Discusses the challenge faced by career planning, placement, and recruitment professionals as they try to match the right person and the right job. Different career patterns are identified and five distinct groups of career-oriented persons are discussed in terms of what they value: getting ahead, getting secure, getting free, getting high, and…

Describes the design and implementation of Career Centers, Inc., a community-based career center in Omaha, Nebraska, which was developed to offer career planning assistance, occupational information, employer literature, job-search skills training, workshops and seminars, a job opportunity bulletin, and a computerized resume listing and selection…

Discusses the National Network for Artist Placement (NNAP), supported by the California Institute of the Arts, which was awarded Outstanding Organization of the Year for 1987 by the College Placement Council. Describes NNAP, whose purpose is to promote the effective preparation of visual, performing, and literary artists in the launching and…

Explains how placement offices can employ technique of telemarketing, or using the telephone for effective micro-marketing. Offers suggestions on how to identify qualified people, provide supportive atmosphere, read literature, learn micro-marketing basics, research prospects, develop conversational script, handle negative attitudes, design a…

Presents summaries of three projects winning excellence awards from the College Placement Council: (1) program to increase student participation in placement services (Bowling Green State University); (2) best career planning publication for students (University of Virginia); and (3) audiovisual recruitment video to Lipton and Lawry's Sales…

Describes a personal job market concept used by college placement officers in which clients are shown how their choice of job-search strategy can either help or hinder their efforts to connect with employers. Steps in the plan include understanding employer, selecting and packaging selling points, and choosing delivery system. (ABL)

Reviews requirements of the Immigration Reform and Control Act for college placement staff and answers questions most frequently asked about college placement staff's responsibilities. Includes list of 10 practical tips and a copy of a sample form for colleges to maintain necessary information. (ABL)

Discusses visit of Japanese executives to four California colleges (University of California at Los Angeles, California State University at Long Beach, California Institute of Technology, Stanford University) and several U.S. companies. Describes reactions of Japanese executives, U.S. students, and U.S. executives. (ABL)

Describes concept of market segmentation, then use of segmentation approach used by a college career planning and placement office which had the objectives of gaining a better understanding of the needs of employers looking to fill entry-level positions with marketing major graduates and collaborating more effectively with academic faculty in…

Describes use of focus group interviews in evaluating college career planning and placement services. Discusses components (moderator, group participants, site and equipment, report) of focus group interview and then provides an actual application of the focus group interview in a career center setting. (ABL)

Presents interview with Jack Shingleton, recipient of the College Placement Council's 1987 Outstanding Professional Award. Interview reviews Shingleton's career at Michigan State University, discusses his biggest challenge as placement director, and describes his views on the significant issues facing the field. (ABL)

Presents observations of a U.S. college placement officer who participated in a careers conference in Japan. Describes changing desires of Japanese college students; hospitable treatment U.S. students received; their sightseeing experiences; the placement office at Waseda University; and the conference experience. (ABL)

Contends that little progress has been made on effectively imparting career/employer information in college career placement centers. Recommends attention be paid to what, when, and how career placement personnel communicate with students. Claims connections need to be made between what is known about organizations and what is known about…

After false career starts, a young graduate turned to a career center for guidance. Part of his story is his evaluation, from the testee side, of several standard attitude/aptitude inventories. (Author)

Surveyed students' (n=489) perceptions of career search, including modes of service delivery preferred, importance of common career goals, and degree of help needed. Found that students preferred traditional modes of service delivery, ranked enjoying work and co-workers as most important goals, and expressed medium-to-strong need for information…