NACE Flash Poll: Is “Career” in Your Institution’s Curriculum?

kevin grubbNACE Ambassador Kevin Grubb
Assistant Director at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”

One of the latest trends in career services is the establishment of a career or professional development class embedded into curriculum. Courses may be required, optional, for credit or non-credit bearing. With the importance of career outcomes rising for colleges and universities, this is a new possible solution for providing career education to all students.

NACE blog readers, is “career” in your institution’s curriculum? Share your answer in this poll and tell us about your career course in a comment. What do you teach and how do you do it?

For more information on this topic, check out NACE’s Career Course Syllabi.

Finding Meaning in Your Career

20111112_weinberg-048-Edit-web[1]Pamela Weinberg
Website: www.pamelaweinberg.com
LinkedIn: www.linkedin.com/in/pamelaweinberg/
Twitter: @pamelaweinberg

I had the pleasure of meeting Marie-Yolaine Eusebe the founder of Community2Community (a nonprofit organization dedicated to rebuilding Haiti) recently and was thoroughly impressed with her drive and commitment to her job. As a career coach, I am always interested in learning more about how people transitioned into the careers they have, and Marie-Yolaine’s story struck me as most interesting. She worked in corporate America with no nonprofit management experience, but when the crisis in Haiti became front-page news, she quit her job and founded C2C. Quite brave and impressive!

I often work with alumni who feel stuck in jobs that pay the bills, but that don’t make them “feel good” about what they are doing. Most of us don’t have the means to leave our jobs and dive into work that would likely be more personally satisfying, but might leave us financially wanting.

Luckily, doing work for a meaningful cause does not have to be an “all or nothing” proposition. Many organizations offer opportunities for interested people to spend their vacation weeks, long weekends, or summer holidays volunteering for their cause. Whether it is collecting donations, helping to build homes, or providing professional expertise, there is always an organization looking for passionate volunteers—whether they can give one day or one year.

Corporations are becoming more and more conscious of this desire to “give back.” Many are involved in supporting nonprofits and encourage their employees to be as well. Some even have paid “volunteer days” off, and offer incentives to employees that volunteer. For example, EY’s Corporate Responsibility Fellows Program appeals to top performers looking for a way to give back to the world through work, while exploring a new country and culture. The Fellows program sends a highly select group to low-income countries for three months at full pay. They use their skills to work with promising local entrepreneurs at a critical point in their business—typically providing help they couldn’t otherwise afford—and help jump-start growth in these emerging markets.

If your company doesn’t have a formalized volunteer program, suggest one. Research has shown that encouraging employee volunteerism is a winning proposition.  According to a United Healthcare Survey released in April 2010, employers who establish formal volunteering programs for their employees benefit in several important and distinct ways. From an employee perspective, current employees who volunteer through their workplace have a more positive feeling toward their employer and report a strengthened bond with co-workers.

For those who are ready to take the plunge into full-time work with “meaning”, check out www.encore.org, a wonderful organization geared to helping those looking for second-act careers that encompass passion and meaning. Though the organization focuses on those near retirement age, it is a valuable resource for career changers of all ages, providing useful information and resources for finding and transitioning into careers that give back.

The bottom line is: everyone has the opportunity to make a difference. Whether you are able to volunteer one hour, one month or one year, it is a proposition guaranteed to add meaning both to your life and to someone else’s. Just do it!

Read more from Pamela Weinberg!

The Assessment Diaries: Rubric Roundup

Desalina Allen

Desalina Allen, Senior Assistant Director at NYU Wasserman Center for Career Development
Twitter: @DesalinaAllen
LinkedIn: www.linkedin.com/in/desalina

I recently wrote about the problem with asking students to assess their own learning. In a nutshell—studies show we are not able to accurately measure our own learning and that we even tend to overestimate what we have learned.

This concept can definitely be applied to resumes.  Even the best resume presentation or one-on-one review isn’t always enough to really teach students what makes an excellent vs. just an OK resume.  We already know this anecdotally—when students come back for two, three, or four reviews and haven’t yet mastered some of the basics it demonstrates just how complex marketing yourself on paper can be.  Thus, we cannot use students’ self-reported learning after these events or meetings as evidence that they really learned. 

As career services professionals, we could critique resumes in our sleep.  I know I’ve easily reviewed thousands of resumes in my five short years working in career development! For this reason, when we want an accurate understanding of how well our students are marketing themselves via their resumes it makes more sense for us as experts to evaluate them.

Enter resume rubrics. Rubrics are a way to standardize the way we define and measure something.  They also make our evaluation techniques more transparent and clear to students and can be a useful tool in training new staff members.

When I started developing a rubric for NYU Wasserman, I found it extremely helpful to look at examples from NACE and other schools.  I then created a draft and brought it first to my assessment team and then to staff as a whole for feedback.  Several revisions later, we had a document that made explicit what we look for in a resume.  More specifically, we defined what makes an excellent resume vs. a good resume vs. one that needs improvement.

Once you have your rubric, you can track and report on how your students are doing as a whole (or by class year, major, etc.).  If you have enough time and patience, you can also follow a student’s progress over time or after a specific resume intervention. For example, evaluate a student’s resume before a workshop and then encourage them to come back with changes and evaluate it again.  Did they improve? Which topics were still difficult to grasp? Might you need to spend more time addressing those during the workshop?

Below you will find some examples of resume rubrics that I have found helpful, as well as the rubric we use at NYU.  Do you use rubrics at your institution?  If so, please share them in the comments section!

Examples:
NACE (Resume), ReadWriteThink (Resume and Cover Letter), Amherst Career Center (Resume), Illinois State (Resume), Liberty University (Online Resume)

NYU Wasserman:

Don’t miss “The Mystery of the Resume Writing Assessment” Part 1 and Part 2.

Read more of Desalina Allen’s blogs on assessment!

The Trouble With Job Postings

Janet R. LongJanet R. Long
Principal, Integrity Search Inc.
Blog: http://inyourownvoice.wordpress.com/
LinkedIn: http://www.linkedin.com/in/janetrlong/
Twitter: @IntegritySearch

Teaching students to navigate and reply effectively to job postings—whether through internal referral systems or external job sites—is a tenet of most career development curricula. There are valuable skills to teach, from developing pointed, persuasive communication to learning to think from an employer’s perspective.

The question is, do these skills go far enough?  Are we preparing today’s emerging graduates to become tomorrow’s passive and complacent  job seekers? The trouble with job postings is that they represent only a snapshot of potential opportunities out there. What’s more, they drive large volumes of traffic to a relative handful of jobs, creating instant and intense competition for every role.

When working in private practice with mid-career job seekers, I encourage them to use the 80/20  rule when it comes to postings. That is, to spend about 20 percent of search time replying to advertised opportunities, and the remaining  80 percent using these postings as a springboard to inform a more pro-active approach.

It’s not too early to give our students the gift of this perspective.  Beyond first-destination landings, it will empower them to propel their efforts beyond the too-frequent black hole of applicant tracking systems designed to weed out rather than invite in.

Here are three ways to help our students look at and leverage job postings to get ahead of the curve:

1) Target employers of interest. Never mind if there’s not a current posting related to a specific area. If this employer is in hiring mode, more relevant roles may develop at any moment. Encourage your students to follow companies on social media, seeking  informal introductions to  internal recruiters. This helps the recruiter as well, who is often measured on metrics such as “time to fill” open roles. Having a talent pipeline for tomorrow’s openings is a strategic advantage—and it allows for informal dialogue before a cast of thousands applies to a specific posting.

2) Looks at what’s trending. On Twitter and beyond, the advertised portion of the job market is a researcher’s paradise! For instance, your students can look for common job titles and descriptive language, even in areas outside of their target geography. This gives them the right vocabulary to use when seeking out networking connections as well as to suggest potential titles and skill areas on their own resumes and LinkedIn profiles.

3) Go for the bold.  Many students already have a dream company in mind when they come to you for help and guidance. Take a tour together of the company’s website and job listings, Twitter feed, LinkedIn page, etc., and help them learn to identify challenges waiting to be solved by a smart, passionate new graduate. Show them how to put this insight to use with existing institutional resources such as alumni networks as well as their own emerging networks. Sometimes it pays to take a risk and reach out to higher-level individuals—it’s an old hiring tenet that you can get referred down the food chain but rarely up!

Have your students tried these techniques?  What are some success stories?

The One Thing Underlying Really Good Career Advice

kevin grubbNACE Ambassador Kevin Grubb
Assistant Director at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”.

How many times during any given year do you say something like the following statements?

  • “At the career fair, make the first move and introduce yourself to the company representatives with a smile and strong handshake.”
  • “It’s a good idea to create and manage a great social media presence online: have you made a LinkedIn profile yet?”
  • “Effective networking is one of the most essential elements to a successful job search. You have to put yourself out there.”

The answer is probably “a zillion.”

These pieces of career advice are frequently mentioned around the web and in career centers across the country. For good reason, too—they’re all important messages for any job seeker to hear. In 2013, I started paying attention to them more, and specifically, the resistance felt from the recipients of this advice. What was it that made some people quick to act on these words and others hesitant about it?

There was one theme that struck me most: courage. Courage underlies these pieces of advice. It’s taking action on something even when facing the fear of it.

Take the student whom you know is top notch on paper. You’ve seen her resume: she’s academically stellar with noteworthy experiences in and out of the classroom. But, she’s not one to generate a conversation. Simply advising her to introduce herself to an employer at a career fair might not work. She might need not only the “how to” of proper introductions, but also some time spent building the courage to do it.

Or, how about the student who is interested in journalism? One great piece of advice for him might be to start a blog. Not only would this give him a venue to practice his work, it would also give him the opportunity to invite others to read it. Perhaps it could turn into a portfolio of writing samples for future job applications. Beyond the instructions for setting up a blog and tips on effective posts, it may take some courage building to help him get comfortable with the idea of putting his work out there.

When I’m talking with someone who’s hesitant about following these pieces of advice, I ask them to identify the cause of their nervousness. Once a fear is named, we can create a plan to address it together. Maybe it’s writing a few “blog posts” and e-mailing them only to close family and friends to get experience hearing feedback. It could be setting the goal of initiating one in person introduction per week, even among peers on campus, until things feel comfortable. Experiencing a few small wins can build the momentum to something bigger.

NACE blog readers, what are your thoughts on courage in career conversations?

Everything You Need to Know About NACE’s Advocacy Mashup

kevin grubbNACE Ambassador Kevin Grubb
Assistant Director at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”.

To say it was interesting would be an understatement. At Friday’s Advocacy Mashup in Washington, DC, NACE and its Advocacy Committee unveiled new standards for first destination surveys, brought in experts on the subject of immigration and internships, and gathered more than 100 career services professionals for discussion on these hottest issues in the field right now. It was a three-pronged, head-spin inducing power meeting that had the room impassioned, empowered and entertained all at once. I was on site, tweeting everything I could to share the action with you. You can check out the full discussion on Twitter with #NACEAdvocacy, and you can also see NACE’s stories from each session on their Storify account.

Here’s my summary from each of the sessions.

First Destination Surveys

We kicked off the day with the unveiling of NACE’s First-Destination Survey Standards and Protocols, led by Manny Contomanolis, Associate Vice President and Director at RIT. The session included lots of time for Q&A and debate, the spirit of which was summed up nicely in this tweet by Kathy Sims from UCLA:

Key themes and noteworthy parts of the standards:

  • New terms: “knowledge rate” (instead of “response rate”) and “career outcome rate” (instead of “placement rate”). You can see more about “knowledge rate” in one of my previous blog posts from the 2013 NACE conference
  • The Standards and Protocols contains a sample survey (emphasis on “sample” cannot be stated enough), and there’s flexibility for institutions to include supplemental questions as deemed fit
  • The recommended minimum knowledge rate for surveys is 65 percent of the graduating class
  • “Full-time employment” would be defined as working 30 hours per week or more (in alignment with provisions in the Affordable Care Act)
  • NACE hopes to see early adopters use these standards with the Class of 2014, followed by wide-spread adoption for surveys of the Class of 2015
  • The target date for gathering survey data would be December 31 of each year, and NACE will request summary data from all institutions to track and share trends in hiring and higher education (participation voluntary)
  • The Standards and Protocols will continue to evolve and feedback is welcome from NACE members

International Students and Immigration Reform

Our two guest speakers for this session were Amy Scott, Associate Vice President for Federal Relations at the Association of American Universities and Heather Stewart, Counsel and Director of Immigration Policy, Public Policy Department at NAFSA: Association of International Educators. Both were subject matter experts on our current immigration policies and the activity & debate happening now in the federal government on immigration reform.

What will happen next with immigration reform, its impact on international students and how that will affect work in career services is not yet clear. There are debates right now on immigration status that focus on the level of degree earned (for instance: should the focus be on those with a Bachelor’s degree or higher?) and on area of study (the STEM fields are in primary focus now). More debate is on the possible revision of OPT hours, green cards and visa status. A major recommendation from all of this: career services professionals should work with government relations officials on campus to communicate how these issues impact students and their employment.

If I could give a “quote of the day” award, it would no doubt go to Heather Stewart. On the issue of the big focus on STEM students, she said, “You need STEM, but you need the flower, too” (referring to all of the other courses of study that lead to many necessary careers). You’ll see that line tweeted plenty of times!

Unpaid Internships

Our final session on an issue almost too hot too touch, unpaid internships, was led by Kathy Sims and featured Ross Eisenbrey, Vice President at the Economic Policy Institute and Steven M. Bloom, Director, Federal Relations, Government and Public Affairs at the American Council on Education. Some elements of NACE research on internships were featured, the Department of Labor’s test for unpaid internships was discussed and the audience was on fire with questions concerning what’s legal, ethical and fair.

Christine Cruzvergara of George Mason University tweeted out a highlight of this session – a quick look at what our speakers told us:

The one thought that stuck with me from this conversation was this: when it comes to internships and fairness, one thing we definitely have to discuss is pay. The other is the experience. What is the intern learning and doing? What is the employer teaching and gaining? It might be too early to tell where the conversation on pay, experience and internships is headed, but it’s clear this is something that NACE members from both sides of the recruiting table will be talking about and watching closely.

So, with a brain full of thoughts, a Twitter feed lit up with questions, and a few new connections made, I say thank you to the NACE team, the Advocacy Committee, and the special guest speakers who helped make the Advocacy Mashup possible. I look forward to hearing from you, NACE blog readers, about what you think on this trifecta of critical college-to-career issues.

Career Coaching Notes: Social Networks Beyond Networking

Rayna AndersonRayna A. Anderson, Career Advisor at Elon University
Twitter: @Rayna_Anderson
LinkedIn: www.LinkedIn.com/in/RaynaA
Blog: RaynaAnderson.wordpress.com

We are currently living in the instant information age: a time when we can learn anything with the simple click of a button. But with this more accessible knowledge comes the increased expectation for everyone to actively participate in information sharing. Social media users have become reporters, commentators, and critics of the most recent advances, so it’s no wonder why more and more people are taking to their social network accounts to learn the latest news. 

Not only has technology changed with way we communicate but it has changed the future of the U.S. workforce.  So much so, that it has been estimated as many as 65 percent of grade schoolers will go on to have jobs that do not yet exist. So what better way for college students to stay abreast of industry changes than by engaging in online career conversation! How many photographers would have been better prepared had they known that cell phones would someday include quality cameras? How about social media’s impact on news stations, magazines, and even the hospitality industry?

Beyond the celebrity stalking, hometown gossip, or superficial brown-nosing, social media can greatly impact a student’s chance to kick-start their career. These outlets provide, not only access to professional contacts, but also great opportunities to establish oneself as a knowledgeable and invested professional. Additionally, companies have come to value visionaries that can help keep their businesses afloat in changing tides. Participating in Twitter chats, sharing articles via Facebook, contributing to LinkedIn group discussions, and even blogging can be great ways for students to collect and contribute to useful information.

How often do you encourage students to use social media for career/industry education?

Of Rousseau and Resumes: Helping Humanities Students Gain the Home Court Advantage

Janet R. LongJanet R. Long
Principal, Integrity Search Inc.
Blog: http://inyourownvoice.wordpress.com/
LinkedIn: http://www.linkedin.com/in/janetrlong/
Twitter: @IntegritySearch

Collaborating with and supporting humanities students may represent some of the most challenging—and rewarding—opportunities for career advisers.  Outside of applying directly to graduate programs, these students can face challenges because their paths to internships and permanent employment are often not as well defined as those for more career-specific majors.

Yet, as a longtime recruiter (and full disclosure: former English major) who has successfully placed hundreds of one-time English, philosophy, and psychology majors, I propose that the greater challenge may be an initially uncomfortable fit with traditional job-search methods. The philosophy major who has thought far more deeply about Rousseau’s writings than resume writing may not instinctively pivot to a dialogue about “branding” or self-expression through scannable keywords.  For career advisers, the real gold lies not in portraying these tactics as a necessary evil but in helping students discover how their natural strengths and inclinations can best serve them in the search process.

For starters, amid the ongoing debate about the marketability of a liberal arts education, employers say they want the critical thinking skills that are, in fact, the cornerstone of a foundation in the humanities.  In the well-publicized 2013 survey conducted for the Association of American Colleges and Universities more than 90 percent of employers agreed that “a candidate’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.”

The real question is how to guide our students in applying the well-developed critical thinking muscle to navigating the job marketplace.  Without suggesting a one-size-fits-all approach, here are some places to jump in:

1. Start at the Beginning—Before talking about a student’s resume or a specific job posting, probe for the thought process behind the original selection of a major or course of study—and how that thinking has evolved.  Recruiters like this question too, even for more experienced candidates, because it helps to construct a useful narrative. The reasons are less important than the student’s/candidate’s ability to demonstrate such qualities as self-reflection and an interest in both acquiring and applying knowledge.

2. Open the Floodgates—As West Chester University Assistant Director of Career Development Amanda Mitchell astutely shares, “the key is to help these students understand the capacity of the degree they are pursuing.  Liberal arts students in very specific courses of study may underestimate the breadth of their career options.  For example, while a psychology major could pursue an advanced degree to become a counselor, he or she could also immediately apply an undergraduate degree in a variety of fields, including marketing or business.” As a recruiter, I can validate this perspective:  some of the most impressive candidates I have interviewed for early-career roles in marketing and management consulting have roots in the humanities and social sciences.

By just changing the lens through which they view their major from restrictive to expansive, our students may experience the kinds of “aha moments” that blow their job explorations wide open. You might recommend Smart Moves for Liberal Arts Grads by Sheila Curran and Suzanne Greenwald for a highly accessible, case-study based approach. The format will also expose your students to the kind of storytelling that will serve them well in job and internship interviews—did you know that Chief Storyteller is an actual corporate job title?!

3. Become a Translator—Help your student demystify jargon-y sounding job-search terms like “branding” and “value proposition.” Draw parallels between these phrases and verbal constructs that are more familiar to liberal arts students.  For example, finding central themes in a work of literature really isn’t all that different from identifying common threads in your student’s academic and co-curricular experience to date.

4. Compare and Contrast—While other students might find the following suggestion the ultimate in geekdom, no one aces the classic compare and contrast exercise like the humanities major.  Leveraging strengths in research, analysis, and written expression, consider encouraging your student to draft a very informal essayor even a steam-of-consciousness-like journal (the actual format is less important than the exercise)examining prospective career options.  For example, a political science major might compare and contrast opportunities in government service versus nonprofit associations and foundations.  You can guide your students to core resources such as  “What Can I Do This Major?” as a starting point, and encourage them to deepen their explorations through online publications, associations and informational conversations with alumni.

Added bonus: Should this process lead to a targeted career direction, your student will already have lots of meaty data to draw on during actual job or internship interviews. Recruiters love to probe for such qualities as sincere motivation and resourcefulness.  What better way for a student to demonstrate these attributes than by walking a recruiter or prospective employer through a thoughtful research process and key learnings about a field or specific organization?

5. Highlight Communication Skills—I may have saved the best for last.  While many humanities students take their strengths in oral and written expression for granted, employers are bemoaning the lack of these skills in the workplace.  As a recruiter, this is probably the number one complaint I hear from employers about recent graduates.

From cover letters to resumes to LinkedIn profiles and electronic portfolios, humanities students have a clear home court advantage. You can help them to recognize this and encourage them to differentiate themselves through the sheer power of the written word. In a future post, I will explore some concrete ways to help them maximize this advantage.

And here’s some really encouraging late-breaking news to share with your students—the Association of American Colleges and Universities just published a survey showing that the long-term return on investment for liberal arts majors, reflected in annual earnings, actually exceeds that for some “pre-professional’” majors.

There is so much more to say about this topic. NACE members, what practices have worked best for the humanities students you advise and support?  Your responses need not be in essay form.

The Assessment Diaries: The Mystery of the Resume Writing Assessment (Part 1)

Desalina Allen

Desalina Allen, Senior Assistant Director at NYU Wasserman Center for Career Development
Twitter: @DesalinaAllen
LinkedIn: www.linkedin.com/in/desalina

In career services, most of us are used to facilitating workshops that teach our students or alumni skills.  The topic could be leadership, networking, career research, or social media and the job search.  Oftentimes, after these events we send out surveys to determine just how much students learned.  We ask if students feel more comfortable with the topic and understand some of the key take-a-ways. We may even throw in a satisfaction question or two.

Today,  I want you to imagine that you’re getting ready to facilitate one of those workshops and the topic is: Resume writing!  Don’t get too excited….

You know how when you start a presentation, especially one you’ve done often, you pretty immediately get a sense of how the audience will respond?  Sometimes you walk in and students are just waiting for you with that expression on their face that tells you even if Eddie Murphy were giving this presentation they might sleep through the entire thing?

Well, on this day you experience the exact opposite. Students are eager, smiling, even awake. They raise their hand when you ask for input and they actually laugh at your pathetic resume jokes (that you’ve managed to add just to keep yourself interested). You talk about clarity of format, keeping it to a page, customizing it for each position and you look around only to see heads nodding vigorously.

After the presentation you review the post event surveys. Students are giving you high marks across the board: they now understand resume basics, they feel they can apply these concepts to their own resumes, they even write comments about how great of a presenter you are.

That night, you check your e-mail and you have a very sweet request from one of the participants:  She notes that she learned a lot from the presentation but wants to come in tomorrow for a quick resume review just make sure everything is OK before she applies to a position. You reply “Sure!” thinking to yourself, “this should take only 15 minutes.”

Fast forward to tomorrow.  The student is seated in front of you.  As she reaches into her backpack to pull out her resume, your view switches to slow motion.  Suddenly, you catch a glimmer of light bouncing off of the object she’s taking out….

…..wait

…what the

….is that

….is that a staple??  

So, obviously this is a HUGE exaggeration (cue sarcastic snickers), but what went wrong here? Didn’t you talk about page length? Weren’t you clear about editing out non-relevant content? Surely you touched on including pictures. How could it be that after all of your hard work and intuition the student just didn’t get the point?  What about all of your positive survey results? Could they have misled you?

Stay tuned for part 2 of The Mystery of the Resume Writing Assessment where I’ll discuss the post-event assessment.  In the meantime…any guesses, comments, or thoughts on why this approach doesn’t always work? Leave them in the comments section below!

The Best Tip for Last Minute Interview Prep? Power Pose!

kevin grubbNACE Ambassador Kevin Grubb
Assistant Director at Villanova University’s Career Center.
Twitter: @kevincgrubb
LinkedIn: http://www.linkedin.com/in/kevingrubb
Blog: “social @ edu”.

A student e-mails you the day of a big interview. She’s practiced and looked through her notes, studying like she should for a conversation like this. What should she focus on in the last few minutes before she goes into the room? One last look at the company website for any critical updates? A final check over her resume to make sure she has talking points for her experiences?

Maybe the answer is something else entirely. To boost her self esteem, she should spend about two minutes standing in power poses right before she goes into the room. Why? Because it will make her more confident in the interview and a more desirable candidate. That’s what one Harvard professor, Amy Cuddy, discovered in her research on body language.

In the past, scientific studies have proven that when you smile, it triggers changes in your brain and body that can actually make you happier, which then makes you smile. So, maybe Buddy the Elf really was on to something (“I like smiling. Smiling’s my favorite.” – This gets me every time.). Cuddy wanted to know if the same could be said for body language. Body language changes the way others think of us, but can it also change our thoughts on ourselves?

The answer is yes. Cuddy’s research found that standing in confident, positive poses changes the chemistry in your brain, boosting hormone levels related to confidence and decreasing hormone levels related to stress. Taking it a step further, research subjects in one of Cuddy’s studies who were instructed to sit or stand in power poses, making their bodies big and wide, for two minutes prior to an interview performed significantly better in that interview than those who did the opposite. Those who did take the power poses were rated by observers as someone who would be a great hire.

Don’t just take my word for it, check out Cuddy’s TED talk. If you want to skip right to the interview study, start the video at about 10:00. The whole clip is fascinating.

So, NACE blog readers, who’s up for a round or two of power posing at the 2014 NACE conference? I’m starting my practice now.