Empathize and define
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Three recent graduates were interviewed about their experiences transitioning from college to the workforce. One had secured two job offers in their desired field due to relevant internships and research experience. Another struggled to find work without internships and was unsure of their career path. A third realized they needed transition work experience before getting their desired job and secured this through multiple internships. Key challenges included lack of guidance, tough job markets, and not having relevant experience on resumes. Advice for students included starting career preparation early, gaining internship experience, and utilizing networking to find opportunities. Those with experience had an advantage over others in competitive job markets.
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Empathize and design
The document describes conducting an empathy map to understand users' needs regarding the school-to-work transition. It involves interviewing students at different stages of education, including a recent graduate, a current college student, and a student balancing school, work and extracurriculars. Their thoughts, feelings and experiences are documented on the empathy map using direct quotes and keywords. The interviews revealed a need for students to be more aware of available resources and feel welcome to use them throughout their education cycle. The problem statement aims to improve how students navigate this transition by promoting the value of resources.
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Reflective practice involves understanding how our actions affect ourselves and others through awareness and introspection. It allows us to gain developmental insight so we can learn not just from outcomes but by reflecting on experiences. The document describes a student reflecting on which subject to pursue for a degree. He realizes doing what he likes, such as history, will make him happy and motivated even if it's not lucrative, as long as he has clarity on supporting himself, such as becoming a teacher. Reflective practice provided clarity and helped him choose a path aligned with his interests and abilities.
How To Motivate Yourself
This document provides tips for facing an interview. It discusses introducing yourself by mentioning achievements and career goals. When asked why you want the job, relate your strengths to the position's requirements. For salary questions, avoid giving a number first and learn negotiation skills. Be flexible about relocation. Join at a practical time after learning company terms. Praise not criticize past employers and give credit to others for your achievements. Collect company information after politely asking specific questions. Study the company, job description, and bring credentials. Maintain positive body language and attitude. Avoid jobs that are unethical or painful. Join learning organizations for long-term career growth, not just money. Get permission before giving references.
Stanford Design Thinking Lab - Empathy Map Submission_Wendy Elman
Sean chose to attend UConn because it was affordable but realized he did not enjoy his physics major. He switched to math but remained uninspired. He felt stuck in a program he was no longer interested in and flunked out. He wishes he had been pushed to explore other creative options that matched his interests in design and music. Now he is building a career applying his skills through freelance work and hopes to pursue design further.
Recruiting and selecting staff
The document provides guidance on recruiting and selecting staff for a child care center. It outlines the hiring procedure, including reviewing applications, conducting interviews, and orienting new employees. Applications should be screened systematically to find the best fit for the center's culture. Interviews should use consistent questions and observe applicant interactions. Reference and background checks are also recommended. The goal is to acquire information and observe comfort levels to determine the most qualified candidates who will benefit the center.
Bridging the Gap
This document provides information on effective communication skills. It discusses the cognitive, behavioral and affective domains of communication. It explains key elements of the communication process like the sender, message, receiver and feedback. It also identifies internal and external barriers to communication. The document emphasizes important communication skills like active listening, paraphrasing and clarifying. It discusses the importance of having consistent verbal and non-verbal communication and explains how effective communication is important for relationships and reducing wasted time and energy. Examples of congruent verbal and non-verbal communication are also provided.
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Empathize and design
The document describes conducting an empathy map to understand users' needs regarding the school-to-work transition. It involves interviewing students at different stages of education, including a recent graduate, a current college student, and a student balancing school, work and extracurriculars. Their thoughts, feelings and experiences are documented on the empathy map using direct quotes and keywords. The interviews revealed a need for students to be more aware of available resources and feel welcome to use them throughout their education cycle. The problem statement aims to improve how students navigate this transition by promoting the value of resources.
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Neeley Design Challenge
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Empathize and define assignment
A university student is flourishing in his studies but is uncertain about his future career path. He feels confused by the advice he has received from mentors and advisors. He needs a better way to determine a fulfilling long-term professional career that matches his skills and interests, as he does not want to invest heavily in the wrong area through further education.
Empathymap problemstatement
Marco has struggled to find a job for two years despite having a master's degree and project experience. He feels insecure in interviews and doubts his ability to find employment. Marco applies for only high-paying jobs and a limited number of positions each week. He thinks he may never find work due to a poor networking strategy and inability to project the right image as a prospective employee. Marco is unsure whether to continue job searching or pursue a PhD, and feels disappointed, frustrated and insecure about his situation.
Interview
The graduate is looking for a job after completing her internship in electronics and communications. She has applied to positions at her college and online but has not been successful in finding a job despite good grades. She is unsure of what field to pursue and wants to explore different options. The internships she had were in instrumentation but she is told that field may not match her education. She is concerned about lack of work experience and connections affecting her job prospects.
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Assignment empathymap
The document discusses challenges with the school-to-work transition and expectations of younger generations entering the workforce. It notes that younger workers often expect shorter hours, the latest technology, and to only do work they find interesting. However, on-the-job training is crucial, and students' expectations tend to be too high. It suggests students would benefit from guidance on professional ethics and etiquette. The problem statement indicates that Eric, an engineer who mentors new hires, needs a way to communicate professional ethics to fresh graduates who can be idealistic.
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The document discusses job interviews, including their purpose and different types. It provides an overview of common interview questions and tips for preparing and participating in an interview. Specifically, it notes that interviews are a crucial part of the hiring process, as they allow employers to evaluate if candidates have the hard and soft skills required for a specific role. It also outlines different interview styles, such as patterned, non-directive, stress, and behavioral interviews. Additionally, it provides advice on dress code, body language, researching the company, and having responses prepared for common questions.
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Interview Workshop
The document provides guidance for students preparing for a university admissions interview. It emphasizes that the interview allows the interviewer to get to know the applicant beyond just their application and gives the applicant a chance to highlight aspects of themselves not evident in writing. Some key points the document suggests students focus on are their interests, strengths, goals, fit with the university, and questions they have. It also provides examples of positive and negative feedback an interviewer may provide and suggests students be prepared with specific examples and answers to common interview questions.
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Empathize and define
Three recent graduates were interviewed about their transition from college to career. One had secured two job offers in their desired field due to relevant internships and research experience. Another had no work experience and struggled to find any job offer after 90 interviews. The third realized they needed a "transition job" first to gain experience before getting their dream job, and had three internships to help get a solid first position.
Empathize and define kk
Three recent graduates were interviewed about their transition from college to career. One had secured two job offers in their desired field due to relevant internships and research experience. Another had no work experience and struggled to find any job offer after 90 interviews. The third realized they needed a "transition job" first to gain experience before getting their dream job, and had three internships to help get a solid first position.
Empathy map for an hr practioner of the student to work path
The stakeholder is an experienced HR professional who has worked in recruitment and training roles at two major companies. When asked questions about their career path and experiences, the stakeholder described noticing differences in attitude between students from different school backgrounds. They indicated a need for more efficient applicant screening tools and processes.
Justine dredge empathy map and problem statement and ideation
The document discusses the experiences of graduates and identifies several issues:
1) Graduates receive little personalized career support, self-actualization support, or mentors to help guide them.
2) There are different types of graduates with varying backgrounds, needs, and expectations, but the process does not recognize these differences.
3) It is a competitive environment that requires significant effort, and employers could do more to maximize opportunities for fresh graduates and their new ideas.
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Career counseling case
1. Mr. X is seeking career counseling to help decide whether to continue his current job as a reports analyst or shift to a career in education.
2. He has a background in computer science but developed an interest in education through volunteer teaching and graduate studies in special education.
3. Using Brown's value-based theory, the counselor will help assess Mr. X's values, interests, abilities and environment to determine which career path would provide the best fit and satisfaction.
Case nurse recruitment at gulf hospital
The document discusses conducting interviews to recruit 25 new nurses for a hospital's expanding pediatrics department. It outlines challenges of inexperienced interviewers, including making quick judgments and misunderstanding job requirements. It recommends a structured situational interview process: 1) analyze the job, 2) rate duties, 3) create valid questions, 4) develop benchmark answers, 5) appoint an interview panel to conduct and evaluate interviews. While experience is lacking, a crash course is not recommended as the interviewers have relevant professional expertise and common sense.
Career counseling
This document provides guidance on preparing for and succeeding in a job interview. It begins with introducing the presenters and then discusses how interviews allow employers to learn about a candidate's personality, interests, goals and how their experiences fit the position. Employers are looking for candidates who can clearly explain their skills, match their qualifications to the job requirements, and discuss past experiences with specific examples. Tips are provided such as researching the company, appearance, location details. Common interview questions are listed across various categories including describing yourself, work history, strengths/weaknesses, failures and handling difficult situations. Reasons for interview failure and concluding remarks emphasize the importance of preparation.
Job Interview Skills
This document provides tips and advice for job interview skills. It discusses how to prepare for job interviews by staying aware of opportunities and connecting with contacts. The document outlines the components of a good resume and covers different types of interviews including technical, HR, and stress interviews. It offers guidance on how to perform well in interviews through appearance, understanding the ideal candidate profile, and crafting strong answers. The document also addresses how to handle rejections, negotiate salary, and select the right job opportunity based on factors beyond just compensation.
Sanjay ppt
This document discusses identifying static and dynamic identities in people. Static identities are based on qualifications, position, past achievements, and known knowledge. Examples given include a landlord who refuses help to tenants and only focuses on his own goals, and a roommate who believes she is only good at her specialized work and is not cooperative. Dynamic identities are based on making a difference, responsibility, future potential, and willingness to learn. An example is a professor who is always ready to help students, motivate them, and works for the college's welfare. The document encourages embracing a dynamic identity that is focused on growth rather than being trapped by qualifications and limiting oneself only to past achievements.
Neeley Design Challenge
For this project my group members and I were tasked with reimagining the process by which Neeley students choose their major. Moving through the entire design process, we first conducted interviews to both empathize with our subjects and highlight key themes from these interactions. From there we were able to develop a persona and an empathy map that summarized the typical journey and emotions felt by a TCU student going through the process of picking a major. After creating a point of view statement, we were able to ideate a variety of solutions and prototype the most realistic and beneficial ideas. What started as a few prototypes, we eventually combined into an all-encompassing website solution after testing the prototypes with various students and faculty. This web platform provides detailed information of the different majors and courses, feedback from multiple channels, a forum for questions and comments, and finally videos from upperclassmen, faculty, and notable alums detailing their experiences within TCU and the various industries it took them into.
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Interviewing Skills for Teachers
This document provides guidance on interview skills for education majors. It emphasizes the importance of making a good first impression through professional appearance and conduct. Proper preparation includes knowing your strengths and the schools or districts you want to teach at. Researching the interviewers and being prepared to discuss your teaching philosophy, classroom management skills, and subject knowledge are also advised. Examples of common interview questions are given along with tips on providing strong, concrete answers that relate experiences back to the role of being an effective teacher.
JOB READINESS
The document provides tips for job readiness, interview preparation, and resume building. It recommends researching the company and job description, preparing answers to common interview questions, and ensuring good grooming and posture during the interview. For resume building, it advises including contact details, a 2-3 line professional summary, education history in reverse chronological order, relevant work experience and skills, achievements, and extracurricular activities. With preparation of documents, practice, and attention to verbal and nonverbal cues, the tips are meant to help one become job ready and confident in cracking the next interview.
Empathize and define assignment
A university student is flourishing in his studies but is uncertain about his future career path. He feels confused by the advice he has received from mentors and advisors. He needs a better way to determine a fulfilling long-term professional career that matches his skills and interests, as he does not want to invest heavily in the wrong area through further education.
Empathymap problemstatement
Marco has struggled to find a job for two years despite having a master's degree and project experience. He feels insecure in interviews and doubts his ability to find employment. Marco applies for only high-paying jobs and a limited number of positions each week. He thinks he may never find work due to a poor networking strategy and inability to project the right image as a prospective employee. Marco is unsure whether to continue job searching or pursue a PhD, and feels disappointed, frustrated and insecure about his situation.
Interview
The graduate is looking for a job after completing her internship in electronics and communications. She has applied to positions at her college and online but has not been successful in finding a job despite good grades. She is unsure of what field to pursue and wants to explore different options. The internships she had were in instrumentation but she is told that field may not match her education. She is concerned about lack of work experience and connections affecting her job prospects.
Job interview
The document discusses job interviews, which are a crucial part of the hiring process. It is a two-way process that is important for both the interviewer and interviewee to determine if a candidate has the hard and soft skills for a specific role. There are different types of interviews like patterned, non-directive, stress, and behavioral interviews. The document also covers dress code, body language, mock interviews, common questions, and tips for answering tricky questions. Key aspects of a good employee mentioned are ethics, integrity, teamwork, cultural fit, and a positive attitude.
Assignment empathymap
The document discusses challenges with the school-to-work transition and expectations of younger generations entering the workforce. It notes that younger workers often expect shorter hours, the latest technology, and to only do work they find interesting. However, on-the-job training is crucial, and students' expectations tend to be too high. It suggests students would benefit from guidance on professional ethics and etiquette. The problem statement indicates that Eric, an engineer who mentors new hires, needs a way to communicate professional ethics to fresh graduates who can be idealistic.
Job interview
The document discusses job interviews, including their purpose and different types. It provides an overview of common interview questions and tips for preparing and participating in an interview. Specifically, it notes that interviews are a crucial part of the hiring process, as they allow employers to evaluate if candidates have the hard and soft skills required for a specific role. It also outlines different interview styles, such as patterned, non-directive, stress, and behavioral interviews. Additionally, it provides advice on dress code, body language, researching the company, and having responses prepared for common questions.
Case study of susie
Susie is a 21-year-old white female college student mandated to counseling due to academic issues. Assessments found she is an ENFJ personality type who places others' needs above her own. She struggled last semester when her parents' divorce became nasty and her grandfather passed away. The counselor's treatment plan is to monitor Susie's academics and provide coping tools in case of future difficulties, as well as discuss career options that suit her personality.
Interview Workshop
The document provides guidance for students preparing for a university admissions interview. It emphasizes that the interview allows the interviewer to get to know the applicant beyond just their application and gives the applicant a chance to highlight aspects of themselves not evident in writing. Some key points the document suggests students focus on are their interests, strengths, goals, fit with the university, and questions they have. It also provides examples of positive and negative feedback an interviewer may provide and suggests students be prepared with specific examples and answers to common interview questions.
Self introduction and peer group
The document discusses self-introductions and provides tips for giving an effective self-introduction. It defines self-introduction as introducing oneself and telling others about who you are, what you do, your interests and background. It notes that self-introductions are commonly required in interviews, first days in class or at a new job. The document then gives 10 tips to take care of when giving a self-introduction and provides a sample self-introduction. It also discusses presenting positive and negative traits in a self-introduction and the influence of peer groups.
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Empathize and define
Three recent graduates were interviewed about their transition from college to career. One had secured two job offers in their desired field due to relevant internships and research experience. Another had no work experience and struggled to find any job offer after 90 interviews. The third realized they needed a "transition job" first to gain experience before getting their dream job, and had three internships to help get a solid first position.
Empathize and define kk
Three recent graduates were interviewed about their transition from college to career. One had secured two job offers in their desired field due to relevant internships and research experience. Another had no work experience and struggled to find any job offer after 90 interviews. The third realized they needed a "transition job" first to gain experience before getting their dream job, and had three internships to help get a solid first position.
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3) It is a competitive environment that requires significant effort, and employers could do more to maximize opportunities for fresh graduates and their new ideas.
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Informational Interviews
Informational interviews are great for networking and learning more about a position, company, or industry you may be interested in. Use this handout for tips and advice on how to start.
Refine & define
Steve Jobs believes that equal opportunity, which to him means a great education, is more important than equal outcomes and that the United States falls short of ensuring every child receives a great education. He emphasizes that a great education is key to equal opportunity and may be even more important than a great family life. Jobs stresses the importance of prioritizing education to create equal opportunities.
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Informational Interviewing Guide Benefits of Informatio.docx
Informational Interviewing Guide
Benefits of Informational Interviewing:
• Get firsthand, relevant information about the realities of working within a particular field, industry or
position. This kind of information is not always available online.
• Find out about career paths you did not know existed.
• Get tips about how to prepare for and enter a given career.
• Learn what it’s like to work at a specific organization.
• Gain insider knowledge that can help you in writing your resume, interviewing, and more.
• Initiate a professional relationship and expand your network of contacts in a specific career field; meet
people who may forward job leads to you in the future.
Six Steps for Informational Interviewing:
1. Research Career Fields
a. Do some initial research on the career field or employer using internet and print resources.
2. Identify people to interview
a. Find people to network with through faculty, advisors, LinkedIn, Pioneer Connect (du.alumnifire.com),
family, friends, extracurriculars, athletics, clubs, volunteer work, members of professional
associations, etc.!
3. Prepare for the interview
a. Develop a brief introduction of yourself and your hopes for the meeting.
b. Plan open-ended questions to ask.
4. Initiate contact
a. Contact the person by phone, email, or LinkedIn message.
b. Mention how you got his or her name/found their profile.
c. Ask when they have time to talk for a few minutes.
d. Emphasize that you are looking for information, not a job.
e. Ask for a convenient time to have a 20-30 minute appointment.
f. Be ready to ask questions on the spot if the person says it is a good time for him/her and that s/he
won’t be readily available otherwise.
Sample Telephone/E-Mail/LinkedIn Script for Requesting an Informational Interview:
"Hello. My name is Jane Wilson and I'm a current [insert field of study] student at the University of Denver. I
found your information through my research on professionals in the [field/industry] industry. I have become very
interested in [industry/company] and would like to learn more about your work. Would it be possible to
schedule 20 to 30 minutes with you at your convenience to ask a few questions and get your advice on how best
to prepare to enter the field?"
5. Conduct the informational interview
a. Dress neatly and appropriately, as you would for a job interview.
b. Arrive on time or a few minutes early.
c. Restate that your objective is to get information and advice, not a job.
d. Give a brief overview of yourself and your education and/or work background.
e. Be prepared to direct the interview, but also let the conversation flow naturally, and encourage the
interviewee to do most of the talking.
f. Take notes.
g. Respect the person's time. Keep the meeting length within the agreed-upon timeframe.
h. Ask the person if you may contact them again in the future with other questions.
i. Ask for names of other people to meet so ...
Interview Questions.pdf
This article provides a comprehensive list of common interview questions that job seekers can expect to encounter in their job interviews, along with tips and strategies for answering them effectively. The questions cover a wide range of topics, including your work experience, skills, strengths, weaknesses, and career goals, as well as your knowledge of the company and the industry. The article also includes advice on how to prepare for an interview, including researching the company and the role, practicing your responses, and dressing appropriately. Whether you are a seasoned professional or a recent graduate, this article will help you ace your next job interview and secure the position you want.
35882 Topic unit 2 the professional reflective practitionerNum.docx
35882 Topic: unit 2 the professional reflective practitioner
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Healthcare
Language Style: English (U.K.)
Order Instructions: ATTACHED
the 1,000 WORD reflective essay must look at own personal development plan and swot analysis included below and essay must be a reflective essay about myself and of the workplace which is a placement working with adults with learning disabilities in residential care
expain the roles and purposes of reflection in health and social care practice
describe models and tools used for reflection in health and social care practice
review the ways that reflective practice is applied in healthcare or support service envirnments
Swot Analysis
STRENGTHS
Caring nature
Clear communicator, communicating appropriately and being able to use verbal, written, electronic and non verbal communication.
Eager to learn new things by asking colleagues and line managers for feedback on my practice.
Take on advice with a positive approach from senior or more experienced carers/ professionals
Driving service users to events/social events/appointments
Will gain better understanding during the course and be able use my knowledge when at work with a clear understanding over the course
Adapt my way of working with service users which results in a positive working relationship with service users
Adopt a person centred approach within my work, i have a genuine interest in promoting the welfare of the service user
I am able to work in line with regulated ways of working, for example cooking for the service user
I am a reflective practitioner reflecting on action
I am able to work independently and take personal responsibility of service users using own initiative
WEAKNESSES
Lack of knowledge as a first time working in this kind of job environment
Too caring
Get emotional attachments and emotional knowing about their background history especially with my work with the teenage children
I'm quite motherly and this can take away service users independence
Lack of knowledge and skills when service users display behaviour which is challenging
OPPORTUNITIES
Training opportunities in the workplace such as diversity and equality to gain more knowledge that will enhance my practice
Promotions once qualified in the workplace with more management and leadership opportunities
Undertaking the healthcare practice course will give me the skills to support personal development of myself and others
THREATS
Due to Financial restraints i have to work long hours.
Child care issues sometimes my childcare provider or their dad
cannot accommodate me or one of the children is sick so im unable to attend work.
Not being able to get to work for any reason.
Not being senior enough to administer medicines to service users.
Time constraints can impact on m.
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School-to-work transition
The document discusses school-to-work transition for students. It focuses on a student in his final year of a bachelor's program in finance who has no work experience and is unsure of his career path. An empathy map is created to understand the student's perspective. He feels frustrated by the lack of practical experience provided by his university education and internship opportunities. Potential solutions are brainstormed, with the favorite ideas being free, practical MOOCs taught by businesspeople and increasing family involvement to provide incentives for students to learn. Prototypes are discussed for testing these ideas.
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Interview workshop2
The document provides guidance on preparing for and conducting oneself during a job interview. It discusses researching the employer and position, proper interview attire, common interview questions and how to answer them, following up after the interview, and reasons interviews may result in rejection. Key tips include dressing professionally, having researched questions prepared, focusing answers on one's relevant skills and experience, asking for the next steps, and always sending a thank you letter after an interview. The document aims to help candidates make a positive first impression and demonstrate they are the best fit for the role.
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The document discusses the experiences of graduates entering the workforce. It notes that there is little personalized career support provided during the application and hiring process. Additionally, there are different types of graduates with varying backgrounds and expectations that are not adequately recognized. The document also expresses that while competition is high between graduates, their success depends on supporting each other.
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The document provides tips and guidance for job interviews. It discusses preparing for different types of interviews, including informational, phone, screening, and selection interviews. During the interview, candidates should research the employer, have examples prepared to highlight their relevant skills and experiences, ask thoughtful questions, and send a thank you note afterwards. The document emphasizes being prepared, professional, and focusing on how the employer would benefit from hiring the candidate.
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Empathize and define
- 1. Venture Labs Empathy and Define Phases
- 2. Interviewees • Three recent graduates were interviewed to understand their experiences in transitioning from being a student to joining the workforce • Broad spectrum of success – One began in sophomore year – internships, senior research project – had 2 offers to select from – and both were in the specialty that she wanted – One had no internships, didn’t know what he wanted – waited for “any” job offer – and then started thinking about what he wanted to do – One found out in school that to get the job he wanted he needed to get a transition job to gain 2-3 years experience before he could get the job he wants – had 3 internships – found solid transition job – and checks the job listings every day for the job/agency he wants.
- 3. Interview Questions 1. Describe how you went from being a student to starting your first job. 2. Describe the greatest challenge you faced during this process. 3. Tell me about the greatest influences/influencers during this period. 4. Describe the greatest surprises you encountered. 5. In looking back, what would you have done differently 6. What advice would you give current students to help them through the transition period.
- 4. Participated in 2 non-paying internships and a relevant senior year research project Started planning for workforce before junior year No relevant work experience and 90 interviews with no job offer. Strong experience on resumes is critical I need to gain experience in a transition job to get the one I want Jobs found through university listings and through friends Participating in multiple non-paying internships and a relevant senior year research project is worth a lot Little to no help offered by college placement Interviews are the easiest part of the process I had a good GPA and interviewed well but my resume wasn’t very good. University career services for another major produces 8 offers on average – my career services were worthless My parents recommended a job which offered financial security. There are several hundred applicants for each open position I didn’t know what I wanted to do I fine-tuned what kind of job I wanted with my internships I was told that I needed 2-3 years of experience in local market before I would qualify for national level job Interviews were easy – got offered a job on the spot The manager who wanted me to accept sent weekly emails Once the offer is made, I must be ready to accept or decline Best way to find a job is through networking – my friends, high school coaches, friends of my parents Not knowing what you want to do in workforce means that you probably won’t get a job Students who start planning for being in the workforce early (before junior year) – have the greatest likelihood of success College career services and other college groups rarely provide the help students need to prepare for the workforce Certain professions require a transition job experience to gain experience needed for entry Students need information from the job market to know what they need to do to get the job they want. Students (as young as sophomores) Get information and support from the potential job market to understand and gain relevant experience Those who can demonstrate relevant experience have the edge in a tough job market. Those who can demonstrate relevant experience have the edge in a tough job market. I wasn’t as prepared as others for the job market My parents weren’t able to offer valuable help.
- 5. Additional “Say” Quotes • I can’t understand why my good GPA and interview skills didn’t work • I was offered a job on the spot, and given 6 months to make a decision • I had to go through physical and psychological test, and have a Background investigation and a polygraph • I submitted several resumes (approximately 90) and didn’t have a single call back • I researched what was needed to be accepted for the job I wanted • My friends helped me find promising jobs • My university career service only told how to interview