PART II: Managing Mentoring Relationships – Tips for Mentors

June 20, 2016

Last week in Part I, we offered some ideas for mentees in order to maximize their mentoring relationships. This week, we are going to focus on mentors.

Mentors may find it difficult to find time and energy to manage and train someone, all while trying to satisfy their own work demands. In addition, teaching and training someone is a skill that must be practiced. If you are new at it, it can cause stress for all parties involved. Wondering how you can improve upon your own mentoring skills?

Here are some ideas for mentors:

Be mindful in selecting your mentee. The mentoring relationship, if conducted with care, can be an incredibly rewarding experience for both mentee and mentor. If the match does not fit though, it can also result in a lot of stress and unnecessary effort on both ends. Therefore, it is crucial that the mentor chooses their mentee with care. Assessing the mentee’s motivation, taking similarities and differences into account, and starting the mentorship with a trial period are all steps both parties can take to ensure a successful match. Selecting a good mentee also requires self-knowledge: what are your strengths and weaknesses, how much time and effort do you have aside from your own work, and how many mentees can you realistically take on?

Set clear expectations for performance from the start. In addition to getting used to the new workflow, mentees are also likely getting used to personalities and working styles of their new colleagues and superiors. As this takes time, being explicit about your objectives and expectations for the relationship from the get go will result in more productivity and a better mentoring relationship. Be sure to challenge your mentee, but do not set expectations so high that they feel paralyzed and overwhelmed. Once you have seen the mentee’s performance, it is crucial to offer honest, specific feedback on a regular basis. Everyone loves positive feedback, but it is usually the negative feedback that sparks more learning and change. In instances where negative feedback is needed, it can be helpful to start off with a positive comment/suggestion, and perhaps end with one too. Once you have a sense that your mentee has attained mastery, escalate their responsibility over time to boost their confidence. Make sure to accelerate at a slow enough pace though!

Be accessible. Especially in the beginning. Even with the best communication and clear expectations in place, it can be difficult in a busy research environment to keep up to date and on the same page with both day to day tasks and long term goals. Projects and daily objectives change, mentees can learn of new opportunities that change their perspective. Therefore, keeping regular meetings, both formal and informal, can be a great way to check in, keep in the loop, and stay on the same page. Sometimes meetings are best in a formal context, but informal meetings over lunch or coffee can also help build rapport, and convey what you want in a more effective manner. No matter the context of the meeting, it is important for both parties to practice active listening, which includes dedicating full attention to the discussion, good eye contact, and engaging body language. In some settings, mentees could greatly benefit from even working directly with the mentor on a project; giving them direct exposure in your research and working methods could give them lifelong methods. No matter how you do it, it is imperative that you spend time engaging directly with your mentee.

Although mentoring a young researcher does not always result in a tangible benefit for the mentor, there are many valuable results that come from mentoring a student. First, creating a positive teaching relationship with a mentee often results in more work getting done for the lab’s or mentor’s own research project, saving time and energy. Playing the role of a mentor can also result in a greater self-understanding of one’s own strengths and weaknesses as a researcher and leader.  Lastly, mentoring a young researcher benefits the scientific field as a whole, because it provides direct hands-on learning experience for young professionals who might have no other way of getting such experience. If done correctly, it constitutes a win for all involved.

If you want to read more about mentoring relationships, check out previous blog posts on: Identifying Mentors: Why it Matters  and Getting the Most Out of Mentoring Relationships.

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PART I: Managing Mentoring Relationships – Tips for Mentees

June 13, 2016

Perhaps you are a summer intern or you are managing a summer intern?

Regardless of your role, managing the mentor-mentee relationship can be a difficult task.  Attempting to creating a good personality fit  and work style with your mentor, and effectively offering and using feedback, all while managing ever-present demands in the workplace can prove to be a tough and confusing experience for both mentors and mentees.

Wondering how you can better choose and create a positive working relationship with your mentor or mentee?

Here are some ideas for mentees:

Take control of your career path, even when under the wing of a mentor. Even when you’ve found a mentor and created a good relationship, it is up to you to direct and own the relationship. So show leadership and direct it towards what you need. Once you’ve found a mentor, it is easy to sit back and assume that your path is set to go, or to defer to the mentor for all thoughts and directions. This can be a dangerous mindset to fall into though, because it removes you as an agent in your own professional future. Beginning mentoring relationships with a clear discussion of mutual goals and expectations is crucial. In a similar vein, as you continue in your relationship with this mentor, an ongoing periodic checkup is also important, to continually evaluate these mutual goals and expectations, and to assess whether the mentorship is still beneficial.

Become an expert at receiving feedback. It is always easy to accept a compliment, but part of becoming successful in any professional enterprise is accepting and working on your weaknesses. Therefore, it is crucial to be receptive to both positive and negative feedback given to you by your mentor. This means that you listen carefully, demonstrate that you understand, make your best attempt to adjust your performance based on this feedback, and then, after some time and effort, seek additional feedback on how well you’ve progressed. A helpful tool in improving receptiveness to feedback is to focus on your mentor’s communication style, how they offer feedback, and in turn, how you react to it. Also, remember that mentoring is a two-way street, and giving feedback to your mentor can be a valuable tool in boosting your working relationship.  This could come in the form of asking clarifying questions regarding directions or in advocating for yourself by saying, “I tend to work best when ____. Could we find a way to accommodate this?” 

Transition effectively if it is not working out.It is easy to become demotivated if you find that your mentor relationship is not working out the way you want it. Despite this, it is important to keep in mind that mentoring relationships can be complicated by many factors, including: differences in work style, communication style, changing motivations, and evolving workplace dynamics. Make sure to keep focused on your goals, and to leave emotions out of it. Once you find a new mentor, you can work to continuing to achieve your goals.

It cannot be overstated how important and complex the mentor-mentee relationship is. For the mentee, it could very well be a jumpstart into a lifelong career. For the mentor it could be an opportunity to profoundly impact a young researcher, as well as improve the mentor’s own communication and leadership skills. To ensure success, stay engaged, be clear in your communication, and take ownership of the opportunity.

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Next week, in Part II, we will discuss tips for mentors.


Two Part Series: Part 2 – Getting the Most Out of Mentoring Relationships

December 13, 2013

An image of puzzle pieces being drawn by hand. The puzzle pieces read: "Motivate," "Lead by Example," "Mentor," and "Vision" to name a few.In the first part of this series, we talked about how to identify a good mentor. Now that you have done so, how do you cultivate and maintain that relationship? Identifying a mentor is not an easy task; making it work can be even more challenging. In this blog, we will give you some tips to help foster and maintain your mentoring relationships.

Take ownership of your career
Take charge; remember you are the one in control! Think about your career goals in the short-term and long-term. Communicate these goals to your mentors, so they can understand your interests and better guide you on which steps to follow or opportunities to seek to reach your goal. A good mentor will offer advice but not tell you the path to choose; ultimately, that is up to you.

Communicate your expectations
Once you define your goals, it is very important to discuss them with your mentors and work together to develop a plan (such as an individual development plan or IDP) to accomplish your goals. If you prefer structure, you can establish clear expectations for the relationship. For example, you can start by determining how often you will meet (weekly, monthly) and how you will communicate (by email, in person, Skype, etc.). When expectations are set early on, your mentor will then know what you are seeking from the relationship, but you will also know what s/he expects from you. This will help you to effectively manage the relationship and will avoid future misunderstanding.

Respect each other’s time
Be mindful of your mentor’s time! Take full advantage of the time you have with him/her. If you know you are meeting or talking to your mentor, be prepared! Before each meeting, you can send your mentor an agenda of topics you would like to discuss in advance and any questions you might have, which will also help them better prepare for your discussion.

Keep your mentor up to date
Mentors can be anywhere and with the help of technology, you don’t need to be close to each other to stay in touch. Let your mentor know about your progress (the good and the bad). You can tell them about any recent accomplishments or awards, as well as your professional struggles.  It is important to keep the lines of communication open, so your update doesn’t even have to be related to you; you can send them a paper or article that you think s/he might be interested in.

Remember: a mentoring relationship should be a rewarding and educational experience for both of you!  The quality of the output will largely depend on the quality of the input, so be sure to treat your mentoring relationships with the professional respect they deserve. Always be prepared for your meetings and practice good communication, but don’t be afraid to be honest about your interests and/or the new directions you are seeking.

 


Good Mentoring Guidelines

March 2, 2011

What makes a good mentor?  That is a question we’ve been pondering here in the OITE.  We see trainees questioning how to find the perfect research mentor, so we created a “how-to” guide to finding a mentor.  Check it out here: https://www.training.nih.gov/mentoring_guidelines

 The goal behind the document is to help those of you transitioning in your scientific career to make good decisions when choosing a new boss.  Sample questions to ask the PI and the research group are included to help you along the way.

An added bonus: Those of you who will be mentors (either for a summer intern, postbac, or grad student, or as you move into a faculty position) should look at the guidelines to see what’s expected of you as a mentor.   How would you craft the three guiding principles for your mentees (focusing on the research program, your personality and mentoring style, and the research environment)? 

The NIH also has a few other resources: the Guide on Training and Mentoring, http://sourcebook.od.nih.gov/ethic-conduct/Training-Mentoring-10-08.pdf

And Goals for Enhanced Mentoring in the IRP, http://sourcebook.od.nih.gov/ethic-conduct/Mentoring%20Goals-final.pdf

 Now intrepid readers…what do you wish you would have asked when picking a research mentor?  Add it to the comments below!


Make the Most of Your Mentoring Relationships

May 25, 2010

LeaderWhen I think about the mentors I’ve had over the course of my professional life, I feel very fortunate. Each has been unique, injecting his or her thoughts, experiences, and personal style into our mentoring relationship. As I reflect on time spent talking with, listening to, or emailing with each of my mentors, it seems like the role of mentor came quite naturally to them, an effortless act that engendered feelings of respect and gratitude on my part. So what’s the secret? How can we take full advantage of the mentoring relationships we are currently in, either as mentor or trainee? I have culled information from a variety of sources cited below to assist you in building and maintaining strong mentoring relationships throughout your career.

As a trainee:

Assume primary responsibility for your own career development.

This is critical, as I have met a few trainees who have been unsuccessful at forging strong mentoring bonds because of an expectation that “other people should be looking out for me.” Take charge of your own career, always.

Communicate your goals often—both formally and informally.

Again, this is your responsibility. Trainees who have shared their professional goals with their mentors early on in their research careers have enjoyed more satisfaction long-term than those who have not.

Assume progressive responsibility and management of your research.

If your current PI serves as a mentor, demonstrate your willingness to take on new projects or learn new skills, with a view to enhancing your own career development and assisting with the growth of your PI/mentor’s lab.

Seek feedback on your performance regularly.

Think about identifying mentors who might be best for providing feedback in a particular area. Do you know of scientists who are great at mentoring others? Building research teams? Those whose strengths lie in editing? How about someone who approaches research problems creatively? Asking for feedback from people who are gifted in a particular area will help you grow as a professional.

As a mentor:

Listen patiently.

If you are mentoring an undergraduate, graduate student, or technician in the lab, try to listen actively to what the trainee is sharing, rather than jumping in and trying to offer a solution immediately.

Communicate regularly.

Decide on place, time, and frequency of meetings with your trainee and stick to this schedule. Checking in often and keeping lines of communication open will strengthen any professional relationship.

Be clear about your expectations.

Work with each individual you are mentoring to set specific goals. This might include publishing goals, skill development, or a goal related to the job search. Let the conversation be driven by the trainee you are mentoring. Some questions you might ask are “What skills would you like to develop?” “How can you make this happen?” “How will you measure progress in this area?” “How can I facilitate this process?” Have trainees explain projects back to you, or write a paragraph describing a given project and their role in it.

Keep trainees motivated.

Encourage strategic thinking and creativity in your trainee. If feedback is needed, offer criticism in a way that doesn’t shame or discourage your trainee. Encourage your trainee to learn new skills. Provide networking opportunities by introducing your trainees to other scientists while at professional meetings, or on campus in different institutes or departments.

Stay in touch.

Keep in touch with those you are mentoring and those who are mentoring you. The time you invest in these relationships now will pay dividends both now and in the future.

References:


Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty, Howard Hughes Medical Institute

Compact Between Postdoctoral Appointees and Their Mentors, Association of American Medical Colleges

Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering, Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, Institute of Medicine


Making Commitments to Unity

August 28, 2017

Blog written by Michael J. Sheridan, MSW, PhD, Special Advisor for Diversity and Wellness Programs, Michael.sheridan@nih.gov

In a time when it seems that every news report is another example of discord and polarization, it can be difficult to determine how any one of us can make a difference. We can find ourselves thinking, “How can I make any real impact toward advancing social justice in healthcare, education, research and the larger society? I’m just one person with very little influence.” But as my OITE colleague, Dr. Darryl Murray observed, progress in the arena of equality and social justice is lot like science – each small step forward contributes to a bigger picture and an eventual solution.  Without those seemingly “small” contributions, no progress is ever made.

Last Wednesday, the OITE hosted an NIH Trainee Unity event to help people consider what small, but important, steps they could take in building more welcoming and inclusive communities – at NIH and beyond. While munching on chips and salsa and bolstered by chocolate,*  about 50 people shared their concerns and hopes for creating a more just and compassionate society.  We were challenged by Dr. Sharon Milgram, OITE Director to identify, “What can you do to support unity?” Individuals wrote their commitments on brightly colored sticky notes, which are now posted in the OITE West hallway (Building 2, 2nd floor).  Come by and see them and add your own!

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  • I will continue to have “uncomfortable” conversations to make sure I understand all diversity in every variation that makes us beautiful.
  • Show up, speak up. Welcome people into our community (LGBTQ+, Immigrants, Latinx). Show empathy.
  • Open my home and heart to exchange students.
  • Volunteer in clinics for the uninsured; be more involved in mentoring junior colleagues
  • Teach my daughters to embrace diversity & inclusion, & to be proud of who they are.
  • I will dedicate my career to address health disparity & to encourage kids from underserved communities to aspire for higher education. We can make a difference if we all do our part!
  • As a white person, work to confront and dismantle white privilege and white supremacy.
  • Millions of people enjoyed the same eclipse a few days ago. We all live together on the same earth. We ought to work together to make our society better for all.

When making such commitments, it’s important to consider what is most meaningful to you and what is realistic. What matters to you most? Can you do this on your own or should you connect with others? How can you begin? What preparation might you need? What resources do you need? How will you stay motivated for the long haul?

It’s also critical to reflect on your “mind-set.” We talk a lot about “growth mindset” at the OITE. First introduced by Dr. Carol Dweck, growth mindset means that we believe our most basic abilities can be developed through dedication, hard work, love of learning, and resilience. Commitment to unity and advancing social justice requires a kind of growth mindset, too.  We need to develop our capacity for active listening (with your heart as well as your ears); respecting and learning from others’ experiences; and knowing when to stand up and take the lead, and when to stand back and support others’ leadership.  We generally aren’t taught these things, but we can learn them.  We will make mistakes along the way, but we can offer authentic apologies when we do – that’s also part of the learning process.

It’s also key to realize that every day brings opportunities to “practice unity.”   One way is through “micro-affirmations.”  Dr. Mary Rowe describes micro-affirmations as apparently small acts, often ephemeral and hard-to-see, either in public or private, sometimes unconscious but very effective, that occur whenever people wish to help others succeed.  I believe that micro-affirmations can also be used to communicate support and welcoming to others, especially when they or people like them are being targeted.  Asking someone to go have coffee or lunch with you, providing a safe space for someone to share their experience, smiling and saying hello to people on the street (and on campus!), telling a stranger how beautiful their child is…the possibilities are endless and only require that we look for ways to connect.

Building what Rev. Dr. Martin Luther King, Jr., called “the beloved community” takes all of us. What will you do?  How will you contribute? The world needs you now more than ever.

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.

* No federal funds were used for these refreshments.


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

 


LinkedIn and Tuned-In: How Social Networking Helped a Post Doc Alumna Find an Industry Job and Her Authentic Self

July 17, 2017

Post Doc Alumna:             Anu Nagarajan, PhD

Industry Position:            Senior Scientist

The OITE interviewed a NIH postdoctoral alumna who successfully landed a position in industry.  She shares her career exploration process, job search strategies, and knowledge that she gained about her employability as a professional scientist.

OITE:   Tell me the story about how you began to search for career options as post doc.

Anu:   In 2015 I started to feel a bit lost as a post doc.  I needed mentorship and wanted to know more about a broad range of related careers.  Simultaneously, because I had a newborn, I was also struggling with making a career choice for my family.

OITE: How did you go about getting the help you needed?

Anu:   Job search is a job in itself and managing multiple active projects in the lab, while figuring out strategies to manage both family and work left me feeling like I could not invest the much-needed time to do a job search. I did some soul searching and determined that there was a mismatch between my personality/values and the career and the work life balance I was seeking. It takes a while to figure out which components of your skills and interests you want to carry forward in your career, especially when you are trying to figure out a new career path for yourself.  So, I met with an OITE Career Counselor and began to learn about myself, my skills, and MBTI and I learned that I can do a lot of things that aligned with my values and personality.  These included, education, outreach, helping, mentoring, giving to others plus research in the sciences.  When I told my career counselor that I did not have the time to search for a job on top of my other work commitments, my career counselor advised me to create a Linked In account in order to easily explore jobs and easily create an online network.  I put in all the skills I have and want to carry forward.

OITE:   That is true, social networking sites like LinkedIn are potentially efficient ways to increase your visibility and connect virtually with colleagues and potential employers.  Was it difficult to complete your profile?

Anu:  It was hard for me to do this because I had to put my accomplishments out there!  At that time, I didn’t feel I was strong enough, honestly because when you are juggling at lot at work and personally, it’s hard sometimes to see how many skills you actually have. So at that time I didn’t feel that I was “up to the mark. “

Shortly after I completed my profile.  I felt good about my achievements as I populated the skills sections with science and other accomplishments. Soon after, people began endorsing me on LinkedIn and began adding me to their Profile which was great!  I added peers, faculty, and members into my LinkedIn network. I also joined the professional groups, where I went to grad school, worked previously, and professional organizations.

OITE:  What else did you learn by using LinkedIn?

Anu:  An unanticipated side effect of this was that is that I became more confident of myself!  I got 4 papers out, I went to conferences, and added researchers and representatives that I met from pharmaceutical companies to my LinkedIn links. I also started using the NIH Alumni Database. I met a professor on faculty at a local university who added me to his LinkedIn page who later became a key link to several more opportunities.

Talking to other people was so motivating to me!   To see how other people viewed me was huge!  This helped me to stay motivated, have a more realistic idea of who I am.  I realized that I am good at a lot of things.   The first thing I wish to share is that it is important to reach beyond your immediate lab group to gain perspective on your strengths. Your lab group might be great in giving feedback about your work, but you need a wider network of people, other scientists, mentors, and peers to endorse your skills and later promote you.

OITE:  How did LinkedIn help you land an industry position?

Anu:  I got a message through LinkedIn from an HR manager at a major scientific company who asked if I am interested in the company, to send her a CV and she set up a meeting with one of their group leaders.   I agreed, and during the discussion, I learned more details about the position and the areas of expertise they were looking for. The group leader was also in the same professional network as my other peers, so they already knew about my background and training.

Next, the HR manager and group leader invited me to give an on-site job talk to the group about my research and met meet one-on-one with the scientists, all of whom had PhDs and postdoctoral experience.

OITE: Was it a traditional job talk format like in an academic interview

Anu:  Yes, it utilized a job talk format.  Since this is a software company whose products are used by pharmaceutical companies for drug design, I focused my talk on my problem-solving skills, where I highlighted several methods I have used over the years to address many scientific problems, including some related to drug design.  Their science is solid and accomplished.  I hold them in high esteem.  Their products are state of the art and I have used them before as well.

After this interview, I proceeded to candidacy. I provided my references who included my doctoral academic advisor, a mentor and senior professor who knew my skills, and my current PI at NIH.  The following week, I was offered the job by the group leader who said, “we’d love to have you, we hope you will take the job!”

I negotiated for two weeks to evaluate the offer. During this time, I obtained more input about their research by talking to other members of the team. I also talked with my partner about the offer and what we needed for our family.

OITE:  When you talked with them, did you decide to negotiate?  If so were you able to negotiate everything that you needed?

Anu:   Yes except I must relocate to the city where they are headquartered.  However, I negotiated a later start date so that I had time to locate housing for my family. I also received time to attend conferences, publish, to work from home and telework which will contribute to work and family balance.

OITE:  What words of wisdom would like to share with fellow scientists from your experience launching a career search and landing an industry position?

Anu:   My main message is, feel confident about yourself and your accomplishments. A person who didn’t know me reached out to me through LinkedIn.  Networking is about being yourself and knowing what you are capable of.  It is important to have people who are impressed by you and promote you in your network.  Finally, I learned that I interviewed more confidently because I was being my authentic self.

As scientists, we have a one-track mind and think we only a few career options that will work for us. But once I started talking to people, I figured out what my priorities were in terms of what values, skills, and interests I wanted to carry forward in my career. OITE workshops and staff were a huge help!  Look up people on NIH Alumni database and cold contact them for informational interviews. Usually, people are open to informational interviews because you are from NIH. It’s not weird (I used to think so).

Please visit the OITE for more information about career counseling and other services for NIH trainees and fellows.  We also encourage fellows and our readers who are not with NIH to access services through your college or university or in your communities.


Welcome Summer Interns: OITE Blogs of Interest

June 19, 2017

 

The Office of Intramural Training and Education (OITE) of the NIH extends a warm welcome to the Summer 2017 interns. Over the next few months, you will engage in many unique opportunities in biomedical research that will encourage you to consider pursuing careers and further graduate study in the field.  As you are settling in to your lab and meeting your PIs and fellow trainees, we want to make sure that you are aware of a variety of helpful blog posts that will help you to maximize your summer experience.

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Getting oriented to a new lab and role as a researcher is both exciting and somewhat challenging for summer interns. We suggest reading the blog Understanding the Impact of Change to learn about the key factors associated with any transition.  Next read Making the Most of Your Transition to the NIH.

One of the challenges in most careers is how to achieve a healthy work-life balance. The OITE Director and our wellness programming staff encourage you to review our model of wellness and managing stress as part of your training to be a successful scientist.

Meeting your new mentor is another opportunity that you will have this summer. To prepare yourself for this essential growth opportunity, we suggest reading the blogs on Identifying Mentors and Learning How To Make the Most of Mentoring Relationships.

Career decision making and pursuing graduate or professional school options are also areas that which you will embrace during the summer.  In addition to utilizing the resources at your college and university during the academic year, the OITE Career Services Center has career counselors who will help you explore you assess how your values, interests, and skills relate to healthy career decision making and/or develop CV, resumes, and practice interviewing skills.   We also offer pre-professional advisors who will help you to prepare you to apply for graduate or professional school.  Stay tuned for a blog post that will prepare you for the Graduate and Professional School Fair on July 18, 2017 where representatives from a number of schools will come to NIH to meet you and share information about their programs.

We look forward to working with you this summer. Visit the OITE website for further information.  For our readers who are alumni or outside of the NIH, we encourage you to seek similar services through your training director, or your college and university or in the community.


Happy Pride! Helpful Career Resources for LGBTQ Scientists and Allies

June 5, 2017

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In 2014, to recognize Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Pride month, the OITE Careers Blog published a post addressing job search and work environments for LGBTQ scientists called Happy Pride!  This blog issue provides useful resources for scientists, their families, and allies in support of inclusive career decision-making and work environments.

LGBTQ Employment and Training Opportunities: In addition to the helpful employment resources referred to in the in the 2014 Happy Pride blog (see above), here are some additional resources:

National Organization of Gay and Lesbian Scientists and Technology Professionals (NOGLSTP).  A professional association that provides a listing of  career opportunities for LGBTQ science and technology graduates, mentoring, fellowships, and other forms of support.

New Scientist has published a useful article highlighting LGBT employers in the sciences.

GoAbroad.com published an article with links to an excellent on-line LGBT Student Guide to Studying Abroad that provides resources and helpful information that will help LGBT community members prepare to go abroad for studies.  The guide is also useful for international applicants seeking knowledge about LGBT safe communities across the world.

The Association of International Educators (NAFSA) published an informative article written for allies of LGBTQ international students regarding the specific needs of this population when they arrive to the US and later return to their home countries.

PFLAG International extends its advocacy for LGBT individuals and families globally.  This is a useful resource for LGBT individuals and allies who are preparing to go abroad for short or extended periods of time.

Preferred Gender Pronouns:   When applying for internships, jobs, graduate school, and/or professional schools, you may notice a question related to gender pronouns is added. This question allows applicants an option to request their preferred gender pronouns to use when referring to them.  Colleges, universities, and human rights organizations provide excellent resources used in ally trainings for students, faculty and staff about using gender neutral pronouns.

Ally Training: Many organizations (including the NIH Office of Equity, Diversity, and Inclusion) offer Safe Zone training that can allow allies the opportunity to learn more about the LGBTQ community and assist in the creation of a more welcoming environment.

LGBTQ Terminology:  One way to contribute to a culture of inclusion and respect for community members is to become aware of accepted terms to refer to members of the LGBTQ community. The human rights organization, PFLAG, publishes a terminology glossary  that is a useful reference to learn about the latest acceptable terms.

As you can see, it is important for job seekers and their allies to address LGBTQ-related topics in order to keep stress from derailing their life, job search, and/or educational process.  The OITE offers career development workshops and/or career, wellness, and pre-professional services. We suggest that you learn when to seek counseling from our office or the NIH Employee Assistance Program.  We encourage you to register for the Workplace Dynamics: Diversity in a Multicultural Society workshops and/or join the NIH LGBT Fellows and Friends (LGBT-FF) community.  Not at NIH?   We recommend using resources offered by your college and university or local community centers. It can be helpful to chat with other professionals who have been through this process to seek advice and support. Out for Work and Out and Equal Workplace Advocates are two good introductory resources.

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