|Aruni S. Arachchige Don
No matter what you decide to do with your Ph.D., proficiency in skills other than discipline-specific knowledge and research are important for success in science. In this series, I will cover what I have termed “complementary skills.” So what are complementary skills, and how can you obtain these skills? These are skills in such areas as communication, leadership, management, professionalism, networking and self-promotion.
Mastering these skills while in training will give you that competitive edge whether you pursue a profession inside or outside of academia, especially as there is a surplus of Ph.D.s in life sciences. It is very important for students and postdocs to be proactive and find ways to acquire these skills on their own. Ultimately, it is our responsibility to enhance and shape our own careers.
First, I recommend performing a self-assessment. It can be extremely valuable for understanding your strengths and weaknesses and for determining which areas need attention. In 2009, the National Postdoctoral Association introduced six core competencies and developed The Core Competencies Self-Assessment Checklist. In a 2010 survey of the NPA members, among those who said that they referred to or accessed the contents of the NPA core competencies, 66 percent agreed that the material presented was useful in developing plans for their professional development and career goals. The majority also agreed that the toolkit was easy to understand and navigate and that they would recommend it to others. In addition to the NPA checklist, a number of other self-assessment tools are available online, such as Myers-Briggs Type Indicator, Strong Interest Inventory, Career Beliefs Inventory, etc.
Although formalized training in complementary skills may not be available at every institution, it would be great if more graduate and postdoctoral programs in the U.S. offered trainees sufficient opportunities to build up these skills.
Academic institutions also can use the NPA core competencies as a guide to measure the success of their trainees or for improving graduate and postdoctoral training programs. For instance, the postdoctoral program at the New York University School of Medicine currently holds 45 events per year. Keith Micoli, director of the program, has been able to focus all of its events on one of the six competency areas. Micoli also said that his team is revamping its website to display clearly specific resources the postdoctoral program offers for each competency area and how postdocs can access those resources.
It is encouraging to know that academic institutions are starting to take greater responsibility. According to a recent survey conducted by the NPA, “17 out of 74 responding institutions (23 percent) indicated that they provide their postdocs with professional development in the form of the NPA core competencies.” Many graduate programs also offer professional development courses that cover topics such as ethical conduct in research, communication and management issues.
In a recently released report to President Obama, the Council of Advisors on Science and Technology recommended that the NPA core competencies receive particular attention when training future faculty members. Suzanne Pfeffer, president of the American Society for Biochemistry and Molecular Biology, also stated in a recent message, “In addition to future faculty seminars, universities need to initiate programs that teach skills that will benefit trainees preparing for diverse career paths – skills in oral and written communication, teamwork, networking, project management and leadership.”