Having a total program designed to hire, utilize, and keep track of summer hires can be a meaningful way to find and keep good candidates after they graduate. (Author)

The Shared Experience Program in New England exposes students to their chosen vocational field be encouraging close contact with a sponsor in that field. (Author)

Here are five tough criteria to help you judge your growth toward professionalism in career planning, recruitment, and placement. (Author)

Developing corporate leadership is an important task in Japan. The practice of life-time employment exists. Loyalty is to the company rather than to a job. Preemployment and on-the-job training methods of major companies are described. (JAC)

A follow-up of 1975 graduates shows the many directions which liberal arts students might take for employment. The study identified 29 different categories of employment. The largest number of respondents indicated employment in business or industry (18 percent), but no single category was clearly dominant. (Author)

Proposes five rules to help job interviewers elicit data useful in predicting job performance. Rules include: developing critical job requirements; indirect exploration of job requirements; collecting data revealing motivated work behavior (such as candidate's self-reported enjoyable achievement experiences); and summing up data. (RC)

Examined the nature and extent of sexual harassment for women (N=439) graduates from a college from 1945-1980. Responses to a questionnaire indicated that less than 40 percent of the participants had experienced behaviors relating to sexual harassment. Suggests response strategies to harassment. (RC)

Compared what personnel managers in 1981 (N=174) considered important resume components, with what personnel managers in 1974 considered important. The largest differences were that more businesses in 1981 rated listing college courses as important, and more businesses in 1974 thought marital status was important. (RC)