1
Dear Reader,
If you’re here, I first want to say thanks. Thanks for taking the time to look into this important subject, despite all of the perverse incentives in academia that tell you not to. I hope this resource proves worth your while.
Some backstory: I designed this workshop in 2018–2019, while I was still a graduate student. I based it around my experiences as a trained graduate student mediator providing peer-to-peer confidential conflict coaching to other students. After a few years of listening and coaching various students on their issues, I came to the dissatisfying realization that I was merely treating a symptom of a much bigger problem — that problem being the lack of leadership, management, and mentorship skills in faculty. As more and more students came to me with problems all having this common root, my frustration grew. So, in order to fight back against feelings of powerlessness, I tried to do something about it. And thus this workshop — Growing Healthy Labs — was born.
This workshop was aimed at aspiring faculty (graduate students and postdocs) because, frankly, broaching this subject with current faculty was too tiring. My hope is to “inoculate” aspiring faculty from making common, preventable mistakes through early exposure to these ideas presented. I also hope to plant seeds, and I hope these seeds will grow and sprout anew elsewhere. To that end, you have my permission to use these slides in whatever way is most helpful to you, under the CC BY-NC license.
These slides are slightly modified from a workshop I gave at the Department of Geosciences at Princeton University in May 2019, at the invitation of the Princeton Women in Geosciences Initiative (PWiGs). Thus, some slides are catered with specificity to that institution.
I owe a great deal of thanks to my friend and colleague, Rohini Shivamoggi, for helping me facilitate earlier versions of this workshop at MIT. I also want to make clear that I am by no means an expert: after all, I am a postdoc and have never run a lab myself. This workshop is based on my formal training in conflict management and mediation, classes on negotiation and leadership through the MIT Sloan business school, and my own self-education. This workshop also does not claim to be comprehensive — you can’t cover everything there is to know in 2-3 hours. I’m still learning, too. If I were to present this workshop again, I would incorporate lessons on mentoring across racial divides (see slide 87) and how current norms surrounding lab leadership can unwittingly uphold white supremacy.
If you have any questions or feedback, feel free to reach out with a direct message on Twitter (@earth2christine) or by email (cychen [at] caltech [dot] edu). I would love to hear from you! In any case, thank you for reading and considering.
All the best and best of luck,
Christine
Growing Healthy Labs (2020)
Christine Y. Chen
DOI: 10.6084/m9.figshare.12660077 (or access via https://bit.ly/GrowingHealthyLabs)
July 16, 2020
Table of Contents
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A healthy work environment is fundamental to good science, but we rarely discuss strategies for how to create and maintain one. Despite measurable and empirically-supported benefits associated with effective leadership, management, and mentorship for both advisors and trainees, most faculty are rarely trained in these skills. As a result, academic teams can lose time to unproductive interpersonal issues, lack of motivation, and unnecessary conflict. These problems can lead to high costs in terms of money, productivity, mental health, and retention of talent, and often disproportionately impact students from groups underrepresented in STEM fields.
In response, <SPONSORING ORGANIZATION> is pleased to offer a workshop on effective lab and personnel management for graduate students and post-doctoral researchers. The goal of this workshop is to help future principal investigators (PIs) become more effective at managing their research groups and creating inclusive spaces that develop excellent science and scientists.
In this workshop, participants will
Due to the interactive nature of the workshop, it is currently limited to <N> attendees. Priority will be given to members in the <fill in> Departments. To sign up, <please fill out this Google form> by <DATE>.
We hope you will consider this opportunity to learn more about managing healthy, happy, and productive research groups that enable people of all backgrounds and identities to succeed. For more information, feel free to reach out to the workshop facilitator, <NAME> (<EMAIL ADDRESS>).
Email template of workshop description
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Princeton University’s Informal Motto
“In the Nation’s Service and the Service of Humanity”
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8
“Our results show that graduate students are more than six times as likely to experience depression and anxiety as compared to the general population.”
Figure 1D. Effect of relationship with mentor
A Nature survey of 3,200 scientists reveals that poor lab and personnel management by principal investigators (PIs) is one of the strongest contributors to an unhealthy lab culture.
Some hard numbers on science’s leadership problems, Nature News, May 26 2018. https://www.nature.com/articles/d41586-018-05143-8
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Some hard numbers on science’s leadership problems, Nature News, May 26 2018. https://www.nature.com/articles/d41586-018-05143-8
“Scientists pride themselves on being keen observers, but many seem to have trouble spotting the problems right under their noses.”
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“Scientists pride themselves on being keen observers, but many seem to have trouble spotting the problems right under their noses.”
Some hard numbers on science’s leadership problems, Nature News, May 26 2018. https://www.nature.com/articles/d41586-018-05143-8
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Most PIs have no training in lab management— but nearly half want to.
(Do us all a favor and don’t be one of these people.)
Some hard numbers on science’s leadership problems, Nature News, May 26 2018. https://www.nature.com/articles/d41586-018-05143-8
Responsibilities of Professors
Research
Teaching
Service
What Do Professors Do?, https://www.math.uh.edu/~tomforde/WhatProfessorsDo.html
Skills we learned as students and post-docs
Leadership, personnel management, mentoring
Research
Teaching
Service
??
Power dynamics
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Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty. Burrough Wellcome Fund and Howard Hughes Medical Institute (2006). Link to Guide (free PDF)
HHMI President (2000–2008)
(Quoted in 2006)
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Lifelong learning: Science professors need leadership training, Nature Comment, July 15 2015. https://www.nature.com/news/lifelong-learning-science-professors-need-leadership-training-1.17955
“Professors must update and develop their technical skills throughout their careers. But as they progress, few take the time — or are offered the opportunity — to become educated in how to be an effective leader.
As a consequence, academic teams waste time dealing with unproductive interpersonal issues, lack of motivation and unnecessary conflict. When things do not run smoothly, the costs in terms of money, productivity and retention of talent are high.”
We’re here because
we want to learn how to foster
healthy work environments
where everyone can bring
their whole selves to their work
and reach their greatest potential.
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Workshop Objectives
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It’s not possible to learn or talk about everything we ought to learn in 2 hours!
(If you leave realizing you know less than you thought you did about this topic, then I’ve done my job.)
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Today, you will be given seeds to further cultivate and grow.
It’s not possible to learn or talk about everything we ought to learn in these 2 hours together.
We will be missing many important topics.
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A little bit about me, and where I’m coming from
We are a support network of graduate student mediators (REFS) who have completed extensive training with Conflict Management@MIT to provide low barrier, confidential peer-to-peer coaching, listening, de-escalation, and informal mentoring and mediation to students and post-doctoral researchers.
REFS Website for MIT Earth, Atmospheric, & Planetary Sciences (EAPS REFS)
There is no “gold standard model” for how to lead, manage, or supervise!
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Ground rules for respectful conversations
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Would anyone like to add anything else?
Agenda: Part 1
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# | Time | Topic / Activity | |
1 | 5 min | Introduction: The case for leadership and management training in academia | |
2 | 5 min | Active Learning Role-Playing Scenario: Meeting between a Graduate Student and their Adviser | Introduction and instructions |
5 min | Individual preparation | ||
15 min | Role-Play (in groups of 2, or 3 with Observer) | ||
20 min | Debriefing and discussion with whole group | ||
10 min | Introduction to best practices: Establishing expectations, “psychological safety”, lab manuals | ||
- | 5 min | Individual reflections and reading or break | |
| interactive |
| individual |
| slides |
Agenda: Part 2
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# | Time | Topic / Activity |
3 | 15 min | Conflict: Why do we need to handle conflict better than we do? |
4 | 15 min | Small group discussion of everyday conflict situations |
5 | 5 min | Fish-bowl role-playing (if time) |
6 | 10 min | Open discussion |
7 | 5 min | Workshop Evaluations and Reflection |
3 min | Sharing of Workshop Takeaways |
| interactive |
| individual |
| slides |
Icebreaker: Blitz Edition!
Both you and your partner have 30 seconds total to find out the following about each other:
And your choice of ONE of these pieces of information:
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You are going to introduce your partner to the rest of the group!
Intro: Using Role-Plays in Educational Settings
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Intro: Using Role-Plays in Educational Settings
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Instructions
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Discussion of Role-Play Scenario
Remember, there are no “right” or “wrong” answers!
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How did it go?
Discussion of Role-Play Scenario
Remember, there are no “right” or “wrong” answers!
For those playing the student:
What were your concerns?
How did you understand the situation?
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For those playing the faculty:
What were your concerns?
How did you understand the situation?
Discussion of Role-Play Scenario
Essential facts of the two main roles:
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FACULTY
STUDENT
Discussion of Role-Play Scenario
Remember, there are no “right” or “wrong” answers!
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Discussion of Role-Play Scenario
Remember, there are no “right” or “wrong” answers!
What would be the most productive way for the student to communicate the bad news?
Who should take the next steps here? Why?
Is there a good outcome to this situation?
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Discussion of Role-Play Scenario
What role do mismatched expectations play in what was taking place?
What could the student or the adviser have done earlier to change or prevent the current outcome?
35
Role-Play Scenario Summary
“This scenario highlights the mismatch of expectations that can arise in a mentoring relationship between a graduate student and a research adviser. The adviser wants a solely professional relationship, but the student seeks a more personal relationship. Their inconsistent desires lead to inconsistent expectations about how long they should meet and what they should discuss, and subsequently to misunderstandings about the preliminary results...”
“This role-play scenario illustrates a common situation in which each person starts with only partial information… To ensure that each person receives complete information, the professor and student must communicate openly: the student should convey the bad news about the results clearly, and the professor should criticize the student’s behavior constructively. But the situation is risky because each person will be disappointed by the other’s information.”
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The following is an excerpt from the official summary of the role-play:
Adapted from Responsible Conduct of Research Role-Plays: Mentoring,
Coordinated Science Laboratory, University of Illinois at Urbana-Champaign
Role-Play Scenario Summary
“To communicate in a risky situation (Patterson et al., 2002), each person should first state the facts and his or her own interpretation of the facts, then invite the other’s interpretation. Each person should use tentative language. Each should listen carefully to the other, asking questions for clarification.”
The professor might say,
“I notice that you are spending a lot of time organizing social events.
(States facts.)
I am concerned that this is taking time away from the experiments we had previously discussed.
(Shares personal tentative interpretation.)
How do you see the situation?”
(Invites interpretation with a question.)
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The following is an excerpt from the official summary of the role-play:
Adapted from Responsible Conduct of Research Role-Plays: Mentoring,
Coordinated Science Laboratory, University of Illinois at Urbana-Champaign
The importance of communicating expectations
Based on our experience with students as REFS, the leading underlying source of unhappiness, stress, and anxiety is conflicts between advisors and advisees is due to a lack of communication and understanding of expectations.
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What do you expect from your trainees, and what can they expect from you?
Ask yourself:
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40
Mariam Aly, Nature News & Comment, 5 September 2018. https://www.nature.com/articles/d41586-018-06167-w Lab manual: https://github.com/alylab/labmanual/blob/master/aly-lab-manual.pdf
“I put into writing things that are usually transmitted informally. For example, that it doesn’t matter to me whether trainees arrive at 9 a.m. or 1 p.m. or work from home, as long as they get their work done and honour their commitments.”
41
“Here’s another example: my lab manual states that trainees are entitled to read my grants, and my lab members have requested to see them. That’s something I never asked my previous advisers; I worried it would be presumptuous. I realize now that my thinking was almost certainly wrong, but my own uneasy feelings as a trainee just drive home how important it is to put into writing that something is OK — otherwise, trainees might assume it is not. That goes double for the areas that trainees are most sensitive about: I’ve written down in black and white that it is OK to make mistakes and to maintain a work–life balance.”
Mariam Aly, Nature News & Comment, 5 September 2018. https://www.nature.com/articles/d41586-018-06167-w Lab manual: https://github.com/alylab/labmanual/blob/master/aly-lab-manual.pdf
Classic example: The laptop
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Is it presumptuous to ask my advisor to pay for a new laptop?
Penelope is a few months into graduate school and needs a new laptop, but they’re afraid to bring it up with their advisor.
Will my advisor think less of me for bothering them with such a trivial question? I want to appear competent...
I feel like I should already know the answer to this...
It’s been a few months now… what if they are annoyed that I didn’t ask sooner?
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Use lab manuals to communicate: What do you expect from your trainees, and what can they expect from you?
Benefits include the following:
44
The following slides show examples of different lab manuals. This is not an endorsement of the content or language within them — each PI has their own vision and plan for how they want their lab to function.
You may find that you disagree with some policies mentioned, which is all the more reason to be explicit in communicating your own expectations.
Use these as guidance for what topics to cover in your own lab manual.
Lab manuals
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Communicate your expectations, preferences, and any standard protocols; save time with on-boarding and knowledge transference.
Dr. Katharine Huntington
Associate Professor,
Geochemistry & Tectonics,
Univ. of Washington
An excellent example of communicating expectations
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Dr. Kay Tye, associate professor of Brain & Cognitive Sciences at MIT
“Above all, I expect everyone to do their very best and to be aware and communicative of what you need to be happy and feel fulfilled.”
Note that it is simply the explicit statement of expectations that makes this great—you may have different expectations of your lab group!
Expectations are from Dr. Kay Tye’s website: https://tyelab.mit.edu/philosophy/
Lab manuals
47
Communicate standard protocols
Lab manuals
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Communicate standard protocols
Lab manuals: There is no “gold standard” model
Dr. Katharine Huntington
Associate Professor,
Geochemistry & Tectonics,
Univ. of Washington
Meetings with students
“I'm a proponent of regular faculty-student meetings, where at a minimum, we meet once a week… I would like you to always bring a notebook to write down our agreed upon tasks.”
“We will meet individually, on an as-needed basis. Please bring your calendar to each meeting so that we can talk about goals and future meetings.”
What’s important is to clearly convey the way you want your lab to run so that your supervisees don’t have to guess and stress.
Dr. Olugboji would like to thank Ed Ganero for providing a starting basis for his guide.
Lab manuals: There is no “gold standard” model
Dr. Katharine Huntington
Associate Professor,
Geochemistry & Tectonics,
Univ. of Washington
Expected presence at work
“If you are a night owl, that’s fine; I am too. I only ask this: that a portion of your day overlaps with mine so that we can interact. My typical day is around 9:30am-8:30pm…”
“I don’t keep track of your hours… flexibility is a major perk of academia and working from home can sometimes can be very efficient; but make sure you’re not a ‘stranger’ to me, the lab group, or the department in general.”
What’s important is to clearly convey the way you want your lab to run so that your supervisees don’t have to guess and stress.
Lab manuals: There is no “gold standard” model
Dr. Katharine Huntington
Associate Professor,
Geochemistry & Tectonics,
Univ. of Washington
Vacation during breaks
“I do not consider spring break a vacation time. Spring break, winter break, and summer time are when we get our research done… Please adopt the model of 2-3 weeks per year of vacation.”
“You may find that in order to get everything done, it may take you 45–60 hours/week to complete your work. Sometimes, this will mean working weekends or during University breaks.”
What’s important is to clearly convey the way you want your lab to run so that your supervisees don’t have to guess and stress.
Lab manuals: There is no “gold standard” model
Dr. Katharine Huntington
Associate Professor,
Geochemistry & Tectonics,
Univ. of Washington
Authorship and writing papers
“Keep in mind: you are the author. The first author writes the document. If I write the paper, I am first author. If you write it, you are first author.”
“First authorship means that you have performed the majority of the intellectual and physical effort, completed the project, and conducted the majority of the writing.”
What’s important is to clearly convey the way you want your lab to run so that your supervisees don’t have to guess and stress.
Written expectations guidelines ≠ rigid and inflexible!*
Use the document as a base for conversation between you and your mentee on how you can best support each other in your goals.
Mentors AND mentees should ask themselves, and then discuss together.
*Except for rules that pertain to safety.
Give your trainees confidence to reach out to you with their needs.
What do you expect from your trainees, and what can they expect from you?
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Dr. Jonathan Peele
Associate Professor of Otolaryngology
Wash U at St. Louis
Figure 4.1, Lab decision tree in Chapter 4 of Peele’s Lab Manual (version Jan 2018). http://jpeelle.net/peellelab_manual.pdf
Lab manuals: Living documents
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Dr. Jonathan Peele
Associate Professor of Otolaryngology
Wash U at St. Louis
Lab manuals: Living documents
Figure 4.1, Lab decision tree in Chapter 4 of Peele’s Lab Manual (version Jan 2018). http://jpeelle.net/peellelab_manual.pdf
Other questions/topics to consider when writing your manual
Dr. Aradhna Tripati
Dr. Dawn Sumner
Dr. Kevin Anchukaitis
Dr. Asmeret Asefaw Berhe
57
List of Lab Manual Examples
Again, this is a list of different lab manuals and not an endorsement of any of these examples (see slide 45).
58
Remember, there are power dynamics.
Recall the perception gap. How can you do your job as a PI if you’re not getting all the facts?
How can you encourage trainees to tell you what is or what isn’t working—upward feedback—and to also share feedback with each other?
How can you prevent your own unconscious “affinity bias” from influencing who you are successful in mentoring and working with?
Lab manuals: Establishing clear expectations for less mind reading
Lab manuals can prevent or lessen the severity of many stressful situations, but it’s not a catch-all.
Foster “psychological safety”
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What Google Learned From Its Quest To Build the Perfect Team: https://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team.html
Dr. Amy C. Edmondson
Novartis Professor of Leadership and Management
Harvard Business School
“In 2015, Google published their results from a two year study into what makes a great team… it wasn’t necessarily teams with the most senior people, highest IQs or even teams that made the fewest mistakes… psychological safety stood out as the most important factor.”
According to Dr. Amy Edmondson, who coined the term:
What is psychological safety?
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A. Edmondson (1999) “Psychological Safety and Learning Behavior in Work Teams”
Interpersonal or social threats are things like:
A team feels psychologically safe when members share the belief that they will not be punished or humiliated for engaging in learning behaviors such as
Harri Kaloudis, What Do Psychologically Safe Teams Work Teams Look Like?
Reflect: Is your research group psychologically safe?
61
Think for a moment about your work and the group you are a part of.
Ask yourself the following questions:
Harri Kaloudis, What Do Psychologically Safe Teams Work Teams Look Like?
Common trainee responses to scenarios with or w/o psych. safety
Reflect: How might these responses be different if the trainee belonged to a marginalized group? The majority group?
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The advisor makes a statement using a term that is unfamiliar to the student, but says it in a matter-of-fact tone, suggesting that they expect the student to know what they’re talking about.
psychological
safety
no psychological
safety
“Can you clarify: What does that word mean?”
Trainee nods.
While out on remote fieldwork with a group comprised of professors, postdocs, and students, a student starts feeling a bit unwell. The student thinks they may be dehydrated.
“I feel sick. Could we take a break? I think I need some water.”
Trainee is afraid of appearing incompetent and “soldiers” on, risking their physical safety.
Benefits of psychological safety
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What are ways to promote psychological safety?
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There are several key things you can do!
We will just discuss one particular aspect in Part 2, which is to treat conflicts as an opportunities to learn and solve problems together.
Part 2
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Conflict
How you feel about conflict now
How I hope you feel about conflict in 1 hour
Role-Play Scenario Summary
“This scenario highlights the mismatch of expectations that can arise in a mentoring relationship between a graduate student and a research adviser. The adviser wants a solely professional relationship, but the student seeks a more personal relationship. Their inconsistent desires lead to inconsistent expectations about how long they should meet and what they should discuss, and subsequently to misunderstandings about the preliminary results...”
“This role-play scenario illustrates a common situation in which each person starts with only partial information… To ensure that each person receives complete information, the professor and student must communicate openly: the student should convey the bad news about the results clearly, and the professor should criticize the student’s behavior constructively. But the situation is risky because each person will be disappointed by the other’s information.”
66
The following is an excerpt from the official summary of the role-play:
What is conflict?
67
"A conflict is an expressed struggle between at least 2 interdependent parties who perceive incompatible goals, scarce resources, and interference from others, in achieving their goals."
“A discomforting difference.”
Prof. Michael Dues, Art of Conflict Management: Achieving Solutions for Life, Work, and Beyond, The Great Courses
Why do we need to handle conflict better than we do?
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The Four Awful Truths of Conflict
Prof. Michael Dues, Art of Conflict Management: Achieving Solutions for Life, Work, and Beyond, The Great Courses
Why do we need to handle conflict better than we do?
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Good things that can come from conflict
Prof. Michael Dues, Art of Conflict Management: Achieving Solutions for Life, Work, and Beyond, The Great Courses
The Orange
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The Orange
71
“I want the orange.”
“I want the orange.”
You
Me
There is one orange. You and I both want the orange.
This is a conflict.
What should we do?
The Orange
72
“I want the orange.”
“I want the orange.”
Compromise?
You
Me
The Orange
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“I want the orange.”
“I want the orange.”
“I want the peel for a garnish.”
“I want to make juice.”
You
Me
The Orange
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“I want the orange.”
“I want the orange.”
“I want to make juice.”
A win-win situation!
“I want the peel for a garnish.”
The Myth of the “Fixed Pie”
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“Fixed Pie” mindset: The pie of resources is fixed. One side wins, the other side loses.
If there are common or mutually compatible goals, there exists a solution that creates the most overall value — makes the pie bigger!
Every decent negotiation analysis class or book
How do we change the way we handle conflict
to find this optimal solution?
The Orange: Positions versus Interests
76
“I want the orange.”
“I want the orange.”
Compromise
“I want to make juice.”
POSITION
POSITION
INTEREST
INTEREST
Unnecessary lose-lose!
“I want the peel for a garnish.”
The Orange: Positions versus Interests
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“I want the orange.”
“I want the orange.”
“I want to make juice.”
POSITION
POSITION
INTEREST
INTEREST
How can we communicate in ways that reveal interests?
“I want the peel for a garnish.”
Active Listening: The Listening Triangle for Info Seeking
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Former MIT REFS Moni Avello: https://www.youtube.com/watch?v=cHkUBc-tEkw
ASK: Ask better questions
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Question | Likely response | Better question |
Everything going OK? | Yes. All OK. | What have you been doing? What have you read? What have you written? |
Have you been reading? | Oh yes, lots. | What have you been reading? What articles did you find useful? |
How is the writing going? | It’s fine. It’s going OK. | What have you written? Can you show me some writing? |
All clear? | Yes, all clear. | To make sure we’re on the same page, can you tell me what you think we’ve agreed? |
Do you understand? | Yes. *nodding* | To make sure we’re on the same page, can you tell me in your own words what you think we’ve agreed? |
Do you know what to do next? | *more nodding* | To make sure we’re on the same page, tell me in your own words what you are going to do next. |
From H. Kearns & J. Finn, “Supervising PhD Students” www.ithinkwell.com.au
ASK: Beware of closed-ended, faux, or leading questions
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You are no longer listening if you ask these kinds of questions.
You are instead responding. Listen to understand first. Then respond.
Do you feel as though a deadline is approaching?
What do you think about trying to run the experiment a few times?
What if you tried…
Have you considered…
Examples:
Do you have any problems working with George?
Why did you do that?
Common mistake is to start offering up advice/solutions before you have adequately collected information on interests, values, feelings, attitudes, and views.
Can yield defensive, rather than clarifying, response.
Unproductive Questioning Styles
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Type | Definition | Example |
Leading | phrasing that suggests a desired response | You’re against my idea, right? |
Closed | phrasing that requires a yes/no response | Did you finish the programming budget? |
Prosecutorial | phrasing/tone that implies blame | So you left the sample exposed on the counter? |
Judgmental | phrasing/tone that suggests disapproval | Couldn’t you have planned better? |
Active Listening: The Listening Triangle for Info Seeking
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Former MIT REFS Moni Avello: https://www.youtube.com/watch?v=cHkUBc-tEkw
The Listening Triangle in practice
83
You set a deadline to review a paper that your graduate student is writing. You did not hear anything from your student for a week prior, and now the deadline has passed.
The Listening Triangle in practice: Small group role-play
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Scenarios
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Your volunteer field assistant has slept in for the 3rd morning in the past two weeks. This is holding up the rest of the team. You can’t fire the person midway through the season—what do you say?
Your grad student wants to delay their candidacy exam because they don’t feel ready, but you want them to have it this semester and you think with some preparation, they will be fine. What do you say?
One of your graduate students is less involved in optional lab activities than the others, like getting dinner or a drink after work, because of their parenting activities for their young son. Although their work is good, they aren’t as integrated into the lab as you would like and haven’t developed a rapport with the lab group. How do you help include them in the broader lab culture?
Scenarios from Hund et al. (2018) “Transforming mentorship in STEM by training scientists to be better leaders” Ecology and Evolution.
The undergraduate students that your grad student supervises are leaving a mess in the lab.
So you want to learn how to lead and manage a lab well.
What can you do next?
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Self-educate: Some comprehensive books
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Self-educate: On difficult conversations
88
Self-educate: Race in the classroom / supporting URMs
89
Hot off the press!
“Ten simple rules for building an anti-racist lab”
by Professors Bala Chaudhary and Asmeret Asefaw Berhe
Self-educate: Other readings and helpful links
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*When negotiating your start-up, ask for funds to support leadership and management training!
(Your Dean will absolutely love you for asking.)
92
Your Dean, when you ask
Other key topics for further self-education
93
Parting Words
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Treat people as well as we treat our data.*
*Quote inspired by Dr. Erika Marín-Spiotta,
Professor at University of Wisconsin, soil scientist
The research says that the way things are done now is hurting science and the people who do it, too.
There’s also research that gives us many solutions to fix this.
Challenge the status quo!
Have the moral courage to reimagine science!
Science Is For Everyone pin by Two Photon Art (https://twophotonart.com/)