For those who go through a comprehensive PhD program, it is expected of them to introduce and bring something new to the research community, gain a high-level of know-how, and be adept at self-learning. Thus, it is no surprise that when I think back to my time spent at university, the learning aspects can be broken down into three general categories:

1) The Unique Experience. This refers to the experience of going through and completing the dissertation work. As thesis projects are different for each doctoral candidate, it can be expected that each person who earns a PhD has a certain level of individualized experience and training that is distinct from everyone else. As this process brings novel and sometimes groundbreaking information, data, or procedures to the scientific research community, it is understandable that many hold a great sense of accomplishment and pride in the achievements attained through completion of the dissertation. Whether the overall experience was good or bad, this is often the most memorable part of a PhD candidate’s time at university.

2) Technical Expertise Gained. This refers to all the tangible skills attained through accomplishment of the dissertation (laboratory, bench, computational, and other research skills) and the textbook knowledge gained through study related to the dissertation or course study required to pass a qualifier exam in order to stay on track within a doctoral program. It is this expertise that defines and gives a name to the specific type of degree earned. While usually intended to increase core competencies such that the dissertation can be more readily achieved, many graduate students may bemoan the fact that they signed themselves up for two more years of an undergraduate-like existence consisting of homework, cramming for exams, and sleeping on dirty lounge chairs.

3) Interdependency Skills Learned. This refers to the social and interactive situations afforded to students on a university campus. For many this involved teaching courses in a classroom or laboratory setting but also includes other activities such as improving presentation skills, networking, opportunities to take on leadership and mentoring roles, participation in side projects, volunteering, refining interview skills, and experiencing other forms of professional communication and interpersonal interaction.

There is no question that following graduation we sell ourselves to companies and employers primarily with the toolkit of abilities assembled through years of study, abilities that were sharpened and crystallized by working through the various aspects of our unique thesis projects. It was the combination of my dissertation work (microarrays, assay development, drug discovery) and technical background (chemical and biomolecular engineering, chemistry, mathematics) that enabled me to get hired into my current position.

When thinking back to university, I do wish more time was spent taking additional courses to gain a greater breadth of technical expertise, but this inclination is not very strong and realistically it would be difficult to have the foresight to pinpoint the exact courses that would have been most advantageous for me to take to contribute to my career. I was satisfied with my accomplishments as a doctoral candidate as my goals were met and I very likely would have done things mostly the same way. And while I probably would not be in my current position, even had I ventured into a completely different PhD project or field of study, as long as I worked hard and performed well, I could establish a successful career. Within that context, if I could go back I would invest more time pursuing the items listed under the interdependency category, which would have refined my ability to lead, work in teams, and synergize.

Many people change fields after they earn their PhD. A new career may limit the use of the dissertation experience and, in rare cases, even the technical expertise gained is not utilized, but interdependency skills are still essential. People who enter academia usually continue in the same field of study and unquestionably the dissertation experience and technical expertise are absolutely critical components in this situation. Smart individuals with exceptional talent will excel in academia, but even they can be much more with better interdependency skills (to mentor graduate students well, be an effective lecturer and teacher, communicate better with collaborators, network, and so on). Those who enter careers in private industry these days must anticipate that several job changes are extremely likely, highlighting the importance of networking, interviewing, and presentation skills in preparation for future job hunts.

Even before graduate school I had spent an ample amount of time teaching others in academic settings, giving presentations in technical areas, and mentoring. I not only thoroughly enjoyed those activities, but also frequently received very positive feedback on my performance. Being good in these areas is something I consciously work on, and I have benefited from it.

One of my early positive experiences after joining FDA was when I (unexpectedly) received positive feedback from management about a presentation, with remarks that the material was exhibited concisely and that I remained cool under the pressure of questions from the audience. Presentations and collaborative teamwork are important aspects of government service, and it is important to continue to improve in these areas.

However, I feel I let many other great personal growth opportunities slip through my fingers by not getting involved in other, similar activities while at graduate school. There were colleagues who participated in science-based business competitions as side projects during their free time (which resulted in prestigious awards, opportunities to ring the opening bell on Wall Street, and small start-up companies). I could have networked more thoroughly to maximize my number of contacts in various companies and professional sectors (the girlfriend of the foreign guy who works in the laboratory adjacent to the friend who you play squash with every Thursday could be the daughter of the hiring manager of a multi-national pharmaceutical company looking to hire someone with your exact background… if only you had put yourself in the position to possibly meet her by getting acquainted with your friend’s acquaintance.). And who would not benefit from improved interviewing skills (advice available at the career center), taking on leadership roles (by getting involved in graduate student groups or by mentoring undergraduate research projects), and volunteering (which contributes to society and makes you feel good inside. And yes, it looks good on the resume as well.)?

The common thread linking activities like group projects, networking, and volunteering is that this cultivates our ability to collaborate with others cooperatively to achieve defined, common goals. Regardless of the career path, working well with others is critical to success. No one is an island and eventually we will need cooperation and help from others in order to complete our tasks, advance our careers, and reach our professional goals. The better we are at this, the better off we will be. It is the effective interaction with others using the language consisting of our specific scientific background, technical expertise, and personal growth that builds the foundation for success and enables us to beneficially adapt to changing situations.

Numerous generalizations can be made about what we could do differently if we had the chance to attend graduate school again, but many of the views in this article come from daily observations as a working professional:

1) The most successful people I observe (regardless of career field) have excellent communication and people skills in addition to technical know-how.
2) The “What’s In It for Me” principle is usually in full-effect and an ability to conduct professional interactions in such a way that all involved parties benefit can be a major contributor to sustained success.
3) Speakers would be much more effective if they did not stutter, ramble, or utter “um,” “uh,” or “you know” several hundred times during a 30-minute presentation.
4) In highly competitive situations where the people involved all have similar technical backgrounds, managers will tend to favor, promote, or hire those they like and connect with on a personal level.

If you are currently working through your PhD program and find yourself allergic to sunshine (i.e. you are a lab, office, or dorm rat), consider getting out (at least for a little while) to expand your horizons and explore the other opportunities a university campus has to offer in order to build your interdependent capabilities. Believe it or not, the technical skills you are refining may one day become peripheral, but interdependency skills will always be core.