5 Ways To Instantly Improve Your Job Search Results

Popular 5 Ways To Instantly Improve Your Job Search Results Don GoodmanAaron SanbornJenna ArcandJuly 27, 2022 Bigstock {"adCodes": [{"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 0, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 1, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 2, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}], "adsOrder": [2]} By now you've probably learned that the traditional ways of job searching don't work anymore. A few years ago, you could put your resume up on multiple online job boards and wait for the phone to ring. Those days are gone.

If you want to land your dream job, you have to be proactive.

Here are five basic strategies to follow that will help you improve your job search results:

Scan Your Resume For 15 Seconds

Recruiters read hundreds of resumes on a daily basis. They only have time to skim the top of them, so if you don't give a clear message about what you can do for them, then it is not a good resume. Since this is the most important document in your career, you need to give it the attention it deserves.

Focus On The High-Return Job Efforts

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Job boards have less than a 5% effectiveness rate while networking has over a 50% effectiveness rate.

Start by selecting your bucket list of companies where you would love to work. Do a company search on LinkedIn and identify the decision-makers and their staff. Then, see who you know who might know someone who can then make an introduction for you. Follow the company and connect with people on LinkedIn, join their groups and conversations, comment on their blogs, and become known.

This is how you move from a passive job search, waiting for the right job to appear on the job boards, to a proactive one where you're an active job seeker targeting the kinds of positions you really want.

Optimize Your LinkedIn Profile

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If a recruiter was searching through LinkedIn to find people for the position you are seeking, would you show up? Try it and if you are not on the first or second page, go back to your profile and optimize it with the right keywords to get yourself a higher ranking.

Review Your Online Presence

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Many employers will Google your name to learn more about you. Make sure you look good on LinkedIn and review your activity on Facebook, Twitter, and any other online accounts. Take down or change any comments that reflect poorly upon you. Use your own blog, online exchanges, and testimonials to showcase your professional knowledge. Your social media plays a huge role in the job search process.

Create Measurable Goals

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Searching for a job is like any other project and you must stay disciplined, so set firm goals for yourself. For example, "I will make 10 networking calls and have two meetings per week."

Make sure you are focusing on high-impact efforts like networking versus job board submissions. Keep a record of your efforts so if an employer calls, you can quickly determine when and how they were contacted.

Need more help with your job search?

We'd love it if you joined our FREE community. It’s a private, online platform where workers, just like you, are coming together to learn and grow into powerful Workplace Renegades. More importantly, we have tons of resources inside our community that can help you find a job and advance your career.

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This article was originally published at an earlier date.

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improve job search {"customDimensions": {"1":"Don Goodman, Aaron Sanborn, Jenna Arcand","2":"popular","3":"career, career advice, career growth, goal setting, goals, how to improve job search, how to improve your job search, improve job search, job search, job search advice, job search process, job search strategy, job search tips, job seekers, linkedin, networking, networking on linkedin, online presence, resume, social media, social media in the job seach, ~rmsc:rebelmouse-image:30298378, ~rmsc:rebelmouse-image:30298273, ~rmsc:rebelmouse-image:24430354, ~rmsc:rebelmouse-image:24430425, ~rmsc:rebelmouse-image:24430452, ~rmsc:rebelmouse-image:24430300","4":"07/27/2022"}, "post": {"split_testing": {}, "providerId": 14, "sections": [0, 370480899, 376490053, 376491143, 404327439, 473333499, 543270555, 479660731], "buckets": [], "authors": [19549410, 19836093, 19836096]} } Get Some LeverageSign up for The Work It Daily NewsletterEnter emailSubscribeFollow window.googletag = window.googletag || {cmd: []}; googletag.cmd.push(function() { googletag.defineSlot('/22278042776,22664312254/wit/wit_multiplex', ['fluid'], 'wit_multiplex').addService(googletag.pubads()); googletag.enableServices(); googletag.display('wit_multiplex'); }); Education 5 Reasons Why Teachers Are STILL Not OK John SchembariJuly 27, 2022 Bigstock {"adCodes": [{"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 0, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 1, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": true, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "new_amp": "\u003camp-ad width=336 height=280\n type=\"doubleclick\"\n data-slot=\"/22278042776,22664312254/wit/wit_content\"\n data-multi-size=\"300x250\"\u003e\n\u003c/amp-ad\u003e", "order": 2, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}], "adsOrder": [2]}

I have been coaching for more than a few years now and I hate to say it: this has been one of my more challenging years. In facilitating in-person whole staff training, for example, I have noticed more than a few teachers sleeping in the back of the room, coming late to training and continuing to engage in telephone conversations as they enter, refusing to collaborate/work with each other, and not engaging in conversation even when prompted by me or their teaching peers. Others have giggled and laughed while watching TikTok videos as their peers were trying to speak. Video trainings have been even worse with teachers turning off both their microphones and cameras and then walking away from the computer. I know because participants are not responding to prompts or going into assigned breakout rooms.

However, I do get it. Teachers are simply overwhelmed and, increasingly, are feeling like their needs are not being met and that they are not valued as professionals. Indeed, according to a recent Challenge Success survey, only 65% of teachers reported being involved in making schoolwide decisions. The after-school trainings that I mention above may also be the only time when teachers have had the chance to chat with their colleagues all day or even week.

Here are five specific reasons why some teachers still are behaving badly, even as the pandemic ebbs, and what we might do to return positivity to our school buildings:

Staff Retention Issues

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​Forty-four percent of teachers leave the occupation within their first five years (NSBA). Additionally, a poll recently conducted by GBAO strategies—a democratic polling firm commissioned by the NEA—has found that 55% of all teachers, administrators, and other staff are now considering leaving the education field sooner than planned due to the increased stress brought on by COVID-19.

In my recent WID article, "3 Reasons for the Big Quit in Teaching," I discuss, specifically, the negative impact that increased teacher expectations, political discord, teacher pay, and the combination of all these factors is continuing to have on teacher retention post-COVID-19. Indeed, when staff leaves, teachers left behind must pick up even more duties thereby only perpetuating the cycle of burnout. As discussed by me and many others, schools can do more in providing mentorship support to new teachers and invest in third-party one-on-one coaching for all teachers regardless of their time in the profession. What is encouraging is that many states, regardless of political bent, are indeed using ESSER III funding for teacher training and support so that teachers stay in school.

Less Experienced Staff

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Today, on average, a teacher has 1-3 years of classroom experience compared to 15 years of experience 30 years ago. In addition, less than half of new teachers are over 29 years of age and just 19% are older than 40 (NSBA). To address teaching staff shortfalls, many states also are lowering the requirements to get into the teaching profession. Teachers in Arizona, for instance, can now teach with only a high school diploma if they are at least enrolled in college. Eleven other states also are considering lowering entry standards. New Jersey has not only removed testing requirements but also has developed a pilot program for teachers entering with low GPAs.

What does this mean? This means that some teachers may not have "yet" developed the professional maturity to successfully navigate the everyday challenges and expectations of teaching. While only requiring a high school diploma to teach may be a debatable policy, it is, at least, encouraging that Arizona does require teachers with only a high school diploma to be concurrently enrolled in college. Should we wish to draw upon new teacher talent sources that are not, perhaps, prepared to teach in a traditional sense, it will be important that K-12 school administration partners with higher education in training teaching staff not only on the college campus but also embedded at the teacher's assigned school. We also should continue to explore teacher micro-credentialing programs; as teachers earn micro credits, they can be given increasing amounts of teaching responsibility without waiting for a degree in its entirety.

Stress Related To Disrupted Learning (And Testing)

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Let's face it. To varying degrees, teachers are held accountable for how well students do on end-of-year state exams as well as on other student achievement benchmarks. However, just because we are once again testing, this does not mean that students have mastered the content/skills on which they are being tested. Studies do show, in fact, that students learned less during remote pandemic learning and are now playing catch-up. Teachers are therefore helping more students individually to catch up while also trying to move their classes forward in meeting grade-level standards. This just adds stress to an already stressful time for teachers. At least states are using ESSER III funds to support tutoring programs. Still, while we could be using the pandemic as an opportunity to consider less "high stakes" and other authentic “low stake” approaches to assessment, I do not currently see many states moving in this direction.

Decreased Administrative Support

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There are a host of reasons why teachers may not feel supported by administrators; these reasons can range from feeling micro-managed to having large class sizes, to leaders not ensuring appropriate student behavior—such as having a consistent student cell phone use policy for one—and/or a safe campus environment. In an anecdotal LinkedIn poll I recently conducted, a whopping 91% of participating educators stated that they had never been asked by their supervisors what their priorities were for the week and if the supervisor could help. Wow! While this survey was informal, it is still telling. Further, supervisors can’t support staff if they don’t exist. Even prior to COVID-19, research indicated that one out of every two principals is not retained after their third year of leading a school. COVID-19 has only exacerbated the demands placed upon school leaders.

As with teachers, if we must continue to bring in less well-qualified school leaders, we must develop micro-credentialing opportunities so that school leaders can gain exposure to core concepts within school administration as well as consider how schools might partner with leadership development organizations—institutions such as New Visions for Public Schools, the Center for Educational Innovation, and/or Fordham University’s GSE Office of External Partnerships, each of which offers leadership coaching around systemic school improvement, strategic planning, and communication/outreach. For instance, CEI is drawing upon the organizational improvement work of Anthony S. Bryk and the Carnegie Foundation for the Advancement of Teaching. At Fordham, where I also consult, I have had the fortune to facilitate the growth of teacher leadership teams that provide peer support alongside that of administration using the equity framework of Dr. Gholdy Muhammad.

Decrease In Positive School Climate

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Just read some of these sobering statistics provided by the School Culture and Climate Initiative:

• More than 1 in 3 high school students had experienced persistent feelings of sadness or hopelessness in 2019, a 40% increase since 2009.
• In 2019, approximately 1 in 6 youth reported making a suicide plan in the past year, a 44% increase since 2009.
• More than 66% of youth in the United States experience a traumatic event or circumstances by 16 years of age and many children experience chronic trauma.

While most districts did have a school counselor in the 2020-21 school year, only 14% met the ratio of one school counselor to 250 students as recommended by the American School Counselor Association. New issues, connected to COVID-19, also are bubbling up. Nearly half of school and district leaders said in an Education Week survey that their school or district is getting more threats of violence by students than in the fall of 2019. Two out of three teachers, principals, and district leaders also say students are misbehaving more now than they did before the pandemic.

As a result, schools need to become more creative in recruiting counselors from outside traditional school settings and explore virtual support. Additionally, one way to give staff a break and to potentially improve overall school/life balance might be to move to a four-day work week; however, a four-day schedule is not without its challenges. Still, other schools are increasing teacher training in SEL practices with yet others prioritizing restorative justice practices over that of traditional discipline measures.

Please feel free to reach out to the author at John Schembari, Ed.D. | LinkedIn.

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Does your help desk support team feel like it’s “Groundhog Day” and they’re answering the same questions over and over again? Yes, that’s what they do, but is there a way to make this process more efficient? What if we enable the end user to be more self-sufficient which will make them more efficient? This will also reduce the number of “basic” tickets so the help desk team can focus on the “complex” tickets and do more proactive tasks.

How To Make Your Help Desk More Efficient

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The process starts with the end users so give them the information they need to be more efficient and self-sufficient, which will help them resolve their “basic” issues faster. Here are four things you can do:

1. Create a knowledge base of common issues with resolutions so the end user can try to troubleshoot and resolve basic issues themselves.

2. Give end users the ability to reset their own password once authenticated. There are tools to do this such as the self-service password feature within Microsoft 365.

3. Teach end users how to submit a “good” ticket, which details important information such as specific error messages, providing screen prints, etc. This information helps the help desk team troubleshoot more efficiently, which translates to a faster resolution.

4. Make it easy for end users to submit issues/problems:

• Give the end users different ways to submit an issue such as via a phone call or a portal to the ticketing system.
• Create and distribute a small handy card that describes the different ways they can submit an issue and also includes the link to the ticketing system as well as the phone number of the help desk team (including hours).
• If the end user calls the help desk team with an issue, have the help desk member enter a ticket on behalf of the end user. It’s important to always create a ticket so that you can track the activity and mine the data.

When end users are experiencing a problem, they may already be stressed. So, it’s important to make it easy for them to use the ticketing system. It has to be easy to get the data entered (correctly) so that the issue can be resolved as quickly as possible.

1. Default certain fields within the ticket (since the end user is logged in and you know who they are) such as date opened, end user’s name, title, department, location, phone number, etc. Not only will this save time, but this reduces typos.

2. Can default the issue’s criticality (typically high, medium, and low) to medium and the end user can change if needed.

3. Set up the ticketing system so that it sends out automated emails to the end user when the ticket is opened, a technician is assigned, the technician updates the ticket, and the ticket is completed/closed. Keep the end user updated with the status—they will appreciate this.

4. Give the end user the ability to look up their tickets (both open and closed).

• Let them look up their open ticket(s) to see what the current status is.
• Let them provide updates to their open ticket(s). For example, if the help desk team requested additional information, the end user can provide an update directly into the ticket. Or maybe the end user was able to fix the issue so let them close the ticket (noting the resolution).

Benefits To Having All Ticket Information In One Location

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There are multiple benefits to having all of the ticketing information in one central location. One key benefit is the ability to mine the data. Export and analyze the data and turn it into meaningful information! Share the information with the end users to help them be more self-sufficient.

1. Look for trends and try to determine recurring issues. For example, one specific printer that has been repaired three times in the last five months. Or you notice several password resets on Monday mornings.

2. Have the help desk team proactively take that extra step for common process errors. For that problematic printer, figure out if it’s more cost-effective to replace versus continually paying repair bills.

3. Post tips/FAQs on the intranet. List the password conventions for the different systems, which will make it easier for end users when they need to change their passwords. Also, since most systems warn end users that their password is going to expire in x days, have a tip that says try not to change their password on Fridays. This should help reduce the number of end users calling on Monday that they forgot their password.

Making the end users more self-sufficient regarding “basic” issues not only makes them more efficient but also allows the help desk team to focus on more “complex” tasks. It’s a win-win for both sides.

For more information on creating an efficient help desk ticket process, follow me on LinkedIn!

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