The document discusses the transition of highly educated graduate students to the workforce. It notes that while degrees provide foundational knowledge, real-world experience is also needed to secure jobs. Graduate students often have unrealistic expectations that their degrees alone will lead to high-paying prestigious careers, but they may be initially overlooked for less formally educated candidates with direct industry experience. The document encourages embracing entry-level roles to gain hands-on learning and build stronger foundations for future career success.
The document provides information from an interview with a high school student about her future career plans and concerns. It includes an empathy map summarizing what the student said and how she thinks and feels. The problem statement identifies that the student feels pressure to choose a career but lacks confidence due to uncertainty about her preparation and options. The insight is that students may feel more secure with guidance on their strengths and interests from role models sharing experiences. The final problem statement is that the student needs encouragement and support to confidently transition from school to a career.
Excel at scholarship interviews by aryomoedanton 1.0Aryo Moedanton
tips and trick to pass tedious and somewhat mysterious process of Interviews,
This guide are not your magic bullet, interview process is a somewhat highly individual approach, there is no single “right” way, what I share, is my personal experiences
Use with caution :)
Why you shouldnt let anyone define your happiness by aryo moedanton 1.0Aryo Moedanton
This document discusses why you shouldn't let others define your happiness. It argues that happiness is based on the gap between reality and expectations, but expectations can become unrealistic due to judgments from others and rushing into decisions. It recommends calibrating expectations based on an accurate understanding of reality rather than comparisons to others on social media. The key is not basing self-worth or happiness on how others see you.
The document provides information about youth rights and advocacy. It discusses the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA), which protect the rights of individuals with disabilities in schools and workplaces. The document encourages youth to learn about their rights and become self-advocates. It provides overviews of key aspects of IDEA, such as Individualized Education Programs and accommodations in schools. It also outlines workplace protections and accommodations under the ADA.
Young workers are more at risk of workplace injuries for several reasons: they may be afraid to ask questions or say no; they lack experience; and equipment may not be sized for them. As an employee, one has responsibilities to follow safety rules, ask for training, and judge what is safe. Basic rights include knowing risks, requesting proper training, refusing unsafe tasks, and a healthy workplace. The presentation emphasizes that safety should be the top priority, as injuries can range from minor to life-threatening.
This document provides information on a workplace safety presentation for young workers. It covers why young people are more at risk of injury, how to prevent injuries, employees' responsibilities and rights. Specifically, it notes that young workers may not ask questions due to fear, are new to safety protocols, and jobs may not be tailored for them. It emphasizes following safety rules, asking for training, using protective equipment and saying no to unsafe tasks. Young men and those within their first six months are at higher risk. The presentation aims to educate youth on prioritizing their safety.
Eastern Carolina Veterinary Referral is analyzing its current fee structure and comparing it to other regional referral practices. A study was conducted of procedure fees for services provided at least twice weekly. ECVR's fees were found to be 0.145-16% lower than competitors. A 2% increase across all procedures is recommended to cover increases in healthcare costs while maintaining good customer relationships. Follow-up analysis in 2014 will determine if further increases are needed.
The document provides information from an interview with a high school student about her future career plans and concerns. It includes an empathy map summarizing what the student said and how she thinks and feels. The problem statement identifies that the student feels pressure to choose a career but lacks confidence due to uncertainty about her preparation and options. The insight is that students may feel more secure with guidance on their strengths and interests from role models sharing experiences. The final problem statement is that the student needs encouragement and support to confidently transition from school to a career.
Excel at scholarship interviews by aryomoedanton 1.0Aryo Moedanton
tips and trick to pass tedious and somewhat mysterious process of Interviews,
This guide are not your magic bullet, interview process is a somewhat highly individual approach, there is no single “right” way, what I share, is my personal experiences
Use with caution :)
Why you shouldnt let anyone define your happiness by aryo moedanton 1.0Aryo Moedanton
This document discusses why you shouldn't let others define your happiness. It argues that happiness is based on the gap between reality and expectations, but expectations can become unrealistic due to judgments from others and rushing into decisions. It recommends calibrating expectations based on an accurate understanding of reality rather than comparisons to others on social media. The key is not basing self-worth or happiness on how others see you.
The document provides information about youth rights and advocacy. It discusses the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA), which protect the rights of individuals with disabilities in schools and workplaces. The document encourages youth to learn about their rights and become self-advocates. It provides overviews of key aspects of IDEA, such as Individualized Education Programs and accommodations in schools. It also outlines workplace protections and accommodations under the ADA.
Young workers are more at risk of workplace injuries for several reasons: they may be afraid to ask questions or say no; they lack experience; and equipment may not be sized for them. As an employee, one has responsibilities to follow safety rules, ask for training, and judge what is safe. Basic rights include knowing risks, requesting proper training, refusing unsafe tasks, and a healthy workplace. The presentation emphasizes that safety should be the top priority, as injuries can range from minor to life-threatening.
This document provides information on a workplace safety presentation for young workers. It covers why young people are more at risk of injury, how to prevent injuries, employees' responsibilities and rights. Specifically, it notes that young workers may not ask questions due to fear, are new to safety protocols, and jobs may not be tailored for them. It emphasizes following safety rules, asking for training, using protective equipment and saying no to unsafe tasks. Young men and those within their first six months are at higher risk. The presentation aims to educate youth on prioritizing their safety.
Eastern Carolina Veterinary Referral is analyzing its current fee structure and comparing it to other regional referral practices. A study was conducted of procedure fees for services provided at least twice weekly. ECVR's fees were found to be 0.145-16% lower than competitors. A 2% increase across all procedures is recommended to cover increases in healthcare costs while maintaining good customer relationships. Follow-up analysis in 2014 will determine if further increases are needed.
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The author attended a career fair at their university to explore employment opportunities, particularly internships, as an international student seeking work authorization in the United States. At the fair, the author observed interactions between students and recruiters, such as the use of body language and small talk, and noted requirements and restrictions that applied to international students. Various companies were present offering internships in different areas to students of all backgrounds.
The document discusses employee engagement and what constitutes a good employee from an organizational perspective. It states that a good employee has high dependability, listens well, is competent, maintains a good appearance and body language, has strong etiquette and manners, possesses both knowledge and practical skills, and has career as a high priority. A good employee also has a balance of aptitude and a positive attitude. The document also discusses how organizations and individuals may define success differently and how employee engagement occurs at the intersection of an organization's need for maximum contribution and an individual's need for maximum satisfaction.
This document provides guidance on how to become self-reliant in one's career. It discusses defining a career and understanding growth. It emphasizes choosing a career field and then focusing on continuous, progressive achievements. It suggests identifying skills to achieve more and becoming visible. It also recommends broadening one's experience, taking responsibility, and valuing oneself. The document outlines a structured approach to career choice involving assessing personal and organizational values. It stresses the importance of being good at one's work, enabling others' contributions, and managing oneself and others through objectives. Finally, it proposes a model of career progression from self-esteem to learning to doing, managing, leading, and taking responsibility rarely taken by others.
The document is a newsletter from the Placement and Career Services (PACS) department at United States International University–Africa.
The newsletter discusses the goal of raising the bar for students in their career preparation and success. It emphasizes the importance of students being proactive in their career development by utilizing the resources at PACS, such as career advising, mentorship programs, job search skills training, networking events, and career fairs. It encourages students to go beyond the minimum and think about how to stand out and achieve their dreams.
The newsletter also provides information on upcoming PACS events and programs to help students improve their employability and raise the bar for their careers.
Career Focus is a newsletter that is published every semester by the USIU-Africa Placement and Career Services (PACS) department. It features various events and services organised by PACS, insights from industry professionals and PACS staff, career tips, jobs,, key interviews and profiles, mentorship opportunities, PACS must haves, success stories in the workplace among other stories. We welcome your comments and views. Email us on careeroffice@usiu.ac.ke
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The document is a newsletter from the Placement and Career Services (PACS) department at United States International University–Africa.
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Similar to The Transition of the Highly Educated & Sparsely Trained Graduate Student 2 (7)
The Transition of the Highly Educated & Sparsely Trained Graduate Student 2
1. The Transition of the Highly Educated & Sparsely
Trained Graduate Student
From Health System Leadership Training to Clinical Trials
Kristina Figueroa, MSPH
April 2014
2. As a recent graduate, I've been fortunate to grab hold of many professional nuances that are not
always apparent at the undergraduate, graduate, doctoral or even post-doc levels of education. Many
of these nuances are related to securing a job (within the industry we were educated to pursue our
careers in). A job that harnesses our skills, gives us the sense of living a purpose driven life, offers
opportunities for growth and also opportunities to stage OUR unique skills to better the company.
These days, with employment being a privilege to all of us, the struggle to secure a job, post-
graduation, is a tough battle to win. There are many miscommunications and social injustices that
contribute to this seemingly losing battle, some of which are:
1. The Societal Pressure to Earn High-Level Degrees
2. The Sense of Entitlement, Often Associated with a High-
Level Degree
3. The Lack of Uniformity in Substituting Work Experience
for Education, and Vice Versa
A dear friend and mentor of mine in the American College of Healthcare Executives allowed for
me to showcase some of my skills by providing opportunities for me to help her with various
projects and trainings. This was a fantastic learning experience, much like an internship, practicum
or fellowship. Fortunately for me, these real world opportunities were not all that she shared with
me. She shared insight into the healthcare industry (particularly, because this industry is one I
intended to pursue) and made it very clear that it is not what we know, nor the degree we've
earned... the job we get is largely dependent on WHO we know.
I know that this isn't anything you haven't heard before…
A nuance of the real world,
that highly educated graduate students are typically unaware of,
is that we may very well know tons and tons of people in the industry, we may have spent several
weeks shadowing, or several years working to build relationships with them...but has WHAT we've
done impressed them enough to make us the person to pop into their mind for the next job opening?
Have we made it an effort to ask their opinion on their own position, and listened to what they've
done to get there? Have we completed the work they've seen, and lived in a manner by which they
would be obliged to recommend us? Do we make the effort to stay in touch with them, even after
they helped get us a new job, or gave us that letter of recommendation?
April 2014
3. Believe it or not,
initial AND continued interactions with these people have the potential to increase our visibility
within the industry, and ultimately get us that job. Think about it... small talk and word of mouth
goes a long way!
Oftentimes the connections students make is only within one small circle, because it seems
unnecessary, and even sometimes disadvantageous, to step out of those bounds. Whether it is the
group of interns (who are also on the hunt for jobs), or the group of people within the work team,
many young professionals find themselves hopeful of utilizing these relationships for "climbing
the ladder"...
Thing is, the real world is GLOBAL. The industry, whatever it may be, is
likely transnational at the very least, so it is important to
step out of the comfort zone.
Speaking of comfort zones...
1.Education has been one of those places of comfort for many of us, as
professionals.
We were enrolled in structured learning at the age of four or five, started taking standardized
tests at 8, and entered high school to begin counseling on what college courses to go ahead and
get out of the way, in preparation for excellence! Education is all we knew until we were forced
out on our own. The problem with this is, nowadays, there is societal pressure to fit a standard; or
exceed it.
We were told, not necessarily what to be when we grow up, but that we must go to college to be
it.
OK. Fine. We can do it.
But then there were the college classes that are available in high school, which left us un-settled if
we opted out of exceeding the expectation of regular high school classes.
OK. Fine. We can do it.
By the time we graduated high school, we had half of a bachelor's degree under our belts, and
part-time experience working at a food joint. We attended our selected University’s orientation
session, looking forward to guidance on ‘what to do next.’ The question we were all forced to
answer in a matter of minutes, however, was what did we want to be when we got done (in 2-3
years)?
April 2014
4. …So all those years (all 16, 17, 18 and 19 of
them) leading up to that moment, we should've been
preparing to make a decision that prompted the
beginnings of the rest of our lives.
Instead, because of the pressures placed on us to speed
up our education, and further it, we had 5 minutes to
decide.
OK. Fine. We can do it. We'll be doctors, lawyers,
researchers and CEOs.
We chose these titles because they all sounded
prestigious, which encompassed everything we’d ever
been taught. These types of professionals, perceivably,
made a pretty good salary, and their lives seemed to be
in order, from what we'd all seen and heard over the
years… Unfortunately, what we didn’t know was that,
the likelihood of getting through undergrad and
graduate school, securing a paid position in that exact
field, without industry experience, and strait out of
school, is slim-to-none.
The orientation counselor told us to maintain at least a
3.7 GPA throughout our college careers, earn our
Bachelors in Biology, Criminal Justice, Chemistry or
Business, and begin preparing to take the appropriate
grad school entry exam ASAP.
We were 18 and thought that we knew what we
wanted. We took the GRE, MCAT, LSAT or GMAT
when we were 19 to get it.
April 2014
OK. Fine. We can do it. Pedal to the metal. School ‘til we’re 30; but the minute we’re done-
we’re set!
The problem with this perception is that, even if we made it through our planned education
without a hitch, we would still be lost on what to do next… which leads me into my next point.
5. 2 & 3. Besides the “book talk” about what we’d been studying for
the past 11 years, what did we expect from the prestigious job title
that was surely making its way towards our CV?
The books, professors, Bureau of Labor Statistics, and society all told us to expect an intermediate
position of power, loaded salary, great benefits and plenty of vacation time.
So it is no wonder why we highly educated & sparsely trained graduate students had an
unreasonable expectation for a nice salary upon finishing the professional program that we chose to
pursue when we were 18. We were raised with the mentality that more was always better, thus,
because we put MORE effort in (than the high school graduate, and even baccalaureate), we should
be entitled to more. Right? Even as a highly educated candidate, we quickly realized that the
industry experienced, lesser formally-educated candidate had a leg up on us. We were novices in the
realm of applicable solutions- in whatever the field may’ve been.
This is what we were naïve of; the degree was earned, but the experience was not.
So now, even after 11 years of specialized education to place us in a highly sought after position of
power, the knowledge of how to do it BEST, and the ideas to apply that knowledge, we are still not
the candidate selected. In fact, we were weeded out on round one of application review because we
didn’t have direct experience in the field.
It is a humbling realization, yes; the job title didn’t come with the degree. The good
news is that a foundation is only as strong as its weakest brick.
OK. Fine. We will start at an entry level position.
We will learn it from the inside out.
We will make the ‘weak’ brick something that will be patented for strength and resilience against
destruction; patented for innovation that, when applied, works ten times better than bricks made
from the previous foundation.
Transform and apply the things we’ve spent years learning, to a role that we feel overqualified for.
Moral of this metaphor and nuance breakdown is:
No matter how educated or credentialed we are, hard work, applied challenges and experience
cannot be substituted out.
No matter how much we feel overqualified and underappreciated, we aren’t.
The sooner we acknowledge that we aren’t the only ones who didn’t know this going in,
get over the grudge we hold against blue-collar turned white-collar colleagues
& start loving life as the firmest brick in the building, the happier and
more desired we’ll be!
OK. Fine. We will own it.