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.

 

The Dreaded LinkedIn Summary…Some Tips for Students

Ross WadeRoss Wade, assistant director, Duke University Career Center
Personal blog: http://mrrosswade.wordpress.com/
LinkedIn URL: https://www.linkedin.com/in/rosswade
Twitter: @rrwade
Blogs from Ross Wade.

Students understand more and more the power of LinkedIn, and the importance of not only being on LinkedIn, but also actually using it to successfully market themselves and connect with professionals. I feel like I’ve worked with a gazillion students on how to create an effective LinkedIn profile, and the one section that causes my students the most problems is that dang summary section! In advising sessions the following questions always come up: “Do I use first or third person?” “How long should it be?” “Should I discuss my passion for baking?” “Should I list skills…isn’t that redundant since there is that ‘Skills & Endorsements’ section already in my profile?” “Do I really even need a summary?”

Yes! Students should totally take advantage of the summary section!

Earlier this year I was talking to an employer representing an international management consulting firm, and I asked him on what criteria he selected students for on-campus interviews. He said something like, “Well…most of the resumes looked exactly the same—the same GPA’s, classes and projects, extracurricular activities, and degrees. So, I looked for athletes.”

Really? That was the deciding factor? It kind of blew my mind, as a non-athlete (I’ve always been a “husky” fella…and I was always kind of artsy) I knew, if I had been in the resume pool as an undergrad, I would have been out of the race. What I took from that conversation is that students need to leverage their “real life” and interests in the job search as well, and include them in their self-marketing documents and strategies (like their LinkedIn summary).

So, I’ve been trying to come up with a formula to help students construct their LinkedIn summaries (I work with a lot of engineers…and they LOVE formulas). My formula is basically strengths/skills + interests + tie-in to industry = a good LinkedIn summary. This technique allows students to show they have the skills required for an industry in a personalized way, making them unique from other candidates (like how the athletes were stand-outs for that management consulting employer). I also ask students to only write one sentence per topic (e.g., interests), to keep their summary concise.

I’ll use myself as an example. Currently I work with STEM students, but don’t have an ounce of STEM professional experience. My background is in documentary, TV, digital media, strategic communications…and counseling. How would this background inspire confidence in my STEM students? How could I leverage my past experience and skills to suit the career needs of STEM students? Let’s break it down with my formula, shall we?

Strengths/skills (hard and soft skills/strengths) – marketing, advertising, media, social media, telling stories, design, presenting, breaking down difficult information into digestible and understandable bits, advising/counseling, student development, motivating, inspiring, humor, strategic, empathic, activator. (Are you recognizing some of these StrengthsFinder terms? I love this assessment!)

Interests – design, music, photography, the history of my hometown (Durham, NC), Sci-Fi (Yes, I’m a nerd.), acting, documentary and hearing the stories of others, social justice, equality, anything vintage, learning/education, learning about other cultures.

Tie-in to industry (STEM students) – Storytelling is the underlying theme…teaching students to successfully tell their professional stories to employers. Education and social justice is another theme…especially in my work with international students and helping them find work in the United States.

Summary (with “Specialties”) – Storytelling is the heart of my career development and employer relations philosophy. Using my background in strategic communications and documentary, along with my experience in career services, I share the professional stories of my students with employers to create and grow meaningful relationships. I teach my students how to understand and share their stories with employers successfully to find careers they care about. I work with students from all over the world to help them better understand who they are, how they want to change the world, and how to create a strategy to make it happen. 

Specialties: Social media and job-search strategies, professional relationship development and maintenance, resume and cover letter writing, networking, job interview preparation, professional development, assessment application and review (StrengthsQuest, Strong Interest Inventory, MBTI), workshop facilitation, and assisting international students in navigating the American job-search process

See how that works? I maximize that non-traditional media/storytelling background to help me stand out from other career counselors.

My typical answers to student questions about the LinkedIn summary:

  • First or third person? Either one is fine. Students should decide based on what professionals in their chosen field are doing. A creative writing student’s summary will more than likely be written in the first person and more conversational, whereas the summary of a finance student may be in the third person and much more professional.
  • How long should the summary be? Not too long. I suggest four to six sentences (or fewer).
  • Discuss an outside passion (e.g., baking)? Sure, if your student can somehow tie it in to their chosen industry and prove it gives them a unique point of view, lens, or ability to do their job in an innovative way.
  • List specialties in the summary? Sure. Your students’ profiles are basically word banks, and we want to make sure it is peppered with as many industry key words as possible…we want employers to find our students as they search LinkedIn for talent.

What ideas do you have for creating killer LinkedIn summaries? Share your summary and expertise with us!

For more information on using social media in the job search, see the Social Media Guides on NACEWeb.

 

Two Ideas for Helping Students Access LinkedIn

Kelli Robinson Kelli Robinson, career counselor, Central Piedmont Community College
Blog: http://blogs.cpcc.edu/careerservices
Twitter: @KelliLRobinson
LinkedIn: www.linkedin.com/in/kellilrobinson

Social media has revolutionized how people engage in the world around them. Facebook, Instagram, and Twitter allow users to connect with friends, share anecdotes and images, and receive up-to-the-minute information.

LinkedIn is the social media outlet designed to engage users in professionally-focused pursuits. When members create a substantial profile, join professional groups, start making contacts, and conduct a job search, it yields many career-related benefits. Career professionals know this.

At Central Piedmont Community College, the career services staff was having a hard time selling LinkedIn’s value to our students. Students are actively engaged on Facebook and Instagram, but spend little to no time on LinkedIn. We referenced LinkedIn in our Career Guide, distributed to hundreds of students each year. Career counselors spent numerous appointment hours demonstrating and explaining LinkedIn. But students still weren’t bothering.

LinkedIn seems to intimidate students. Creating an Instagram account and posting selfies is much more student-friendly. However, when students go to LinkedIn, they’re being asked to provide a career summary and create a professional headline. What’s a professional headline anyway? Students don’t view themselves as professionals yet. As one student asked, “doesn’t it make more sense to join LinkedIn when I actually am a professional?”

LinkedIn Learning Webinars do a fantastic job explaining how to create a LinkedIn profile and navigate the site. But if students aren’t visiting the site in the first place, they won’t know about the webinars. Additionally, students are more likely to connect with their college than an outside organization.

With this in mind, the CPCC career services team developed two avenues to introduce LinkedIn to our students:

1. Online Panopto video: A career counselor created a nine-minute Panopto video that helps students create a LinkedIn profile and explains LinkedIn’s features. Students can access the video from our website. Additionally, the video was e-mailed to CPCC faculty as a tool to use in their classrooms. When career counselors were invited to give classroom presentations, they showed highlights from the video when appropriate to the topic being presented.

2. Career Services LinkedIn Subgroup: Career services created a LinkedIn subgroup open to students, staff, faculty, alumni, and employers. The group’s purpose is to share career-related information. Much of the content consists of weekly posts from the CPCC Career Services blog, but members are welcome to post any career-related questions or information. The career services office promotes the subgroup through our office website, in classroom presentations, and in career counseling appointments.

Students who viewed the Panopto video and joined the LinkedIn subgroup found both beneficial. We continue to promote these outlets to the college community. If the trend continues, LinkedIn and social media will become a primary way students connect with employers. As I told the student who asked about waiting to join LinkedIn until he was a professional, “to become a professional, the time to start acting like one is now.”

On Thursday, NACE blogger Ross Wade will tackle “The Dreaded LinkedIn Summary” and offer tips to use with students. Find more information on how to use social media effectively with students, see the Social Media Guides on 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.

When a Student Reneges on a Job Offer – An Employer’s Perspective

kayla villwockKayla Villwock, Intern Program Manager, SAS
Twitter: @KaylaRenee8
LinkedIn: https://www.linkedin.com/in/kaylavillwock

Hello NACE members, followers, and all! This is my first post as a NACE blog contributor and I am thrilled to be a part of the team. So how did I get here? I guess you can call it “being at the right place at the right time.” While volunteering at the registration booth at the NACE 2014 Conference, I was approached by a couple of NACE employees to be interviewed on my experience at the conference. At the end of my interview, they said “Hey – that was pretty good! Would you like to write for the NACE blog?” And well… here I am!

Ever since this moment I have been noodling on my first blog post. What would make for a good topic of discussion for both employers looking to hire from the university-space as well as career services professionals? I was drawing a blank. In my former role at NetApp (now at SAS), I often interface with career services professionals and it was through one of these conversations that I was enlightened for this post.

Last week during a pre-fall recruitment season planning call, one of my career services contacts mentioned her concern over an increasing trend at her university. She has noticed that more and more students were accepting offers of employment to then decline at a later date for a more appealing opportunity. I reassured her that this is happening at many universities and explained that employers were definitely feeling the effects. Based on this conversation, she asked that I create a brief write-up on the  impact of an offer “renege” that could be shared with students at the respective university. I then thought “I bet many universities would like this kind of information to share with their students.” And voila – my first blog post idea.

So, I want to share my thoughts on how employers are affected when a student accepts a job offer and then declines at a later date. The goal of this post is twofold: 1. To provide a resource for career service professionals to help students understand the negative impact and consequences for making the choice to back out on an offer of employment and 2. To begin a dialogue from industry and career service professionals on other challenges with this issue and discuss potential resolutions. I welcome your feedback and comments and have listed some discussion questions below. I look forward to hearing from you regarding this ever-popular issue as well as other topics as I begin my journey in the blogging world.

Enjoy!

-Kayla Villwock


When a Student Reneges on a Job Offer

1. Employers are missing out on great talent.

Campus recruiting has become fiercely competitive, especially for certain technical majors. It is now the status quo for employers to have most of their full-time entry-level job offers out in the fall before students head off for Thanksgiving break. Several university career centers have even set an ‘earliest deadline date’ by which employers must abide in order to limit the pressures of early deadlines on their students. When that deadline hits, it is understood by employers that most of the highly sought-after talent from the best universities will have already accepted an offer.

Now what about the other companies who may not be as early to the punch? These companies may get on campus in the spring and come in contact with a student who has already accepted an offer. One thing leads to another and next thing you know, a student is put in a tricky situation. The rockstar student decides to decline the original offer from Large Corporation A and go with XYZ start-up (just as an example). Large Corporation A is now in a pickle. They have an opening to fill, it is late in the season, and most of the ‘top’ students have job offers. Company A will likely reach out to the runner up candidates for the opening, only to find that they have accepted other jobs. At this point, it is likely that Large Corporation A will have to ‘settle’ for a student that is not as good of a fit as the original hire. This leads to unhappy recruiters, disgruntled hiring managers, and worst of all – a loss in confidence in hiring students in the first place.

Students: Think about this. When you accept a job offer, you may be filling the ‘dream job’ of one of your high-potential classmates. Keep this in mind as you are considering accepting an offer. If the role is not in line with your career wishes and goals – be patient and do not accept in the first place. There is likely a job out there that would fulfill all of your wishes. Likewise, there is probably someone else out there who would be ecstatic to have the job that you are unsure about accepting.

2. Recruiters and hiring managers have a loss of morale.

Imagine completing a Sudoku puzzle – a highly complex puzzle with pieces that must align in order for the puzzle to all fit into place – and then having a new one appear before your eyes and having to start all over again. Recruiting to fill an opening is often times like this puzzle. There are many moving parts to ensure you hire the right person into the right position. Recruiters keep a running tab on their openings – every position filled is one step closer to the end of the quest to fill them all – which in some cases is 100+ positions. When they are nearing the end of their mission and then they have to ‘re-do’ the puzzle, it is disheartening and quite frustrating.

The recruiters aren’t the only ones who frustrated by the decline. The acceptance of an offer by a student is followed by great excitement from the hiring manager. They quickly begin anticipating the arrival of their new hire. What work can they take on? Who will be their mentor? What new skill sets will they bring to the team? When they receive a decline after having done all of this planning, it is a huge disappointment. Sometimes it even causes anger – and rightfully so. They have to have to start reviewing resumes and begin the interview process all over again. The interview process not only takes up the manager’s time, but the time of their team members on the interview team. And time is money. All of this leads to a loss in morale from both the recruiter and hiring manager for finding the next great student to fill the role that has re-opened.

3. Positions go un-filled.

Many times a renege comes at the tail-end of the recruitment season – around April and May. At this time of the academic year, very few students are still searching for jobs. Recruiters spend a great deal of time spinning their wheels to fill the opening, and often the effort does not end in finding a good fit to fill the role. In this case, the position can go un-filled. In some cases, the budget set aside for the hire will be allocated for other purposes. This can have a great impact. Final hiring numbers are lowered which can in turn effect the following year’s hiring numbers. When managers have the opportunity to hire again in the future, they choose to open the new positions at a higher level to avoid going through losing headcount again. Ultimately, positions going un-filled does not help build the business case for hiring students.

What are the potential implications to a student for declining an offer after accepting?

1. Employer black-listing

Certain employers will keep a running list of names of student reneges – a ‘do not call’ list if you will. Even if it is not documented in this way – recruiters will remember. If a student was given a job offer, they were given one for a particular reason – because they stood out amongst the crowd. During the interview process, the recruiter sees the student’s name come through emails, looks at their resume many times, and talks about the candidate often with the hiring manager. All of this repetition leads to memorization. Therefore, when the candidate’s name comes up again in the future – it is tied to a negative experience that the recruiter will not forget. Consequently, the student’s choice that they made back in college could inhibit the opportunity of working with the employer in the future.

2. Loss of career services alumni privileges

Universities value their corporate partnerships greatly and do not condone students accepting an offer and then declining at a later date. They understand the impact it has to the companies and do not want to take the risk of having the respective companies stop recruiting their students. This being said, universities are putting their foot down on the trend of student reneges and are doing so through their career services center. Certain universities are denying access to job boards and career placement services if a student reneges on an offer and they find out about it.

3. The world is smaller than you think…

In an era of social media and virtual connections, the world has become very small. Many university recruiters, especially in similar industries, rub shoulders at recruiting events and communicate on a regular basis. They speak about and gather additional information in regards to the students who decline after accepting. LinkedIn makes this especially possible. In more than one occasion, I have heard of students declining a job offer after accepting due to ‘personal reasons’ or to ‘travel abroad’, to then have the recruiter see on LinkedIn that the student has accepted a job at a highly-acclaimed employer within weeks after the decline. This creates an impression of poor morals and can burn more bridges than the initial renege itself. If a student must make the decision is to decline after accepting, it is much more acceptable if there is a truthful and understandable reason behind the decision.

In end, everyone plays a part in ensuring that this trend does not become even more apparent in the university recruiting and career services world. Students must consider the negative effects and implications of making a decision to renege on an offer. Career service professionals should be a guiding voice when counseling students through their career decisions. And lastly, employers should be considerate in the recruiting process by giving a reasonable amount of time for an offer deadline so that the student can make an educated, well-thought-out decision in the first place.

For more information on NACE’s guidelines for career service and recruiting professionals, take a look at NACE’s Principles for Professional Practice.

NACE members will find a student-directed version of this article for your website in NACEWeb’s Grab & Go.


I want to hear your thoughts.

What do you believe is the root cause for the increase in offer reneges?

Has your organization done a study to analyze the root cause of the increase in offer reneges? If so, what were the findings?

Career Service Professionals: Are you penalizing students for declining an employer’s offer after having already accepted? If so, how?

Employers: Do you have a ‘black-listing’ process? Are you seeing any other adverse impacts due to student reneges?