Training Scientists to Make the Right Moves - Howard Hughes ...

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Appendix 2 The BWF-HHMI Courses in Scientific Management The mock study section and project planning session were also mentioned as important aspects of the course. The following, in order of popularity, are the eight most popular sessions, which included lectures, panels, and small-group discussions: “Mock Study Section” “Getting Funded and Budgets” “Time Management” “Laboratory Leadership and Management in Science” “Securing Tenure” “Problems and Solutions in Scientific Management” “Strategies for Basic Scientists” “Strategies for Physician-Scientists” Overall Course Length Approximately 70 percent felt that the course length was appropriate, although a large number (28 percent) thought it was too long. Both the 2002 and 2005 courses had relatively grueling schedules, with participants involved in sessions from early in the morning until sometimes late in the evening. However, because of the difficulties of arranging schedules and travel and the perceived lack of time on the part of the participants for anything outside of research pursuits, in both cases it was decided to deliver the course in one intensive retreatlike session. Future course organizers who do not have the option to provide a retreat environment may choose to break up the course sessions over several months, either as brown bag lunches or in two- to three-hour sessions. Improving the Course Participants had the following suggestions for improving the course: Have a panel of senior scientists discuss specific problems they have encountered, the strategies they used to solve the problems, and what they might do differently. Include a full session on conflict management. Add the topics of budget/purchasing, hiring and firing people in the lab, writing a letter of recommendation, and how to handle oneself professionally (e.g., maintaining a professional distance from lab members, avoiding offending colleagues and lab members). Provide even more diversity in presenters to underscore the notion that there are many management styles that can lead to success and failure. Cover the subject of teaching in greater depth instead of a cursory way; if this is not possible, use the time for other topics. 115
Training Scientists to Make the Right Moves LESSONS LEARNED FROM THE BWF-HHMI COURSES IN SCIENTIFIC MANAGEMENT The lessons learned from the two courses can be categorized into four different subjects: preparation, format, content, and logistics. Preparation In terms of preparing the participants before their arrival at the course, course organizers should consider providing, when possible, readings and other materials in advance so that more time can be spent on questions, discussions, and other activities. This can be accomplished by setting up a Web page with PDF files for downloading. Organizers should also consider asking the participants when they register what issues are of significant interest to them, and specifically raise some of these issues in the course discussion sessions to reflect the participants’ pressing concerns. The more the course is tailored to the participants’ perceived needs, the better they will internalize the materials. Format Throughout the evaluations, from both courses, the participants stressed that they got the most information from the Q&A periods that followed the presentations. As such, future organizers could consider having speakers provide shorter introductions to each session and leave more time for discussion. As learned in the “Teaching and Course Design” session, activelearning exercises are popular. Course organizers should try to involve the participants as much as possible in small discussion groups, breakout sessions, and role-playing activities whenever possible. A divide has always existed between basic and clinical scientists. While joint sessions are valuable so that each group can better understand the challenges faced by the other group, in the 2005 course, having specific sessions for each group was very well received. One course participant suggested having small moderated discussion groups that meet once or twice a day to reflect on the large-group sessions. While this would add more time to the course, it could also significantly improve the networking opportunities, especially if the groups consisted of different individuals each night and were organized by either stage of career, basic or clinical research focus, or geographical distribution. Several participants recommended considering reserving the last day for discussion only—perhaps expanding the “Problems and Solutions in Scientific Management” session, in which speakers and panelists join the participants in small groups to discuss case studies. In both courses, participants recognized the value of having a chance to rub shoulders with senior principal investigators (PIs)—in terms of networking opportunities and the advice that could be derived from more “seasoned” PIs. Course organizers should consider having senior PIs attend the course and interact with the participants informally as much as possible. 116
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TRAINING SCIENTISTS TO MAKE THE RIG
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© 2006 by the Howard Hughes Medica
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Training Scientists to Make the Rig
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PREFACE In July 2002, the Burroughs
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ACKNOWLEDGMENTS This guide represen
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INTRODUCTION Preparing postdoctoral
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Chapter 1 GETTING STARTED Deciding
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QA At a Glance Chapter One What is
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At a Glance “” QA Gathering Ide
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Chapter 2 OBTAINING SUPPORT AND ASS
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Chapter 2 Obtaining Support and As
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“” QA Chapter 2 Obtaining Supp
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At a Glance At a Glance “” QA A
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Chapter 3 DECIDING WHAT,WHEN, AND W
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QA Chapter 3 Deciding What,When, a
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At a Glance Chapter 3 Deciding Wha
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QA At a Glance Chapter One Chapter
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Chapter 4 DEVELOPING A BUDGET AND G
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Chapter 4 Developing a Budget and
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Chapter 6 FINDING AND WORKING WITH
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Chapter One Chapter 6 Finding and
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Chapter 8 MAKING IT HAPPEN In This
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