Transactional Practice Boot Camp: Part 2 - Cheat Sheet for Approaching New Transactional Assignments: How to Figure Out What You Should be Doing Next

• Introduction to the universal approach and why it will be useful (5 minutes)
• Recap and reinforcement of “Transactional Practice Boot Camp” part one (15 minutes)
• Overview of the substantive steps of the process (5 minutes)
• Overview and deep dive into the administrative steps of the process (45 minutes)
• Deep dive into the substantive steps of the process (25 minutes)

Runtime: 1 hour, 29 minutes
Recorded: July 26, 2020

Law school often prepares new lawyers incompletely for transactional practice. After getting the hang of the substantive and professional basics of working in transactional practice -- at a firm, in-house, or as a solo -- the main question I get from attorneys I’ve mentored is: "what should I be doing first when I get my assignments?"

Students and young lawyers often use an "ad hoc" approach treating "every problem as a different problem." Since I have needed to teach students who have never done transactional law how to begin working on complex projects very quickly, I have tried to create a teachable, universal approach to beginning transactional assignments. This approach I will teach holds true whether the solution requires a client call, an internal/external memo, drafting a contract, or prosecuting intellectual property (copyright, trademark, or patent registrations).

This program is for 0-3 year attorneys who or those with slightly more experience who want to transition out of litigation or academia. It is also for supervisors and mentors to provide to their trainees to allow them to hit the ground running much more quickly.

This is the first part of a multi-part presentation for early-career transactional lawyers called “Transactional Practice Boot Camp”. You do NOT need to have seen the previous workshop to get value from this one.

As the second part in a 2-part series, this discusses basics, but is intended to lay out those basics in a systematic way: in the same way a piano teacher might teach students about posture and fingering on the first day rather than “playing songs.”

In addition to the course content described, we will provide practice notes on how the material here relates to the material in other parts of this series.

This program was recorded on July 26th, 2020.

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