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"Get A Job!" - Notes For Beginners ---- Get a job! Shana na na. Shana na na naff!! (The Silhouettes, 1958) It sounds so simple. But what a piece of work we make of it. We write resumes, cover letters and thank-you notes. We go to job fairs and visit counselors. We interview and are interviewed. We wait. We worry. This is a new experience for students looking for their first jobs. And their teachers may feel as if they are looking back in time, because job hunting is a task almost everyone faces. Yet because each job seeker is unique, each job search is a personal test. Many young people must overcome youthful insecurities and avoid common psychological traps. Educators, who have looked for wor~ before, can help. But how to begin? What do students need to know about the job market, and how can they take advantage of the new realities of today's economy? In short, how can educators make the work-world less frightening? Begin with the "big picture." The work-world is a market, just like other markets. Employers and workers bid for "services"; just as potential employees sell labor and skills, employers offer salaries and benefits. The same demand-andsupply forces that drive product markets affect the job market. The United States has one of the world's most attractive job markets because of the size and diversity of its economy. Our job market is changing now. In the years after World War II the United States was the dominant Many employers must interview applicants to make hiring decisions. manufacturing power. Our factories were not damaged by the war, and in fact expanded. Our highly educated population set the standard for others to follow-and follow it they have. Now many of the goods that we once made for the rest of the world, and ourselves, are made by foreign competitors. Our industries have been forced to change as more products can now be made more cheaply overseas. This "structural" change has displaced some older workers, and forced companies to make changes in the workplace. We are not the preeminent goodsproducing nation today, but growth has occurred in other sectors, most notably in industries like health care, education, retailing, financial services and government. The "i nformation revolution" that began here has allowed our economy to continue generating new jobs, even as our manufacturing base shrinks. We are moving to a "service economy." Young job seekers will face a different mix of possibilities than their parents did. During the next decade most of the world's production jobs will be offered overseas. According to a recent study done for the U.S. Labor Department, by 1995 only 8% of all American jobs will be in manufacturing. Over 90% will be in services. Many of these jobs will require skills that did not exist even a few years ago. This is an important fact that young people should know. The changing composition of our Federal Reserve Bank of Boston Vol. 14, No. 1 - February 1988 https://fraser.stlouisfed.org Federal Reserve Bank of St. Louis job market increases demand for young workers. Older workers, who have spent their careers in production jobs, may not be flexible enough, or even willing, to learn new skills . Young job seekers have an advantage in this economy. How should young people begin a job search? Too often they are told to begin with a resume. But even the most carefully prepared lesson on resume writing will not motivate everyone to put pen to paper. Students that lack job experience or self-confidence can fall into a trap that catches many job seekers-the "no experience trap." When people ask themselves "How do I apply for a job when I don't have any skills?", they have fallen into this trap . It is the old "chicken or the egg" riddle in career terms. The question presumes that "skills" are all employers want. And because the resume focuses on education and narrowly defined skills, job seekers tend to see no way around the question. Richard Nelson Bowles, in his workbook What Color Is Your Parachute?, puts it this way: Many people just "freeze" when they hear the word "skills." It begins with high school job hunters : "I haven' t really got any skills," they say. It continues with college students: "I've spent four years in college. I haven't had time to pick up any skills." All this fright about the word "skills" is very common, and it stems from a total misunderstanding of what the word means.* To free young people from this trap, have them begin with an exercise in self-examination about jobs. What kind of job do I want? What is it like? The answers can cover a lot of ground. How much money (first of all) do I need? What kind of benefits do I want? Do I want to advance in this position? What about on-thejob-training? What kind of organization offers this job? This is the first step . Thinking about "ideal" jobs is a kind of self-analysis, because a person can decide what matters most. With an ideal in mind, young people can look at a range of possibilities, tailoring their abilities to the job, rather than particular "skills." Bowles has noted that you can "call page2 https://fraser.stlouisfed.org Federal Reserve Bank of St. Louis them by other names-and many prefer to: gifts, talents, aptitudes. The name does not matter. Whatever you call them, they are the essence of what you have to contribute to the world of work."** The process of self-examination reverses the usual resume procedure and allows students to be imaginative. In fact, the more careful the questioning, the better the final resume will be. This first step should point out directions, and not close them off. a company, and the positions go either to "insiders" or to applicants who have made themselves known to potential employers . The research phase of the job hunt should bring the ideal job into focus, and reveal where it is offered. If students have decided to try for jobs in a particular business, they should go directly to employers in that business. A thorough researcher will find out who and where the employers are, and then learn whatever he or she can about those firms . Technology is changing the nature of the workplace. Some questions do not have pat answers . Even simple questions like "How much should this job pay?" may need to be researched . So research is the second step of a job Calls and visits to employers should generate applications and interview sessions. This final phase of the search may frighten applicants of any age, despite the fact search. Answers to specific ques- that interviews are a critical tool for tions will come from job directories in school guidance offices, or from employers themselves. Very few answers will come from newspaper want ads . Young people should avoid beginning a job search with want ads . In any large city only 20% of the available jobs are advertised in the newspapers. Job seekers looking for these jobs are competing with hundreds of others. And often, only the highest and lowest paying jobs are advertised. The majority of job openings are initially posted within employers who must make hiring decisions . Here again, young job seekers should remember that they are selling youth and the potential to grow in a position . Employers offer interviews to likely candidates, so getting an interview lined up is a good sign. *Richard Nelson Bowles, What Color Is Your Parachute?, 1987 edition. (IO-Speed Press, 1987) Pg. 68 **Ibid, pg. 68 Just what happens in an interview? At this point, the job seeker is a candidate. He or she learns more about the employer's needs, and the facts about working for that company. Even here the questioning will continue. This is where candidates bring questions research could not answer : questions about salary, responsibilities, benefits, related positions , training and career growth opportunities . The A heat and air conditioning technician on the job at the Boston Fed. Some answers can be found in the school guidance office or library. employer will have questions, of course, and the most productive interviews involve give-and-take between people. "People" is a key word. A certain nervousness is understandable, but there is nothing to be afraid of, and every reason to look forward to interviews. Employers want applicants to be themselves . The process of looking for work is time-consuming, and sometimes as difficult as most jobs. The challenge of motivating young people to take charge of their job searches is in overcoming their fear of the process . Good humor and patience are useful throughout, but it is selfconfidence that will carry the day. The job search should be an enterprise, rather than a painful chore. Without self-confidence, every setback can seem like a roadblock. Yet young people need to overcome most of their anxieties at the beginning of the process. Educators should begin by emphasizing that young people bring flexibility and almost unlimited potential to the job market. Finally, teachers can only repeat what they already know about job hunting: a satisfying job "turns up" if you look hard enough for it. - Contributed by Angelo Veneziano Multi-Media lie Services Dept. , Federal Reserve Bank of Boston, Boston, MA 02106, phone (617) 973-3459. Public Debt: Private Credit, booklet, published by the Federal Reserve Bank of Chicago, 14 pages . Many economists are concerned about the rise in the public debt and the size of recent deficits . While some economists feel that federal debt is not necessarily bad, others argue that large federal budget deficits place substantial burdens on the economy. Readers who want to learn more about these concerns should take a look at Public Debt: Private Credit, a new booklet from the Federal Reserve Bank of Chicago . Public Debt: Private Credit offers a clear, concise look at : 1) the nature of debt itself, and 2) how and from whom the government borrows money. Copies of Public Debt: Private Credit are available free of charge. To order, please contact: Public Information Center, Federal Reserve Bank of Chicago, P.O. Box 834, Chicago, IL 60690; phone (312) 322-5111. Regulating the Economy, booklet, published by the Federal Reserve Bank of St. Louis, 27 pages. Economic regulation has sparked a lot of controversy in recent years . Many have urged that it be reduced . In their judgement, costs of regulation exceed the benefits. But others have argued that regulatory activity should be expanded . Regulating the Economy discusses the eco nomic principles that underlie regulation, and it discusses four "real-world" examples of government regulation. For a free copy of Regulating the Economy, please contact: Public Information, Federal Reserve Bank of St. Louis, P.O. Box 442, St. Louis, MO 63166, phone (314) 444-8421; or Publications, Pub- https://fraser.stlouisfed.org Federal Reserve Bank of St. Louis A Revision and a "New" Program The Bank's Career Awareness slide/ lecture program for visiting student groups was recently revised. In addition, the Public Services Department now offers a version of the Career Awareness program that can be presented in the classroom . Call (617) 973-3451 if you would like to schedule this program, or any others offered by the Bank. page3 Fed Update Contest Winners Visit the Boston Fed the LEDGER Editor: Robert Jabaily Graphics Arts Designer: Ernie Norville _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Photo by Wilson Snow Last spring, we invited Ledger readers to take part in a Constitution Coin Design Competition. After much deliberation, we finally selected five winners This newsletter is published periodically as a public service by the Federal Reserve Bank of Boston. Th e reporting of news about eco nomi c educa ti on program s and materials shou ld not be constru ed as a specific endorsem ent by the Ban k. Further, the material contained herein does not necessarily reflect the views of the Federal Reserve Bank of Boston or the Board of Governors. Copies of this newsletter and a catalogue of other educational materials and research publications may be obtained free of charge by w riting: Bank and Public Information Center, Federal Reserve Bank o f Boston , Boston , MA 02106 , or by calling: (617) 973-3459. from the many fine entries we received. The winning entries appeared in the June 1987 issue of Ledger (Vol. 13, No . 2). But we also wanted to do something special for the contest winners along with their teachers and parents, so we invited them all to visit the Bank and join us for lunch. We hope they enjoyed the day as much as we did. ------------------------- -------------------------MIDDAY MUSIC AT THE FEDERAL RESERVE BANK OF BOSTON A series of midday musical performances continues at the Federal Reserve Bank of Boston. All performances begin at 12:30 p.m. in the Bank's auditorium. Each is approximately 40 minutes and is open to the public at no charge. The auditorium 1s located on the ground floor of the Federal Reserve building, 600 Atlantic Avenue, across from South Station. The spring schedule is as follows: Thursday, March 3 Thursday, March 10 Thursday, March 17 Thursday, March 24 Friday, April 1 Thursday, April 7 Friday, April 15 Friday, April 22 Thursday, April 28 Thursday, May 5 Thursday, May 12 Thursday, May 19 Thursday, May 26 Lucienne Davidson, All-Chopin piano concert Concert Dance Company of Boston - New England Conservatory Honors Group - Longy School of Music, Boston String Quartet - Longy School of Music, Ariel Quintet - New England Conservatory Honors Group - New England Conservatory Honors Group - Boston University School of Music - Boston University School of Music - Boston University School of Music - Longy School of Music - M.I.T Brass Ensemble - Doris Marian, lyric soprano and Henry Weinberger, piano Programs are subject to change without notice . Call (617) 973-3453 for recorded program information. page4 https://fraser.stlouisfed.org Federal Reserve Bank of St. Louis -
