Making employment happen - gegeen.files.wordpress.com€¦ · Making employment happen — start in first year 5 Congratulations! You've made it to uni and already completed part

Start in first year!

Making employment happen

What career are you dreaming of?

What career are you dreaming of?

Published by the Careers and Employment Service, Student Services, Griffith University

No part of this publication may be reproduced in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher.

Making employment happen

Start in first year!

Employment • Degree-related • Part-time • Casual • Graduate • Vacation • Work experience

Careers information • Job search workshops • Employer visits • Professional associations • Careers fairs & forums • Job search articles • Web links galore

www.griffith.edu.au/careers

CareerBoard

Need a job? Need a career?

Check out

Making employment happen — start in first year 3

Why start now? 5

What are employers seeking? 6

What skills does a Griffith graduate need? 8

Remind me why I should start now 8

Build the evidence - plan your future 9

So let’s start planning 10

Ten strategies for success! 17

Unlock your career with information interviewing 21

§ Questions you could ask in an information interview 23

§ Sample letter 1 - seeking an information interview 24

§ Sample letter 2 - thank you 24

§ Sample letter 3 - finding work experience 25

So - remind me one last time! 26

My action plan 27

Table of contents

4 Making employment happen — start in first year

“To will is to select a goal, determine a course of action that will bring one to that goal, and then hold to that action

until the goal is reached. The key is action.”

(Michael Hanson)

The key to success...


Congratulations! You've made it to uni and already completed part of the first year of your degree! So far, there has been a lot to tackle - getting used to uni life, meeting new people, pursuing new activities. This module is designed to equip you for your future career. You may be thinking,

"Isn't it a bit soon to be thinking about my ‘career’? I'm only in first year!"

1. You’re the boss! You are in charge of your own career. What you do now can really pay off in the future.

2. The future’s not that far away! Your final year of study is a very important year for

job searching. It is too late to start thinking about your career in final year.

3. Graduate employment is competitive! There are strategies you can implement now that will really enhance your employability when you finish your degree.

Establishing a career when you have finished at uni will depend upon a number of things: 4 The experience you have gained in life, work and study that is valued by employers 4 Your ability to recognise your skills / attributes / talents / aptitudes 4 Your ability to reach employers (networking) 4 Your ability to market your strengths to employers (via formal means such as

applications, resumes, interviews and via informal means such as networking).

The purpose of this booklet is: 4 To increase your awareness of the skills and attributes employers seek in graduates 4 To help you reflect on your skills, talents and aptitudes 4 To show you how to build the skills that employers are seeking and how you can

collect evidence of your skills which will be convincing to graduate employers 4 To provide you with a variety of strategies for increasing your chances of gaining

graduate employment.

You’re in control — so success in the future means taking advantage of opportunities from now on!

Why start now?

Three reasons why it is important

What is the key to my success?

So how do I get started?


How do you know what employers will be seeking in a new graduate? Consider this graduate job advertisement. This advertisement is a good illustration of the kinds of skills and attributes that graduate employers seek. While some skills and requirements vary in relation to the specific job, organisation and industry, there are a number of generic skills that are valued by all employers.

Notice how these skills are not related to a particular study or work field, but can be generally applied to all types of professional employment. Notice also how this list compares with what the employer is seeking in the above job advertisement. The following page provides an explanation of each of these generic skills.

Civilian Careers Australian Public Service Graduate Development Program

Generalist Stream 50 Positions

A unique and exciting opportunity - Join Australia’s largest organisation and be part of a developmental program that will help you to fast-track your career within the Public Sector... The Generalist stream of the program recruits high quality graduates from all disciplines with strong skills in communication, teamwork, research, analysis, and problem-solving. If you have the skills and ambition to make a difference in our community, and would relish the opportunity to work in a dynamic and people-oriented environment, apply now...

Applications close COB Monday 16 July, 2003.

Advertisement appeared in Courier Mail 23/6/03

DEPARTMENT OF DEFENCE

What are employers seeking?

ü interpersonal skills

ü self-management skills

ü problem solving, conceptual and analytical skills

ü communication skills

ü team and group skills

ü information literacy

ü community and citizenship

ü personal effectiveness

ü professional effectiveness

Generic skills


Resource Directory for Generic Skills Development

1

Interpersonal skills

Skills for building and maintaining effective working relationships with others are essential in any workplace and in any profession or career. Examples include assertiveness, listening, conflict management and consultation skills. Self-management skills

Employers value your capacity to effectively manage yourself and your responses to challenges. Being a b l e t o a d a p t t o c h a n g e a n d l e a r n t h r o u g h e x p e r i e n c e a r e important self-management skills. Other examples of these skills are self-awareness, self-organisation, resourcefulness and ability to take responsibility. Problem solving, conceptual and analytical skills

Being able to solve problems, make decisions independently, critically analyse arguments and engage in a constructive exchange of ideas makes for a valued graduate employee. These skills include re-search, problem solving, decision making skills and integrated and lateral thinking. Communication skills

A capacity to explain and present your ideas clearly and concisely is valued in all work settings. Good oral communication skills are evidenced by your ability to run a presentation, develop a training session and be persuasive. Employers often value graduates' superior writing skills. These are evidenced by high standards of written documentation in formal and everyday business communication. Team and group skills

Nearly all work situations will require collaboration, so employers value the ability to operate success-fully as a member of a team. These skills include keeping to task and motivating others to stay on task, awareness of group processes, contributing to a team’s goals and relationships, and acknowledging and supporting other team members. Information literacy

Employees who can access a range of information sources are valuable to employers. Skills for effec-tive information management include: identifying, sourcing and evaluating relevant information, com-puter literacy, analysis of reading material and using information ethically. Community and citizenship

Employers value the contribution of graduates who are aware and involved in their communities. Such contributions may come in the form of political, economic, social or environmental participation. Personal effectiveness

Maturity and the capacity to function across the various aspects of your life are important attributes for all employees. A sense of purpose, personal identity, balanced lifestyle and healthy work and personal relationships are evidence of personal effectiveness. Professional effectiveness

To be an effective professional you require the following: a sound knowledge base for your discipline which you can apply to real world problems; a good understanding of the relevant professional code of practice; an awareness of the context in which you are working; the ability to review and improve your knowledge and skills. Adapted from the Griffith graduate project, self assessment of generic capabilities question booklet

Generic skills under the microscope


Resource directory for generic skills development

The ‘resource directory’ is a web-based resource designed to encourage and support students to develop the skills for success at university, in employment and in the community. Each part of the pyramid has a hypertext link to a list of web-sites, text and video resources for developing a particular skill area. You can find the Resource Directory at the web address below (click on Resources on Generic Skills and then choose the link For Students). You can also use a test instrument to assess your skills by clicking Tools and then Self Assessment Tools and then choosing the link Self Assessment of Generic Capabilities. The Griffith Graduate Web site can be found at:

http://www.griffith.edu.au/centre/gihe/griffith_graduate/home.html

By final year you will need:

The Griffith Graduate

Personal effectiveness

Professional effectiveness

Career & vocational

skills

Organisational membership

skills

Community & citizenship

skills

Team work

Oral communication

Written communication

Information skills

Interpersonal skills

Self -Management skills

Adaptability & learning skills

Problem solving & decision making

Conceptual & analytical skills

Remind me why I should start now

Building evidence takes time. If you wait until final year, it may be too late!

Written evidence of your skills

Experiences that make your degree

“saleable”

No experience = no evidence Few experiences = less saleable

What skills does a Griffith graduate need?


The key to writing successful applications and winning interviews in the future will be citing evidence of your skills, commitment and interest. The evidence will be found not only in your success in study, but also in your extra-curricular initiatives and experiences. Employers will be looking for a well-rounded person, not just ‘a degree’, so extra-curricular experiences will make your degree and you more marketable.

Imagine that you have a crystal ball and you’re looking a few years ahead.

What do you see?

4 You're about to graduate and you're applying for your dream job. 4 You're at the computer reviewing your resume. 4 You’re reflecting on what you’ve done over the past three, four or five years. Think about your future resume

4 What experiences will be there? 4 What impression of you will your resume convey? 4 What will your resume include that will impress your prospective employer? 4 Will your evidence of skill development and commitment to your professional future

get you to interview?

We invite you to consider the next three, four or five years on the following pages. Use this section as a worksheet to plan what steps you can take to increase your employability and build an impressive future resume. Remember, this process is not about compiling a resume for use now. It’s about building the basis for the resume you will need in seeking graduate employment in the future. Through the structure of a resume, you can determine the areas in which you need to build evidence. You may find it helpful to refer to the resume handout for examples of skills and experiences you would like to gain over the next few years.

BUILD THE EVIDENCE - PLAN YOUR FUTURE!

Your future resume will summarise your experiences and highlight the evidence for your strengths and skills.

Build the evidence - plan your future!

Picture yourself in the future

Planning your future


This will be the most straightforward part of your future resume, outlining basic information such as your name, address, telephone number and email address.

A career goal is sometimes stated in the following terms: “To obtain a ………….. position in ……………….. organisation / industry / field that will enable me to use my graduate skills and experience in ……………….. and provide the opportunity to contribute / develop ……………”

In what type of position do you see yourself in the future? Your ideas may be a bit hazy at this stage, but will become clearer if you take the opportunity to gain further information and experience to clarify your career direction.

Commencing career research early in your degree will help. You can do this by:

§ reading about the various opportunities in your field § talking with people who work in these areas § undertaking workplace visits or work experience.

QUESTIONS YOUR RESPONSE

§ Do you have a driver’s licence (this is required in most jobs)?

§ Australian students: Are you thinking about working overseas? Do you know where you can get information on overseas opportunities?

§ International students: Do you need to

consider your residency status in Australia or elsewhere? Do you know the rules for seeking a work visa?


§ What motivated you to choose this degree? § In what types of positions or organisations

have you considered working? § What course areas appear most interesting to

you? § What can you do to find out more about the

career paths leading from your degree?

Will you have a well-informed view of your future?

SO LET’S START PLANNING YOUR FUTURE!

So, let’s start planning!

Personal details

Career goals


Organisations you hope to work for in the future will expect that you can reflect intelligently about your time at University. Because you’ll recognise that obtaining a job is about marketing your skills and experiences, you’ll be keen to tell them about key features of your degree, the discipline and general skills you’ve gained, the projects, independent studies and theses you’ve undertaken and the quality of your results.

Attending supplementary training programs and professional events (eg conferences) can be a source of valuable skill development in addition to your degree. In fact, some new graduates have obtained their first position as a result of the additional skills developed in such programs. Depending on your discipline, these may be practical courses (eg St John’s Ambulance First Aid, computing, public speaking) or specialised professional training workshops hosted by professional associations, or organised as part of conferences. They could be courses you access through voluntary work, club or association membership or by enrolling in a short TAFE course.


§ Are there any supplementary training courses recommended for your degree?

§ What other skills could be useful for you

to acquire before you graduate? § Where could you get this training?

Will you have other skills training to confirm your work readiness and professional commitment?


§ Do you know what skills and special areas of knowledge your degree is meant to develop?

§ Are you aware of assignments and projects where you have received good feedback and done well?

§ What results have you obtained? Could they be better? Do you need to seek help with your study habits? (Hint: Learning Assistance Services may be able to help.)

§ What majors and courses will you choose? Will these influence your employability or career goal?

What will you submit as your key academic skills and achievements?

Other training

Educational background


In addition to your degree, employers value work experience as it is an important source of skill development. Many students find that work experience placements can lead to paid employment. You can obtain work experience in your field through:

• course related placements (eg field work, practicums, clinical placements) • course related projects • internships and vacation programs offered by employers • work experience that you arrange yourself (voluntary or paid).

While experience in your field is extremely valuable, don’t overlook the value of any casual jobs or part-time positions that you’ve had. The fact that you have any employment history is significant and is a valuable source of skill development. For example, the communication skills developed as a checkout operator transfer to skills in dealing with clients in professional roles. Keep track of the skills you develop in all part-time, and casual positions.


§ What work do you currently have (including part-time, or casual positions)? Do you know the transferable skills you have developed through this work?

§ Are there opportunities on offer in your current work (promotion, awards)?

Will you exploit opportunities and develop skills through work?


§ Have you had work experience relevant to your field of study? (Note: The University provides insurance for students doing unpaid work experience. Contact Student Administration on your campus for an application form.)

§ What type of work experience would be useful for you to obtain during your degree?

§ Does your program include a placement in later years?

§ What are some first steps you can take to look for work experience while studying?

Will you create opportunities to gain practical experience in your profession?

Professional experience

Employment history


Computing skills are essential in almost every work setting. Employers often seek competence in a range of programs. Relevant programs include general office software such as word processing packages, spreadsheets, databases and applications like Microsoft PowerPoint used for presentations. Efficient use of email and the Internet is essential in most organisations. More specialised technical programs may be required depending on your field.

Knowing your skills and being able to articulate them will be a crucial part of successfully marketing yourself to future employers. Being in touch with your skills and knowing how they can be valuable in various work settings is also important for building professional confidence.

We all have many skills developed from a range of experiences including study, work experience, community involvement and life in general. However most people tend to underestimate their skills.

Transferable Skills - Identifying transferable skills involves understanding how skills developed in one setting (eg writing university assignments) can be successfully ‘transferred’ to another setting (eg writing policy for government). Another way of thinking about transferable skills is as evidence for the skills you’ve developed, for example, your evidence for being able to deal with corporate clients in future job applications may be your years of experience dealing with customers in your part-time job.

Understanding the relevance of transferable skills to your future job search is not difficult. It involves:

• analysing each job, role or study experience to clarify the skills developed

• understanding the relevance of these skills to the skills employers seek.

The key to submitting winning applications in the future will be identifying your success in roles where these skills have been developed — as a student, employee or active association or community member. You may be surprised to see just how many skills you've already developed, and how these skills are highly relevant to your future graduate employment.


§ List the computer programs you can currently use. How would you rate your current level of competence with each program?

§ Which programs do you need to learn, and in which program do you need greater competence?

§ What steps can you take to increase your skills? (Hint: The Division of Information Services regularly offers free training in most well-known programs)

Will you be proficient in the use of major software applications?

Computer proficiency

Skills and attributes


Employers like to see evidence of achievement. Achievements can draw their attention and differentiate you from other applicants. Achievements can include work-related achievements, such as receiving an award for excellent customer service or completing a special project. Other achievements include:

• academic accomplishments (eg high grades for particular subjects, Golden Key Honour Society membership)

• sporting achievement (eg local, regional or state team selection)

• community achievements (eg organising a university production, helping at a fund-raising event, being elected to a membership position).

Achievements should not be limited to awards. Anything that you are proud of could be a potential inclusion.


§ What skills and attributes do employers see as important for your field?

§ What skills have you developed in paid or unpaid positions? (Don't overlook roles such as being a parent, a member of a sports club or a fundraiser with charities)

§ How could these skills be utilised in a future graduate role?

§ What skills would you like to develop through paid or unpaid work, study or through other roles before you complete your degree?


§ Consider your studies, work experience and life outside work and study. What have been your proudest moments?

§ What activities in your study, work or life in general have you pursued / been involved in that yielded positive results?

§ How could you seek out activities to build your achievements?

(Some ideas: get involved with the SRC / Student Guild or a fundraising event; seek a promotion at work; offer to take on additional responsibilities in your job; join a sports team; seek election as an office bearer in a club or society)

Will you have taken opportunities that will contribute towards your achievements?

Will you take opportunities to develop key skills and be able to articulate the skills you possess?

Achievements


Memberships in professional, community and sports associations show an employer that you have initiative, enthusiasm and keenness to get involved. Like work experience, association memberships can be a good source of skill development. In particular, active roles (eg club treasurer or helping establish a student association) can demonstrate that you have excellent interpersonal, teamwork and leadership skills, as well as showing that you are not afraid to take responsibility.

Memberships can include:

• the professional association relevant to your field, as a student member, (eg The Association of Professional Engineers, Scientists and Managers Australia, The Australian Psychological Society, Australian Human Resources Institute)

• the student association for your area of study, for example, the psychology or accounting students' association. (If such an association doesn't exist in your field, there's an ideal opportunity for you to show your leadership skills by getting one started!)

• community associations (eg Rotary, scouts, youth groups, Red Cross) and sporting and recreation clubs on campus or in the community.

Employers are seeking well-rounded employees, who have done more than just study for three or more years. How you spend your spare time contributes to your skill development, but also helps to keep your life in balance. Most employers value cross-cultural awareness and experience. Work experience or study exchanges overseas can be extremely valuable, as well as being exciting experiences. Overseas holidays where you have significant contact with people from other cultures can also be valuable. Your time at university presents numerous opportunities to extend your extra-curricular interests, and enhance personal development. Seizing opportunities to broaden your horizons, become active, participate, initiate, represent or lead, can be personally fulfilling, build self confidence and enhance your professional profile in the mind of a prospective employer.


§ Of what associations or clubs are you a member?

§ What professional associations are relevant to your field? Do they offer student membership? (Hint: CareerBoard has details of professional associations)

§ Is there a relevant student association in your field?

§ How else might you involve yourself at university or in the community?

Will your active approach to work and life be evident in your association and community memberships?

Memberships

Leisure activities


You will need two or three people who will act as referees for you. Effective referees are people who know your work well and will speak highly of your abilities to potential employers. Suitable referees could include:

• supervisors from work (eg from your part-time job) • supervisors from work experience (eg from your field placement or voluntary work) • teaching staff who know you • office bearers or committee members of associations in which you are active.

Some students find it difficult to find suitable referees as they have not been involved in work experience and do not know their lecturers well. Participating in work experience, joining professional associations and getting to know your academic staff can be valuable means of obtaining referees.

There are many things you can do to increase your employability and develop and strengthen your resume. You don't have to complete everything immediately. However you do need to consider some of your responses in the columns above. Think through what you need to implement to provide evidence of skill development and the basis on which you will market yourself to future employers.


§ What additional extra-curricular interests would you like to pursue?

§ Do you know what clubs and societies exist on campus?

§ How could you be more actively involved? § How could you broaden your horizons?

What use will you have made of your leisure and extra-curricular pursuits?


§ Do you know your academic staff, and do

they know you? § Are you keeping records of people who will

be effective referees, and do you know their contact details?

Will you have referees who can confirm the quality of your work?

Referees

Pulling it together


Ten ways to enhance your employability

What you can do

Why? Ä Adds professional value to your

resume Ä For transferable skills Ä For referees Ä For contacts

§ Get a casual job

§ Write to employers for degree-related

experience § Take up the chance of a work-related

project § Do an internship if available ………………………………………………..

………………………………………………..

Why?

Ä Provides evidence of specific skills and achievements

Ä Confirms your job readiness Ä Provides support (evidence) for

claims you will make when applying for jobs

§ Keep a record of projects completed § Retain details of positive feedback

(eg feedback on assignments, supervisors’ reports)

§ Ask for references from supervisors

(work and study) ………………………………………………..

………………………………………………..

………………………………………………..

………………………………………………..

………………………………………………..

Here are our top ten tips on increasing your employability, with practical ideas to add to your action plan!

TEN STRATEGIES FOR SUCCESS! Ten super strategies for success!

1 Obtain work experience

2 Develop a portfolio of projects, aca-demic achievements and references


Ten Ways To Enhance

Your Employability

What You Can Do

Why?

Ä Good networking contacts Ä Employment referees ÄMay hear of vacancies in your

field (work experience, graduate job)

§ Participate in tutorials § Ask for feedback on assignments

when required § Show you're interested in your

studies

Why?

Ä Enhances your professional profile Ä For networking contacts Ä For newsletters containing

employment information Ä For advice on conferences, seminars

and networking events

§ Check CareerBoard for relevant professional associations

§ Seek student membership of

professional associations § Check out student professional

associations on campus ………………………………………………..

………………………………………………..

Why?

Ä Impresses prospective employers Ä Demonstrates diligence / hard work /

mental capacity

§ Improve your study skills § Seek study assistance when required ………………………………………………..

3 Ensure faculty staff know who you are

4 Join employment-related professional associations

5 Strive for good results (assignments, projects and courses)


Now that you know how to develop the evidence you’ll need to conduct a successful job search, it’s worth considering how to explore where your degree can lead you. Information interviewing is a way of finding out information about your future career. It can assist you to find the kind of job you want and where you’d like to work. It can also help to build the contacts necessary to find employment when you’re ready to look.

Purposes

Information interviewing may be used for any of the following:

Ü Clarifying your employment and career objectives Ü Obtaining information about work in a particular industry or organisation Ü Confirming your choice of career Ü Finding out the day-to-day activities involved in a job Ü Shortlisting organisations where you’d like to work Ü Building confidence in your ability to speak with employers Ü Making contacts to obtain work experience.

Getting started

You could begin with a field where you have some interest, or one where you know past graduates of your degree have obtained employment. In deciding on an area you would like to investigate, consider a job title, a field, or an industry area - any of these will make useful starting points. In seeking people to interview, you could start with or be referred by:

Ü One of your teaching staff (some have good professional contacts)

Ü People you already know in the field (eg friends, friends of the family, people known to your friends, workmates and colleagues of your parents or partner)

Ü People you meet socially (eg at the gym, in a sports team, in a club) Ü Contacts of people you know (eg you’ve heard about them from someone) Ü An appropriate professional association.

Another way to commence information interviewing is to make the contacts yourself. Making your own contacts means seeking an interview unreferred, with someone previously unknown to you. As you gain more confidence, you may find this is easiest, though you should also be prepared to accept ‘knock-backs’ from some of the people you contact.


What you can do

Why? Ä For contacts Ä Keeps you in touch with current

professional issues Ä Adds professional value to your

resume Ä Enhances your professional profile

§ Find out what is on via school noticeboards, academic staff and professional associations

§ Help organise a conference session § Present a paper § Actively engage with conference

participants

Why?

Ä Adds to employment skills Ä Enhances personal and professional

growth ÄMay provide just the additional skills

needed for the position you seek

§ Consider useful electives in other

programs § Check out professional association

programs § Ask academic staff about other useful

courses

Why? Ä Know employers Ä Know what employers are looking for Ä Get to know types of jobs in your field Ä Use as networking tool (ie for

contacts)

§ Collect relevant job ads

§ Check which organisations have previously recruited graduates of your degree

§ Keep information on employers from

CareerBoard and Employers on Campus visits

§ Keep up-to-date with general

information on organisations in the press

§ Network with people in your field (eg

via 6. above)

6 Attend conferences/seminars

7 Undertake additional training which complements your degree (eg industry specific, technical)

8 Commence tracking jobs and organisations of interest



What you can do

Why?

Ä Tool for job hunting Ä Way to get an interview

§ Prepare your professional resume early

§ Get feedback on drafts of your

resume from Careers and Employment Service and professionals in your field

………………………………………………..

………………………………………………..

………………………………………………..

………………………………………………..

Why?

Ä Clarify your career objectives Ä Enhance your career ‘identity’ Ä Build contacts Ä Source job leads

§ We’re covering this next! Read on … ………………………………………………..

………………………………………………..

………………………………………………..

………………………………………………..

9 Have a good resume that really sells your key skills and experiences

10 Conduct workplace interviews with professionals in your field


Now that you know how to develop the evidence to prove your work readiness to a future employer, here is a strategy to help you explore your career dream — and perhaps even short circuit a future application process. It has been speculated that only 15% of vacancies are advertised. The rest are filled by people who already ‘have their foot in the door’ - through work experience, networking, volunteering or being ‘on the inside’. This is known as the ‘hidden job market’. Workplace interviewing is a way of exploring your career and developing your ‘career identity’, but can also be used to build contacts and tap into the hidden job market.

Workplace interviewing may be used for any of the following: 4 Clarifying your employment and career objectives 4 Obtaining information about work in a particular industry or organisation 4 Finding out the day-to-day activities involved in a job 4 Shortlisting organisations where you’d like to work 4 Building confidence in your ability to speak with employers 4 Making contacts to obtain work experience or tap into the ‘hidden job market’.

You could begin with a field where you have some interest, or one where you know past graduates of your degree have obtained employment. In deciding on an area you would like to investigate, consider a job title, a field, or an industry area - any of these will make useful starting points. In seeking people to interview, you could start with or be referred by:

4 One of your teaching staff (some have good professional contacts) 4 People you already know in the field (eg friends, friends of the family, people known to your

friends, workmates and colleagues of your parents or partner) 4 People you meet socially (eg at the gym, in a sports team, in a club) 4 Contacts of people you know (eg you’ve heard about them from someone) 4 An appropriate professional association.

Another way to commence workplace interviewing is to make the contacts yourself. Making your own contacts means seeking an interview unreferred, with someone previously unknown to you. As you gain more confidence, you may find this is easiest, though you should also be prepared to accept ‘knock-backs’ from some of the people you contact.

If you attend the interview without any knowledge of the job or the field of work, you probably won't know enough to ask sensible questions. Ideally you should know something about: 4 the field, and/or the nature of the work undertaken, and / or the business of the organisation, or

industry. With this in mind, the aim of the workplace interview is to supplement the information you have and enhance it by getting a view from someone in the job or field.

Arranging an interview could involve:

4 just turning up in-person and asking to speak to a nominated person (quick and easy, but without a high chance of success)

4 phoning the person you want to interview and seeking an appointment (better than the first option, and reasonably quick)

4 writing first, then phoning and seeking an appointment (the best way).

Unlock your career with workplace interviewing!

Purposes

Getting started

But wait!

Arranging the interview


Writing first is the professional way. If you write, your letter should introduce you and provide some detail about what you’re seeking, then you can phone without the need to explain from the beginning. This two-tiered approach is more likely to convince a stranger to agree to see you (see sample letter 1, pg 24).

Whether you write first or simply phone, indicate clearly your current circumstances and that you are seeking information and advice. You may be asked when you phone just what kind of information you’re seeking, so be ready to give some details. If you write first, make sure you indicate you will phone in a week to follow up your letter. Be clear about the time you are seeking - 20 to 25 minutes is reasonable, but anything longer could be imposing on your contact's time.

Here are some quick points that might assist the progress of your workplace interview. They are meant as a guide only.

4 Thank your contact for agreeing to see you for 25 minutes (confirm duration so that he / she knows you are working to the agreed time)

4 Briefly review where you are at present - stage of degree, and state of career exploration

4 Commence with open questions - Can you tell me how ...?; Can you tell me about ...?; Can you describe...?

4 Jot down notes if important, but only from time to time 4 Wind up as the time agreed approaches; don't go overtime unless the time is

renegotiated (but be wary of seeking extra time).

You could conclude by asking your contact for a referral to another contact he / she thinks might be useful for you. This is a practical way of making other contacts and getting another perspective, but needs to be handled carefully. You don’t want to give this contact the impression the information given wasn’t helpful. You could ask:

4 Could you refer me to someone else who could give another perspective / who works within a larger / smaller organisation?

4 Could I use your name in making the contact(s) you've given me? 4 Could I get back in touch with you at some time in the future if I need additional

information?

Immediately review what you learned and note down important details including the name and contact details of your interviewee, the date of this discussion, useful information and the names of other contacts. It’s important to write a short letter thanking your contact for the time spent with you. It would be helpful to include a couple of lines on what you found of most interest (see sample ‘thank you’ letter 2, pg 24).

Workplace interviewing can be initially daunting but is a highly profitable activity, well-suited to students in any year of study. It is one of the best ways of investigating where you would like to work. It expands your network of contacts, important now and throughout your career as a means of extending your career horizons and employment prospects. Start now!

Making contact

During the interview

Referral

After the interview

So get to it!


Questions you could ask in a workplace interview

Here are some sample questions to stimulate your thinking about questions you might wish to ask in information interviews.

Qualification and entry level issues ♦ What degree is most appropriate to enter this field? ♦ Are there 'entry level' positions in this field / organisation suitable for graduates? ♦ How appropriate is my current degree & how would I best supplement it academically? ♦ Are there many degree qualified staff here? ♦ Does the current trend favour the recruitment of graduates or non graduates? ♦ Do you have a graduate program? ♦ Could you describe your graduate induction program. ♦ Are there specific career steps graduates follow that are different to steps

followed by other staff? ♦ If you were recruiting someone to an entry level position, which would you regard as most

important - education, experience, personal attributes, or particular skills? ♦ What emphasis do you place on high grades in recruiting entry level graduate staff? ♦ Is previous experience important in this role or field and if so what kind? ♦ Could you describe the typical working day of entry level (or other staff) in this organisation.

About person / his or her career ♦ What was your career path into this work / field / organisation? ♦ Reflecting on your own career in this field, are there things you would do differently with the

benefit of hindsight? ♦ If you knew you would be in this field / occupation, would you have completed the same

qualifications? ♦ Could you describe your typical working day. ♦ Does this field of work / occupation / industry place demands on your personal life? ♦ How many hours each day do you spend at work (or how many hours in a working week)?

Career and job prospects ♦ What skills are most required to be successful in this field / occupation? ♦ What is the normal pattern of promotion (are there particular routes)? ♦ Do you need to move elsewhere (within Queensland / interstate) for advancement in this field? ♦ How are vacancies filled in this field (advertised / filled internally)?

This organisation / work undertaken ♦ How big is this organisation / department / unit? ♦ Could you describe its structure (hierarchies / teams / working groups). ♦ How are work objectives achieved (short or long projects / seminars / client contacts)? ♦ Is the work continually high pressure / ‘peak and trough’ / quality driven? ♦ What is the business / main activity of the organisation? ♦ Is there a high staff turnover - how long do employees usually stay? ♦ What are the training opportunities offered by the organisation? ♦ How are people assessed for promotion? ♦ How can one transfer between sections of the organisation? ♦ On average after how long does it take new employees to obtain promotion? ♦ To what extent is responsibility given to new graduates?


Sample letter 1— seeking a workplace interview

[Personal details, addresses and dates as per sample letter 3]

Dear Ms Smyth I am a student in the first year of a _______________ degree at the ________ Campus of Griffith University. I was referred to you by Mr David Brown from __________ whom I understand you know as a result of your involvement with the Professional Procedures Authority. I am seeking information about the work of _______________ with a view to expanding my knowledge of the range of options in this field. I was wondering if it would be possible to meet with you for a short time to seek answers to some questions I have about this area of professional practice. I will phone you early next week to establish whether you are able to meet with me, and if possible to arrange a time that would be suitable to you. Thank you for considering this request. Yours sincerely David Freshman David Freshman

Sample letter 2 — thank you

[Personal details, addresses and dates as per sample letter 3]

Dear Carol This is a note to say thank you for agreeing to meet with me recently regarding questions I had about careers in the field of ___________. I found the discussion very helpful and I now have a much better grasp of options in this field. I found the information you provided about the opportunities for promotion especially helpful. I was also grateful to be referred to Ms Jane Young, Supervising Officer for _____________ . I have contacted her and arranged a meeting for next week. Once again, thank you for your assistance in helping me obtain a better understanding of this field. Yours sincerely

David Freshman

David Freshman


Sample letter 3 — finding work experience

David Freshman 11 October 2004 Ms Carol Smyth Human Resource Officer Job Placement GPO Box 4321 BRISBANE 4000 Dear Ms Smyth I am a student in the first year of a Bachelor of _______________ at Griffith University, ____________Campus. I am writing to explore the possibility of obtaining work experience with Job Placement in the forthcoming Christmas vacation. I was prompted to write after noticing a range of interesting graduate positions with Job Placement advertised in the press over the last several months. I subsequently visited your web site and was impressed by the nature and scope of your activities. You will see from the attached resume that I have held a number of part-time and casual jobs at high school and during my first year at University. I am now keen to find relevant work experience (paid or unpaid) in order to gain a better understanding of possible future graduate job opportunities, and to supplement the knowledge and skills being acquired through my degree. If there is any possibility of a work experience placement over the vacation, I would be very pleased to be considered. I will contact your office early next week, to confirm my interest and check on any opportunities that might be available. Thank you for considering this request. Yours sincerely David Freshman David Freshman


Still not convinced! Your future job search will challenge you to use the knowledge and skills you have developed during your degree. Some graduates will be better prepared and will achieve success quicker than others. If that future job is advertised, it may attract 100 or more applicants, but as few as four may achieve an interview. Your goal is to be one of those interviewed.

The Reality of

Job Search

100 Apply

Four (4) Interviewed

So, what will separate the four who are interviewed from the ninety-six who don’t make it?

Ever heard the saying “If you fail to plan, you plan to fail”? Well, this especially applies to securing graduate employment.

On the following page is an action plan for you to set your goals for this year. Before commencing your plan, review your notes from previous pages. Identify the tasks you've noted and write a list in order of priority in the "What" column. Think about timing - when you should undertake each task (eg immediately, over the holidays) and how you will complete each task. Start now and get the edge you’ll need to achieve your employment goals!

SO - REMIND ME ONE LAST TIME!

I guess I should start planning now!

So remind me one last time!

§ Professional work experience

§ Networks and contacts

§ Achievements (professional and personal)

§ Memberships

§ Referees

§ Applicants’ ability to articulate the successes, skills and experiences outlined in their resume

§ Applicants’ knowledge and understanding of, and demonstrated commitment to, their professional future

The reality of job search

100 apply

Four (4) interviewed


What What do you want to

achieve?

When When are you going to do it?

How How will you do it?

Who can help?

Work Experience

Start looking now, in preparation for mid-semester break or summer vacation

Look for Work Experience on CareerBoard Ask my lecturers for possible contacts Write 5 letters to organisations of interest (see sample letter 3, page 25)

My action plan


“To accomplish great things, we must not only act, but also dream; not only

plan, but also believe.” (Anatole France)


Careers & Employment Service Contact: NATHAN Student Services Level 1, Bray Centre Kessels Road Nathan, Qld 4111 Phone: (07) 3875 7470 Fax: (07) 3875 5360 GOLD COAST Student Services Graham Jones Centre Parklands Drive Southport, Qld 4215 Phone: (07) 5552 8734 Fax: (07) 5552 8854 MT GRAVATT Student Services Ground Floor Community Services Building Messines Ridge Rd Mt Gravaltt, Qld 4122 Phone: (07) 3875 5669 Fax: (07) 3875 6889 LOGAN Student Services Community Place University Drive Meadowbrook, Qld 4131 Phone: (07) 3382 1267 Fax: (07) 3382 1103 SOUTHBANK - QCGU Student Services Room 1.10 16 Russell Street Southbank, Qld 4101 Phone: (07) 3875 6344 SOUTHBANK - QCA Student Services Level 1, Webb Centre 226 Grey Street Southbank, Qld 4101 Phone: (07) 3875 3143

http://www.griffith.edu.au/careers

Documents

Making employment happen - gegeen.files.wordpress.com€¦ · Making employment happen — start in first year 5 Congratulations! You've made it to uni and already completed part