10 Must-Read Books for Career Professionals

Lakeisha Mathews

Lakeisha M. Mathews, Director, Career and Professional Development Center, University of Baltimore
Twitter: @RightResumes_CC
LinkedIn: www.linkedin.com/in/lakeishamathews/
Blogs from Lakeisha Matthews.

One aspect of the career development field that keeps me excited is the constant need to develop professionally and keep up with changes in the labor market, higher education and career coaching. Over the course of my career I have obtained several certifications, attended conferences and webinars, enrolled in a counseling program, joined and gotten involved with several associations, and read tons of books.

One thing I’ve learned is, there is no single resource that can teach you everything you need to know about being a good career development professional. However, when I am working with professionals new to the industry there are several books that I share with them as essential reads. This includes books that gave me a solid framework of career coaching, career development, and career centers. Below I share my top 10 list of must reads in no particular order for every career professional:

1. The Career Counselor’s Handbook (Richard Bolles)
2. No One is Unemployable (Debra Angel and Elisabeth Harney)
3. What Color is Your Parachute: A Practical Manual for Job-Hunters and Career-Changers (Richard Bolles)
4. The Three Boxes of Life (Richard Bolles)
5. Discover Your Career in Business (Timothy Butler and James Waldroop)
6. The Extraordinary Coach (John Zenger and Kathleen Stinnett)
7. Smart Moves for Liberal Arts Grads: Finding a Path to Your Perfect Career (Sheila Curran and Suzanne Greenwald)
8. Counseling Adults in Transition: Linking Schlossberg’s Theory with Practice in a Diverse World (Mary Anderson, Jane Goodman, and Nancy Schlossberg)
9. Ten Steps to a Federal Job (Kathryn Troutman)
10. Resume Magic (Susan Whitcomb)

Honorable Mentions:
11. Bring Your “A” Game: The 10 Career Secrets of The High Achiever (Robert McGovern)
12. How to Plan and Develop a Career Center (Donald Schutt Jr.)

Of course the list could go on. There are plenty of additional books that have impacted how I coach students, the types of programs I design, and how I manage the career center at the University of Baltimore. My list is also impacted by the student populations I have spent most of my career working with which includes adult learners, graduate students, and career changers in addition to traditional college students.

I am interested in knowing which books have impacted you as a career development professional and helped you to sharpen your skills. Comment on this blog and share your favorites.

Career Fairs and How to be a ‘Match’

BlessVaiBless Vaidian, Pace University Career Services and Founder, Career Transitions Guide
Linkedin: https://www.linkedin.com/in/blessvaidian
Twitter: https://twitter.com/BlessCareers
Blog: http://careertransitionsguide.com

 

With on-campus recruitment and career fairs in full swing, Bless Vaidian offers advice and insight to share with students.

Career fairs showcase match making between employers and job seekers. Numerous screening interviews take place under one roof and in under a few hours. If a student is not a fit, he or she will not be selected by the recruiter for the next round. Only those that “match” proceed.

College campuses are an ideal place to find job and internship fairs. I have worked on and managed career fairs over the years. Those students that are serious about getting a job or internship need to follow this advice: 

Prep You cannot walk into a career fair and wing it if you are serious about finding employment. Just as research is key to interview success, it’s also crucial for the fair. Find out ahead of time what organizations will be attending. Then check out the websites of your target companies, view their job postings, read their latest articles/tweets, and find out if you know anyone in your extended circle that works there. Saying you will “take anything,” shows you are not prepared. And, you will wind up with nothing.

Pre-Screening Recruiters at job and internship fairs have two piles of resumes. Your goal is to make it to the pile that passes the recruiter’s filter. Fill out online profiles ahead of time so that when an employer asks you if you filled out their online application, you can say yes. Make sure the resume you bring to the fair is free of errors, has an easy-to-read format, and highlights exactly what you want it to highlight. Job descriptions should be quantified with metrics, accomplishments, and keywords that are relevant to the industry and posting.

Spotlight Is On The human resource representatives at career fairs are viewing you even before it’s your turn to talk to them. Anything inappropriate you say or do in that room or while waiting on line will be noticed. Be on your best behavior. You should be dressed in interview attire, wearing a smile, and engaging those around you while you wait for your turn. You have only a minute to shine in the spotlight, but remember the spotlight is always on.

Answer the Question: Why You? If you are looking for an internship or job, you should have a pitch. Your pitch answers the question: “Why an employer should hire you.” You can’t think of what to say to that inquiry on the day of the fair. You need to know what skills make you a good candidate. If you don’t know why an employer should hire you, then they won’t. Those that tailor their pitch to match the industry, position, and employer get selected.

More than a Resume What gets you a follow-up meeting after the career fair is more than a resume.  It’s the combination of a good resume and your package presentation: speech, expressions, handshake…etc. Anything that would make the recruiter think you cannot represent their organization, clients, or products will move you into the do-not-pursue pile of applicants. Your communication skills, positive attitude, and energy need to come across the minute you step foot in front of the hiring representative. That is just as important as your resume.

The great thing about career fairs is that those seeking employment can have face time with dozens of recruiters. Hiring professionals that have posts to fill can meet hundreds of applicants.  It’s a win:win situation for both groups. Be the match an employer is looking for by taking your next career fair seriously and taking my advice.

I love to get feedback from recruiters as to what matches were made. When I look through the room of job seekers, I know who is making the cut. Can you spot the students who will do well at the career fair? Share your thoughts in the comments!

Conversation With a Career Center Rose

Smedstad-HeadshotShannon Smedstad, Employment Brand Director, Global Communications & Engagement Team, CEB
Twitter: @shannonsmedstad
LinkedIn: www.linkedin.com/in/shannonsmedstad
Blogs from Shannon Smedstad.

As someone who’s made a transition from being on the ground as a college recruiter to a behind the scenes role in employer branding, it’s not often that I get back on campus. However, when I do, it’s a rush of excitement! And, I make the most of those times by observing and talking to as many people as I can (career fairs are great “wells of inspiration” for blog posts).

Recently, I had the privilege of traveling to the University of Pennsylvania’s career fair in Philadelphia. From liberal arts to STEM and Wharton school majors, the students were prepared and exemplified a sense of pre-professionalism. I sat down with the director of Penn Career Services, Patricia Rose, to learn more about her 34 year career in helping to connect students with employers.

What is the role of career services?

Career services is a connector, we’re not a gatekeeper. We don’t have a monopoly on students; for us to be effective in this role as connector, we need to provide obvious value on both sides, to students and employers.

We also have new students coming in every year, and some that do not hear our messages until it’s of greatest importance to them. Therefore regular messaging is important—we have to continue to message over and over again. We have to be the place that has the right information for students.

What has been the greatest change that you’ve seen in career services?

The greatest change is the use of technology. It is easier now for students to get information on employers and easier for employers to get information on students, using LinkedIn, social media, and other tools.

What hasn’t changed?

There are some employers who continue to come on campus once per semester and do not keep us (career services) informed. It can’t be “one and done.” Employers who are successful are the ones that are committed to establishing a presence and make the effort.

How can employers best work with career services?

Work with us and keep us informed. If you are here, hosting a major event or bringing someone from your C-suite to campus, let us know; we can help you get an audience. The summer is a great time to meet with us or invite us to your location, so that we can have a conversation and talk about the best ways to work together.

Also, I would say to be open to students beyond the obvious majors. There are great students in non-business fields, across all majors and school boundaries.

What is your biggest employer pet peeve?

When employers impinge on another company’s “real estate” during career events. And, when companies put undo pressure on students into making offer decisions. They are taking their time to interview with other companies and to make thoughtful decisions. Don’t hound our students!

Read the Reasonable Offer Deadline Guidelines on NACEWeb.

An Insider’s Look at First-Destination Surveys

Vanessa Newton

Vanessa Newton, Program Analyst, University of Kansas
Twitter: https://twitter.com/vlnewt
LinkedIn: www.linkedin.com/in/vanessaliobanewton
Blog: www.wellnessblogging.com

 

(Part 1 of 4 on early adoption of the NACE First-Destination Survey Standards.)

When the NACE First-Destination Survey Standards and Protocols were released early this year, I went through the continuum of emotions. Happiness? Check. Worry? Yup. Frustration? You betcha! I had all the feelings. But, when I settled in to figure out how to implement these new standards and protocols, I learned a few things along the way. So, today is the first post in a four-post series written by me and my colleague, Katrina Zaremba, communications coordinator, giving you an inside look as to how the University Career Center at the University of Kansas (KU) is implementing these new standards.

First things first—no, this isn’t a reference to a slightly annoying song—if you have not read the standards and protocols, I would highly recommend you do that first. I’ll wait. Go on…oh you already read them? Well then… Ok, let’s get into the top three things that we changed/implemented at KU based off the standards and protocols, shall we?

One of the first things I did was change our survey. Previously, we just asked if graduates were employed full-time or part-time, attending graduate school, seeking employment, or not seeking employment. The additions that were made to this question excited me greatly. I loved the phrasing of “continuing education” versus “attending graduate school” since some of our graduates were not going on to graduate school, rather just getting additional schooling or a certificate. It was an easy change to add the additional categories and I think it will be interesting to see the data we get back and how it differs from previous years.

The second thing I needed to do was change how we defined our graduating class. We previously defined them as December, May, and August graduates, and now we define them as August, December, and May graduates. I’ll admit, it is a small change and a relatively easy one to make, but I really appreciated that the standards defined the graduating class. Small change, big impact, in my opinion.

Finally, we implemented “knowledge rate” last year, but we now have a very intense goal to reach to get to a 65 percent knowledge rate. We had a ~19 percent response rate from the surveys we sent to students and then bumped up our knowledge rate to ~40 percent with gaining information from LinkedIn and other reputable sources (a.k.a. some of our staff knew the graduates or the university paper wrote a story on where graduates go after they leave KU—two out of the three hadn’t responded to the survey and we couldn’t find them on LinkedIn…success!). We have been active and alert for any information regarding graduates and where they are going after they leave.

So there it is. Changing the survey, defining our graduating class, and implementing knowledge rate plus keying into ways that you can achieve that 65 percent. These are small changes/steps that you can take to ease into implementing the standards and protocols at your school.

Stay tuned for more posts from Katrina and me—we have a great series planned, giving you an inside look at our marketing, data analysis, and reporting, and providing some after thoughts once the first destination season has finished.

Feel free to use the comment section to leave your feedback and tips as well. Let’s open the conversation and share our stories! If there is interest, we may even do a bonus Q & A post in regard to first-destination surveys!

For more information on first-destination surveys, see the Advocacy section of NACEWeb.

 

Turning No-Shows Into Teachable Moments

Janet R. Long

Janet R. Long
Founder, Integrity Search Inc.
Career Counselor, Widener University
Blog: http://inyourownvoice.wordpress.com/
LinkedIn: http://www.linkedin.com/in/janetrlong/
Twitter: @IntegritySearch

Do “no-shows” represent a routine annoyance for career centers, or are they teachable moments for students learning about the world of work in all its dimensions?  I’m not thinking about the student with a legitimate last-minute conflict or emergency, or a one-time memory lapse. Rather I’m referring to the students with serial career appointment amnesia.

One school of thought holds that students are just learning time and life management skills, and that we can’t hold them too accountable for a relatively minor transgression liked a missed resume review.

Besides, what would holding “no-shows” accountable really look like in practice? Denying future services? Putting them to the back of the line when they have a critical deadline like a live interview? This would seem to run counter to the very mission of helping students get to that all-important first destination (and candidly, would not help department usability numbers either). 

And yet…by not acknowledging chronic no-showism, practitioners do both their students and themselves a disservice. For students, we are providing a false sense of latitude about the greater world off campus. As a longtime recruiter, I can attest that in the absence of an extreme emergency, being MIA for a job interview is a non starter—and not likely to lead to a second chance.

For career practitioners, enabling no-shows with no consequences also sends the message that we undervalue our own time and services. I would propose that there are ways to help students unlearn poor habits without taking punitive measures that run counter to everyone’s objectives. For example, one might be to hold a (mandatory) workshop for all career center users on the consequences of no-showism in the working world. Bringing in an employer or two as a guest speaker would drive the point home that much harder.

Another might be scheduling a targeted educative workshop for the chronic no-show-ers (think The Breakfast Club without the really mean proctor) in order to retain access to account privileges such as job postings. Talking points might be framed in terms of:

 Empathy: Helping the student see the missed appointment from another’s point of view (say, a good friend who could have been seen in the time slot) or projecting how an employer might feel about being stood up.

 Self-recognition: Asking how the student would feel about being stood up by a faculty adviser, a career coach, or a friend.

 Relating to other on-campus expectations: Asking about the  consequences of missing a class or a deadline without prior communication with the professor.

The point, of course, is not to shame the student, but rather to use no-showism as an opportunity to further what we teach about professional development.

 NACE career practitioners, how does your office handle no-shows? NACE employers, what suggestions can you offer?

Find another article on no-shows on NACEWeb.

 

Helping Students Grow: Quality Assurance for Career Coaches

Lakeisha Mathews

Lakeisha M. Mathews, Director, Career and Professional Development Center, University of Baltimore
Twitter: @RightResumes_CC
LinkedIn: www.linkedin.com/in/lakeishamathews/
Blogs from Lakeisha Matthews.

Every career center has a different approach when it comes to helping students in scheduled appointment sessions. The three most frequently used approaches are career counseling, career advising, and career coaching. Each approach has its unique advantages and a distinct set of outcomes. Many career centers have a strong rationale for the helping approach used during scheduled appointments but have not identified the outcomes associated with their methodology. In the data driven culture that higher education has become due to consumer demands and increased focused on graduation surveys we not only need a clear rationale for the method of helping we offer in our centers, but should also have a clear understating of the outcomes associated with our methods.

Consider the following questions:

(1) Do career appointments in your office focus more on transactional information and resource sharing or transformational goal setting and action planning?
(2) What are students supposed to learn from meeting with a “helping” professional in the career center?
(3) Once students leave, is there a follow-up process that assesses their experience and next steps?

At the University of Baltimore we have opted for a coaching approach to student appointments that focuses on goal identification and action planning. We have also developed a feedback system that helps us evaluate each student’s experience and encourages accountability throughout the execution of their action plan. In addition, we have opted to use the GROW coaching model popularized by John Whitmore in the book Coaching for Performance to ensure quality assurance amongst our coaching staff while still providing room for freedom in individual helping styles. To aid in our coaching model development we asked ourselves a few key questions:

(1) Are students satisfied with their coaching experience?
(2) Is there a consistent method of engaging students in office appointments amongst the counseling team?
(3) What are the learning outcomes for student coaching appointments?
(4) What does our coaching after appointment survey tell us about student satisfaction and learning?

Regardless of the helping method used in a career center, the goal is that students are satisfied with the interaction and feel that they are a step closer to achieving their career goals. Coaching, counseling, and advising methodologies all have advantages to us as helpers, but it is the learning and career outcomes that mean the most to our students.

For more information on helping students comprehend the world of work, see this article on Student Learning Outcomes on NACEWeb.

Career Coaching Notes: Career Counseling vs. Career Services

Rayna Anderson

Rayna A. Anderson, career counselor, University of Houston
Twitter: @Rayna_Anderson
LinkedIn: www.LinkedIn.com/in/RaynaA
Blog: RaynaAnderson.wordpress.com
Blogs from Rayna Anderson

I love being a career counselor. I enjoy the long conversations that I get to have with students as they navigate their educational and professional paths. I love running into them on campus and being introduced to their friends as they share stories of how helpful our appointments have been. Most of all, I revel in the e-mails and thank-you notes that I receive after they’ve landed that first job or internship. In a simpler world, I’d wear clogs to the office every day and conduct my appointments from a dimly lit room while sitting on a beanbag chair. But these are not simpler times; there are parts of this job that require much more effort and precision.

Aside from counseling, working in career services includes maximizing the potential of office management software, writing learning outcomes, developing strategic plans, and collecting first-destination data. We shouldn’t have the luxury of disassociating with aspects of the job that we don’t find as fun as one-on-one meetings with students. “I don’t ‘do‘ social media”, or “I’m not big on assessment” are not acceptable responses given the changing needs of students and employers.

We’re no longer in the placement phase of the 1940s, nor are we in the counseling era of the 1960s, 70s, or 80s. We’re in the hyperactive world of virtual resources and global perspectives. We’re in the middle of a war zone, fighting a battle of tradition versus trajectory.

Being a career counselor means being sensitive to student needs; being a career services professional means meeting those needs by any means necessary. Growing your career center staff, partnering with faculty to offer a wide range of career courses, and embedding a career development component in first-year seminars are only a few ways to get on track with current trends.

Are you prepared to join in on the fight? Are you prepared to be a career services professional? Comment below and share with us how your career center is fighting (and hopefully winning) the battle against ineffective traditions!

Find tips and best practices in career counseling and coaching on NACEWeb.