What is the Structure that Produces Results? 6 Essential Elements for Research - Riketore! #5

Hello. We are Takahiro Miki and Hiroaki Imoto, and we are working on career education specialized for science graduate students.

In this note, we are delivering a series called "Riketore!," a career training program for science graduate students who want to do their best in their research but are anxious about their future careers and job hunting.

Last time, we thought about "What is necessary to produce results in research?".

Specialized knowledge, English proficiency, and the ability to read papers might come to mind first, but when we actually asked graduate students, we received various other answers.

Consulting with professors and seniors, creativity, communication skills, mental care, building good relationships in the laboratory, etc.

Indeed, all of these seem important for producing results in research.

So, how should we organize and think about these elements?

Therefore, the theme for this time is "What is the structure that produces results?"!

<There are many elements that lead to results. Where should we start thinking?>

To produce results in research, not only specialized knowledge but also various skills are necessary. We were able to confirm last time that many science graduate students know this from experience.

However, there are almost no opportunities to consciously think about these skills on a daily basis.

While university classes systematically teach specialized knowledge and experimental techniques, there are almost no opportunities to learn about "the ability to involve others" or "the ability to regulate one's own mental state."

So, just because they are not covered in class, does that mean they are not important? That is not the case.

Rather, there seem to be many skills that greatly influence research results, yet we have never thought about their importance or how to develop them.

However, if we list them all, it seems like there is no end to it... You might feel like you don't know where to start.

As a result, when job hunting begins, you might feel like you are suddenly being asked for initiative, problem-solving skills, and communication skills.

But are they really being asked for "suddenly"?

In fact, weren't those skills already being used to produce results in daily research? That was the topic of last time.

We need something like a "map" to systematically grasp what is necessary to produce results, including things not taught in school.

<The 'Result Creation Model' Showing the Structure of High Achievers>

What is the structure that produces results?

Just as there are people who continue to study physics and chemistry, there are people who have been investigating and thinking about 'What is behind the people who produce outstanding results?'.

At Recruit Management Solutions Co., Ltd., we organize individual ability structures, the processes that produce results, and the factors that influence them in the form of a 'Result Creation Model'.

In 'Riketore!', we use this model as a base, arranged in a way that is easy to apply to the research activities and careers of graduate students.

Simply put, the Result Creation Model is a structural representation of the various factors involved in a person producing results.

What I want you to understand through this model is not the detailed definitions or strict classifications of terms, but the following two points.

• Results are not produced solely by visible actions.

• Among the factors that lead to results, some are relatively easy to change, while others are difficult to change in the short term.

<The 6 Layers Supporting Results>

In the Result Creation Model, we think of the factors related to results by dividing them into 6 layers. Let's look at them in order from the top.

Action

Action refers to concrete movements that can be seen from the outside.

In research, this includes things like 'reading papers,' 'conducting experiments,' 'consulting with professors,' 'presenting at academic conferences,' and 'talking to people in different fields of expertise.'

Because it is directly connected to results, when things don't go well, we first try to change our actions.

Increase the amount of papers read. Extend experiment time. Increase the number of times you consult with your professor. Of course, there are problems that can be solved that way.

On the other hand, aren't there many things that cannot be solved just by changing actions?

Mentality

Mentality refers to the state of mind when taking action.

Even if people have the same knowledge and ability, if they are nervous, thinking 'I might fail again' or 'I'm afraid of being scolded by my professor,' they cannot perform to their full potential.

Due to lack of sleep or intense anxiety, you may overlook mistakes that you would normally notice.

Even if the result is the same—'not consulting'—the underlying factor that needs to be addressed changes depending on whether you simply forgot to consult or were afraid to do so.

Knowledge, Skills, and Expertise

This can be said to be the layer most familiar to graduate students.

These are the knowledge and skills required in specific situations, such as specialized knowledge in a research field, experimental techniques, English proficiency, statistical analysis, and programming.

These are easy to learn systematically through school education, and it is relatively easy for the individual to recognize whether they are 'sufficient or insufficient.' If you realize you are lacking in these areas, you can improve them by reading books, taking classes, or practicing.

However, having a wealth of specialized knowledge does not necessarily guarantee results on its own.

The next element, 'Practical Ability,' is heavily involved in that.

Practical Ability (Can)

Practical ability refers to the skills that can be carried over and used to some extent even if your field of expertise or environment changes.

• Ability to identify problems

• Ability to make plans

• Ability to continue trial and error

• Ability to communicate your ideas

• Ability to influence those around you

and so on.

These skills can be utilized even if your research theme changes or if you start working at a company. For this reason, they are sometimes called 'transferable skills' or 'portable skills.'

For example, the planning and problem-solving skills a student cultivates during their graduation research are not limited to that specific research theme.

Riketore! will be focusing particularly on these practical abilities in the future.

Aspirations and Values (Will)

Aspiration and values refer to the direction of what you hold dear and where you want to head.

For example, "I want to reveal something no one knows yet," "I want to enrich society with products I developed myself," or "I want to use my science background to work in consulting."

Even with the same abilities, the actions you choose and the environment you select will change depending on what you want to do and what you find meaningful.

Aspiration and values do not change drastically from yesterday to today.

However, they change little by little through encounters with new people and environments, and through various experiences.

Personality (Must)

Personality is a person's inherent tendency in emotions and will.

There is a proverb that says, "The soul of a three-year-old lasts until one hundred," and it is said that personality traits are largely formed by the time one is in junior high school.

Some people think carefully before they act, while others think while they act. Some want to stand out, some get fired up by competition, and some are moody. There are all kinds of people, aren't there?

There is no good or bad in personality itself. However, there is compatibility with the environment one is placed in.

That is why it is important not only to try to force a change in your personality but also to consider an environment where your traits can be utilized.

<Three cases of struggling after entering society>

The results-creation model can be used not only for research activities but also for organizing worries felt after finding employment.
Here, let's consider three cases that can occur after entering society.

1. Lack of Practical Ability (Can)

This can be said to be a lack of practical ability (Can) that can be used even when the environment changes.

Practical ability (Can) has strengths and weaknesses depending on the person.

It is important to think about the practical abilities you lack, such as the ability to gather new information or the ability to involve those around you.

2. Mismatch in Aspiration and Values (Will)

This might not be a lack of ability, but rather a mismatch in aspiration and values (Will).

Can this be resolved by changing the theme of your work?
Is a transfer possible? Or should you change jobs?
In the first place, what kind of work do you find meaningful?

You need to rethink your own aspirations and values (Will).

3. Mismatch in Personality (Must)

In this case, it may be related to a mismatch between the individual's personality (Must) and the environment.
There are various ways to deal with this, but rather than trying to adapt yourself to the environment, changing the environment is also an option. This is because personality (Must) is the most difficult element to change.

All three cases look like the same problem of "not being able to succeed at the company."

However, the action you should take changes depending on whether it is a lack of practical ability (Can), a gap in aspirations/values (Will), or a mismatch in personality (Must).

<Correctly separating problems in both research and career>

When results are not being produced, where should you look for the problem?

Don't you think you can think more concretely and accurately if you use the result creation model to grasp each element in a structure?

Research and career are the same. If you can correctly separate the problems, you will no longer be at a loss, wondering "what should I start with?"

So, when a science graduate student wants to achieve results in their career (job hunting), where should they start thinking and what should they prepare first?

Is it better to suddenly start interview preparation or entry sheet preparation just because you feel vaguely anxious?

Next time, we will cover the "order of thinking" to avoid getting lost in job hunting and career development.

<This time's Rike-Tore Work>

We have prepared a work exercise to help you apply the content of this time to your daily research. Please make use of it.