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Research Project Manager Job Description

Research project manager duties & responsibilities.

To write an effective research project manager job description, begin by listing detailed duties, responsibilities and expectations. We have included research project manager job description templates that you can modify and use.

Sample responsibilities for this position include:

Research Project Manager Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Research Project Manager

List any licenses or certifications required by the position: PMP, PMI, GCP, IATA, SAS, SOLE, NACE, SMRP, ASQ, CITI

Education for Research Project Manager

Typically a job would require a certain level of education.

Employers hiring for the research project manager job most commonly would prefer for their future employee to have a relevant degree such as Master's and Bachelor's Degree in Writing, Project Management, Public Health, Management, Social Sciences, Communication, Science, Spanish, Education, English

Skills for Research Project Manager

Desired skills for research project manager include:

Desired experience for research project manager includes:

Research Project Manager Examples

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• To be responsible for the completion of annual financial reports
• To set up reporting processes for partners, and set deadlines for interim meetings reports and collate these for circulation to partners
• To collate technical and management reports from partners, and ensure that they are processed by the required deadlines, by ensuring that partners are provided with the necessary information, guidance and support required in order for these deadlines to be met
• To monitor the budget and check all claims from project partners
• Organisation of and attendance at project meetings involving partners, presenting their work and take minutes at meetings
• To ensure that all records relating to the University and partners are maintained
• To act as main liaison point between the University and project partners in Ghana, Botswana, Namibia and South Africa
• To keep abreast of the rules and conditions of the Royal Society-DFID programme
• To advise on eligibility of all project expenditure, including requirements regarding supporting documentation
• To participate in the further development of quality systems within the University
• Must demonstrate effective communication, consulting, interpersonal and project management skills
• The ability to make contributions to research projects and strategic planning at a conceptual level
• Demonstrated ability to apply a broad and integrated perspective when planning, problem solving, and assessing impact across functional areas
• Bachelor of Arts or Sciences degree required, Master’s Degree preferred
• Clinical Research Certification (CCRC, CCRA or CCRP) preferred, or willing to obtain
• Analytical and detail oriented skills
• Project leadership - Leads local and cross-functional projects with limited complexity and or sub-project of a complex project as responsible for all elements of the projects
• Project execution and control - Manages the project team allocated to the project, defining, with key stakeholders, the scope of work, cost/budget, resources required, time schedule and detailed work allocation
• Manage uncertainties and risks - Identifies, contains and reduces risk
• Networking - Manages relationships with stakeholders, internal functions, other R&D teams in Technology Center and/or Corporate Research Centers and external relevant parties
• Producing/completing the bibliography on the subject
• Determining and contacting partners who may be able to support us with this project
• Setting up test protocols and validating them
• Putting forward potential plans for optimising home cooking
• Conduct team meetings with internal and external stakeholders
• Ensure project scope is clearly defined
• Analyzes staff performance
• Demonstrated experience applying multi-variate research techniques to decisions
• Minimum of 3 years project experience in assigned area which may include progressively responsible experience supporting a clinical system and/or data/financial analysis
• Must have normal or corrected vision and be able to clearly communicate verbally by phone or in person
• Ability to use statistical and web applications, such as ArcGIS, SPSS , ASP.net
• Provide support to project principal investigator
• Prepares internal, project-specific budgets to monitor cost and timeline performance
• Reports to company executives on status of projects and problems related to meeting performance goals
• Ensures tasks are completed on-time and work is of the highest quality possible
• Performs related duties as required to ensure successful management of ongoing projects
• Reviews scientific literature & evaluates & recommends applicable techniques & procedures
• Identifies funding opportunities and writes grant proposals in cooperation with principal investigators and university partners
• Convenes topic-focused faculty working groups and supports the work of multidisciplinary teams
• Engages and interacts with external institutions, agencies, and potential funders
• Works with the Director of Global Health and faculty on study design and development, and implementation of study protocols
• Develops objectives, methodology, evaluation, and budgets, and conducts research and analyses
• Experience developing and managing budgets, preferably research project budgets
• Ability and/or experience in developing and implementing research instruments
• Conducts and interprets quantitative and/ or qualitative analyses
• Ability and/or experience developing and implementing research instruments
• Prior experience as a Project Manager on at least four medium to large projects
• Leads and manages other professionals through influence and collaboration
• Create proposal specs and costs, and submit for review
• Act as operational liaison between internal client service teams (industry groups) and the qualitative team
• Provides strategic management and leadership support for Principal Investigator’s (PIs) research programs
• Establishes systems for the orderly functioning of the (PIs) projects
• Oversees completion of study activities per protocol and according to timeline
• Develops research designs for studies that involve quantitative data analysis, including for evaluating the effect of specific education and workforce programs on participants’ employment and earnings and future educational attainment
• Identifies and calculate appropriate performance measures for tracking the effectiveness of education and workforce programs
• Identifies and implement the most appropriate statistical models for conducting quantitative studies of data
• Devise and implement plan for a concept or technology
• Run data queries and data analysis reports to identify and ensure appropriate patient population for study design
• Formal Project qualifications PMI
• Attention to detail and demonstration of quick follow-up to client needs, commits to quality
• Successful completion of a full 4-year course of study in an accredited college or university leading to a bachelor's or higher degree in economics, social sciences, public policy, or related fields
• Master's level or equivalent degree or 4 years of relevant experience
• Experience developing and presenting professional reports and presentations to senior-level audiences
• Four years direct experience with Process Improvement and Project Management required
• Develops, manages, and maintains systems for collecting data important to central administration, school, and departmental administration, and faculty, in partnership with a team
• Delivers and maintain data reports, ensure data integrity, and reconcile data discrepancies
• Provides support for the Office’s data system operations
• Work closely with existing staff responsible for day-to-day operations of participant enrollment, tracking and follow-up biospecimen collection
• Design and implement models to forecast expenditures on existing projects and the likelihood of future funding via pending or planned research proposals
• Participate in the establishment of sales and service accounts to support department provision of scientific services to external clients
• In addition to highly sophisticated, non-routine analyses of data, and selection and interpretation of appropriate statistical modeling methods, provides training and direction as appropriate to graduate research assistants
• Develops and manages project plans and work plans for carrying out analyses of data
• Provides technical advice to faculty researchers
• Plans, coordinates and implements complex data analyses, works with research teams to implement analyses
• Minimum 1 year experience (2 or more years preferred) in project management for complex projects/business processes, preferably market research projects
• Strong attention to details, process oriented, and organized
• Highly adoptable to new business areas and fast-paced environment
• Superb documentation skills on MS Office, Confluence
• 5+ years’ experience managing research studies, preferably in a business setting including end-to-end project management experience
• Organizational skills including planning

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https://www.vitae.ac.uk/doing-research/leadership-development-for-principal-investigators-pis/leading-a-research-project/effective-research-project-leadership-1/effective-research-project-leadership

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Effective research project leadership

Are these three statements all true?  The number of books published about leadership and management (35,000 listed on Amazon, for example) suggests there must be more to it than common sense - if so, what do you need really to know? We start this section with a very brief introduction to leadership and management, but the key truths are in the other two statements: you do need to find your own ways, and you do need to make time to live these roles well. 

Leadership or management?

Quite often these terms are used interchangeably, so that, as Alan Bryman puts it in his review of Effective Leadership in Higher Education , "...distinguishing between them becomes a semantic exercise that is difficult to apply in concrete situations."  However, is is quite possible to identify a range of characteristics and approaches in the literature on leadership and management which are broadly held to constitute some difference. Here, for example, slightly adapted from Bennis (1997) :

The important point to note is these different roles are both needed in different situations, so it is certainly not a case of management bad, leadership good.   You should think about developing skills and expertise in both roles.  

Developing your own approaches

You have to develop your own approaches to leading and managing. Associated with leadership is an extremely important concept, that of authenticity. This concept is central to  the work of Goffee and Jones who asked the question: Why should anyone be led by you? The answer they discovered was that people want to be led by someone real, that they wanted someone who was authentic. Two ways of putting this:

• "Try to lead like someone else - and you will fail."
• "Be yourself - with skill."

Which means, of course, that you have to find ways of being authentically yourself in a wide range of different situations. This is about two things really; developing awareness of what you are really like, and having the confidence to behave in a way that communicates that. 

The page on Research Leadership styles might help you to identify a way of leading that feels right for you, and finding out more about your own personality type and team role preferences can be extremely insightful and helpful. Your institution may well have someone trained in the use of psychometric tools, such as MBTI or Belbin, and talking to them could be very valuable. (Doing such exercises as a group can be a powerful way of developing both understanding and a team ethos. Talk to your local staff or organisational developers.) Look also at the section on 360 feedback , for an idea on finding out more about how others view you.

Making time for leadership and management

The confident leader or manager is not the person who displays their abilities by working harder or longer than the team, or who takes on the biggest challenges. The confident leader or manager recognises there are some high-level strategic or interface issues that only she or he can take responsibility for, but there are many tasks that can be undertaken just as well by members of the team - and there may even be members of your team who have specialist skills that you don't have (and this may be just why they are part of the team).  And they don't, in fact, have to do things better than you; they just have to be able to do them to an acceptable level. Your time is especially valuable because there are some things that only the leader can do, there won't be much time left after you've done all these.  Have a look at the page on time management for more information, and the section on Developing yourself as a PI. You will find time invested in developing your leadership and management skills will be well spent.

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The Ultimate Guide to…

Leadership in Project Management

Brought to you by projectmanager, the project management tool used to plan over 2 million projects..

What is Project Leadership?

What is a project leader, 6 ideas to strengthen as a project leader, how to lead a project with project management tools, top 6 leadership theories, leadership vs. management: what’s the difference, how to lead by example, 5 inspiring leadership quotes.

A leader is like a rudder on a boat steering the ship and keeping it on course. But the boat wouldn’t float without a sound hull, it’d coast aimlessly without sails and wouldn’t be able to catch the wind if it had no crew.

That’s just another way of saying that leadership isn’t barking orders. In project management a leader is part of an integrated team with the shared responsibility of the team and stakeholders to deliver a project on time and within budget.

Project leaders rely on data, and use tools like dashboards, Gantt charts and time tracking software to achieve project success. ProjectManager offers all of these features and more—and project leaders love to use it.

ProjectManager’s dashboards and live data help project leaders make the right decisions at the right time – Try it free

Leadership is often misunderstood in general and in particular in project management, yet it’s one of the most important positions on the project team. If you’re looking to run a more effective project, then you need to define leadership in project management.

Leadership isn’t one thing. There are many different styles and combinations of those types. We’ll go into more detail, but these are the most common forms of leadership.

• Transformational
• Leader-Member Exchange
• Strengths-Based
• Transactional

Project leadership, most simply, is the act of leading a team towards the successful completion of a project. But of course, it is much more than that. It’s about getting something done well through others. But project leadership requires skills in both managing people and tasks. It is a soft skill; part art, part science.

If you’re a practical-minded person you might not like such an open-ended definition. But the first mistake in trying to define leadership is thinking that it’s one thing. You must be willing to think broadly and accept that there are many different types of leaders in the world and even in the more rarefied world of project management.

Different Leadership Styles

Look over the management style of anyone in charge of any project, and you’ll find a myriad ways in which they accomplish their goals and set a tone of leadership. Much of these differences are based on the person’s personality and what style of leadership they naturally gravitate towards.

That’s where a project leadership matrix comes in handy. It is a tool that tells you what type of leader you are, and with that knowledge you can tweak your technique to become a better leader. The leadership matrix is made up of four parts:

• Reactive people-leadership
• Reactive task management
• Proactive people-leadership
• Proactive task management

It’s unlikely that you sit only in one quadrant, since most of us are a sampling of all of these parts. However, the best project managers are those who emphasize a proactive leadership style.

A project leader is someone who leads a project, but that doesn’t really get to the bottom of this seemingly simple title. There are project managers, who are responsible for many of the aspects that we associate with leadership. They assemble the team, devise the plan and manage resources to maintain the schedule and keep within budget.

But leadership is a quality that should be expressed by everyone. It’s not just leading by example, such as the project manager rolling up their sleeves and joining in on the work as needed, but everyone on the project team must take a leadership role. They need to own their responsibilities and manage the tasks assigned to them. The last thing anyone wants is a team of robots who can’t make a move without being directed.

That said, there is a project leader and their job is different than that of the team they manage. They have to straddle many worlds being both technically organizationally adept, able to engage effectively across boundaries, connecting talent with key challenges. Think of a project leader as the consummate integrator. They help others succeed.

What Makes a Good Project Leader?

Project leadership is difficult work, and while most project managers are adept at leveraging the tools and processes of the trade, there’s no single body of knowledge to learn and pass a test on when it comes to leading successfully. It’s the ultimate school where learning by doing is the only way forward.

However, if you look over the way successful leaders work there are commonalities. What most leaders share are these following 10 attributes:

• They are grounded and centered
• They are aware and mindful
• They create solutions
• They are analytical
• They can evaluate risk
• They can generate a sense of urgency
• They are insightful
• They build cohesion
• They motivate people
• They achieve results

These are not chiseled in stone, of course. Leadership is fluid. Just as dealing with people requires nuance, so does determining what makes up a good leader. Still, these 10 points are pillars on which you can build project leadership.

A good place to start is with project leaders you respect, who have experience and have lead projects in ways that you wish to emulate. Seeking out help from a mentor is recommended, because they can add a depth of dimension to the process that all the books in the world can never touch.

Another thing to do is keep in mind these six concepts that are like a leadership workout. Practice them and you’ll strengthen your leadership muscles.

1. Mind the Gap

Take time to explore the gap between navigating and leveraging the tools of the trade and leading others. It’s leadership in a classic sense, with the goal to bring to life a group of individuals that coalesce as a team and pursue high performance. Easy words, tough tasks, but worth the investment in time and attention.

2. Reframe Your Challenge: It’s Not the Project, It’s the Team

The issue you face isn’t project execution, it’s team development. If you take care of the team and ensure that you form and frame the right environment, the team will take care of the initiative.

3. Let the Team Define Your Role

Perform a pre-post mortem on your role as leader. Ask your team: “At the end of this project when we are successful, what will you say that I did?” Listen carefully and you will hear many of the raw ingredients of high performance teams. From alignment on the purpose of the project to treating team members with respect to ensuring fair and even accountability to setting expectations high to not micro-managing, this question will prompt a torrent of important answers. Take notes. These define the raw content of your job description as project leader.

4. Teach Your Team How to Talk

In my many observations of teams struggling to perform, one of the common performance killers is an inability to navigate the swirl of emotions, biases, opinions and agendas that invade all of our group discussions. Spend time focusing on strengthening your facilitation skills.

5. Teach Your Teams How to Decide

Teams succeed or fail based on how they navigate moments of truth in the form of key, often irreversible decisions. And while strengthening your team’s ability to talk as outlined above is important, supporting the development of effective decision-making processes is mission critical.

Given the complexity of group decision-making, including our tendency to draw on our own unique prior experiences and to unknowingly impose our biases on a decision-choice, helping a group develop effective decision-making processes is no small task. You need a process. Look for the one that works for your organization and team.

6. Everyone Communicates, Leaders Connect

The people on your team are neither resources nor automatons. Great leaders at all levels strive to connect with team members on something a bit more personal than status meetings and reports. They take the time to engage and where appropriate, they strive to learn about the aspirations and even personal interests of their team members.

ProjectManager is an award-winning tool that helps project managers organize their plans and teams, fostering leadership through practical means that lead to projects coming in on time and within budget. The cloud-based software gives managers transparency into their team’s work while allowing teams to collaborate and work better together.

When you use this project management tool you’re able to provide detailed directions on executing tasks and give teams the freedom to manage their own work. The lines of communication are always open with real-time data that keeps everyone updated. Here’s how it works:

Make a Plan

Plans are the backbone of your project. They hold everything together. Without a plan to schedule tasks and resources, no amount of leadership is going to help you.

Create a plan on an interactive Gantt chart, import tasks, add them manually or use templates to get started. They will populate a project timeline where you can see everything in one place. Use a scope of work document to assist in your planning.

Schedule the Work

Once in a Gantt chart, you can organize your tasks into a schedule, with due dates, dependencies, milestones, etc. This places it within a specific timeframe.

Add due dates and priorities to each task to show teams what must get done and by when. Add task descriptions and files to the tasks. Teams can comment at the task level to collaborate.

Balance the Workload

Leaders have to assign and then make sure teams have the capacity and resources to execute those tasks according to the schedule. Keeping the workload balanced adds productivity.

Check your resources on the software. The workload chart, which is color-coded, shows who has too many tasks. Then reallocate their work from that page and balance the workload.

Track the Progress

Leaders don’t just plan, they have to make sure things are proceeding as planned. That means monitoring and tracking progress , so they can adjust resources as needed.

View your progress as it happens with a real-time dashboard that calculates data it automatically collects and displays for an instant status report on time, costs and more.

Report to Stakeholders

Gathering accurate data helps project managers make better decisions. It’s also a communication tool to keep stakeholders with a vested interest in the project in the loop.

Generate reports with just one click and filter them to see just the information you want on timesheets , tasks and more. Then easily share at stakeholders presentations.

Everyone has a theory on what makes a great leader, and with good reason. Leadership is a quality that’s important for success and yet so difficult to define. But great leadership isn’t subjective. People have studied leadership.

A strong understanding of leadership provides us with a variety of legitimate options for different scenarios, and helps a person set up themselves, their team or company for success. People are more intentional than reactional when it comes to leadership.

The origins of how we have come to define leadership have historic roots. Many might remember the great man theory, which dates back to the 1800s and speaks to men with dominant personalities. They were destined for greatness due to having innate characteristics that made them leaders.

The idea of a born leader, and that leaders are born male, is obviously outdated and has since been challenged. Today, there are many theories of leadership that attempt to explain what makes a great leader. Let’s look at six of these leadership theories:

1. Transformational

James MacGregor Burns was a political sociologist in the 1700s, who saw leadership qualities falling under two types. Transactional leaders are those who influence others by what they offer in exchange for their help.

Transformational leaders are connected to their followers in such a way that it raises the level of motivation and morality, committed to a collective good. Four factors play into transformational leadership: idealized influence, inspirational motivation, intellectual stimulation and individualized concern.

2. Leader-Member Exchange

This is a leadership theory based on that there are two groups in opposition, the in-group and the out-group members. Think of it like high school, where there’s the popular kids and the outcasts.

Project managers can favor and trust certain members of their team, giving them more responsibility, while others they might not think well of and so these team members get the more mundane tasks. How these relationships are formed is at the heart of this theory.

3. Adaptive

An adaptive leader is one who can mobilize people to act on tough challenges, even if the solutions to those challenges are not readily apparent.

This type of leadership is all about adapting and thriving in a challenging environment. This is done by gradually, but meaningfully, accepting a process of change both individually and collectively.

4. Strengths-Based

The belief that it’s individual strength that leads to successful leadership; when people use their strengths and competency to lead, they’re sure to do a good job.

It is a method that works to maximize the efficiency, productivity and success of a project by focusing on your strengths and continuing to develop them. It’s basic tenet is that people can grow exponentially by building on their strengths rather than weaknesses.

Popularized by Robert Greenleaf, the servant leadership theory places the needs of others over their own self-interest. The idea is that you serve first, shifting the power to those who are being led.

• Bureaucratic (Transactional): Leadership through normative rules, regulations, strict discipline and systematic control.
• Traditional (Feudal): Leadership over followers who believe in the legitimacy of governance, personal loyalty and faithfulness.
• Charismatic (Transformer): Leadership that is characterized by dedication, illumination and heroism, where followers have personal trust in a leader’s charisma, vision and mission.

The transactional leader motivates teams mostly through appealing to their self-interest. Therefore, a transactional leader’s power is directly related to their formal authority in the organization.

Is leadership good and management bad? Of course not, both are important. But there is a difference. There are many who stand on one side or the other of the great divide between leadership and management, demonizing one and praising the other.

You don’t have to look far to find examples of either persuasive leaders who have done terrible things or efficient managers who lack the soft skills to lead and inspire. Let’s start by looking at the differences between the two and why a combination of both is ideal.

Leaders inspire others to share their vision, they motivate others to act on that vision, encourage others and help them overcome obstacles in pursuit of that vision.

Here is a list of some of the core values of a strong leader.

• Communication: The ability to disseminate information and listen actively.
• Motivation: Getting people to want to do what you need them to do.
• Delegation: Knowing that you can’t do everything and trusting others to help you carry the load by completing assigned tasks.
• Positivity: Keeping a positive attitude, regardless of the situation, helps with morale.
• Trustworthiness: People aren’t going to listen to you or do what you ask if you don’t first instill a sense of trust.
• Creativity: There will always be problems that can’t be solved by rote; you must think creatively and be open to taking chances. Employ divergent thinking to find unique solutions.
• Feedback: Leadership doesn’t take place in a vacuum. Listen to your team, stakeholders, advisors, mentors, etc., and take their opinions seriously.
• Responsibility: You can’t expect people to follow you if you’re not taking responsibility for the bigger picture and your behavior.
• Commitment: You also cannot expect to lead others if you are not committed to the project.
• Flexibility: Things change, and rigidity can ruin a project, so you must be willing to adapt and not hold too tightly to anything.

What is management ? It’s the process of dealing with or controlling things or people. But the emphasis does tend to be on things rather than people.

Managers are people who plan, organize and coordinate. They are methodical and are always reassessing their process to make sure they’re progressing as planned. If not, they tweak to get back to their baseline assessment .

Here are 10 of what are considered the most important skills for any manager to have:

• Interpersonal Skills: While managers aren’t exclusively dealing with people, they still must interface with them, and the better they do so, the smoother the management process.
• Communications: Being able to manage is being able to communicate what you need to who needs to do it.
• Motivation: The same is true for motivating people to follow your management lead.
• Organization: You must be organized. Management is made up of many parts, and they cannot be handled on the fly.
• Delegation: No one can manage everything themselves, and if they try, they’re going to fail. So, share responsibilities and delegate tasks to others.
• Forward Planning: A manager is a planner who looks towards the future and how to set themselves up for it today.
• Strategic Thinking: Part of that planning is thinking strategically about the project, the organization and how to align them moving forward.
• Problem Solving: Managers face issues daily, and they must think creatively to solve them.
• Commercial Awareness: Managers are not working in a vacuum and need to have a keen sense of the business and commercial environment in which they operate.
• Mentoring: In order to get things done, sometimes a manager must become a mentor, offering guidance or training where it’s needed.

Why Leadership and Management Skills are Both Important

From the description of both leaders and managers, it’s clear that project managers must be a blend of both disciplines. Managing a project requires leadership skills to inspire your team and have a vision to lead the project to success.

But there are also many managerial aspects to project management, which are outside the purview of leadership. For example, balancing a budget, creating feasible schedules and contracting with vendors and outside contractors.

A project manager can be thought of as wearing many hats. The best know this and shift from leaders to managers many times during the day, doing what it takes to move the project forward. By doing this they set an example for the team, which benefits everyone.

If you want to encourage, inspire, motivate and fuel your team, leadership by example is one of the best ways to get buy-in and build trust. What are the practical things people can do to encourage, inspire, motivate and fuel their teams to complete more project tasks.

This leads us to talk about transformational leaders. What transformational leaders have in common are the following traits.

• Fought for a humanitarian cause
• Declared an unthinkable goal
• Maintained integrity
• Walked the talk
• Went to bat for people

To become such a leader requires action. These are some of the steps you can take to help your team through leading by example.

• Support the vision/mission of your company.
• Support your team, such as offering training if needed.
• Get the facts straight before doing anything.
• Be early, not just on time, to meetings, etc.
• Pay attention to details.
• Always follow-up and follow-through on what you say.

What Not to Do

It’s just as important to point out some things not to do if you’re looking to become an effective leader. These are examples that can stymie progress and undermine your leadership.

• Don’t brag about your achievements; it’s in bad taste and those accomplishments are never yours alone.
• Don’t talk about others; it will come back to them and erode loyalty.
• Don’t take credit then issue blame; the credit is the team’s, but the blame is likely yours. In other words, beware of self-serving bias.

Pro Tip: When leading by example, it’s important that it’s authentic leadership. That means you can’t just put it on like a fashion, but must feel passionate.

If Thomas Edison was right when he said, “Genius is one percent inspiration and ninety-nine percent perspiration,” then consider these leadership quotes the one percent. Because sometimes, you just need that little bit of inspiration to get over those humps as a leader in project management.

1. “Don’t tell people how to do things, tell them what to do and let them surprise you with their results.” – George S. Patton

George S. Patton was a general, which is a job you don’t get unless you’ve proven your leadership skills. He was responsible for the lives of hundreds of thousands of soldiers during WWII. If his leadership faltered, more than just a project was at risk. He understood that once you have assembled a crack team of experts and provided the right tools for the job, just give them goals and let them get there. That’s what they’re trained to do.

2. “Keep on going, and the chances are that you will stumble on something, perhaps when you are least expecting it. I never heard of anyone ever stumbling on something sitting down.” – Charles F. Kettering

Inventor, engineer and head of research at General Motors for decades, Kettering was responsible for innovations such as the electrical starting motor and leaded gasoline. He’s a bit long-winded here, but he wasn’t a writer. The gist of it is that you should never give up. It’s in the work where solutions are revealed.

3. “Don’t be intimidated by what you don’t know. That can be your greatest strength and ensure that you do things differently from everyone else.” – Sara Blakely

Sara Blakely founded the shapewear company Spanx. She understands that not knowing something isn’t ignorance if you’re willing to learn. While you might not approach the subject in the traditional sense, that isn’t a bad thing. In fact, it could be good. You can discover new solutions others never thought of because they were too wedded to doing things a certain way.

4. “You may not realize it when it happens, but a kick in the teeth may be the best thing in the world for you” – Walt Disney

You might not expect the man who came up with Mickey Mouse and the happiest place on earth to choose such violent imagery. But it’s only a metaphor for failure, which is part of any creative process, and often just the sobering event needed to recalibrate and continue to succeed.

5. “The ultimate measure of a man is not where he stands in the moments of comfort, but where he stands at times of challenge and controversy.” – Martin Luther King, Jr.

While most managers are not likely to face the moral and ethical issues that Martin Luther King, Jr. faced in his battles for civil rights, the sentiment he shares is relatable. You don’t judge a leader when things are running smoothly. Anyone can lead a project when it’s running like clockwork; it’s when the problems come that the real leaders show themselves.

Good leadership is supported by many things, from teams to tools. Once you know how to lead and manage a project, you’ve assembled a great team, then it’s time to get great tools to help them and you. ProjectManager is a project management software that has the features you need: a real-time dashboard, online Gantt charts and tools to foster collaboration. Make a leadership decision today and try it for free with this 30-day trial .

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A scientific research team is a group of individuals, working to complete a research project successfully. When run well, the research team members work closely, and have clearly defined roles. Every team member should know their role, and how it plays into the project as a whole. Ultimately, the principal investigator is responsible for every aspect of the project.

In this article, we’ll review research team roles and responsibilities, and the typical structure of a scientific research team. If you are forming a research team, or are part of one, this information can help you ensure smooth operations and effective teamwork.

Team Members

A group of individuals working toward a common goal: that’s what a research team is all about. In this case, the shared goal between team members is the successful research, data analysis, publication and dissemination of meaningful findings. There are key roles that must be laid out BEFORE the project is started, and the “CEO” of the team, namely the Principal Investigator, must provide all the resources and training necessary for the team to successfully complete its mission.

Every research team is structured differently. However, there are five key roles in each scientific research team.

1. Principal Investigator (PI):

this is the person ultimately responsible for the research and overall project. Their role is to ensure that the team members have the information, resources and training they need to conduct the research. They are also the final decision maker on any issues related to the project. Some projects have more than one PI, so the designated individuals are known as Co-Principal Investigators.

PIs are also typically responsible for writing proposals and grant requests, and selecting the team members. They report to their employer, the funding organization, and other key stakeholders, including all legal as well as academic regulations. The final product of the research is the article, and the PI oversees the writing and publishing of articles to disseminate findings.

2. Project or Research Director:

This is the individual who is in charge of the day-to-day functions of the research project, including protocol for how research and data collection activities are completed. The Research Director works very closely with the Principal Investigator, and both (or all, if there are multiple PIs) report on the research.

Specifically, this individual designs all guidelines, refines and redirects any protocol as needed, acts as the manager of the team in regards to time and budget, and evaluates the progress of the project. The Research Director also makes sure that the project is in compliance with all guidelines, including federal and institutional review board regulations. They also usually assist the PI in writing the research articles related to the project, and report directly to the PI.

3. Project Coordinator or Research Associate:

This individual, or often multiple individuals, carry out the research and data collection, as directed by the Research Director and/or the Principal Investigator. But their role is to also evaluate and assess the project protocol, and suggest any changes that might be needed.

Project Coordinators or Research Associates also need to be monitoring any experiments regarding compliance with regulations and protocols, and they often help in reporting the research. They report to the Principal Investigator, Research Director, and sometimes the Statistician (see below).

4. Research Assistant:

This individual, or individuals, perform the day-to-day tasks of the project, including collecting data, maintaining equipment, ordering supplies, general clerical work, etc. Typically, the research assistant has the least amount of experience among the team members. Research Assistants usually report to the Research Associate/Project Coordinator, and sometimes the Statistician.

5. Statistician:

This is the individual who analyzes any data collected during the project. Sometimes they just analyze and report the data, and other times they are more involved in the organization and analysis of the research throughout the entire study. Their primary role is to make sure that the project produces reliable and valid data, and significant data via analysis methodology, sample size, etc. The Statistician reports both to the Principal Investigator and the Research Director.

Research teams may include people with different roles, such as clinical research specialists, interns, student researchers, lab technicians, grant administrators, and general administrative support staff. As mentioned, every role should be clearly defined by the team’s Principal Investigator. Obviously, the more complex the project, the more team members may be required. In such cases, it may be necessary to appoint several Principal Administrators and Research Directors to the research team.

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The Research Whisperer

Just like the thesis whisperer – but with more money, the challenges of research project leadership: think ahead, be prepared.

Project leadership is a complex, tricky beast.

My first experience of leading a funded research project took place in 1989, in the UK. Since that time, I have been principal investigator (PI) on four projects funded by the Social Sciences and Humanities Research Council of Canada (SSHRC), and co-investigator on two others, as well as carrying out a number of institutionally funded or unfunded studies.

I would like to share what I have learned between 1989 and 2021 about what to do and what not to do as a project leader. My field is higher education, and my preference is for in-depth interview methods. My remarks apply mainly to the social sciences and to small or middle-sized projects and teams. The science model, with research groups and laboratories and multiple simultaneous grants, will present different dilemmas for PIs.

This post’s insights come not only from my own experiences but from those of participants in my current research, ‘Academic researchers in challenging times’ ( ARICT ). My colleagues and I interviewed 24 academics, mostly women, in education, social work, geography and sociology with strong research records and social justice themes in their work. In what follows, I will bypass the (important) issue of obtaining funding and go to the lesser-known challenges encountered by new PIs and others moving to more complex projects.

Complexity.

Think of your research design as set against resources, travel, time, and your teaching and administrative responsibilities. It is all too tempting to devise a complex, even beautiful, project design. You may believe that an ambitious project might be more likely to be funded; even if this assumption is true, will you be able to carry it out? Participants in the ARICT study lamented that their universities helped them get the award but provided little support once it was underway.

Collaboration.

‘Teamwork’ is an apt combination of ‘team’ and ‘work’. SSHRC strongly encourages working with master’s or doctoral student research assistants as a form of training and  collaboration . Typically, in these fields, students work part-time and come and go according to their programs and degree progress, and their ‘own research’ may be unrelated to their research employment. Some ARICT interviewees worked around this problem by setting up science-like labs and adding more students to the mix, but strategies depended on budgets and student availability: those in less research-intensive institutions had fewer choices.

ARICT participants also noted the lesser investment of co-investigators compared to PIs in projects where only one person is allowed to be the formal leader. Co-investigators, who are usually other academics, get relatively little credit, have other commitments, and do not feel the weight of responsibility that is vested in the PI. Giving ample opportunities for presentations and publications can help sustain co-investigators’ involvement. As well, senior PIs can provide coaching and support for junior colleagues to move towards leadership roles in subsequent grant applications.

Different disciplinary backgrounds within a team sometimes lead to tensions . In one of my early projects, which featured a five-person interdisciplinary team with feminist commitments, we worked together enjoyably and conducted almost 200 qualitative interviews across Canada. But we had not really talked about what to do with all that data and were unable to come to a consensus before we ran out of time (see ‘Complexity’ and ‘Clocks and calendars’). In retrospect, I could have taken a stronger leadership role, initiating earlier negotiations around data analysis. Interestingly, we have found that many PIs interviewed for the ARICT project were hesitant about identifying themselves as ‘leaders’, given the term’s masculinist and authoritarian associations.

Coordination and communication.

In the past, influenced by feminism and my personal inclinations, I remained too much in the background, while encouraging collective decisions and emergent processes. Sadly, that stance conflicts with making clear decisions, setting targets and keeping track of details. I like Sarah R. Davies and Maja Horst’s concept of caring craftwork as the task of the PI. Find a good balance that works for you and your team and be prepared to adjust your approach as necessary. It helps to have a project manager or research coordinator, even on a part-time basis, to assist with organizational matters.

Clocks and calendars.

Oili-Helena Ylijoki has distinguished between project time and process time . The former is the design on paper that moves along without complications and the latter the messy reality of the actual work. For example, obstacles in the ethical review process may cost you time and alter your plans. In the ARICT project, we needed to complete protocols in six different universities, each with their individual procedures, and then update all of them annually (on different dates), in order to be allowed to interview academics and administrators in those locations. Even without delays, it is all too easy to become so invested in collecting data that there is no time left for analysis and writing. Resist the temptation to start a new project even as the old one is incomplete.

Contingencies.

In former American Secretary of Defense Donald Rumsfeld’s words, there are known knowns and known unknowns . Known knowns might include the ethics protocol issues described above. Known unknowns refer to things we know about in a general way, but we do not know whether they will occur or their specific features. Examples can be drawn from my first and last projects. Funded for two years by the UK Economic and Social Research Council, my first project involved interviews with doctoral students and supervisors in two subject fields and three universities. Multiple ‘unknowns’ surfaced:

• the research assistant went on long-term sick leave and I was required to keep paying her;
• the transcriptionist was finishing up the typing around the time the project was due to end;
• a qualitative analysis software program, new at the time, was in the plan but it turned out that the transcripts should have been typed in a special format; and
• my departure from the university in mid-project required a new PI be appointed.

While these events were ‘unknowns’, they also reflected my inexperience, lack of mentorship and a too-short timeline.

Years later, I have taken a more thoughtful and disciplined approach to the ARICT project. Still, I cannot avoid multiple known unknowns. One co-investigator dropped out after taking on a new administrative responsibility at her university, leaving three co-investigators and two doctoral student assistants on the team with me. We have weathered the closure of a branch campus where one co-investigator worked; a promotion to a time-consuming academic administrative position for another; a move to another job and country for a third. One student graduated while the other moved to a new province and new job. Colleagues have dealt with migraines and concussions. While it could be anticipated that ‘things will happen’, their specificities are unknown. Nor could we prepare for another Rumsfeld category, the ‘unknown unknowns’: in this case the world-wide COVID-19 pandemic. Although we had completed the data collection, our travel and conference plans and our ability to meet and work face-to-face were seriously disrupted.

Conclusion.

Despite the implication that a PI can control their project progress by thoughtful practice, it is important to acknowledge structural impediments such as limited budgets, funders’ rules and competing responsibilities, as well as the contingencies that arise. While I believe that PIs’ leadership should be acknowledged and often strengthened, circumstances do not always permit clear solutions. Thus imperfection is both predictable and forgivable. The ARICT participants complained about many things, but they also expressed considerable satisfaction embedded in the project work. With some foresight and reflexivity, being a PI can be less risky and more rewarding.

Her research interests include the social production of academic research, women academic leaders and university evaluative practices. She has published Whose University Is It, Anyway? (coedited with Anne Wagner and Kimine Mayuzumi, 2008), The Realities of Teachers’ Work (1999), and Gendered Education (1994), as well as numerous chapters and journal articles.

Her current research project is ‘ Academic researchers in challenging times ’, funded by the Social Sciences and Humanities Research Council of Canada. Colleagues on the ARICT project are Caitlin Campisi, Pushpa Hamal, Michelle K. McGinn, Marie Vander Kloet and Anne Wagner. A special thanks goes to Michelle for sharing ideas on this topic.

Share this:

This is very useful. Thank you.

Thank you Melissa. Sandra

Thoughtful and cogent – a lot of accumulated wisdom in a short space! This spoke to me (and it’s worth another whole essay!): “In the past, influenced by feminism and my personal inclinations, I remained too much in the background, while encouraging collective decisions and emergent processes. Sadly, that stance conflicts with making clear decisions, setting targets and keeping track of details.”

Thanks Kathy. It’s an emotional issue, isn’t it. Sandra

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How to Lead a Research Team in 4 Steps

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Carol Jennings

Despite talent management in research being  the greatest driver of research success , researchers are seldom taught how to lead a research team well.

In fact,  research from the Wellcome Trust  where over 4,000 scientists were surveyed, reveals that while 80% of lead researchers say they have the skills to manage a diverse team, less than half of research leaders have had any management training.

Successfully implementing talent management practices in a time-sensitive laboratory environment can be complex and  remains a key area in need of improvement even for industry leaders  in the scientific field.

However, when leaders do rise to the challenge, they can generate an environment of continual improvement, increased efficiency and greater satisfaction.  In this article, I’ll outline 4 key steps, inspired by Psychologist Bruce Tuckman’s notorious  theory of group development .  Expect to find: 

• 4 steps to successful leadership
• Research and insights on laboratory leadership
• Key skills information for research leaders

Four key steps to leadership success

Step 1 – form a vision and set your strategy.

While mission statements involve describing the purpose of your research itself, a vision statement should outline the project’s full trajectory while staying connected to the mission. 

Your wider strategy and vision statement should include details around:

• Staff career plans – understanding your team’s ideal career trajectory will enable you to better share opportunities and responsibilities.
• Timelines for the project – clarifying clear timelines from the start can improve your chances of gaining additional funding.
• Communication channels – find reliable ways to maintain communication, ideally through weekly updates.
• Financial goals – aim for any additional funding opportunities from the project’s outset.
• Approach to work-life balance – understanding your team’s need for a work-life balance will help shape the trajectory of the project, and timelines, by setting realistic goals
• Development opportunities – describe any additional training and development opportunities that are available over the course of the project
• Enabling innovation – foster a creative environment from the outset, creating a psychologically safe environment where people can suggest new ideas.
• Building connections – collaboration can open up a wealth of opportunity and resource.

Vision statements should be a collaborative affair, where your team contribute their perspectives to shape a realistic and meaningful vision for the project. 

A strong research vision describes the unique way a challenge will be addressed in context of its wider societal, environmental or even industrial impact.

Syngenta  accomplish this with the vision statement below:

“Our vision is a bright future for smallholder farming. To strengthen smallholder farming and food systems, we catalyze market development and delivery of innovations, while building capacity across the public and private sectors” Leadership tip: While creativity is often regarded as key to research culture,  75% of researchers believe it’s being stalled.  Overcoming this takes conscious action, and psychological safety.  Google’s research  shows that psychological safety is one of the greatest drivers for successful teamwork. Leaders can achieve a more innovative, and successful team culture by showing concern for wellbeing alongside success. 

Step 2 – Bridge communication gaps and work through the challenges

Once you’ve successfully set up the vision and strategy behind your project, your attention can shift onto working through the challenges that arise and bridging any communication gaps that emerge. Your focus as a leader should be on promoting learning and providing the constructive feedback needed to help your team turn mistakes into lessons learned. 

When faced with a hurdle, consider additional training where skills are insufficient, and stay committed even if the project isn’t going at the pace you expected.

Leadership tip: It’s also important to practice self-awareness and identify whether any research challenges could be down to your leadership style. If you don’t find your leadership style to be driving your team’s motivation, be prepared to change up your approach.  Research  shows you can do this by asking ‘what’ you can do to change, rather than focusing too much on ‘why’ your approach wasn’t successful. 

Step 3 – Sustain performance

Now your project has overcome its growing pains, it’s likely that productivity has increased and that you’re looking for ways to keep that momentum going. 

Emphasising project ownership and accountability is integral at this stage and can help  sustain motivation and commitment  to the research. As the research continues, it’s important to leverage communication channels, and keep conversations and ideas flowing – doing so, will better enable problem solving if further issues do arise. 

Your responsibilities will largely shift at this point to monitoring:

• Time – the time it takes to complete projects, as well as the time the team are spending in the lab.
• Money – how finances are progressing, and whether further resourcing may be required.
• Quality of work – the quality of work should take a greater focus over the quantity of work, although both are important.
• Work-life balance – refer back to the vision for the project; is the same work-life balance being maintained?
• Burnout – monitor employee wellbeing and try to identify signs of employee burnout early.

Leadership tip: To maintain productivity, it’s important to move away from a competitive culture.  78% of researchers think that high levels of competition in the laboratory have created unkind, and aggressive conditions . Celebrate achievements and consider how you can help encourage team growth and development rather than focusing on a competitive environment.

Step 4 - Prepare for wrap-up

As the project draws to a close, your role as a leader should shift on to developing your team member’s career beyond the project. You can refer back to your project vision, as well as actively communicate with your wider team to ensure that every member is accessing the opportunities that they need to transition to their next research project and role.

You could organise a final event for the team to celebrate personal achievements alongside overall team achievements to close the project in a positive way.

Leadership tip: Establishing a successful offboarding process as a leader is crucial to maintaining a strong network with wider research teams, even after project completion. 

Skills breakdown:

Key skills Research Managers require to  achieve laboratory success  are:

• Self-awareness
• Time management
• Accountability

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Synergy Scientific Solutions provide specialist teams that boost laboratory capability, potential and efficiency from within.

Our links with SRG’s expansive talent networks mean we can source, manage and develop teams on behalf of our clients across the clinical and biotech industries.

Want to learn more? Get in touch with our team at:  [email protected]  

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Table of Contents

Project management leader overview, project leader roles & responsibilities, project leader skills, project leader salary, choose the right program, train to become a project leader today, project leaders: roles, responsibilities, salaries, and skills.

Effective project management relies on a healthy foundation of project management leadership . With so many moving parts and often large numbers of team members with diverse professional backgrounds, strong leadership plays an essential role in moving the workflow in the right direction. 

Adding project management leaders to your project management team can be the difference-maker in achieving a highly productive and happy work environment.

Simplilearn's PMP Certification makes it easy to begin your career as a Project management professional. Enroll now to get started.

Though often mistaken for project managers, project management leaders hold an essential role within an organization. Much like project management officers and project coordinators' roles , project leaders work in conjunction with project managers to ensure goals are met.

Let’s take a closer look at a project leader's responsibilities, required skills, and salary expectations for 2021 and beyond.

It’s easy to confuse project leaders with project managers. Depending on organizational structure, managers' and leaders' roles and responsibilities may overlap to some extent. 

Regardless, there’s a key difference between the two roles. While project managers are focused on the bigger picture — project deadlines, managing schedules, and progress reports — project leaders are on the ground motivating the project’s team. 

An expert within their field, a project leader can effectively make plans that support project goals and lead their team to perform efficiently. An exceptional project leader is receptive to the feelings of their team members. They work diligently to keep their team engaged, motivated, and focused on the task at hand. 

A successful project manager will inspire their team, encourage creativity, and foster a collaborative work environment to exceed project goals.

A project leader’s responsibilities will vary based on the company, industry, and even project management role structure. Here are some common responsibilities:

• Work with departmental heads, managers, and other stakeholders to develop team goals and delegate tasks to the appropriate team member
• Develop team schedules and assist in the successful onboarding and training of team members
• Create and communicate a clear list of expectations and goals for team members to follow
• Offer emotional support to project team members and make people feel valued
• Maintain frequent communication to offer encouragement, amend tasks, and provide updates on goal progress
• Implement incentives to keep the team motivated and focused on their daily tasks project goals
• Provide frequent feedback on employee performance, address weaknesses or inefficiencies, and offer support to improve skill gaps
• Nurture collaboration amongst team members
• Create a workspace that encourages creativity and innovation to get the most out of the team
• Quickly and effectively resolve team conflicts
• Write project reports as necessary
• Reward team members for their continued efforts and celebrate accomplishments

Become a Project Management Professional

• 6% Growth In Jobs Of Project Management Profiles By 2024
• 22 Million Jobs Estimated For Project Management Professionals By 2027

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• Access to Digital Materials from PMI
• 12 Full-Length Simulation Test Papers (180 Questions Each)

Professional Certificate Program in Project Management

• Receive a course completion certificate and UMass Alumni Association membership
• Learn from industry professionals and certified instructors who bring years of practical experience and expertise to the classroom

Here's what learners are saying regarding our programs:

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Shell - manila ,.

The interactive sessions make a huge difference as I'm able to ask for further clarifications. The training sessions are more engaging than the self-paced modules, it's easier now that i first decided to take up the online classroom training, and then followed it up with the self-paced learning (online and readings).

PHC Business Manager , Midlands and Lancashire Commissioning Support Unit

I wanted to transition into the Project Management field and wanted the right opportunity to do so. Thus, I took that leap forward and enrolled in this course. My learning experience was fantastic. It suited my learning style.

A project management leader has a unique set of skills that provide the tools needed to lead their team successfully. Required hard skills will be specific to the industry and may include project management platforms, industry knowledge, or relevant licensing.

There are, however, a number of soft skills that help with a project leader’s responsibilities, including the following:

Team Management

The bulk of a project leader’s responsibilities rely on effectively managing their team. To achieve project goals, leaders must establish a team of individuals with the right skill sets and encourage collaboration. Successful team management involves teamwork, goal setting, and regular performance reviews.

Communication

Strong communication is an essential project management leader skill. To effectively convey ideas, or direct a team of employees, leaders should promote and facilitate communication. 

Project leaders should be focused on actively listening to their team. Understand team members’ concerns and feedback and work to rectify any issues to avoid disruptions to productivity. 

Conflict Resolution

When a diverse group of individuals work within close proximity, conflict is often inevitable. However, nothing quite hinders productivity than team friction. Project leaders must swiftly recognize emerging conflicts and work to de-escalate any tension or disputes among team members. A work environment should be harmonious for all team members to thrive.

Team Leadership

The position title of project leader is one major indicator that leadership is the most critical skill required for success in the role. Project management leaders must work without biases to ensure all team members are treated equally. Leadership requires a combination of conflict resolution, team management, and communication. Set goals that are in line with project requirements and provide the team with the necessary tools to achieve them.

Organization

Strong organizational skills are crucial to creating and keeping deadlines, delegating tasks, and making effective schedules for their team.

Critical Thinking

Finding creative solutions, anticipating potential roadblocks in productivity, and overcoming obstacles are typical challenges faced by project leaders. A good project leader possesses strong critical thinking skills that empower them to achieve success no matter the situation.

Time Management

Although primarily focused on leading their teams, there are still deadlines that project leaders must ensure are met. Project management leaders must understand the capabilities and skill levels of the team and strong time management skills to ensure all tasks are completed efficiently.

A project leader salary can range from $49,000 to $120,000 annually with an average annual salary of $81,756.

In addition to the salary, additional compensation may include annual bonuses and options for profit sharing. Common health benefits may include medical, dental, and vision.

Level up your project management skills with Simplilearn's comprehensive courses. Gain practical knowledge, industry insights, and globally recognized certifications. Take charge of your career and achieve project success with Simplilearn!

Program Name PMP® Certification Training Course PMP Plus Post Graduate Program In Project Management Geo All Geos All Geos All Geos University PMI Simplilearn University of Massachusetts Amherst Course Duration 90 Days of Flexible Access to Online Classes 36 Months 6 Months Coding experience reqd No No No Skills you wll learn 8+ PM skills including Work Breakdown Structure, Gantt Charts, Resource Allocation, Leadership and more. 6 courses including Project Management, Agile Scrum Master, Implementing a PMO, and More 9+ skills including Project Management, Quality Management, Agile Management, Design Thinking and More. Additional Benefits Experiential learning through case studies Global Teaching Assistance 35PDUs Learn by working on real-world problems 24x7 Learning support from mentors Earn 60+ PDU’s 3 year course access Cost $$ $$$$ $$$$ Explore Program Explore Program Explore Program

Become a digital-age project leader with Simplilearn’s Post Graduate Program in Project Management in partnership with the University of Massachusetts Amherst. Created in alignment with the Project Management Professional (PMP®) certification , you’ll learn the frameworks, tools, and skills to drive transformative projects.

The course focuses on quality and risk management, delivering the best results, understanding strategy, and implementing best practices in any project.

Our Project Management Courses Duration And Fees

Project Management Courses typically range from a few weeks to several months, with fees varying based on program and institution.

Recommended Reads

An Introduction to Project Management: A Beginner’s Guide

Introducing Simplilearn’s New Design Thinking Leader Master’s Program

Roles and Responsibilities of a Project Manager

Project Management Interview Guide

Webinar Wrap-Up: Is an MBA Enough to Be a Business Leader Today?

What is Agile Project Management?

Get Affiliated Certifications with Live Class programs

• PMP, PMI, PMBOK, CAPM, PgMP, PfMP, ACP, PBA, RMP, SP, and OPM3 are registered marks of the Project Management Institute, Inc.

Project Manager: Clinical Practice & Research Partnerships

Job summary.

The Michigan Medicine Quality Department is seeking a skilled individual to provide support for the Michigan Program on Value Enhancement (MPrOVE). The Michigan Program on Value Enhancement (MPrOVE) is a multi-faceted strategic initiative designed to implement and evaluate innovative projects that improve the value of care at Michigan Medicine (MM) and research the implementation of novel ideas around value and right-sizing care. MPrOVE is jointly supported by the MM Quality Department and the Institute for Healthcare Policy & Innovation (IHPI).

This Project Manager will directly lead multiple MPrOVE projects that build research practice partnerships to improve patient care. These will include collaborative quality improvement and research projects aimed to reduce low-value care and bridge the gap between health services research and clinical operations at Michigan Medicine. This role will coordinate a team of physician researchers, clinicians, statisticians, analysts, and other stakeholders to coordinate the implementation and evaluation of impactful projects across the health system. This work is designed to accelerate the application of innovative research methods to facilitate the identification, assessment, and de-implementation of low-value services at MM and beyond. 

Depending on the skills and interests of the individual who takes this position, there will be flexibility regarding additional opportunities to support value-based project and research activities.

This is a full-time position working approximately 8:30am-5:00pm, Monday through Friday. 

This position will be eligible for a remote first approach to work location, however, there are some required in-person meetings which occur approximately once per week (4 times per month). Flexible work opportunities are determined at the discretion of the hiring department. Flexible work agreements are reviewed annually and are subject to change dependent on the business needs of the team throughout the course of employment.

Mission Statement

Michigan Medicine improves the health of patients, populations and communities through excellence in education, patient care, community service, research and technology development, and through leadership activities in Michigan, nationally and internationally.  Our mission is guided by our Strategic Principles and has three critical components; patient care, education and research that together enhance our contribution to society.

Why Join Michigan Medicine?

Michigan Medicine is one of the largest health care complexes in the world and has been the site of many groundbreaking medical and technological advancements since the opening of the U-M Medical School in 1850. Michigan Medicine is comprised of over 30,000 employees and our vision is to attract, inspire, and develop outstanding people in medicine, sciences, and healthcare to become one of the world’s most distinguished academic health systems.  In some way, great or small, every person here helps to advance this world-class institution. Work at Michigan Medicine and become a victor for the greater good.

What Benefits can you Look Forward to?

• Excellent medical, dental and vision coverage effective on your very first day
• 2:1 Match on retirement savings

Responsibilities*

Project Management (60%)

• Translate leadership priorities and goals into actionable project deliverables for specific MPrOVE projects. This includes tying MPrOVE projects to the health system priorities framework.
• Independently lead projects that connect health system leaders with researchers to achieve impact. This will include conducting technical project work (such as project planning, intervention design, and quality improvement efforts), leading stakeholder coordination (facilitating meetings as well as collaborative decision-making), and developing research dissemination content in partnership with faculty (such as abstracts, presentations, and manuscripts). 
• Independently produce detailed timelines and resource plans, define requirements, create project documentation, report status to team and stakeholders through project summaries and progress tracking, track and solve issues with team members and work with faculty to complete necessary activities that drive progress.
• Draft, edit, and format communications, documents, and reports using Word, Excel and PowerPoint for use in a variety of venues with diverse audiences including senior leaders and external stakeholders.  
• Manage project resources, including budgets, staff time, faculty time, and stakeholder capital, to design, implement, and evaluate impactful value-based quality improvement projects.
• Build and sustain working relationships across different levels of the organization, including connections throughout all levels of the Quality Department, MM, and IHPI, as well as establishing connections within key clinical divisions involved in specific projects. 
• Devise innovative solutions to any problems that may arise during the course of the project, and take appropriate actions to resolve without waiting for direction.

Research Responsibilities (25%)

• Work collaboratively with faculty members, analysts, and data teams to develop evaluation and  research approaches. 
• Cooperate with physician faculty, PhD researchers, analysts, and other partners to plan and execute surveys, qualitative interviews, mixed-methods projects, and/or research projects on value of care at MM.
• Collect or direct other team members to organize and analyze medical chart data (the electronic health record; EPIC/MiChart).. 
• Assist with IRB requirements. 
• Coordinate the development of collaborative academic products and research presentations.  

Coordinate MPrOVE Learner Program (10%)

• In coordination with other MPrOVE staff and leaders, work to develop and coordinate the MPrOVE Learner Program, which will actively engage students and learners from multiple disciplines, particularly those interested in value, de-implementation, and research. 
• Tasks will include coordination of learning/training sessions, actively engaging with students, and at times facilitating open dialogue among learners about projects, emerging research, and additional topics related to value and research.

Additional Activities and Tasks as Needed (5%)

• As needed, provide high-level project management expertise leading to the advancement of the MPrOVE Program.
• Other duties as assigned.

Required Qualifications*

• Bachelor's degree.
• 5+ years of relevant experience such as quality improvement, projects related to health services data/research, or quality of care in adult or pediatric populations. 
• 3+ years of experience working directly with clinical operations team leaders and physician faculty.
• Ability to consistently meet deadlines for multiple projects and stakeholders in a fast-paced environment with competing tasks and priorities.
• Strong skills related to collaboration, active listening, interpersonal communication, meeting facilitation.
• Detail oriented with strong organizational, communication, and advanced problem-solving skills. 
• Experience with research methods such as surveys, qualitative interviews, or analytic approaches.
• Experience with quality improvement, implementation science, healthcare evaluation and health services research.
• Experience with the academic research process including protocol development, data collection and management, and dissemination of academic products.

Desired Qualifications*

• Advanced technical skills and expertise related to quality improvement, implementation science, or health services research.
• Familiarity with value-based care, research practice partnerships, or translational research . 

Modes of Work

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes .

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings.  Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

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Thank you for your interest, this position is no longer available.

Duke is an Affirmative Action / Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Read more about Duke’s commitment to affirmative action and nondiscrimination at hr.duke.edu/eeo.

Engineering Project Team Leader- Caterpillar

Caterpillar.

About Caterpillar

Caterpillar Inc. is the world’s leading manufacturer of construction and mining equipment, off-highway diesel and natural gas engines, industrial gas turbines and diesel-electric locomotives. For nearly 100 years, the company has been helping customers build a better, more sustainable world and is committed to a reduced-carbon future. Its innovative products and services, backed by a global dealer network, provide exceptional value that helps customers succeed.

The Caterpillar Champaign Innovation Center brings together resources from key fields for the company’s research and development efforts, including engineering, computer science, operations research, and statistics, to drive innovative development through data analysis. The CIC also utilizes simulation technology to optimize product and process designs while reducing overall development time and cost. The center addresses engineering design issues such as materials processing, manufacturing processing, and structural analysis.

Visa Sponsorship is not available for this position. This employer is not currently hiring foreign national applicants that require or will require sponsorship tied to a specific employer, such as, H, L, TN, F, J, E, O. As a global company, Caterpillar offers many job opportunities outside of the U.S which can be found through our employment website at www.caterpillar.com/careers .

About the Role

Caterpillar Inc. seeks an Engineering Project Team Leader at its facility located in the Research Park.

This position involves up to 10% domestic travel to testing, research and manufacturing facilities, proving grounds, and internal and external conferences.

Responsibilities

Main responsibilities include, but are not limited to:

• Leading cross-functional global engineering teams to evaluate the structural performance of complex Mining, Construction, and Earthmoving Lower Powertrain systems and components
• Using advanced numerical analysis methods and tools
• Providing technical guidance on product design issues such as material selection, durability, reliability, cost, and quality
• Developing and exploring emerging technologies
• Project planning and resource management
• Participating in pre-test planning, on-machine testing, post-test analysis validation and design optimization
• Preparing comprehensive technical presentations and reports
• Mentoring & coaching lower-level staff.

Requirements

• This position requires a Master’s degree, or foreign equivalent, in Mechanical, Aerospace, or Civil Engineering or a related field
• 4 years of experience in a Structural Analysis and Simulation or related occupation.
• Leading and managing projects involving analysis, design, testing and validation of Large Mining, Construction, Earthmoving Machine and Lower Powertrain Structures and Linkages
• Supporting Finite Element Analysis of Lower Power train systems of large mining trucks, Off -highway trucks, Motor Grader, Wheel Tractor Scraper, Wheel Loader or other similar machine products
• Using modern data analysis techniques to develop load profiles for Lower Powertrain systems using data from simulation, proving ground tests, and field operations
• Fatigue life estimation of various Lower powertrain components such as: Axles, Differentials, Wheels, Rims, Final drives, Clutch pack, Torque converters, Transmission gear box, Manifold, using FE-Safe or equivalent
• Multibody dynamics using Dynasty, ADAMS or equivalent
• Pre-test planning, instrumentation, and post-test data processing using DATK, MATLAB, or equivalent
• ABAQUS (Implicit/Explicit), NASTRAN, NX, HYPERMESH, and CREO.
• Telecommuting: 2 days/week.

Learn more and apply by December 22 on the Caterpillar website .

To apply for this job please visit careers.caterpillar.com .

University of Notre Dame

Tech Ethics Lab

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Research Project Outcomes: Driving inclusive urban growth through community-centric AI audits

Published: September 05, 2024

Author: Tech Ethics Lab

Singapore has established itself as a global leader in smart city development, known for its innovative use of advanced technology and dedication to forward-thinking practices. As a "Smart City Index champion," the city-state consistently ranks at the top of the IMD Smart City Index , reflecting its unwavering commitment to building a sustainable urban future.

Singapore set a high standard for what it means to be a smart city in the 21st century with the launch of its Smart Nation initiative in 2014. This ambitious government program aims to integrate technology into every aspect of daily life, stimulate economic growth, and create a highly efficient, technology-driven ecosystem. The project reflects Singapore's strategic vision of transforming itself into a hub of innovation, leveraging technology to create a more connected, responsive, and resilient city-state.

Artificial Intelligence has been a cornerstone of Singapore's tech-driven progress, considerably elevating living standards. By analyzing vast datasets, AI and machine learning have become essential tools for predicting and optimizing resource consumption, minimizing waste, and improving transportation efficiency. These advancements have been instrumental in enabling more effective management of renewable energy sources and reducing the city-state's carbon footprint.

However, as Singapore advances its data-driven initiatives, it faces the significant challenge of ensuring that AI systems are designed to benefit all segments of society. A concentrated effort must be made to support vulnerable groups—including older adults, individuals with disabilities, and marginalized communities—so that everyone shares the benefits of technological progress equitably.

The Centre for AI and Data Governance (CAIDG) at Singapore Management University has proposed a recommendation to advance Singapore's future-ready objectives. A study co-authored by CAIDG Research Associate Wenxi Zhang and her team, supported by the Notre Dame-IBM Technology Ethics Lab, highlights the need for a framework that completes the feedback loop in AI audits.

The team proposes that external auditors collaborate with internal auditors to validate their assessments by incorporating community feedback. This approach ensures that the voices of marginalized groups are heard, making AI audits more responsive to the broader community's concerns.

Zhang and her colleagues, Sharanya Shanmugam, Jason Grant Allen, Willow Wong, and Olivia Xu, concentrated on human-AI interactions within community settings. They propose a systematic approach to monitor potential risks from intelligent systems.

“Technological advancement must be balanced with community-centric values to ensure Singapore’s ongoing tech-driven success,” Zhang says. “By actively engaging community members, our approach ensures the ethical and equitable deployment of AI-driven platforms for all.”

Traditional AI auditing frameworks help organizations understand risks, implement best practices, and comply with regulations. However, the CAIDG researchers emphasize that these overarching elements, while critical, need to be expanded to guarantee complete confidence and credibility in AI systems.

The team argues that including perspectives from those directly interacting with AI-based systems is equally important. “Users’ experiences and insights are invaluable for uncovering unforeseen risks and challenges that may not be apparent during the initial design and implementation phases,” Zhang says.

By acknowledging the importance of user feedback, the CAIDG researchers emphasize the need for a more holistic approach to AI governance—one that combines technical rigor with real-world experiences.

Beyond compliance

While it's crucial to base AI audits on procedural regularity, harm mitigation, and operational independence, an equally essential yet frequently overlooked aspect is how various communities perceive and experience AI once it is deployed.

CAIDG Research Associate Sharanya Shanmugam says what’s needed are “mechanisms that support people’s engagement with AI deployments and document—from the ground up—potential risks to collective equity.”

Shanmugam says populations facing greater challenges often interact with AI in ways that deviate from the experiences of more typical users. For example, vulnerable groups may struggle to navigate AI-driven systems designed for social services. If these challenges are not adequately addressed, AI technologies could inadvertently create barriers to essential resources, further marginalizing these populations.

The researchers highlight that Singapore already has frameworks integrating residents’ perspectives into AI oversight. One such system is the Model AI Governance Framework, which provides guidelines for the responsible deployment of AI. It emphasizes two fundamental principles: AI-assisted decision-making must be explainable, transparent, and fair, and AI systems should focus on human-centricity.

While these guidelines offer a solid foundation, their impact could be amplified by making them legally binding. Currently, organizations are encouraged to voluntarily strengthen their governance and risk management practices, with companies tasked with deciding the appropriate level of human oversight in AI-driven decision-making processes.

The CAIDG team also suggests that mandating human participation in AI audits could help align these systems with technical standards and societal values.

Exploring Community-Centric AI Audits

In August 2023, the researchers convened a roundtable discussion, bringing together experts from diverse sectors, including industry, government, academia, nonprofits, and finance. The objective was to assess the feasibility and practicality of implementing community-centric AI audit frameworks within Singapore’s regulatory structure.

The participants emphasized that AI developers should prioritize end-users' sentiments, acknowledging them as critical stakeholders in the development process. They pointed out that this approach aligns with initiatives like Singapore’s AI Verify, a testing framework that assesses AI system performance against internationally recognized principles through standardized tests. (AI Verify is consistent with global AI governance standards, including those established by the European Union and the Organization for Economic Co-operation and Development.)

The participants also identified several challenges. They noted that the term "audit" often carries negative connotations in the tech industry, evoking thoughts of burdensome paperwork and rigid regulations—factors hindering creativity and agility. The discussion also explored incentive-based (carrot) and compliance-based (stick) strategies for developing community-focused AI audit frameworks.

Additionally, the participants emphasized the need for assessment teams with a well-rounded mix of strong technical skills, regulatory knowledge, and specialized expertise to conduct effective and balanced audits. These teams must be capable of recognizing the strengths and limitations of various AI techniques across different audiences while also identifying opportunities to optimize and enhance cognitive and learning-based systems.

Core findings

Singapore has positioned itself as a global leader in urban technology, with smart AI and machine learning platforms playing pivotal roles in transforming daily life. However, sustaining this progress requires a commitment to inclusivity, ensuring the benefits of these technologies are accessible to everyone, regardless of their background or circumstances.

A promising approach to achieving this inclusivity is the community-centric AI audit framework proposed by researchers from Singapore Management University. Their model aims to create a more equitable technological landscape by incorporating procedural regularity, harm mitigation, and operational independence while emphasizing community input to address AI’s cultural and societal impacts.

As Singapore advances in developing its AI systems, it must address potential inequities that disproportionately affect vulnerable groups, including marginalized communities. The CAIDG framework stresses the importance of integrating community feedback into AI audits, allowing these voices to be heard and play a role in shaping its future.

The researchers contend that by making AI audits more inclusive and legally binding, Singapore can strengthen its AI systems’ credibility and societal alignment. This approach ensures the technology supports the city-state’s development goals and respects and empowers all members of society.

Since 2021, the Notre Dame-IBM Technology Ethics Lab has issued calls for proposals to support interdisciplinary research in technology ethics. The 2022–2023 CFPs , focusing on “Auditing AI,” emphasized the need to evaluate and ensure ethical standards in AI systems. One of the 15 projects selected was a proposal titled “AI Audits for Whom? A Community-Centric Approach to Rebuilding Public Trust” by Wenxi Zhang , Sharanya Shanmugan , Jason Grant Allen , Willow Wong, and Olivia Xu at Centre for AI and Data Governance (CAIDG) at Singapore Management University . The CAIDG researchers stress the crucial role of ethical AI governance and responsible data use in building public trust. They advocate for incorporating community perspectives into AI decision-making and audits. The Notre Dame–IBM Technology Ethics Lab, a critical component of the Institute for Ethics and the Common Good and the Notre Dame Ethics Initiative , promotes interdisciplinary research and policy leadership in technology ethics and is supported by a $20 million investment from IBM.

The Official Careers Website of the City of New York

Project Manager, Bureau of Epidemiology Services

• Agency: DEPT OF HEALTH/MENTAL HYGIENE
• Job type: Full-time
• Title Classification: No exam required

EPI Services

Job Description

The New York City Health Department works every day to protect and promote the health of 8.5 million diverse New Yorkers. This includes making health equity and racial justice a priority in order to address enduring gaps in health between white New Yorkers and communities of color. To support this mission, the Bureau of Epidemiology Services (BES) conducts systematic data collection and monitoring, rigorous analysis, and effective data communication. BES seeks to provide accurate and timely public health data to inform decision-making, to optimize data use, and to ensure accurate analysis of health data. The NYC Health Panel is an innovative project that provides the Health Department with important health information in a timely and cost-effective way. The Panel provides population-level estimates on a range of key population health indicators by conducting surveys with its approximately 35,000 panelists. DUTIES WILL INCLUDE BUT NOT BE LIMITED TO: Create and manage detailed project schedules and work plans using Microsoft Project, Excel, or other project management software. Identify and anticipate project delays and create remediation plans. Manage questionnaire development, including pre-testing of questions and getting feedback from stakeholders. Oversee and help develop online and paper data collection instruments, including translations and pretesting of online survey programs and data capture from paper surveys. Develop invitation materials, including texts, emails and mailed letters and manage translations of these materials. Create project budgets and track and manage costs. Manage procurements and vendor contracts. Coordinate with other parts of the Health Department and external stakeholders. Perform other NYC Health Panel tasks as needed. Preferred Skills: A minimum of 5 years of experience in leading project management. Experiences in managing and overseeing contracts and budget. Ability to work independently and follow through on assignments with minimal direction. Strong computer and data management skills, including software such as Microsoft Excel, Word, Project, and PowerPoint. Experience working collaboratively with large groups. Strong written and verbal communication skills. Why you should work for us: - Loan Forgiveness: As a prospective employee of the City of New York, you may be eligible for federal/state loan forgiveness and repayment assistance programs that lessen your payments or even fully forgive your full balance. For more information, please visit the U.S. Department of Education’s website (https://studentaid.gov/pslf/) - Benefits: City employees are entitled to unmatched benefits such as: o a premium-free health insurance plan that saves employees over $10K annually, per a 2024 assessment. o additional health, fitness, and financial benefits may be available based on the position’s associated union/benefit fund. o a public sector defined benefit pension plan with steady monthly payments in retirement. o a tax-deferred savings program and o a robust Worksite Wellness Program that offers resources and opportunities to keep you healthy while serving New Yorkers. - Work From Home Policy: Depending on your position, you may be able to work up to two days during the week from home. - Job Security - you could enjoy more job security compared to private sector employment and be able to contribute to making NYC a healthy place to live and work. Established in 1805, the New York City Department of Health and Mental Hygiene (NYC Health Department) is the oldest and largest health department in the U.S., dedicated to protecting and improving the health of NYC. Our mission is to safeguard the health of every resident and cultivate a city where everyone, regardless of age, background, or location, can achieve their optimal health. We provide a wide array of programs and services focused on food and nutrition, anti-tobacco support, chronic disease prevention, HIV/AIDS treatment, family and child health, environmental health, mental health, and social justice initiatives. As the primary population health strategist and policy authority for NYC, with a rich history of public health initiatives and scientific advancements, from addressing the 1822 yellow fever outbreak to the COVID-19 pandemic, we serve as a global leader in public health innovation and expertise. Come join us and help to continue our efforts in making a difference in the lives of all New Yorkers! Commitment to Equity: The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual's sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy. The NYC Health Department is an inclusive equal opportunity employer committed to providing access and reasonable accommodation to all individuals. To request reasonable accommodation to participate in the job application or interview process, contact Sye-Eun Ahn, Director of the Office of Equal Employment Opportunity, at [email protected] or 347-396-6549.

1. For Assignment Level I (only physical, biological and environmental sciences and public health) A master's degree from an accredited college or university with a specialization in an appropriate field of physical, biological or environmental science or in public health. To be appointed to Assignment Level II and above, candidates must have: 1. A doctorate degree from an accredited college or university with specialization in an appropriate field of physical, biological, environmental or social science and one year of full-time experience in a responsible supervisory, administrative or research capacity in the appropriate field of specialization; or 2. A master's degree from an accredited college or university with specialization in an appropriate field of physical, biological, environmental or social science and three years of responsible full-time research experience in the appropriate field of specialization; or 3. Education and/or experience which is equivalent to "1" or "2" above. However, all candidates must have at least a master's degree in an appropriate field of specialization and at least two years of experience described in "2" above. Two years as a City Research Scientist Level I can be substituted for the experience required in "1" and "2" above. NOTE: Probationary Period Appointments to this position are subject to a minimum probationary period of one year.

The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual's sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.

Civil service title

CITY RESEARCH SCIENTIST

Title classification

Non-Competitive-5

Business title

Posted until

• Experience level: Experienced (non-manager)

Number of positions

Work location

42-09 28th Street

• Category: Health

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New Research Reveals The Most Entrepreneurial States in America

I’m Ben Aston, a digital project manager and founder of thedpm.com. I've been in the industry for more than 20 years working in the UK at London’s top digital agencies including Dare, Wunderman, Lowe and DDB. I’ve delivered everything from film to CMS', games to advertising and eCRM to eCommerce sites. I’ve been fortunate enough to work across a wide range of great clients; automotive brands including Land Rover, Volkswagen and Honda; Utility brands including BT, British Gas and Exxon, FMCG brands such as Unilever, and consumer electronics brands including Sony. I'm a Certified Scrum Master, PRINCE2 Practitioner and productivity nut!

Florida was found to be the most entrepreneurial state in the U.S., followed by Georgia and Michigan.

Whether you're contemplating a side hustle, bootstrapping the development of the next killer app, or already have a pocketful of funding to launch your dream business, your location matters.

Recent research by The Digital Project Manager analyzed eight indicators for how entrepreneurial a state is, including:

• Percentage of the population that starts a new business
• Percentage of start-ups still active after one year
• Number of small businesses per 100,000 people
• Growth rate of business applications

Here's what the data showed.

Entrepreneurial Index Score: 65.12 

Floridians clearly have an entrepreneurial mindset that not only benefits themselves, but also their communities through the jobs that they create.   Florida has the highest percentage of the population that has started a business (0.61%). Of those, 86% started their venture out of choice rather than necessity, i.e., because they were unemployed or required another stream of income.

These start-ups have the highest number of jobs created in the first year with 6.53 new jobs per 1,000 people. With 13,238 small businesses per 100,000 people, this is the most in any state.

Entrepreneurial Index Score: 59.31 

Georgia is in second place, with 10,871 small businesses per 100,000 people, demonstrating a clear entrepreneurial drive.

This is supported by the second-highest percentage of the population that has started a new business (0.47%). Georgians also have a high search interest on Google for "how to start a business." 

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3. Michigan

Entrepreneurial index score: 58.39 .

Michigan is the third most entrepreneurial state. In 2022, there was 1772% growth in business applications compared to 2019. 78% of start-ups are still active after one year and there are 9,091 small businesses per 100,000 people.

The national average for business failure after five years is 49%, but Michigan is slightly below that at 47%.

4. Oklahoma

Entrepreneurial index score: 57.58 .

In Oklahoma, 0.44% of the population has started a new business. Of those, 82% are still active after one year, with 9,075 small businesses per 100,000 people.

84% of those in Oklahoma who start businesses do so by choice rather than a need to.  

Entrepreneurial Index Score: 57.36 

In Montana there are 11,336 small businesses per 100,000 people. Within the first year, start-ups will create 6.14 new jobs per 1,000 people, and 81% of those start-ups will still be active after the year mark. After five years, only 45% of businesses will fail, which is one of the lowest failure rates across the US. 

Entrepreneurial Index Score: 57.31 

Wyoming has 12,357 small businesses per 100,000 people. From 2019 to 2022 there was a 120% increase in applications for businesses.

This is also reflected in the Google searches in the state. "How to start a business" has one of the highest levels of search interest in Wyoming compared to the rest of America.  

7. Colorado

Entrepreneurial index score: 57.21 .

In Colorado 0.42% of the population have started up a new business. 81% of these start-up businesses are still active after one year, and within that year create 6.09 new jobs per 1,000 people..  

8. California

Entrepreneurial index score: 57.04 .

California is the most populous state in the U.S., which provides many opportunities for people to start businesses. There are 10,792 small businesses per 100,000 people in California.

82% of start-ups will still be active after one year, creating 5.7 new jobs per 1,000 people. 0.43% of Californians have started businesses and only 44% will fail after five years, which is one of the lowest failure rates. 

Entrepreneurial Index Score: 56.63 

In Idaho, start-ups will create 6.11 new jobs per 1,000 people in their first year. 89% of these start-ups are created by choice and not a necessity.

Although there was a much lower business application growth rate of only 0.20% from 2019-2022, there are still 9,320 small businesses per 100,000 people.  

Entrepreneurial Index Score: 56.38 

Texas has the second highest population, and per 100,000 people there are 10,163 small businesses. There was a growth rate of business applications between 2019 and 2022 of 52%.

81% of new businesses will still be active after a year and will create 5.18 new jobs per 1,000 people, opening op further opportunity for residents of the state.  

Nuala Turner, longtime editor of TheDigitalProjectManager.com, with deep experience covering business topics including project management software and project scheduling software , commented: “Entrepreneurship and new businesses are a driving force in economic growth and create opportunities for communities, allowing them and their people to thrive. Entrepreneurs should be encouraged to make the steps to start businesses, and this data shows the dedication and motivation that residents in the U.S. have to take the leap into being businesses owners.  

This research should serve as encouragement to the budding entrepreneurs of the states mentioned above: it's worth taking the leap to turn your passion into an income.” 

Method: Index created by ranking each factor out of 10 and adding the overall scores. The factors included were: 

• Percent of population that starts a new business
• Entrepreneurs who started a business by choice and not a necessity
• Number of jobs created by start-ups in their first year
• Percent of startups that are still active after one year
• Search interest on Google for "how to start a business" 
• Number of small businesses in each state
• Small businesses per 100,000 of the population
• Growth rate of business applications 2019-2022
• Business failure rates after five years

Full Index of every US State:

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