New GE Proposal Shifts Regulations from Eligibility Provision to Disclosure Requirement for All Programs
Earlier today the U.S. Department of Education provided the Committee 2 – Gainful Employment negotiators with eight updated Issues Papers detailing proposed revisions to the current GE regulations. Among many significant revisions contained in the draft proposals there is none larger than a clear shift away from the regulation being used as a determinate of a limited scope of programs’ eligibility to participate in the Title IV programs, to the use of a blanket disclosure provision requiring all programs eligible to administer Title IV programs funds to provide general information about each program (including outcomes measures by program length, hours, and campus), as well as notices to students and prospective students for each “low-performing” eligible educational program offered by an institution in comparison to the standard.
CSPEN is in the process of thoroughly reviewing the Department’s release and reaching out to colleagues both on the Committee and within and beyond to discuss their assessment in preparation for next week’s second of three negotiating sessions. As soon as the eight Issue Papers are posted on the U.S. Department of Education’s Negotiated Rulemaking for Higher Education 2017-2018 host page and/or correspondingGainful Employment home page, we will send the community a link to the documents for your own review.
Until then, here are a few other aspects of the new proposal based upon our initial review:
The new proposal returns to the use of a single threshold to determine an education programs determination as either acceptable vs. low-performing. The proposed standard reverts back to the prior 8% annual earning rate and 20% discretionary income rate, eliminating the tiered approach of “pass”, “zone”, and “failing” program thresholds contained in the current regulation. The proposal maintains the “either-or” component of the determination, requiring that an institutions program is deemed to be acceptable if it has either a debt-to-earnings annual earning rate equal to or greater than 8% OR a discretionary income rate of equal to or greater than 20%.
Under the new proposal the Secretary would be responsible for calculating D/E rates using the same equation as contained in the current regulations (e.g. same cohort periods, determinations based upon median loan debt, modifications based upon IRS inability matching, et. al.).
However, key aspects of the components used in the calculation have also been changed. For example:
• Loan Debt – The new proposal requires the Secretary to include the amount of title IV loans that the student borrowed (total amount disbursed less any cancellations or adjustments) for enrollment in the program (Federal PLUS Loans made to parents of dependent students, Direct PLUS Loans made to parents of dependent students, and Direct Unsubsidized Loans that were converted from TEACH Grants are not included). But, does not require the inclusion of institutional loan debt, private loan debt, tuition and fees and books and supplies unless the Secretary first publishes notice in the Federal Register of the election to require such inclusion along with the manner in which institutions must report such information.
• Loan Amortization – The new proposal would amortize the median loan debt over a 15-year repayment period, not a tiered system based upon the length of the program.
• Interest Rates – The new proposal would use the annual statutory interest rate that were in effect on the last year of the cohort period, as opposed to the average of the interest rates over the cohort period.
Notification of Low-Performing Programs
For any year in which an educational program is determined by the Secretary to be low performing under the D/E rates measure, the institution must provide the following notice to all current and prospective students, to the extent practicable in alternative languages, using modified proposals on contact with students, the timelines, and posting of the notification on College Navigator, College Scorecard or successor sites or other Federal outlets). The new proposal explicitly states that the notice shall read:
“This program has not met standards established by the U.S. Department of Education. The Department based these standards on the amounts students borrow for enrollment in this program and the reported earnings that were reported to the Internal Revenue Service. Similar programs offered at other institutions may have better outcomes under this measure. Please note, however, that this program measure could be affected if a significant number of students who completed our program graduates did not report all of their income, such as tip income, or were self-employed and had business expenses that reduced the earnings being reported (emphasis added).”
The new proposal would require institution’s to disclose information, as determined by the Secretary, about each of its programs to enrolled and prospective students. The new proposal maintains the requirement that the Disclosure Template must be provided to all prospective students when the program is presented on websites, in promotional materials, etc. The new proposal makes it clear that this information must provide separate information by program length and location.
This information the new proposal states may be included in the Disclosure Template, but is not limited to, subject to final determination and publication of the requirements by the Secretary in the Federal Register, include:
(1) The primary occupations (by name and SOC code) that the program prepares students to enter, along with links to occupational profiles on O*NET (www.onetonline.org) or its successor site.
(2) The program’s completion rates for full-time and less-than-full-time students and the program's withdrawal rates.
(3) The length of the program in calendar time (i.e., weeks, months, years).
(4) The number of clock or credit hours or equivalent, as applicable, in the program.
(5) The total number of individuals enrolled in the program during the most recently completed award year.
(6) The loan repayment rate for any one or all of the following groups of students who entered repayment on title IV loans during the two-year cohort period, to be calculated using a method specified by the Secretary in a notice published in the Federal Register:
(i) All students who enrolled in the program.
(ii) Students who completed the program.
(iii) Students who withdrew from the program.
(7) The total cost of tuition and fees, and the total cost of books, supplies, and equipment, that a student would incur for completing the program within the length of the program.
(8) The placement rate for the program, if the institution is required by its accrediting agency or State to calculate a placement rate either for the program or the institution, or both, using the required methodology of that accrediting agency or State.
(9) Of the individuals enrolled in the program during the most recently completed award year, the percentage who received a title IV loan or a private loan for enrollment in the program.
(10) The median loan debt for any one or all of the following groups:
(i) Those students who completed the program during the most recently completed award year.
(ii) Those students who withdrew from the program during the most recently completed award year.
(iii) All of the students described in paragraphs (a)(10)(i) and (ii) of this section.
(11) The mean or median earnings of students to be calculated using a method specified by the Secretary in a notice published in the Federal Register
(12) As calculated by the Secretary under §668.404, the most recent annual earnings rate.
(13)(i) Whether the program does or does not satisfy--
(A) The applicable educational prerequisites for professional licensure or certification in each State within the institution's MSA; and
(B) The applicable educational prerequisites for professional licensure or certification in any other State for which the institution has made a determination regarding such requirements.
(ii) For any States not described in paragraph (a)(13)(i) of this section, a statement that the institution has not made a determination with respect to the licensure or certification requirements of those States.
(14) Whether the program is programmatically accredited and the name of the accrediting agency.
(15) A link to the U.S. Department of Education's College Navigator website or its successor site, or other similar Federal resource.
(16) For programs preparing students for fields requiring licensure, a URL linking to any web page containing the State’s mandatory qualifications for licensure.
(17) A link to the institution’s page on the U.S. Department of Education’s College Scorecard or its successor site, or other similar Federal resource.
Executive Director, La Cima Elementary Charter School
Opportunity to join an Inspiring, forward thinking community oriented Charter School that is presently seeking a highly-motivated, strategic, and innovative Executive Director who will lead the implementation of the institutions mission, ensure students meet or exceed academic goals, and support the future growth of the organization.
ABOUT LA CIMA:
La Cima Charter School is an independent and non-traditional charter school that has been serving the Bedford-Stuyvesant, Brooklyn community since 2008. Our mission is to prepare students for academic and life-long success through a rigorous and relevant academic program. Equally important, and what makes us unique, is our vision to develop scholars who have the intellectual capacity, emotional strength of character, and the social capital to act as effective change-makers in their communities. We believe that all students, regardless of socio-economic status, race/ethnicity, culture or special needs status can succeed in our school community. We practice restorative justice, espouse culturally-responsive methodologies and strive to provide content which give schooling a deeper, more meaningful, relevant place in student lives.
ABOUT THE POSITION:
Reporting to the Board of Trustees, the Executive Director serves as the organizational leader. Responsibilities will include:
· Managing and maintaining a cohesive senior leadership team, including the principal, pre-K director, chief operating officer, director of data and assessment and director of scholar support, implementing systems of accountability and ensuring the success of the team collectively.
· In partnership with the Board and the Senior Leadership Team, implementing the organization’s five-year strategic plan, and setting and holding the entire team accountable for its strategic goals and mission-alignment.
· Developing internal talent and continuing to recruit and retain strong performers invested in the school’s mission and vision.
· Overseeing a high-performing academic team, led by the principal and instructional leadership team, to ensure that students meet academic goals and achieve transformational educational outcomes.
· Working with the pre-K director and other key staff and stakeholders to build a high-performing, mission-aligned pre-K that further strengthens the organization.
· Working with school leaders to actively maintain and refine a strong, cohesive school culture that reflects La Cima’s mission and promotes collaborative decision-making processes.
· Cultivating relationships with, and ensuring the school is responsive to, key stakeholders, including parents, community and political leaders, charter authorizers, and donors, to promote communication and collaboration and raise the organization’s profile within the community.
· Implementing, in collaboration with the Board, La Cima’s development plan to secure private revenue for the school through individual donors, foundations, and corporations.
· Serving as an ambassador in the community for La Cima’s mission and brand.
· Administering strong public transparency systems and ensuring the effective and efficient operation of the school by achieving annual enrollment targets, meeting financial obligations, ensuring a strong financial position, and complying with all legal, regulatory and charter requirements.
· Acting in partnership with the Board to ensure compliance with La Cima’s charter and its organizational goals, reporting to the Board regarding performance against key indicators, and coordinating with the board to make high-level strategic decisions on behalf of the organization.
This is an ideal opportunity for a dynamic, ambitious leader with a commitment to social justice to shape La Cima’s role in the Bedford-Stuyvesant community, drive high levels of academic achievement and student success, and guide the mission-aligned growth of the school. The ideal candidate will have the following skills, traits and beliefs:
· Passion for La Cima’s mission and a deep personal belief that all students can succeed regardless of home language, culture, or special needs status.
· Exceptional communication, leadership, trust- and team-building and interpersonal skills, with a genuine interest in the growth and development of staff, teachers and students.
· Ability to build and lead a diverse and effective team, set an inspiring vision, and motivate others to reach ambitious goals in support of that vision.
· Strong project management skills and the ability to balance competing initiatives and priorities.
· Collaborative, with the ability to provide thoughtful and respectful feedback, and to listen thoughtfully and respectfully to others’ feedback.
· Robust data-driven analysis skills to drive student achievement and organizational effectiveness.
Education and experience:
· Bachelor’s degree required, Masters’ degree in Education or Public Administration preferred.
· A minimum of 5-7 years of experience in senior leadership/managerial, education or relevant roles.
· Experience working with a high-functioning board of trustees, representing various fields and backgrounds.
· Experience securing diverse streams of revenue, including foundation and individual contributions.
· A proven track record of success in building and managing a complex organization or enterprise (e.g., a high-performing school or network of schools, a successful non-profit or for-profit organization).
· Experience working with community stakeholders, and in particular, working with students, educators, and staff to achieve exceptional results.
We currently serve 400 scholars in grades K-5 with plans to open a pre-K for the 2018-19 school year.
Worldbridge Partners will be facilitating this search. For consideration, please forward a resume to email@example.com
For more information about La Cima Elementary Charter School, please visit http://www.lacimacharterschool.org/.
The all-important interview is spoken about as if it was a single, hour-long event and the sole deter-mining factor upon which jobs are offered. In reality, it is usually a series of interactions that occur over some period of time. In contrast to our private sector colleagues who might be hired by a single department head or hiring official, higher education tends to have multiple stakeholders participating in a series of screening events. Many professions also have the tradition of panel interviews-like search committees-but how and to what degree they use such panels varies significantly. Nonetheless, the all-important interview is usually plural instead of singular.
Interviews are consequential events for organizations since selection is tantamount to making an investment. Rightfully, institutions tend to hedge their bets on making good decisions, and multiple interviews or multiple interactions with candidates are a way to do just that. I advise, in Search Committees: A Comprehensive Guide for Faculty and Staff Searches, that organizations add multiple screening methods to increase the rigor of the selection process and as a method of reducing the potential margin of error. This task can be accomplished by using at least two of the more than a dozen types of interviews. The archetypical search committee, the one-on-one interview with the hiring official, telephone/video interviews, open fora, presentations, and airport interviews are but a few of the types of interviews cited. These do not include screening calls, second interviews, and other interactions with individuals from a future employer.
The first piece of advice for candidates is to assume that every interaction with anyone from an employer is a form of interview. In one of my first blog posts, I noted that everything that you say and do in the entire process will be used against you. If a candidate is rude to the human resources representative who calls to verify the information on their vitae; if they divulge that the college's location is not ideal over dinner; or if one expresses frustration with the university's investment in athletics in contrast to that in humanities - while completely true - still might insult some diehard fans, and all of these will hurt their chance of being offered a position. Second, since multiple screening events should be expected, one should attempt to learn as much about their number and type in advance. Third, one must prepare for all of the interviews and prepare for them appropriately - and differently.
One cannot assume that 'the' interview with the search committee is the only one that matters because it is the group that will make a recommendation. Any meeting with the hiring official matters; his or her opinion, when in conflict with a committee, will almost always rule the day. For administrative positions, candidates often meet with their future direct reports. While this group may not vote, they are often given veto power. If the appointing authority and the search committee likes a candidate but the entire department indicates that they could not work for a candidate because of things said during a meeting with them, it is unlikely the candidate will be hired. Lecture demonstrations and presentations are obvious interview events that one must prepare for fittingly. Town hall meetings or 'Q&A' sessions with an entire department are quasi-presentations that carry weight. Coffee time with the department might appear to be an informal collegial chat, but it is a test. Study, prepare, and cram as necessary.
Telephone and video interviews present their own unique challenges. The stakes are very high as they are hurdles to surmount on the way to a campus invite. Their format and shorter length favors the institution more than the candidate, so effort must be made to make a good impression-all things considered. Prepare, dress formally, utilize a good camera, pay attention to lighting, learn to use the technology in advance, and rehearse the interview with a friend are all guidelines for making a positive impression via Skype® or similar technology. To accommodate the context, speaking clearly, being concise, and making an extra effort to build rapport with the committee - despite the distance - is good advice.
The type of interview should give one some insight into how to prepare. Telephone interviews are big screening devices and questions are most often competency based-designed to determine if one can be successful in the job. Group meetings and open fora are probably occasions to see how one presents and engages with others. A meeting with a leader is probably used to tease out one's philosophy and style of working. That is, does the candidate like to play the game the way the leader likes to play the game? A mismatch is not good for either party. When thinking about how to prepare for any type of interview, lean on Aristotle's wisdom-"Know thy audience." A meeting with faculty senate leaders or future colleagues is different in the most subtle, but important, ways.
Getting 'the' job requires being prepared for multiple interviews, not just preparing to ace 'the' interview. Knowing the number and type of interactions that one will have with campus constituents is a prerequisite to success. Giving due credence to each interaction is a key word of caution as one is truly on stage and being watched carefully in every instance. Preparing for each by appreciating the audience and different modality is critically important.
by Christopher D. Lee, Ph.D., SPHR
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally posted on HigherEdJobs
Education Corporation of America, a privately held for-profit chain of colleges, announced Thursday it would buy for-profit Vatterott Educational Centers. The financial details of the sale were not released.
The Vatterott institutions will continue to operate as Vatterott College, Vatterott Career College and L'Ecole Culinaire. The institutions had previously been owned by TA Associates, a private equity firm.
"We are very excited about this acquisition," said Stu Reed, chief executive officer of ECA. "ECA is committed to being the premier provider of postsecondary education with a career focus, and the purchase of the majority of VEC campuses helps us realize that goal. They expand our footprint into key markets in the Midwest and add a range of new trades-oriented programs to our current offerings. We feel it's a great fit culturally as well because both organizations are passionate about helping students transform their lives through career education."
Education Corporation of America owns and operates Virginia College and Brightwood College, among other institutions.
Originally posted on: InsideHigherEd.com
Once upon a time, those who fell behind relied on tutors, coaches, or advisers to help them get back up to speed. External assistance came with a blight to one's reputation because getting help was a sign of weakness. However, somewhere in the early part of this century things changed. Coaches were no longer for remedial performers; instead, they began to be used by superstars who sought a competitive edge. Now it is vogue for those who occupy the 'C-suite' to have their very own executive coach -- and often more than one. This same wisdom applies to today's job seeker. Career coaches, search firm consultants, resume writers, outplacement counselors, and a host of other purveyors are now providing insight, advice, and assistance to those who are wise enough to use their services.
The athletic world is filled with famous duos -- champions and the coaches who propelled them to greatness. Their names are usually mentioned in tandem. Ali and Dundee, Jordan and Jackson, Brady and Belichick, and Com?neci and Retton both with Károlyi are some easy examples. The doubters have largely been silenced. Roger Federer, considered the best men's tennis player of all time, initially rejected this conventional wisdom and went without a coach for about a year at two different career intervals. Yet, after noticing his subpar performance during those periods, he got religion and now is a champion -- pun intended -- for the virtue and value of having a coach. On occasion he has even touted the virtue of having two coaches at the same time.
Good coaches can give great players an advantage over their peers. Unlike in some sports, the hiring practice offers no consolation awards, silver medals, or prize money for runners-up. Only one person gets the job. This should be an imperative, for anyone who is smart enough, to not go at it alone. There is value in getting external assistance, regardless of one's inherent ability or performance. Coaches can help one get ahead of the pack.
In all walks of life from SAT preparation tutors, to pop stars with vocal coaches, to award-winning actors with audition coaches, the best of the best appreciate the advantage of getting a different look, second opinion, critical review, or just a sounding board. I have witnessed many capable candidates undermine themselves in interviews by making rookie mistakes that could have been avoided if they had only known some basics about interview etiquette. As an HR manager, I have wanted to whisper a few key words to numerous candidates, and some I have wanted to advise to stop talking after they had already answered questions. Now, as a career coach, I get to say, "Here are some do's and don'ts that you must heed if you are to be successful."
In a resume or CV a typo, grammatical error, or missing word is often used against otherwise qualified applicants. Good editors can do wonders on the most basic level, but they might also provide the clarity of style and purpose that conveys the right message about one's background. In all cases, a second set of eyes and an extra brain can make the difference between good and great, or competitive and outstanding. For those who have been out of the job market for a while, a resume writer might provide a more contemporary look to one's application materials. While headhunters are not usually found in higher education, executive search consultants usually play a similar role and can teach a candidate how to polish their presence and interview performance. How does one learn to network if they have never practiced this indispensable art before?
Career coaches provide a variety of services. They include general information about how to efficiently and effectively canvass the marketplace for positions of interest. Networking know-how is an essential skill for every job seeker. Of course, coaches help applicants develop good application materials -- cover letters, resumes/CVs, statements of teaching philosophy, portfolios, and other documents. Interviewing preparation, mock interviews, establishing rapport with committee members, and how to research a position or organization are a few of the other services typically offered. One of the biggest advantages seasoned career coaches offer is assistance with compensation negotiations. They provide data on labor markets and assistance with contract details. This alone can provide the job-seeking client with a return on investment that is two-, five-, or even 10-fold if a better salary is secured because of good advice. Coaches can also help professionals after the job search has ended, for a successful probationary year, and beyond.
The era of executive coaches in higher education has only just begun. Like athletic performers or thespians on the big stage, a big interview day is in your future and the most successful candidates prepare, and prepare, and prepare. Coveted positions as tenure-track faculty, endowed chairs, directors, deans, vice presidents, provosts, or presidents are highly competitive, and there are always other equally qualified, smart, experienced, and exceptional finalists. The job is more likely awarded to the candidate who performs the best during the interview. The selected candidate might have had the advantage of looking, in their mind's eye, to the sideline coach who had prepped them for the day's challenges. In the ultra-competitive, zero-sum game of job searches and interviewing, smart candidates get assistance.
by Christopher D. Lee, Ph.D., SPHR
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally Posted on HigherEdJobs
Why millennials are facing the scariest financial future of any generation since the Great Depression.
By Michael Hobbes
Like everyone in my generation, I am finding it increasingly difficult not to be scared about the future and angry about the past.
I am 35 years old—the oldest millennial, the first millennial—and for a decade now, I’ve been waiting for adulthood to kick in. My rent consumes nearly half my income, I haven’t had a steady job since Pluto was a planet and my savings are dwindling faster than the ice caps the baby boomers melted.
WHAT’S A MILLENNIAL ANYWAY?
Unless otherwise noted, we mean anyone born between 1982 and 2004We’ve all heard the statistics. More millennials live with their parents than with roommates. We are delaying partner-marrying and house-buying and kid-having for longer than any previous generation. And, according to The Olds, our problems are all our fault: We got the wrong degree. We spend money we don’t have on things we don’t need. We still haven’t learned to code. We killed cereal and department stores and golf and napkins and lunch. Mention “millennial” to anyone over 40 and the word “entitlement” will come back at you within seconds, our own intergenerational game of Marco Polo.
This is what it feels like to be young now. Not only are we screwed, but we have to listen to lectures about our laziness and our participation trophies from the people who screwed us.
But generalizations about millennials, like those about any other arbitrarily defined group of 75 million people, fall apart under the slightest scrutiny. Contrary to the cliché, the vast majority of millennials did not go to college, do not work as baristas and cannot lean on their parents for help. Every stereotype of our generation applies only to the tiniest, richest, whitest sliver of young people. And the circumstances we live in are more dire than most people realize.
• We’ve taken on at least 300% more student debt than our parents
(Source: The College Board, Trends in Student Aid 2013. Calculations based on average per-student borrowing in 1980 and 2010.)
• We’re about 1/2 as likely to own a home as young adults were in 1975
(Source: U.S. Census, young adults ages 24-35.)
• 1 in 5 of us is living in poverty
(Source: U.S. Census, young adults ages 18-34.)
• Based on current trends, many of us won’t be able to retire until we’re 75
(Source: Projection for the class of 2015 based on a NerdWallet analysis of federal data.)
But it’s not just the numbers.What is different about us as individuals compared to previous generations is minor. What is different about the world around us is profound. Salaries have stagnated and entire sectors have cratered. At the same time, the cost of every prerequisite of a secure existence—education, housing and health care—has inflated into the stratosphere. From job security to the social safety net, all the structures that insulate us from ruin are eroding. And the opportunities leading to a middle-class life—the ones that boomers lucked into—are being lifted out of our reach. Add it all up and it’s no surprise that we’re the first generation in modern history to end up poorer than our parents.
GLOSSARY FOR GRANDPA
Terms to know but never say out loud
FML Fuck My Life
FTW For The Win
TFW That Feeling When
This is why the touchstone experience of millennials, the thing that truly defines us, is not helicopter parenting or unpaid internships or Pokémon Go. It is uncertainty. “Some days I breathe and it feels like something is about to burst out of my chest,” says Jimmi Matsinger. “I’m 25 and I’m still in the same place I was when I earned minimum wage.” Four days a week she works at a dental office, Fridays she nannies, weekends she babysits. And still she couldn’t keep up with her rent, car lease and student loans. Earlier this year she had to borrow money to file for bankruptcy. I heard the same walls-closing-in anxiety from millennials around the country and across the income scale, from cashiers in Detroit to nurses in Seattle.
It’s tempting to look at the recession as the cause of all this, the Great Fuckening from which we are still waiting to recover. But what we are living through now, and what the recession merely accelerated, is a historic convergence of economic maladies, many of them decades in the making. Decision by decision, the economy has turned into a young people-screwing machine. And unless something changes, our calamity is going to become America’s.
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally posted on: Huffingtonpost
WELLESLEY, Mass., Jan. 11, 2018/PRNewswire-USNewswire/ --
A new report, Grade Increase: Tracking Distance Education in the United States, by the Babson Survey Research Group, reveals distance student enrollments have increased for the fourteenth straight year in 2016.
The most recent gain translates to over thirty percent of higher education students taking at least one distance education course. Growth, however, was uneven; public institutions grew by 7.3 percent, private non-profit institutions by 7.1 percent, while private for-profit institutions had their distance enrollments decline by 4.5 percent.
"The growth of distance enrollments has been relentless," said study co-author Julia E. Seaman, research director of the Babson Survey Research Group. "They have gone up when the economy was expanding, when the economy was shrinking, when overall enrollments were growing, and now when overall enrollments are shrinking."
Key report findings include:
"The growth in distance learning enrollments, in part, reflects the commitment to quality and innovation by those designing and delivering distance programs," said Kathleen S. Ives, CEO and executive director, Online Learning Consortium. "Competition for students is more intense than ever, requiring institutions to continue to advance the quality and relevance of their programs, or risk losing ground to those who are successfully serving the education and career goals of the modern learner."
The complete report, "Grade Increase: Tracking Distance Education in the United States" is available at https://www.onlinelearningsurvey.com/highered.html.
Pearson is the world's learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit www.pearson.com.
The Online Learning Consortium (OLC) is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner - anyone, anywhere, anytime. Visit http://onlinelearningconsortium.org for more information.
Tyton Partners provides investment banking and strategy consulting services to companies, foundations, post-secondary institutions, and investors as they navigate the complexities of the global knowledge sector. For more information about Tyton Partners visit www.tytonpartners.com or follow us @tytonpartners.
The Babson Survey Research Group at Babson College conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting. Visit www.onlinelearningsurvey.com.
About Babson College
Babson College is the educator, convener, and thought leader of Entrepreneurship of All Kinds(r). The top-ranked college for entrepreneurship education, Babson is a dynamic living and learning laboratory where students, faculty, and staff work together to address the real-world problems of business and society. We prepare the entrepreneurial leaders our world needs most: those with strong functional knowledge and the skills and vision to navigate change, accommodate ambiguity, surmount complexity, and motivate teams in a common purpose to make a difference in the world, and have an impact on organizations of all sizes and types. As we have for nearly a half-century, Babson continues to advance Entrepreneurial Thought & Action(r) as the most positive force on the planet for generating sustainable economic and social value.
Media Contact: Michael Chmura
Public Relations Director
This news release was issued on behalf of Newswise(TM). For more information, visit http://www.newswise.com.
View original content:http://www.prnewswire.com/news-releases/new-study-distance-education-up-overall-enrollments-down-300581472.html
SOURCE Babson College
I have hosted two employment-based talk radio shows in my career and have appeared as a guest on countless shows across the country. Quite frankly radio hosts (including myself) are not usually all that excited to have another “job search expert” on the air. The waters have been muddied time and again when a “job search expert” (quotes intended) comes on that air to warn job seekers of the same old mistakes.
The radio show
I was once ‘set up’ by a syndicated radio host who, just 5 minutes prior to our going on air, had his producer email me his resume and then proceeded to ambush me live by having me critique it.
The opening exchange went something like this:
Host: “I had that resume professionally written two years ago and I haven’t had a single call to interview.” (He was not a happy camper and was prepared to take it out on me.)
Me: “I’m not surprised. I see all kinds of things wrong with it. I know who wrote it.”
Host: “I paid $550 for that.”
Me: “No. You paid $750 for this.”
Host: (Getting really flustered with me) “I had that done by one of the national job sites.”
Me: “I know—and I’m not going to mention them on air…”
Host: He mentioned them on air.
Me: “I know!”
So what did I know the 'experts' didn't?
You write your resume not for yourself but for your audience. While my radio host was rightly proud of several of his major personal accomplishments, to the reader of his resume—the employer—he had missed the mark badly and the nationally-recognized website reshaping his resume had missed the point altogether.
The truth? Many times those “experts” writing your resume are actually people seeking fulltime employment themselves who are working part-time for said job board or outplacement organization. They have gone through the company process and, after writing 2 or 3 resumes for their own use, are deemed worthy of representing themselves as "official resume writers" by and for the organization. (This is not to say there may not be some genuinely talented people providing the service.)
I hired a locally “famous” home builder
Early in my (previous) commercial real estate career I was in need of a facilities manager and placed an ad. In response I received a number of resumes but only one from a person who was truly qualified. For the sake of this discussion I will call this person Mike—since that was his real name. However Mike also happened to be a well-known local home builder. I had seen his name on billboards around town for years.
Not having any other qualified candidates to pursue I somewhat reluctantly set up an interview feeling the time spent would be wasted.
Mike arrived and after we got past the pleasantries I asked him point blank why would I want to hire him? He had a great reputation for building homes over the past several years; he was well known in the community—why should I hire him?
At this point you might be wondering why I wouldn’t want to hire Mike. And if so, you are, like so many job seekers, NOT thinking from the point of view of your potential employer. At the top of my mind was the idea that Mike wanted to go into the office-development and leasing business. I was not particularly interested in training my future competition. Remember now—that was MY mindset.
The lesson? Keep your audience in mind.
Still thinking Mike and I would be potentially competing in the next 2 or 3 years he gave me what was probably the only answer I could accept at that moment in time. He told me that he was tired of making payroll every week and then taking nothing home for his own family. In short Mike wanted a steady paycheck.
4 words that will kill your resume
So what are those 4 words that were on the radio host’s resume and by default on Mike’s resume as well– and on countless resumes? Founder, CEO, Entrepreneur and (Business) Owner. My radio host/interviewer had started a trucking company and been hugely successful generating some $800,000 in sales his first year! HE, was rightfully proud of this accomplishment but he couldn’t get a call back from a potential hiring manager/business owner because who, in their right mind, is going to hire a CEO? Think about that. The reasoning goes that you can't manage someone who has been the boss. That and CEO is a very broad term in the spectrum of small business to big business. CEO of Johnson & Johnson or CEO of Joe’s Auto Supply? Get my drift?
Radio host and I reworked his resume to indicate he was the General Manager of his trucking company (along with several other similar changes I made throughout his resume) and I returned to his show a couple of months later to learn how his ‘new and improved’ resume had been received. He had gotten 11 calls to interview within the first week of sending it out. His skills were in demand—just not as the boss.
You have to have a reason why I should hire you
I have a hard and fast rule that you do not lie or misrepresent on your resume. During the course of the interview my clients declare (come clean?) re: their actual position with the(their) company. The difference now is they must be prepared to express to their interviewer the reason they told this little ‘white lie’ during the application process. PS It would also be important to make certain that any other media (LinkedIn, company website, etc.) be changed to reflect your ‘general manager’ title. And if they Google, you? Well, you better be prepared to explain to them along the lines of what Mike did for me above.
BTW, I hired Mike. He was a great hire who eventually followed me into the GM position when I moved on.
Rick Gillis is a nationally recognized careers expert who specializes in personal promotion on the job. A onetime workplace radio and TV host, Rick is a speaker and the author of five books including PROMOTE! Your work does not speak for itself. You do. Visit rickgillis.com.
Originally posted on Linked IN by: Rick Gillis
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
In the US, Halloween is coming soon, the scariest time of year for some, and the most fun time of year for others. But no matter what time of year it is, going in for a job interview can be really scary.
What should you say? What should you not say? What should you do and not do? To get these answers, I chatted with leaders from the Young Entrepreneur Council (YEC), an invite-only organization comprised of the world's most promising young entrepreneurs. I asked them what the scariest mistakes they've seen made at job interviews are, and this is what they shared:
1. Lying About Past Job and Educational Experience
Seeing someone make up where they worked and went to school is horrifying to me because those things can be so instantly proved right or wrong with just a background check. Yet, the person lied anyways. It was just a huge mistake. I wish they would have been honest and just admitted that they did not have such a prestigious background.
- Angela Ruth, Co-Founder and Marketing Director, Due
2. Being Late, Not Showing Up, or Not Showing Interest
The most horrific mistake someone can make throughout the interview process is wasting the interviewer's time. Obviously, being late or not showing up are huge mistakes and will likely ensure you will not be offered a job. Likewise, if we talk for 20 minutes and you aren't showing general interest in the company, I'm going to want to cut my losses and work on something more productive.
- Tyler Hanway, CTO, Consumer Brands, LLC
3. Forgetting What Position You Applied For
I called a candidate once about 20 minutes after he had submitted his online application to us. After speaking to him for about 15 minutes he asked, "What company and position is this for again?" He then continued, and decided to add few swear words in there for added impressions.
- Magnus Simonarson, President, Consultwebs
4. Dressing Too Casually
Often times, when interviewing a potential candidate, I find it is important to look at the small things. Dress code is very important for a couple reasons: I like people who are dressed for success as well as people who look/feel confident about themselves. I once had an interviewee who showed up on a bicycle wearing flip flops, old shorts, and a cutoff tee shirt. Just so happens he was NOT hired.
- Tommy Mello, Owner, A1 Garage Door Service
5. Bad-Mouthing a Previous Employer
A candidate who bad-mouths their previous employer shows a decided lack of respect that you don't want in your own business. Whether their position is justified or not, you don't want someone who is willing to spread negative news about your business. If someone is willing to tell all about their past employer, that's a red flag to avoid them.
- Nicole Munoz, Founder, CEO, Start Ranking Now
6. Not Knowing Anything About the Company You're Interviewing For
I couldn't believe anyone wouldn't do their research on the company that they are interviewing for, but I had that happen with a candidate I interviewed. They didn't know much about what we did, which made me wonder why they even wanted to work here.
- Murray Newlands, President, Due.com
7. Pronouncing a Company Name Incorrectly
It really pays to do your homework when you are going in for an interview. One immediate red flag for me is if they pronounce the company name incorrectly. After a slip-up like that, the interview is doomed to fail.
- Yaniv Masjedi, CMO - VP, Marketing, Nextiva
8. Acting Too Confident
In technical fields, certain personality types get it into their head they are superstars. I've seen interviews degenerate into heated arguments because the interviewee forcefully disagreed with the interviewer about a trivial technical issue. I want confident employees, but an arrogantly combative personality won't get you hired, even if you are almost as knowledgeable as you think you are.
- Justin Blanchard, CHIEF MARKETING OFFICER / CO-OWNER, ServerMania Inc.
9. Overstating Your Abilities
We had one person who came in to interview for an accounting job and I asked them on a scale of 1-10 how proficient they were at financial accounting. They told me they were a 10. I then asked them a hard accounting question and they answered with “I don’t know.” Don’t overstate your abilities if you’re applying for a technical or skill-oriented job.
- Ross Resnick, CEO, Roaming Hunger
10. Disclosing Too Much Information
I am often working beside my employees when we need to get something out quickly or we are in a bind. I had a candidate walk in the door one day while I was working in shipping and I was just casually talking to her while I finished up. She admitted several things during that conversation that disqualified her from working for my company. She was surprised when I introduced myself afterwards.
- Alisha Navarro, President, 2 Hounds Design
11. Referencing the Wrong Company
I was interviewing someone for a position and they said, "I'm so excited to start working for [the wrong company name!]." No matter how good the interview was, I immediately decided they would not be working for me.
- Jayna Cooke, CEO, EVENTup
12. Leaving Without a Word
A candidate from out of town was acing his interviews. He flew in, impressed everyone with his 30-60-90 and delighted in one-on-ones. But before his final interview, he literally vanished. Eventually, he responded from the airport. He didn't want to miss his flight so he just got up and left. He had plenty of time before takeoff, and it was a good thing -- he needed it to search for another position.
- AJ Brustein, Co-founder, CEO, Wonolo
Now it's your turn. What's the scariest mistake you've made in a job interview, or seen someone make? Please share in the Comments section below, so that we can keep as many job interviewers as prepared and safe as possible, through Halloween and beyond!
Dave Kerpen is the founder and CEO of Likeable Local and the NY Times bestselling author of The Art of People. Looking to save time and automate social media for your business? Learn more about Likeable Local here.
Originally posted on Linked IN by: Dave Kerpen
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
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