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A Holistic Approach to Trainee Career Development Sharon L. Milgram, Director NIH OITE [email protected]
To help prepare NIH intramural trainees to become creative and productive leaders in the biomedical research community by coordinating programs, providing individual assistance, and developing
resources to enhance the scientific, professional, and career development of NIH trainees.
OITE Mission
Deputy Director for Intramural Research
OITE Steering Committee
Web
Summer & Postbac(7 FT)
GraduatePartnerships
(2 FT)
PostdocServices
(2 FT)
Career Center
(~5 FTEs)
DirectorDeputy Director
OITE Organizational Chart
What We Provide Application systems and guidance Moving guide, e-handbooks, and orientation programs Personal, professional and career development
programming Career Services Center Career library, alumni database, YouTube channel, Linked-
In group, OITE Careers Blog Teaching and mentoring opportunities Support for trainee affinity groups Consultations regarding lab and mentor relationships Academic coaching Workshops for ICs, professional societies, and universities
Core Competencies for OITE Training
Communication Grantsmanship Leadership and management Teaching and mentoring Career Readiness
Thoughts on OITE Career Services Center
Staff is a combination of PhD-trained scientists, subject matter experts and career counselors
Staff need training to fully understand the population Communication regarding general themes and specific
trainees issues is key to our success Having wellness counselors embedded into career
services helps many students overcome barriers Some trainees (and their mentors) need help
understanding what they can and cannot get from a career counseling appointment or the process in general
OITE Workshop Formats
Single workshop (2 – 3 hours) a workshop series (3 – 5 spread over a semester) 4-week course (diversity course only) two-day boot camp (TSTP, management, US culture/language
for Visiting Fellows)
Webinars and on-line courses (STS)
Skills Blitz at special one-day events
Workplace Dynamics Series
Workplace Dynamics Series offered twice per year WPD I: Using the MBTI for greater self-awareness WPD II: Communication styles and influencing others WPD III: Conflict and difficult conversations WPD IV: Teams and team skills WPD V: Embracing diversity
An additional module on assertiveness offered four times per year
Management Boot Camp
Two full days; limited to 50 participants Requires completion of the WPD series and an application Case-based curriculum in small groups with required pre-
work Curriculum includes:
Preparing to manage Management styles Emotional intelligence for managers Hiring and firing practices Feedback, conflict and difficult conversations Motivation and reward strategies Leveraging diversity
Teaching and Mentoring Programs
Scientists Teaching Science Program “Preparing to Mentor” (tied to NIH SIP) “Improving Mentoring Relationships” Teaching opportunities in trans-NIH summer journal
clubs and NIH Community College Summer Enrichment Program
NIH Mentoring Awards (Requires application and 6-hours of mentor training)
Career Readiness Workshops Career Satisfaction & Success
Self and options knowledge Networking and informational interview skills Enhancing transferrable skills Self-care and resiliency
Three CAT (Career Advancement Toolkits) Tracks Academic jobs Industry jobs Non-bench careers “How-To” series is on-line
NIH Career Symposium with skills blitz FELCOM and IC career panels
Lessons Learned From Workshops Most economical and impactful is when we deliver the
material ourselves If used, outside vendors need to understand the population On-sight experts (or repeat performers) allow better follow-
up and more meaningful engagement with the trainees Most effective formats are short workshops (2 - 3 hours),
flexible workshop series Two-day boot camps work for some highly desirable
programs (TSTP, Management Boot Camp) Least effective format is multi-week courses You don’t really need to serve food or snacks Certificates are a big incentive for some fellows
Details An internship experience, typically in a non-research
based office A part of official NIH training policy Negotiated between fellow and research mentor with
assistance when needed Can be full- or part-time Can happen at various times in the training period but
terminal details are quite common Majority at NIH but also outside NIH Mentor continues to support stipend with some
exceptions
Thoughts on Overall Buy-In Decided early to focus on providing excellent services
with buy-in coming as a result of our successes We address buy-in from research mentors (or lack
thereof) in many workshops Most trainees hear about our services from multiple
enthusiastic groups; PI and senior administrator buy-in is growing
Three important concepts are key for trainees: They first have to buy-in themselves Choosing career-supportive research mentors Finding career mentors outside of the research group
Resources and Contacts Info General information on OITE programs: www.training.nih.gov
Videocasts of OITE workshops: https://www.training.nih.gov/oite_videocasts_-_revised
OITE You Tube: https://www.youtube.com/channel/UCQQHo_QnuBxdfcsRy4INGGw
OITE Career Blog: http://oitecareersblog.wordpress.com/
OITE Linked-In Group: NIH Intramural Science Email me at [email protected]
Assumptions Underlying Our Efforts
No satisfying careers are “alternative” One size does not fit all Helping students appreciate the need for greater self-awareness
is key Self-care matters [and must be talked about] Students need encouragement to find science and career
mentors Core themes must be embedded into career curricula OITE staff should model behaviors we wish to see in our students The more welcoming we are, the more the students will come
