Entering the World of Work:
A Curriculum for Two – Year Technical Students

By Xavier V. McC lung

The transition from two-year technical institutions to the work force can be difficult Training students in job skills, before they leave their institution, can be beneficial. Compared to the work world, school has been a relatively simple place for decision-making. “Success is easily defined — to earn a degree. Choices that must be made on the road to this ‘success’— the number and types of classes one must take, majors, etc. — are minimal and simple. Loyalties and allegiances are generally directed inward. Self-indulgent choices—’would I rather get a tan or hear a lecture on Shakespearean sonnets?’- may be made without significant repercussions” (Strasser and Sena, 1993). It is not surprising that the transition from school to a career position is very difficult. This transition involves many changes, physical, psychological, emotional, and intellectual. The future is no longer a two-year span of time, but an indefinite period. When the first career job is offered. Human resources professionals begin talking about retirement benefits, life insurance, and other things that haven’t entered the students’ mind. Students should be prepared for this change by participating in a class that will teach job search strategies, resume and portfolio development, the art of researching companies, interview skills, dressing for success, business etiquette, and how to accept job offers. Being trained in these areas will allow students to ready for the job search process.

“Job’s don’t find you. You find jobs”(Strasser and Sena, 1993). Job searching has become an art. Students need to be taught how and where to look for jobs. Many students believe that checking the want ads in the local paper is job searching. Making students aware of job search strategies can prove to be very helpful. Students should know to use the Internet, want ads, employment agencies, career centers, on-campus recruiting, resume referral, and networking. If students do not learn this in class, many will never know.

“I’m really excited about finding a job. What I thought I would do first is write my resume. That shouldn’t take long — maybe two or three hours.” (Krannich and Banis, 1995). Few job seekers know how to write effective resumes and letters in today’s job market. Resumes and job search letters may be the most important written communication in a student’s life. Failure to communicate qualifications to employers will affect future job satisfaction, career advancement, and potential earnings. High impact resumes and letters grab the attention of employers. They are an accurate representation of the student’s strengths and future productivity Students need to be taught how to communicate their strengths on paper.

“While your cover letter and resume get your foot in the door, a portfolio clinches the deal. (Hess, 1999). The portfolio allows the employers to see documents showing proof of accomplishments and performance. Students should have the opportunity to learn the art of preparing a portfolio before the job search begins.
In order for students to effectively prepare for the job search they need to know as much as possible about the companies that interest them. By researching the company the students can tailor their resume and cover letter to a particular position and prepare effectively for an interview. “Employers perceive researching the company as a critical factor in the evaluation of the applicants because it reflects interest and enthusiasm. In the interview, it shows that you understand the purpose of this process and establishes a common base of knowledge from which questions can be asked and to which information can be added thus enabling both the applicant and interviewer to evaluate the position match more accurately.”

Like playing sports interviewing takes practice. If students arrive at interviews unprepared they are not likely to motivate the interviewer to hire them. In a very real sense a successful interview begins before you ever set foot in the interviewers office – with your preparation for this face-to-face appraisal. Part of that preparation should be to anticipate the questions that you be asked and to plan effective and persuasive answers to them.(Strasser and Sena, 1993). Students need to be taught what to expect and how to prepare for the interview process

Fifty-five percent of a person’s credibility is based on appearance. “Your choice in clothes is important because it’s your packaging. When you dress in clothes that mean business you have a better chance of being thought serious-minded” (Sabath, 2002). How will students know what to wear if they haven’t been taught what is appropriate dress for the workplace? Students should be made aware of appropriate job search attire in order to be successful in the job search. Students are not accustomed to planning what they will wear in advance. Dressing for success takes planning and preparation.

“You never get a second chance to make a first impression. In the first seven seconds of contact a person forms eleven about you” (Newfeild, 1991). Part of creating a good first impression is feeling confident in the area of business etiquette. Many times first impressions can either make or break the interview process. By learning business etiquette before graduation students have the confidence to meet and communicate with prospective employers with confidence and style. Studying business etiquette allows students to gain the competitive edge needed in today’s work world.

“Hooray. The phone call from the company came and the human resources agent offered you the job. You’re thrilled! But don’t accept just yet because some issues must be worked out” (Hess, 1999). What if students have more than one offer? How should they negotiate a salary? How can students refuse a job offer appropriately? What relationship should exist between workers and supervisors? Students need some exposure to these questions that may present themselves during the last stages of the job search process. If students practice asking questions of employers students are more likely to seal the deal.

If students are provided the opportunity to participate in a course such as “ Entering the World of Work” before graduating the probability of being successful in the job search process is much greater. May times students don’t have past work experience from which to learn. If employers expect students to be confident, savvy, and polished during the job search process institutions must offer this information to students. “Entering the World of Work” will provide the training needed to empower the two year technical students to achieve career success. This course curriculum will be developed to assist students making this challenging transition from student to successful professional.

References
Crowther. K.N. (2002;. How to research companies. Job Choices. 45, 27-33.
Hess. P.M. (1999). Career success: right here. right now!’ Albany. NY: Delmar Publishers.
Krannich. RL & Banis. WJ. High Impact Resumes and Letters. Manassas Park. VA: Impact Publications.
Newfield. P. (1991); Personal best: (Review of the video program Dining and Social Skills for Business.
Sabath. A.M. (2002). Dressing for the job. Job & choices 45, 88-89.
Strasser S. & Sena J. (1993). From campus to corporation. Hawthorne. NJ: Career Press.

This article was first published in the November 2002 issue of Community College Journal, v73, n2, pp. 36-38.

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