A Workbook for Young Scientists: A mentoring tool for graduate students, postdoctoral fellows, and junior organizational scientists

A Workbook for Young Scientists:

A mentoring tool for graduate students, postdoctoral fellows,

and junior organizational scientists

Version 1

By

Larry D. Claxton, PhD.

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Published by Dr. Larry D. Claxton

Smashwords Edition

Copyright © 2011 Larry D. Claxton

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Smashwords Edition, License Notes

This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

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Acknowledgements

A big Thank you! is given to Jim Allen, David DeMarini, and Jerry Sprague for reading this manuscript and giving me important suggestions. Thanks to Gisela Umbuzeiro and Michael Waters for giving me encouragement for this project.

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Although this ebook is designed to help reader obtain accurate information in regard to the subject matter covered, it is sold with the understanding that the author and publisher are not involved in the giving of financial, psychological, legal, and/or other professional services. If assistance or counseling is needed, the services of competent professionals should be sought.

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DEDICATION

IS TO

Betty -- my wife, my caretaker,

and the love of my life.

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Table of Contents

Preface

Chapter 1: Introduction

Chapter 2 – KNOW THYSELF: Overall purposes and priorities -- Am I aiming for the important?

Section 2A: Know thyself exercises

Section 2B: Methods for improving one’s competence

Section 2C: Actions to overcome weaknesses

Chapter 3: Determining the type(s) of organization(s) for which you want to work

Section 3A: For what type of organization should you work?

Section 3B: Preparing to start a career (Preparing to look for a job)

Chapter 4: Developing needed skills

Section 4A: Self-discipline

Section 4B: Managing my time

Section 4C: Assessing and developing communication skills

Section 4D: Improving language skills

Chapter 5: Finding my next or first job

Section 5A: An overview of major steps involved in finding your job

Section 5B: Having the right attitude

Section 5C: Opportunities

Section 5D: Networking and elevator speeches

Section 5E: Other resources

Section 5F: Resumes and CVs

Section 5G: The cover letter

Section 5H: The interview

Chapter 6: Orienting to a new job

Section 6A: The first day and the first week

Section 6B: The first week

Section 6C: Your first and later years

Chapter 7: Research planning and grant writing

Chapter 8: Guides to disseminating results

Section 8A: Checklists for manuscript submission

Section 8B: An oral seminar presentation

Section 8C: A poster presentation

Chapter 9: Becoming a leader in your profession

Chapter 10: Fulfilling your dream

Chapter 11: Compilation of references

Postscript

About the author

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Listings of

Exercises

Exercise 1: In one sentence, write out your career dream.

Exercise 2: KNOW THYSELF – Overall goals and priorities

Exercise 3: KNOW THYSELF -- Professional priorities and personal priorities summary

Exercise 4: KNOW THYSELF -- Describe your goals for your professional career.

Exercise 5: KNOW THYSELF -- Professional goals

Exercise 6: KNOW THYSELF – Meeting professional goals

Exercise 7: KNOW THYSELF -- Results sheet: My profession

Exercise 8: KNOW THYSELF -- Find the right organization, Part 1

Exercise 8: KNOW THYSELF -- Find the right organization, Part 2

Exercise 9: Summary – What I am looking for in an organization

Exercise 10: KNOW THYSELF – The personal tendency profile

Exercise 11: KNOW THYSELF – The personal tendency profile as seen by someone else

Exercise 12: KNOW THYSELF – Analyzing results: Summary sheet for Exercises 10 and 11

Exercise 13: KNOW THYSELF – Evaluating my self-discipline

Exercise 14: KNOW THYSELF – Notes to myself about self-discipline

Exercise 15: The priority analysis inventory

Exercise 16: Starting my calendar

Exercise 17: KNOW THYSELF – Assessing my communication skills (Part 1)

Exercise 18: KNOW THYSELF – Assessing my communication skills (Part 2)

Exercise 19: An action plan for improving communication skills

Exercise 20, KNOW THYSELF – Part A: A self-assessment of language skills

Exercise 20, KNOW THYSELF – Part B: A self-assessment of language skills

Exercise 21: KNOW THYSELF – Assessment of language skills by others

Suggestions

Suggestion List 1: Time management suggestions -- Preparation

Suggestion List 2: Time management suggestions -- Interruptions

Suggestion List 3: Time management suggestions -- Everyday tasks

Suggestion List 4: Time management suggestions – Changing attitudes and habits

Suggestion List 5: Examples of do’s and don’ts for everyday personal communication

Checklists

Checklist 1: Getting started on a time management system: Background -- Attitude and choosing a calendar

Checklist 2: The first impression checklist

Checklist 3: Job searching

Checklist 4: Preparing for and going to an interview

Checklist 5: Preparing for your first day at work

Checklist 6: Your first week at work checklist

Checklist 7: Targeting the future -- checklist

Checklist 8: Preparation for writing a grant

Checklist 9: Pre-planning for a specific grant:

Checklist 10: Planning for a specific grant

Checklist 11: Writing the major sections of a grant application:

Checklist 12: Post-application period

Checklist 13: Preparation for a manuscript

Checklist 14: Formatting the manuscript

Checklist 15: Developing the title page and abstract

Checklist 16: Abbreviations

Checklist 17: Units of measurement

Checklist 18: Headings and paragraphs

Checklist 19: Mathematics and statistics

Checklist 20: Scientific names

Checklist 21: References

Checklist 22: Acknowledgements

Checklist 23: Notes and footnotes

Checklist 24: Tables and figures

Checklist 25: Copyright and patent questions

Checklist 26: The submission letter

Checklist 27: The submission process

Checklist 28: Preparation for oral presentation

Checklist 29: Abstract preparation

Checklist 30: Preparation of the oral presentation

Checklist 31: First practice for an oral presentation

Checklist 32: Second practice for an oral presentation

Checklist 33: Third practice for an oral presentation

Checklist 34: Between preparation and presentation

Checklist 35: Immediately before the presentation

Checklist 36: The presentation

Checklist 37: After the presentation

Checklist 38: Preparation for preparing a poster

Checklist 39: Abstract preparation for a poster

Checklist 40: Preparation of the poster

Checklist 41: First layout of a poster

Checklist 42: Second layout of a poster

Checklist 43: Third layout of a poster

Checklist 44: Between preparation and presentation period

Checklist 45: Immediately before presentation

Checklist 46: The presentation of the poster: Presenting yourself and your poster:

Checklist 47: After the poster session

Checklist 48: Being a leader

References

References on time management

Reference on developing communication skills

References on business etiquette

References on language skills

References on first impressions

References on networking

References for job finding

References for CVs, resumes, and cover letters

References for the job research process

References for grant writing

References for scientific publishing

Compilation of references

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Preface

A National Academy of Sciences publication in 2000 said, Those who move from graduate school to postdoctoral appointments stand to benefit greatly from the contributions of their advisers. Many advisers do an excellent, careful and conscientious job of assisting with the professional development of their postdocs. However, some let other tasks of the research enterprise outweigh their mentoring duties. Unfortunately, the situation has not changed to any high degree. In addition, today a single advisor cannot be expected to be a reliable source of information and guidance in all the areas important to their protégé. For example, few advisors have been employed in academia, government, and industry. Therefore, they cannot speak from experience for one or more of these types of employers. Advisors are often reluctant or less capable in areas that deal with lifestyle, like marriage, children, health, etc. In addition, mentors usually have responsibilities to do research, write proposals, write journal articles, serve on committees for organizations, and supervise or mentor others. Because mentors cannot have the experience and time often expected and needed by their advisees, protégés often feel at a loss when making important, and perhaps life-changing, decisions.

In my last years before retirement from the government (but not from science), I spent most of my time doing two things: (1) advising and helping young scientists, and (2) writing reviews that would pass down unwritten knowledge that might help younger scientists. For advising, I not only had discussions with individuals, but I held mentoring classes and gave seminars on the ethics of science, career development, and publishing in the scientific world. My published reviews covered scientific topics (genetic toxicology, toxicology of environmental mixtures, bacterial mutagenicity assays) and career topics (conflicts of interest and scientific publication practices). These experiences allowed me to hear the concerns and questions of hundreds of others and forced me to think more deeply about the issues that concern the younger scientist.

The goal of this workbook is, therefore, to provide basic information and sources of other information needed by the younger scientist and to provide a systematic method of decision making in many areas important not only to the individual but also to the family of the scientist. It is my hope that your use of this workbook helps you as you gather the information needed to make life’s decisions.

Your present mentor may have referred you to this workbook. Do not think that referral to this workbook means that your mentor wants to wash his/her hands of you. Just the opposite is true. This is just one tool that the two of you can use, together, to help you accomplish becoming the scientist you want to be. It can function as the starting point of many useful conversations. If you do not have a mentor, this workbook can help you directly, and function as the center of discussions with your colleagues, family members (especially your spouse), and friends.

Self help books exist because people want answers. That is why consultants exist and businesses pay big bucks to others to figure out answers. In final analysis, we live in a world full of questions, and it is your and my job to find the answers. This workbook is designed to logically look for and find the solutions to your questions about the non-scientific side of a career in science. You will find that my suggestions and your answers can be found in many sources (books, articles, web sites, etc.). I once heard a guide in a museum in Cairo, Egypt say There’s nothing new under the sun. Most writers of self-help books realize that about 99% of the things used are not original ideas. It is my purpose to condense in one short book what I have learned from many others in nearly forty years as a researcher. I have been fortunate to have had a number of excellent mentors, instructors, family members, friends, and colleagues from whom I have obtained much knowledge and wisdom. Therefore, I urge you to talk to others and to do a wealth of reading about the issues discussed in this book. If you follow the principles found in this book and freely look to others for help in your aspirations, you will have a successful life and rewarding career.

BACK TO TOP

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Chapter 1: Introduction

As you enter a scientific profession, you probably have a confidence that comes from the knowledge received in school, and this confidence should be in your mind. After all those courses, tests, papers (maybe including a dissertation), and presentations, you have had to learn one or more areas of science, and demonstrate this to your instructors and perhaps to others. But now, you are starting to realize that there is more to a career in science than scientific knowledge. You want to enhance your opportunities to use your knowledge and to have a satisfying career.

As you look for or start a new job, do questions occur concerning things not generally taught in colleges and universities? What will my boss really expect from me? What is the expectation of this organization? What will come my way? Perhaps you are building a family, and you are asking questions like, Is moving going to affect my spouse’s career? And, how will I be able to give my children adequate time? What are the risks of developing a career outside of my specialty in an area with more job opportunities? Do I have the skills needed to present at national meetings? To supervise others? To represent a team’s (many on the team have other skills and knowledge) research? Or, can I present my viewpoint in important committee meetings? Why did college not prepare me for these things?

A National Academies’ report says Gaining the right skills can make a large difference in finding rewarding positions and expanding career choices. These skills include general abilities such as clear writing, public speaking, leadership, team-work, computer skills, teaching, and mentoring.

The purpose of this workbook is to help provide insight into some of the non-scientific skills that enhance a career. To help you learn what you need to know or to decide upon, the workbook contains Self-Assessment (Know Thyself) sections. The workbook also contains basic information on self-assessment tools, skills that one needs, skill-building information, and where to go for further information.

How good will the workbook be for you?

It will be as good as you want it to be. Just how good depends on you. What you take away from this will depend on how much you put yourself into the