Post-College Jobs

The best career advice from this year’s graduation speeches

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This year's headline-grabbing commencement speeches have been high on thinly veiled critiques of the Trump administration and big on dire warnings about the state of American democracy.

Former secretary of state Rex Tillerson cautioned graduates at Virginia Military Institute about the end of American democracy if Americans don't “confront the crisis of ethics and integrity in our society and among our leaders.” Michael Bloomberg talked at Rice University of the threat from “our own willingness to tolerate dishonesty in service of party and in pursuit of power.” And 2016 Democratic presidential candidate Hillary Clinton, raising a Russian ushanka hat as part of a Yale University tradition, said Sunday that “we're living through a full-fledged crisis in our democracy,” telling students “to stay vigilant, to neither close our eyes, nor numb our hearts or throw up our hands.”

But not all of this year's graduation speeches are quite so political or cautionary. A few — though not many — seemed to remember that they were speaking before a group of people who were about to embark upon life as adults who will have to navigate the politics of the workplace, the complexities of new relationships and the decisions of adult life. (Oprah Winfrey to USC Annenberg School for Communications and Journalism graduates: “Invest in a quality mattress. Your back will thank you later.")

Here, some of the best advice offered by this year's commencement speakers so far that graduates — or anyone — can apply to their work and careers:

Oprah Winfrey, chair and CEO of OWN: Oprah Winfrey Network, Annenberg School for Communications and Journalism at the University of Southern California

Winfrey, whose past speeches have drawn speculation that she might be planning a run for president — a rumor she has squashed — got plenty of attention for her calls for graduates to vote in her speech at USC on May 11. But after offering a litany of practical wisdom (“Eat a good breakfast,” she said. “Pay your bills on time. Recycle.") she also added some clear advice for graduates' time in the workplace.

“The number one lesson I can offer you where your work is concerned,” said the media titan, “is this: Become so skilled, so vigilant, so flat-out fantastic at what you do, that your talent cannot be dismissed.”

She also countered the typical “do what you love” advice that fill so many graduation speeches with something else. “You need to know this: Your job is not always going to fulfill you,” she said. “There will be some days that you just might be bored. Other days you may not feel like going to work at all. Go anyway, and remember that your job is not who you are. It’s just what you are doing on the way to who you will become. With every remedial chore, every boss who takes credit for your ideas — that is going to happen — look for the lessons, because the lessons are always there.” (Read More...)

Preparing For Life After Graduation

Photo: iStock

Photo: iStock

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As college graduation season is nearly upon us, students and parents alike are beginning to focus more intensively than ever before on what’s required to land a great role in an exciting field – one with good compensation and room for growth – in today’s ever-changing job market.

In my career coaching work, and as a parent myself of grown children who are forging their way to creating professional lives they’ll enjoy and find rewarding, I know there are hundreds of questions that new graduates needs answered, in terms of how to best position themselves for success in the working world.

To help answer those pivotal questions, I was thrilled to catch up this week with Austin Belcak. Belcak is the founder of Cultivated Culture where he helps people leverage unconventional strategies to land jobs they love without connections, without experience, and without applying online. His strategies have helped people get hired at Google, Apple, Amazon, Facebook, Microsoft, Twitter, and more

I recently interviewed Belcak in my Finding Bravepodcast on How To Land a Dream Job at the Salary You Deserve, and was riveted by his personal story of how he turned his failure (to land ANY employment at all after graduation), to creating phenomenal success, along with his tips for graduates who feel they don't have the experience and connections that others have. (Read More...)

 

The Top Skills Employers Need in 2016, According to LinkedIn

Image Credit: LinkedIn

Image Credit: LinkedIn

Authored by Marguerite McNeal

EdSurge News

Recent college grads seeking employment and professionals looking for a new gig would do well to include Hadoop and Hive on their resumes, according to research from LinkedIn. Today the network unveiled the top 10 skills employers need in 2016. Cloud and distributed computing topped the list for the second year in a row.

LinkedIn monitored hiring and recruiting activity that happened on its platform between Jan. 1 and Sept. 1 in 2016—several billion data points, according to the company. The data show the skills that are most sought after by employers in the U.S. and 17 other countries. More than 400 million people have profiles on LinkedIn. 

The new list reads like a career page for any tech company—“web architecture and development framework” and “network and information security” make an appearance. But these skills are increasingly important in industries beyond the technology sector, LinkedIn says.

To surface the most in-demand skills in the labor market, LinkedIn analyzed the thousands of skills that members include on their profiles. The company grouped these competencies into several dozen categories—Android and iOS would fit into “mobile development,” for example. Then researchers identified the skill categories that belonged to members who were more likely to start new jobs and receive interest from recruiters this year. (Read More...)

 

 

The Business of Healthcare: Preparing Students to Tackle a Challenging Industry

Authored

Authored

Shaan Patel’s path to business school was a little different than most. With three years of medical school under his belt, the Las Vegas native traded the University of Southern California (USC) for Yale School of Management (SOM), where he’ll complete his MBA before returning to USC for his final year of med school.

“As a medical student, I wanted to learn more about healthcare management,” he says. Yale SOM has been great, he continues, offering plenty of healthcare electives as well as opportunities to collaborate with the Yale School of Medicine. “One of the problems with medical school is that you become so focused on the pathophysiology of disease and clinical medicine that there’s not much exposure to the business side of medicine, healthcare administration, insurance,” he says. One Yale SOM class in particular—“Healthcare, Economics, Finance and Policy”—helped him learn about things like Medicare, Medicaid and the roles played by pharmaceutical and insurance companies. “Most medical students have to learn those things on the job after they are in practice,” Patel notes. Read More...

Five Ways That Mayors Can Promote Better College and Workforce Results

Authored by Carol D’Amico, Executive Vice President, National Engagement and Philanthropy, USA Funds

 

The common perception is that the nation’s mayors don’t hold much sway over the higher education system or the quality of the workforce in their communities. I beg to differ with that perception, however.

I believe that city leaders have both strong motivation for improving the so-called talent pipeline through college and into the workplace, and the authority to spur meaningful change. Every mayor is concerned about the economic vitality of his or her community. Ensuring that both existing employers and potential new employers have access to the talent they need to run their businesses is critical to a community’s prosperity.

Likewise, in my experience, mayors are all about getting things done. For example, in the early ’90s, mayors got involved in the reform of K-12 education after they decided they no longer could tolerate very poor high school graduation rates. Their involvement made a huge difference.

Today, communities face another education challenge: Too few students who enroll in postsecondary programs complete them, and too many graduate with skills that don’t mesh with the needs of employers. The result is a high level of unemployment and underemployment among recent college graduates. Read More...

The Best Business Schools for Careers in Technology

Authored

Authored

Here’s a fact you may not have known: Several of today’s leading technology innovators share one thing in common—a Montessori education. Yep, Google’s Larry Page and Sergei Brin, Amazon’s Jeff Bezos, Wikipedia founder Jimmy Wales, and SimCity creator Will Wright were all educated as children using the self-directed, hands-on, collaborative teaching model developed by Italian doctor and educator Maria Montessori. Alas, though, not a single one has an MBA—so perhaps not a very useful factoid when you’re trying to determine the best business schools for a career in technology.

Facebook’s Mark Zuckerberg, Microsoft’s Bill Gates, Apple’s Steve Jobs, Michael Dell, Biz Stone of Twitter—none of them has an MBA either. And Facebook second-in-command Sheryl Sandberg, who does have an MBA from Harvard Business School, is famously on record recently saying the degree isn’t necessary for success in tech. Nevertheless, a growing tide of students are looking to use business school as their launch pad to successful careers in tech—and the top tech firms, including those founded by non-MBAs, are snapping them up.

Why, you ask? Read More...

To Solve the Skills Gap in Hiring, Create Expectations in the Classroom

Michael Morgenstern for The Chronicle

Michael Morgenstern for The Chronicle

Authored by Charlotte Kent, a visiting assistant professor of English at Mercy College, in New York.

On the first day of classes I, like most teachers, introduce my students to the syllabus and class expectations. I have draconian-seeming rules that students often don’t believe and even many colleagues question.

If students are late, they are absent. I do not account for any reasons; they may be absent three times over the semester. They are responsible for contacting classmates about missed work when they are absent. They are responsible for submitting work on time. This also means they are responsible for knowing what work needs to be submitted and when.

The syllabus indicates assignment due dates, and any changes are posted on Blackboard. If students forget about an assignment, that is indeed unfortunate. I don’t offer makeup opportunities or extra credit. Classroom participation and engagement with the work is their opportunity to impress me, since they can shine there even if they are struggling with written work.

These rules exist for a reason. Read More...

As Graduation Rates Rise, Experts Fear Diplomas Come Up Short

Berea High School in Greenville, S.C., graduates 80 percent of its students, but ACT scores indicate few are ready for college.  CreditSean Rayford for The New York Times

Berea High School in Greenville, S.C., graduates 80 percent of its students, but ACT scores indicate few are ready for college. CreditSean Rayford for The New York Times

GREENVILLE, S.C. — A sign in a classroom here at Berea High School, northwest of downtown in the largest urban district in the state, sends this powerful message: “Failure Is Not an Option. You Will Pass. You Will Learn. You Will Succeed.”

By one measure, Berea, with more than 1,000 pupils, is helping more students succeed than ever: The graduation rate, below 65 percent just four years ago, has jumped to more than 80 percent.

But that does not necessarily mean that all of Berea’s graduates, many of whom come from poor families, are ready for college — or even for the working world. According to college entrance exams administered to every 11th grader in the state last spring, only one in 10 Berea students were ready for college-level work in reading, and about one in 14 were ready for entry-level college math. And on a separate test of skills needed to succeed in most jobs, little more than half of the students demonstrated that they could handle the math they would need. Read More...

Increasing education: What it will and will not do...

Authored by Brad Hershbein, Melissa S. Kearney of Brookings Institution and Lawrence H.Summers of Harvard University

Mainstream labor economists as well as several public commentators have argued that trends in the economy over recent decades—including technological developments, globalization, and trade, among others—have weakened the relative earnings power of those with lower levels of skills, especially those without a college degree. In recent decades, the earnings of those with a college degree or more have risen steadily, while the wages of those with lower levels of education have stagnated or fallen. Furthermore, lifetime earnings of workers with a college degree are nearly twice as high as those without one, a point made by a number of previous Hamilton Project analyses, including one fromthis past year.[1]

This line of reasoning leads to the view that to further the goal of widespread economic prosperity, it will be imperative to increase the skill level of many in the population, a position that a subset of us (Hershbein and Kearney) took in a recent Hamilton Project framing paper. Other commentators have objected that education is not the answer to the nation’s inequality challenge. Following up on remarks made at a recent Hamilton Project event, one of us (Summers) noted in a Washington Post interview that “to suggest that improving education is the solution to inequality is, I think, an evasion.” In this essay we clarify the different elements of the public debate and note explicitly that these positions are not necessarily at odds. Read More... 

Integrating (and Actually Using) Career Advising Data on Campus

Authored by Dominique “Domy” Raymond, Senior Program Director, National Engagement & Philanthropy at USA Funds

As a friend in higher education recently noted, many, if not most, campuses have a “Mr. Potato Head” approach to career advising and job placement services, which often appear to be last-minute, bolt-on activities for students. But, are there ways to seamlessly align career advising throughout a student’s college experience? What career advising and outcomes data do schools need to collect and integrate into their academic programs as well as their career services? Read More...