Incorporation Soft Skills into the Lab

Sandy Slivka, Ph.D.

Rebecca Bowers‐Gentry, Ph.D.Rebecca Bowers Gentry, Ph.D.

• 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

Life Sciences Career Pathways:f k llsoft skills set

1. Problem‐solving skillsg2. Developed interpersonal communication skills3. Basic computer skills4. Flexibility and accountability5. The ability to work in a highly regulated environment6. The ability to understand and contribute to compliance7. The ability to meticulously follow standard operating proceduresprocedures

8. The ability to contribute to quality control9 The ability to work in teams and to multitask9. The ability to work in teams and to multitask

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

30 second elevator speech30 second elevator speech• First class, ask them to introduce themselvesAft 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.

Group work with rolesGroup work with roles• POGIL‐Process Oriented Guided Inquiry Learning practicesLearning practices…– Teams of 3 to 4 

• Themanager 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

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?

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

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 pyou 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 ytact 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!

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).

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

Flow Diagram presentation

Formal Presentation

Amylin Pharmaceuticals IncInc.Company Profile and Career Opportunities

Student B

San Diego, CaJanuary, 2012

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.

360 evaluation example

Outstanding Excellent Average Needs

Name of Student to Be Evaluated: ____________________________________________

ImprovementProfessional Dress/AppearanceEnergy and initiativeAbility to work independentlyAbility to work in a groupFulfills goalsWorks to capacityOral expressionWritten expressionOriginalitySocial maturitySelf-confidenceDependabilityDisciplined work habitsIntegrity

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National Center forthe 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.

ResourcesResources

• Instructor’s Guide to Process‐Oriented Guided‐Inquiry q yLearning  http://www.pogil.org/uploads/media_items/pogil‐instructor‐s‐guide‐1.original.pdf

Lif S i C P th W kf D l t• Life Sciences Career Pathways: Workforce Development Manual   www.isciwny.com

• Biotechnology Career Guide  http://www.bio‐gy p //link.org/home/sites/files/careersinbiotech20088e‐j.pdf