Introduction
In 1980, researchers Hubert and Stuart Dreyfus introduced a widely recognized theoretical model of skill acquisition. This model delineates the progression from novice to master skilled through the accumulation of experiences. The Dreyfus model comprises five distinct stages, each relevant to the field of research management and administration. As one ascends the hierarchy of skill acquisition, the number of research administrators at each stage diminishes.
Stage 1: Novice
Novice research administrators are newcomers to the profession, role or position. They require theoretical knowledge to understand the intricacies of their roles. For instance, a newly appointed research grant officer may lack familiarity with proposal writing, funding regulations, and eligibility criteria. However, they bring transferable skills such as communication and problem-solving. To equip these novices, it is essential to provide foundational training on proposal writing and grant application review. Direct instruction, practice, and ongoing training are crucial for them to perform their job effectively. Pairing novice research administrators with experienced colleagues for mentorship can enhance their learning experience.
The progression during this stage significantly impacts whether the novice research administrator remains committed to the job. To foster their growth, investment in professional development sessions, education, and targeted training is essential. Encouragement and support play a pivotal role in shaping their journey within the field.
Stage 2: Competence
Competent research administrators have accumulated experience during their tenure and acquired fundamental skills necessary for their roles. However, they still require additional training to handle specific tasks effectively. The competent level of skill acquisition is often sought after in entry-level job advertisements.
Competence is achieved when a research administrator can interpret research funding guidelines accurately with minimal supervision. While progressing from stage 1 to stage 2 may take several years, advancement beyond stage 2 occurs more swiftly. Competence is a stepping stone toward further growth and expertise within the field.
Stage 3: Proficiency
During this stage, the research administrator demonstrates proficiency in a wide range of skills acquired through continuous practice and experience. They actively seek out new challenges, take on leadership roles, and contribute to training others within the field. A proficient research administrator possesses the ability to think broadly, work independently, design and enhance processes.
Furthermore, proficient research administrators confidently shoulder responsibilities and can justify their decisions related to their roles and job descriptions. Their expertise and adaptability make them valuable assets in research management and administration.
Stage 4: Expertise
In this advanced stage, expert research administrators possess intuitive and precise responses to research management and administrative challenges. Their wealth of experience, accumulated over the years and exposure to diverse situations, equips them to navigate complex issues adeptly. At the pinnacle of their careers, expert research administrators not only excel in their roles but also contribute significantly to the growth of the field. They generously share their knowledge by mentoring novice research administrators through workshops and conferences, fostering the next generation of skilled professionals.
Stage 5: Mastery (Distinguished)
Research administrators who have attained mastery skills occupy a select group (Distinguished research administrators). Often retired after several decades of experience, they stand at the pinnacle of their careers. These seasoned professionals have witnessed the evolution of the research administration field and have actively contributed to its development. Their expertise is highly regarded, and they are frequently invited by professional associations and societies to share their wealth of experiences with research administrators who are still navigating the earlier stages.
Conclusion
Recognizing the stage of a research administrator’s skill acquisition is crucial for tailoring appropriate training and managing expectations. Unrealistic expectations for novice research administrators can hinder their continuity in the profession. Therefore, understanding their skill level is imperative. The duration spent in each stage varies based on factors such as research intensity, available opportunities, mindset, professional development, and career aspirations.
Share Your Insights
I invite you to reflect on your own journey within the stages of skill acquisition among research administrators.
- Which stage currently defines your role or position?
- How long did it take you to progress to the next stage? Additionally, consider the barriers and enablers you’ve encountered—your insights could inspire others to advance in their careers.
Dr. Olumide Odeyemi, Research Administration Officer
University of Tasmania
SRAI Catalyst Committee Member
#Catalyst#July2024#ProfessionalDevelopment