Three Things All Students Should Know about Job Hunting

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Three Things All Students should know about: How to Get a Job

Three Things All Students should know about: How to Get a JobMost effective methods of looking for jobs?

Develop a 5-Second Sales Pitch Introduction

Tips on Teaching Interview Skills

Warm Up Q?sWhich fruit has its seeds on the outside?Name the only vegetable that is NEVER sold frozen, canned, cooked, or in any other form except FRESH.Name the only sport where the defense always has possession of the ball .What are the only three words that start with the letters dw?


Speakers Background: Miguel A. Bueso, MS(301) 942-1115 ext. 81 - BS Business Administration 10 Years - Corporate Experience Marketing/Finance 93 - MS Transition Specialist 6 Years - Adjunct Professor at Montgomery College20 Years - Teaching Students with EB/D20 Years - Job Placement ExperienceCertifications Teaching AP, GCDF, DSAP

51.4 % Drop Out of School40.1 % Graduate Standard Diploma8.5 % Age Out Graduation Rates(US Dept. of Education 2002 Students with E/BD)


59 % Unemployed 2-Years after leaving school!

53 % Unemployed 5-Years after leaving school!

These were the highest unemployment rates for any disability group noted!

Employment Results(EB/D students - Malmgren, Edger, & Neel, 1998)

4Before slidesIf you ask most students with E/BD about to drop out, what their plans for the future are, what will they say? TO WORK!

Unfortunately, they have more trouble finding and keep employment than any other group (READ SLIDES)

AFTER SLIDESThis is especially distressing to me because I see first hand how poorly our students react to the slightest change in routine and especially to a lack of structure. I cringe when I think about our students at home during the days without a job or structure in their lives. Many of these students never gain independence and therefore end up homeless, institutionalized, or incarcerated.

78 % of regular education graduates are pursuing some type of continuing education

Less than 20 % of students with EB/D are participating in any type of post-secondary education or training

These were the lowest enrollment statistics of any disability group noted

Enrollment in Post-Secondary Education (National Longitudinal Transition Study)

5BEFORE SLIDESWe all know how important lifelong learning has become. Due partly to how technology is continually changing the workplace, I have heard estimates that the current generation will likely need to Change careers 10-15 times over the course of their lives. Gone are the days of working for one company for 40 years and retiring with a pension. To succeed in such a workforce, Post-Secondary Education/Training has become a must.And the Non-disabled pop has gotten the message


65 % fail at least one course in high school (U.S. Department of Education, 1994)

20 % of ED students are arrested before leaving school (Malmgren, Edger, & Neel, 1998) and 19 % have been arrested by the time they have been out of school for two years (National Longitudinal Transition Study)

36 % of all youths admitted to psychiatric hospitals have ED (Singh, 1994)

Students with ED experience higher rates of social isolation and involvement in crime as adults, than do any other category of people with disabilities. (Frank and Sitlington, 1997)

Students with ED are fairing far worse than those with more severe disabilities (physically impaired) and those who function at lower intellectual and functional levels (MR). (Maag & Katsiyannis, 1998)

Other Research Findings about EB/D Students

6READ SLIDEI am happy to report that students in schools such as the Pathways Schools, and many other private and public programs are fairing much better than these statistics suggest.

The point is that students with E/BD are not likely to be succeed without receiving comprehensive transition programming. In fact, the evidence indicates that few groups need as much help preparing for the the transition to adult life.

Lets review what the research has identified as the major BARRIERS TO SUCCESS for students with E/BD.

My Philosophy regarding the Importance of Teaching Job-Hunting Skills:

Place a Student in a Job Experience, Feed Him for a Day

Teach a Student How to Hunt for a Job Feed Him for the Rest of His Life

Job Search Strategies: The 4 Major Types of Job Leads:Job Lead Types Advertised Job LeadsEmployment AgenciesNetworking



Lots of Job OpeningsEasy to Find & ApplyLots of Info

Exclusive Job ListingsMotivated to Place You

Others Connections Hidden Job Market

Can Create Job Openings Hidden Job Market


If you found itToo Much CompetitionLimits your Choices

Commission-MotivatedLimits Your choices

Takes Time & EffortTakes Courage & Humility

Takes Time & EffortDifficulty Hearing NO

Two Measures of Effectiveness:


Principles of a Cold CallingDevelop and Rehearse a 4-sentence Sales Pitch IntroAsk for a Manager on DutyOffer Skills BEFORE Asking for a JobRehearse handling No

Writing Out a "Winning IntroductionCircle the two (2) statements below which are MOST true about you:I am available to work any day of the week. I follow directions well.I am on-time and dependable. I take pride in my work.I get along well with others. I am a hard worker. I would like to gain more work experience.I am an honor-roll student

Hello, my name is ___________________________.I _______________________________________.(Give one of your best selling points from above)I _______________________________________. (Give another one of your best selling points from above)

Are you in need of someone with my skills?

Offering Skills vs. Asking for HelpHello, my name is Fred Barnes.I am available to work any day of the week.I am a hard worker.Are you in need of someone with my skills?Oh Yeah, Now that is an Introduction managers remember!!!

Teaching Interviewing SkillsIntroduce Dos and Dont about InterviewingBreak Interview down into different partsDefine Goals for each of the different partsReview Commonly Asked Interview Questions Hold Realistic Rehearsal Interviews

Top 30 Reasons Why People are NOT HiredLacked experience Did not seem serious about working Poor work recordDid not ask questions about the job/companyDid not say Thank you for the interviewers timePoor school recordDid not look the interviewer in the eye Poor appearanceLate to the interview without good reasonLack of interest in the job Not courteousDisliked schoolPoor attitudeLimp handshake

Could not take criticismWanted too much moneyDoes not always try to do what is rightCould not answer questionsNo career goalsNot sure of the kind of work they wantSeemed lazyCriticized past employersDoes not seem to know right from wrongMade excusesPoor use of EnglishCritical of othersNo interest in the companyOnly wanted to work for a short timeDid not get along well with parentsNot tactfulSloppy application/resume

Top 10 Reasons Why People are NOT Hired:Poor Appearance Poor Attitude Poor Use of EnglishNo Career Goals Lack of Interest in the Job Not sure of which Job Wanted Wanted too much Money Poor School RecordMade ExcusesPoor Work Record

The Five Parts to an InterviewOpeningQuestions and AnswersJob DescriptionSalary NegotiationClosing

Make a great First Impression

Sell Relevant SkillsGive Examples

Listen CarefullyAsk Good Questions

Research your Market ValueGive a Range not a Firm Figure

Thank the Interviewer for His/Her TimeMake a Positive Exit Statement

Practice Answering the Most Commonly Asked Interview QuestionsWhy do you feel that you would be good at this job?What are your overall Greatest Strengths?As an employee what is your Greatest Weakness?How would you handle a very angry customer/client who is upset and being rude to YOU?Where do you hope to be 5 10 years from now?Do you have any questions for me?

Developing a Realistic Rehearsal Interview ExperienceHave students pick any entry-level job that he/she is interested inHelp Students identify 3-5 skills that are most important for that jobHelp Students write out and rehearse answers to 5-6 interview questionsFind a Stranger (local manager, parent or colleague) to act as interviewerSet Up Video/Digital Camera on Tripod in office and tape interviewsInterviewer asks questions and ad-libs related discussions (10-15 mins.)Review/debrief each students be reviewing interview immediately afterwards

Research suggests that students with E/BD that successfully hold a job during HS are most likely to find and stay employed years after leaving school

Students who attend programs that provide them with effective classroom Job-Hunting lessons have the best chances of successfully achieving desired outcomes after leaving school

If you only have a few hours to teach your students effective Job-Hunting Skills then be sure you teach them the:

Three Things All Students should know about: How to Get a Job!Summary

19I hope that this presentation encourages you to look for ways to further enhance your programming for students with E/BD.

Thank you for your attention and that concludes my presentation

I will be glad to take any questions that you may have at this time

Session Code for this Workshop: