This post is from Grown and Flown
by Deb Nagan-Lee | Estimated Reading Time: 10 minutes
In a few months, a new group of freshly minted college graduates will enter the workforce. I interviewed several high-level professionals in different industries for their insight on how a student or young adult looking for a job can be successful.
There were many common themes in their advice, despite the diversity of professions. Whether Biotech, Marketing, Television, Sustainable Energy, or Governmental/NGO work, there are certainly best practices when it comes to successfully navigating the interview process.
Best ways for college students to use personal connections in a job search
1. Contact in a timely fashion
Do not delay reaching out when given a name. Chances are this person was given a heads up that someone would be contacting them. It is respectful to all involved to follow up quickly. Most professionals expect to be contacted within two weeks of their name being given out. If it takes longer than this, they may assume your student is not interested.
Dr. Gene Lee, Senior Director, EMD Serono, says, "A prompt acknowledgement of the agreement to meet, and an introduction, is a clear sign that someone respects my time. If it takes more than two weeks for someone to reach out to me, I begin having doubts about the seriousness of the meeting."
Even if your student is anxious, they should try not to delay reaching out. You don’t want you student to send the wrong message. “Reaching out” is not the interview, it’s just establishing contact and setting up a time to meet, a time that works for both parties.
Your student shouldn't worry if they have finals coming up, or a big project due — most professionals will be understanding of this and be willing to work around it. Making that initial contact will not only get the ball rolling but will also show that your student is truly interested.
2. Reach out without fear
Most professionals are happy to talk to people about what they do, especially if the other person is interested in their field. They feel like it is “giving back” or “paying it forward.” They are rooting for your student and are on your side, so they shouldn't be afraid. They understand that it isn’t easy for young adults, and most will try to put your student at ease. Lisa Cohen, former Chief of Training at the US Peace Corps and current self-employed coach, consultant, and facilitator, confirms this by saying, “I consider it a duty and a privilege to make myself available to younger people interested in my field(s). It’s paying it forward so I always make time to talk with people who reach out to me.”
In fact, some seasoned professionals are so eager to reach out to young people that they are proactive about it. Michelle Monti, a Communications Consultant, is exuberant about talking to young people: "I love talking with students so much that I throw that idea out there to people myself and suggest that they call me. I happily volunteer at my alma maters’ alumni centers to be someone that people call. I’ve always benefitted from mentors in my own career, and I know firsthand how it helps."
Many successful professionals are happy to talk to young people, but they also remember just how hard it is to make that initial contact, sometimes with hands shaking. Lincoln Bleveans, Executive Director of Sustainability & Energy Management at Stanford University, says, "I find that just that initial outreach is by far the hardest part and if there was one thing I could say, to an auditorium of a thousand [students], it would be, ‘just make the call, grab another cup of coffee, screw up your courage, and make the call because these people want to talk to you!’” He then adds, “the truth is almost everybody [that your student might talk to] is cheering for [them] to succeed — they want [your student] to succeed. They are literally cheering [for them]."
Calling someone in a professional capacity might be a bit intimidating, especially when your student is used to seeing them in a different context. This shouldn’t be a deterrent. Someone who used to come to your student's little league games, who cheered them on from the sidelines, is going to continue to cheer them on from these new, unfamiliar sidelines where “suiting up” might look a little different. They are still rooting for your student.
3. Be prepared
If your student lands an informational interview with a professional in their field of interest, they should be prepared. It isn’t difficult to look up anyone on LinkedIn and find out a few important things about them. Your student should familiarize themselves with some pertinent information about the employer/organization.
Your student should have a few well-researched questions prepared for the person they are meeting with; it will show they are invested in the process. Most people love to talk about their experiences and will be happy to share that with your student.
You student should ask how they got to the position they are currently in — their answers might be surprising. If your student is nervous, anxious, or shy, the more questions they have prepared going into the interview, the easier it will be for all parties involved.
Cohen says, “I’m always surprised when someone doesn’t take the opportunity to ask me things like how I got to where I am, what my work is actually like, what advice I have for young people in my field and (a big one) who else they should be talking to.”
This is a tremendous learning opportunity, so your student should be prepared to ask — and then listen. Lisa Pratt, VP, Customer Engagement Marketing, UKG (Ultimate Kronos Group), agrees that knowing the interviewer’s background lays the groundwork for a more successful interview, “Look the person up on LinkedIn. Have some questions prepared that make you seem interested in what the person does or their company.”
In addition, by doing their homework before the interview, your student might stumble upon information that intrigues them.
Monti notes, “It’s a huge positive when someone says, ‘Oh! I saw on your LinkedIn page that you worked at WGBH. I’m interested in that. Can you tell me more about that?’ It makes a difference if they show me that they’ve done a little homework.”
It’s also worth noting that almost everyone I interviewed mentioned that anyone coming for an interview should “do the homework,” so if your student thought their homework days were over, they were wrong.
4. Talk about themselves
Your student was given a connection and that got them in the door, and now they need to show the interviewer why they are there. Your student should be sure they can verbalize why they are at the interview. “Getting your foot in the door is the first step for many people interested in exploring a new career, and having connections offer a big advantage. It’s up to the owner of that foot to make the best use of that advantage” says Gene Lee.
Your student may have been granted an interview because a parent, family member, or neighbor knows someone, but once they are there they have to be more than your connection. Your student has to give their own reasons for why they are there, why they are interested, and what experience they have, no matter how brief.
This kind of self-promotion shows your student's commitment to this particular career path. Lisa Pratt expects the interviewee to bring their own credentials to the table,
“Once a person is granted an interview they need to be able to stand on their own merits. I have found that the connection gets you in the door, but then it is up to the person to make themselves stand out.” She adds, “I won’t recommend someone if I don’t know something about them.”
Your student needs to bring their unique selves and what they bring with them to the interview. Their connection alone will not get them a job. Al Higgins, Executive Producer of The Kominsky Method says, "If all you have is a resume and I went to high school with a friend of your parents, that doesn’t tell me anything. If you have all that, plus you’re making short films, or have your own comedy troupe or are doing other things to pursue your passion then that allows me to push you along in the right direction."
It is every interviewer’s hope that the young person they are meeting is motivated to make the most of their time together. This requires significant preparation on the part of the interviewee. Interviewers want to know something about the person they are talking to, but they also need to know what they, however inexperienced they might be, bring to the table.
It won’t take an interviewer long to decipher if they are talking to someone who truly wants to be there, and has done all the necessary footwork and research, or if they are only there because their mom said, “You should talk to this guy.”
5. Grow a network
Not all interviews will lead to a job, and this is okay. Your student is creating a network. Every interview is adding another person to their ever-growing network. If your student does their due diligence and makes a favorable impression, you never know when this person will remember them down the line and put in a good word for them. Encourage your student to use every interview as an opportunity to grow their network, to never leave an interview without asking for another name, another contact.
Monti points out that one should never ask, ”Can you give me a job?” She then adds, “I was told this early in my career, never ask a networking contact for a job, never. It’s not why you’re calling. You should, however, always ask for another name of someone else to call, and keep growing your network.”
Your student is growing and cultivating their network. In fact, Cohen likens networking to a well-tended garden. "I often use the metaphor of planting seeds. It’s wise to plant many seeds (talk to many people, follow up on a variety of contacts) today so that in the coming weeks and months, some of those seeds will sprout into people contacting you to advise that a position is now open or people telling those in their circle about you who they met a while back but fit the description of what they’re looking for," says Lisa Cohen.
Your student is learning how people in their field of interest got where they are and how. In these conversations, your student might learn of avenues they never thought existed, and they should get more contact names from every person they talk to, and eventually, through talking to many people, your student might just come across a job. Talking to more than one person is more important than your student might realize. Higgins wants to know that he is not the only person your student is talking to: “You should try to have more than one iron in the fire so I can see that you are hustling and will make it with or without me.”
The wider the net your student casts, the more likely they will not go home empty-handed (unemployed).
6. Keep Learning
An information interview is a great time to find out what else your student needs to learn, what skills could help them land their “dream job.” Your student should continue to build their skills while they are job searching. There are lots of free classes on YouTube that could bump your student's skills up a few notches.
Monti suggests, “Just spend time taking classes and workshops. You can find so many free things online to just build up skills in areas that are lacking. I tell students to do this, during their job search. Take free workshops on Photoshop or you can volunteer for the organizations that you love like the animal shelter" or other non-profits and community organizations.
If your student is going to be graduating college soon, they might be feeling relieved that the “education” part of their life is almost over. Any successful professional will tell you that the learning never ends. Your student's education needs to be a life-long endeavor to stay relevant and informed. Even if your student is still in college, it’s never too early to build skills outside of their normal coursework.
7. Be respectful
Not everyone has the benefit of good contacts. Your student should show their appreciation by initiating contact in a timely manner, doing their research, and writing timely thank you notes (email seems to be the preferred manner of communication). It is important to realize that when your student is given a contact, someone is putting their professional reputation on the line for them. Your student should show them that they are worthy of that. It will open many, many doors for your student.
Bleveans heartily endorses follow-up, explaining, “What I don’t see nearly as much as I would love to, is that 30-second email, a week later to say, ‘You know you suggested I talk to [insert name]? I talked to him and we had a great conversation! Thank you so much!’”
This kind of follow-up is so valuable and appreciated. It’s not easy for an interviewer to know what happens after an interview. There is no way for them to know that their time with your student was meaningful, or the contacts they gave them were fruitful unless your student tells them.
Your student should take the time to say, “you really helped me” or “I learned a lot from our conversation and because of our conversation I registered for (insert relevant class here) next semester.” Or, “the contact you gave me led me to an internship this summer! Thank you!”
People are also taking a professional risk when they give out contacts to a young person.
They are putting faith in your student that they haven’t necessarily earned yet. Your student should let them know that they are worth that risk. Higgins is always happy to help a young person out but wants to know that his efforts will be shown this due respect, “I know it’s difficult to start out, and if I am able to get you your first job, I want to know that you will be hustling and making me look good by putting you in that position.”
Showing respect to the people your student meets during your job hunt extends well beyond the interview process. If your student is hired, their commitment to the job and work ethic will reflect back on those connection, since they recommended/hired your student.
One of the professionals I interviewed recalled a time when a co-worker managed to get his nephew an interview, and the young man was ultimately offered a position at the company. Once he got the job, he slacked off, dressed inappropriately, and was often late. His uncle was understandably mortified. Eventually, the young man was let go, and both parties suffered personal consequences. The uncle had a tarnished reputation and the nephew was out of a job.
Your student should show respect for themselves and all the people who help them along the way — this is a never-ending process.
Finding that first professional job is no easy task, and if your student has a contact to get their foot in the door they are quite fortunate. They should take every advantage of this opportunity. They should try to remember that people aren’t looking for them to fail, but they are looking for your student to show up, and show what they have to offer. This is not a time for your student to be modest about their qualifications or abilities. They should let themselves shine. They should talk to as many people as they can, and while they grow their network, they should build their skills at the same time. Everyone is rooting for your student. Everyone wants to help!
As Bleveans so wisely pointed out, “if you’ve reached an upper floor, send the elevator back down.”
And now, it’s up to your student to be brave and get on the elevator.
Word of caution for the parents and families reading this: Do NOT ask a friend or family member to meet with your student if your student is not actually interested in the job. This can be a waste of time for everyone involved and potentially damage relationships.
