7 ways to illustrate your work to broaden its impact

The effective visualisation of your results and ideas improves the discoverability, accessibility and impact of your work.

As visual culture and science historian Geoffrey Belknap concluded in an essay for Nature last year: “The visual continues to work as a foundation for making sense of data. The tools, as we have seen, have radically changed. The power of images has not.” (https://www.nature.com/articles/d41586-019-03306-9).

Condensing your key findings into simple, visually appealing illustrations and infographics allows you to share your work on more diverse platforms and with more diverse audiences, increasing the reach and impact of your science.

Whether you work in collaboration with a graphic designer, or whether you apply key principles of design to your communication yourself, the following aspects are important for the effective and compelling visual presentation of data and ideas.

1. Tell a story through design

Humans seem almost programmed to connect with stories on both an intellectual and emotional level. As such, stories are powerful tools for communication. When creating an illustration or infographic, think about what story you want to tell and how it will engage your audience: What ‘characters’ (in this context, usually: genes, cells, pathways, diseases etc.) should be the focus of the story? Who is the story for and what interests them? Can you connect your story to their interests? What emotions do you want them to feel? The answers to these questions will help you focus on the aspects of your discovery that need to be prioritised and how to visualise them.

2. As complex as necessary, as simple as possible

If you are creating an infographic for specialists in your own field, then you can use specialist language and make assumptions about the prior knowledge of your audience. The further away your audience is in terms of expertise or experience from your peers, the more background and context you will need to provide, and the simpler your language and the concepts you illustrate will need to be.

3. Conceptualising is exploring, so draw sketches first

Just as you might conduct exploratory experiments before committing to a research approach, explore your storyline from different angles to see what works for you, your message and your audience. This is done most effectively by sketching ideas by hand in black and white. Experience shows that using software for this exploration can be distracting, either because the tools are not intuitive, or because the colours and options available in software steal focus from the goal: to find the compelling visual idea.

4. Loop the loop to refine your ideas

Think of the design process as moving forward in loops, rather than as a straight line. When you feel like you have a good idea, revisit it and ask yourself: Are all the elements shown key to the story, or can I leave some out? Simplifying means that you will communicate more clearly and that your audience will more quickly understand what is presented.

5. Design tools: use them effectively by using them sparingly

Once you are happy with your concept sketch, it is time to draw the final artwork. In your concept sketch, you laid out all the elements and probably already made some decisions about sizes and composition. You will now make additional choices about fonts and colours. As tempting as the numerous options might be, try to be restrained in your choices to ensure the graphic is clear and legible: One font with four font faces (regular, italic, bold, bold italic) and two or three colours initially are often sufficient to distinguish elements. You can always add more colour later if necessary, and starting out simple helps you to not clutter your illustration. Revisiting your artwork frequently helps you to keep it as simple as possible and as complex as necessary.

6. Plan your media strategy ahead

A lot of time will go in developing the idea for your graphic and drawing the actual artwork. Spend some time early on to think about how you can best use the same artwork across multiple communication channels. Different media require different sizes and file formats. To cater for this variety, draw you artwork using vector-based software like Adobe Illustrator or Inkscape. Vector-based illustrations, unlike pixel-based illustrations, can be scaled up or down without any quality-loss.

7. Attention is a limited resource

Thousands of articles, ideas and information are communicated daily, so people browse content quickly. If your graphic is eye-catching and easy to understand at a glance, it will both draw your reader’s interest to know more, and give them the key message about your findings in only a few seconds.

Sandra Krahl runs a course for EMBO Solutions on Applying Design Principles to Schematic Figures for scientists – for more information and to register, visit http://lab-management.embo.org/dates/design

Original video with Tabea Rauscher, Design Team Lead at EMBL, and Sandra Krahl, EMBO Alumna and Senior Graphic Designer and Illustrator

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How to become a better scientific presenter

Presenting your work to your colleagues and peers is an integral part of being a scientist. However, sometimes presentation nerves can get the better of you. Never fear – you are not alone! 9 out of 10 people suffer from presentation nerves. If you’re in this majority, read on for some tips to help you become a better scientific presenter.

  1. Breathe

To overcome nerves, the best thing you can do is breathe. Breathe in to a slow count of 5, and then out to the same slow count of 6, and you will feel your pulse gentling, you’ll feel yourself getting calmer and the world will seem a better place.

  1. Pay attention to your audience

Don’t worry about yourself. If things go wrong – which they may do – just make it okay for the audience. As long as they’re sitting there thinking, ‘well that happened to me last Thursday’, you haven’t got a problem. If they’re sitting there worrying about you, then you do have a problem.

  1. Don’t be predictable

At the beginning of a presentation it’s best not to give your audience a boring and predictable introduction. If, for example, you get a set of results and you try and hit them with a whole bunch of data, they won’t remember it. If you tell them about the moment you got those results and how they thrilled or frustrated you, let them share your excitement or frustration. Then they’ll remember.

  1. Give them the shiny bits

Audiences are like magpies – they like shiny things. Any kind of bling is good. Those are the bits that get taken back to their nests. It doesn’t matter how good you are, if you bombard your audience with mountains of data and expect them to remember it, they won’t. Give them little shiny polished messages, stories, analogies, anecdotes, case histories, specific examples, powerful pictures – those are the shiny bits that will go back to their nests.

  1. Look forward

There are so many presenters who seem to think the audience wants to see the back of their head, or possibly their right ear because they’re pointing or talking to the screen behind them. Big mistake. You want to be talking to your audience. Look forward, make eye contact (or at least appear to do so) with all your audience (not the one smiling, nodding person in the front row)!

  1. You have a face – use it

If you smile, the audience can hear it. If you are surprised, your eyebrows go up and your voice goes up with it. If you’re in despair, everything sags and your voice goes down with it. Facial expressions and voice work as one, so use them to your advantage.

  1. Don’t over-practice

One of the biggest mistakes is over-practicing. If you’re writing a script and trying to stick to it slavishly, you put yourself in a kind of straightjacket. If you do use notes that’s fine – but be obvious about it – don’t pretend you’re not using them!

  1. Keep it simple

With an academic paper people can read it as many times as they like over as many cups of coffee as they need.  Over time they’ll get it. With a presentation you have to get them on the first pass – they have to understand it straight away. So keep it really, really simple, even to the point it might mildly offend you – it won’t offend them!

  1. Three bullets

If you must use bullet points, three is the magic number. Never use more than three per slide – we’re pre-programmed to remember things in threes. If you are doing bullet points keep them tight and really short. Better still give them bullets (see shiny bits above).

  1. Avoid using a pointer

If you need to use a pointer there’s something wrong with the slide – it’s too busy. You can pre-select what you want the audience to see – circle things, draw boxes around them, highlight them. If you’re waving your pointer around manically – which happens a lot of the time – the audience may or may not bother to look at where you’re pointing. If you tell them where to look, they’ll look there.

  1. Finish with a bang

If you can leave the audience with a big idea – something to take home – that’s a good thing, but please don’t tell them “this is your take-home message”. It makes your audience very grumpy and makes them determined to take home any message except the one you’ve told them to.

  1. Have fun

Above all, enjoy yourself. If you enjoy yourself, the audience will have enjoyed your talk.

Original video with Media and Presentation Trainer Ali Sargent, UK

 

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Storytelling in science: How to (remotely) wow an audience

By Adam Gristwood, EMBL and EMBO alumnus, now freelance science writer and communications trainer

When I was 10 years old, I landed the role of Romeo in my school’s play. We had a fantastic cast, rehearsals ran smoothly, and the auditorium was a complete sellout. In my mind, we were not kids in an assembly hall, but an all-star cast at Shakespeare’s Globe theatre. An amazing rush of adrenalin pulsed through my body as I walked out on stage.

Romeo and Juliet is a gripping story, full of battles, romance, deception, persistence, and tragedy. After being banished from Verona, Romeo sneaks to Juliet’s apartment in the middle of the night to declare his love. Onstage, as I waited impatiently beneath Juliet’s balcony, I caught a glimpse of my proud parents in the crowd. I felt ecstatic.

In our version of the play, however, Romeo never got to reveal his true feelings for Juliet. Suddenly, the lights in the auditorium went out. I panicked and searched for my mum and dad, but their faces were ablur. I looked across to my classmates, but they too had faded away. As the room was enveloped by darkness, I heard an intense ringing. I tried to call out for help, but my words were silent, as if I were shouting them in deep space.

Before I could get my head around what was happening, the light came flooding back. As objects slowly came back into focus, I saw blue sky and billowing clouds. Oak trees swayed gently in the breeze. I could feel the warmth of the sun on the palms of my hands. Someone was standing over me clutching a wet towel. Blood was trickling down my face. My sense of panic came roaring back. I had fainted. There were no understudies. The show had not carried on.

Maybe I would forever be remembered as ‘that kid who ruined the play’. Our teachers destroyed the recording that the children were meant to take home as a keepsake. I felt a deep sense of guilt and shame. I no longer wanted to become a West End superstar. Instead, I pursued a role that would keep me as far from public view as possible – a writer tucked away in a garden shed, perhaps. Or a scientist hidden behind a lab bench. Why not combine them somehow for maximum effect?

Serendipitously, the cowardice of my younger self paved a way back into the spotlight. Science communication is, in reality, an immensely interactive and rewarding field. My work involves writing about issues that lie on the intersect of science and society. I have also been thrust back on stage as a science communication trainer. I help researchers to communicate with audiences though storytelling.

The aim is to improve connections with public, media, policymakers, managers, colleagues, editors, funders, and many others. And the way you tell stories really matters.

In-person training is very rightly on hold as the world deals with the coronavirus crisis. But the downtime got me thinking about how my storytelling workshop activities could be taken on remotely, without direct supervision. So here is a little experiment of my own. Below are five exercises that I hope will boost your storytelling skills. Feel free to pick and choose depending on their relevance. And please let me know how you get on!

Personal stories

Activity length: 45 minutes 

Personal stories matter because you are invested in them. Therefore, when you tell them, your audience is more likely to feel they matter as well. Write a personal story (around 300 words) related to your life as a scientist for a non-specialist public audience.

You might reflect on adversities, adversaries, inspirations, friendships, hardships, or simply share what is on your mind. The story might be a commentary (like mine above), blog, script, comic, poem, or piece of creative writing.

The piece should be informative and entertaining. Send your story to friends or family for feedback. Integrate constructive criticism and publish on social media, a blog, or just keep in mind for future use.

Tips

  • Find three articles that you particularly enjoyed reading. Take a close look at how paragraphs are linked, characters introduced, and situations described.
  • Use a narrative arc: start high and end low, or vice versa.
  • If you are short of ideas, take a conceptual theme and use it to develop a story. I was reminded of my experience, above, when reflection on failure. Other examples of themes: failure, love, curiosity, systems, deep, the unknown, black and white, codes.
  • Avoid jargon but maintain detail. Provide enough description for the audience to follow, but do not overwhelm. Be clear, accurate, and succinct.
  • Edit your work at least three times. If a sentence is not part of the story cut it. Listen to feedback, but also trust your gut. Trim at least 10% in the final draft.

Interviews

Time: 1 hour

Telling someone else’s story can also bring new perspective to how you tell your own. Arrange a 15-minute video call with a colleague, friend, or family member. Conduct a friendly interview (you could ask them to interview you as well, in return). Briefly report five unique facts you learned about your interviewee.

Examples:

Kath is one of the world’s leading data scientists, despite growing up in an era where girls were discouraged from becoming researchers.   

Kath plays card games to relax and has won a national bridge championship.  

Kath wants to cycle from Lisbon to Istanbul to raise money for research into a rare disease her sister suffers from. 

Now choose one of the facts you have written and expand it into a 200-word story. Write it in the first person from the interviewee’s perspective – like an extended quote. You may need to do a follow up interview. For inspiration, see here. With your interviewee’s permission, share your story on social media.

Tips

  • Do some background research and write out your questions. If you’re stuck, some good generic questions are: what’s on your mind? What are your hobbies? Can you recall a time that you’ve failed? Where do you do your most creative thinking? What’s your greatest achievement? If you could go to dinner with anyone who would it be? What do you feel most grateful for? What’s your most treasured memory?
  • Put your interviewee at ease. Tell them what you want from the interview. Suggest they make themselves a brew before you start. Make yourself one, too.
  • If recording the interview, check the person is OK with it before pressing the button. Recording can help you to be fully engaged in the interview. Do a test as recorders and computer speakers don’t always mix well.
  • Try to allow the interview to flow but be prepared to guide the interviewee back to the point if they go off track. If it gets technical, try to repeat back to them what you heard in your own words to ensure that you understood what they said.
  • Edit your write up carefully – aim to be concise without losing meaning. Send the piece to your interviewee and ask them for feedback.

Analogies

Time: 30 minutes

Analogies and metaphors play a crucial role in aspects such as memory, perception, argumentation, emotion, creativity, and communication – as detailed in this wonderful book. When talking about research, they can also act as a bridge for people to better understand complex ideas and concepts. Develop an analogy that could be used to describe your work or an aspect of your work.

An Example:

“Think of gravity like a magnet, and everything in space has it. The bigger the object, the stronger the magnet. The sun is really big – big enough to attract the Earth, and the Earth attracts the moon, and because of gravity, they’re all attracted to each other. It’s like they all want to hug and be close. But they can’t, so they send out little waves instead.” – Fulvio Melia, University of Arizona

Create a social media group and invite some colleagues. Share analogies and give critical feedback. Ask: Does it improve my understanding? Is it accurate? Do I want to know more? Vote on your favourite analogue – the winner should then explain the thinking behind their analogy.

Tips

  • For more inspiration check our Carl Sagan’s cosmic calendar, a great analogy that gives context to the history of life on our planet.
  • Take a couple of long-form science features and highlight every sentence where you spot an analogy or metaphor being used.
  • Scribe your favourite analogies in a notebook.
  • If it is outside your field of expertise, send the analogy to an expert. If they reply with more than one exclamation mark, then ask them politely how it could be improved.
  • Heed the warning of journalist Jacob Aron: “Analogies in science writing are like forklift trucks – when used correctly they do a lot of heavy lifting, but if you don’t know what you’re doing you’ll quickly drive them into a wall of laboured metaphors and cause some major damage.”

Speaking to school kids  

Time: 45 minutes

Write a 3-minute presentation about your life as a scientist. Your target audience is a 15-year old student who is debating whether to take up science in her ‘A’ levels. You might consider: your research; the bigger picture; a typical day/week; why you became a scientist; and advice for becoming a researcher. Build in as many analogies as possible. The more colourful, the better.

Get feedback from friends or family. When you are satisfied with your presentation, offer to chat science over a video chat with children of friends. Share your offer on social media. Join an initiative such as Skype-a-scientist. Or film your presentation and share wherever you can.

Tips

  • Ditch jargon, but do not shy away from complicated topics. Break them down to their components. Look at how others do it.
  • Use analogies wherever possible.
  • Use props, share slides, provide links to relevant articles, draw diagrams, write out summaries of your work.
  • Make a point of getting feedback: ask your audience what they learned, thought interesting, or found difficult to understand.
  • Be engaging and enthusiastic!

Write an entertaining presentation

Time: 45 minutes

Write, rehearse, and record an entertaining 3-minute presentation for an online competition. Your target audience is a general public, who are interested in science. There are just two rules: stick to time and make it enjoyable! You could tell a story, recite a poem, sing, rap, dance, act, mime, run an experiment, or anything else you can think of. Balance your phone on a window ledge. Press record. Send your video to friends. Get feedback. Re-record if need be. If you get a good response share it on social media. Don’t forget to keep a look out for online competitions, where your hidden talents might finally be discovered!

Tips

  • Shows such as science slams or initiatives such as the Story Collider provide platforms to talk about your work in an inventive and memorable way. Study use of words, eye contact, humour, and body language. Be as creative as you can when writing your presentation.
  • Remove jargon, excavate the important details.
  • Write it out. Recite it in the shower, on the balcony, and in the kitchen. When you think you have it nailed, practice it thrice more.
  • When in front of the camera: smile, never turn your back, speak loudly and clearly.
  • Finally, have fun – and don`t faint whilst the camera’s on.

Requests, questions, suggestions: adamgristwood@gmail.com, @gristwood

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How can conference exhibitors and sponsors help your research?

Matthias with several participants from the EMBL Conference: Transcription and Chromatin 2018. From left to right: Adam Whisnant (University of Würzburg), Melvin Jesus Noe Gonzalez (Francis Crick Institute), Matthias Spiller-Becker (Active Motif Europe), Gabriel Villamil (Max Planck Institute for Biophysical Chemistry). PHOTO: EMBL Events

Meet Matthias Spiller-Becker, Key Account Manager at Active Motif Europe. Matthias acquired his PhD degree in Biology at the Centre for Molecular Biology Heidelberg (ZMBH) where he focused on chromatin and the regulation of the centromere in Drosophila. Now in his 7th year at the company, Matthias is one of the most familiar faces at our conferences on transcription, chromatin and epigenetics – always friendly and welcoming. The popularity of the Active Motif booth at these events has not gone unnoticed, so we asked him what the secret to this success is and what tips he can give to conference attendees when approaching exhibitors.

How many events does your company exhibit at annually? 

In general we participate in about 50+ conferences and meetings/workshops each year, globally. But it’s not only the big and medium-sized conferences that are important to us. We often try to be present at more intimate, local events. Sometimes we sponsor chromatin clubs where only a couple of students and postdocs come together to share their latest research. And we also do a lot of tech talks where we discuss cutting-edge techniques to study gene regulation.

In the era of digital advertising, why do you still choose to be physically present at conferences?

Talking to people face to face changes EVERYTHING!

I think that’s a statement of holistic truth in life! You don’t trust companies in the first place – you trust people. You don’t buy your antibodies or reagents from companies. You buy from people!

And even more: you don’t give away your scientific baby (aka outsourcing your project) to strangers – you give it to people you know and trust. Sure, it happens a lot that folks in the lab search an assay on the web and inform themselves about alternatives on the market before making their “informed” decision, but that is often not the end of the story. It turns out that students and postdocs mostly need to get in touch with us at some point during the experimental process to further discuss their project. And surprisingly often, this first interaction happens at conferences as in “hey, are you working for Active Motif…I think we used your antibody. Can I ask you something?…”. Moreover, being physically present at the conferences is the only way to stay current with cutting-edge research. We discuss with people at their posters and also join the conference sessions in order to see the latest and future trends in chromatin and gene regulation research.

Apart from presenting their newest technology and developments, what else can exhibitors offer participants?

Networking, distraction, fun, and a “Staun-Anlass” (hard to translate that word but probably a reason to positively wonder nails it). Basically, you want to be the red bean in a jar full of green beans. You want to be distinct and recognised among others, leaving a positive impression that lasts.

During my PhD, I always liked companies that didn’t come around too stiff at conferences, but were more approachable”. As a student it takes courage to cross the invisible boarder at a company booth – you don’t want to end up in the web of the sales spider. You are afraid that the company representative might talk you into buying something you never really wanted.

I know this feeling personally – so I try to avoid that when talking to people. My daily goal (whether at a conference or elsewhere) is to be able to help people a bit further. Having a chat at the conference booth can do many things. For example, you may learn that the problem you are discussing with the exhibiting company is indeed a bigger one that’s not to be solved easily. That’s great information! You may also hear that your problem is actually easy to address and solve – even better! You may get info about peers in the same boat as you => networking!

And last but not least, you may simply want to use the chance of talking to people in industry to get an idea about their journey in life & science => career chat!

I try to offer all the above to the people that get in touch with me during a conference!

The Active Motif booth at the EMBO|EMBL Symposium: Metabolism Meets Epigenetics (2019). PHOTO: EMBL Events
What tips can you give participants on how to approach exhibitors?

DON’T BE SHY! Just go and talk to them.

Of course, you need to choose your battles. Often it helps to orient yourself first. Do you already know the company? Is there an overlap between your research and them? If not, just read their banners and roll-ups. Sounds trivial but many people don’t do that. A company would hopefully try to have the most prominent and distinct features of their capabilities written or otherwise sketched out on their banners. If you don’t find any overlap there, I would not necessarily approach them.

But beware: company roll-ups can be like lab websites. Some truths are stated, and some are hidden, so even if your fancy new technique is not mentioned there, as long as the company topic seems to fit your science, go check them out.

If you just want a pen or some chocolate but otherwise, they don’t interest you – simply tell them upfront. You will still get your sweets but honestly, how many pens does a single person need?! 🙂

Can you give an example of a mutually beneficial collaboration that has arisen at your booth through your presence at a conference as an exhibitor?

There are so many examples. It frequently happens that conference participants approach me and tell me that they have an issue with a given technique, mostly Chromatin IP. It turns out that talking them through the experiment step by step often yields at least one weak spot in the setup.

A classic is that people often use the same amount of antibody for ChIP, independent of the varying targets and the respective antibody clones they may use. This is (like many protocol-related “facts” in the life sciences) a dogmatic – or nearly a religious – topic. People can be determined to use “always 2 µg of antibody”. Then you ask them “but did it work when using 2 µg?” and they may need to admit that “no, it didn’t”.

This is a good example that talking with a person outside your own lab can help you to critically re-consider an established protocol, and see things from a new angle.

Another example is that some projects can truly benefit from outsourcing parts of it. Everybody does it in academia but they mostly call it a “collaboration”.

You can take it a step further and outsource parts of your work to a company that offers paid scientific services. This “commercial relationship” can truly boost creativity and assay development. A company that does ChIP-Seq as a paid research service for years will always see more model organisms, more common and uncommon obstacles and more antibody targets than any other lab working only on their own project.

What approach do you use to get into contact with participants?

“It’s just me, myself and I” LOL…

No, it’s not 100 % like that but mostly…you need to simply engage the people!

I try to see every interaction with a person as the most important one in my life at that specific moment. I tend to call that my “Dalai Lama approach”.

How else can you do it!? At Active Motif, we often use our chromatin-related T-shirts to break the invisible barrier between conference audience and the booth. People usually like nerdy science shirts and ours are no exception to that rule. I mostly play a game where people can win the shirts or at least have some distraction from the packed conference program. Often, I implement a little quiz session: people need to give me one or two lines about their research and I create a question around it. If they can answer it, they can play the game to win a shirt. This shows them that we belong to the chromatin community and they often feel more encouraged to talk about a given experiment or planned project.

Is there anything you always wanted to try out at a conference but didn’t do yet?

YES! In a perfect world, I would want to sit in a tweed jacket in my very British armchair, a boiling tea kettle next to me…people can sit down in my little chromatin tea room called “The Nucleosome” and have a relaxed chat around gene regulation and epigenetics with me, or do some networking with others.


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7 tips to successfully deliver wet-lab-based training courses

Are you planning a wet-lab-based training course but don’t know where to start? There are so many things that could go wrong! After 6 years as a training lab manager at EMBL,  I have seen it all. Here are some tips that could save you time, nerves and wasted lab consumables.

Our final meeting with the organisers and trainers of the EMBO Practical Course: Humanized Mice, to go over the finishing touches of the lab practicals. PHOTO: EMBL Events

1. Identify your main contacts

Whilst the course organisers are the experts with regards to subject and course content, they are often very busy and trying to get hold of them can be a difficult task. Most of the time they will appoint an experienced colleague in their lab to help with the more practical and logistical aspects of organising the course. These people are the key players for my job – it is generally with them that I organise the practical set-up, because they know exactly what is needed, and when.

2. Timing is everything

Trainers are always surprised by how much longer people need in the lab for things they are doing for the first time. From my experience participants need twice as long in the lab as people who do the experiment regularly. So have this in mind when planning the schedule for a course. If possible, perform dry runs to get a better feeling of how long some experiments really take, and then double that time.

3. Back up, Back up, Back up

Not every experiment that we run during a course will be successful, but it is not the end of the world if you have prepared some back-up samples. The course days are already long enough – nobody wants to miss dinner to repeat a failed experiment, and troubleshooting is also a valuable lesson for the participants.

4. Everything clear?

Giving clear, coherent instructions is one of those things that sounds easy to do but in real life can actually be more complex, especially in a course setting. Some trainers don´t feel comfortable raising their voices to get everyone’s attention, meaning they have to repeat every single thing over and over again, which can cost valuable time.

5. Having good relationships to the main lab

You can plan a practical down to the smallest detail, but someone might still forget to tell you things like, “Oh, your incubator is actually too small to fit the instrument in there!” or “Oops! All my cells died over the weekend!”

In these situations it is key to have a good knowledge about who is doing what in the main lab and is willing and able to help out. Luckily my cheerful personality and baking skills have saved the one or other practical!

6. P p p poker face, p p poker face

As much as I love to have everything planned ahead of time, often this is not the reality when planning courses. Instructors often travel from abroad, and by the time they have arrived on-site, there are so many things that could go wrong. I refer to the first couple of days before the course starts as the “headless chicken mode”. But thanks to the experience and skill of our trainers, we always manage to overcome any difficulties that arise and are able to deliver our courses professionally – and the participants aren’t affected in the slightest!

7. Always be prepared for the unexpected

“It was working fine until this morning!”- This is one of the sentences nobody wants to hear during a course, but that is just how it is in the lab sometimes, and the training lab is no exception. You need to be a flexible thinker and be able to find a solution so the course can go on. Find a replacement instrument, shift the schedule around until the problem is solved. If there is no quick fix come up with another activity and cover the topic theoretically.

But to be honest in these cases I am so happy that I am doing this job at EMBL— because the EMBL people never let you down.

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