by sean@higheredcareercoach.com | Jun 7, 2011 | Interview Tips, Job Search
Showing yourself to be technologically savvy and forward-facing are incredibly important in today’s job market, so it’s no surprise that job-seekers find themselves exploring the best ways to highlight their tech skills and comfort with technology. But there are potential downsides to bringing along “new and shiny” as you enter into a search process. This week, as we continue our exploration into interview ecology, we’ll explore the risks and benefits of introducing different variables into the job-search ecosystem and hopefully, help you make some intelligent choices about how you integrate these different variables into your search strategy.
The Risks of Bringing “New and Shiny” into a Search Process
I recently traded tweets with a job-seeker who was worried about whether bringing his iPad to an interview might seem pretentious to the interviewers. We had a great and wide-ranging exchange about the pros and cons of doing so, and this conversation kind of converged with another recent one with a client and my interests in person-environment theory and the environment, and resulted in this series of posts.
The Delicate Ecosystem of the Everyday Interview
Let’s return to some basics of this proposed “interview ecology” framework:
- If the hiring process is considered as an ecosystem, what are the naturally occurring parts of that system? Some possibilities:
- New variables, before entering into the ecosystem, are assumed to be neutral, and to pose no inherent impact on the environment.
- Once a new variable is introduced into an ecosystem, whether it is beneficial or invasive/destructive is determined by the nature of its interactions with the natural environment, and the impacts on other aspects of the ecosystem (people, places, resources)
- Variables that create harmony, or synergy and are seen as potentially compatible with sustainable growth and balance are deemed to be beneficial.
- Variables that create anxiety or dissonance are seen as incompatible and said to be invasive or destructive.
The Impact of New Variables
Since conversation is the primary form of interaction in an interview, the impacts of new variables on the quality and sustainability of the conversation, and in the formation of assumptions about person-environment fit that derive from that conversation, need to be our main concern and point of discussion in an interview ecology model.
Ultimately, decisions about whether to bring a iPad (or any new tech) into an interview should be weighed against the possibility that it might upset the ecosystem of the interview and distract from the conversation.
Risks to consider:
- Being seen as inattentive (if your attention to the tech causes the interviewers to think you are bored, then you could come across as elitist or pompous, and this will kill your interview)
- Being seen as a someone who might not relate with the students you’ll be serving (if you are a “have” and your students are more likely to be “have nots,” will you be seen as an outsider?)
- Being seen as more interested in technology than people (i.e., your interests aren’t a good match for their needs)
Perceived benefits:
- An ability to take notes without using paper. (Seems pretty basic when you put it that way, doesn’t it?)
- Being seen as innovative and comfortable with technology (The assumption being that you will bring innovation and a tech-friendly sensibility to the position and department.)
- Showing your interest in sustainability (Giving the impression that you will wisely steward resources and consider the impacts of your actions on the work environment.)
- Creating an impression that you are forward-looking and oriented toward progress and development. (Showing that you have a drive to achieve through innovation.)
Weighing the Benefits Against the Risks
| Benefit |
Risk |
| Being seen as innovative |
Being seen as inattentive or bored |
| Showing an interest in sustainability |
Being seen as uninterested in the people or environment that in the system, only interested in resources
|
| Showing an interest in progress |
Showing a lack of interest in people or the realities of the particular organizational culture
|
Other Options
So to mitigate any of these risks and the potentially negative impressions that might come with them, what are some other options?
- Leave the iPad behind (no distractions)
- Bring the iPad but don’t use it (not as distracting, in relation to attention on your part, and still sends out techie signals, but could still be interpreted in ways that imply inability to relate or interest in other things.)
- Bring the iPad but only use it for the Q & A portion of the interview (your questions would be there) or any presentation you need to do, and/or for you to use during breaks.
So it really does come down to mitigation of risks and the benefits against the potential costs. In this case, would the benefits (taking notes and seeming tech-friendly and interested in sustainability–which might not be directly related to the job–and the risks all come down to “fit,” with the downside being that you don’t get the job because of a distraction unrelated to your qualifications and how you presented them.
Given this perspective, what do you think you would do?
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by sean@higheredcareercoach.com | May 9, 2011 | Job Search, Negotiation
Discussing salary is easily the one part of the job search process that causes candidates universal anxiety. One of the search terms that job-seekers look up, before arriving at this site, is “tactfully asking about salary.”
Since asking about salary is such a nerve-wracking experience, here are five ways to find out about salary without asking (or at least asking outright).
- Refer back to the job posting and see if a “salary range” is indicated. Anticipate that most hiring agents will make an offer between the minimum and the mid-point of that range, with early-career candidates being offered closer to the minimum, and more experienced candidates being offered toward the mid-point. In very few cases should you expect an offer to be made above the mid-point; organizations want to hire people who can grow into the position before their salary expectations outgrow what the organization can pay. It’s a question of value: no matter how good you are in general, they have placed a maximum value on what the work at that level is worth to the organization. If you need more than that, don’t apply for the job.
- Visit the Human Resources website for the institution and see if there is a section with information about salary, compensation and benefits. In this section, search for the terms “pay scale,” “salary bands,” “pay grades,” “salary grades” and “salary levels.” If the institution has this sort of system, see if you can find level at which the position is classified; this may be listed in the posting. Public institutions are more likely to have this information posted, since many states require that information about employee pay scales be released to the public. If you do find these listed, refer back to the advice from #1 and figure the pay will be between the minimum and mid-point.
- Ask someone who works at the institution, but outside the hiring circle for the department where you are applying. If you can find such a person in the same department, or who holds (or has held) a similar position (in title or pay band), they should be able to at least give you context about what they make, and may be able to give you some context based on that experience. They may also have access to internal systems where they can see different information than the general public (like new employee manuals, benefit guides, etc.)
- Call someone at Human Resources and ask what the “typical” hiring range is for a position at that title and grade. Indicate that you believe you may be interested in the position but don’t want to waste anyone’s time (theirs or yours) by applying to a job you can’t afford to take. As long as you say it diplomatically and convey that you are asking for those reasons, you’ll likely be fine, in the eyes of Human Resources. It shows that you are a serious candidate if you do apply.
- Google it. You never really know what you might find out. Try “salary range” for “title,” and “institution,” and see what comes back. I did this for several positions and the search returned recent job listings, with salary information, a couple of perspective pieces by student affairs professionals about jobs and salaries, and one site called GlassDoor.Com, which lets you search for salaries by job title. (That would’ve been a number 6, I guess, but I didn’t want to change the title of the article.)
Whatever you choose to do, I advise against asking outright about a specific salary number, related to your candidacy, until you have been made an offer. When you are offered a job, a starting point for the salary discussion will be included in the initial offer. Don’t react to the first number you if you can help yourself. Just ask how they came up with the number, and why they feel it would be a fair offer, given your education, skills and experience. Then take some time to think about whether the offer is fair. If it is, you can take it or maybe see if you could make a counter-offer to see if you could do a bit better. But if you are happy with the salary, there’s nothing wrong with just taking it and getting to work. If you aren’t, go back with a counter offer, but be sure to base it on the value you will create for the employer (i.e., how you will earn the higher salary through hard work and productivity.
What other ways can you think of to “ask without asking?”
Some good resources to help you explore ways to approach salary negotiation:
Negotiating a Job Offer: Do’s and Don’ts
Sealing the Deal: Questions to Ask Yourself When Faced with “The Offer”
Job Search 101 Video on YouTube from USC’s Annenberg School
Interview Tip: Leave the Salary Out of It on Newly Corporate
by sean@higheredcareercoach.com | Dec 21, 2010 | Career Skills, Coaching, Higher Education, Job Search, Student Affairs, The Placement Experience
Every year, I start the holiday season with good intentions…making lists, coming up with the perfect ideas for each person on my list, and taking some time to get a good head-start on things.
And like many, I fall short.
I began writing this post the night of the 19th. At that point, I hadn’t begun my Christmas shopping. Yesterday morning I was going to go out, but all the sudden it was nearly 2 p.m. before I was finally heading out the door to do some shopping. I still have a few more things on my list, but they will have to wait. Today is my daughter Susie’s 2nd birthday and we are eating cake, opening presents, and (undoubtedly, because we do this every day) watching Team UmiZoomi about 20 times.
My wife, Sarah, is one of those people who buys ahead and finds all the great deals. So she and I periodically talk about ideas and she buys many of our children’s gifts early. And my siblings, parents and the other adults in our family have moved on to doing a “country gift exchange,” so I don’t really have all that many people to shop for, but the ones I do are pretty important to me.
If you are a last-minute gifter, and you have a higher ed job seeker on your list (or you are one, and hope to give yourself the gift of a new job in the coming year), here are a few ideas for last-minute gifts:
- Buy the person a website to set up a job-seeker blog. If possible, register a .com address and use the person’s name, so they can stake out a “home base” for their personal brand. You can find plenty of good web hosts out there, and it’s really easy on most to set up a blog using WordPress. I use FatCow, which has a lot of nice features and add-ons, and a really affordable annual rate, with unlimited storage and bandwidth, as well as e-mail addresses for your domain. They are running a $4.67/month hosting special right now, which you can get by clicking on the link above or on the ad in the right-hand column. The deal includes hosting for one year, one domain, and a lot of easy-to-use tools. For example, easy set-up of a WordPress.Org blog like this one, photo galleries, forums, Moodle and Joomla sites, even an online store. Users also get ad credits on Google AdWords, Facebook, and Yahoo, which your job-seeker could use to place personal “Job Wanted” Ads.
- If you self-host a WordPress blog, you can install a standard template or get a little fancy. My blogs run the Thesis theme framework, which has some built-in features that help with Search Engine Optimization. You need to have some confidence with technology to get it installed and set up, but once you do, the dashboard is pretty easy to master, and you will enjoy better search results without having to get a certificate in internet marketing.
- Buy your job-seeker some assistance with writing and editing their job search materials (or if your job-seeker is going back to school, with admissions essays). I offer these services as part of my 1-on-1 coaching packages, and would be glad to speak to you or your job-seeker about what I can offer, but I also recently became an affiliate for ResumeEdge and EssayEdge, the leading resume and essay editing and assistance services on the internet, so please check them out as well.
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Screen grab of Module 3 of the Placement Partner Program Moodle Course
Give the gift of coaching. I am opening a job seeker group for spring. I am offering first spots to people on my mailing lists, so sign up here to get information. There will be a limited number of spots for this program, because I want to offer members a quality experience and to give them personal attention, so list members get first crack. If there are available spaces in January, they will be opened up to the general public.There will be three levels of participation:
- Value Edition: Online group with self-paced activities and forum discussions ($180 for 6 months access. You must register for this option to be offered the opportunity to upgrade to either of the other levels. The first five modules of this 26-module program are now live and available for those who are ready to get started with their exploration and planning over the holiday break. The rest will go live in sometime in early January.)
- Standard Edition: Online group, plus free access to webinars and 2 1-on-1 meetings for resume assistance and mock interview practice, and e-mail coaching through the duration of your enrollment($300-with the option of paying for the upgrade all at once or in 6 monthly installments.)
- Personalized Edition: All of the above, plus 6 additional coaching sessions. ($500-with the option to pay for the upgrade all at once or in 6 monthly installments.)
- If you are looking just for 1-on-1 coaching, my rates for one-on-one coaching are reasonable, and depend on the length of the session. If you’re interested in 1-on-1 coaching, visit my public calendar to schedule a free initial consultation. There is no obligation to purchase anything. We’ll talk about what you are looking for in a coach. I will tell you a bit about my coaching methods and business practices, and we’ll discuss the going rates for the services that interest you. If you like, I will even give you a couple of other resources to check out. Every job seeker has different needs and the “fit” between coach and client is just as important as “fit” is to landing the right job. So the consultation will be an opportunity for both of us to assess whether we might be able to work together on your job search.
- Or you can buy a gift certificate (that can be used at my webstore toward any of the programs above, or 1-on-1 coaching, or other products and services to be offered soon, including e-books, webinars, and job-seeker tools and resources.
Whatever you end up getting your friends, your loved ones, or yourself, I wish you the best this holiday season, and good luck in your job search!
by Sarah Howard | Aug 23, 2010 | Higher Education, Monday Morning Quarterback, Student Affairs
Last Monday, I posted over on higheredlifecoach.com about how successful students seek help. I suggested that students familiarize themselves with resources available to them on campus early so that they know where the appropriate offices are if they need them in the future. When I was working out some of the details about my post with Sean, he suggested that I might also give some ideas to higher ed staff and administrators about how we can help encourage help-seeking behaviors in our students.
I don’t claim to be an expert on this subject, and I really would just like to start the discussion about setting the tone to encourage students (and perhaps even other faculty or staff) to ask for assistance when needed.
I started my job as an academic advisor at a new institution two years ago. When I was interviewed, I remember being asked how comfortable I was asking questions of others. As with most jobs or new institutions, there was a huge learning curve to overcome before I really felt confident meeting and talking about academic-related issues with students. I didn’t know where buildings are (I still have to refer to the campus map pretty frequently), I didn’t know the specifics of the curriculum, and I didn’t know what additional resources were available to our students. My office trained me on the curriculum throughout my first few months on the job, but much of the training about additional resources was left to me. I looked at every web site on our university’s “For Students” page. I attended brown-bag lunch presentations by a variety of people from across campus. Some of my colleagues and I set up appointments with various offices to get more information about the services they provided. It was a long (and ongoing) process to gather information that I knew my students needed, but that I didn’t necessarily have.
I am a full-time employee and I don’t have all of the information. I spend 40+ hours per week helping students, and yet I don’t have anywhere near all the answers. So how or why do we expect our students to know where they should be finding appropriate resources? At this point in my life, I have at least become comfortable with asking for help or for the answer to a question if I don’t know, but some of our students haven’t gotten there yet. For some, this is the first time that they may have encountered difficulty, either with their academics, personal life, or emotions. If they haven’t had to ask for help before, it can be a challenging thing to do, especially because first it means that they have to admit they don’t have it quite all together.
Our campuses need to set the tone that it is okay, and actually encouraged, to ask for help. Perhaps that means launching a campus-wide “Just Ask!” campaign, with posters highlighting campus resources, YouTube videos with plugs from the university president or high-profile student athletes, and a Twitter account to accept and respond to questions. A campaign of that size likely would take a lot of coordinating, but it could be really effective in the long-run. If you are looking for ways of encouraging help-seeking behaviors in the shorter term, here are some of my ideas:
- Encourage students to find at least one person (faculty, staff, administration) on campus who they feel comfortable talking to, even about difficult issues. That one person might not be able to answer all of the student’s questions or solve all of his/her problems, but would at least be likely to be able to provide referrals to others who can continue to help.
- Find out what resources are available to students on your campus. If possible, know the office hours and location, and perhaps even the name of someone in that office.
- Keep pamphlets or fliers of available resources easily accessible to students. If there isn’t space in the office or on your desk, at least have them handy so that you could give one to a student if necessary.
- If you don’t know the answer or the appropriate office to refer to, ask someone else. If students see that even faculty and staff are willing to ask others, they may gain some courage to do the same in the future.
What have others done to encourage help-seeking on your campus? Please share your ideas or programs!
As Stacy Oliver pointed out in her blog post last week on the Student Affairs Collaborative Blog, we are often afraid of asking for help because there might not be someone there to help. We all know that we work in higher education to support students and that if a student asks for help, we will be there. Now we just need to figure out how to make sure that the students all know that!
Sarah Howard is in her third year of academic advising at the University of North Carolina at Chapel Hill. She advises students with majors in natural sciences, mathematics, and pre-health fields. Sarah completed her bachelor’s degree at Ashland University in Ohio with a double major in English and mathematics and a religious studies minor; she also holds a Master of Arts degree from Bowling Green State University in college student personnel. Her favorite colors are blue and orange. She can be found online at @howardsj or her blog at http://undecidedlyadvising.blogspot.com
by sean@higheredcareercoach.com | Dec 11, 2009 | Take 5
Today’s Higher Ed professionals often feel like dinosaurs, in comparison to their students, who are connected 24-7-365 to each other and just about everyone else via various social media tools and websites. Here are five resources on the web to help you get up to speed on social media.
Social Media Can both Connect and Confuse!
