Graduate students can consult reams of material on how to choose a PhD supervisor and select the best and most appropriate research group. But almost no resources exist for principal investigators (PIs) — especially those in the early stages of their own careers — on how to choose a PhD student for their lab or research team. How do these leaders decide who will be the best 'match'?

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If you assume the role of supervisor, mentor or PI, you will provide much of the guidance and support that is crucial for a student's career development. Deciding whether to take on such a task requires much deliberation. You will need to consider whether your research group, project and academic environment will allow the student to flourish and receive the proper level of supervision, whether the student can develop the skills necessary to maximize your project's success and whether he or she will be a good fit with your group.

You will need to consult your team. Current members must feel confident that they share goals with their future colleague. As team leader, you will need to ensure that a new member will contribute to the group's work and will not adversely affect the team dynamic. Ask the applicant to talk to your team and find out what members think. You will probably learn about the applicant's research experience, communication and social skills and whether she or he prefers to work in a group or solo.

Setting an exercise for a PhD candidate can also prove useful for evaluating the student's research background and writing and problem-solving skills. We routinely ask candidates to choose and critique one of our published papers and to suggest how the study could be improved. The choice of paper provides clues about the student's interests, and we learn about his or her knowledge of the field, and ability to organize and communicate ideas. We have also found that the task both attracts and dissuades candidates. Once, after assigning it, we did not hear again from the candidate. Other candidates have dived in. “It showed that you cared what I thought,” one student told us after completing it.

You should also ask applicants why they want a PhD, why they are interested in your group, which research discovery they are most proud of and what comes most easily to them, whether it be benchwork, fieldwork or something else. Applicants' answers provide information about their attitudes and aptitudes. For example, a student who expresses a preference for data analysis might be best suited to a project that involves extensive statistical or bioinformatic analyses.

Many PhD students want to be asked specific questions. Our students, for example, have indicated that they think that we should ask about evidence of positive relationships with previous supervisors or lecturers, a strong academic record, an ability to work well in a team environment and curiosity about and enthusiasm for their research areas.

Most students are highly motivated to succeed. Great achievement generally takes place in an environment of high standards, so you will need to discuss your expectations. These could include attending conferences, adhering to agreed milestones and participating in seminars and journal clubs.

Choosing the right PhD students for a team is more important than ever if we, as supervisors and mentors, are to make a positive impact on the scientific endeavours that will be led by those whom we train today.