Presentation17 soft skillsinthelab_slivka_bowers_gentry


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Presentation by Dr. Sandra Slivka at Southern California Biotechnology Conference

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Presentation17 soft skillsinthelab_slivka_bowers_gentry

  1. 1. Incorporation Soft Skills into the  Lab Sandy Slivka, Ph.D. Rebecca Bowers‐Gentry, Ph.D.Rebecca Bowers Gentry, Ph.D.
  2. 2. • Getting better at biotech, Paul Smaglik1 The biotechnology skill set is a moving target Once benchThe biotechnology skill set is a moving target. Once, bench  skills were the primary requirement. Now, soft skills are  nearly as important: presenting data to different audiences,  communicating across disciplines and understanding thecommunicating across disciplines and understanding the  language of finance and marketing. For those looking to  recharge a career and improve existing skills, there are  myriad avenues with varying levels of time commitmentmyriad avenues, with varying levels of time commitment  and cost, such as biotech clubs, regional scientific  organizations, university extensions and executive  programmesprogrammes.  • Nature 464, 1394‐1395 (28 April 2010) | 10.1038/nj7293‐1394a
  3. 3. Life Sciences Career Pathways: f k llsoft skills set 1. Problem‐solving skillsg 2. Developed interpersonal communication skills 3. Basic computer skills 4. Flexibility and accountability 5. The ability to work in a highly regulated environment 6. The ability to understand and contribute to compliance 7. The ability to meticulously follow standard operating  proceduresprocedures 8. The ability to contribute to quality control 9 The ability to work in teams and to multitask9. The ability to work in teams and to multitask
  4. 4. Lab activities to facilitate using and  l f k lllearning soft skills • 30 second elevator speechp • Group work with roles – manager, presenter, time keeper, spy/reflector – Teams with leader  • Procedure and/or data presentation Informal– Informal – Formal • 360 Evaluation
  5. 5. 30 second elevator speech30 second elevator speech • First class, ask them to introduce themselves Aft fi i h d di th i t• After everyone finished discuss the importance  of this introduction • In each new group setting, improve upon andIn each new group setting, improve upon and  practice their elevator speech. • This becomes part of their formal presentation  i d iintroduction. • Practice 20 times over the course of the  semestersemester . • Encouraging confidence in discussion of  themselves, required for the interview process.
  6. 6. Group work with rolesGroup work with roles • POGIL‐Process Oriented Guided Inquiry  Learning practicesLearning practices… – Teams of 3 to 4  • The manager actively participates keeps the team focused on the taskThe manager actively participates, keeps the team focused on the task,  distributes work and responsibilities, resolves disputes, and assures that  all members participate and understand. • The spokesperson (or presenter) actively participates and presentsThe spokesperson (or presenter) actively participates and presents  reports and discussion to the class. • The recorder actively participates, keeps a record of the assignment and  what the team has done and prepares a report in consultation with thewhat the team has done, and prepares a report in consultation with the  others. • The spy or reflector actively participates, identifies strategies and  methods for problem solving, identifies what the team is doing well andmethods for problem solving, identifies what the team is doing well and  what needs improvement in consultation with the others, can investigate  other groups while information gathering
  7. 7. Writing a  d d d ( )Standard Operating Procedure (SOP) • Assemble in groups of 4….Assemble in groups of 4…. – Get roles (leader, spokesperson, recorder, spy) – Write an SOP for brushing your teethg y – Use experiential information  – 6 minutes (time kept by spokesperson)( p y p p ) What is an SOP?
  8. 8. Another example of group work:Another example of group work: • 1. Ask student to help you define good work ethic. To have  a good work ethic means... you are honest and hard  working... 2. Designate an equal number of students as A, B, and C.  Th k th t f t f 3 ith A B d CThen ask them to form teams of 3 with an A, B, and C  member. 3. Distribute the student worksheet‐ “The Slacker”. (An  exercise based on work from Texas Labor Market Infoexercise based on work from Texas Labor Market Info  Group.) 4. Have students take turns playing Persons A, B, and C. 5. Discuss how Persons B and C behave. How does Person5. Discuss how Persons B and C behave. How does Person  A's behavior differ? 6. Ask each team to identify 5 behaviors an employer would  expect from an employee‐defines employer expectationsp p y p y p
  9. 9. Person A: You are a new employee. You have a strong work ethic so you immediately  concentrate, work hard, and get things done. You notice your coworkers, Person B  and Person C, don’t seem to accomplish nearly as much. They begin to pressure , p y y g p you to slow down and work at their pace. You would be bored and frustrated  working so slowly, and you think it’s wrong to cheat the company out of your  efforts. On the other hand, you don’t want to alienate Person B and Person C—they  could make life difficult for you at work if you did. Handle them with diplomacy and y y p y tact and maintain your integrity! Person B: You are the co worker of the new employee Person A You and Person C have been atYou are the co‐worker of the new employee, Person A. You and Person C have been at  this job for a long time and have it down to an art: you know how much work to do  to just get by. You feel irritated because Person A is much more productive than  you, making you look bad. If it keeps up, your boss will increase your work load and  expect you to match Person A’s pace Tell Person A to slow down or risk beingexpect you to match Person A s pace. Tell Person A to slow down or risk being  ostracized. Be subtle but clear! Person C: You are the co‐worker of the new employee, Person A. You and Person B have been at  this job for a long time and have it down to an art: you know how much work to do  to just get by. You feel irritated because Person A is much more productive than  you, making you look bad. If it keeps up, your boss will increase your work load andyou, making you look bad. If it keeps up, your boss will increase your work load and  expect youto match Person A’s pace. Tell Person A to slow down or risk being  ostracized. Be subtle but clear!
  10. 10. Group work with leaderGroup work with leader • Groups of 4 to 8 • Hands‐on work, ie making a set of solutions, g – ELISA solutions, 4‐5 buffers • First leader has experience in making solutions or basic lab  math.math. – Requirements of situation • Leader is the only person in group to talk to instructor (heirarchy) • Leader CANNOT touch any lab equipment (delegation)y q p ( g ) • Leader is required to hold a team meeting before anyone starts  working (determine goals of work and delegate) • Leader (or other delegated person) must present to instructor the  groups plan for the lab activitygroups plan for the lab activity. • Takes time out of the class instruction to establish dynamic  of group/leader • Rotate the leader from the most knowledgeable in the skill• Rotate the leader from the most knowledgeable in the skill  to the least (allows weaker students to gain confidence  with the skills prior to leading).
  11. 11. PresentationsPresentations • Informal‐almost every class by various  students!students! – group work presentations (like SOP exercise) – Present flow diagram of procedurePresent flow diagram of procedure – Data analysis or problem solving processes – Q&A during class regarding workQ&A during class regarding work • Formal‐2 times a semester – Computer presentations with PowerpointComputer presentations with Powerpoint – Experiment – intro/methods/data/analysis – Company investigationp y g
  12. 12. Flow Diagram presentation
  13. 13. Formal Presentation Amylin Pharmaceuticals IncInc. Company Profile and Career Opportunities Student B San Diego, Ca January, 2012
  14. 14. 360 evaluation360 evaluation • Evaluation of individual performed byEvaluation of individual performed by – Self Peers– Peers – Instructor R tf l i i htf l t t t f bilit• Respectful, insightful statements of ability,  strengths and weaknesses.
  15. 15. 360 evaluation example Outstanding Excellent Average Needs Name of Student to Be Evaluated: ____________________________________________ Improvement Professional Dress/Appearance Energy and initiative Ability to work independently Ability to work in a group Fulfills goals Works to capacity Oral expression Written expression Originality Social maturity Self-confidence Dependability Disciplined work habits Integrity Comments: Please Provide comments below.  Fold the page in half and return survey to facilitator
  16. 16. National Center for the Biotechnology Workforcegy Final report September 30, 2008 • Also soft skills are important because theyAlso, soft skills are important because they  can often be the difference in winning a good  job in competitive situationsjob in competitive situations. • Teamwork, the ability to think fast, adapt to  changing circumstances and play supportivechanging circumstances, and play supportive  roles for others are among the intangible,  "soft" skills community colleges are good atsoft  skills community colleges are good at  identifying and transferring.
  17. 17. ResourcesResources • Instructor’s Guide to Process‐Oriented Guided‐Inquiry q y Learning‐ instructor‐s‐guide‐1.original.pdf Lif S i C P th W kf D l t• Life Sciences Career Pathways: Workforce Development  Manual • Biotechnology Career Guide‐gy p //‐j.pdf