What does it take to move from being a brilliant researcher to a confident leader of people, projects and ideas?

It’s an important question and one that comes up time and time again in conversations about research careers. Of course, scientific expertise is essential – but to be a leader really does require more than that.

In fact, for many researchers, the missing piece isn’t more training or technical knowledge. It’s the space to think, to reflect, and to question long‑held assumptions about how they work and lead.

This came into sharp focus during a recent webinar with the Meyler Campbell coaching community, many of whom support (or have supported) CRUK-funded researchers. Among the discussion, a researcher shared a sentiment that might feel very familiar:

“The first time I met my coach, I said, ‘Look, these are all my problems — please fix me.”

It’s a common and understandable starting point. Coaching can easily be mistaken for a transactional exercise where people come to get answers and solutions – or even a kind of expert diagnosis.

But, as the researcher went on to describe, the reality is quite different. Rather than being given a set of instructions, they were offered the chance to slow down and think. It was a chance to reflect on how they approach challenges, and question assumptions and habits they have developed around their work.

What followed wasn’t, they said, a fixed solution, it was about noticing patterns in their behaviour and exploring alternative ways of doing things.

Coaching, then, isn’t about adopting someone else’s way of doing things, rather it’s about creating the space to develop your own. And that’s important because it’s easy to default to familiar ways of working, even when they no longer serve us. Stepping back to see things differently and being prepared to change your approach is a really important part of being a leader.

Coaching or mentoring – what’s the difference?

One of the most common questions we hear is whether coaching is the same as mentoring. They’re closely linked, but they’re not interchangeable and serve different purposes.

Mentoring tends to be more direct, drawing on someone else’s experience to guide your own. Coaching takes a different approach; it’s less about answers and more about questions to help you think differently, test assumptions and arrive at your own conclusions.

At different points in a research career, you may need different kinds of support. Mentoring can show you different approaches of what’s possible, where coaching can help you work out how to get there in a way that works for you.

I see coaching as an important part of a wider support system for researchers. Alongside mentoring, skills training and peer networks, it plays a distinct role in helping people grow into confident and effective leaders. And it’s something I’ve seen play out in practice. Laura Woods, Gerard Walls and Dan Tennant all shared their own experiences of coaching, offering reflections on how it supports researchers at different stages of their careers.

So, if you’re feeling a bit stuck, whether that’s dealing with a tricky team member, struggling to find enough time to get everything done, or simply feeling rather overwhelmed as a first-time group leader, it might not be about pushing yourself harder. Sometimes, it’s more effective to take a step back and to talk it though with someone who can help make sense of what’s going on in your head.

Bag your own coach

If you like the idea of a thinking partner, why not give coaching a go? Register your interest in CRUK’s Leadership Coaching scheme. Your team members, colleagues, head of department, collaborators, family, perhaps even your goldfish will thank you.