How important are "other skills" in determining career success?

1. How important are "other skills" in determining career success? Insights on the importance of networking, interviewing, negotiation and leadership skills Frank Snowden, Associate Director Materials Research Science & Engineering Center (UMN MRSEC)

2. Abstract Goal: Explore the science/academic enterprise and pose the question of where new Ph.D. graduates fit. Discuss: basic job-seeking skills, e.g., networking, interviewing, negotiation andleadership how these skills (and others) can aid you in seeking what you want, and avoiding what you don’t want.

3. Perspective In 2006 there were 26 times more degrees awarded to underrepresented minority graduates (URMs) in social and behavioral sciences (46,483) than in math and statistics (1782) Or they comprised 0.12% of total graduates (1,473,735) or 0.44% of total science graduates (405,412) At the Ph.D. level there were 22 times more degrees awarded to (URMs) in social and behavioral sciences (1037) than in math and statistics (47) URMs comprised 0.15% total S&E graduates (30,452) and 3.62% of total math & stats graduates (1297)

4. Structure of Scientific Research The USA Research Hierarchy Research Policy The National Academies - established by President Abraham Lincoln on March 3, 1863 - to "investigate, examine, experiment, and report upon any subject of science or art" whenever called upon to do so by any department of the government. • National Academy of Science (1863) • National Academy of Engineering (1964) • Institute of Medicine (1970) • National Research Council (1916) • provides elected leaders, policy makers, and the public with expert advice based on sound scientific evidence.

5. Structure of Scientific Research Research Funding National Science Foundation(NSF) created in 1950 • to promote the progress of science • to advance the national health, prosperity, and welfare; • to secure the national defense… • Funds 20% of all basic research, primarily physical sciences & engineering, biology, social & behavioral sciences • Funds individual scientists and centers • Budget $6.1 billion • Centers • Science Technology Centers (STC) • Engineering Research Centers (ERC) • Materials Research Science & Engineering Centers (MRSEC)

6. How Is Scientific Research Structured? Research Funding National Institutes of Health (NIH) (1887), DHHS • Conducts and supports medical research • Composed of 27 Institutes and Centers • Budget - $28 billion for medical/biological research • Competitive grants to more than 325,000 researchers at > 3,000 universities, medical schools, and other research institutions National Laboratories - 17 • Responsible for specific research tasks, includes Fermi Lab, Lawrence Livermore

7. The First Carnegie Classification (1971) • Doctoral-Granting Institutions • Research 1 • Research 2 • Limited emphasis on doctoral programs • Comprehensive Colleges • Comprehensive colleges I • Comprehensive colleges II • Liberal Arts Colleges • Liberal arts colleges—Selectivity I • Liberal arts colleges—Selectivity II • All Two-Year Colleges and Institutes • Professional Schools and Other Specialized Institutions • Theological seminaries, bible colleges, etc, • Medical schools and medical centers • Schools of engineering and technology • Schools of business and management Schools of art, music, and design, etc. • Schools of law • Teachers colleges • Other specialized institutions Source: Carnegie Commission on Higher Education, New Students and New Places http://classifications.carnegiefoundation.org/

8. It’s All About You! • Where do you fit in the whole scheme of things? • Ambition • Lifestyle • Location • What’s your goal? • Academics? • Wall Street? • Industry? • What’s your plan to get there? • Who are you? • What do you want in a career, what don’t you want? • What do you need to know? Where can you find it? • If plan A fails? • Do you have an alternative? • On what is it based?

9. How Do You Present Yourself? What are your skills and attributes? Analytic and problem-solving abilities are assumed attributes for mathematicians, scientists and engineers Your total effectiveness is best revealed through other skills: Communication Teaching Mentoring Collaboration and Teamwork Leadership 1994 American Institute of Physics asked for most frequently used skills (in industry, government, and academe) • Problem-solving skills • Interpersonal skills • Technical writing

10. How Do You Present Yourself? • What’s in your portfolio? • Best qualifications • Any holes in research/teaching? • Complete CV? • Statement of purpose • Networking, formal and informal • How can you speak to what you’ve done? • Engage • Relate • The research talk, how many ways can you do it? • In the elevator (30 seconds to 2 minutes) • 10 minutes • Full research seminar

11. The IMA Conference, “What do I do now?” • What is your network plan? • Plan your 3 days • What are the new directions in my field? • Who asked the “best” questions • Who gave the best talks (could I do that?) • Who are the leaders • Who would I emulate? • Alumni from my institution I should contact? • Any contacts from prospective institution list? Don’t just get a business card, use the back for comments. Who is most comfortable person you see? Who is getting the play? What are all these conversations in the hallways? Immerse yourself in the conference experience Meet, talk, schmooze, ask questions, observe, engage, learn.

12. So now you’ve got an interview • Interviewing • Do your homework - Know the institution/corporation you’re interviewing • Communicate effectively • Make relevant statements, answer the questions asked, • maintain continuity. • Stay away from controversy or personal topics, religion, politics • Keep a “clean”Facebook page • Tell a story - create a visual image for the interviewers. • Be definitive, not vague • Keep in mind and pursue your own agenda. • Keep it positive, anger, bitterness have no place in an interview. • Be concise, silence can be appropriate • Avoid acronyms and jargon, be clear. • Allow others to complete the question they’re asking.

13. Got an Offer? • Make sure there’s an offer • Know what you want – what you don’t want • Be clear in what you want – to those who can provide it • Use the quality of your work to represent you, are they shared with employer? • Request, don’t demand • Hold to want you want, compromise on the less important • Know what tenure means • Begin as high as you can • Get as high a salary as you can • Always create options, and keep them open • Use logic and emotion

14. Leadership • Leadership skills • What have you done that defines leadership ability? • What do you want to do? • Do you know what is expected of you? • What is your conformity index? • How much will you do to conform to your work environment? • The attributes of leadership • Set High Standards • Live Your Standards and Mentor Those Who Follow • Create and Share a Vision • Make the Hard Choices When Necessary • Be Visible and Out Front • Instill Hope in Those Who Follow • Maintain high ethical standards • Leaders: • Plan • Evaluate • Counsel • Listen • Share • Motivate John Di Frances, http://www.difrances.com/articles/six_essential_leadership_attributes.pdf

15. Mentoring Ability to empower others to harness their unique talents and skills and promote their professional growth. Six key attributes for mentors 1. Ability to provide constructive feedback 2. Good communication skills 3. Good subject knowledge 4. Approachability have implications for the choice of mentor within a department and school. 5. Encouragement of independence or self-discovery 6. Ability to relate to others Coaching Providing a supportive climate Formal or informal Peer

16. References Faculty of Color in Academe, Bittersweet Success, Caroline Sotello Viernes Turner and Samuel L. Myers, Jr Getting What You Came For: The Smart Student’s Guide to Earning a Master’s or Ph.D., Robert L. Peters Tomorrow’s Professor: Preparing For Academic Careers in Science and Engineering, Richard M. Reis tomorrows-professor@lists.stanford.edu Visit https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor To subscribe or, via email, send a message with subject or body 'help' to tomorrows-professor-request@lists.stanford.edu