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Job seeking realities for Tasmanian students
PRESENTER: Alana Lane
Principal Education Officer for Vocational Learning (Curriculum Services, North)
Mixed Field programs as those programs that provide ‘general and personal development education’. It includes courses that develop an understanding of the key competencies, including literacy and numeracy skills, and skills that are needed for job seeking, employment and developing personal, social and workplace relationships.
Mixed Field courses are important as they enable learners to:
- develop skills and capabilities for participation in the workforce and the community
- plan their future learning and career pathways
- extend their learning in cross disciplinary ways
- work with others on team projects
Private – Corporate (white collar), Labour Hire (blue collar), temp/contract
Government funded, disability focused
What motivates a recruiter? What are the implications of this?
Discriminatory practices
Making the recruiter work for you
WISE Employment*
Randstad
Work and Training
Hays
MAX Employment*
Workforce XS
CVGT*
My Pathway*
Employment Plus*
VMAC
Job Find*
Custom Resources and Recruitment
Searson Buck
WISE Employment*
Hays
Randstad
MAX Employment*
Work Skills
Workforce XS
VMAC
Pinnacle People (Hospitality)
Application
Response
Phone Call/Interview
F2F Interview
Shortlist to Client
Mismatch to role/industry applicant’s motivations
Gaps in employment or study
Moving around
Job hopping
Home address as relative to position location
Referees
Unfinished study
Reason for leaving
Spelling, grammar, formatting, tech capability etc.
“The match between a candidate and a specific job opening can be expressed as a combination of these 5 basic variables:
1. Location
2. Skills (Experience/Education)
3. Opportunity
4. Compensation (Salary)
5. Availability
Source: The Boolean Black Belt,
http://booleanblackbelt.com/2012/05/why-boolean-search-is-such-a-big-deal-in-recruiting/ (Accessed, 10 December 2016)
Difference between year 7 (student) to year 12 (adult):
Limitation of ME Online template
Student resume Adult resume
Education listed first Employment/Work Experience listed first
May include DOB or age Don’t include DOB or age
Tease out school subjects and/or programs Be sparing with detail on school subjects
Achievements are mainly school/sport based Achievements include employment/community
based
Only personal referees and/or
teachers/coaches
Personal AND professional referees
A Resume is a LIVING DOCUMENT
It changes
It grows
It should be adapted and manipulated to suit the application / advertisement / position description.
Resume Builder
This format is based on recruitment format which is much more successful than the traditional approach.
WIIFM?
Activity – 15-20 mins
Resources:
Resume Builder
Resume Editing Checklist
Building Your Resume PowerPoint
YES NO
Local employers are still using this aspect of the
application as a deciding factor
The ‘computer’ will scan your Resume, not
necessarily your cover letter
Applicants won’t progress if there are spelling
and grammar errors
Recruiters will take a successful first phone call
over a cover letter
Indication of literacy level and capacity of
workplace professionalism
Recruiters generally won’t use an applicant’s
cover letter in the shortlisting process – they will
summarise suitability based on their own
interviewing
Shows understanding of the role and the
workplace – evidence of homework
Time consuming to read – probably won’t get
read
Some online platforms will still give you an option
to upload your Cover Letter along with your
Resume (best to have in PDF)
Include an introductory statement in your
Resume, and tweak to suit each application
Useful IF it highlights and extends on Resume
information AND uses key words from the ad
Verbal articulation of strengths and suitability
trumps written every time.
Useful preparation – particularly in years 11 and 12
May not encounter in all roles
Government / council and larger organisations will request
Good preparation for interviews
Again, living document that can be tweaked as necessary
SAO approach:
Situation - where and when you did something
Action - what you did and how you did it
Outcome - what the result of your actions was.
This includes first contact/cold call/resume drop
1st, 2nd and third round interviews – what to expect
Panel interviews
Behavioural Interviewing Questions, eg:
“Describe a time when you were faced with a problem (at school or work).
How did you react?
How did you overcome the obstacle?
What did you learn from this experience?”
Typically for large franchises and retail giants; time and resource efficient
Looking for:
First impression
Team work
Leadership capacity
Willingness to follow instructions and/or think creatively
Stand out but don’t be ‘weird’
Endurance and focus
Video Resumes (use pitches, use questions practice to prepare)
Video Interviews (Incl. Skype and pre-recorded)
Simulated Pre-recorded interview - Powerpoint available - you could use Lets Recap or Canvas Rich Content Editor to record.
Typical content:
Personal details / about me
Interest in the role / why do you want to work for _______?
Relevant experience and skills
In December 2017:
Source: 2017, Labour Market Information Portal, Dept. of Employment, Australian Government.
Region Total Number of jobs advertised online
Hobart and Southeast Tasmania 820
Launceston and Northeast Tasmania 340
Northwest Tasmania 240
1 in 3 jobs in Australia are not advertised.
34% of jobs are gained through:
Word of mouth
Job seeker approaching the employer directly
Social Media
Networking
Source: 2015, Survey of Employers’ Recruitment Methods, Dept. of Employment, Australian Government
Activity: Networking Circles
Inner circle – those you would call your ‘best friends’. They may even be more like family.
Social circle – friends who you see regularly on social occasions. This is an extension of your ‘best’ friends group. Perhaps they are the people you catch up with on weekends, or make an effort to spend your lunchtimes with.
Outer circle – friends you see occasionally. You would stop and chat to them in the street. They may be a ‘friend of a friend’. You could ask them a favour and vice versa. They may be part of your growing professional network – a past teacher, coach or employer.
Acquaintances – People you have met once, maybe twice. Perhaps people on your Facebook or Instagram list with whom you share some common interests, but don’t often see face to face.
Fill in the corresponding circles with names of people in each category.
Once finished, look back at your circles and think about which friendships you’d like to foster in order to move the person closer in. How might you go about building this connection?
Personal Branding – Personal Pitches
Cleaning up your digital footprint – social media audit
Harnessing social media for job seeking (and networking)
Evidence of entrepreneurial skills – the business of ‘you’
What are your natural talents? Think of:
What came easily to you as a child?
How would your friends describe you?
What skills have you learned? Think of:
If you were dropped into an unknown place and had to earn money, what could you do?
What skills could you draw on to earn money?
What is your passion? Think of:
If you walked into a book store, which books would you find yourself gravitating towards? Would it be magazines and if so, what would they be about? Would it be fiction? If so, what are the stories likely to be about?
Blend together your natural talents, skills and passion into a sentence:
I use my natural talents of _____________________________ and ___________________________ and my
___________________________skills to have an impact on the ____________________________________________
Tailor your application to the position
Applications must be perfect with regards to spelling and grammar
Follow up – include a call to action in your application, and politely enquire as to
the progress of your application
Do your research – the business, the industry, the future of both
Seek work experience and/or volunteer opportunities to increase your
understanding of workplace expectations and practical skills - this shows you’re
keen!
Source: Dept. of Employment, Australian Government
We have a specific workforce context here in Tasmania, so we must keep this in mind when supporting our students to prepare for work
Students must be marketed as adult jobseekers, and should be encouraged to build confidence in volunteering and networking
Teachers have a responsibility to edit well and/or consult as necessary
ATS are the future of recruitment but building verbal capacity for self-promotion is still absolutely essential
Spend time practicing different types of interviews and developing phone manner
Digital Footprint is a reality and will continue to impact on an drive changes in recruitment
We should endeavour to build strategies for protecting students from falling into the ‘grey’
