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When William Mair became a principal investigator and set up his own lab, he knew he wanted to manage it better than other large labs he had worked in or known. He wanted his students to get input from him more often than at monthly lab meetings, but he also wanted them to be able to manage their own projects and take charge of their experimental progress. For Mair, improved communication and delegation of responsibility would help to ensure that his lab ran smoothly and efficiently, without the repetition of failed experiments or duplication of supply orders. When students moved on, he wanted an easy way to collate their lab notes and experimental materials, so the next student could learn from past work more easily. ...
