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

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CONTENTS PREFACE ACKNOWLEDGMENTS CONTRIBUTORS ix xi xiii INTRODUCTION 1 CHAPTER 1 GETTING STARTED: DECIDING WHOM TO TRAIN AND WHAT THEY SHOULD LEARN 3 Identifying Your Target Audience 3 When Your Target Audience Is Mixed 3 Setting Goals and Objectives 4 Selecting the Topics 5 Conduct a Survey 6 Consider Feedback from Previous Training Events 6 Take a Look at What Other Organizations Are Doing 7 Build on Your Organization’s Existing Training Activities 8 How Much to Cover? 8 Take Care with the Title 8 CHAPTER 2 OBTAINING SUPPORT AND ASSEMBLING A PLANNING TEAM 9 Taking Stock 9 It’s Okay to Start Small 9 Obtaining Buy-In from Your Organization 11 Securing Support from the Top 11 If You Need to Prepare a Formal Proposal 12 Assembling a Planning Team 14 How to Begin? 14 People Who Can Help 16 Types of Planning Teams 17 Working with the Planning Team 17 Collaborating with Another Organization 17 Sensible Ground Rules for Productive Collaborations 18 iii
Training Scientists to Make the Right Moves Communication Within the Planning Team 19 Begin by Meeting Face-to-Face 19 Make the Most of Conference Calls and Meetings 20 Building in Evaluation 20 CHAPTER 3 DECIDING WHAT, WHEN, AND WHERE 21 Settling on a Structure: Big-Picture Considerations 21 Format, Frequency, and Location 21 Scheduling and Length 22 Determining the Date 22 Day, Time, and Season 22 Available Space 23 Speakers’ and Participants’ Schedules 23 Developing a Timeline 24 What to Keep in Mind 24 Tips for Sticking to Your Timeline 25 Choosing the Location 25 On-Site Versus Off-Site: The Cost-Benefit Equation 25 Space: The Final Frontier 27 How Large a Group? 27 Taking Advantage of an Existing Event 28 CHAPTER 4 DEVELOPING A BUDGET AND GETTING THE FUNDS TOGETHER 31 Thinking Through Some Budget Details 31 Securing Additional Funds 33 Potential Funding Sources 33 Avoiding Conflicts of Interest 35 Asking Participants to Pay: Pros and Cons 35 Tips for Cutting Costs 36 Take Advantage of Nearby Resources 36 Be Imaginative When Planning Meal Functions 37 CHAPTER 5 FINE-TUNING THE AGENDA 39 Narrowing Down the Session Content 39 Develop Session-Specific Learning Objectives 39 Understand Trainees’ Career Development Needs 39 Find Out What Information Is Already Available 39 Check Previous Surveys of Trainees 40 Figuring Out the Format 40 What Works Best? 40 Session Length 43 Intentional Breaks: Time to Mingle and Make Contacts 44 Encouraging Open Discussion 44 iv
Page 1 and 2: TRAINING SCIENTISTS TO MAKE THE RIG
Page 3: © 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
Page 22 and 23: Chapter 1 GETTING STARTED Deciding
Page 24 and 25: QA At a Glance Chapter One What is
Page 26 and 27: At a Glance “” QA Gathering Ide
Page 28 and 29: Chapter 2 OBTAINING SUPPORT AND ASS
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Chapter 4 Developing a Budget and
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Training Scientists to Make the Rig
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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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Chapter 8 Making It Happen At a Gl
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Chapter 8 Making It Happen Typical
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Chapter 8 Making It Happen Reprodu
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At a Glance At a Glance “” QA A
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Appendix 1 BUDGET PLANNING Sample C
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Appendix 1 Budget Planning: Sample
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Appendix 2 THE BWF-HHMI COURSES IN
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Appendix 2 The BWF-HHMI Courses in
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Appendix 4 COURSE SUMMARY EVALUATIO
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Appendix 4 Course Summary Evaluati
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