One of the regular RSS feeds I subscribe to is
Fred’s Head Companion,
sponsored by the American Printing House for the Blind and of general interest to blind and visually impaired readers. However, I often find that the items discussed or information being offered would be useful and of interest to a broader scope than tjust the BVI population.
This is definitely the case with the recent post,
Meeting the challenge of finding employment.
The insight offered covers many subjects -- from resume writing, filling out an employment application, interviewing tips, and some information that would be of use to anybody just entering the world of work. The information would apply equally well to a high school student looking for a summer job or to a college graduate entering the professional world. It works just as well for somebody managing an onset disability trying to think through the sometimes daunting prospect of re-entering the job market. The post raises job issues that others will need to address, but also poses these questions, such as transportation, in the light which are essential issues to be answered by job applicants with a disability.
Check out Fred’s Head Companion for this post, but when you’re finished, either bookmark it or put it in your RSS feeds. If you’re reading Access Ability, then FHC has relevant information that will suit your needs just as well.
Showing posts with label Employment. Show all posts
Showing posts with label Employment. Show all posts
Tuesday, June 24, 2008
Friday, May 23, 2008
Congressional opportunities for people with disabilities
I’ve got some worthwhile news to share from the
Day in Washington blog.
The content which follows below is from Day’s blog. I’m providing it here in its original form to spread the word.
RG
Recently, I attended a meeting with Dena Morris, Legislative Director in Senator Durbin’s Office. She wanted to emphasize the importance and need for people with disabilities in Congress. Below is a note from her. I strongly encourage anyone with a disability and an interest in policy to seriously consider her offer. It is a wonderful opportunity and would have a significant impact on increasing the diversity in congressional staff.
From Dena Morris:
Senators Durbin and Harkin are eager to help us change the face of the U.S. Senate, with a staff that better reflects the diversity of the country. Historically, we haven’t done a very good job of finding, hiring and growing people with disabilities in legislative jobs. We’d love your help in turning that around.
We are looking for talented young people, hoping to get started on the Hill, who are willing to learn in an entry level position and grow with the job. Mid-career hires are less frequent, but we’re looking for talent and don’t want to discourage anyone.
In general, we look for are people who are smart, eager and willing to work hard. Political sensibilities are important, along with discretion, judgment and a level head. Communication is critically important, so an ideal applicant will write clearly and be confident and articulate in speaking. As I mentioned last week, you need to be able to juggle several tasks at the same time.
Please feel free to send interested candidates my way and I’ll do my best to either talk with them or help direct them to an office that might be a good fit for them.
Thanks again for your help.
Dena
If you feel you are a good candidate for positions on the Hill, or know someone who is, please contact:
Dena Morris
Legislative Director
Sen. Durbin’s Office
202-224-8466 (phone)
dena_morris@durbin.senate.gov
Day in Washington blog.
The content which follows below is from Day’s blog. I’m providing it here in its original form to spread the word.
RG
Recently, I attended a meeting with Dena Morris, Legislative Director in Senator Durbin’s Office. She wanted to emphasize the importance and need for people with disabilities in Congress. Below is a note from her. I strongly encourage anyone with a disability and an interest in policy to seriously consider her offer. It is a wonderful opportunity and would have a significant impact on increasing the diversity in congressional staff.
From Dena Morris:
Senators Durbin and Harkin are eager to help us change the face of the U.S. Senate, with a staff that better reflects the diversity of the country. Historically, we haven’t done a very good job of finding, hiring and growing people with disabilities in legislative jobs. We’d love your help in turning that around.
We are looking for talented young people, hoping to get started on the Hill, who are willing to learn in an entry level position and grow with the job. Mid-career hires are less frequent, but we’re looking for talent and don’t want to discourage anyone.
In general, we look for are people who are smart, eager and willing to work hard. Political sensibilities are important, along with discretion, judgment and a level head. Communication is critically important, so an ideal applicant will write clearly and be confident and articulate in speaking. As I mentioned last week, you need to be able to juggle several tasks at the same time.
Please feel free to send interested candidates my way and I’ll do my best to either talk with them or help direct them to an office that might be a good fit for them.
Thanks again for your help.
Dena
If you feel you are a good candidate for positions on the Hill, or know someone who is, please contact:
Dena Morris
Legislative Director
Sen. Durbin’s Office
202-224-8466 (phone)
dena_morris@durbin.senate.gov
Friday, February 22, 2008
Updated: Six resume writing tips worth remembering
A sharp and outstanding resume is key for anybody getting hired, no matter what the position. This point is just as true for somebody seeking their first job, or their twenty-first job. And, this is also true for anybody, not only students with disabilities.
Now, with all that said, I want to emphasize that it is imperative for students with disabilities to master this critical aspect of job hunting. To be considered qualified for a job, and to get invited to that all-important personal interview, where you can personally demonstrate your professional competence despite your disabilities, one must first present yourself with a strong impression on paper. If you can’t get this particular fine point down, it won’t matter how well prepared you are for the interview. If the employer isn’t impressed with your resume, then you won’t be called for the interview.
In my graduate-level class on professional practice, we explored resume writing as a quintessential tool for marketing and employment. Perhaps it was my specific school’s leaning, and things were different in the school of business, but we were taught to write a two-page resume and instructed that this was the preferred format.
I also learned of different styles through my own involvement in shared governance, when I was a student representative on various job search committees. In that role, I saw everything from the lengthy c.v. of academic professionals to the tidy, one-page business brief, as well as many of the two-page variety I had been schooled in. However, I always marveled at a sharply written, one-page resume that said what it needed to say without wasting my time.
This is all background, leading to the meat of today's post. At a recent professional development seminar, two successful, business consultants highlighted the value and importance of the one-page resume to the audience. In their explanations, they also reminded me of some important resume writing tips that any soon to be graduate would be wise to remember.
1. Put your greatest strengths in the top third of the resume.
This is what the reviewer will see first and will make the greatest impression on him/her. This means you need to get your strengths mentioned in your profile/objective and in your most recent job skills.
2. Keep the resume limited to one page.
One reviewer said that if somebody turns in a five-page resume, many reviewers would probably throw it aside or in the trash, because they don't have the time to read it. She said this is true of most hiring executives, their time is precious, so make the most of it.
3. Make sure you list your computer skills.
A good rule is to list that you are familiar with MS Office Suite, as it is the most common package for workload production. It includes Access, Excel, Powerpoint, and Word. You don't have to be great in all of the applications, but should have one or two definite areas of strength among the applications. Also, make sure that you are familiar in how to use each of the programs, even if you aren’t totally proficient in all of them.
Also, make sure that you list the computer programs which you use regularly and are familiar with.
4. Don't worry if you have some information or employer left off.
A statement at the bottom of your resume should read "additional information and references upon request."
If they are interested in you, they can ask for more. The key is to get them interested in you in this one page of information.
5. Write your resume specifically for the job you're applying for.
Do not use one resume for every job you apply for. Tailor the resume to the job you're applying for. Look at the job description and see what the posting says are the necessary skills needed to do the job. Then write the resume to highlight your experience and how it gives you these skills.
6. Don't forget to write something about personal information.
They want to know the person you are away from work, where your passions and interests lie. This should include, at a minimum, your interests and community involvement.
I've heard differing information about resume writing in my experience, but this was coming from seasoned professionals in the field, so I take it as golden advice.
Update 02/26/08
Note: People who are interested in this post might also want to read my previous posts about
A useful web Site for job seekers with disabilities,
And
Job interview tips for soon to be graduates.
Now, with all that said, I want to emphasize that it is imperative for students with disabilities to master this critical aspect of job hunting. To be considered qualified for a job, and to get invited to that all-important personal interview, where you can personally demonstrate your professional competence despite your disabilities, one must first present yourself with a strong impression on paper. If you can’t get this particular fine point down, it won’t matter how well prepared you are for the interview. If the employer isn’t impressed with your resume, then you won’t be called for the interview.
In my graduate-level class on professional practice, we explored resume writing as a quintessential tool for marketing and employment. Perhaps it was my specific school’s leaning, and things were different in the school of business, but we were taught to write a two-page resume and instructed that this was the preferred format.
I also learned of different styles through my own involvement in shared governance, when I was a student representative on various job search committees. In that role, I saw everything from the lengthy c.v. of academic professionals to the tidy, one-page business brief, as well as many of the two-page variety I had been schooled in. However, I always marveled at a sharply written, one-page resume that said what it needed to say without wasting my time.
This is all background, leading to the meat of today's post. At a recent professional development seminar, two successful, business consultants highlighted the value and importance of the one-page resume to the audience. In their explanations, they also reminded me of some important resume writing tips that any soon to be graduate would be wise to remember.
1. Put your greatest strengths in the top third of the resume.
This is what the reviewer will see first and will make the greatest impression on him/her. This means you need to get your strengths mentioned in your profile/objective and in your most recent job skills.
2. Keep the resume limited to one page.
One reviewer said that if somebody turns in a five-page resume, many reviewers would probably throw it aside or in the trash, because they don't have the time to read it. She said this is true of most hiring executives, their time is precious, so make the most of it.
3. Make sure you list your computer skills.
A good rule is to list that you are familiar with MS Office Suite, as it is the most common package for workload production. It includes Access, Excel, Powerpoint, and Word. You don't have to be great in all of the applications, but should have one or two definite areas of strength among the applications. Also, make sure that you are familiar in how to use each of the programs, even if you aren’t totally proficient in all of them.
Also, make sure that you list the computer programs which you use regularly and are familiar with.
4. Don't worry if you have some information or employer left off.
A statement at the bottom of your resume should read "additional information and references upon request."
If they are interested in you, they can ask for more. The key is to get them interested in you in this one page of information.
5. Write your resume specifically for the job you're applying for.
Do not use one resume for every job you apply for. Tailor the resume to the job you're applying for. Look at the job description and see what the posting says are the necessary skills needed to do the job. Then write the resume to highlight your experience and how it gives you these skills.
6. Don't forget to write something about personal information.
They want to know the person you are away from work, where your passions and interests lie. This should include, at a minimum, your interests and community involvement.
I've heard differing information about resume writing in my experience, but this was coming from seasoned professionals in the field, so I take it as golden advice.
Update 02/26/08
Note: People who are interested in this post might also want to read my previous posts about
A useful web Site for job seekers with disabilities,
And
Job interview tips for soon to be graduates.
Thursday, February 07, 2008
Woman seeks to become first blind acupuncturist in Texas
In Austin, Texas, Juliana Cumbo is being presented an interesting case as she attempts to get licensed to practice acupuncture. This will be her second time to attempt licensure after failing to receive it in October. She currently practices as a graduate intern, has earned a Masters degree in acupuncture and Oriental medicine, and has passed the national board exams.
What’s the problem, you ask?
Cumbo is blind and the licensure committee of the state board of acupuncture examiners doesn’t think she should be able to practice. In October, the state licensing board cited protecting the public as one of the reasons they had denied her request.
That goes against the beliefs of the president of the academy where Cumbo studied, as well as several of her teachers. Cumbo has modified her technique so that she, “is now better at finding acupuncture points than many students who can see,” according to the president.
If successful and she is approved, Cumbo will be the first blind acupuncturist in Texas. The Lone Star State isn’t alone in not having any blind acupuncturists, though. According to the article in the
Austin American Statesman,
Cumbo’s attorney only found three others in the United States.
While the committee cites protecting the public as their intention, they will be going against established practice in Japan, where more than 30% of the acupuncturists are blind.
The latest update about Cumbo is that the committee met last Friday and showed some insight. Instead of refusing Cumbo’s request outright, they voted to have
two neutral observers evaluate her skills
while she examines two patients, one male and one female. That evaluation will be done within six months and the observers, a physician and an acupuncturist, will report back to the committee.
Go get ‘em, Juliana.
What’s the problem, you ask?
Cumbo is blind and the licensure committee of the state board of acupuncture examiners doesn’t think she should be able to practice. In October, the state licensing board cited protecting the public as one of the reasons they had denied her request.
That goes against the beliefs of the president of the academy where Cumbo studied, as well as several of her teachers. Cumbo has modified her technique so that she, “is now better at finding acupuncture points than many students who can see,” according to the president.
If successful and she is approved, Cumbo will be the first blind acupuncturist in Texas. The Lone Star State isn’t alone in not having any blind acupuncturists, though. According to the article in the
Austin American Statesman,
Cumbo’s attorney only found three others in the United States.
While the committee cites protecting the public as their intention, they will be going against established practice in Japan, where more than 30% of the acupuncturists are blind.
The latest update about Cumbo is that the committee met last Friday and showed some insight. Instead of refusing Cumbo’s request outright, they voted to have
two neutral observers evaluate her skills
while she examines two patients, one male and one female. That evaluation will be done within six months and the observers, a physician and an acupuncturist, will report back to the committee.
Go get ‘em, Juliana.
Thursday, January 31, 2008
Walgreens has program to hire people with disabilities
Walgreens has a program called Walgreens Outreach, which is designed to
hire people with disabilities.
The national drugstore chain has a distribution center in Anderson, South Carolina that is the center of this operation. It is here that the employees with disabilities receive pre-hire training. Completion of pre-hire training doesn’t guarantee paid employment, though.
The jobs within this program vary, but are in the areas of general warehouse, Maintenance, human resources, management, and the computer room. The employment is generally full time, but part time employment can be arranged as an accommodation for an individual’s disability.
The Outreach web site states that this is not an operation which is closed to only people with disabilities. There will be people with and without disabilities on the same teams doing the same jobs. However, most importantly, it does point out that they will be paid the same.
I found the
Program’s background
To be very interesting. It illustrates the importance of thinking about and implementing the concepts of universal design when creating new equipment. It highlights the strengths of ensuring accessibility to all when beginning a new program and how important it is to think about this before launching one.
The home page for Walgreens Outreach has a specific link for jobseekers and another just for agencies seeking to place employees.
For more information, check out their
FAQ page.
hire people with disabilities.
The national drugstore chain has a distribution center in Anderson, South Carolina that is the center of this operation. It is here that the employees with disabilities receive pre-hire training. Completion of pre-hire training doesn’t guarantee paid employment, though.
The jobs within this program vary, but are in the areas of general warehouse, Maintenance, human resources, management, and the computer room. The employment is generally full time, but part time employment can be arranged as an accommodation for an individual’s disability.
The Outreach web site states that this is not an operation which is closed to only people with disabilities. There will be people with and without disabilities on the same teams doing the same jobs. However, most importantly, it does point out that they will be paid the same.
I found the
Program’s background
To be very interesting. It illustrates the importance of thinking about and implementing the concepts of universal design when creating new equipment. It highlights the strengths of ensuring accessibility to all when beginning a new program and how important it is to think about this before launching one.
The home page for Walgreens Outreach has a specific link for jobseekers and another just for agencies seeking to place employees.
For more information, check out their
FAQ page.
Tuesday, January 22, 2008
More internship opportunities specifically designed for students with disabilities
After finishing yesterday’s post about the paid summer internships for students with disabilities at
Entry Point,
I did some searching and found a few other opportunities and wanted to share them here with you.
First, I found
Emerging Leaders,
Which, according to the official web site, is “a highly competitive program that places college students with disabilities in fulfilling summer internships and provides them with leadership development opportunities. Emerging Leaders partners with businesses to help them find outstanding young talent while also considering diversity and inclusion in their hiring practices.”
Also from the web site:
“Booz Allen Hamilton founded Emerging Leaders in 2001. The program currently is managed by the National Business and Disability Council."
There are 30 well-known, national employers participating in the internship program, including several financial, insurance, media, and pharmaceutical companies. The web site states that they are always seeking to expand this network of participating companies. So, if you happen to be a business that wants to help provide internships for students with disabilities, make sure to get in touch with the contact person named on the site.
Secondly, I found,
Experiential Education Programs for College Students with Disabilities
(Note: This is a Google html version of the original MS-Word document. A link to the original version is contained at the top of the Google html page)
This document is a gathering of various internship resourcess for students with disabilities. There are specific program names and locations where the internships take place, as well as associated web sites for more information. It does contain the two previous ones I’ve listed and linked above.
Finally, there are several U.S. government programs targeting students with disabilities, including
The U.S Department of Agriculture
(or USDA),
The U.S. Department of State's
student programs division,
And, even though it is not a federal agency, there is the internship program of the
American Association of People with Disabilities,
(or AAPD, which I list here because the organization has arranged government internships at several of the various federal agencies.
I’m certain there are other paid internship programs specifically designed for college students with disabilities that I have not listed. If you have one that you know of and want to share it, please leave a comment below.
Entry Point,
I did some searching and found a few other opportunities and wanted to share them here with you.
First, I found
Emerging Leaders,
Which, according to the official web site, is “a highly competitive program that places college students with disabilities in fulfilling summer internships and provides them with leadership development opportunities. Emerging Leaders partners with businesses to help them find outstanding young talent while also considering diversity and inclusion in their hiring practices.”
Also from the web site:
“Booz Allen Hamilton founded Emerging Leaders in 2001. The program currently is managed by the National Business and Disability Council."
There are 30 well-known, national employers participating in the internship program, including several financial, insurance, media, and pharmaceutical companies. The web site states that they are always seeking to expand this network of participating companies. So, if you happen to be a business that wants to help provide internships for students with disabilities, make sure to get in touch with the contact person named on the site.
Secondly, I found,
Experiential Education Programs for College Students with Disabilities
(Note: This is a Google html version of the original MS-Word document. A link to the original version is contained at the top of the Google html page)
This document is a gathering of various internship resourcess for students with disabilities. There are specific program names and locations where the internships take place, as well as associated web sites for more information. It does contain the two previous ones I’ve listed and linked above.
Finally, there are several U.S. government programs targeting students with disabilities, including
The U.S Department of Agriculture
(or USDA),
The U.S. Department of State's
student programs division,
And, even though it is not a federal agency, there is the internship program of the
American Association of People with Disabilities,
(or AAPD, which I list here because the organization has arranged government internships at several of the various federal agencies.
I’m certain there are other paid internship programs specifically designed for college students with disabilities that I have not listed. If you have one that you know of and want to share it, please leave a comment below.
Tuesday, October 16, 2007
It's October so get to raising awareness the United Spinal Association way
USA! USA! USA!
That’s not just the cheer for American teams in international competitions. It is also what each of us should be calling out to recognize what the
United Spinal Association
is doing to recognize Disability Employment Awareness Month. They are using the promotion of this to raise awareness about the ADA Restoration Act of 2007. This is definitely good, as there are so many people I’ve spoken with who had not heard of the pending legislation until I brought it up.
The step that United Spinal is taking is a good tool for all of us to remember. Take something that you were going to promote anyways and co-brand an important issue with it. Way to go, USA!
That’s not just the cheer for American teams in international competitions. It is also what each of us should be calling out to recognize what the
United Spinal Association
is doing to recognize Disability Employment Awareness Month. They are using the promotion of this to raise awareness about the ADA Restoration Act of 2007. This is definitely good, as there are so many people I’ve spoken with who had not heard of the pending legislation until I brought it up.
The step that United Spinal is taking is a good tool for all of us to remember. Take something that you were going to promote anyways and co-brand an important issue with it. Way to go, USA!
Monday, September 03, 2007
Dream job survey sparks thought
I found the results of a recent survey interesting and, like all good research, it triggered a subsequent response.
The 2007 Universum online survey polled more than 44,000 college students across the U.S., asking the students about which company they felt had their
dream job.
Okay, that sample pool is broad enough to give some good informational data. Here’s the thought it triggered for me. What about the students with disabilities, which companies would they ideally love to work for?
I feel certain that there were students with disabilities among the survey participants, but did not read anything differentiating their data from the general pool. I think this might be an interesting research project for somebody with the time and resources to conduct, to see how much the realities that come with living with a disability tempers one’s dreams, including the dream job.
I personally know how the impact of a disability can force one to let go of one dream job, but once that happens, new dreams emerge and these dreams allow for the needs that are associated with that disability.
Any thoughts on this?
The 2007 Universum online survey polled more than 44,000 college students across the U.S., asking the students about which company they felt had their
dream job.
Okay, that sample pool is broad enough to give some good informational data. Here’s the thought it triggered for me. What about the students with disabilities, which companies would they ideally love to work for?
I feel certain that there were students with disabilities among the survey participants, but did not read anything differentiating their data from the general pool. I think this might be an interesting research project for somebody with the time and resources to conduct, to see how much the realities that come with living with a disability tempers one’s dreams, including the dream job.
I personally know how the impact of a disability can force one to let go of one dream job, but once that happens, new dreams emerge and these dreams allow for the needs that are associated with that disability.
Any thoughts on this?
Friday, August 10, 2007
Useful web site for job seekers with disabilities
There is a good posting on the American Printing House for the Blind’s
Fred’s Head Companion
Web site that deals with job hunting and interview preparation.
Some of the tips are specifically directed towards blind job seekers, but many of these would apply to anybody with a disability. It is one that is worth sharing with any of your students who may be looking to break into the job market soon. What makes this web site valuable is that there is an extensive list of resources including links to several job search engines, all gathered on this one site.
From the sounds of the post, it is one that may also be updated later, so bookmark that page and check back later.
Finally, if you have any resources to offer, hit the email link near the bottom of that page and send in your suggestions.
Fred’s Head Companion
Web site that deals with job hunting and interview preparation.
Some of the tips are specifically directed towards blind job seekers, but many of these would apply to anybody with a disability. It is one that is worth sharing with any of your students who may be looking to break into the job market soon. What makes this web site valuable is that there is an extensive list of resources including links to several job search engines, all gathered on this one site.
From the sounds of the post, it is one that may also be updated later, so bookmark that page and check back later.
Finally, if you have any resources to offer, hit the email link near the bottom of that page and send in your suggestions.
Monday, April 16, 2007
Job interview tips for soon to be graduates
In today’s Houston Chronicle, there is an Associated Press story titled
How to interview like a champ.
The target audience of this article, and the book it references, is soon-to-be college graduates entering the job market. The book, New Rules at Work: 79 Etiquette Tips, Tools and Techniques to Get Ahead and Stay Ahead, by Barbara Pachter, gives advice for preparing for that all-important interview.
While I have not read the book itself, I would venture to guess that it does not address people with disabilities and the additional steps they might need to address. However, the following techniques mentioned in the article are good, practical advice for all job seekers, whether they have a disability or not.
• Be prepared. Know how to relate your relevant experience.
• Make a strong first impression. "It's more than just clothes. Do you look the person in the eye? Do you shake hands?"
• Fake it until you feel it. Behave confidently even if your knees are knocking; your interviewer won't know the difference.
• Send a thank-you note. Even a small touch can set you apart.
Those first three tips should be magnified for anybody with a disability, especially if it is a visible one.
Now, to that short list, I would like to add the following suggestions.
The first impression is so important. The emphasis on conveying confidence at that point is critical. You are asking this person to believe in you enough to select you as the most qualified candidate. If you don’t believe in yourself, how do you expect the interviewer to do that?
Dress for success. It is much better to overdress for an interview than to underdress. Even if the job’s dress code is office casual, nobody will fault you if you interview in a sharp, pressed suit.
If your disability keeps you from doing something during the interview, such as shaking hands, don’t feel awkward about it. The interviewer may be a little uncomfortable at first, and that is when your confidence in handling these situations must be conveyed. Use your confidence as a catalyst to put the interviewer at ease.
Posture can not be overstated. Stand and sit upright, as much as your disability allows.
Be aware of any nervous habits you have and avoid these during an interview. Do not sit there picking at your nails fingers, or other areas, no matter how insignificant you think that behavior is. The interviewer is watching you to see not only what you say, but also how you respond under stress.
Visual impairments have their own unique challenges and being proactive in planning how to deal with these will give you more confidence in handling what could otherwise be awkward moments.
When you first introduce yourself to the interviewer, extend your hand to shake (if you are able). The interviewer will reach to meet your hand. This keeps the interviewer from trying to figure out how you will know his hand is extended, waiting to shake.
Eye contact is important, even if you can’t see. If a person has a visual disability, directing one’s gaze in the direction of the interviewer is still important to the interviewer.
Hand in hand with the above comment about eye contact, remember that facial expressions accompany that eye contact. It is okay to show facial expressions as you interact with the interviewer. It is okay to laugh at appropriate times. These expressions can help the interviewer look beyond the obvious and see the person, not the disability.
Finally, the last tip cited in the article-- yes, the one about sending a thank you note – applies to interviewees with disabilities as well. That can help you make an even stronger and lasting, final impression on the interviewer. Don’t delay in doing this, either. If possible, do it the evening of the day of the interview. If you need somebody to help write the note, then do it. Whatever it takes, get that final point made.
How to interview like a champ.
The target audience of this article, and the book it references, is soon-to-be college graduates entering the job market. The book, New Rules at Work: 79 Etiquette Tips, Tools and Techniques to Get Ahead and Stay Ahead, by Barbara Pachter, gives advice for preparing for that all-important interview.
While I have not read the book itself, I would venture to guess that it does not address people with disabilities and the additional steps they might need to address. However, the following techniques mentioned in the article are good, practical advice for all job seekers, whether they have a disability or not.
• Be prepared. Know how to relate your relevant experience.
• Make a strong first impression. "It's more than just clothes. Do you look the person in the eye? Do you shake hands?"
• Fake it until you feel it. Behave confidently even if your knees are knocking; your interviewer won't know the difference.
• Send a thank-you note. Even a small touch can set you apart.
Those first three tips should be magnified for anybody with a disability, especially if it is a visible one.
Now, to that short list, I would like to add the following suggestions.
The first impression is so important. The emphasis on conveying confidence at that point is critical. You are asking this person to believe in you enough to select you as the most qualified candidate. If you don’t believe in yourself, how do you expect the interviewer to do that?
Dress for success. It is much better to overdress for an interview than to underdress. Even if the job’s dress code is office casual, nobody will fault you if you interview in a sharp, pressed suit.
If your disability keeps you from doing something during the interview, such as shaking hands, don’t feel awkward about it. The interviewer may be a little uncomfortable at first, and that is when your confidence in handling these situations must be conveyed. Use your confidence as a catalyst to put the interviewer at ease.
Posture can not be overstated. Stand and sit upright, as much as your disability allows.
Be aware of any nervous habits you have and avoid these during an interview. Do not sit there picking at your nails fingers, or other areas, no matter how insignificant you think that behavior is. The interviewer is watching you to see not only what you say, but also how you respond under stress.
Visual impairments have their own unique challenges and being proactive in planning how to deal with these will give you more confidence in handling what could otherwise be awkward moments.
When you first introduce yourself to the interviewer, extend your hand to shake (if you are able). The interviewer will reach to meet your hand. This keeps the interviewer from trying to figure out how you will know his hand is extended, waiting to shake.
Eye contact is important, even if you can’t see. If a person has a visual disability, directing one’s gaze in the direction of the interviewer is still important to the interviewer.
Hand in hand with the above comment about eye contact, remember that facial expressions accompany that eye contact. It is okay to show facial expressions as you interact with the interviewer. It is okay to laugh at appropriate times. These expressions can help the interviewer look beyond the obvious and see the person, not the disability.
Finally, the last tip cited in the article-- yes, the one about sending a thank you note – applies to interviewees with disabilities as well. That can help you make an even stronger and lasting, final impression on the interviewer. Don’t delay in doing this, either. If possible, do it the evening of the day of the interview. If you need somebody to help write the note, then do it. Whatever it takes, get that final point made.
Friday, January 19, 2007
Accessibility training opportunities
I want to pass along information about two on-line accessibility training opportunities that are being offered next week. These are good informational opportunities and are both free.
First, The Hadley School for the Blind is offering
Digital Accessibility in the workplace
On Wednesday, January 24 at 2 p.m. central time.
The Hadley Seminars web site states:
“This 45-minute interactive seminar will be presented by staff from the Hadley School and will explore the various ways employees more effectively share data in the workplace using email, PDFs or word processed documents. Presenters will share tips for handling tables and graphics along with other kinds of electronic files.”
Registration is required and can be done at the web site linked above. The school encourages participants to enter the room prior to the the beginning of the seminar to check out conection and interactivity. Additionally, they recommend entering the room ten minutes prior to the beginning of the seminar as it will begin promptly at the scheduled time.
While this particular session addresses the workplace, the parallels to the academic setting can not be overlooked. It may provide some good information to pass along to students as they prepare to enter the world of work. And, you can always share the link with your students so they can participate in the seminar on their own.
Secondly,EASI, Electronic Access to Software and Information, is presenting a seminar on
making accessible Google Maps
on Thursday, Jan. 25 at 3 p.m. central time.
The EASI page describes the seminar as follows:
“Google Maps is a great tool that allows information to be presented in many exciting ways. Unfortunately it's very inaccessible to many people. Using Google's publicly available API we will see how to create custom Google Maps and make them accessible at the same time. We will see how to navigate the map by using the keyboard and also how to make the data behind the pushpins accessible.”
Even if this seminar is not one that you believe is pertinent at this time, it could offer some good resources for future application in assisting your students. Again, registration is required, so go to the site linked above and get this done prior to the event date for best results.
Finally, if you are seeking other access training opportunities, look over the EASI site and check out what other classes they offer. Some of them are offered for a fee, but there are some at no cost. One in particular that may be of interest is the March 22 session on authoring DAISY documents. It will be offered for free and will be broadcast live from CSUN.
First, The Hadley School for the Blind is offering
Digital Accessibility in the workplace
On Wednesday, January 24 at 2 p.m. central time.
The Hadley Seminars web site states:
“This 45-minute interactive seminar will be presented by staff from the Hadley School and will explore the various ways employees more effectively share data in the workplace using email, PDFs or word processed documents. Presenters will share tips for handling tables and graphics along with other kinds of electronic files.”
Registration is required and can be done at the web site linked above. The school encourages participants to enter the room prior to the the beginning of the seminar to check out conection and interactivity. Additionally, they recommend entering the room ten minutes prior to the beginning of the seminar as it will begin promptly at the scheduled time.
While this particular session addresses the workplace, the parallels to the academic setting can not be overlooked. It may provide some good information to pass along to students as they prepare to enter the world of work. And, you can always share the link with your students so they can participate in the seminar on their own.
Secondly,EASI, Electronic Access to Software and Information, is presenting a seminar on
making accessible Google Maps
on Thursday, Jan. 25 at 3 p.m. central time.
The EASI page describes the seminar as follows:
“Google Maps is a great tool that allows information to be presented in many exciting ways. Unfortunately it's very inaccessible to many people. Using Google's publicly available API we will see how to create custom Google Maps and make them accessible at the same time. We will see how to navigate the map by using the keyboard and also how to make the data behind the pushpins accessible.”
Even if this seminar is not one that you believe is pertinent at this time, it could offer some good resources for future application in assisting your students. Again, registration is required, so go to the site linked above and get this done prior to the event date for best results.
Finally, if you are seeking other access training opportunities, look over the EASI site and check out what other classes they offer. Some of them are offered for a fee, but there are some at no cost. One in particular that may be of interest is the March 22 session on authoring DAISY documents. It will be offered for free and will be broadcast live from CSUN.
Wednesday, January 10, 2007
Employers and what students' GPAs mean to them
There is an interesting article in today’s New York Times about
employers and what a student’s GPA means to them.
(Note: To read this article, readers need to register with the Times’s site.)
Some noted passages from that article:
“you ask Johnny C. Taylor Jr., senior vice president of human resources for the IAC/InterActiveCorp, the factor that matters most to him is a graduate’s grade-point average.”
“’Companies want the smartest people, and the best indicator for new employees competing in a knowledge-based economy are grades,’ said Mr. Taylor, whose company has 33,000 employees worldwide and owns 60 businesses including Ticketmaster, Match.com and the Home Shopping Network. ‘G.P.A. is the best indicator an individual is likely to succeed,” Mr. Taylor said. “It demonstrates a strong work ethic and smarts.’”
“Not every company puts as much emphasis on college grades as IAC, but many use it as an important factor in weeding out lower-achieving students from the interview process. Often companies will advise college admissions officers and recruiters that they will not see anyone with less than a B (3.0) average.”
“In its Job Outlook 2007 survey, the National Association of Colleges and Employers found that 66 percent of employers screen candidates by G.P.A., and 58 percent of those surveyed said they would be much less likely to hire graduates with grades averaging less than a 3.0. This cutoff makes it even more critical for average or below average students to take advantage of college internships and leadership positions in extracurricular activities, job experts say.”
On the surface, this article may not appear to be about students with disabilities. However, I challenge that it is especially about students with disabilities. Let me explain.
First, the job market is fiercely competitive. If you doubt this, I would venture that you’ve been sitting in your present position for some time now and haven’t tried to seek employment for a number of years. Get out there and see just how tough the scramble for employment can be.
Secondly, students with disabilities must work fiercely to overcome the demands of their accommodative needs in addition to the time and work loads placed on every other student. This compounds the workload placed on students with disabilities in issues such as finding accessible textbooks or scanning printed material. This also includes other encumberances such as the additional time it takes to write their numerous papers by formulating the sentences and paragraphs mentally—a Herculean task in itself—and dictating the final paper using software such as Dragon Naturally Speaking.
Finally, when interviewing for a job, the student must be able to show potential employers that despite their disability, they are the most qualified, fully confident and competent, individual for the vacancy. This may be easier for those who have invisible disabilities, but for those who enter the interview room using a wheelchair or a guide dog, the reaction of the interviewer is often a glass wal that bars access. When it comes down to standing out, the GPA may be the cutting edge that grabs the interviewer’s attention, the one thing that screams out what the student is capable of achieving, despite the obvious.
This article, while it does not address students with disabilities directly, does a great job highlighting that in today’s job market, students’ GPAs are being strutinized as much as, if not more than, any other potential factors for hirability. It is imperative to stress to students that they need to be tenacious about achieving the highest grades possible and not being satisfied with just getting by. When seeking employment, having just gotten by with your grades may very well translate into just getting passed over for the job.
employers and what a student’s GPA means to them.
(Note: To read this article, readers need to register with the Times’s site.)
Some noted passages from that article:
“you ask Johnny C. Taylor Jr., senior vice president of human resources for the IAC/InterActiveCorp, the factor that matters most to him is a graduate’s grade-point average.”
“’Companies want the smartest people, and the best indicator for new employees competing in a knowledge-based economy are grades,’ said Mr. Taylor, whose company has 33,000 employees worldwide and owns 60 businesses including Ticketmaster, Match.com and the Home Shopping Network. ‘G.P.A. is the best indicator an individual is likely to succeed,” Mr. Taylor said. “It demonstrates a strong work ethic and smarts.’”
“Not every company puts as much emphasis on college grades as IAC, but many use it as an important factor in weeding out lower-achieving students from the interview process. Often companies will advise college admissions officers and recruiters that they will not see anyone with less than a B (3.0) average.”
“In its Job Outlook 2007 survey, the National Association of Colleges and Employers found that 66 percent of employers screen candidates by G.P.A., and 58 percent of those surveyed said they would be much less likely to hire graduates with grades averaging less than a 3.0. This cutoff makes it even more critical for average or below average students to take advantage of college internships and leadership positions in extracurricular activities, job experts say.”
On the surface, this article may not appear to be about students with disabilities. However, I challenge that it is especially about students with disabilities. Let me explain.
First, the job market is fiercely competitive. If you doubt this, I would venture that you’ve been sitting in your present position for some time now and haven’t tried to seek employment for a number of years. Get out there and see just how tough the scramble for employment can be.
Secondly, students with disabilities must work fiercely to overcome the demands of their accommodative needs in addition to the time and work loads placed on every other student. This compounds the workload placed on students with disabilities in issues such as finding accessible textbooks or scanning printed material. This also includes other encumberances such as the additional time it takes to write their numerous papers by formulating the sentences and paragraphs mentally—a Herculean task in itself—and dictating the final paper using software such as Dragon Naturally Speaking.
Finally, when interviewing for a job, the student must be able to show potential employers that despite their disability, they are the most qualified, fully confident and competent, individual for the vacancy. This may be easier for those who have invisible disabilities, but for those who enter the interview room using a wheelchair or a guide dog, the reaction of the interviewer is often a glass wal that bars access. When it comes down to standing out, the GPA may be the cutting edge that grabs the interviewer’s attention, the one thing that screams out what the student is capable of achieving, despite the obvious.
This article, while it does not address students with disabilities directly, does a great job highlighting that in today’s job market, students’ GPAs are being strutinized as much as, if not more than, any other potential factors for hirability. It is imperative to stress to students that they need to be tenacious about achieving the highest grades possible and not being satisfied with just getting by. When seeking employment, having just gotten by with your grades may very well translate into just getting passed over for the job.
Wednesday, October 18, 2006
Disability and employment resources
Being this is National Disability Employment Awareness Month, it seems logical to build on this theme a bit. To this end, I offer some resources.
First, think about the history of disabilities in the U.S. and the impact they have had. If you were like myself, and found that you were not well versed in the history of disabilities, check out
The Minnesota Governor's Council on Developmental Disabilities web site.
The site is very in-depth, with a link to Parallels in Time, a comprehensive six-hour history of disabilities. There is also a link to The Learning Center, with a catalog of more than 10,000 pages of documents pertaining to disabilities from 1976-1997. While these two links alone have a plethora of information that can consume several hours of time, consider the wealth of resources these give you for disability resources, especially when they are combined with the other offered resource links on the page.
Secondly, let me discuss the
Disability Site.
I came across this site doing some research on the web and found it interesting. I took some time to explore it and was fairly impressed with the linked information that was available. There is information about different disabilities, disability rights and laws governing them, and also contains additional resources.
However, this is a commercial, Google ad-supported site, whose ownership I was unable to determine. While I feel the site is rich in what it offers as far as resources, I have credibility concerns when I can not find information about who is presenting the information on the site. I offer it here solely as a possible link for its resources.
Thirdly, are you familiar with
Bender Consulting Services?
Bender Consulting Services is an employment agency specifically working to market people with disabilities, most particularly in the technology field. On the company web site, there are links for people with disabilities, employers, and a list of current openings. They also have affiliate sites serving the Canada and international markets. The founder, Joyce Bender, has several notable recognitions for her work listed on the “About Bender” link.
Finally, below is the text of a press release issued earlier this month by the U.S. Equal Employment Opportunity Commission concerning a federal initiative to employ people with what are classified as “severe disabilities.” Please share this with your students who will soon be or are currently seeking employment.
FOR IMMEDIATE RELEASE CONTACT: Charles Robbins
Wednesday, Oct. 4, 2006 David Grinberg
(202) 663-4900
TTY: (202) 663-4494
EEOC LAUNCHES WEBSITE SECTION ON “LEAD” INITIATIVE
Boosts Effort to Increase Number of Federal Employees with Targeted Disabilities
WASHINGTON – Giving greater presence to a pressing – and largely unknown – problem, the U.S. Equal Employment Opportunity Commission (EEOC) today launched a website section on its LEAD Initiative, designed to address the declining number of employees with severe disabilities in the Federal workforce.
The section, on EEOC’s website at
Http://www.eeoc.gov/initiatives/lead/index.html
offers basic information on the initiative and on the declining number of disabled federal employees. As the effort progresses, announcements and updates will appear regularly.
The Commission launched the LEAD (Leadership for the Employment of Americans with Disabilities) Initiative in June under the leadership of Commissioner Christine Griffin, a legal expert and long-time advocate for disability issues.
“I commend Commissioner Griffin for her efforts to ensure that individuals with disabilities are fully included in the federal workforce,” said EEOC Chair Naomi C. Earp. “EEOC’s LEAD Initiative will complement the Commission’s outreach and enforcement efforts on behalf of individuals with disabilities.”
Commissioner Griffin noted, “In order to improve the overall employment rate for people with targeted disabilities, we have to begin with the federal government.
Congress directed the federal government to set the example for all other employers. Our example needs improvement. I fully expect the LEAD initiative to significantly contribute to this improvement. The LEAD website section will allow us to provide important and useful information to a broad audience, so I look forward to it having a positive impact.”
LEAD aims, ultimately, to significantly increase the population of individuals with disabilities employed by the federal government. This national outreach and education campaign is designed to:
* increase the awareness of hiring officials about the declining numbers of people with disabilities in federal employment
* reverse the trend of decreasing participation in federal employment
* educate federal hiring officials about how to use special hiring authorities to bring people with disabilities on board, particularly those with
severe disabilities
* educate applicants with severe disabilities about how to apply using the special hiring authorities available
* provide information and resources on reasonable accommodation.
The LEAD Initiative draws on educational events and seminars and focus group sessions with federal managers, hiring officials and other interested parties to explore the issue of declining employment for individuals with severe disabilities, and to come up with concrete solutions to address the problem.
People with targeted disabilities have dropped to less than one percent of the permanent federal workforce, continuing a long-term decline, according to data released in June by the EEOC. Targeted disabilities include blindness, deafness, partial paralysis, complete paralysis, mental illness, mental retardation, convulsive disorders, and distortion of limbs or spine.
The Rehabilitation Act of 1973 requires that federal agencies take proactive steps to provide equal employment opportunities for individuals with disabilities. Moreover, under Executive Order 13164, agencies are required to establish effective written procedures for processing reasonable accommodation requests, which are submitted to the EEOC for review.
Additionally, under the EEOC’s Management Directive 715, agencies annually report their efforts to implement a Model EEO Program; to identify and eliminate barriers to equal opportunity in the workplace; and to implement special program plans for the recruitment, hiring and advancement of individuals with targeted disabilities.
The EEOC is also striving to advance employment opportunities for individuals with disabilities through the President’s New Freedom Initiative and the agency’s Freedom to Compete Initiative -- a national outreach, education and coalition-building campaign launched in 2002 to provide unfettered access to employment opportunities for all individuals. The agency just launched the application process for its third annual Freedom to Compete Awards, with nominations due Dec. 13 for awards to be presented in June 2007.
The EEOC is responsible for enforcing the federal laws prohibiting employment discrimination. Additional information about the agency is available on its web site at
http://www.eeoc.gov
First, think about the history of disabilities in the U.S. and the impact they have had. If you were like myself, and found that you were not well versed in the history of disabilities, check out
The Minnesota Governor's Council on Developmental Disabilities web site.
The site is very in-depth, with a link to Parallels in Time, a comprehensive six-hour history of disabilities. There is also a link to The Learning Center, with a catalog of more than 10,000 pages of documents pertaining to disabilities from 1976-1997. While these two links alone have a plethora of information that can consume several hours of time, consider the wealth of resources these give you for disability resources, especially when they are combined with the other offered resource links on the page.
Secondly, let me discuss the
Disability Site.
I came across this site doing some research on the web and found it interesting. I took some time to explore it and was fairly impressed with the linked information that was available. There is information about different disabilities, disability rights and laws governing them, and also contains additional resources.
However, this is a commercial, Google ad-supported site, whose ownership I was unable to determine. While I feel the site is rich in what it offers as far as resources, I have credibility concerns when I can not find information about who is presenting the information on the site. I offer it here solely as a possible link for its resources.
Thirdly, are you familiar with
Bender Consulting Services?
Bender Consulting Services is an employment agency specifically working to market people with disabilities, most particularly in the technology field. On the company web site, there are links for people with disabilities, employers, and a list of current openings. They also have affiliate sites serving the Canada and international markets. The founder, Joyce Bender, has several notable recognitions for her work listed on the “About Bender” link.
Finally, below is the text of a press release issued earlier this month by the U.S. Equal Employment Opportunity Commission concerning a federal initiative to employ people with what are classified as “severe disabilities.” Please share this with your students who will soon be or are currently seeking employment.
FOR IMMEDIATE RELEASE CONTACT: Charles Robbins
Wednesday, Oct. 4, 2006 David Grinberg
(202) 663-4900
TTY: (202) 663-4494
EEOC LAUNCHES WEBSITE SECTION ON “LEAD” INITIATIVE
Boosts Effort to Increase Number of Federal Employees with Targeted Disabilities
WASHINGTON – Giving greater presence to a pressing – and largely unknown – problem, the U.S. Equal Employment Opportunity Commission (EEOC) today launched a website section on its LEAD Initiative, designed to address the declining number of employees with severe disabilities in the Federal workforce.
The section, on EEOC’s website at
Http://www.eeoc.gov/initiatives/lead/index.html
offers basic information on the initiative and on the declining number of disabled federal employees. As the effort progresses, announcements and updates will appear regularly.
The Commission launched the LEAD (Leadership for the Employment of Americans with Disabilities) Initiative in June under the leadership of Commissioner Christine Griffin, a legal expert and long-time advocate for disability issues.
“I commend Commissioner Griffin for her efforts to ensure that individuals with disabilities are fully included in the federal workforce,” said EEOC Chair Naomi C. Earp. “EEOC’s LEAD Initiative will complement the Commission’s outreach and enforcement efforts on behalf of individuals with disabilities.”
Commissioner Griffin noted, “In order to improve the overall employment rate for people with targeted disabilities, we have to begin with the federal government.
Congress directed the federal government to set the example for all other employers. Our example needs improvement. I fully expect the LEAD initiative to significantly contribute to this improvement. The LEAD website section will allow us to provide important and useful information to a broad audience, so I look forward to it having a positive impact.”
LEAD aims, ultimately, to significantly increase the population of individuals with disabilities employed by the federal government. This national outreach and education campaign is designed to:
* increase the awareness of hiring officials about the declining numbers of people with disabilities in federal employment
* reverse the trend of decreasing participation in federal employment
* educate federal hiring officials about how to use special hiring authorities to bring people with disabilities on board, particularly those with
severe disabilities
* educate applicants with severe disabilities about how to apply using the special hiring authorities available
* provide information and resources on reasonable accommodation.
The LEAD Initiative draws on educational events and seminars and focus group sessions with federal managers, hiring officials and other interested parties to explore the issue of declining employment for individuals with severe disabilities, and to come up with concrete solutions to address the problem.
People with targeted disabilities have dropped to less than one percent of the permanent federal workforce, continuing a long-term decline, according to data released in June by the EEOC. Targeted disabilities include blindness, deafness, partial paralysis, complete paralysis, mental illness, mental retardation, convulsive disorders, and distortion of limbs or spine.
The Rehabilitation Act of 1973 requires that federal agencies take proactive steps to provide equal employment opportunities for individuals with disabilities. Moreover, under Executive Order 13164, agencies are required to establish effective written procedures for processing reasonable accommodation requests, which are submitted to the EEOC for review.
Additionally, under the EEOC’s Management Directive 715, agencies annually report their efforts to implement a Model EEO Program; to identify and eliminate barriers to equal opportunity in the workplace; and to implement special program plans for the recruitment, hiring and advancement of individuals with targeted disabilities.
The EEOC is also striving to advance employment opportunities for individuals with disabilities through the President’s New Freedom Initiative and the agency’s Freedom to Compete Initiative -- a national outreach, education and coalition-building campaign launched in 2002 to provide unfettered access to employment opportunities for all individuals. The agency just launched the application process for its third annual Freedom to Compete Awards, with nominations due Dec. 13 for awards to be presented in June 2007.
The EEOC is responsible for enforcing the federal laws prohibiting employment discrimination. Additional information about the agency is available on its web site at
http://www.eeoc.gov
Friday, October 06, 2006
October is National Disability Employment Awareness Month
Don’t forget that October is
National Disability Employment Awareness month.
This is a great time to coordinate activities with your college’s career counseling office. Just think, you may be able to educate the career counselors and potential employers in your area on what the needs of people with disabilities are. Go forth, dispel the false ideas, and share what you know!
Do you have anything planned for the month in conjunction with this designation? If so, please post a comment and share it with the rest of our readers.
National Disability Employment Awareness month.
This is a great time to coordinate activities with your college’s career counseling office. Just think, you may be able to educate the career counselors and potential employers in your area on what the needs of people with disabilities are. Go forth, dispel the false ideas, and share what you know!
Do you have anything planned for the month in conjunction with this designation? If so, please post a comment and share it with the rest of our readers.
Wednesday, September 06, 2006
Career Opportunities for Students with Disabilities
As a DSS coordinator a question I liked to ask my students was what their goals were beyond school. Where are you going with the education you are working on now?
Of course that was just the bait and was followed up with questions about what else they have done to prepare for the workplace. Ultimately, going to work is what they were usually getting their education for and, quite often, they had not even addressed the second question.
Naturally, a good resource for students with disabilities is the campus Career Counseling office. However, for more specialized attention, you can direct your students to the,
Career Opportunities for Students with Disabilities
(COSD) web site.
The website has a strong collection of resources and a national network of individuals, universities, and employers to assist in providing resources to students with disabilities seeking employment. It is specialized and serves the same population you serve. Check out the link above and take the time to explore the site. Registration is free and gets you access to the growing membership database. It is one of those tools that it can’t hurt to have at your disposal.
It was actually a Career Counselor at my university who introduced me to COSD during my graduate assistantship. I quickly realized that there is some good work going on at COSD.
To maximize service to your students, there is a good opportunity to explore a strong alliance between the DSS office and the Career Counseling office. During my job as a DSS Coordinator, my colleague and I frequently called upon our Career Counseling office. It really helped that the Director of Career Counseling was housed across the hall. Our offices had a close working relationship and we often collaborated on services to the DSS clients.
What do you think? Is this a feasible collaboration at your school? If a DSS office is unable to provide assistance in helping its student’s reach their end goal of going to work, have you really done all that you can to serve your students?
Of course that was just the bait and was followed up with questions about what else they have done to prepare for the workplace. Ultimately, going to work is what they were usually getting their education for and, quite often, they had not even addressed the second question.
Naturally, a good resource for students with disabilities is the campus Career Counseling office. However, for more specialized attention, you can direct your students to the,
Career Opportunities for Students with Disabilities
(COSD) web site.
The website has a strong collection of resources and a national network of individuals, universities, and employers to assist in providing resources to students with disabilities seeking employment. It is specialized and serves the same population you serve. Check out the link above and take the time to explore the site. Registration is free and gets you access to the growing membership database. It is one of those tools that it can’t hurt to have at your disposal.
It was actually a Career Counselor at my university who introduced me to COSD during my graduate assistantship. I quickly realized that there is some good work going on at COSD.
To maximize service to your students, there is a good opportunity to explore a strong alliance between the DSS office and the Career Counseling office. During my job as a DSS Coordinator, my colleague and I frequently called upon our Career Counseling office. It really helped that the Director of Career Counseling was housed across the hall. Our offices had a close working relationship and we often collaborated on services to the DSS clients.
What do you think? Is this a feasible collaboration at your school? If a DSS office is unable to provide assistance in helping its student’s reach their end goal of going to work, have you really done all that you can to serve your students?
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