Are you Ready for Video Interviews?

March 21, 2017

One of the current trends in the application process for industry positions is to use video interviewing. Currently, business, science, and technology companies are using video interviews as the first step in the interviewing process after a candidate applies for a position because it saves money and staff time for the firms to screen candidates prior to inviting them for face-to face interviews. According to the National Association of Colleges and Employers (NACE) 2016 Recruiting Trends report, there has been a 50 % increase in the use of video interviewing in the past year.  This trend could correlate with the relative decrease in employers coming to on-campus recruiting interviews and career fairs.   Also,  the American Association of Medical Colleges (AAMC) is currently conducting a research study to pilot -test the use of video-interviews with its residency applicants.

In this post, we interviewed an NIH trainee who recently participated in several video interviews to gather a user’s impressions of the process and technology.

What type of company and position(s) did you apply?

They were generally biotech companies that had positions such as a Scientist 1 or Assay Development.

What materials did you use to apply?

I submitted a resume and cover letter through their website. Then you were sent an email with a link to the video interview. This company used HireVue software.  Before the question prompts, there is a short intro about the company mission and culture delivered by the company’s employees.

How did you prepare?

The video interview link came after I applied for the position. I followed the instructions given. You are allowed to complete a few practice questions (mostly behavioral) and to learn how to use the software.  I used Glassdoor to prepare for the interview questions. There was a combination of behavioral and technical questions.  Depending on the position, it may be more technical than behavioral.

Where in the interview process was the video interview?

This was part of the pre-interview process. It was sent after you applied.  I think it takes the place of the telephone screening interview.

How much time were you given to reply to the company?

I was given three business days to practice and then answer the interview questions.

What was it like to record the video interview?

It was both helpful and terrifying at the same time. It was helpful in that it is using a system that makes it convenient.  It was terrifying watching yourself (split screen) while you are answering interview questions vs. looking at someone else.  It’s hard to watch yourself interview.

How many questions were you asked?

You were given about 20 minutes to answer 7-9 questions (about 20-30 minutes). You are given 30 seconds to read the question and then between 1-3 minutes to answer the questions.  Some questions you are given are one minute and most others you have more time. Some questions have multiple stems in them, so you may feel rushed to answer everything in the 3 minutes.

What Questions were you asked?

I was given questions about why I chose this company, behavioral questions, compare and contrast technologies, describe how to develop or troubleshoot assays. I was asked how does product development differ from research and development in biotech.  For another interview, I was asked to summarize my molecular biology, troubleshooting, and optimizing skills.

It appears that the various teams in a company can select their own questions. For example, for some positions I was given one time to answer the interview questions.  However, in another interview, I was given multiple times to answer the question before submitting it.

After the videotaped interview, they presented a short video thanking me for completing the video interview, but the next steps in the process were unclear.

What would you recommend to others who are asked to complete video interviews?

Utilize the practice time to learn the software and practice questions. Be aware of your choice of setting, lighting, height of camera and monitor, and choice of dress for video interview.  You can have some have some notes in front of you.  You will see a split screen with the question on left, outline of self on the right, and countdown clock on the top right corner.

In the 2015 Science Magazine  article, Ace Your Video Interview,  by David Jensen, he recommends that candidates should be highly aware of their environment, appearance, and performance when using Skype technology for live video interviews.  For example, he described that shadows from lighting, animals in the background, and clutter are distractions that can cause a candidate’s interview to be less than stellar.  He also emphasizes that a candidate could be interviewed by several people.  It may be recorded as well.  Based on the experiences of our trainee and Jensen’s comments, here are some additional recommendations to how to prepare for pre-recorded video interviews:

  • Practice using any type of video-based software so that can get used to seeing yourself while you are interviewing. Check to see If there is a way to turn this feature off during your practice sessions with the software you are given. Please note that OITE does not endorse HireVue, SKYPE, or any particular any video interviewing products.
  • Be sure you are looking directly into the camera and that your background is free from distractions.
  • Practice your answers standard industry interview and behavioral questions.
  • Conduct company research in advance to learn about the company, its competitors, and trends in the industry.
  • Although it may end abruptly, send a thank you note after the interview. You may also record a thank you to the committee at the end of your video interview.
  • Dress in professional attire (at least from the waist up) because you are making your first impression with the employer.

While video interviews are not completely replacing the face-to-face interviews, you are likely to encounter them at some phase of the process in the future. If you would like to discuss any part of the process of applying for industry positions, have a mock interview, and /or review your application materials, feel free to set up an appointment with a career counselor. Also please remember to attend the NIH Career Symposium on May 11, 2016 where NIH alumni will discuss their transitions to a variety of careers in academia and beyond.


Analyzing the NIH Alumni Database: Where are our NIH postdocs going?

March 13, 2017

In the OITE we are often asked about the career paths of former postdocs. While we do not conduct mandatory exit surveys, we do have some data from the OITE NIH Alumni Database. This database is populated as fellows leave the NIH. To date it contains about 1100 entries. Of those, 639 contain career information that we have been able to analyze. Caveat: this information is only from former trainees who have voluntarily created entries in the database; it does not capture the full range nor percentage of actual career paths*.

PDAlum Figure 1
We began by comparing data on our intramural research program (IRP) alumni to the data published in the 2012 NIH Biomedical Research Workforce Working Group Report (BWF). This report analyzed a post-training workforce of 128,000 people in terms of six categories. Academic Research/Teaching accounted for 43% of the workforce, followed by Science-Related, non-Research (individuals employed by industry, government, non-profits who do not conduct research) and Industrial Research at 18% each. The Non-Science-Related workforce employed 13%, and Government Research accounted for an additional 6%. Two percent reported they were unemployed.
In Figure 1 we show that fractions of IRP alumni who have continued in Academic/Research Teaching (39%) and Industrial Research (14%) were similar to those in the national BWF survey. However, far more IRP alumni continued in Government Research (15% of NIH IRP vs 6% in the national survey) and Science-Related, non-Research (33% of NIH IRP vs 18% for the national survey) careers, while far fewer went on to careers in non-Science-Related professions (< 1% vs 13%). No one in our alumni database reported that they were unemployed.
Our percentage of alumni staying in government research is higher than the national average (15% vs. 6%). This is not surprising that some fellows choose to stay as staff scientists or become tenure track within the IRP. The information of what careers are considered non-science related was difficult to find. Our analysis of alumni careers suggests that science-related non-research careers are more common than the national average.
Dissecting the Academic Research/Teaching data provides us with more information about what types of positions are held in this sector, Figure 2.

PDAlum Figure 2

This category includes only positions directly associated with research or teaching; careers in academic institutions in offices such as tech transfer, policy, academic affairs, etc. are counted in the Science-Related, Non-Research category. Three-quarters of alumni in this sector are in academic tenure-track or tenured positions. In fact 192 total alumni in the database are tenured or tenure track faculty (185 are in academics and 7 in government research). From this data we predict that 30% of IRP alumni have tenured or tenure track faculty positions.
The data for the Science-Related Non-research careers demonstrates the breadth of career options that are available for PhD-trained scientists, Figure 3. We binned careers based on the job titles that were submitted to the alumni database. Discerning the exact jobs of the 25% of reported careers in program management/analysis is challenging. The titles range from program coordinator to manager, director and advisor. Similarly, it is very likely that the 5% of alumni that report working in grants (as program officers, analysts, or review) is low due to the lack of precision in the job titles within the program management/analysis category. The data still provide evidence that program administration (making sure that science runs) is a common career choice. Science policy is a career path selected by 20% NIH of reported alumni. These careers are in all sectors, but are mainly spilt between the Federal government and non-profits (i.e., professional societies). Other career choices reflected in Figure 3 show the breath of career choices for NIH postdocs.

PDAlum Figure 3

If you want any addiional information about the careers in these categories we suggest that you explore the alumni database. As a current fellow with an OITE account you can search the database: https://www.training.nih.gov/alumni. Additionally, you can use the contact information in the alumni database to set up informational interviews as you plan your career post-NIH.
In 2017 we hope you will help us with this data project! Are you an NIH alum? If so, join the database or update your earlier submission. Last year around 800 people logged-in to the database and updated their information. But we still have too many gaps. 460 postdocs, for example, have an alumni database account that include no information about their current position. Only have ~20% of our postdocs* actually contribute to the database. The OITE really does want to know where you are! Current and future postdocs want to be able to see career trends and how training at the NIH might influence their career choices. So join the database or update your record now: https://www.training.nih.gov/alumni/register
*The database was built in June 2010. We estimate that 800 postdocs per year leave the NIH. Therefore the maximum sample size could be ~5200 alumni. With 1100 reporting that represents 21.2% of the potential sample size.

To learn about the full range of services and programs offered by the Office of Intramural Training and Education, visit us at https://www.training.nih.gov.

 


Where Do I Begin? Industry Careers for Scientists

February 13, 2017

One of the most challenging questions that developing scientists must answer is, “Should I pursue an academic or industry career?” For some, the pursuit of an academic career  is their path of choice.  For scientists who wish to pursue industry careers, the answer is more difficult to come by because they lack sufficient knowledge of how to pursue the variety of careers in industry.

This OITE Archives post will help scientists to answer this question by providing suggesting the following OITE Archives to begin gathering information about career paths for scientists.    To begin, read the following articles about moving from Industry to Academia and the Top 10 Myths about careers in industry discussed by guest blogger, Professor Brad Fackler.

Next, read through several of the recently published OITE Career Options Series blogs about popular careers for scientists. The information is still relevant and worth reviewing as part of your career decision-making process.

For those who have an interest in working abroad, here are several blogs that will open your eyes to career global opportunities for scientists

If graduate or professional school is needed as part of the pathway to an industry career the following posts will be helpful.

Will a Master’s Degree Get You Where You Want to Go?

Getting In: Everything You want To Know About the Graduate and Professional School Applications

We encourage you schedule informational interviews with NIH alumni and scientists employed in industry to learn more about how they made the transition.  Schedule an appointment with a career counselor to learn more about careers and how values, interests, skills, and lifestyle and how they factor into your decision.   Finally, attend our various career development programs such as the NIH Career Symposium to gather career information from NIH alumni help you make this important career choice.


ACE Your Career in 10 Hours

October 3, 2016

Albert Chen, an MD/PhD student at the University of Michigan designed the ACE plan.  ACE is short for Active Career Exploration.  According the Chen and colleagues within their four-part series on Science Careers, “ACE is your protocol for career experimentation, a logical progression of steps designed to overcome common barriers and give visible results after just 10 hours.”

Just 10 hours?

To be clear, the authors note that this means 10 hours within one month. The steps aren’t meant to be drawn out over, say the last year of your postdoc.

Here is how the 10 hours break down:

2 hours = Read and reflect
3 hours = Send cold emails to people you don’t know
3 hours = Meet people for informational interviews
2 hours = Form your career plan

 

Image of the ACE Plan in steps

 

 

 

 

 

 

 

Chen created a guide to help you within your ACE Plan entitled “Cold E-mails and Hot Coffee” which can be downloaded for free.  One of authors’ guiding principles was to create limits on how much time a person could spend in one section since it can be so easy to get stuck in an area which feels the most comfortable to you.

Many trainees at the NIH are well-versed on the first step: reading and reflecting.  Many times this equates to trying to do their own research on a career field through articles and books; however, they then have a hard time making that leap into the second and third stages – the more active phases – which include sending cold emails and meeting people for informational interviews. The read and reflect phase spans into months instead of a mere two hours.

Why do people get stuck making the leap to the second and third phases within the ACE Plan?

Well, often because sending cold emails to people you don’t know feels awkward and you worry it won’t be well-received.  Chen and colleagues understand these challenges, so they devoted a whole article on how you can do this part well.  It is extremely important to normalize this networking process because it is so key to your career development. Often the worst that happens is you just don’t hear back.

If you have attended any of our workshops at the OITE, then the ACE Plan will sound very familiar to you.  It is a new spin on common recommendations, but perhaps the time-limited approach will resonate with you.

Give it a try and let us know how the 10 hour ACE plan worked for you!


First Generation College Students: Challenges, Strengths, and Resources to Develop Confidence and Move Ahead

June 6, 2016

Image of a graduationg cap with the phrase "I'm First!"If you are the first in your family to attend college, you may have already experienced some challenges or concerns like: not knowing many contacts in the fields of science or medicine through your circle of family and friends or feeling like an imposter and wondering if you really belong in various professional groups or meetings.

You are not alone.  Research shows that first generation college students often have concerns like these, but research also highlights many of the strengths which first generation students bring to their lives and careers including:

  • Resilience after coping with obstacles and challenges
  • Appreciation for opportunities
  • Persistence to achieve goals in spite of difficult circumstances
  • Adaptability in the face of change

It is extremely important to take advantage of the resources around you. Here are some strategies to develop confidence and move ahead:

Learn how to develop professional career networks

You can learn how to how to develop and strengthen your professional/career networks.  Research has shown that specialized support programs can be very helpful to first generation college students.  If you are in training at NIH, you have access to numerous free support programs and resources to help you learn how to build professional networks:

  • Learn about informational interviewing as a first step in the networking process.
  • Watch videocasts to learn about networking.
  • Contact former NIH trainees for advice about their career paths. The NIH Alumni Database lists many scientists who initially were post-bacs, graduate students and post-docs at NIH.  You may contact them directly to get advice about their career fields.

Incorporate your personal values into your career choices

For first generation college students, sometimes there is a gap between family experiences/values and the demands of a career and degree process.  If you struggle with how to manage this gap, there are two things you can do to help clarify your values and to move ahead toward your goals:

Identify how mentoring can help you build your own community in science

Start by reflecting on the kind of mentoring you think will help you progress in your career. If you are unsure, read some articles to find out what makes a good mentor.

  • Reach out to finds groups that will support you. A large part of feeling comfortable in your career and work environment is having a community to share the experience.  The NIH is a big place.  Groups like the ones listed here will help you to find a community that will help you to feel at home.

Let OITE staff know how we can help you during your training time at NIH
It’s not always easy to reach out for help and support. In the Office of Intramural Training and Education, we are excited to have you here at NIH and want to do everything we can to help you be successful .

  • Start by talking with a career counselor to begin your career planning or reach out to another OITE staff member.  We can help you to take the next step to a successful career.

Career Options Series: Science Policy

December 10, 2015

OITE’s Career Options Series will give you a snapshot overview of different career paths. The goal of this series is to help you explore a variety of different options by connecting you to new resources. A large part of making a good career decision is done by gathering information about that field. We encourage you to follow up this online research by conducting informational interviews with individuals in each field. You can check out our first career option guide on Public Health here.


What is Science Policy?Image of two green street signs with the word "science" on one and "policy" on the other
Science Policy falls under two areas: Policy for Science and Science for Policy. Policy for Science looks at developing and determining STEM education and R&D funding priorities and directions as well as establishing guidelines and regulations on the practice and conduct of science. Whereas, Science for Policy looks at informing and enhancing the development, decision-making, implementation, monitoring and evaluation of policies and resulting programs and regulations.
– From the resource: AAAS S&T Policy Fellowships at http://fellowships.aaas.org/

Sample Job Titles
(Senior) Science Policy Analyst; Public Health Analyst; Director of Science Policy; Public Affairs Director; Program Officer; Health Science Policy Analyst; Public Health Analyst; Scientific Program Analyst; Science and Technology Policy Analyst; Policy Analyst Manager; Director of Public Policy and Government Affairs; Advocate, Administrator; Health Policy Advisor; Scientific Program Analyst; Policy Specialist; Government Relations Manager; Director, Research Programs Advocacy; etc.

Sample Work Settings
The majority (more than half) of these jobs are in non-profits followed by government, academia and then industry.

Sample Employers
American Institutes for Research
Department of Health and Human Services
Friends of Cancer Research
National Science Foundation
*Plus, many more! Do a “Science Policy” search on indeed.com to get a sense of employers who are hiring in this field.

Science Policy work involves:
• Assessing scientific data
• Writing briefs/memos (for internal audiences and external audiences like Congress)
• Communicating science to the general public, scientific audiences, lawmakers
• Coordinating volunteers, committee members, scientists
• Program management of seminars, coalitions, etc.

Key Skills
– Broad knowledge of science
– Knowledge of science policy
– People skills
– Communication, both written and verbal
– Analytical
– Project/Time Management

How to get started
Fellowships e.g., AAAS Science & Technology Fellowship
Internships e.g., science societies (generally unpaid)
Details e.g., NIH institutes; 1 day/week
Networking e.g., With speakers at NIH global health seminars
Volunteering e.g., Meet-ups like DC Science Policy Happy Hour Group
Additional education/degrees: Enroll in science and technology policy classes (GW and JHU offer a few)

Professional Organizations
American Association for the Advancement of Science
American Chemical Society – Science Policy
Network of School of Public Policy, Affairs & Administration

Additional Resources
OITE’s How To Series: Science Policy
White House Office of Science and Technology Policy Blog
Office of Science Policy at NIH

Coming up in the Career Options Series, we will be highlighting the field of Tech Transfer.


NIH Alumni: Where are they now? Project Manager

June 1, 2015

Name: Martha Sklavos, PhD, PMP

Job Title & Organization: Associate Research Project Manager, MedImmune

Location: Gaithersburg, MD

How long you’ve been in your current job: 8 months

Postdoc Advisor, IC (when at NIH): Dr. Ligia Pinto

What do you do as a Research Project Manager?
I perform strategic management of drug projects within the preclinical drug development pipeline for MedImmune, but I do this by wearing several hats. I use my problem-solving and critical thinking skills every day to identify risks and opportunities to deliver on project based goals and work with several other people on the project team. There are three project leads: myself (research project manager) a scientific co-lead (oncology, infectious disease, etc) and a protein engineering co-lead. The rest of the team is comprised by functional team representatives (toxicology, translational medicine, PK, etc). The research project team must engage senior management to execute the project plan in alignment with the overarching strategy of the therapeutic area (oncology, infectious disease, etc). Thus, I’m an organizer, facilitator, mediator, and a scientific consultant. My role is to see the long-view of the project and steer the team to appreciate long-term (clinical) as well as short term (research-driven) project goals. I often comment on the science and brainstorm and give suggestions, but I am no longer at the bench at all.

I optimize delivery by challenging team members on assumptions for time, costs, and risks for each project. I am accountable for efficient milestone achievement (steps in project progression to the clinic), monitoring and mitigation of changes to plan and budget, risk assessment, and reporting progress to stakeholders. I am the hub of project information and I must be a model of collaboration. A desirable trait for a research project manager is a person who can get along with everyone because teamwork is EVERYTHING in industry. You cannot accomplish anything on your own, unlike academia. You are no longer operating in a vacuum or on an island and everyone is dependent on one another to achieve project goals.

What are the most important skills that you utilize in your current position?
This isn’t a direct skill like graphing data but it really is communication. Everything is communication – you are emailing, having phone calls, going to in-person meetings, having teleconferences, and video conferences every day. It is a meeting culture here. Sometimes I have meetings all day, which is good but can also be a challenge because you still need time to process and do the work that came out of this meeting. Most of the time, I am running those meetings, so my day is intense in that it requires full engagement.

Another beneficial skill would be the ability to deal with change and ambiguity because it is a constantly changing and shifting environment. Each week can look different. The nice thing about being a project manager is that you are really plugged into upper-level management and upper-level decisions. Part of your job is to help take strategy or revisions back to your project teams to relay that information and field questions. You are plugged in to what is really going on in the company.

In industry, team members share a common goal. In academia, I found this wasn’t even the case with certain co-authors! When I was managing my projects in academia it could be quite difficult, let alone the authorship aspect, to figure out. In industry, while people are all working on different projects, the teams that they are working on are all striving toward a common goal and everybody is very motivated and invested.

Because I am not directly at the bench anymore, I have a little bit more flexibility. I can work from home if I need to, which is nice. After all, it is hard to do bench work from home! In industry, they know happy people are productive, so they support flexibility if say the weather is bad or you have a sick child. If you are running a meeting, there are avenues you can use to run a meeting remotely as well. There is built in technology if life happens and you can’t get into the office to run the meeting in-person.

What is your favorite aspect of your current job?
My favorite part is that I love being a problem solver and I love being a scientific consultant. I really enjoy being able to look at data and add to the science even though I am no longer performing the experiments. This could mean suggesting a different mouse model or that they look at a different marker on a cell that they didn’t consider. Before I knew this position existed, I was struggling because I knew I wanted to go into industry, but wasn’t sure there was a place for me and I would have to either be the hands doing the science or fully on the business side of the science. I was attracted to industry because it is bench to bedside, which can be difficult to see/achieve in academia. It wasn’t until I went to an NIH career fair event, where I listened to a panelist who was a Research Project Manager speak about their job. That is when the light bulb went off for me as it combined many aspects of what I wanted.

What has been the hardest aspect about transitioning into this career?

For me, I was fortunate enough in my postdoc (even though I was still the hands at the bench) that I still did a lot of project management for my studies which involved inter-disciplinary teams. I had an advantage in that I was already working cross-functionally with biostatisticians, epidemiologists, and clinicians and I was the immunologist that was also the project manager. I had a little edge coming from that experience, but what has been different is the industry atmosphere which is a thousand percent different than academia. It is instrumental that you can work and be productive within a team, and that you can functionally and productively work with people with very different personalities. It is also really important for this role to be a problem solver and a critical thinker.

What was your job search like?
It was a process because even though I knew I wanted to go into industry, I wasn’t exactly sure what I wanted to be doing; plus, I knew it was difficult to get into. So, the NIH Career Symposium actually helped give me some focus and helped me narrow my net. Then, I was able to seek out research project managers and ask them about their jobs to see if that is really what I wanted to do.

A lot of people have the misconception that industry scientists are kind of a second-class scientist pool. Make no mistake about it – that is not true at all. Industry wants top talent, from the scientists to the project managers and all the way up. Once I decided that this was really what I wanted to do, I knew I had to make myself competitive for this hiring process and it was suggested to me that I get a PMP, which is a project management professional certificate to help me show intent. I had never been in industry before and they wanted someone with 5-10 years of industry experience, so I knew that was going to be a hurdle that I had to overcome. Showing the intent by getting this certification, which was a process in itself, was extremely important.

I also took advantage of as many NIH and OITE services that I could – I came in for resume reviews and I went to a lot of events, like the Translational Science Training Program and Workplace Dynamics. Workplace Dynamics has proven to be especially helpful given how much I work in teams now.

Can you tell me more about the PMP?
The actual PMP material and exam is structured as if you work on a construction job rather than in scientific/clinical project management. Even though it was a departure from a research project manager’s subject matter, it was helpful because a lot of the general concepts will be used every day as a pre-clinical or clinical research manager. For me, that was key because even when I was interviewing, I had several people directly ask me, “Are you applying for academic jobs?” They wanted to make sure that I was committed and that I didn’t view this as a backup plan. Having a PMP allowed me to be taken seriously and get an interview. The PMP is not a very simple process. First, you need credit hours of project management coursework that is either vetted through a university or through the project management institute. I was able to take an online course through GW’s School of Business. That accounted for the majority of the credits that I needed. I was also very fortunate because I was a Leidos postdoc. Leidos has an entire Project Management Office with the full support of project management instructors who are basically on retainer. They have frequent seminars which were a huge help. When I first went in to learn about the test, the whole office there worked to explain it and show it to me and point me to other resources. They had a two-day boot camp for studying for the exam which I was able to complete. That was absolutely one of the best resources available to me.

In order to actually be able to sit for the exam, you need 4500 hours of project management experiences. Your grad student and post-doc hours qualify because you are working on thesis and research projects and, of course, you were managing your progression (http://www.pmi.org/certification/project-management-professional-pmp.aspx). Again, Leidos had instructors that I could send information to. I would write a little blurb and they would give me feedback about how I had classified my experiences. You had to classify them under headings like planning, execution, monitoring, controlling, and different aspects of project management. Plus, you also had to put references down because they can audit you.

After all of this, then you can take the exam. I believe the exam was around $500 and that part I had to pay out of pocket but it was clearly well worth it to prove my interest in my career path and actually has set me ahead of some who have been in industry for years. My company wants their project managers to have PMPs, even those who have been doing it for years without the credential. The exam was four hours long and all multiple choice questions. It is intense. The instruction manual was about 400-500 pages long. It is like learning another language, or at least it was to me, with the different terminology and way of thinking. It is set in a perfect project management world where everybody always does everything according to process.

What was your interview like?
I had five interviews – two phone and three face-to-face. I got hired for my background in science but more so they wanted to make sure that I was going to be capable of soft skills like conflict management and working with different personality types. At the interviews, they asked over and over again about situations where I resolved a conflict, or a situation when you weren’t happy with an outcome and what would you have done differently. Also, it was no secret that I had no industry experience but. I tried to parlay any examples that I had which could relate to drug development into my answers. In the interview, they are really looking for a good mind with the knowledge and they can teach you the rest.

In hindsight, would you have changed anything about your search?
I just wish I had known earlier what I wanted to do. I think my postdoc was a huge benefit giving me that extra experience but there are people in my position who don’t have a PhD and haven’t done postdocs at all. So, they aren’t necessarily required and I think it is good to know that. While it would be nice if you have an extra ten papers on your resume, I don’t think that was a deciding factor. Doing a shorter postdoc won’t be held against you. For me, I am glad I did it because I felt like I had to get all of the science and bench research out of my system before I moved on.

Any last bits of advice?
Network like it’s your job! Your next job will depend on it. I stayed in touch with a contact I made from an NIH Career Fair and I followed up and spoke to her every few months. Now I sit next to her. She was the contact who told me about my job opening. I had no intention of interviewing at the time I learned of the job opening, but an opportunity came up and I couldn’t pass it up.

Another thing that was really helpful for me was the Healthcare Business Women’s Association (HBA). I had no idea they existed until I saw them on an NIH message board on LinkedIN. They have women in science scholarships and they will support your membership to HBA for a year and you get your own mentor. There are women like me who were pretty early in their careers, but there are also women who are professors who have PhDs, or women who have MBAs, there is a whole range of members.

They believe in making contacts and in networking through volunteering, so I planned a Breast Cancer Event with a group of amazing women and through them I was able to meet so many people from different places (MedImmune, Pfizer, AstraZeneca, FDA, etc.) and now we all go to know each other by working together so its networking without the awkwardness because you have a shared experience. Networking can sometimes be extremely awkward but this wasn’t at all because everybody was very supportive and we got to develop relationships by working on a project together. I’m sure postdocs are sick of hearing that they should be networking but the key here is that it shouldn’t be random – it should be very focused. If you are interested in industry, HBA should be at the top of your list.