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THE AMERICAN SOCIETY FOR CELL BIOLOGY

CHAPTER 1 • THE HEAD GAME 13

If the written rules at an institution seem to

be in a state of flux, the junior scientist is com-

pelled to be in frequent communication with

supervisors and other more senior scientists.

Obtain clearly stated guidelines for advance-

ment that can be referenced at promotion time.

These should be available in writing as they are

indeed the written rules. Get a copy of them.

Promote Yourself

Junior scientists must take steps to pro-

mote themselves, or no one else will.

However, there are ways to accomplish self-

promotion without offending others by being

overly aggressive or compromising your own

personality. When an opportunity arises for

an award, membership on a prestigious com-

mittee or even a choice class schedule,

approach the individual making the selection

with a document delineating your credentials,

qualifications and accomplishments that

make you an attractive candidate. Mentors

can be extremely helpful in this situation by

advising a young scientist about what oppor-

tunities to pursue and speaking to selection

committees on behalf of their protégé.

Territoriality

Never assume that ideas, space or equip-

ment have common ownership. The micro-

centrifuge in the third floor cold room might

belong to the senior research scientist on the

fourth floor. The empty shelf in that same

cold room may have been cleared by the

chair’s graduate students to store precious

clinical samples arriving the next day. If a col-

league shares unpublished data, ask permis-

sion before citing it in your manuscript.

Always ask before acting: a reputation as a

trusted colleague may depend on it.

Managing Employees and

Students

Most scientists are not trained in manage-

ment techniques, so learning skills to manage

students and staff may feel like trial by fire.

However, classes and books on general man-

agement skills that apply to any work situa-

tion are easily available. The most efficient

way to learn management skills may be to

observe and speak with scientific and busi-

ness colleagues who appear to have

admirable management styles. From these

discussions, young scientists need to develop

their own standards and expectations for

their employees that are then stated and writ-

ten clearly and reinforced frequently. Be

aware that students and staff may not have

the same career goals as their supervisors, so

their expectations may need to be determined

as well. These are essential skills for a scien-

tist, since one’s career advancement is often

There are ways to accomplish

self-promotion without

offending others by being overly

aggressive or compromising

your own personality.

Most scientists are not trained

in management techniques, so

learning skills to manage

students and staff may feel like

trial by fire.

Obtain clearly stated guidelines

for advancement that can be

referenced at promotion time.