledge. Breaking bad news requires not only clinical expertise but also an understanding of the emotional and psychological aspects. Continuous professional development programs can help doctors refine their skills and keep abreast of the advancements in this field.” [P3].

Theme 3: learning by example and long-term impact of communication

The interviewees emphasized that BBN cannot be solely taught through theoretical instruction but should be demonstrated through practical examples and role modeling. They highlighted the significance of the communication process itself, as it can have long-term effects on the lives of patients and their families.

An interviewee emphasized, “It’s not just about teaching the process of breaking bad news; it’s about demonstrating empathy, active listening, and providing support throughout the entire journey. Learning by example and observing experienced doctors can be invaluable in developing the necessary communication skills. We must realize that the way we communicate with people during difficult times can have a profound impact on their well-being.” [P2].

Theme 4: lack of standardized training and guidelines

The medical educationists highlighted the absence of standardized training programs and guidelines specifically tailored to breaking bad news in Pakistan. They emphasized the need for a structured curriculum that includes comprehensive training modules and clear guidelines to ensure consistent and effective communication when delivering difficult news.

One interviewee stated, “There is a lack of standardized training and guidelines for breaking bad news in our medical education system. Without a structured curriculum and clear guidelines, doctors may face challenges in approaching these sensitive conversations. Establishing standardized training programs would provide doctors with the necessary tools and frameworks to navigate such situations effectively.” [P4].

Theme 5: inter-professional collaboration and team-based approach

The interviewees emphasized the importance of inter-professional collaboration and a team-based approach in BBN. They highlighted the need for effective communication and coordination among healthcare professionals, including doctors, nurses, psychologists, and social workers, to provide comprehensive support to patients and their families.

One medical educationist shared, “Breaking bad news is a complex process that requires a team-based approach. It is crucial for doctors to collaborate with other healthcare professionals, such as nurses, psychologists, and social workers, to ensure holistic care and support for patients and their families. Promoting effective inter-professional communication is essential in delivering sensitive news with empathy and addressing the diverse needs of patients.” [P7].

The present study aimed to explore the practices and training of clinicians in BBN to patients and their care givers in Pakistan. The combination of quantitative and qualitative findings, along with comparisons drawn from other studies conducted in developing countries, provides a comprehensive understanding of the current state of BBN practices and training in Pakistan and its relation to similar contexts.

Breaking bad news is part of the daily duties of almost all the clinicians. A study conducted in Sudan found that 56% of physicians had received training in BBN, indicating a relatively lower percentage compared to our study [ 15 ]. Similarly, a study from Ethiopia reported that 82% of participant physicians were not even aware of the SPIKES protocol, and 84% had no formal or informal training in BBN [ 8 ]. These findings suggest that the level of training and awareness regarding BBN varies across different developing countries. In our study revealed that only 9% of the participants reported receiving formal training specifically focused on BBN. This finding is consistent with studies conducted in other developing countries. For instance, a study from Lahore, Pakistan, involving postgraduate trainees, found a lack of knowledge and low satisfaction regarding BBN skills [ 16 ]. Similarly, a study in Peshawar, Pakistan, reported that 95% of participants had no training in BBN, highlighting a common gap in training among healthcare professionals [ 12 ]. Despite the fact that there is no formal training on BBN, the self-reported data in our study is quite positive.

The qualitative component of the study added valuable insights to complement the quantitative findings. Through in-depth interviews, participants’ experiences, perspectives, and challenges regarding BBN were explored. This approach provided a deeper understanding of the participants’ thoughts, emotions, and contextual factors influencing their communication practices. Themes and patterns emerged, offering a nuanced understanding of the quantitative results. The qualitative component also captured participants’ perceptions of training effectiveness, suggestions for improvement, and barriers to implementing optimal communication practices. Nonetheless, respondents were of the view that either at undergraduate or as part of the continuing education, inclusion of BBN training must be considered and that there should be a structured curriculum. However, there is an incongruent viewpoint too where some respondents said that skills of BBN come with experiential learning and maturity, and that it is about exhibiting one’s empathetic attitude and care during difficult times. This mixed methods approach allowed for a comprehensive examination of the research questions, generating practical implications for improving physician practices in breaking bad news [ 16 , 17 ].

Comparisons drawn from other developing countries also highlight the need for standardized training programs and guidelines for BBN. For instance, according to one research, adherence to the SPIKES protocol varied among participants, with 35–79% claiming to follow the protocol in routine practice [ 15 ]. Similarly, a study in Ethiopia found that a significant percentage of physicians were not complying with the guidelines of BBN [ 17 ]. These findings indicate the need for structured curricula and clear guidelines to ensure consistent and effective communication skills amongst doctors [ 18 ]. The importance of paying enough attention to the emotions of the recipient and the need to provide support after breaking bad news cannot be undermined at all [ 19 ]. A cultural shift is required within the medical profession and healthcare more generally so that BBN is viewed not merely as a soft skill but a professional responsibility for the doctor and a right for the patients and families who wish to have it [ 20 ].

Limitations

Our study has few limitations too. Very few participants were of the consultant cadre, most of the responded were junior doctors. Patients as well as the care givers are important stakeholders in this issue. Their views and perceptions were not explored in qualitative component of the study.

This study offers valuable insights into the practices and training of clinicians involved in BBN in Pakistan. Comparisons with other studies conducted in developing countries reveal both similarities and differences in BBN practices and training. The findings underscore the necessity of standardized training programs, formal guidelines, and improved communication skills education within medical curricula across developing nations. Recommendations arising from this study include integrating communication skills into the medical curriculum, developing standardized training programs, promoting continuous professional development, fostering inter-professional collaboration, and recognizing the importance of communication skills. By taking these steps, healthcare professionals will be equipped with the necessary tools to navigate the complexities of breaking bad news effectively and to provide compassionate care. Collaboration among medical institutions, policymakers, and regulatory bodies is essential to prioritize communication skills training, establish clear guidelines, and emphasize the value of empathetic and effective communication. Efforts should be directed towards increasing awareness, providing comprehensive training, and emphasizing the significance of effective communication when delivering difficult news, thus ensuring optimal patient care and support during challenging situations. Implementation of these recommendations will enhance the delivery of difficult news, increase patient satisfaction, and ensure comprehensive support during challenging times.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

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MAA & BTS were involved in conception and design of the study; MAA, KRK and MAY did the data collection, analysis and interpretation of the literature; and later developed the first draft of the paper; BTS helped in triangulation and contributed in revising it critically for substantial intellectual content and for adding references. All authors read and approved the final manuscript.

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Abdullah, M.A., Shaikh, B.T., Khan, K.R. et al. Breaking bad news: A mix methods study reporting the need for improving communication skills among doctors in Pakistan. BMC Health Serv Res 24 , 588 (2024). https://doi.org/10.1186/s12913-024-11056-2

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From the military to the workforce: How to leverage veterans’ skills

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The veteran employment landscape

Military veterans are not a homogeneous demographic, nor is their labor profile. Veterans’ work experiences differ by age, skills, and educational degrees. Our research shows that, in the aggregate, veterans with bachelor’s degrees and those skilled through alternate routes (known as STARs 1 According to the not-for-profit Opportunity@Work, STARs are individuals who are at least 25 years old, are currently active in the workforce, and who have a high school diploma but no bachelor’s degree. ) outearn their nonveteran peers (Exhibit 1).

Veteran STARs are, on average, eight years older and earn $3.91 more per hour than civilian STARs, though they tend to cluster in fewer, technical occupations. The largest veteran STAR group is aged 45 to 54; this cohort has the highest median hourly wage ($26.44) of all STAR groups. The group with the highest median hourly wage overall ($42.58) is made up of veterans aged 55 to 64 and with a bachelor’s degree or higher.

The roles with the highest representation of veterans are often analogs of military specialties. These roles include aircraft pilots, flight engineers, and aircraft mechanics and service technicians, as well as detectives and criminal investigators. Veterans are also well-represented in middle- to high-wage occupations that are accessible from low-wage jobs and rarely require an undergraduate degree. These roles include occupational-health and safety specialists and technicians, crane and tower operators, paramedics, and construction and building inspectors.

When viewed as a monolith, veterans are doing relatively well. But when broken down into subsets, many veterans are struggling to find jobs that use, recognize, and compensate them commensurate with their level of military experience. This is especially true for those who have difficulty translating their experience to civilian employment opportunities—in particular, veterans without a four-year degree, who represent 61 percent of all employed veterans. 2 Opportunity@Work analysis of the Integrated Public Use Microdata Series (IPUMS) 2021 Annual Social and Economic Supplement (ASEC) to the Current Population Survey (CPS).

Of the roughly 150,000 active-duty service members who transition from the military each year, 3 Demographics report , US Department of Defense, 2021. approximately 90,500 earn less in their first year after being discharged than they did on active duty, resulting in billions of dollars of lost economic value (Exhibit 2). 4 Integrated Public Use Microdata Series (IPUMS) 2022 Annual Social and Economic Supplement (ASEC) to the Current Population Survey (CPS), as well as data analysis of the US Census Bureau’s Veteran Employment Outcomes. And while some categories of veterans fare better than others—including former officers, as well as Special Forces and personnel who specialized in intelligence, IT, and cyber operations—veterans across categories are, on average, entering the civilian workforce at lower median wages than they had in the military.

Enlisted service members are disproportionately affected: veteran STARs tend to occupy lower-paying and more physically demanding roles than veterans with bachelor’s degrees, indicating that they may be hampered by not having a four-year degree.

Our methodology

To understand the lost economic opportunity associated with the lower wages for transitioning enlisted service members, we grouped junior enlisted service members who had undervalued occupational skills and noncommissioned officers (NCOs) who had undervalued managerial skills. We identified the one-year postdischarge salary for each category as a baseline, then assigned best-fit skills-based careers to each category. We narrowed the field of choices by factoring in required education, preparation needed, and projected annual job openings. Based on those choices, we identified salaries and calculated projected future earnings. We then determined the economic difference between current and potential salaries for all categories. Top careers included registered nurses; electricians; first-line supervisors of mechanics, installers, and repairers; industrial-machinery mechanics; and municipal and forest firefighters.

The cohort of enlisted veterans postdischarge excludes occupational groups (intelligence, Special Operations forces, and IT) that earn roughly equal to or greater than their last year of active-duty regular military compensation. The comparison of actual and potential average salary for enlisted veterans postdischarge is based on the latest data set to track income relative to military occupation from the US Census Bureau’s Veteran Employment Outcomes, which covers army veterans who left active-duty service between 2000 and 2015. 1 “Veteran Employee Outcomes,” US Census Bureau, accessed October 24, 2023. Actual earnings are from the Department of Labor; future-earnings projections are based on the 2023 Bureau of Labor Statistics annual wage increase and converted to 2018 dollars to match the Department of Labor data set. We also referred to the Department of Defense’s digital employment tool, Occupational Information Network, or O*NET; a 2023 RAND report on service members’ knowledge, skills, and abilities 2 Elizabeth Hastings Roer, Jeffrey B. Wenger, and Jonathan P. Wong, Military-to-civilian occupational matching: Using the O*NET to provide match recommendations for the US Navy, Marine Corps, and Air Force , RAND, 2023. ; and an internal survey of veterans working at McKinsey that matched the RAND findings.

McKinsey analyzed what the total potential loss of annual earnings for a cohort of 90,500 transitioning enlisted service members would mean in terms of lost overall economic potential (Exhibit 3). The research, which combined labor data and a skills-based analysis, found that the economic potential of improving employment outcomes for a single cohort of transitioning veterans could be almost $15 billion over a ten-year period (see sidebar, “Our methodology”). This presents a significant opportunity for the military, the private sector, and not-for-profit organizations supporting veterans as employers seek workers with ready-made skills.

How veterans’ skills apply to jobs—now and in the future

In the broad economic context, McKinsey research on the US labor market shows a disconnect  between available jobs and people qualified to fill them. Two industries in particular stand out: infrastructure and manufacturing.

The Bipartisan Infrastructure Law (BIL) is expected to create hundreds of thousands of additional jobs on projects ranging from roads, bridges, and waterways to clean energy and electric vehicles. However, a labor crunch in construction jobs exists across sectors, occupations, and geographies . In manufacturing, McKinsey analysis suggests that reviving the industry —in which the bulk of employees don’t need four-year degrees—could boost GDP and add up to 1.5 million jobs. 5 “ Delivering the US manufacturing renaissance ,” McKinsey, August 29, 2022.

Veterans map well to these high-demand jobs. To identify the specific actions that can help improve veterans’ employment outcomes in these industries and others, the research matched military specialties and skills to their full spectrum of civilian occupations. The goal was to identify high-potential pathways that are likely to improve veterans’ livelihoods based on skill overlap. 6 To focus the analysis and gain an understanding of the distribution of veterans across occupations, their education attainment levels, and incomes today, we examined employment and demographic data from external sources such as the US Bureau of Labor Statistics and the US Census Bureau, in addition to analysis from internal sources such as the McKinsey Global Institute. For the purposes of this research, veterans’ livelihood represents their overall well-being, as well as the strength of their means to provide essentials (for example, food, shelter, clothing, healthcare) to support themselves and their families. Our ratings of veterans’ occupational skills were based on a 2023 RAND survey of more than 5,100 veterans and augmented with a small sample of McKinsey veteran employees. For more, see Elizabeth Hastings Roer, Jeffrey B. Wenger, and Jonathan P. Wong, Military-to-civilian occupational matching: Using the O*NET to provide match recommendations for the US Navy, Marine Corps, and Air Force , RAND, 2023.

The analysis found that enlisted veterans are highly rated on occupational skills associated with trades such as electricians, mechanics, and construction professionals. For example, veterans were consistently rated higher on technical skills such as installation, equipment maintenance, repairing, and troubleshooting than the threshold required for the average civilian occupation.

Conversely, enlisted veterans were rated lower on “softer” occupational skills associated with management, sales, and office and administrative-support roles, such as reading comprehension, persuasion, and negotiation, suggesting real or perceived deficiencies in interpersonal skills that are required to succeed in business environments. However, these lower ratings tended to improve with military rank and the accompanying experience that rank brings, as both midlevel and senior noncommissioned officers (NCOs) scored above average on all occupational skills. 7 Melissa A. Bradley et al., Helping soldiers leverage army knowledge, skills, and abilities in civilian jobs , RAND, 2017.

Veterans overall score higher on service orientation, which the analysis defined as “actively looking for ways to help other people,” than the threshold for the average civilian occupation. However, this skill may not fully capture inherent veteran strengths, such as dependability, punctuality, discipline, and integrity.

While the typical veteran tool kit favors technical ability over verbal and written communication, veterans can consider developing and refining their soft skills to allow for better access to high-potential “gateway” roles , while continuing to pursue in-demand occupations that require technical skills. 8 “New research finds workers without four-year degrees not realizing wage gains despite having the skills for higher-wage work; identifies 51 job roles that unlock economic mobility,” Opportunity@Work press release, accessed October 30, 2023. These roles create a bridge between frontline work and destination roles, which require higher-level skills training and academic credentials.

The top 15 occupations that employ veterans today are generally expected to experience strong positive labor demand change and low change-of-work activities in the coming years as digitization and other technological changes take hold  (Exhibit 4). These occupations include nursing (expected to experience a 41 percent increase in labor demand); laborers and freight, stock, and material movers (a 26 percent increase); construction laborers (a 22 percent increase); and truck drivers (a 12 percent increase). Veterans can continue to pursue these occupations at even higher rates.

On the other hand, certain occupations that employ veterans are at risk of displacement due to declining job demand and adoption of automation, as well as the acceleration of generative AI in these occupations. This includes retail salespeople (expected to experience a 23 percent decrease in labor demand), supervisors of office and administrative-support workers (a 20 percent decrease), and customer service representatives (a 14 percent decrease).

Transitioning veterans can consider avoiding these roles, and veterans already in these occupations can continue to focus on upskilling, while taking advantage of reskilling opportunities to move into more secure occupations. Veterans looking to move into more senior positions can also use generative AI tools to their own advantage to help boost their capabilities and output.

Veterans looking to move into more senior positions can use generative AI tools to their own advantage to help boost their capabilities and output.

Several gateway occupations offer high potential to improve veterans’ livelihoods, including heating, ventilation, and air-conditioning (HVAC) mechanics and installers, human resources specialists, and industrial-machinery mechanics. However, these occupations are being accessed by less than 2 percent of employed veterans today (Exhibit 5).

Closing the opportunity gap: Actions stakeholders can take

We’ve looked at the skills that many veterans offer and the potential roles that a majority of veterans pursue, including gateway jobs for those without four-year degrees. To carve out better pathways and help make transitions more successful for those who need more support, the military services and employers can consider the following interventions.

The military: Recruit, retain, retrain

The military can address three recruiting and retention challenges by communicating the value of service and how skills developed in the military can translate to future careers.

Reverse declining interest in military service. The US military itself is facing a recruiting crisis that is likely to worsen if the value proposition of employment beyond military service doesn’t improve. 9 Ben Kesling, “The military recruiting crisis: Even veterans don’t want their families to join,” Wall Street Journal , June 30, 2023. The general population is largely unaware of the benefits of service, with 50 percent of young people saying they know little to nothing about military service and its unique professional-development offerings. 10 “Facts and figures,” US Army Recruiting Command, accessed August 29, 2023.

To shift perceptions and to help support candidates on their holistic career journey, the military can train recruiters to promote how service-developed skills can lead to well-compensated civilian careers and improved livelihoods, including how different military specialties map to various civilian occupations. As discussed earlier, there are several high-potential career pathways that are open to veterans that will continue be viable even as AI adoption increases. Recruiters who can communicate the value of military service in the context of these pathways could improve interest levels over the longer term.

The US Department of Defense (DOD) and service branches can launch a public relations campaign that highlights how the military develops desirable skills during service and provides support, education, and training opportunities during and beyond the transition. These programs include the GI Bill, tuition and credentials assistance, leadership academies, military occupation-related training, and SkillBridge, which allows transitioning service members to intern with civilian employers during the last 90 to 180 days of their service. 11 For more, see Army Credentialing Opportunities Online (Army COOL), US Army; “Education and training,” US Department of Veterans Affairs; “Tuition assistance,” US Army; and “What is SkillBridge?,” US Department of Defense, all sources accessed October 23, 2023.

Reduce disparities in commercial-sector employment opportunities . As noted earlier, the military has effective transition programs aimed at increasing the presence of veterans in the tech space and elsewhere. In one example of a successful transition, a naval flight officer looking for a civilian job emphasized her experiences in combat, as a NATO instructor, and in leading teams. Through the DOD SkillBridge program, she found a role focusing on public sector sales at a tech start-up. Starting as a customer success manager, she was promoted three times to a director-level role at the company, which is now a unicorn.

However, in many cases the digital career tools available to those transitioning to civilian work are inconsistent and often focus on literal job translations, neglecting inputs beyond military occupational specialties, such as rank, education, and formal training. For instance, recruiters from the Army and the Marine Corps receive different career recommendations from a widely used digital tool, the DOD’s Occupational Information Network, or O*NET, which transitioning service members are encouraged to use to evaluate potential careers.

Service members with critical skills, such as cyber-operations specialists and unpiloted-aerial-systems operators, are more likely to leave for commercial opportunities after their first enlistment, while other specialties are less in demand because of a lack of clear occupational analogs. The services could adopt reenlistment incentives that amplify the value of more military experience for skill development, rather than providing potentially ineffective financial incentives for service members so they stay for an additional enlistment.

For instance, promoting the long-term NCO tool kit, with a focus on leadership of personnel and resources, could improve both retention and recruiting outcomes. The services could enhance NCO leadership academies to offer upskilling and additional training, which improve the likelihood of employment in civilian occupations that offer increased earning power.

The military could also promote occupations such as nursing, which has a significant labor shortage, with more than 200,000 openings annually . Veterans with experience as medics are well suited for nursing roles. In addition, the military could offer nursing prerequisites on base as a part of its Installation Education Centers and highlight veterans in diverse nursing careers (in intensive care units, emergency rooms, and flight or transport roles).

In another individual example, an air force aerospace medical technician earned his associate’s degree in nursing while in the service, then used the GI Bill to complete his bachelor’s degree in nursing after leaving the air force. He then went on to earn his MBA and is now a healthcare consultant.

Increase job satisfaction rates. Twenty-two percent of active service members report dissatisfaction with their military experience, 12 See “Military-to-civilian occupational matching,” 2023; and “Navy readiness: Actions needed to evaluate and improve surface warfare officer career path,” US Government Accountability Office, June 17, 2021. a percentage that spikes further in certain demographics, such as the 88 percent of female Naval Surface Warfare Officers who leave within their first ten years.

To encourage younger generations to seek out military service as a career, the military can partner with more universities, trade associations, and employers to diversify the service member experience and to allow service members to pursue opportunities outside their specialty while still contributing to the capabilities of their service.

The private sector: Build a talent model around skills

As the United States invests in infrastructure- and climate-related projects, the labor shortage the country is currently experiencing may only grow . And as generative AI and other technologies take off, productivity changes will likely affect the occupations that veterans pursue and the skills that transitioning service members will need to be competitive for employment.

To help expand talent pools , corporate leaders should take note that 60 percent of American workers over the age of 25 don’t hold a four-year degree. 13 “Hire for the skills it takes to do the job,” Opportunity@Work, accessed October 24, 2023. That roughly matches the percentage of those transitioning out of the military who don’t have a bachelor’s degree.

By moving to a skills-based approach, companies can boost the number and quality of applicants  who apply to open positions. Internally, they can build skills and retrain their existing workforces to prepare people for new roles. Retention improves when workers find more opportunities to advance internally, McKinsey research shows . 14 Sandra Durth, Asmus Komm, Florian Pollner, and Angelika Reich, “ Reimagining people development to overcome talent challenges ,” McKinsey, March 3, 2023. Skills-based practices have a greater impact when they’re implemented across the whole talent journey, including in sourcing, hiring, and career development.

Companies can also set targets for veteran recruitment and hiring. One company that has pledged to hire veterans is Micron, which is building a $100 billion semiconductor plant in upstate New York. 15 Steve Lohr, “Micron pledges up to $100 billion for semiconductor factory in New York,” New York Times , October 4, 2022. Of the 9,000 people it expects to hire for the plant, Micron is aiming to hire 1,500 veterans, or 17 percent of its workforce. The company has found that veterans are a good fit for the semiconductor industry because of their experience with heavy machinery and technology, along with their disciplined mindset and team-building skills.

In the public sector, US states and local governments that are receiving BIL funding  can reserve a portion of jobs for veterans, just as they have for stakeholders such as local construction companies, engineering firms, trade schools, and others.

A hiring strategy that focuses on expanding the pool of potential talent can help communities by creating more and better job opportunities for a broader, diverse pool of workers. It can also provide upward mobility for millions of workers—including veterans—at a crucial time for the US economy.

The military can take more steps to support veterans, particularly enlisted service members, as they navigate the transition to civilian work. Companies can open their hiring practices to consider veterans for a variety of roles, not just those that match perfectly with their military skills. Together, these actions can add billions in value to the US economy as veterans moving into civilian jobs maintain or increase their earning power to support their families and build their communities.

Scott Blackburn is a senior partner in McKinsey’s Washington, DC, office, where Kallman Parry is a senior analyst; Michael Kim and Hannah Oh are consultants in the Southern California office; and Charlie Lewis is a partner in the Stamford, Connecticut, office. All are veterans of the US armed forces.

This article was edited by Barbara Tierney, a senior editor in the New York office.

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Research reveals you can still teach an old chimp new tricks

By Stephen Beech via SWNS

It's never too old to learn - even for chimps, reveals new research.

The primates continue to learn and improve their tool-using skills well in to adulthood, according to the study.

And prolonged learning capacity might be key to the evolution of tool use in both chimpanzees and humans, say scientists.

The study, published in the journal PLOS Biology , was conducted at Taï National Park , Ivory Coast, by an international research team led by Mathieu Malherbe, of the Institute of Cognitive Sciences, France.

Malherbe, formally the camp manager at the Tai Chimpanzee Project, is currently a PhD student.

He said: "Humans have the capacity to continue learning throughout our entire lifespan.

"It has been hypothesized that this ability is responsible for the extraordinary flexibility with which humans use tools, a key factor in the evolution of human cognition and culture."

Malherbe and his colleagues investigated whether chimps share this feature by examining how they develop tool techniques as they age.

The team observed 70 wild chimps of various ages using sticks to retrieve food via video recordings collected over several years at Taï National Park.

Malherbe said: " “In wild chimpanzees, the intricacies of tool use learning continue into adulthood.

"As they aged, the chimps became more skilled at employing suitable finger grips to handle the sticks.

"These motor skills became fully functional by the age of six, but the chimps continued to hone their techniques well into adulthood.

"Certain advanced skills, such as using sticks to extract insects from hard-to-reach places or adjusting grip to suit different tasks, weren’t fully developed until age 15.

"This suggests that these skills aren’t just a matter of physical development, but also of learning capacities for new technological skills continuing into adulthood."

He added: "This pattern supports ideas that large brains across hominids allow continued learning through the first two decades of life.

”Retention of learning capacity into adulthood thus seems to be a beneficial attribute for tool-using species, a key insight into the evolution of chimpanzees as well as humans."

The team say further research will be needed to understand the details of the chimps’ learning process, such as the role of reasoning and memory or the relative importance of experience compared to instruction from peers.

The post Research reveals you can still teach an old chimp new tricks appeared first on Talker .

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35 Research Skills in the Workplace: A Brief Overview

In most of your college courses, you will be asked to research topics so that you can learn more about them. But the same research skills you are practicing in your classes are also critical to success in the workplace. Here are some general ways that you may use research in your future career, regardless of your pathway:

• Decision-making: Research skills are crucial for making informed decisions. In any workplace, there are always decisions to be made, and having the ability to research and analyze information can help you make more informed choices.
• Problem-solving: Research skills are also important for problem-solving. When faced with a problem, it is essential to be able to gather and analyze information to come up with the best possible solution.
• Innovation: Research skills can also lead to innovation in the workplace. By researching new ideas and technologies, you can help your organization stay ahead of the competition and be more innovative.
• Credibility: In many industries, credibility is crucial. Research skills can help you establish credibility by demonstrating your ability to gather and analyze information accurately and effectively.
• Continuous learning: Research skills are also important for continuous learning. In today’s fast-paced work environment, it is essential to keep up with new developments in your industry, and research skills can help you do that.

As you can see, research skills are an essential part of many jobs and can help you make better decisions, solve problems, innovate, establish credibility, and keep up with new developments in your industry. You can and should showcase your research skills on your resume, and you should take as many opportunities as possible to practice these skills.

An article from the employment website GlassDoor.com notes several important skillsets we’ve already learned about that are important to successful research in the workplace. These skills include:

• Time Management: From meeting deadlines to decision making to managing stress, time management skills will help you to manage projects and tasks that require research.
• Critical Thinking: Being open to new ideas and having the ability to evaluate them will make you a more effective workplace researcher.
• Problem Solving: The ability to be an active listener and to communicate effectively will help you to use research to solve problems in your workplace.

This video goes over some ways to refine your Google searches so that you can get better results:

Knowledge Check

When you are researching something related to your career, what are some red flags you may find with sources? How do you know if a source is credible and reliable? Investigate the kinds of research you might need to do as part of your future career. You might be able to find this information from a Google search, descriptions from online job postings, or a conversation with someone in that field. Spend some time and try to get a solid idea of the kinds of topics you might need to research and what research tools you might use. Make notes of the information from the article and the results of your research.

Now that we’ve thought about research skills more broadly, let’s consider some specific ways research can be used in a variety of fields. If you’re not sure what you plan to study yet, look through all the options to see if one of them speaks to you.

Research in STEM

STEM researchers study a wide range of topics that fall under the categories of science, technology, engineering, and mathematics. Some of the areas of study include:

• Biology: researchers in this field study living organisms, including cells, genetics, and ecosystems.
• Chemistry: researchers in this field study the composition, properties, and reactions of matter.
• Physics: researchers in this field study the properties and behavior of matter and energy.
• Mathematics: researchers in this field study abstract concepts such as numbers, quantity, and structure.
• Engineering: researchers in this field apply scientific and mathematical principles to design and build new products, systems, and structures.
• Computer Science: researchers in this field study computation, algorithms, programming, and artificial intelligence.
• Environmental Science: researchers in this field study the natural environment, including its ecosystems, biodiversity, and sustainability.
• Materials Science: researchers in this field study the properties and behavior of materials, including metals, polymers, and ceramics.
• Astronomy: researchers in this field study celestial objects, including planets, stars, and galaxies.

Some websites that may help you with your STEM research include:

• National Institutes of Health
• National Science Foundation
• Society for Industrial and Applied Mathematics
• CWI Library Biology LibGuide
• CWI Library Math LibGuide

Research in Social Sciences

Social scientists study a wide range of phenomena related to human behavior and social interactions. Some of the main areas of study within social sciences include:

• Sociology: the study of human society, social structures, and social interactions.
• Psychology: the scientific study of behavior and mental processes, including perception, cognition, emotion, and motivation.
• Education: the study of how people learn and how to improve the teaching process.
• Anthropology: the study of human cultures, societies, and behavior across time and space.
• Economics: the study of how individuals, organizations, and societies allocate resources and make decisions about production, consumption, and distribution.
• Political science: the study of politics, government, and political behavior at local, national, and international levels.
• Geography: the study of the relationships between people and their physical and social environments.

Social scientists use a range of research methods and tools to study these phenomena, including surveys, experiments, observations, and statistical analysis of data. They may also use interdisciplinary approaches that combine multiple fields of study to gain a more comprehensive understanding of complex social phenomena. Ultimately, social scientists aim to generate new knowledge and insights that can inform policies, practices, and interventions that improve people’s lives and well-being.

Some websites that may help you with your social science research include:

• Social Sciences Research Network (SSRN)
• Educational Research Information Center (ERIC)
• National Institutes of Mental Health
• Substance Abuse and Mental Health Services Administration (SAMHSA)
• National Institute of Justice
• Federal Bureau of Investigations (FBI)
• National Archives
• CWI Criminal Justice LibGuide
• CWI History LibGuide
• CWI Psychology LibGuide
• CWI Sociology LibGuid e

Medical Research

Medical researchers investigate a wide range of subjects related to human health and disease. Some of the most common subjects investigated by medical researchers include:

• Basic science research: This includes research on the fundamental aspects of human biology and physiology, such as genetics, molecular biology, and cellular biology.
• Clinical research: This involves studying the effectiveness and safety of medical treatments and interventions, as well as the development of new diagnostic tools and therapies.
• Epidemiology: This field focuses on studying the distribution, determinants, and patterns of health and disease in populations.
• Health services research: This involves investigating the organization, delivery, and financing of healthcare systems, with the goal of improving healthcare quality and reducing costs.
• Behavioral and social sciences: These fields focus on understanding the psychological, social, and cultural factors that influence health behaviors and outcomes.
• Public health: This involves studying the health of populations and the prevention of disease through public health policies and interventions.

Overall, medical research covers a broad range of subjects, and the field is constantly evolving as new technologies and approaches are developed.

Some websites that may help you with your health sciences/medical research include:

• U.S. Centers for Disease Control
• Journal of the American Medical Association (JAMA)
• Library of Congress Research Guides (Medicine)

Business Research

Researchers in business investigate a wide range of topics related to various aspects of the business world. Some examples of the areas that business researchers might focus on include:

• Marketing: Researchers might study consumer behavior, market trends, advertising strategies, and brand management.
• Management: Researchers might investigate topics such as leadership, organizational behavior, human resource management, and operations management.
• Finance: Researchers might explore topics such as financial markets, investment strategies, and corporate finance.
• Entrepreneurship: Researchers might study topics related to starting and growing new businesses, such as innovation, business models, and venture capital.
• International business: Researchers might investigate topics related to global markets, international trade, and cross-cultural management.
• Information systems: Researchers might explore topics related to the design, development, and management of information systems and technologies in businesses.
• Corporate social responsibility: Researchers might investigate topics related to sustainability, ethical business practices, and corporate social responsibility.

Overall, the field of business research is broad and interdisciplinary, and researchers may draw on theories and methods from economics, psychology, sociology, and other fields to investigate a wide range of topics.

Some websites that may help you with your business research include:

• Library of Congress Business Research Guide
• New York Stock Exchange
• Securities and Exchange Commission
• Business Case Studies Resources from Sheridan College
• Entrepreneur.com
• CWI Business LibGuide

In the next chapter, we will learn more about research questions and how to come up with important questions that you want to answer.

Pathways to College Success Copyright © by CWI 101 Leaders is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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