The Placement Model
What are some of the pros and cons of the 19th Century Placement Model still used by many institutions in today’s 21st century economy?
Sarah ,
You are correct about the more stringent oversight on placement outcomes. Have your students been receptive to part-time jobs or volunteering to get started in their industry? This wil also help with networking and may lead to other more appealing job opportunities.
Sheri Leach
While I agree with the more stringent regulations on what is considered a "placed student", current statistics on college graduates make it increasingly difficult for Career Services departments. I recently read a Linked-In article that stated 70% of traditional college graduates do not work in the field in which they studied. So, if a student is making more money in a different area, how do you morally coach them to move into a position that may initially provide a lower pay range? Yes, we can justify a higher gross income after some time and growth in their position, yet with most students, money talks. In times of need, it talks a bit louder. IE. Fresh college grad, ready to provide for their family. Again, protections need to be in place to make sure students are being set up for success, yet Career Service departments remain narrowly focused in an ever changing employment landscape.
Susan,
You make a great point. College programs tend to be more general in nature and if a student is unsure of what path they want to take or lack self-confidence, they may be unsuccessful in their job search. Career Colleges on the other hand, prepare students for specific jobs in specific industries. Career Services in conjunction with other campus partners can help match the student with a internship or job in which they have the most chance of being successful.
Sheri Leach
Carol,
This is one of the benefits of the Career Colleges and/or the Skilled Trade programs that provide these (internship/externship/volunteer) opportunities for both Student and Employer. These interactions have been very beneficial in educating employers as to the quality of our education and our students. And, as you mentioned, it provides students with real world experience.
Sheri Leach
It seems to me that a pro for the 19th century placement model is that university training still prepares new graduates to enter their chosen field well-prepared for entry-level positions, but I do think this is industry-specific (medical field, law, engineering, etc..) But it has become less effective for grads that did not have a specific focus, but obtained a more general education, leaving them with no industry specific skills with which to land that first job. I have encountered numerous new enrollees attending our career college just after spending 2-4 years in college and are unable to find work in the field in which they have trained.
In the past, not many instututes were allowed to have their students have hands on experience, mainly because not all facilities wanted interns or volunteers. Now a days we have the advantage where we can send our students to different locations so they can work in the real industry and experience what they are learning. This makes it very much easier for the employer to hire because they get to see how that person works.
Tom,
You mention some excellent points, especially since the accrediting bodies are now being more specific in their directions and interpretations of a placement. How should we overcome these challenges when coaching students? And, should we also be coaching employers?
Sheri Leach
One of the pros of the old model is that it keeps the focus on the needs of the employer. The employer is the ultimate client or customer for the career institution.
However, traditional employment was viewed as full-time, permanent, hiring by an employer who would then provide professional development and a career ladder. Today's jobs may not be full-time, they may be temporary contracts, and the graduate may in fact be self-employed. These changes present challenges for career services in coaching and assisting a graduate in finding satisfactory employment. They also raise questions as to how to define a successful "placement."
Viola,
Thanks for sharing what you do and what is working for you. In this age of social media, Skype interviews and video resumes are becoming more popular. Also a best practice that I have learned is to record students during their mock interview, and then play it back to provide feedback and to make the student aware of how they are presenting themselves. Do you address any of these items in your classes? Do you have experience with either?
Sheri Leach
My school offers a mandatory Professional Resource Development course that is given the term prior to externship. Students put together a portfolio with a resume, cover letter, references, etc. They also learn interview skills through mock interviews. Career Services give presentations to classes on program specific soft skills as well. We offer workshops on all these topics as well as doing 1/1 training and development for interested students. I really think Mock Interviews are incredibly helpful because we have a chance to coach the student/grad on all aspects of their presentation. I have seen great improvements through these practice session.
Viola,
Giving students the skills to find and keep a job is one of the best lessons we can teach them. Educating them while they are in school as to how to network, how to properly shake a potential employer's hand, how to prepare for an interview and how to act during an interview are just a few of the topics on this subject. Some institutions have written these topics into their curriculum so that instructors are talking about these soft skills throughout the student's lifecycle. Others conduct workshops and classes that include interactive activities and also give homework which is graded. Mock interviews, workshops on how to apply to positions online and inviting employers to speak to students are some ways to make these lessons real to the students. Is there anything specific that you have tried on your campus that has been successful in preparing students for the job search process?
Sheri Leach
Considering the particular needs of non-traditional students, Career Schools offer a very practical solution to getting the needed skills for employment. In my experience the students learn skills which can be applied immediately in the workplace and even have opportunities through their externships where they can be hired immediately upon graduation. I see many students who may not have been successful in the traditional school environment who thrive at the career school because they are working towards a specific goal, getting a job in their field. We also give them the skills to find a job, in addition to the technical skills.
Viola,
The Career Schools of today technically train their students for the workplace and also provide employability skills and training. In your experience, how has today's (non-traditional) student benefited from this approach?
Sheri Leach
In the past, the idea was that the person was trained intellectually, but not trained to perform in the workplace. So whereas the 19th century model may deliver a lifetime of intellectual fulfillment, the every day practicality of that model doesn't work for the growing number of non-traditional students whose need is more career focused. The economy as it stands today demands more technical job skills which require specific training. Also, the non-traditional student requires a more practical approach to education to realize their immediate needs.
