When Tommy Moffat first started attending professional networking events, he was unsure what to expect. As he gained experience, he became more confident in approaching people and making connections.
That experience led him to establish NetLift, helping students prepare for networking and build professional relationships.
When we spoke recently, Tommy explained that much depends on what happens after an event. Students may meet professionals and have useful conversations, but the opportunities often come from following up and developing those initial contacts.
He has found that students respond particularly well to hearing about other people's experiences of networking, rather than simply reading advice.
I have had several conversations with JJ, a recent biomedical science graduate exploring how early-career professionals might gain experience through real commercial projects.
JJ recently undertook a project outside his familiar life-sciences field. With AI, and drawing on earlier commercial experience, he worked through unfamiliar material and produced an assessment and action plan.
But he could see where his own understanding stopped. He had no specialist available to consult on questions beyond his expertise. When we last spoke, he was still awaiting feedback on the work.
In an earlier conversation, I asked how much time experienced specialists could realistically give to supervising work like this. JJ said he had been considering the same problem. If a specialist has to check every output, the arrangement becomes difficult to sustain. If they end up redoing the work, the arrangement may lose its commercial value. These are questions he is still exploring.
Tommy and JJ are doing quite different things. Both are taking the initiative to create opportunities for themselves and others.
Tommy's emphasis is on what a young person can do after making an initial contact. Following up is something they can take responsibility for, although developing a relationship also depends on the other person's response.
JJ had already taken responsibility for a piece of real work. Some of the uncertainties he encountered were harder to assess without input from someone with relevant experience.
Two conversations cannot tell us how common these experiences are. The difference between them is worth considering.
Yet taking the initiative can bring someone to a point where progress also depends on another person's participation.
Tommy and JJ have both made their own openings. But what happens next is not entirely in their hands.
Sometimes that means continuing a conversation. In other circumstances, it means giving time to review someone's reasoning, and accepting the responsibility that comes with offering a professional judgement.
These are different commitments.
When young people create their own opportunities, what kind of involvement do they need from others, and who is in a position to give it?
Editorial note: This article draws on conversations with Tommy Moffat and JJ, who have reviewed and agreed to the accounts of their experiences. The wider reflections are the author's own and do not represent the views of either contributor or their organisations.
Image: Illustrative image (AI-generated)
