Preparing Future Professionals (PFP): Resources for Graduate Study
Preparing Future Professionals (PFP): Resources for Graduate StudyA resource and career-planning guide developed for master’s and professional students, doctoral students and graduate faculty.
General Overview
This resource was developed in collaboration with several offices across the university, with each office being keenly aware that graduate (master’s and doctoral) students often understand the importance of developing hard or technical skills. However, today’s employers look for graduates who have both hard skills and also transferable (often called soft) skills.
Most job ads list at least five soft skills. However, most graduate students list fewer than three on their vita/resume. We are living in a digital age where algorithms are gatekeepers for job openings, as application tracking systems (ATS) search through resumes/vitas, sifting out applicants based on key words, phrases and other predetermined criteria. Graduate students can gain an edge over the ATS if they acquire the skills and later tailor their resume/vita to meet the hard and soft skills identified in the job description.
Special thanks to all the collaborators for this project:
- Steph Charles, graduate student
- Sara Childers, Office of Diversity and Inclusion
- Sam Craighead, Office of Distance Education and eLearning
- Marcela Hernandez, The Office of Postdoctoral Affairs
- Nicole Hernandez, Research Commons at University Libraries
- Kerry Hodak, Office of Student Life: Graduate and Professional Student Programs
- Karin Jordan, Graduate School
- Chris Rideout, Student Life Career Counseling and Support Services
- Jessica Riviere, Michael V. Drake Institute for Teaching and Learning
- Fernando Unzueta, Office of International Affairs
Introduction - PFP
Introduction - PFPThe Ohio State University is dedicated to the success of its graduate students and to preparing them for a meaningful and rewarding career after graduation. An advanced degree from Ohio State will provide many professional opportunities for graduates, but it is the soft (transferable) skills that will help shape the path for graduates. Academic departments teach their graduate students how to be experts in their content area by teaching theory, methodologies and techniques. These are key facets of the graduate degree, but the graduate curriculum often does not include the other fundamental skills needed to be successful in the 21st century job market: soft skills. Contemporary employers look for more than content expertise in potential job candidates; they want a professional who knows how to communicate, lead and work as part of a team.
These skills, among others, can usually be developed in tandem with the departmental curriculum through experience working in laboratories, through fieldwork, shadowing or participating in mentorship opportunities. However, these skills are generally not explicitly taught in graduate programs and often exist in what was called “the hidden curriculum.” It is expected that graduate students will build their skills during their studies, but generally there are not courses offered in these soft skills in their academic departments. Additionally, students do not necessarily know how to articulate that they have these skills, either in writing or in interviews.
Ohio State acknowledges that there are many career paths that graduate students can pursue after earning their advanced degree. Traditionally, students have pursued advanced graduate degrees to prepare for a career in academia, industry, government, health care, etc. While some students will take a traditional career trajectory, the contemporary landscape has changed and there are many other career options for students with advanced degrees, such as entrepreneurship, science, technology, engineering and math (STEM). In addition, students are faced with an evolving job market (such as automation, artificial intelligence and new technologies) and new job opportunities, influenced by students’ values, interests, lifestyle choices, etc. This guide was created by representatives from units across Ohio State to help graduate students navigate the vast resources available to them, and to prepare them for their careers as professionals.
Know Yourself
- What matters are important to you?
- What are your interests?
- What is your world view?
- What are your strengths?
Research Careers
- Websites
- eBooks
- Informational Interviewing
- Job Shadowing
- Professional Associations
- Career Events
Try Out a Career
- Internships
- Job shadowing
- Volunteering
- Part-time jobs
Develop Skills
- Hard skills (coursework and labs, etc.)
- Soft skills (transferrable) skills (workshops, in-class training, etc.)
Job Search
- Career fairs and job postings
- Prepare resume/cover letter
- Interviewing
- Job offer
- Negotiation
How to Navigate this Guide - PFP
How to Navigate this Guide - PFPThis resource guide serves as an interactive roadmap to help guide graduate students toward success. It can be adapted to fit the needs of the individual student and referred to throughout their graduate career. The guide is filled with resources and planning suggestions for Ohio State graduate students (both master’s and doctoral level). The programs, training and other resources included in this document are compiled from multiple offices across the university. It provides a one-stop destination for graduate students and advisors alike to identify key transferrable (soft) skills and find the related resources on campus. Ideally, this site will be used by the graduate student and their advisor to determine the skills the student needs to develop prior to graduation and map the way to building those skills through resources offered around the university.
This guide includes five broad job categories graduate students often pursue: higher education, business and industry, nonprofit, social media and public sector/governmental. This section describes each career track broadly and provides examples of job titles within each track. Students can determine the tracks they resonate with and follow the rest of the guide with those tracks in mind.
The next section focuses first on hard skills versus soft skills, followed by lists of both skill types (including a list of general soft skills, along with the specific soft skills desired by employers within the five job categories). Hard (technical) skills are also listed for each of the five job categories.
Some of these are key soft skills, such as communication, while others will be more unique to specific career tracks (such as performs effectively in deadline environment, business trend awareness, etc.). Graduate students (potentially in conjunction with their advisors) should review the soft skills in their ideal career tracks and identify the skills they have empirically mastered, the skills they have some experience with, and those that need development. The individual development plan (IDP) (create a link to the IDP) can help organize this process.
Once the graduate student determines the skills they need to develop prior to graduation to become career ready, they can use the Resources and Training sections to locate skill-growing opportunities across campus and beyond. Use the IDP to track the resources used and training attended, and be sure to review and revise the IDP annually with your advisor/mentor.
Listing Hard Skills Versus Soft Skills on Your Resume - PFP
Listing Hard Skills Versus Soft Skills on Your Resume - PFPGraduate students preparing for employability must ensure that they have developed two sets of skills that employers and recruiters are looking for on resumes/vitas. These skills serve as indicators that a graduate student can perform the job and be successful. There are two sets of skills that employers and recruiters are looking for: soft (also known as transferrable) skills and hard (also known as technical) skills. Soft skills, just like hard skills are known as “resume key words,” which are important to have on your resume, as many small and large companies are using application tracking systems (ATS) and algorithms to rank applicants’ qualifications for the job opening. To be a successful applicant, a graduate student will have earned their Ohio State degree while having developed soft and hard skills in tandem.
Hard/technical skills
Hard/technical skills, for the purpose of this website, will be referred to as hard skills. They are learned in class as part of the graduate student’s degree program or through certificates, digital badges or previous jobs. Hard skills are job-specific and include the expertise that the employer expects their employee to have. They can be defined or evaluated in some way and usually form the basis for the job requirement. Hard skills can include, but are not limited to, such things as:
- Web and mobile development skills.
- Creative cloud computing solutions to manage integrated environments, store and secure data and migrate information from onsite servers to the cloud.
- Scientific computing, which uses computer simulations to solve complex problems.
- Technical skills, such as data mining, analytics, HTML, data analysis, SaaS in cloud, coding, artificial intelligence (AI), machine learning, etc.
- AI is a technology for researching new capabilities/systems, developing Al software, processes and hardware.
- Data analysis skills.
- AI literacy.
- Writing skills.
- Administrative skills.
- Financial and accounting skills, such as bookkeeping, IT, QuickBooks, GAAP, analytics, auditing, cash flow management, Microsoft Office, risk analysis, etc.
- Foreign language skills.
- Sales and marketing, such as SEO/SEM marketing, social media, outreach, inside sales outbound calling, forecasting, CRM, etc.
It is important for graduate students to remember that when they start their job search, each of the jobs they will apply for has hard skills requirements to ensure success in the job. This means that graduate students need to develop a certain level of proficiency in each of the hard skills required for a specific job. Your graduate education should help you develop these proficiencies. It is expected that after graduation, Buckeyes most likely will need to improve their hard and/or soft skills to advance in their career. They also understand that they most likely will need to learn new skills within the next year to continue within their current job. Today, many companies, industries and organizations are committed to investing in reskilling or upskilling their employees. These are important things to consider when looking at position openings.
IMPORTANT: Depending on the degree graduate students are completing and the position they are seeking, some positions, such as technical or engineering positions, might have a higher demand for hard skills, and therefore focus more on providing these skills to graduate students over soft skills.
Soft/transferrable skills
Soft skills, which have also been identified as transferable skills, and career readiness skills can best be defined as attributes and interpersonal skills that are characteristic of being in a relationship with others. Soft skills help people to be successful in their workplace, and include such things as communication, mentoring, negotiation, following instructions, task management, getting the job done, etc. Soft skills should be viewed as being complementary to hard skills.
The list and definition of these soft skills are from the National Association of Colleges and Employers (2019, career-readiness-fact-sheet-jan-2019.pdf). These soft skills are without regard to the career track chosen by the graduate student and are important for the student to develop before graduation. The skills are:
- Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions and overcome problems. The individual can obtain, interpret and use knowledge, facts and data in this process, and may demonstrate originality and inventiveness.
- Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; can express ideas to others; and can write/edit memos, letters and complex technical reports clearly and effectively.
- Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles and viewpoints. The individual can work within a team structure and can negotiate and manage conflict.
- Digital Technology: Leverage existing digital technologies ethically and efficiently to solve problems, complete tasks and accomplish goals. The individual demonstrates effective adaptability to new and emerging technologies.
- Leadership: Leverage the strengths of others to achieve common goals and use interpersonal skills to coach and develop others. The individual can assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize and delegate work.
- Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of nonverbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and can learn from his/her mistakes.
- Career Management: Identify and articulate one's skills, strengths, knowledge and experiences relevant to the position desired and career goals and identify areas necessary for professional growth. The individual can navigate and explore job options, understand and can take the steps necessary to pursue opportunities, and understand how to self-advocate for opportunities in the workplace.
- Global/Intercultural Fluency: Value, respect and learn from diverse cultures, races, ages, genders, sexual orientations and religions. The individual demonstrates openness, inclusiveness, sensitivity and the ability to interact respectfully with all people and understand individuals’ differences.
These general soft skills need to be acquired by graduate students concurrently with the hard skills. More universities today are finding ways to incorporate soft skill development into their curriculum, such as digital skill development. Workshops and seminars offered on and off campus can serve as alternative education resources to curriculum for general soft skill development. In a job market with growing competition, it is important that graduate students have developed and can talk about their acquired general soft skills, regardless of their career choice.
Soft skills become important when graduate students apply and interview, as recruiters are increasingly looking for these skills in applicants to determine what kind of employee the graduate student will be, and if they fit into the culture of the business, company, organization, etc.
Today, the job market continues to be competitive. Recruiters are looking for applicants who have developed these soft skills, which go beyond coursework and technical expertise. Even though coursework and hard skills are important, soft skills have become increasingly important in the workplace, which is why students need to develop these skills while in graduate school to be competitive when job searching.
Ohio State Campus Offices Offering Soft Skills Training - PFP
Ohio State Campus Offices Offering Soft Skills Training - PFPThe Ohio State University offers numerous resources to help graduate students gain soft skills during their studies. The following are some of the available options.
Graduate School
Contact Information
- Email address: jordan.1193@osu.edu
- Phone number: 614-688-1003
- Contact Person(s): Dr. Karin Jordan
- Location: University Hall, 2nd Floor/Graduate School/Room 250F
Office Description
The Graduate School has remodeled its space in University Hall (2nd floor), which has created a welcoming and inviting place for students.
The office has more than 20 employees who work, either directly or indirectly, to serve graduate students.
Dr. Jordan provides services in career development and employability to help graduate and professional students’ competitiveness in the labor market.
Soft Skills and Other Training by Topic
We are hosting Accelerate to Industry (A2i), a program designed to help graduate students (master’s, professional and doctoral) explore the possibility of a career in industry and through various programs and learn more about working and advancing in industry. The program offers both workshop series and individual workshops.
We host a similar track for doctoral students interested in the professoriate called Preparing Future Faculty (PFF), which can also be applied to a non-academic higher education job. One of our popular workshops focuses on the politics of higher education, as well as immigration sponsorship. We have also had workshops focusing on working in different universities/colleges, from R1 to junior college.
Other
We also oversee the Three Minute Thesis (3MT) at the university level. We are working with others to provide more training to help students be well versed in describing their research in three minutes or less (an important interviewing skill for seeking employment in higher education and/or industry).
We offer the Graduate Associate Leadership Award (GALA) annually to graduate and professional students in recognition of their leadership engagement.
We also offer the Graduate Faculty Mentorship Award (GFMA) to recognize faculty members who are committed to graduate and professional student mentoring to achieve academic and career success.
Student Life Buckeye Careers
Contact Information
- Email address: careerquestions@osu.edu
- Website: careers.osu.edu
- Location: 2nd floor of the Younkin Success Center
Office Description
Buckeye Careers is committed to providing equitable access for all students to holistic, personalized career coaching and exploration as well as to career development resources, and connecting them to experiential learning, internships, employment, and graduate school opportunities, while cultivating community with university partners and employers in elevating student career success.
Workshops
The list of workshops offered can be found at Workshops : Buckeye Careers (osu.edu) and also on Handshake, the university-wide job resource platform (handshake.osu.edu). Individual one-on-one career coaching appointments are scheduled through Handshake.
Other
- Individual career coaching
- Career and major exploration
- Resume, CV, and cover letter reviews
- Mock interviews and interviewing techniques
- Internship and job search strategies
- Career fair strategies
Michael V. Drake Institute For Teaching And Learning
Contact Information
- Email address: drakeinstitute@osu.edu
- Website: drakeinstitute.osu.edu
- Contact Person(s): Laura Struve, PhD, struve.4@osu.edu
- Location: 4138 Smith Laboratory · 174 W. 18th Ave., Columbus, OH 43210
Office Description
The Drake Institute for Teaching and Learning offers professional learning programming to support graduate students teaching courses independently, in roles such as recitation leaders or graders, and in laboratory, field or studio instructional contexts. The robust slate of programs at the Drake Institute provides Ohio State GTAs a solid foundation of teaching and learning theory and practice, rich interdisciplinary and collaborative networks of peers and informal mentors and models, and sound preparation for future academic or professional roles that involve teaching and learning.
Soft Skills and Other Training by Topic
- Using evidence-based practices to design learning experiences
- Developing and articulating one’s teaching identity
- Setting and communicating learning goals and expectations
- Incorporating inclusion in learning environments
- Utilizing assessment strategies to promote students’ learning
GTA Toolkit: The GTA Toolkit comprises a series of workshops offered throughout the academic year, led by graduate students for graduate students. These topics align with the needs of teaching assistants as the semester progresses. Designed as just-in-time topics, the sessions reinforce or extend topics introduced during graduate teaching orientation and serve a community-building function. GTA Toolkit workshops have included the following topics:
- Creating an Inclusive Learning Environment
- Student Feedback
- Beginning Steps of Course Design
- Facilitating Effective Discussions
- Why and how to Integrate Contemplative Practices in the Classroom
- Crafting a Teaching Portfolio and Teaching Statement
Teaching Endorsements: Graduate students may participate in continued professional learning and earn teaching endorsements, which identify and recognize those who pursue excellence in teaching and learning. These endorsements are noted on graduate student transcripts, and graduate students who earn endorsements are encouraged to highlight this commitment to instructional excellence on their CVs. One particularly valuable endorsement to graduate students seeking academic careers is “Documenting Your Teaching,” which focuses on developing a teaching portfolio for job markets or annual reviews.
Graduate Teaching Orientation (GTO): GTO is designed as a foundational experience for all graduate students in formal teaching roles at the university. Whether face-to-face or as a virtual engagement, orientation spans several days of immersion into teaching roles and evidence-based practices that support student learning. In GTO, participants explore what it means to be a GTA, how to prepare for their first days of classes, and the resources available to them through the Drake Institute and its partners. Topics covered include cultivating your teaching identity, knowing your students, understanding your teaching context and role, setting student expectations, the relationship between teaching and learning, and obtaining and using feedback on teaching.
Other
One-On-One Consultations and Teaching Observations: Drake graduate consultants (GCs) and consulting staff are available by appointment for one-on-one consultations with GTAs seeking information on evidence-based practices related to teaching and learning topics. GCs and staff are also available to observe GTA classroom instruction and conduct Small Group Instructional Diagnosis (SGIDs) to assist GTAs in refining and improving their own practice.
Support for Graduate Assistant Teaching Award Nominees: Drake Institute staff members conduct information and consultation sessions for graduate students nominated for the GATA award. These consultations focus on application materials preparation, including the development of a teaching portfolio.
Communities of Practice: Communities of Practice are opportunities for interested graduate students to connect with one another and share evidence-based instructional strategies as they seek to improve their teaching practice. Drake Institute staff members, including graduate consultants, facilitate these groups and focus on a pedagogical practice or unifying theme related to teaching and learning.
Ongoing Partnerships and Programming: Drake Institute staff members regularly collaborate with campus partners, such as OUAB Grad/Prof Signature Professional Growth Programs & Events, including the Academic Job Search Series.
Teaching@OhioState Online Course (GTA-specific version): Teaching@OhioState is a five-module Carmen course developed as part of the Teaching Support Program, with a critical eye toward addressing the needs of GTAs. The result was the creation of GTA-specific teaching context material in sections designed for graduate students. All graduate students are invited to enroll in the course, and it is available throughout their Ohio State careers.
Center for Humanities in Practice
Contact Information
- Email address: Livingston.28@osu.edu
- Phone number: 614-247-6763
- Contact Person(s): Rick Livingston
- Location: Hagerty Hall 198/455
Office Description
Center for Humanities in Practice (CHiP) supports graduate students, especially in the arts and humanities, considering a diverse range of careers within and beyond academics. CHiP hosts cross-departmental cohorts of graduate students at all stages, and sponsors workshops, networking events and conversations with alumni working in a variety of fields. We also maintain a website with active resources available to all graduate students.
Soft Skills and Other Training by Topic
Workshops:
Career Development with ImaginePh.D., Networking with LinkedIn, Informational Interviewing
University Libraries
Contact Information
- Email address: researchcommons@osu.edu
- Phone number: Thompson Library- 614-292-6785; Research Commons- 614-292-8412
- Contact Person(s): All personnel; Subject Librarians; Research Commons
- Location: 11 Library locations around campus
- Website: library.osu.edu; library.osu.edu/researchcommons
Office Description
University Libraries support students, scholars, Buckeyes and beyond in advancing research, teaching and learning. We offer educational resources, services and expertise that opens minds and forwards inclusion in the pursuit and sharing of knowledge.
The Research Commons at The Ohio State University Libraries is a campus community where faculty, postdocs and graduate students can connect with experts for support at any stage in the research lifecycle. It is a venue for exploring collaborative, interdisciplinary and emerging research methods, with a special focus on data management and visualization, digital humanities, geospatial information services, and research impact.
Soft Skills and Other Training by Topic
Workshops and Trainings:
- Communicating your research
- Research impact
- Visualizing your data
- Analyzing and visualization geospatial data
- Understanding copyright, fair use, open access and publishing agreements
Other:
- Research consultations with subject librarians
- Research consultations with functional experts
- Research showcasing and networking events
- Reference referrals
- Project consultation
- Online guides:
- Individualized subject areas
- Digital humanities
- Data visualization
- Research impact
- Maps and geospatial data
- Research data management
Office of Diversity and Inclusion
Contact Information
- Email address: odi@osu.edu
- Phone number: 614-247-1624
- Contact Person(s):
- Dr. Sara M. Childers, Director, Diversity Planning, Training, and Assessment
- Location: Hale Hall
- Website: odi.osu.edu
Office Description
Founded in 1970, the Office of Diversity and Inclusion (ODI) is one of the oldest and most comprehensive offices of its kind in the nation with a mission to help build Ohio State into a world-class model of inclusive academic excellence. With a wide array of programs and services for students, staff and faculty, graduate and professional student programs include ODI’s Dissertation Bootcamp, Preparing for the Professoriate Retreat, Leadership Initiatives for Women of Color, and Graduate and Professional Student events.
The Strategic Diversity Planning, Training, and Assessment unit coordinates a list of diversity education resources available at Ohio State and provides trainings on inclusive topics.
Soft Skills and Other Training by Topic
Workshops: The Office of Diversity Planning, Training, and Assessment provides workshops on inclusion-related topics for faculty and staff, including graduate students.
- Dissertation Boot Camp
- Preparing Diverse Students for the Professoriate
Office of Student Life Student Activities Board
Contact Information
- Email address: OUABgradprof@osu.edu; ouab@osu.edu (link to their website)
- Phone number: 614-688-1029
- Contact Person(s): Dustin Beech
- Location: Ohio Union
- Website: https://ouab.osu.edu/grad-prof
Office Description
The Ohio Union Activities Board (OUAB) strives to provide diverse programs and events that are educational, entertaining and thought-provoking for students on the Columbus Campus. The Graduate and Professional Student Committee (OUAB Grad/Prof) designs and executes over 200 programs that are intentionally created to enhance the graduate and professional student experience. To provide holistic opportunities, we offer programs in the five key areas:
- Professional Growth
- Personal Enrichment
- Family-Friendly
- Social Engagement
- Special Events
Career Development - CFAES Wooster
Contact Information
- Email address: rotavera-krain.1@osu.edu
- Phone number: 330-287-1281
- Contact Person(s):
- Denise Rotavera-Krain, College Success Counselor & Career Advisor
- Location: Halterman 200E
- Website: cfaescareers.osu.edu
Office Description
CFAES graduate students can receive help preparing materials for the job market, including learning what to include on CVs, resumes, cover letters and personal statements. Additionally, students can learn about improving their LinkedIn profile and gain sills for interviewing, networking and negotiation, and receive help with finding opportunities on Handshake and other platforms.
Students can make an appointment with Denise Rotavera-Krain, college success counselor and career advisor, by using Handshake.
Soft Skills and Other Training by Topic
Workshops:
Workshops can be conducted at a graduate student’s office or organization. Examples include:
- CVs and Resumes
- Cover letters
- Interviewing Skills — Mock Interview practice
- 30-second Elevator Pitch
- Writing Personal and Teaching Statements
- Networking
Office of Postdoctoral Affairs
Contact Information
- Email address: osupostdocs@osu.edu
- Contact Person(s): Katie McAfee, Sr. Academic Program Services Specialist
- Location: University Hall, 230 N. Oval Mall, Room 214D
- Website: gradsch.osu.edu/postdoctoral-affairs
Office Description
The Graduate School has remodeled its space in University Hall (2nd floor), which has created a welcoming and inviting place for students.
The office has more than 20 employees who work, either directly or indirectly, to serve graduate students.
Dr. Jordan provides services in career development and employability to help graduate and professional students’ competitiveness in the labor market.
Soft Skills and Other Training by Topic
Workshops:
- Career Services Support offered in conjunction with Buckeye Careers in the Office of Student Life.
- Communication and presentation training/opportunities — various training courses occur throughout the year in this space.
- English as a Second Language trainings for postdocs (written and spoken)
- Grant writing and research development series — this is being developed. Once established, the workshop will include sessions on identifying, applying for and managing grant funding; how to engage with federal and private foundation funders.
- New Postdoc Orientation and Individual Development Plan Workshop — this session occurs every other month and is geared toward postdocs who have recently started at the university. The second half of the two-hour session is focused on individual development plans (including what they are, why they are important, and how to create one).
- Project Management Workshop — this course is led by an instructor from the John Glenn College of Public Affairs and is offered each fall semester.
- Salary Negotiation Workshop — Start Smart Work Smart Curriculum offered in collaboration with The Women’s Place (Office of Diversity and Inclusion). The workshop focuses on how to interview, how to negotiate, etc.
- Team Science Workshop Series — this is a four-part workshop series that occurs each spring semester.
Career Tracks - PFP
Career Tracks - PFPA complete list of career tracks offered at The Ohio State University can be found at www.careers.osu.edu
Being familiar with job titles is important, both during graduate education while building your skills and knowledge as well as during a job search. Graduate students might find that the professional skills development they are working on might be skills that can be needed in a variety of careers. It is helpful to review a list of job titles when exploring what career choice to pursue. It is also helpful to review your potential career choices with your graduate faculty advisor.
Higher education/academia job titles list
Higher Education Administration Careers: Job Description Salary Information
https://learningpath.org › articles › Higher Education (Link is dead)
100 Administration and Staff Job Titles | Human Resources |USF
https://usfweb.usf.edu › resources › admin_staff (link is dead)
Classification of Ranks and Titles | Faculty Handbook
Business and industry job titles list
Business Career: Options, Job Titles and Descriptions
https://www.thebalancecareers.com/business-job-titles-2061490
20 Essential Business Roles Within an Organization ...
https://www.indeed.com/career-advice/starting-new-job/business-roles
101 examples of great job titles in business
Nonprofit job titles list
Most common nonprofit job titles and how you can fit in
https://connecteam.com/common-nonprofit-job-titles
Nonprofit Job Board — National Council of Nonprofits
202-962-0322 (search thousands of nonprofit jobs)
https://careers.councilofnonprofits.org
7 Popular Nonprofit Management Careers and Their Salaries
https://graduate.northeastern.edu/resources/nonprofit-management-careers/
Social Media Job Titles List
The Complete List of 66+ Social Media Job Titles
https://www.veloceinternational.com/general-social-media/social-media-job-titles/
14 Job Titles in Social Media (With Salaries)
https://www.indeed.com/career-advice/finding-a-job/job-titles-social-media
The Top 20 Social Media Job Titles [by Popularity]
https://blog.ongig.com/job-titles/social-media-job-titles/
Public Sector/Government Job Titles List
The Main Types of Government Jobs
https://www.indeed.com/career-advice/finding-a-job/types-of-government-jobs
List of Departments Government Jobs in USA
https://federalresumeguide.com/list-of-government-jobs
Jobs by role in Government & Public Sector
Google Search within Job Aggregator
Individual Development Plan (GSIDP) - PFP
Individual Development Plan (GSIDP) - PFPThis information was developed to serve as a resource and an overview of the individual development plan (IDP) and provides information that will be helpful to faculty and graduate/professional students.
Why do an Individual Development Plan?
The individual development plan (IDP) is a way for students to be planful and assess their career goals. An IDP allows students to ensure they are on track with their coursework and other program requirements, determine which soft and hard skills they should focus on, and develop and set other goals. The IDP will help students prepare for their future career, and it serves as a communication tool and planning guide for the graduate or professional student and their mentor.
Asking students to collect artifacts (e.g. resume/vita, certificates acquired or copy of their PowerPoint) not only serves as proof of goal achievement, but the artifacts can also be used later to develop an ePortfolio, digital story or other integrative-learning culminating experience in preparation for future job searches. The artifacts can also help display the student’s achievements in areas of teaching, research, and soft and hard skill development.
All graduate and professional students are encouraged to develop an IDP. Graduate and professional students who are funded by the CHIPS & Science Act or the National Institutes of Health (NIH) are required to have an IDP as of May 20, 2024. Principle Investigators (PI) whose students are supported by NIH funding will need to describe the IDP used in their Research Performance Progress Reports (RPPR). PIs who have significant support by graduate students must not only have each graduate/professional student’s IDP on file, they also must engage regularly with students to review, and if necessary revise, the IDP.
Where do I find an IDP template?
Graduate and professional students can go to the American Association for the Advancement of Science (AAAS) website My IDP Science Career and download their IDP template and instructions at https://myidp.sciencecareers.org
The American Psychological Association (APA) also has information on how to develop an IDP.
An academic department might choose any of the above links to download an IDP template, or they can choose a different IDP template or modify the one provided. Furthermore, graduate and professional students in collaboration with their mentor/PI can decide what IDP to use and if the IDP review will occur annually or more frequently. The mentor/PI should also, in collaboration with the student, determine the process of the IDP review. It is important that after the student develops their IDP that the mentor/PI shares their expertise and perspective through feedback.
IMPORTANT: IDPs are not submitted to NIH; however, PIs will describe the IDP use in their NIH RPPR.
Individual Development Plan (IDP) Suggested Guidelines
Listed below is some guidance for you and your graduate faculty advisor or mentor to consider as you are completing the graduate student individual development plan (IDP). This is done by focusing on areas that might be most beneficial for engaging in each year, across your graduate education. Please remember these are suggestions, so you might want to explore these with your graduate faculty advisor or mentor. As this is in preparation for helping you be career ready, it might be different for a master’s versus a doctoral or professional student. This is a general guide only.
First Year
- Your first priority is to transition to being a graduate student in your new program. For master’s students it often means adjusting from having been an undergraduate student to being expected to function more independently as a graduate student. For doctoral students, it might mean figuring out how to also serve as a GRA or GTA and learning how to balance academic requirements with other responsibilities, such as research, service responsibilities, etc., with campus activities and a social life.
- Graduate students who also are in a committed relationship and/or a parent or caregiver to someone else in their family will need some time to find that balance as well, as does your family. It will be important to give everyone in that system some time to adjust to new routines and the ways things are done. Recruit your family/committed partner to be part of this journey, as they need to be accepting when you have early or late classes, are expected to work remotely or in person with classmates on a team project, study instead of spending time together, or doing clinical rotations with a new schedule that might change your couple or family routine.
- Keep your GPA up. Meet with your faculty advisor/mentor if you have difficulties. Do not wait until the end of the semester. Reach out early so that you can explore the next steps.
- Meet with your faculty advisor in your first semester. It is important to talk about your curriculum and what classes to take when. You should concurrently develop a plan on how to cultivate your transferable skills. Use the graduate student individual development plan (IDP) on this website as a planning guide. You can complete it by yourself and then get feedback from your graduate faculty advisor or mentor, or develop the plan together (it should be reviewed at least annually but can be reviewed more frequently).
- Be willing to stretch yourself and volunteer to serve in leadership roles, and assist in departmental activities when invited. Be proactive (e.g., join a graduate student organization and serve on its board, help coordinate events, etc.). Graduate school is an opportunity to experience new things in and outside the classroom that will help prepare you for your future profession/career.
- Make a list of previous jobs, volunteer experiences and courses you have taken and see if you have already developed some soft/transferrable skills. You should list these soft skills on your vita (used for applying for non-tenure and tenured faculty positions) and/or resume (used for applying for non-faculty higher education jobs, as well as jobs in industry, government, nonprofit organizations, technology/social media and government). If you are unsure where and how to list these soft skills, talk with your graduate faculty advisor or mentor, or you can also reach out to the Buckeye Career Center or career services offered by your college.
- Create a tracking system in which you can list all the things you participate in, so that you do not forget. A folder can be helpful, where you drop a copy of an of announcement of a workshop you attended, invitation to help, a presentation you did, etc. It is easy to forget some of the things you do, but if you have a system, you will have these things available to update your vita (for faculty positions) or resume (for all other positions) including all you have done and training you attended.
- Join a student organization related to your graduate education. It is helpful to talk with students already in your major, and these groups often invite alumni or employers to speak. This is a great opportunity to gain more experience about how to maximize your graduate education, but also through alumni you can learn about future job prospects and advancement opportunities, and you can network Buckeye to Buckeye.
- Seek out mentorship. Faculty and peer mentoring can be helpful as you are starting your graduate education. Check with your program about how you might be paired up with a peer mentor. Peer mentors can be very helpful in navigating the university and helping you adjust to being a new graduate student.
- Become acquainted with Career Counseling and Support Services offices at https://younkinsuccess.osu.edu/departments. There are many great resources available on campus to help graduate students be successful and develop skills. Some programs will provide more information on these great resources, others do not, so take initiative. Check out the different offices and learn more about how they can complement your graduate education at Ohio State and make you an even more competitive job candidate.
- Look for ways to gain exposure to organizations (higher education, industry, hospitals, nonprofit, etc.) you are interested in, through internships, volunteering, co-ops, part-time and summer jobs to be potential places of future employment. You might also, through these experiences, learn what places are not a good fit for you. Remember that all these experiences not only help you learn more about potential career opportunities, but also ways to network and potentially find professional mentorship, engage in research, etc.
- Attend job fairs (remote, in-person, or a reverse career fair) to learn more about your career field and employment opportunities. Also attend workshops offered on campus to learn more about various job opportunities.
- Continuing to develop your soft skills while being in a graduate program helps you understand how to work collaboratively and inclusively with others, and can provide opportunities to hold positions over which you might one day be in leadership roles.
- Talk to alumni and others who either majored in your graduate program or are working in your field of study. They can give you more insight about career and advancement opportunities your graduate education provides.
- REMEMBER: When you are starting your graduate education (master’s, doctoral or professional) it is not unusual to feel like you are an “imposter” as you are gradually growing and embracing the identity of being a graduate student. Perhaps you are the first person in your family to go to college, or the first person in your family to pursue a graduate degree. The imposter syndrome is well recognized in higher education and something that will dissipate over time. Just know that your peers might feel just like you do, but choose not to talk about their feelings.
Second Year
- Keep working hard to develop your academic skill set and advance in your degree. You need to maintain the GPA set forth by the Graduate School. Remember that these skills lay the foundation to be a competitive applicant.
- This is a good time to review the graduate student individual development plan (IDP), see what you have accomplished and what skills you might want to add. It is time to assess and revise your IDP. This process should include your graduate faculty advisor or mentor.
- Begin to define what soft skills you should focus on. Make a list of which soft skills workshops are offered by which office on campus (when and where) or in your college or department.
- Remember that skills centered on inclusion are important to work on, as well as global skills. You can check to see what workshop offerings the Office of Diversity and Inclusion offers. Also, the Office of International Affairs is a good resource to gain some global engagement. Another opportunity might be a Fulbright Scholarship.
- Check out the other offices listed in this document and the workshops or training they are offering so that you can be planful and decide, with the help of your graduate faculty advisor or mentor, what skills are important to pursue.
- Join a professional organization. Based on the cost (student fee/membership), you might start at the local or state level and, over time, also join at the national level. Professional organizations are great resources for networking and attending workshops, and they sometimes present and engage in collaborative research. Also, you might find additional mentorship by seasoned professionals outside Ohio State who can also help in your job search.
- Attend workshops that help you explore whether you want to be in higher education, industry, nonprofit, entrepreneurialism, government, etc. For master’s students, also explore whether your degree should be your terminal degree, or if you want to pursue a doctoral program. For more information visit www.careers.osu.edu.
- Update your resume and have it critiqued by a career professional.
- Learn how to interview successfully and how to write a good cover letter. See OnPACE modules on the Buckeye Careers website [http://onpace.osu.edu] and follow up with a Career Services Professional.
- Strengthen soft skills by attending workshops on and off campus, obtaining a part-time job, internship or volunteer experience. You should explore these options with your faculty advisor or mentor and discuss timelines and preparation.
- Talk to your professor and workshop presenters to see if there are professional organizations you can join, and then attend events they host. Ask if the organizations have student memberships. If they offer workshops or conferences, see if they have volunteer opportunities that will create a free or reduced workshop or conference fee. Volunteering to assist in workshops is a great way to connect with other professionals.
- If you are a master’s-level graduate student, you should attend employer information sessions in your field of interest. Begin to do in-depth research into companies you will target for full-time employment next year.
If you are a master’s-level graduate student, you should update your resume and brush up on your interviewing skills.
Third to Fifth (or More) Years
- Keep working hard to develop your academic skill set and advance in your degree. You need to maintain the GPA set by the Graduate School. Remember that these skills lay the foundation for being a competitive applicant.
- This is a good time to review the graduate student individual development plan (IDP) and see what you have accomplished and what skills you might want to add. It is time to assess and revise your IDP. This process should include your graduate faculty advisor or mentor.
- Seek out career opportunity information. Some graduate programs invite alumni to present. There are workshops offered on campus through Student Life, the Graduate School and other offices. Attending these workshops and other events will help you learn more about those career options and might help you narrow down your interest.
- Continue to seek out opportunities (such as the teaching certificate offered by the Drake Institute) to develop soft skills, as these will be something that employers are looking for and will set you apart from other applicants. Remember to track what you are learning (both volunteer and other activities as well as training), so that you can put it in your vita or resume.
- Working on things such as teaching or leadership also creates an opportunity to be eligible for the Graduate Associate Teaching Award (GATA) and the Graduate Associate Leadership Award (GALA), which are great to have on your vita or resume.
- Participate in events such as the Hayes Research Forum and similar events hosted on campus.
- Participate in the Three Minute Thesis (3MT) competition. It is an opportunity to gain experience in how to communicate, in three minutes or less, your research interest to people who are not in your field of study. When you are interviewing at companies, as well as in higher education, it is not unusual, as part of the interview, to be asked to describe your research in just a few minutes. The 3MT is a wonderful way to develop these skills. Learn more at Three Minute Thesis (3MT) | The Ohio State University Graduate School (osu.edu)
- Remember to update your resume and list the soft and hard skills.
Last Year
- You might have an opportunity to get experience in your field of study through an internship, perhaps as part of your degree program. If your program does not provide that option, search for internships or part-time jobs through the career offices/services available to you. Internships in industry often require to apply for an industry internship a year in advance. You should plan accordingly to search for and apply to internships at least 12 months prior to when you want to start in a position.
- Regardless of your graduation date, begin to actively conduct your full-time job search. Faculty position searches should start the year prior to graduation; other positions (industry, nonprofit, government, etc.) searches should start six to nine months prior to graduation. For tenure-track faculty positions, it is encouraged to start that search in the fall term (that is when many faculty positions are advertised), prior to graduation. Participate in on-campus recruiting if it is offered for your major.
- Meet with a career services professional to determine which job-search strategies would be optimal for you and learn more about career resources you can use during your search.
- Network with potential employers as much as possible in your final year at Ohio State and attend employer information sessions and workshops. Today, many of these opportunities are remote, making them very accessible.
- Polish your resume.
- Make your cover letter job-specific: Do not recycle the same letter for multiple jobs. If the prospective employer asked for specific soft skills, make sure you address them in your letter. Go through the position announcement and list all the requirements they are looking for and identify how you have the skills, or commitment to gain the skills, to make you a good fit for the position.
- Start researching companies and organizations you wish to pursue for employment and go to career fairs held throughout the year. Remember to dress professionally (this is the first impression to make on that company or organization) and have copies of your updated resume, which include your contact information at the top, that you can leave with recruiters. Ask recruiters for business cards and send a thank-you note. Research the company or organization in case they want to do a phone or Zoom interview.
- Participate in a mock interview. Your college or program might create that opportunity or set up a meeting with a career services professional. They can also review your resume or vita as well as cover letter if that is required.
- Access AlumniFire to connect with an Ohio State alum who already works at that organization or in the industry. This can be a valuable resource to learn more and be better prepared for an upcoming interview. Check out AlumniFire for Ohio State.
- Be well prepared for a remote or in-person interview. Review the company, organization or institution you are going to interview with. It is important to practice interview questions.
- Be prepared to ask at least two to three questions when you are interviewing (you generally have an opportunity to ask questions after you have answered their questions). Your questions will let the interviewer or team know that you are prepared and demonstrate your interest.
- If you are pursuing a career in higher education or a tenure-track position, the Drake Institute can also help you with writing your teaching statement, which you can work on just before you start your faculty job search.
- You will need references based on your career choice. If they are in higher education, you might want faculty members who can provide information about your research, teaching and your soft skills (as a collaborator, relationships with others, analytical abilities, etc.). If you are looking at another career, such as industry, you might look for faculty members who are familiar with your research and your work in the research lab. It is helpful to talk with your graduate faculty advisor or mentor about this. (Be sure that you have collected letters of recommendation from your faculty, advisors and supervisors.) REMEMBER, good references are important. If you are unsure whether a person will give you a strong reference, reevaluate if this is a good person to serve as a refence.
Additional Resources and References - PFP
Additional Resources and References - PFPAdditional Resources
Online Resources
How to Highlight Transferable Skills from College in Your Cover Letter | LiveCareer
https://www.livecareer.com/resources/careers/recent-grads/classroom-transferrable-skills
Transferable skills and your degree: How to identify the transferable skills gained through your degree subject that can help you find a job.
https://gradireland.com/careers-advice/career-ideas/transferable-skills-and-your-degree
General Career Resources
Li, M. (2018). Female career success: Past, present, and future. Lead Read Today retrieved from: fisher.osu.edu/blogs/leadreadtoday/blog/female-career-success-past-present-and-future
Fell, S.S. (2016, January 6). How remote workplaces benefit women. Retrieved from: https://www.fastcompany.com/3055021/how-remote-workplaces-benefit-women
Känsälä, M., Mäkelä, L., & Suutari, V. (2015). Career coordination strategies among dual career expatriate couples. The International Journal of Human Resource Management, 26, 2187-2210.
Bukodi, E., Dex, S., & Joshi, H. (2012). Changing career trajectories of women and men across time. In Gendered Lives. Edward Elgar Publishing.
Kruse, K. (2020, January 15). Top 5 Leadership Development Trends For 2020. Retrieved from https://www.forbes.com/sites/kevinkruse/2020/01/15/top-5-leadership-development-trends-for-2020/
O’Reilly, C.A., Chatman, J., & Caldwell, D. F. (1991) People and Organizational Culture: A Profile Comparison Approach to Assessing Person-Organization Fit. Academy of Management Journal, 34 (3), pp. 487-516.
Kwame Christian’s book, Finding Confidence in Conflict: How to Negotiate Anything and Live Your Best Life, may be worth your time.
Transferrable Skills Resources
Developing Transferable Skills: Enhancing Your Research and Employment Potential [eBook]
EBook·184 pages
Succinct and supportive, this book provides doctoral and early career researchers with everything you need to know about ...
Developing Transferable Skills: Enhancing Your Research and Employment Potential [Book]
Paperback 164 page
PhD students and young researchers increasingly find employment outside the world of education.
Health / Fitness eBook Non-fiction
One Friday was my graduation day, I received my doctoral degree, or PhD. The next day, on Saturday, my husband, Chris, a ...
Paperback 356 pages
This book highlights pedagogical approaches to teaching World Languages for Specific Purposes (WLSP) in the United States ...
Wake Up Expecting: Transferable Skills for Real Success [Book]
Paperback 58 pages
As a former student-athlete, I give my perspective and tell my story on how I pushed through my journey and developed useful skills.
Business/Economics Paperback Non-fiction 224 page
Find your point of brilliance and achieve happiness at work. Are you showing signs of job stress and career dissatisfaction?
Workplace Transferable Skills Lesson Plan
This comprehensive dynamic lesson plan focuses on sixteen workplace transferable skills.
Transferring Your Teaching Skills into the Wider World: Life Beyond the Classroom [Book]
Hardcover 270 pages
Are you seeking to use your subject knowledge and teaching skills beyond the classroom?
The Easy Resume Guide: A Transferable Skills Approach [Book]
Business/Economics Paperback Non-fiction 161 page
Is proving your experience causing you a job grief? Have not had to look for and define your skills in a long time?
Getting Back to Work: Everything You Need to Bounce Back and Get a Job After a Layoff [Book]
Business/Economics Paperback Non-fiction 272 pages
A truly masterful book on career transition and job seeking, especially considering the current state of our economy.
Transferable Personal Skills [Book]
Business / Economics Paperback Non-fiction 298 page
This revised edition provides a student-centered guide to the development of personal skills.
Teaching for Deeper Learning: Tools to Engage Students in Meaning Making [Book]
Paperback 132 page
Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges.
Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America [Book]
Business/Economics Audiobook Non-fiction
The United States is abundantly rich in adults with "know how to.” Teach to Work is a call to action for mentors currently engaging in mentoring.
Transferring Learning to the Workplace [Book]
Business/Economics Paperback Non-fiction 331 page
Training is ineffective any time employees cannot transfer what they have learned to their jobs.
Teachers to Trainers: Apply Your Passion and Skills to a New Career [eBook]
Business/Economics eBook Non-fiction 206 page
Teachers Make Great Trainers. Schoolteachers are leaving their profession at a higher rate than ever before.
Transfer of Learning Pocketbook [eBook]
Business/Economics eBook Non-fiction 112 page
Transfer of learning is the application, back at work, of knowledge, skills and attitudes obtained in learning situations.
Confident Data Skills: How to Work with Data and Futureproof Your Career [Book]
Business/Economics Paperback Non-fiction 320 page
Data has dramatically changed how our world works. Understanding and using data is now one of the most transferable skills.
Transfer Of Training: Action-packed Strategies to Ensure High Payoff from Training Investment [Book]
Business/Economics Hardcover Non-fiction 194 page
Transfer of Training: the ability of persons to effectively apply to the job the knowledge and skills they have gained.
The Easy Resume Book: A Transferable Skills Approach
March 1, 1999
By Barbara J. Bowes (Author)
How to create a resume that emphasizes transferable skills. It also provides several samples.
References
National Association of Colleges and Employers (2019, career-readiness-fact-sheet-jan-2019.pdf)