Morgan Giddings PhD Sept 26 2012 Or how I greedily sucked 234 M from NIH The benefits of learning this stuff more deeply pay attention today Colleague recognition Expand your science Tenurepromotion ID: 243810
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Slide1
Why marketing is education. (And how to use that in your grants to make them far more compelling)
Morgan Giddings, PhDSept 26, 2012
Or how I greedily sucked $23.4 M from NIH Slide2
The benefits of learning this stuff more deeply (pay attention today)
Colleague recognitionExpand your scienceTenure/promotion
Your choice of where to work, who to work with
Building and supporting a strong team… etc.Slide3
Part 1. California Experience
Lesson: play to your strengths with your grantsPeople forget about their strengthsMake a list of assets to bring to proposalOne thing at a time, focus
Lesson: whether in business or academia, you’re selling
Job of running lab, you are in a business
Univ
scrambling to come up with funding for those who cant get funding
If not successful in selling your science, you will eventually go downSlide4
Part 1. California Experience
Lesson: Emotions are key to everything -- the story of a delayed talkIn LA, went to talk with plenty of time, tied up in traffic, got emotional state down to a reasonable levelTrying to convince someone to give money, not just the science, it is no longer hard rational scientific judgment, it is emotional at the core. Reviewers decisions made by emotions
Lesson: understand what gets your audience jazzed
Change underlying science to get more compelling words. Not just about the words, must change the underlying science.Slide5
Part II. Why I don’t offer recording of Webinars (and what this has to do with your grants)
Offering an anytime replay of the event is an invitation to multi task, less focusLesson: knowing your audience really well – pressures, pain points and preferences
Example, reviewers are working on a review committee because they feel they need to almost always an
objectional
activity
Must be simple and clear-- if dense and technical, making their pain worse, adding to the pressure
Lesson:
Offereing
them something that is in their best interest, and doing it compellingly – write it from their point of view, instead of will this excite them
(push vs. pull)Slide6
Adding scarcity for reviewer so they think they have to get it nowExample - Total Grant Makeover, take action now and get a discount in the price,
Example – the ENCODE project (most about DNA, coding elements on genome). She was coming in late with a Proteomics approach – but timing was right, proteins of interest in getting info about genes and genome. Technology needed to get to a point and opportunity to get at a particular cell lines needed to do nowSo put scarcity into grant that is real, needs to be now, has to be realSlide7
Commitment and consistencyTake a step in one direction, likely to go on
If you simply show up to a webinar on grant writing, taking first stepDon’t take first step, you will be stuckSame with reviewers, make first snap judgement whether it is interesting or not. Then they will be looking for evidence that supports the first judgment. Further they go down the path, the more likely they will stick with those impressions.
First part of grant proposal must be very interesting, compelling, consistent. Specific aims must do all thisSlide8
Take step down path.. answer objections.. then another step… answer objections… repeat
The mind set is first into the rejection category. Very easy to go into this category from mindset that I want to fundSlide9
Part III. Educating your reviewer about the value of what you do in your proposal
This is the key. Covers everything about So which title do you remember (the title or how I greedily sucked grants …etc.)Why is 2
nd
title more compelling, remember? Always remember things we have an emotional response to much more than no emotion (emotion could be good or bad)
Scientific information
does not
generate emotion
Packing info at the right time is key; don’t just pile as much info in as possible thinking that would be the compelling story. It
isntSlide10
Part III. Educating your reviewer about the value of what you do in your proposal
Drilling facts doesn’t work, Educating readers about value of what your are proposing they are far more likely to get excited about itOne reason is because of information explosion (info
vs
avail storage). Info was much more scarce years ago. Not so any more. Slide11
Push learning
Authority figFacts and figI’m right your wrong
Doesn’t work anymore
People overloaded
already
Only want facts and data of immediate interest
They don’t like authority pushed to get through all
informationSlide12
Pull Mode of Educating
InvitingCollegialCollaborativeFunEngagingInterestingSlide13
Educating the Reviewer
Propsal is about educating reader about value of what you do. Pull in then can give facts
Think about how
education
mode applies Push, PullSlide14
Value to the Proposal
Something people desire (e.g., gold)Why do they desire it (genomic audience new insights into genome, something they wanted)Emotion and belief, not rationalSlide15
Bottom line, develop skills at both pull
education and at understanding what your audience valuesMust make the push-to-pull transformation and really understanding what your audience values is the keySlide16
Mentoring Value
Most senior people struggling, cant give feedback on what is neededThrough out scientific and grant writing are in the Push mode, it is hard to find mentors in the Pull mode.