Barriers to Employment and Intervention Strategies
What are the most common barriers that your students have encountered that have affected their employability? What strategies has your institution used to specifically address low employment rates related to these issues?
Jeremy ,
I agree that most of our students want to be employed. They come to our schools wanting to succeed. By identifying their barriers early and addressing them head on in a positive manner! our students can learn to address these barriers and be successful. We have to show them that we believe in them, so they can believe in themselves.
Sheri Leach
We share numerous issues in regards to barriers to employment, most of which fall into the Personal/Financial categories and some related to Productive Dispositions and Behaviors. We have found in the past that most of our students want to become employable, but lack the necessary self esteem, self knowledge, and confidence it takes to show employers they are prepared. We have identified this and are working to continually work with our students both inside and outside the classroom to give them not only job related skills, but skills necessary to obtain the job. Teaching things like resume writing techniques, interview skills, leadership and integrity has proven effective in assisting our students in these areas.
Ted, using technology for employment purposes is a must today. People communicate differently than they have on the past. Connecting students and graduates with potential employers via a school website or portal is essential. Can you please share a best practice or 2 that has worked for you?
Sheri Leach
Greetings:
Some of the student-customers that we have at the high school, career school, and college level often will call back into the school advising us that they cannot be placed. What my school has done is work with corporate partners and also employers that have recruited with us before and post them upon an internal student community website. We are finding that student-customers that are stating a lack of placement are finding positions within their field utilizing these services. We find that there are academic, financial, motivational, and technological barriers. I have done a lot of research on these and helped with some "best practices" to overcome the technological barriers. Thanks! Ted
Patricia G. Wilson,
We can't get away from soft skills. Classroom activities are a great way to help here. Have you considered having your students role play interviews, practicing answering a phone call and taking a message or greeting and helping a customer?
Sheri Leach
Soft skills. More and more, employers are rejecting students that do not seem to possess these. Employers want more than just "hands on" skills. They are looking for employees that are professional and understand customer service. We are in the process of incorporating more classroom activities that include soft skills and understanding their importance and effectiveness. I have found that some instructors struggle with soft skills as well, so we will include them in the training.
Jose ,
Lack of self-esteem and lack of self-confidence are some of the greatest barriers that affect students' employability. Providing resources to the students and showing them that there are solutions and ways around their barriers will show them there is a way for them to achieve employment success.
Sheri Leach
One of the most common barrier students have encounter that have affected their employability is the self. Today students lack of self esteem, self-knowledge, and other personal issues that are difficult for them to over come. Also, I can mention the lack of support from family.
We provide lot of information about community resources than can help them succeed. The information is disseminated to all students.
Ruth, don't be discouraged by the fact that you can't test for all exams. Continue to work with the test providers to see if there are other accommodations that can be made now or in the future. In the meantime, there are things that can be implemented to assist your students. How about scheduling them to take the test on the same day and hiring a bus/van to go together? As you know, there is comfort in doing things in groups.
Yes, the review classes are done during class time. We also just became a Pearson testing site and we became a testing site for the reasons you stated. Unfortunately, we have found out that we can not administer all the exams we wanted to test for including the one for this program. I am not sure exactly why but we have tried.
Ruth,
Registry, certification and licensure exams do pose a challenge when it comes to assisting graduates with placement. Oftentimes the graduate is reluctant to take the exam, waits for a long period of time or may not prepare properly. You have mentioned some very sound strategies. One of the best practices to impact the rate of test takers and the pass rate is for the institution to develop a process and culture where it is part of the program and expected for the students to study for the exams and to take them as soon as it becomes available for them to do so. Review classes are one of the best ways to help push your students towards success. If those classes are done during class in a group, even better. If possible, have your location certified as an approved testing site. students feel comfortable in their own environment, and the rate of test takers and passers will improve.
Sheri Leach
Some common barriers that our students have encountered... in one of our programs with a low placement rate are: low pass rate on their registry exam, few job openings in this local market and procrastination to take their registry exam.
We have implemented a couple of strageties: Students must attend registry review classes prior to going out on their externship; implement from day one...at orientation...the importance of taking their registry exam while they are on their externship and hence registered if an opening is available; from day one a mindset that they may have to relocate for a job in their field.
Shannon,
Weaving soft skills instruction throughout the student's lifecyle (including the skills you mentioned good eye contact, maintaining a professional demeanor at all times, and knowing how and when to shake hands, how to approach a potential employer, how to thank an employer for an interview or referral)is one of the single most important best practices that leads to positive graduate placement. What challenges did your institution fae when implementing this practice and how were the challenges overcome?
Sheri Leach
The most common barriers that our students encounter that have affect their employability is their Soft Skills/Communication Skills. Our institution has worked diligently to better prepare our students for not only the interview process by role playing and practicing eye contact and professional body language but also incorporating those philosophy's systematically throughout our academic courses.
Marsha,
A Ride Share Board is a great idea. Please describe how your ride share board is designed and what makes it successful.
Sheri Leach
Language barriers, not eligible to work in the US, transportation, child care and various others. We have created a ride share board
Manuel,
Establishing a relationship early on with the students is one of the key factors to their employment success. It allows time for you to earn the trust of the students so that they will be more receptive to any soft skills and career advice you may offer. Getting to know the students early in their lifecycle provides you the opportunity to give advice and have take the time to process the messages that you are giving them.
Sheri Leach
We identify the barriers by meeting them in an early stage of their education, and following up with them, if we establish an early relationship with student we will be able yo help them by giving them assistance, support, resources etc
Manuel,
You have noted several very real barriers for our students. Our students have more opportunities to be successful when our institutions recognize and address these barriers. How do you identify which students have barriers and when does that occur?
Sheri Leach
