2. Best Practices in Placement The Wisconsin EAB Annual Conference November 9, 2006 Jay Hollowell, Facilitator jhollowell.pdr@cox.net ©pending 2006

3. The Six Institutional Effectiveness Components Student Retention Rates Student / Graduate Placement Rates Level of Graduate Satisfaction Level of Employer Satisfaction Student Learning Outcomes Financial Aid Default Rates

4. Measurements Institutions Own Goals Rates From Comparable Institutions Maintenance / Improvement

5. Five Current Trends in Career Services No longer the back end of the program Emphasis on job retention Stronger focus on reporting accountability Inclusion of workforce development More global in nature, particularly with on line education

6. Career Services Mission and Core Values Career Services and Employers Career Services and the School Career Services and the Students/Graduates Career Services Standards and Training

7. Career Services Mission and Core Values Develop a career services department mission statement and core values that define the role of placement assistance, graduate and student career counseling, and employer relationships. This serves as a framework to the links among career services, the school and the employment community

8. Career Services and the Employers See the employer as the ultimate customer Experience employers in their settings Identify employer needs Build employer relationships and involvement Work the short list

9. Career Services and the School Blend the departmental lines Present samples of the career services graduate contract and the externship performance evaluation at the admissions interview Begin the career portfolio in the first student success course Incorporate into the curriculum the four skill sets crucial to graduate success

10. The Four Crucial Skill Sets Technical Skills Critical Skills Professional Skills Job Search / Career Marketing Skills

11. Career Services and the Students/Graduates Spell out clearly in the career services contract the requirements of, and expectations for, both graduates and the school in a mutual, career marketing partnership Encourage students to join professional career-related organizations Require informational interviews throughout the program

12. Utilize the exit interview for more than documentation Teach students to use “balance” as there number one offering to employers Strategize with students and graduates current tips for surviving today’s behavioral, pressure interview

13. The Performance-Based Behavioral Interview Technical Skills and Experience Communication and Articulation Planning and Organization Problem-Solving / Rational Thinking Leadership / Teaming Reaction to Pressure Preparation Behavioral Results

14. The Four Primary Sets of Questions 1.Technical / Credentials 2.Experience 3.Opinion 4.Behavioral

15. THE BULL The Prominent Feature of a Bull

16. THE POINTERS KNOW YOUR SKILLS KNOW YOUR AREAS OF IMPROVEMENT ENTRANCE (IT’S MORE THAN DRESS) EXIT (THE AFFIRMATION) TIMING (SILENCE IS GOLDEN, NOT AWKWARD)

17. HANDLE THE LACK OF EXPERIENCE OBJECTION BE CLEAR AND GET TO THE POINT HAVE REALISTIC EXPECTATIONS LEAVE SOMETHING BEHIND ARM YOURSELF WITH EXAMPLES AND QUESTIONS

18. W hat do you see as the greatest challenge to this position? Where do you see the company headed in the next two to five years? What impact would that have on future growth and advancement for this position? What type of work culture would you describe here? How would you describe the management style of the supervisor or manager in the department where I am applying?

19. When might I expect a hiring decision to be made? From an interview standpoint, how did I do? To make sure, in my own mind, that I possess the right qualifications, please summarize the most crucial skills and abilities for a model employee in this position.

20. Career Services Standards and Training Demonstrates knowledge of the job Integrates career services tasks Respects the diversity of student development Develops, assesses and implements planning strategies Provides a supportive environment

21. Utilizes techniques for assessing student/graduate performance Engages students and communities by applying successful strategies for developing employer relationships, creating placement opportunities and building student/graduate accountability for career success Demonstrates ethical responsibilities Takes advantage of professional development responsibilities

22. The Clues C L U E S