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

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Chapter 3 DECIDING WHAT,WHEN, AND WHERE In This Chapter Settling on a Structure: Big-Picture Considerations Determining the Date Developing a Timeline Choosing the Location Taking Advantage of an Existing Event Now that you have obtained buy-in from your organization’s leadership, assembled your planning team, and given some preliminary thought to evaluation, the next steps are to decide what kind of training program you want to have and when and where it will take place. You will also want to develop a timeline to help you manage the planning process. This chapter provides ideas and suggestions for different scenarios; just pick and choose what applies to your unique situation. SETTLING ON A STRUCTURE: BIG-PICTURE CONSIDERATIONS Answers to a few fundamental questions can help guide your decisions about the format, frequency, location, and length of your training activity, as well as scheduling issues that could affect participants’ ability to attend. Format, Frequency, and Location Consider the following: What can you address adequately in a single workshop? What works better when integrated into a larger program? Will the training be delivered as a concentrated event over several consecutive days? Or would you prefer to stage a series of discrete events over several weeks or months? Is participants’ anonymity important for training in any of the topics (e.g., mentoring, laboratory leadership)? Will the training be delivered in the context of a retreat experience? If so, at your institution or away? In some combination of retreat and on-site workshop? Can the training be run before or after an annual meeting to reduce travel costs for participants and speakers? How can you make your event more inclusive to increase its impact without increasing your budget? For example, do you want to open your event to participants from nearby institutions? 21
Training Scientists to Make the Right Moves At a Glance “” QA At a Glance Scheduling and Length Other issues to think about: When should the training be held? How long should it be? How much time away from the lab or home can your target participants take? If the sessions are spread over several months, will participants lose interest or attend only the sessions they think are important? Does your schedule need to factor in travel time for participants and speakers to get to and from your program site (e.g., a location on the East or West Coast or far from an airport)? Chapter One How can I organize my program’s offerings to engage people’s interest and make it easier for them to attend? Experienced program planners give the following suggestions: Organize your topics to provide a package in one specific area. For example, consider running a program on job hunting as a triad of self-assessment, career exploration, and job search strategies. Pull your training events into a series and promote them together—at the first event or in your promotional materials. If you have a topic that requires several hours of training, think about holding one or two lunchtime sessions over a period of several weeks. It is usually easier for people to get time off in small segments. (For a discussion of helping participants obtain release time, see page 56.) DETERMINING THE DATE Early on in the planning process you will need to decide when to conduct your program: during the week or on a weekend, during the day or in the evening, in the winter or summer, and so on. The availability of space to hold the training and the schedules of speakers and trainees are also factors to consider while weighing your options. Day,Time, and Season Weekend versus weekday. A weekend-spanning event makes it possible for participants and speakers to be at work for most of the week, which might make them more inclined to attend. For many people though, weekends are catch-up time. Many people want to be home with their families. In addition, if you have administrative assistants and audiovisual staff helping you, you could be obligated to pay overtime. 22
Page 1 and 2: TRAINING SCIENTISTS TO MAKE THE RIG
Page 3 and 4: © 2006 by the Howard Hughes Medica
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Page 10 and 11: PREFACE In July 2002, the Burroughs
Page 12: ACKNOWLEDGMENTS This guide represen
Page 20 and 21: INTRODUCTION Preparing postdoctoral
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Page 28 and 29: Chapter 2 OBTAINING SUPPORT AND ASS
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Page 38 and 39: At a Glance At a Glance “” QA A
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Appendix 1 BUDGET PLANNING Sample C
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Appendix 4 COURSE SUMMARY EVALUATIO
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Appendix 4 Course Summary Evaluati
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