Students who do not want to find a job
Ok, so what do you do with the few students who, no matter what you do to help them, decide that they just are "not interested in working, but thank you for all the training"? Believe it or not, we have some students like that!
kim`,
We discuss the issue of students who don't want to find a job a lot. So forgive possible repetition. We think it starts at admissions. Is the applicant qualified to seek employment after training? Do they understand that it is pretty much a requirement - especially if they are receiving funding. We believe that the job search should be a part of the student's everyday life at school. Instructors need to be talking about life on the job and how skills are used. Students need to complete employment skills tasks, employers need to present information about working at their companies, etc. etc. Ideally this will reduce these problem students who think they can go to the beach after graduation! Thanks, Susan
Dr. Susan Schulz
It's a challenge, that's for sure. But sometimes those students who don't want to find a job right now or are waiting don't realize the impact that can have on their search for future. Sometimes it takes that type of a conversation with them to ensure that are aware of the negatives of waiting - the gap it will show in their employment, not practicing their skill sets for a period of time, takes the competitive edge off.
We agree with you James, that there is great value in keeping in touch with and involving grads. They are very credible in the eyes of students and a great source of information, hiring decision contacts, job leads, referral students, and more. They can give you information about the training needs of the workforce -- all great reasons to set up an Alumni Association at your school! So you never lose your grads. Susan
We have past graduates come by usually at least weekly and we let them talk to the current classes about the company they chose to go to work for and what they offer, etc. It seems to make a big difference in every area ie, placement, attitute, job search, etc. I guess "seeing is believing"!
Hi Sindiana, We are also curious about students who say they don't want to find jobs. So we are investigating that further. Are they already working? Do they want to work on their own or freelance or start a business? Are they afraid of the job search process. And are they willing to write and sign a note or complete a form attesting to their plans. Thanks
It is interesting that you bring that up because surprisingly enough we our having the same issue at our school as well.
Hi Gerardo, We find that students who can't find jobs or even start the job search aren't prepared and lack confidence. That's why we encourage placement activities to start at the same time as classroom training. Learning how to be a successful job seeker takes knowledge and practice. If the grads aren't good we feel the placement department needs to relook at what they are doing. Thanks, Susan
I would continue to build them up and relay to them how much better they would feel about themselves and the differenc in the energy level they would have if they had a job to go to like everyone else, just knowing the bills are paid.
Hi Ulrike
We always recommend that you contact your accrediting body directly with your questions. Even if the situation appears to be the same, each school is unique. So suggest you talk with someone at ACCSCT. Before you do that be sure you read the specific rules and regs that you want clarification on. And take good notes to record the response. Good luck, Susan
Does anyone have any knowledge of whether or not ACCSCT allows the use of waivers? I am under the impression that they do not allow them and anyone taking the course for personal enrichment is a detriment to retention and placement statistics.
Interesting perspective, James. Sometimes having a student sign a release form makes it too easy for the student to avoid facing the issues that prevent him/her from seeking employment. This could be lack of confidence, shyness, feelings of inadequacies. So we are of the opinion to keep after that student to determine the real barriers. In addition, there is usually a limit to the number of excuses from seeking employment that regulatory boards will accept. This is the reason to establish relationships with students early on so you can understand their weaknesses and help to overcome them. Thanks, Susan
The school I worked for had a "release" form for the students to sign. That helped. The students who didn't sign the form and refused to return calls were a problem. All you can do is document the attempts to help, the leads given, and the subsequent refusal to work. Good luck.
Hi Wendy
Looks like you have a great strategy by continually reminding students that grads get jobs and so will they. That really impacts on retention and also enrollment. When the word gets out that your students get jobs, people will choose your school over another. Photos, announcements, applause - whatever it takes to focus on the fact that your staff cares about whether a grad gets employed. Best wishes, Susan
This seems to work great at one of our other campuses. The placement director has photos of recently placed grads posted on bulletin boards and really brags it up. She goes into classes and let's them know that so and so just got employed at XYZ. It let's them know that placement really does work and it's not just someone sitting behind a desk looking like they want to help you. We really do. It makes me feel great when I can help someone get started in their new career!!! I'm hoping it makes others who don't THINK they want to work in their field come around and decide they really do or boost their confidence in knowing they can do it!!
Interesting challenge, Lucille. Sounds like it calls for a multi level approach. One is to inform ACICS and see if you can get committees formed and things changed. Good luck, Susan
We live in an area where some large companies have sent their manufacturing work orders overseas and therefore, have increased our student population with TAA students. The government is paying for this re-training and those students are taking advantage of the opportunity. Some of these students have no intention of ever working again as they are at or near retirement age.
This provides a challenge for our Placement Dept. as the only waiver options are for: death, disability, illness, pregnancy, military service, or continuing education. Our accrediting agency has been ACICS.
We don't have the option of having students sign waivers just because they don't want our services.
It's interesting to see how the other schools deal with this issue. Thank you for your information.
Hi Yolanda, Takes a lot of ongoing creativity to deal with students who don't want to work. Often it is the fear of going out on an interview or the insecurities a student feels about being able to do the work. Working on self esteem is one way to deal with grads who say they don't want to work. Good luck, Susan
Richard that is a great way to handle the students that don't want to work, it well give them something to think about. Success is obtainable if you don't stop.
Really good points, Anna. It does take time for people to have a new mind set. And often just going to school is not enough. In terms of goals, it is essential that admissions personnel identify those just going to school for lack of something else to do and those going to school for the purpose of working. The goal of getting a job needs to be threaded through the entire school experience for the student. Thanks, Susan
