Hidden labor market skills that scientists possess

My meals on social media continue to flood with colleagues, associates and friends who lost federal work because they were relatively new or recently promoted employment. Deadlines of agencies to present further discounts. As leaders within the weather, water and climate enterprise, I have a strong desire to do more than say, “sorry” for my colleagues. While reflecting on my career as a scientist, here are some hidden labor market skills that most scientists are likely to have in their “tool box”.

Sciences and technical skills are transferable

I write this from a weather and climate perspective, but the points are transferable to other stem disciplines. Both the American meteorological society and the federal government offer clear guidelines to become a meteorologist. Required courses are introduced into advanced mathematics, physics, computer programming, statistics, atmospheric chemistry and climate. Many students are surprised by the severity of typical atmospheric sciences or meteorology curriculum. Definitely is obviously more than cold fronts, clouds, storm tracking and attraction of the latest model of the euro.

Like most scientific disciplines, there are classes that scientists are likely. These may include course subjects or certificates related to environmental sciences, communication studies, water, energy, disaster management, agriculture, public health, etc. Increasingly, I encourage students to gain as much exposure to computer programming, geographical information systems (GIS), geospatial analysis, data science, artificial intelligence, machine learning, visualization and broader communication skills.

Hidden skills

In addition to the noticeable exposure to the curriculum, scientists have some attributes that are valuable to any organization. I was a scientist at the NASA Goddard spatial flight center for over ten years. During my stay there, I also became the deputy scientist of the project for the global mission of measuring rainfall. As part of the GPM scientific leadership team, I interacted with engineers, computer engineers, communication specialists, administrators, policymakers and stakeholders.

This leads me to the hidden skills that scientists have probably won that would be valid for any institution, industry or organization. These include work as a team, critical thinking, data and statistical analysis, the ability to solve problems, managing complex or detailed tasks and communication of findings. Scientists are usually comfortable in environments that require thinking, methodology and innovative data.

In 2017, AAAS researched what the skills industry needed. Maggie Kuo wrote for a group of new employment in Chemical company Dow. She said, “When asked what skills they spent more time when they joined the Dow, the most popular answer was project management, including work in a team and schedule and budget.” Other skills mentioned included leadership, networking and recognition of the research business. Kuo also showed additional resources to leave research laboratories and develop wider skills. She also noted that many stem graduate programs struggle to provide these wider skills.

Scientists from bottom to bottom are needed

For years, I have preached the need to train SAME graduate students to be Scientists from bottom to bottom. We do a great job in training young scientists to conduct research, write letters, printed posters and present at conferences. Graduate programs should maintain aspects of this model while incorporating practice or experimental learning opportunities, media training, public speech, broader writing skills, project management and entrepreneurship. The doctoral program of conservation integration at the University of George includes many of these principles.

As a researcher, we should not assume that our graduate students are switching to the academic routine of postdoctoral researcher or member of the faculty. Don’t make me wrong, these are excellent options. After all, I am a member of the faculty. However, I have always approached the training of my graduated students on the assumption that they can work at a university, federal agency, company, state or local government or a non -profit.

There are more and more opportunities in college campuses or after graduation to try out water. After all, Stem research is often quite innovative. The problem I see is that most young scientists have no idea how to navigate that road. My State University Alma Mater Florida recently developed a Stem venture program. In 2024, the NSF innovation in the graduated education program funded projects to promote the enterprise in the stem. These are great beginnings.

Some tips to move forward

The American meteorological society has offered a host of resources to displaced workers or students. They know, for now, that the employment landscape has changed. Here are additional tips if you move or ask to help:

1. Commit to your professional disciplinary organizations and societies, as many are offering career resources at no cost.
2. Contact or interact with collegial alumni networks.
3. Keep your Linkedin site, CV, or restart the current. For Stem professionals, there may be differences between a CV, resume and the expectation of another type of employer.
4. Build or add your professional networks to new fields of target career.
5. Read useful guidelines for the private sector transition.
6. Create a project management plan to identify your future career.
7. Offers to write letters of recommendations for colleagues or to review their resumes or statements.
8. Be a mentor of workers and students who can question their decisions.

To say regret is a natural reaction, compassionate in these situations. However, there is no need to stop “sorry”.