With Passion Comes Progress!

by Kathleen Powell

It’s true, I have a passion for numbers, data, member engagement, return on investment, and adding value. As you know, the First-Destination Survey outcomes are currently being collected for the Class of 2016. Why does it matter or should it matter?  Your data makes a difference!  I’ve heard colleagues tell me they can’t submit their data because they don’t have a 65 percent knowledge rate or they won’t have their completed report done. News flash!  NACE wants you to share your data no matter what your knowledge rate may be. And, the deadline to submit your data is now April 30, 2017. Equally important, and exciting, it has never been so easy to do so.  A reporting form has been completed in an Excel template for you to populate your data in aggregate. One and done, almost!

Sharing your first-destination outcomes data makes a difference. It matters to our profession, our deans, our presidents, and our accrediting bodies. Our collective data allows us, as a profession, to track trends and inform our constituents on the value of higher education; and similarly our work. If we have data to support value, we have a place in the public policy debate around higher education; its value, its purpose and its future.

As an adopter to the request for data, you, as a NACE member, are helping to shape national benchmarks. We are better collectively, around data sharing, then we can be individually. Providing your first-destination survey outcomes will allow you to benchmark around majors, salaries, and bonuses, to name a few for your institution.

Think of the many times you’ve been asked for your first-destination outcomes report.  In those requests, how many times have you been asked how it compares nationally, regionally? If we all subscribe to the reporting of our outcomes to our professional association, we all benefit. I can’t think of a better way to support our profession, the work of our association, than to submit your data. Please join me in being an adopter of the first destination outcomes reporting and protocols. You can make a difference, you could be the difference! With passion, does come progress and a report that publically messages out the story of our collective success!

Deadline for reporting your first-destination outcomes is April 30, 2017. Pick up the free reporting form on NACEWeb.

Kathleen Powell

Kathleen Powell, Assistant Vice President, Student Affairs, Executive Director of Career Development, Cohen Career Center, William & Mary
President, National Association of Colleges and Employers
Twitter: @powellka
LinkedIn: www.linkedin.com/in/kathleenipowell/

Offer Deadlines for Students

Kayla Villwock_Kayla Villwock, Manager of University Outreach and Recruitment at SAS
Twitter: @KaylaRenee8
LinkedIn: https://www.linkedin.com/in/kaylavillwock

 

Striking a Balance Between Deadlines and Decision Making With Grad Offers

In a previous blog post, I shared my perspective on the potential implications surrounding a student’s decision to decline an offer after accepting. This blog gained a lot of attention from both the career services and employer audience, and even resulted in The Wallstreet Journal reporting on the topic. It became clear that it wasn’t only the implications of offer reneges that was a hot topic of discussion, but there was a great deal of commentary around one of the root causes of this trend—offer deadlines.

So what is the proper amount of time an employer should allow students to thoroughly assess an offer? I’m certainly not going to claim that I have all of the answers here, but I would like to give my perspective on toeing the line between reasonable and unreasonable when it comes to offer deadlines. Also, I would like to touch on some trends I have seen specifically regarding the decision-making process students go through when selecting their first career post-graduation. Lastly, I will provide some advice for employers, students, and career services in relation to offer deadlines and the offer decision-making process.

The Highly Sought After Talent—Earlier Recruitment and Multiple Offers

The organization I represent targets two of the most sought after skillsets in the student market today: analytics and computer science talent. With a growing need for these skills, students in these fields have many choices when it comes to potential employment opportunities thus resulting in multiple offers…. especially for the top talent.

It is a race to access this top talent as early as possible. Most employers that are seeking May grads are recruiting in the fall for their openings. Employers are also using internship programs as pipelining opportunities to lock in the top talent before they begin their final year of school. I have even recently heard of employers actively interviewing graduates over a year before they even graduate! Not all employers have nailed down the proper work force planning that is needed in order to understand hiring needs this far in advance, especially those new to university recruiting. This said, they may be jumping in to recruit students in late fall or early spring. You can see the recipe for issues: offers are going out earlier, and students are being asked to make decisions before all companies have put their stake in the game.

So what timeframe is considered reasonable for offer deadlines so students can feel comfortable accepting an offer without regrets?

Here’s my take on it: when employers are making offers for May graduates in early in the fall, say August—October, giving students until at least Thanksgiving before they are required to make a decision is reasonable. Universities typically host fall recruiting events in September, so students should be well-educated on employer opportunities by that time. I envision a student sitting around the Thanksgiving dinner table with their family talking about their offers and coming back from the holiday with a decision.

When it gets later in the recruitment season, say December/January, I think it is appropriate to give shorter deadline windows, but in my opinion, no less than two weeks.

Here’s the challenge: most employers cannot wait for an indefinite period of time to hear back from students regarding their offer decision, and the longer the student has to decide, the likelihood of finding another great fit will be lessened. The key here is transparency. Regardless of the deadline selected, it is important that recruiters explain to the student the reason for the deadline. I have phrased it this way with students before:

“The offer you have received is filling a spot at our company. The later the deadline we give, the harder it will be for us to find another rock star like you who is still available to fill the position. You may have a classmate or friend that is very interested in this opportunity and if we give you too much time, they may not have access to the opportunity if you choose to decline (which we hope you do not do).”

This helps the student better understand the reason for the deadline instead of thinking that the pressure is being put on them for no reason. It also helps them understand the bigger picture regarding the opportunity cost of them sitting on an offer.

 “Exploring All Options” vs. Strategic Career Goal-Setting

Many times I find that students want to “explore all of their options” before they commit to an offer. The more options the better, right? Or is that true? I personally get overwhelmed when I have too many options to choose from.. so why is exploring all options such a common direction for students seeking full-time employment? Is it so multiple offers can be put up against one another in order to negotiate a higher base salary? Student loans are crippling these days (I speak from experience!) so I can understand why this would be a factor.

Then I think about the heightened attention around the cost of higher education and how this may play a part in influencing students to shop around. The Higher Education Opportunities Act requires universities to conduct first-destination surveys, which provides data regarding the career outcomes of students at a particular university. What college does not want to report that they have the highest starting salary in the nation? And that their students, on average, receive 10 offers? I am not insinuating that this is definitely happening, but this would motivate the universities to advise students to shop around. But is this the right thing for the student?

I would much rather that students be guided to spend time prior to the job search figuring out what is most important to them in the career they are seeking. Is it the company? Is it the role? Is it location, compensation, the culture of the company? If students are well-educated on what they are looking for and then seek out the roles that meet these criteria, then they will have a basis for accepting the right opportunity once it is offered, or declining an offer to continue to seek out the role of their dreams.

It seems that much of the time students are asking for offer deadline extensions because they want to continue to “explore all of their options.” I would rather that the student proactively know their career goals and seek them out rather than explore all of their opportunities and then make a selection.

Career Services Policies—Providing a Baseline for Offer Deadlines

Several universities have begun enacting policies around offers that I find to be very beneficial in regulating the pressures that students are feeling from overly-aggressive deadlines. I have noticed a trend where universities are implementing an “earliest deadline date,” so an employer cannot require a student to accept an offer prior to the November timeframe. I have also worked with a few career service centers not allowing students to hold more than a certain amount of offers at the same time. I think these are great policies to put in place that help level set expectations around timing of offers between employers and students.

In summary, here are some thoughts on how we can support students in being able to make the most thorough and appropriate career choice for them:

Employers:

  • Give deadlines that are reasonable to allow the student the opportunity to fully review the offer and understand if it is right for them.
  • Be transparent regarding the business justification behind the deadline date.

Career Services Professionals:

  • Educate employers on the importance of reasonable deadlines so students do not feel pressured to make a decision.
  • Help students narrow their focus and target employers and roles that align with their career goals so the decision-making process can be clearer.
  • Consider implementing policies such as an “earliest deadline date” to ensure that employers allow ample time for decisions, and so employers have a benchmark on when they need a stake in the game in order to access the talent.

Students:

  • Spend time prior to the job search to understand what is important to you. There are many aspects of a career. You should know your top three career priorities, and do your best to accept interviews only with the companies that meet your career goals.
  • Be transparent with recruiters about your career goals and any reservations you have about accepting the offer. This way, they can set an appropriate and fair deadline that allows you to feel comfortable with making this very big decision in your life.

Below is a sample list of job factors to rank in order to help you evaluate offers:

Compensation
Benefits
Location
Type of work
Manager
Work/Life balance
Culture/Values of the company
Industry
Travel as part of the job
Opportunity for advancement
Global opportunities
Job stability

A student-directed version of this blog is available to NACE members for their websites.

The Insider’s Look at First Destination Surveys

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

 

 

Katrina Zaremba

Katrina Zaremba, Communications Coordinator, University Career Center, University of Kansas
Twitter: @KatrinaZaremba
LinkedIn: http://www.linkedin.com/in/katrinazaremba

 

Katrina (Zaremba) and I (Vanessa Newton) recently sat down and live-blogged our conversation about all things First-Destination Survey related. If you missed any of the other installments on this series, here’s where you can catch up:

Part 1: Introduction
Part 2 – Branding Is Key
Part 3 -LinkedIn Limitations

Why is the first-destination survey important? 

Vanessa: It’s an important tool for students and parents to use when planning their academic journey. They can see how other graduates were able to leverage their experiences at the University of Kansas (KU) and be successful. Seeing how peers can be successful can be a really powerful tool. You are able to show people the results rather than just telling them.

Katrina: We are increasingly receiving more questions about students’ post-graduation plans from administration, prospective students, parents, and faculty. Having this data is helpful when communicating with outside constituents. From a marketing perspective, having this information gives us the ability to communicate key data points and illustrate the value of our institution to stakeholders.

What did you learn this year? 

Vanessa: The power of asking questions, whether for getting data or learning new things, asking questions was the biggest thing I learned this year.

Katrina: We are constantly learning new ways we can collect and share data. I’ve learned that it is important to remain open-minded to new ideas.

What is one key takeaway you’d share with others?

Vanessa: There are no bad ideas. We are constantly evolving and trying out new processes to get a higher response rate. Others have different processes that they have been sharing with us, so we are getting an idea of how other people are doing it. Spoiler alert:  It takes more than just an e-mail [to the graduate].

Katrina: Branding is key.

What is a goal you have regarding first-destination surveys?

Overall, our goal is to increase our knowledge rate. We also want to maintain the openness to ideas and make sure that we are keeping the conversation going with first-destination surveys. The process never really stops.

Vanessa: Organization is important: making more comprehensive timelines to aid in planning.

Katrina: To capitalize on campus partnerships. Many offices/departments on our campus have an interest in the data as well, and by working together, we can help each other achieve our goals. One way I’d like to do this is via social media, by asking campus partners to share our content and encourage their graduates to participate in the survey.

What’s your advice to someone new to collecting destination survey information?

Vanessa: Keep it simple. You don’t need fancy software. You don’t need flashy surveys. Those are great to have, but bare bones, you just need the data. You can do a lot with frequencies and percentages that are easy to calculate in Excel. Those types of numbers are easily interpreted and understood by everyone.

Katrina: Teamwork. Collecting, analyzing, and sharing this data is (and should be) a group effort. You have to rely on other people’s strengths to contribute to the whole.

LinkedIn Limitations

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

I cannot tell you how many times I hear people chirping on about how great LinkedIn is and how useful it is to “up that knowledge rate” on your first-destination survey. And while I agree with that, I think it’s time we acknowledge some of the limitations of relying on LinkedIn for information. Blame it on my scientific research background, but I think discussing and acknowledging limitations is a good thing.

A lot of companies are selling their services to look up your graduates on LinkedIn. For just 50 cents per student or $5 per student, they do all the work and find information for you. That sounds great (sans all the money you could be spending if you have a large graduating class), until you think about it. Yes, these companies can find that information for you, but what if 60 percent of your graduating class doesn’t have a LinkedIn profile? What if everyone in the graduating class has a LinkedIn profile, but half of them made their profiles because they were required by a class two years ago—and they haven’t updated their information since? The data that you paid for could say (wrongly) this person is currently a Student IT Help Desk Worker!

And what about other data on the LinkedIn profile…how do you know that it is correct? How can you reasonably assume that the graduate is still a bartender? I have graduates who fill out the destination survey and indicate in the comments that the job that they are currently working is just to pay the bills and they are actively seeking a more professional position.

And then you get into the really fuzzy section—nontraditional graduates who appear to be working in the same position they held before they started working on their degree. Did they get the degree to move higher up in the company or did they just want to get the degree?

Then there are the graduates (I find this often with arts majors) who are working on building their businesses, but are also working multiple jobs to pay bills and make ends meet. How do you classify that information? Because I think the fashion designer who is working as a receptionist and a hostess might indicate on a destination survey that they are employed full time—and not mention the other two jobs.

LinkedIn is a hub for information, but it isn’t the end-all be-all source of information. Yes, we can educate students on how to use LinkedIn, and encourage them to use it, but when it comes to pulling destination survey data from LinkedIn, it should be used with caution and in conjunction with other methods of finding information.

Data Collection Toward a 100 Percent Knowledge Rate

You’ll find this blog by Bless Vaidian—and more from the NACE Blog Team—at http://community.naceweb.org/blogs/bless-vaidian/2017/10/09/data-collection-toward-a-100-percent-knowledge-rate

Branding Is Key: An Insider’s Look at First-Destination Surveys

Katrina Zaremba

Katrina Zaremba, Communications Coordinator, University Career Center, University of Kansas
Twitter: @KatrinaZaremba
LinkedIn: www.linkedin.com/in/katrinazaremba
(Part 2 of 4 on early adoption of the NACE First-Destination Survey Standards.)

With the new NACE First-Destination Survey Standards and Protocols being released this year, I knew that a marketing campaign was in order for our survey. I wanted an image we could use to create a brand around our first-destination survey so people would associate it with the survey itself.

When it comes to branding, consistency is key.

The result was a single, vector-based image with a fun saying that we hoped would relate to students, “What in the world are you doing after graduation?” We used university-approved colors in a vibrant way that would hopefully catch the attention of the graduating senior class. We mixed bold and hand-drawn typefaces to add dimension as well.

What in the world are you doing after graduation? Let us know with this short survey!The campaign launched mid-May, and we used our website, social media platforms, and faculty as main modes of advertising our survey to graduating seniors. (Click on the image to enlarge.)

Our website has a great space for a rotating banner image at the top of our home page. This space is sure to grab the attention of anyone who visits our site. This image has had thousands of impressions and clicks leading directly to the survey.

For social media, Twitter and Facebook were the platforms we used for promotion. We were strategic in choosing certain hashtags that were relevant to our target audience (i.e., #KUGrads, #KUAlumni). We also tagged appropriate accounts to spread the word and inspire engagement such as shares and retweets (i.e., @KUCollege, @KUAlumni, @KUGrads).

Overall, we had over 5,000 impressions with an engagement rate of 2 percent for our social media outreach alone.

Insider Tip: You can pin posts to the top of your Twitter profile to make sure those who are visiting your Twitter profile see your most important message first.This will hopefully help with the number of impressions your tweet receives.

Pin this banner to your profile page.Our associate director met with faculty members in the College of Liberal Arts and Science to let them know we were conducting the first-destination survey, and also to ask them to promote it to their students. In return, we created individualized reports for each major in the college and shared those results with the departments. We will talk more about reports in part 3 of this series. (Click on the image to enlarge.)

I am constantly learning from this experience, so naturally there are some things we would like to do differently next year. Each spring, The University of Kansas has a Graduate Fair where students can purchase regalia, personalized graduation announcements, cap and gown portraits, and class rings. And each year, the University Career Center has a booth at this fair. Next spring we will capitalize on this and bring iPads for students to fill out the survey on the spot, and handouts with our branded image so they can access the survey later if they are short on time at that event.

We would also like to meet with faculty earlier in the semester, perhaps in March, to help us get the word out to students before graduation rolls around.

I’d love to hear how you are marketing your destination survey to students as well. Feel free to share your comments below!

Stay tuned in the coming months for the third installment of the first-destination standards and protocols series. My colleague, Vanessa Newton, and I have more to share!

(On Thursday, Bless Vaidian, director of Career Counseling for Pace Career Services – Westchester, will offer more tips on first-destination surveys.)

How Do You Help Students Avoid the Quarter-Life Crisis?

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Pamela Weinberg
Website: www.pamelaweinberg.com
LinkedIn: www.linkedin.com/in/pamelaweinberg/
Twitter: @pamelaweinberg
Blogs from Pamela Weinberg.

I have had the pleasure and disappointment of meeting with a slew of young professionals in my career coaching practice of late. It is a pleasure, because I enjoy connecting with these bright, interesting and thoughtful Millennials. It is disappointing, however, that so many of them are unhappy with their post-college career choices. A few years out of college, they are experiencing some of the symptoms of a so-called “quarter-life crisis.” There has been much written about the quarter-life crisis affecting recent the college graduate starting out a career and living on his or her own for the first time. These young adults may be faced with their first crisis of confidence and feel adrift. Many feel dissatisfied with their job choices and/or chosen career path and don’t know where to turn for help.

How we can help prevent young alumni from falling into a quarter-life crisis? One way to mitigate these issues for the next slew of college grads is for colleges and universities to take a more active role in preparing students for the workplace. Those students majoring in one of STEM fields or who are pre-med most likely have a more direct and focused career path than an English major with a degree that opens him or her up to dozens of potential job or career possibilities. But just what are those possibilities and how is a student to know about them? Without exposure to a myriad of careers and a sense of which skills/aptitudes are needed to succeed at which jobs, it is a challenge for students to find their perfect fit post-graduation. Ben Carpenter’s recent op-ed in The New York Times has received a lot of attention as he brings this issue to the fore and calls on colleges and universities to offer courses in “career training” which would begin freshman year and end senior year.

Others seem to agree. In a new book entitled Aspiring Adults Adrift sociologists Richard Arum and Josipa Roksa speak about colleges and universities “focusing too much on students’ social lives at the expense of strong academic and career road map.” The authors go on to recommend programs that “facilitate school-to-work transitions, in terms of internships, apprenticeships and job-placement programs.”

Career services offices at colleges and universities have always been the student nexus for career- and job-search advice—but as we know, not all students take advantage of the resources there. In championing the idea of four years of career training for college students, Ben Carpenter cites Connecticut College which offers a career training program that has proven quite successful. According to Carpenter, one year after graduation, 96 percent of Connecticut College alumni are employed or in graduate school. That is in stark contrast to the numbers from a recent job poll conducted by AfterCollege, the online entry-level job site. According to the poll, 83 percent of college seniors graduated this year without a job.

The letters to the editor of The New York Times, which followed the Carpenter piece, were squarely split. Most educators were against schools offering career training programs, while most parents were for it. It seems however, that there is more that can be done to prevent recent alums from floundering a few years post-graduation. However, whether these are offerings from career services or through other academic departments is a topic up for debate.

I would love to hear your comments, thoughts, and suggestions on the topic!