Recomendados
Más contenido relacionado
Destacado
Destacado (18)
Similar a ACE presentation for MWACE webinar update June 16th
Similar a ACE presentation for MWACE webinar update June 16th (20)
ACE presentation for MWACE webinar update June 16th
- 1. Meet International Students’ Career Service Needs Midwest ACE ____________________________________________________ Jerry Donahue – Northwestern University Qiang Fitzgerald – Huang & Fitzgerald Consulting Graciela Kenig – DePaul University
- 3. Agenda Barriers Facing International Student Career Center Utilization Cultural Preferences and Language Concerns and their Impact on the Job Search How to Help International Students Understand US Culture Working with Other Offices around Campus 3
- 4. BARRIERS FACING CAREER CENTER UTILIZATION 4
- 5. Barriers to Utilization Include… International student perception of career centers Timing of career center information provided Career center locations—physical and online 5
- 6. Some Ideas Networking opportunities International student ambassadors International student groups Pair with student mentors Career Center open house Panel discussions Dedicated Career Center Services orientation Spread out information over time Be specific about access to services based on location and hours 6
- 7. Possible Student Panel Questions What is the most challenging aspect of attending college in the United States? What are some of the benefits you are deriving from this experience? What do you wish you could have done differently? How could others have been more helpful? 7
- 8. CULTURAL PREFERENCES AND THEIR IMPACT ON THE JOB SEARCH 8
- 9. Culture Defined “The way we do things when nobody tells us how to do them.” (Jack Kemp) “The collection of prejudices acquired by age 18.” (Albert Einstein’s definition of common sense) 9
- 10. Edward T. Hall Low Context High Context Based on Cultural Preferences 10
- 11. Context Values in Cultures Individualistic and competitive Logical, Linear, Precise LOW CONTEXT Task-Focused Time is finite 11 Generalizations; reference points
- 12. Context Values in Cultures HIGH CONTEXT Collective & Cooperative Intuitive Relationship- focused Time is abundant & fluid 12
- 13. Context Values in Cultures Low Context Individualistic and Competitive Logical, linear and precise Task focused Time is finite High Context Collective and Cooperative Intuitive Relationship focused Time is abundant and fluid Reference points; Generalizations 13
- 14. Place Yourself on the Continuum Based on the quiz you took earlier AND what you just learned, do you think you act in a low or high context manner? Low Medium High Context 14
- 15. - LOW MEDIUM HIGH - Northern European - Swiss - White American Male - White American Female - Southern European - Middle Eastern -East Indian - Asian - African- American - Hispanic/Latino - Native- American - Hmong Based on Edward T. Hall’s Continuum of Low to High Context in Cultures Cultural Preferences Around the World 15
- 16. Cultural Preferences’ Noticeable Impact Is On Communication 16
- 17. How HC’s Share Information Long-winded explanations Imply vs. state Conversational Timing: May interrupt
- 18. Effects on the Job Search? Informational/Job interviews/Career Fairs Answers questions indirectly Doesn’t get to the point fast enough May interject comments at the wrong time 18
- 19. Non-Verbal Communication Low Context = self-confidence; trustworthinessHigh Context = disrespectful; may have other connotations Direct Eye Contact 19
- 20. Spatial Relations Low Context non-Latino Caucasian: 18”-32” apart High Context Latinos: 8”-18” apart Results? • HC people assume lack of warmth • LC people feel invaded 20
- 21. Ideas to Help It’s just different 21
- 22. Ideas to Help 22 Feedback is critical • https://career.berkeley.edu/Intn lStudents/IS-interview • http://www.engr.utexas.edu/ec ac/yourcareer/help/123- internationalinterview
- 24. LANGUAGE CONCERNS AND THEIR IMPACT ON THE JOB SEARCH 24
- 25. International Students have trouble with Accents/pronunciation Formality Inability to understand slang, jokes, etc. Grammatical errors Long-winded narrative in resumes 25
- 26. Explain and Avoid Americans use a lot of slang in speech Humor and sarcasm are common, interpret positively Use of abbreviations in speech is common; ask for clarification if not certain 26
- 27. Ideas to Help Join or participate in Toastmasters Find native English-speaking partners Individual college programs (Networking Programs, ESL, Writing Centers, etc.) Always mention these resources in your workshops 27
- 28. HOW TO HELP INTERNATIONAL STUDENTS UNDERSTAND US CULTURE 28
- 29. Share Key US Beliefs Equality & respect of individual Multiethnic & multicultural nation Proud of country & welcoming attitude ___________________________________ Examples to consider: 1.) Learn to understand their U.S. internship experience by writing a report about it and discuss it with a counselor or fellow domestic students. 2.) Reflect upon their experience with a U.S. employer while on a CPT or OPT work assignment. 29
- 30. Clarify Social Attitudes & Customs Independent, practical, work-oriented Men and women on equal footing Deal with conflict openly and directly Beliefs are a private matter and are tolerated Greet people with a firm handshake Say “please” and “thank you” Express gratitude to others Relaxed table manners ___________________________________________ Examples to consider: 1.) International student panels focused on this topic 2.) Workshop on U.S. Culture and the Hiring Experience30
- 31. Explain The Role of Informational Interviewing and Networking Offering Value To Others Credible Likeable Helpful Mutually beneficial—not a favor ______________________________ Suggestions to consider: 1.) Provide a guest speaker on the topic 2.) Connect students to the LinkedIn alumni group 31
- 32. Educate Interviewing Etiquette Punctuality is essential Display confidence, optimism, team-orientation Make direct eye contact, firm handshake Claim credit for your accomplishments Employers seek positive, upbeat, energetic employees ______________________ Consider: Video interviewing, speed networking, elevator pitch 32
- 33. Ideas to Help Incorporate coaching ideas from the employer’s perspective Include employers in workshops to address these specific social attitudes and customs If available, utilize Going Global. It has a section on US culture Invite international students to programs on etiquette and attire 33
- 35. Some examples International Students Office Student Life or Affairs Office Dean’s Office Residence Life Office Multi-Cultural Office 35
- 36. Visa Options Optional Practical Training – OPT Curricular Practical Training – CPT H1-B – work visa status 36
- 37. Resources International Office on your campus Toastmasters International Myvisajobs.com GoinGlobal – Cultural Advice Adjusting to American Culture Power Ties- The International Student’s Guide to Finding a Job in the United States, Dan Beaudry 3 Steps To Your Job In The USA, Steven Steinfeld with Yingping Huang (Books available on Amazon.com) 37
- 38. Q & A Some questions to consider: 1.) How have connected with other campus offices related to helping international students? 2.) How have you been involved in the orientation of international students on your campus? __________________________________________ What questions do you have of us? 38
Notas del editor
- Jerry Donahue Medill School of Journalism, Media, & Integrated Marketing Communications - Northwestern University Qiang Fitzgerald Huang & Fitzgerald Consulting, DePaul University, Illinois Institute of Technology Graciela Kenig College of Communication, DePaul University
- We will first identify some barriers that prevent international students from utilizing career services (and give you some ideas to overcome them) Then we will discuss Cultural Preferences around the world, along with Language Concerns, to explain and illustrate some behaviors that affect the job search We also will provide you with tips to help you explain US culture to your international students. And some resources that will allow you to work with other offices, departments or organizations in order to better serve your international students
- Student perception of career centers They aren’t familiar with such services They talk to others in their immediate network who may not know what CCs do--and who may provide misinformation They may not trust that strangers would be willing to help them They may feel that they are not ready to utilize the service yet They may be embarrassed by how much they do not know Timing of Information Provided about Career Centers and their services Often, the International Student Office—if there is one—will provide an orientation session about EVERYTHING they need to do which may take one or two days. This can be overwhelming when everything is new Career Center Location—physical (including satellite offices) and online
- Networking opportunities – “ambassadors” who can promote Career Center services to other international students Forge relationships with international student groups Open house in your Career Center Organize Panel discussions that can deal with typical difficulties international students encounter Separate CC Services orientation from general international student orientation. The amount of information can be overwhelming. But spread out information over time Be specific about access to services based on location and hours
- If you decide to organize a panel with more experienced international students, these are some questions you may consider asking. We asked them of international students at DePaul and their answers were quite revealing. They informed many of the helpful ideas we included in this webinar.
- In this section we will talk about cultural preferences around the world so you can help your international students understand How Culture Affects Job Search/Career Decisions Job Interviewing Etiquette Role of Informational Interviewing and Networking
- There are many ways in which people define culture. These two are my favorites. BTW, Jack Kemp was a football player and we all know who Einstein was.
- More scientifically, though, cultural anthropologist Edward T. Hall studied cultures around the world and felt that people could be divided into two major categories: Low and High Context. Based on their cultural preferences
- 11
- 12
- 13
- Graciela Kenig -- © 2008. All Rights Reserved
- Hall studied many different nationalities and placed them along a continuum of low to high. What’ significant about this chart is that except for the northern Europeans and the Swiss, Americans are at one end of this continuum and the rest of the world is at the other. Take a look at this chart to see where most of your international students are coming from. Where do they fit in? I am sure you will agree that most of them will need a lot of guidance to figure out how to find work here successfully
- And here’s why. These cultural preferences have an enormous impact on the job search. Perhaps the most noticeable differences are those that affect communication – both verbal and non-verbal and in terms of language use.
- HC people communicate to form and develop relationships rather than to exchange facts and information. That is why their explanations tend to be long-winded—they are trying to make sure that the listener understands. The answer to tell me about yourself in a job interview, for example, could start with I was born in Croatia and never touch on the main points of the interview. To the employer, it may all sound like blah blah blah. HC people often imply meaning if doing so can prevent disappointing or hurting someone’s feelings. That is, they are more likely to say that traffic was heavy, when asked if they had any trouble finding the place, rather that admitting that the employer’s directions were confusing. They also may interrupt, not because they are rude, but because they want the listener to know that he or she is being heard.
- By now, you probably realized that we all have some work to do. Whether the job or informational interview takes place over the phone or in person – or the exchange happens at a career fair – when questions are answered indirectly, or someone doesn’t get to the point fast enough or interrupts at all the wrong moments. CLICK THE LISTENER WILL REACT A BIT LIKE THIS.
- The differences in non-verbal communication can be even more devastating. For example, for LC people making eye contact is a sign of self-confidence and trustworthiness. In most HC cultures, however, you don't make eye contact because it is disrespectful. In some cultures it has sexual connotations.
- The same is true of spatial relations. As one example, note the differences in how close to others Latinos prefer to stand, compared to white, non-Latinos. One group’s comfort ends precisely where the others’ begins. And the effects also can be devastating. HC people assume you lack warmth if you stand too far away. LC people feel invaded if you get too close to them
- All of the following ideas will help—if your international students exhibit such preferences— but also if your advice is positive. In other words, our way is NOT better than theirs. It’s just different. To succeed in getting hired in the US, international students need to understand how hiring managers could misinterpret their cultural preferences.
- So, providing one-on-one coaching and role playing is really important. Use mirrors, recordings, whatever you have available to let the student see and hear how he or she comes across. Feedback is critical and should be coupled with examples of how the student can improve. A good tool is Interview Stream
- Workshops adapted to international students—Include international speakers
- Note that int’l students need to practice their English on a regular basis and to connect with a native speaking American student to better learn about slang. They should always ask for an explanation during an interview if they hear unfamiliar slang used in the conversation. They should be careful about the length of their verbal answers during interviews and also on their resumes. Be concise with specifics.
- They may not understand the context of a conversation if sarcasm is used, so they should be careful to interpret this in a positive light and wait for clarification One example of an abbreviation many Americans use is ROI, or Return On Investment. Encourage your students to ask for clarification
- These are resources that can help the students become more confident is speaking English, and the college resources should be noted on your career services website. These resources should be easily found by int’l students, so they should be included in hand-out materials from you office. Where is this information placed on your website? Is it easily found?
- While this isn’t an easy topic to explain, even to native Americans, discussing some of the key components with international students can provide a context when they interact with American employers and their representatives. So let’stake a short look at how this might be done.
- These are some of the key beliefs of U.S. citizens in general that students should be aware of, and how these beliefs can impact the interviewing and hiring process. For example, respect of co-workers even though they may have very different points of view on topics related to the work place, can promote team harmony when in close collaboration on project work. Americans tend to accept people of all backgrounds, races, religions, creeds in the work place with no discrimination . But a key factor of this accepting attitude may be the ability of the individual to do the job at hand.
- Social attitudes, in general, as well as customs of Americans are important to the int’l student in understanding the U.S. culture and how to best work with it. These are several examples to illustrate to them what this is and to begin a discussion on their meaning. These would lend themselves well in a workshop on U.S. culture and allow for a frank discussion among the U. S. and int’l students about these attitudes and customs. For example, how to deal with conflict on the job, or acceptance of beliefs different from another person.
- Informational interviewing may be a new, and possibly intimidating, concept for int’l students. It can help them build their professional network if done correctly. So the students need to be well prepared to conduct this type of interview with good, specific questions to use in the interview. They should understand that this type of interview is not to ask favors of the person, but to have a meaningful discussion that can be beneficial to both parties. So they should practice with a career services professional before they attempt to connect with a new contact. This can be a teachable moment! Encourage them to use this technique as they develop their network, and to always be careful to thank their new contacts, especially if they are alums of the institution. Finally, it can be vehicle to practice their language and non-verbal skills with professionals.
- This slide relates how understanding the culture can help the int’l students during the interview process. Providing examples about individual accomplishments during an interview can be a very important aspect to improve the employer’s understanding of the skills offered by the candidate. Clearly, by practicing for interviews and developing a good understanding and grasp of English, the student will feel more confident in explaining their positive attributes during an interview.
- Here are several ways to help int’l student become more familiar with the U.S. recruiting process and how they can better present themselves to employers during this process. Having employers as part of the conversation during programming, i.e. workshops, info sessions and the like, provides credibility to the session and possible connections for future conversations with students. Offering attire and etiquette sessions can be helpful to acquaint the students with U.S. norms and customs in these areas so critical to successful interviewing and a successful job search.
- Developing good relationships with other campus offices that help int’l students should be a goal for every career service office and its staff.
- Here are some examples of campus offices that work directly with int’l students and can be very helpful to career services professionals. It is very important to explain to international students the division between academic departments and administrative departments. The approval process for international students’ working permit needs to be clearly defined and published.
- These are the typical visa options for int’l students who wish to seek employment off campus in the U.S. We recommend that you develop a strong relationship with your international student office so that students can be referred to them, and they can provide guidance to students during your programming. It should be a mutually productive collaboration on your campus. Your staff members should become informed about these visa options when discussing the job search with int’l students, and be able to refer them to the international student office when appropriate. Finally, it is helpful to have the international student office provide updates to your staff each year, or more often, on any new federal legislation that may impact these visas, and possibly participate with your staff discussing these visa options as part of the job search process.