NIH Alumni: Where are they now? Communications Manager

August 12, 2013

Name: Benjamin Porter, PhD

Job Title & Company: Communications Manager, Office of Communications; The University of Texas at Dallas

Location: Dallas, Texas

How long you’ve been in your current job: 3 months

Postdoc Advisor, IC and subject: Alan Koretsky, NINDS, Behavioral fMRI

What do you do as a Communications Manager?
Basically, my job is public relations — I handle both internal and external public relations matters for the School of Behavioral and Brain Sciences at UT Dallas. When researchers do interesting work or if they just received a grant or published a paper, I will write up a story for the University website. If we think it could be a bigger news story, then we try pitching it to a newspaper or TV station. Similarly, if there is a current events topic going on at a time when it makes sense for an expert to comment, then we will also pitch our faculty as experts. A recent example is the explosion at the chemical plant in West, Texas. We were able to pitch a chemist who could explain the basic science behind that event.

What are the most important skills that you utilize in your current position?
A lot of it is listening and being able to interpret what is being said. One of the reasons I was hired is because I have a PhD, and I am able to understand the science behind what the faculty are doing. I can then take that and translate it into layman’s terms. I can also understand the faculty’s concerns in talking to the media and the fear that they might be misrepresented.  On the other side, I understand what the media needs and what they need the faculty to say, and I can interact between the two parties well.

I write press releases and internal newsletters, so being able to write and edit goes a long way.  I am currently learning AP style and how to write for the news, but these are things you can pick up as long as you have the basic skill. Writing for the NIH Catalyst or the Record are great ways to practice writing for the public.

What has been the hardest aspect about transitioning into this career?
For me, I like to be absolutely certain about what I’m doing and know that I am doing it well, so not necessarily knowing every aspect of the job and having to keep asking people if this is correct has been an adjustment. But I think that comes with transitioning careers.

What is your favorite aspect of your current job?
I love getting to hear about everybody’s research and getting to meet with the faculty. There are about 80 faculty members that I work with and getting to meet all of them and hearing what they are doing is great. Then I get to brag about them, which is also fun.

What was your job search like?
My job search was weird. I started off looking for a job in DC because I was planning on going into science policy. I spent the last year of my postdoc getting prepared to find a job in science policy – making all of the connections and laying the groundwork. Then, the sequestration came around and my wife’s job at the Department of Defense became less stable. It was no longer feasible to live in DC and provide the life for our kids that we wanted, so we decided to move to Dallas because of our family connections here. I shifted my career path somewhat, but the part of science policy that I really liked the most was promoting science, which I still get to do.

My job search was remote at the time, so I used my network as much as possible. I also did a lot of cold calls and cold emails to find job leads in the area.   It turned out that a friend worked at UT Dallas and promoted the school as a great place to work. Then I just applied to an online job posting and worked my way in from there.

What was the response to your cold calls and emails?
A lot of the time, I would be told that the company wasn’t hiring, but they almost always gave me somebody else to call or another direction to go. One contact always led to two or three others.  I did probably 15 cold calls and only three or four didn’t get back to me. Just be sure to be upfront that you are looking for job leads in a cold call and not necessarily inquiring for a specific position. Limiting yourself to an inquiry into if the company is hiring will result in a simple yes or no answer. Leave it more open-ended than that.

How did you find people to call?
I did a lot of informational interviews when I was in DC. I did something like 50 informational interviews. From those interviews, I was able to ask people for connections. Also, my mentor at NIH encouraged me to get involved in extracurricular activities. I joined AAAS (The American Association for the Advancement of Science) and I started the Washington, DC, Metro Area Chapter of the Society for Neuroscience, which is still running strong. These involvements helped me to meet people and develop soft skills; plus, I was very lucky to have my mentor — my success seemed like his priority. Dr. Koretsky was one of my biggest assets.

What are the most important soft skills needed for your position?
The ability to get along well with people, especially with multiple bosses and multiple demands. You have to be able to work with others and compromise with them. I did a wonderful detail with the Office of Extramural Research, which allowed me to report to both my mentor and my detail manager. Balancing the needs of two very different jobs was a great preparation.

Open and straightforward communication is hugely important in my position, as is being able to jump right in. If you are switching careers, you don’t necessarily have to be comfortable, but try to be comfortable with your discomfort.

In hindsight, is there anything that you would have done differently with your job search?
I might have started earlier and looked a little more aggressively. And by that I mean meeting people. The connections that I made in DC were fairly limited to NIH. Towards the end, I was starting to branch out to some of the nonprofits in the DC area, and I wish I had started doing that earlier. I would recommend establishing your network fairly early and making it a broad net.

Any last bits of advice?
Don’t do it alone! NIH is a fantastic resource. OITE is a fantastic resource.  The people there are really great about helping out. Get to know the folks there well and early.  Plus, with all of the informational interviews that I did at NIH, I can say that almost everybody is willing to help you.

From the over 50 informational interviews, I only had about five that never got back to me.  Of those 50, I probably only cold called five to ten people.  All of the other connections were sparked from those first few calls, so always be sure to ask the person for another connection recommendation. The informational interviews also helped make me more comfortable when the time came for an actual job interview.  NIH is a great place for career development, so use it as much as you can.

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219-to-212: Communication Breakdown vs. Communication Success

March 22, 2010

Yesterday’s historic vote on overhauling the health care system in the U.S. could not have been much closer. The final vote in the House of Representatives on Sunday was 219-to-212, with Republicans voting unanimously against the bill.

The tensions rife throughout this debate are illuminated by the language used to describe it:

– “an epic political battle” (NY Times, March 22, 2010)

– “a tortuous campaign” (LA Times, March 22, 2010)

– “a critical logjam” (Chicago Tribune, March 21, 2010)

Consider for a moment disagreements you’ve had with peers or supervisors, students or faculty, friends or family. While your disagreements may not have been on the same scale as the national health care debate, you may have felt misunderstood–or may have experienced a complete lack of understanding of a particular viewpoint with which you disagreed.

When you find yourself worrying about a disagreement, remember that the NIH Office of the Ombudsman provides a free, confidential resource to assist NIH trainees and employees in addressing concerns and resolving conflicts. The Office is often called upon to provide guidance in difficult, longstanding conflicts; they are also a great place to go to talk things out at the first sign of a complicated situation. The Ombudsman’s Office is happy to speak to NIH employees who work on every campus—phone appointments are possible. To learn more, visit http://ombudsman.nih.gov/ or call (301) 594-7231.

Another helpful resource that can help you gain insight into yourself and others is the Myers-Briggs Type Indicator (MBTI®). By helping you understand they way you and others process information and interact with the world, this assessment can help you  express your own views in ways that can really be heard. In the MBTI, there are no “right” or “wrong” answers. This assessment simply represents a way to understand our personalities more fully. Understanding difference can then lead to more effective communication with those around you.

This valuable resource is offered free of charge through the OITE for all trainees. MBTI seminars are offered regularly throughout the year. Watch your inbox for an invitation to the next one (Bethesda) which will be on April 15th from 9:00am-12:00pm.


How to be Confident in the Job Search

July 24, 2017

Two of the most frequent questions that fellows ask during career counseling are, “For what jobs do I qualify? “or “Should I apply for this job?”. To answer these questions, career counselors begin with helping fellows to identify and speak assertively about career from their career trajectory that are factual and grounded in reality.  For example,  as a NIH fellow, you will have developed several core competencies which may include research, academic and scientific writing, speaking, grant writing, teaching, mentoring, leadership, management, and ethics training among others.  Also, fellows can speak clearly about their skills, motivations, achievements, values and experience that they have already developed without sounding too shy or overly confident.  In 2012,  Science magazine published a blog article, ” Successful Careers: A Matter of Confidence,”  that goes into more detail about this reality for scientists.

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In OITE, our goal is to help you develop more confidence about your career options and the job search and recommend taking the following steps. If you take these steps, you will be able to answer the questions positively and with confidence.

1.Identify and practice talking about your accomplishments, skills, interests and values.

  • Keep an on-going list of accomplishments and skills that you have gained through your education, training, and work.
  • Develop more understanding of factors related to workplace dynamics and communication. OITE offers a leadership workshop series to help. https://www.training.nih.gov/leadership_training
  • Include work, family and lifestyle needs into your decision-making
  1. Update your CV/Resume to reflect accomplishments, your skills and experiences.
  2. Explore various science career pathways in the sciences and note those of interest.

Some of the most common science career paths include intellectual property, science writing, regulatory affairs, outreach and education, technology transfer, science policy, principal investigator and entrepreneurship and academia. One effective way to begin exploration is to complete the myIDP assessment is self-report instrument that asks the test taker to respond to several smaller career scales related to their science related interests, values and skills.  A report is generated that and how these skills match up with the broad spectrum of employment sectors in science. The myIDP also includes overviews of many career paths in science with links to articles, books and professional associations that describe these career paths.

4.Compare and match your experience and skills to the qualifications listed in job ads

  • Begin to read multiple job descriptions and job openings. Underline/highlight key skills and qualifications in the job description that describe the type of experience the employer is seeking.
  • Reflect on your experience to identify skills that match the description and highlight those skills for your resume/CV.

5.Get involved in your institute/center committees, FELCOM, Scientific Interest Groups (SIG).

  • Obtain leadership and teamwork roles and strengthen your communication skills often prized by employers.
  1. Reach out to professionals who work in the career sectors that interest you.
  • Conduct informational interviews Talk to individuals who work in the job sectors and positions that interest you to learn more about specific skills and knowledge that helps them to do their work.
  • Email/ talk with at least 10-15 people to assess the fit for you in specific organizations and job roles.
  • The more people you talk with the more you will understand what specific jobs involve. You will make contacts in the fields that interest you and potentially find out about jobs that you might never see posted
  • Use your university networks, NIH researchers and alumni, professional society networks, andhttps://oitecareersblog.wordpress.com/?s=linked LinkedIn to find professionals to talk with.
  1. Schedule a mock (practice) interview with a career counselor, mentor, and/or colleague to practice your skills.

For NIH fellows, feel free to make an appointment with an OITE career counselor for if you need further help getting started or evaluating your approach.  Similar services can be found in your home institution or in the community for readers beyond the NIH.

Anne Kirchgessner MSEd. is a Career Counselor with NIH’s Office of Intramural Training and Education

 


A Decade and Counting, the NIH Career Symposium Celebrates 10 years.

May 2, 2017

On May 11, 2017 the OITE will again host the NIH Career Symposium! This year is special…we will celebrate its 10th anniversary.  This event is one of our favorites, it highlights the multitude of career opportunities for biomedical scientists—and in the past decade over 7500 graduate students, postdocs and fellows have attended the event to propel their own careers.  Our invited speakers tell us about their career paths, how they got their jobs, and advice to attendees as they plan their careers.

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The event is open and free to everyone, both NIH and non-NIH folks. It is intended for doctoral degree students and recipients. Just register to let us know you are coming!

We have a blog on how to navigate the day here: Getting the Most Out of Your NIH Career Symposium Experience and here: Career Symposium 2015 – #careersymp (Note our twitter handle will stay the same this year if you would like to follow along!)

We could not run the career symposium without the dedication of the over 700 speakers that have taken time away from their jobs to share their career insights. We have learned that many careers are a function of planned happenstance (FYI: never let a speaker tell you luck lead their job search). This year 99% of the speakers are NIH alumni.

We are also grateful to the over 200 postdocs and grad students who have helped plan the event since 2008. 125 of these former committee members are now alumni, in all career sectors (23% are in academics, 41% are in government, 34% are in industry and 1% are in non-profits). Committee members have blogged on how the career symposium has helped them on their personal career paths: Serving on a Committee: Make the Most of the Opportunity (watch for the call in September if you would like to help plan for the next event)

Since 2010 we have created a newsletter to share the highlights of each panel—each article was written by a grad student or postdoc. Read the synopses here: https://www.training.nih.gov/nih_career_symposium.

We culled out what we think are the best pieces of advice from the past decade of the NIH Career Symposium:

  • It’s not luck—you have to work at finding a job to make sure you are in the right time at the right place.
  • Sometimes you have to take a leap of faith that all is going to work out.
  • Any career you chose is the right decision, and is therefore not an alternative, may be the most liberating thing you do as postdoc.
  • When choosing your career path, it is important to remember that the only opinion that matters here is yours.
  • Good communication skills will not only advance your career in science writing but will also provide opportunities within science policy, grant administration, or to oversee research at universities.

So, we hope you can join us on May 11 for the NIH Career Symposium.  It just might be the catalyst to get you to the next stage of your career!


Job Search Skills that PhDs and Post Docs Need to Know About the Job Search and How OITE Can Help

April 27, 2017

For many NIH PhDs and post-docs in the sciences, the formula that you learned to use to find a successful academic career has been straight -forward:

 Graduate Degrees + Research +Publications + Academic Job Talks + Academic       Achievements (BS through PhD) = Successful Careers 

You may not know that after the Post-Doc, there are some additional skills that can be added to the job search equation.  Here they are:

Eight Skills Developed During Scientific Training that are Useful for the Job Search

Persistence        ability to persevere towards a career goal without immediate results

Analysis               ability to research careers, create job-search criteria, and evaluate fit

Networking        ability to identify a professional network and to ask for career advice at

professional conferences and from alumni from your department

Web Savvy         ability to use web-sites and social media to research and apply for

jobs

Teamwork &      ability to lead and collaborate with diverse multi-disciplinary groups    Leadership         of scientists, PIs,  Post Docs, MDs, and other professionals.

Science                 ability to talk about your expert scientific skills and knowledge

acquired from your thesis and post doc research anf publications

People Skills       ability to establish rapport with employers orally and in writing

The Office of Intramural Training and Education (OITE) offers many programs, services, and resources to help you your plan for and succeed in a competitive academic and industry job market

  1. Review the services available and useful handouts through OITE at: https://www.training.nih.gov/career_services/postdoctoral_fellows
  2. Watch  OITE Videocasts about job search and career options in academia, industry and beyond at: https://www.training.nih.gov/oite_videocasts
  3. Register for career and job search workshops at: https://www.training.nih.gov/events/upcoming
  4. Attend the 10th Annual NIH Career Symposium on May 11, 2017 where invited NIH PhDs and Post Doc alumni scientists will discuss their pathways into specific career sectors including academia, business, industry, government, non-profit, writing and communication.  Register at  https://www.training.nih.gov/events/view/_2/1920/10th_Annual_NIH_Career_Symposium
  5. Review the OITE job postings
  6. Check out these additional OITE On-line resources

Feel free to schedule an individual appointment with a career counselor to talk about your specific career and job search, plan, discover your interests, values, and skills, or have a mock interviews.

 


Behavioral Interviewing for Scientists

April 11, 2017

Behavior based interviewing is an effective tool used by many science industry recruiters and graduate/professional school admissions officers.   They differ from technical or scientific interviews because they are designed to give a glimpse into how you will perform in the future on “soft skills” by having you reflect and talk aloud about behaviors that you have done in the past. The answers that you provide will inform the interviewer about your potential for succeeding in their organization or school based on your experience in such areas as being an effective team player, ethical and professional, and using your critical thinking , leadership, communication, and problem solving skills.

Often interspersed with scientific interview questions, behavioral interview inquiries will usually start with, “Tell me about a time when…,” or “Give me an example of a time when….”  The best responses to require you to specifically describe actions and behaviors that you used in the past s and then describe the outcomes from this approach.   The SAR technique is an excellent formula to use to create the best answer. Memorize the following acronym and then recall it when you are answering questions.

S              Situation – the background to the problem that you are going to discuss

A             The actions (behaviors) that you took to address the situation from this role

R             The results of your actions

The more thoroughly you describe your behaviors the better the interviewer is able to visualize you fitting into their organization.   You can use examples from the lab, graduate or undergraduate school, internships, work, community, and leadership roles.  Industry and academic examples are welcome.  Here are a few behavioral interview questions for you to try:

  • Tell about a time when you had to make a difficult decision at work.
  • Tell me about how you worked effectively under pressure.
  • Give me an example of when you showed initiative and took the lead.
  • Give an example of a time when you had to arrive at a compromise with members of your team.
  • Describe a situation in which you had to adjust to changes over which you had no control.
  • Give an example of how you set goals and achieve them.
  • Tell me about how you worked effectively under pressure.
  • What do you do if you disagree with your boss?
  • What do you do if you disagree with your co-worker?
  • How you would you deal with a co-worker who wasn’t doing his or her share of the work.

Your interviewer may ask additional clarifying questions such as:

  • What were you thinking at that point?
  • Tell me more about what you specifically did at that time?
  • Lead me through your decision-making process.

Although awkward, go ahead and answer their questions because they are attempting to understand the full spectrum of specific behaviors that you used in the situation.

To prepare for the behavioral interviews, identify several examples of past experiences in which you utilized the soft skills mentioned earlier.  Select examples where you accomplished something, overcame an obstacle, or something did not go as planned.   Feel free to choose academic experiences and non-academic experiences.  Next, practice answering the questions using the SAR technique.

For more practice, visit the OITE website  make an appointment for a mock interview with a career counselor to receive constructive feedback on your answers to behavioral interview questions.  We encourage you to visit our interviewing blogs or skills workshops.

OITE services are available to NIH intramural trainees only. Check with your home university or college and utilize the personal, career, and professional school advising resources they offer to you.


Making the Most of Your Experience at NIH: The Scorecard

February 6, 2017

I arrived at NIH in October 2015. I attended the workshop “English Communication for Visiting Scientists” (ECVS) workshop in February 2016 because, as non-native speaker, I wanted to improve my communication skills. I remember that I was afraid of asking my PI to sign the written consent I needed to register for it. I soon realized how unwarranted my fear was! My PI was glad to know that I wished to improve my communication skills. This has been the first lesson I learned from The Scorecard: “If you don’t ask, the answer will always be no.”

The ECVS workshop. The 2-day workshop itself was very useful. I learned and practiced how to write professional e-mails and to be assertive. But most importantly, I realized that I was not alone. Instead, I was surrounded by people who understood the fear and the frustration of jumping suddenly into a completely different world. During the ECVS workshop, I learned about the Scorecard: an intensive training program to be completed within 6-months. The program (Fig. 1) envisages 10 scores earned by completing the workshops/activities. They are  grouped into four categories: career development, mentoring, leadership/management, and communication.

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Fig. 1. Representation of the Scorecard categories. Numbers in squared brackets represent the points needed to complete each category. The activities I included in my scorecard are in bold.

The Action Plan. I am a person who likes challenges, so I decided to try and draft an action plan (Fig. 2). First, I identified among the listed courses/activities the ones I was most interested in. Then, I looked at the Office of Intramural Training and Education (OITE) calendar, planned when to attend them, to ensure that I was able to meet the deadline. Last but not least, I identified what I call the “milestone” of my program, i.e. the most difficult and time intensive course. In my case, it was the “Scientists Teaching Science (STS) 9-week course”. I knew that completing it would have motivated me to keep following the plan. Among the other activities that I included in my plan, I chose to attend the Workplace Dynamics IV and V workshops and the mentoring course, and to give a presentation at OITE. I will briefly describe them in the next paragraphs by highlighting why I think they have been very useful for me.

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                        Fig. 2. My “action plan” to complete the Scorecard.

Career development. The milestone of my program – the STS 9-week course – is, in my opinion, a must for fellows aiming at an academic career. One of the assignments is to write the teaching philosophy statement, a fundamental piece of the academic job package! Having the opportunity to have a person with a long-term experience in education, read it and provide constructive feedback is priceless. Moreover, the course is entirely on-line and the teacher provides students with useful hints on how to organize on-line courses and incorporate active learning techniques in the classes. I simply loved it.

Leadership/Management. The Workplace Dynamics series opened my mind. At the beginning of the workshop, as soon as I realized that I had to practice by speaking to the person close to me, I wanted to run away! Yes, I am an extremely introverted person. I am afraid of talking to people, especially in a language that is not my mother tongue, and I prefer to write e-mails. E-mails that most of my colleagues never read, because they prefer to communicate verbally. It took me a while to realize that my approach was ineffective. The workshops provided me with helpful hints on how to address the differences in the personalities and communication styles between me and my colleagues that and made me more successful at work.  After attending the two workshops I needed for the scorecard, I decided to complete the series and I am going to attend the next Management Boot Camp.

Mentoring. The “Summer Research Mentor Training course” was another very helpful workshop. Similar to the STS course, one of the assignments was to write the mentoring philosophy statement. I have recently used both assignments as drafts for an application for an academic position. During the course, I learned the importance of aligning mentor/mentee goals and expectations and assessing differences in communication and learning styles. We all tend to communicate and teach the way it is most effective to us. Recognizing that what works for us does not necessarily work for other people and learn how to manage those differences is the first step to become an effective mentor. I look forward to have the opportunity to mentor a summer student.

Communication. As an introverted, not native speaker, presentations were a huge obstacle for me. I love to design and sketch them out but, until several months ago, I would have paid someone else to deliver them in my place. Most importantly, I would never have volunteered for a presentation. I now realize that my fear to present caused me to miss many valuable opportunities to practice! Now things have changed. Taking part in the activities suggested by the scorecard helped me to practice and build my confidence. I now look forward to presentations rather than trying to avoid them. The author of a book entitled “The Exceptional Presenter” states: “The time to practice is during your normal daily routines, when habits can be formed and mistakes are not costly.”

Final thoughts. All that said, the Scorecard simply acted as “firestarter”. The goal of earning a training certificate motivated me to engage in the program and meeting the deadlines helped me to stay on track. However, as soon as I realized how useful the program was, I attended many other courses beyond the Scorecard. When I earned the ECVS certificate, however, I was really surprised to know that nobody else completed the scorecard before me. So, I decided to write this post to encourage other fellows to engage in it.

Please fellows, don’t think you don’t have the time and don’t be a “rat in the lab”!  Please bear in mind that the knowledge you will gain by completing the Scorecard training program will help you feel better in your lab, communicate more effectively with your PI and colleagues, and develop your career. And please, please don’t miss any opportunity to practice your communication skills!

So, what are you waiting for? The next ECVS workshop is on March 1st, don’t miss it!

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This post was written by guest blogger, Dr. Antonella Ciancetta, Visiting Fellow at the National Institute of Diabetes and Digestive and Kidney Diseases and first fellow who earned the English Communication for Visiting Scientists Certificate


Making the Transition from the Bench to an Office

January 17, 2017

Managing transitions is an issue that you will likely face throughout your career. Many PhDs choose to leave the bench to work in an office. While some things stay the same no matter where you work, some of the cultural changes that accompany a desk job may be surprising. Here are  some identified by members of the Office of Intramural Training and Education (OITE):

Dress Code Alterations: While there’s no need to follow the lab dress code any longer (yay for sandals!), you also probably can’t dress as casually in an office. This dress code varies by each office setting, so you will want to find out as much information as possible about the workplace before interviewing, and then ask questions about the work culture and take note of how people dress when you interview. Likewise, you may want to consider wearing layers, as you will no longer have the added warmth of your lab coat or from being surrounded by running heavy equipment. For me personally, I did not realize just how many of my clothes were related to cartoons, sci-fi, or sports teams until I started working in an office. Thankfully, OITE has a more casual dress code than some places, so the transition was not as expensive as it could have been—but some of you may have to add a budget line for clothing.

Greater Interdependence: Being at the bench is often solitary work, and can allow you to have greater control over planning your day. However, in many offices (especially when you first begin), you may need help from your co-workers to find your way in the new setting. Your work might also involve more planning and execution as a team than what you currently experience, and you may discover a shift in power dynamics that differ from the lab (i.e. multiple supervisors for different projects rather than one PI). This can have some very positive aspects. According to Virginia Meyer, Director of Student Services for UGSP, “Even if you are friends with everyone in lab, there’s still a feeling of competition for resources, publications, attention, etc. Here [at her current office position], I feel like we work more collaboratively towards a goal rather than competitively on our own projects.” Therefore, it is important to have a “team” mindset, and to try to learn others’ favored method of communication so that you can all work together well. Additionally, depending on what kind of office you work in (such as anything involving the public), you may need to become accustomed to interacting with people from a variety of backgrounds all day. Many scientists mention that navigating team management and leadership is an early issue that they face in their career transition, and being able to interact well with others is an important soft skill that employers seek. In order to better prepare for these issues, you can attend some OITE workshops such as the Workplace Dynamics series and Management Bootcamp.

Changes in communication: When asking others in OITE about surprises in shifting to an office position, the sheer amount of emails that they receive came up multiple times. Keeping track of and replying to all of these messages can take up quite a lot of time, and easily derails your day. Likewise, there are additional office tools within email services such as Outlook (sharing calendars, meeting invitations, etc.) that aren’t commonly used by most scientists, but very useful in an office setting. “That first month of understanding Outlook and the volume of emails I received was overwhelming,” said Lori Conlan, Director of both the Office of Postdoctoral Services and the Career Services Center. Integrating some of these tools into your workday now could save you some time in the future. Additionally, in case you are not already using them, it is important to become accustomed to writing professional emails and the etiquette involved.

Hours Vary Less: Partially due to the increased interaction necessities mentioned above, it is important that you work within a more normal time range that is comparable to what is held by everyone else in the office. So while there are fewer odd time requirements (no need to be in lab at 7 am!), you may not have as much flexibility for maintaining the hours that you prefer. Also, there may be additional requirements or paperwork in order for you to request time off for appointments or vacations. Furthermore, while you are less likely to need to work on weekends, snow days are different because you might be able to telework. While teleworking can offer greater flexibility, it can also lead to unique challenges (technical difficulties, teleguilt, etc.). I find teleworking beneficial because I am able to gain back the time I would otherwise spend towards commuting, but I also enjoy being able to easily interact with my colleagues when I come to the office. Whenever possible, becoming used to more “normal” working hours now can help make this transition easier.

Different Physical Demands: “I think one of the things that surprised me the most was realizing how much physical activity I got when I was in the lab,” said Phil Ryan, Deputy Director of the Graduate Programs and Student Services. Thankfully, being away from the bench means fewer consecutive hours on your feet. However, the transition to spending the majority of your day sitting can be strange. Most desk work will also involve staring at a computer screen, which can take some time to get used to as well. Also, since you no longer work in a lab, keeping food and drinks at your desk is allowed and it can be easier to avoid getting dehydrated. Unfortunately, this increased availability can easily lead to snacking all day, and never taking real breaks because you can constantly continue working. This combined with a more sedentary workday can make it more difficult to stay in shape, and never taking breaks can lead to ceaseless eye strain while hunching over a keyboard. Therefore, it’s important to keep the benefits of occasional breaks in mind as you transition, and to continue (or finally implement!) self-care practices.

Lab Actually Prepared You Well: One of the best surprises that those interviewed, including Yewon Cheon, Director of the Postbac and Summer Research Program, mentioned was that “the skills that you learned in the lab are actually transferrable to an office job like this. All of the analytical skills and experience working to find a solution have been very useful.” Even if on bad days, you might feel as though you aren’t gaining any desirable skills from the lab, the truth is that you still learn a lot that is useful for other careers. If you need help identifying any of these skills, you can use this activity, and perhaps talk to a career counselor. Should you still feel that you are missing transferrable skills that would be really useful for an office position, you can try to gain them by serving as a volunteer or on a committee.

Overall, there are a variety of fantastic office careers for scientists, all with unique challenges and rewards. By learning more about potential cultural differences, as well as the environment and expectations at your new position, you can help smooth your transition when leaving the bench and entering a new workforce.

Post written by guest blogger, Courtney Kurtyka-Welsh, Education and Outreach Specialist, Office of Intramural Training and Education (OITE) at the National Institute of Health


Interviewing with Confidence

January 9, 2017

At last, all that you have worked for has led to the highly desired interview. Congratulations! The interview process can feel daunting, but don’t let it.  At the heart of all interviews is an exchange between two or more parties about shared interests and desires to determine “best fit”. Hopefully, by this point you have done some self-assessment and know yourself well enough to effectively communicate your fit for the program, school or organization.  If not, now is the time to reflect. Consider clarifying your strengths, areas of expertise and desires for your future. Re-evaluating your interests, values, and skills helps to enhance confidence that you are on the right track in applying for specific programs or positions. Ask yourself:

  • Why do I want this job?
  • How am I prepared to take on the responsibilities being asked of me?
  • What do I have to offer them?
  • What do they have to offer me?

Answers to these and other questions help you prepare to respond confidently to the interviewer in ways that show your fit for the position or program.

Preparation is the key to successful interviews. Interview candidates who fall short of receiving offers are often ineffectively conveying confidence in their skills and expertise as related to the position they are interviewing for. The more knowledge you have about the organization you are interviewing with, the individuals interviewing you, the mission and vision of the department or program, and/or specific duties and responsibilities involved, the better able you are to connect your strengths to their needs. Often individuals engaged in an employment or educational search believe their skill set will win them the job or offer.  Although indeed that may look great on paper, it doesn’t always lead to an offer.

Not long ago, a trainee shared their interviewing experience that reflected success in obtaining interviews, however, they had not yet gotten an offer. In this case, the interviewee found themselves problem solving for the interviewer – asking questions that may have laid seeds of doubt in the interviewers’ minds. As an individual skilled in analysis and problem solving, it was easy for them to do so. However, it wasn’t the candidate’s job to figure out solutions to potential problems they saw in their being hired, simply to convey confidently how they could help. Reflecting on their interviewing experiences and brainstorming alternative strategies for responding to interview questions allowed the candidate to more effectively convey their fit at the next interview.  Soon after the candidate received an offer which they accepted.  Success!

You too can come across confidently in the interview. Consider this as you prepare:

Know Yourself – Re-clarify your interests in the position, as well as your values and skills to allow for connections between yourself and the employer or program.  An OITE Career Counselor or Graduate School and Pre-Professional Advisor can help in this process:  https://www.training.nih.gov.

Prepare for the interview – Research information about the organization, institution, or program so that you are confident about your fit and can effectively communicate this as related to their core values, mission and needed skills and expertise.  We also suggest that you watch the OITE Interviewing Techniques workshop to learn and practice your skills.

Interview the Employer – Be prepared to ask questions in an interview if time allows.  Choose questions that help you determine whether there will be a good fit for you such as: “What opportunities for advancement are in place?”, “What type of mentorship is available for new hires?” or “What resources are available to help students engage in career planning?”  Knowing what is important to you will help you generate questions to ask.

Breathe, Relax, and Enjoy – Most interviews offer you the chance to meet new people, see different places and experience new things.  Take the opportunity to do so.  Whatever happens, this kind of mindset will help relieve worry and nervousness about the interview, allow you to stay focused on the big picture, and encourage confident communication in the interview.

Interviewing can be difficult, especially if you feel unprepared. Preparation will help you feel more confident about the unique things you offer and encourage a focus on where you fit with the employer, institution or program.  Remember, the absence of an offer after an interview doesn’t mean you were not qualified, simply that you were not the fit that the employer was looking for.  Keep in mind that getting an interview is evidence of success in the search or application process.  Be sure to give yourself credit and acknowledge your successes along the way.  Before you know it, you’ll have an offer too!


Making a Career Decision? Use the CASVE Cycle

August 22, 2016

Florida State University has a world-renowned career center which pioneered the Cognitive Information Processing theory.  According to Wikipedia, this “theory asserts that the major components involved in determining career decision-making and problem-solving effectiveness are the content and the process of career decisions. The importance of the content and process in career decision making can be described by using a metaphor of a recipe. To make a good dish (decision) one must have all necessary ingredients (content), and know how to follow cooking instructions (process).”

Today, we are going to focus on the instructions or the process.  This process is something that everyone will continually navigate through their own career development. CIP theory has put forth a CASVE decision-making cycle to help understand this process. The CASVE Cycle is a good career decision-making model which focuses on action-oriented steps detailing what you need to do. In this cycle, the process is broken down into five stages.

Communication – Analysis – Synthesis – Valuing – Execution (CASVE)

Image of the CASVE Cycle

COMMUNICATION
“Identifying the problem or the gap”

This could be anything from “I need to find a new job” or “I have to choose a major”. It is important to be as specific as possible when identifying the presenting issue. According to the model, communication often boils down to external cues (events, significant others) and internal cues (emotions, physiological responses, and avoidance behavior).

ANALYSIS
“Understanding myself and my options”

This section focuses on self-knowledge like utilizing reflection, structured exercises, or even assessment instruments to gain more insights into your skills, values, and interests in order to gain more self-awareness. Knowledge about options can be gained by looking into more specifics about the options you have at hand. It might also be necessary to explore occupations, programs of study, and employers based on your skills, values, and interests which will help you understand the wide array of options available to you through your own personal filters/preferences.

SYNTHESIS
“Expanding and then narrowing my list of options”

In this stage, you are trying to elaborate on your options in order to then crystallize them into a manageable set of options.  You are essentially checking for alternatives to see if there are other areas to explore.  You can generate occupational, educational, and employment options by doing interest inventories like the Strong Interest Inventory, or other informal assessments online, as well as by doing informational interviews.

In the narrowing phase of this stage, you are tasked with identifying no more than three alternatives, occupational or otherwise.

VALUING
“Prioritizing alternatives”

Your prioritization of your educational, occupational, and employment alternatives conclude with an identification of your tentative primary and secondary choices.

This is accomplished by valuing the costs and benefits to: yourself, your significant others, your cultural group, your community and/or society at large.

EXECUTION
“Implementing my choice”

This stage is about making a plan for implementing your tentative primary choice. Three key factors in beginning the execution of your choice include: 1. Reality testing 2. Preparation program and 3. Employment/Education Seeking.


RESOURCES

Florida State University has put many of its resources and handouts about the CASVE cycle online and they are free for the public to utilize. Take advantage of this handout which allows you to describe your own career problem solving and decision-making process using the CASVE Cycle.

Another helpful resource is this exercise entitled “Guide to Good Decision-Making“.  It goes into more depth about each stage and even gives examples so you have a sense of how to complete this on your own.

Remember, that every decision will have its pros and cons. Very rarely is there a perfect decision to me made; however, hopefully this model will make you feel like you have taken the time to make a fully informed and well-contemplated career decision.