Program Management and Challenges - Student Job Readiness During a Pandemic - Ingenta Connect

Student job readiness during a pandemic 377

Program Management and
Challenges

Student Job Readiness During a
Pandemic

Diane Howard, PhD, FACHE, Joanne Howard, PhD, Leodis
Scott, EdD & Angela Freeman, MPH, PhD

Abstract
The COVID-19 pandemic is a once-in-a-lifetime event that began in 2020 and
has affected national and international employment. More than 33 million
Americans filed new applications for jobless benefits when President Trump
declared COVID-19 a national emergency in March, 2020. In April 2020, the
jobless rate for college graduates was 17.2%. Current college students and
recent graduates also carry a large student debt load. And those listed as
dependents on their parents’ tax returns were disqualified from receiving
the $1,200 federal stimulus checks announced in March (Kantrowitz, 2020).
The economic impact on families with college and graduate school students
was considerable. When a pandemic strikes and the traditional method of
graduating students to their careers is abruptly short-circuited, faculty can
take action to ensure students remain optimistic and the university delivers
value to the students regarding employment prospects. A step-by-step plan
for faculty and students alike is recommended.

Please address correspondence to: Diane Howard, PhD, FACHE, Associate Professor and
Chair, Health Systems Management, Rush University, 1700 W. Van Buren Street, Chicago, IL
60612, Email: Diane_M_Howard@rush.edu

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Introduction
The COVID-19 pandemic is a once-in-a-lifetime event that began in 2020 and
has affected national and international employment. The first U.S. case of
COVID-19 was reported on January 21, 2020, in Washington state, and the
disease was declared a global health emergency by the World Health Orga-
nization on January 30, 2020 (Schumaker, 2020). The U.S. unemployment rate
was 14.7% in April 2020, the highest since at least the 1940s (BLS, 2020). More
than 33 million Americans filed new applications for jobless benefits when
President Trump declared COVID-19 a national emergency in March. State and
local authorities issued stay-at-home orders hoping to stop the spread of the
contagious disease. As nonessential businesses shut down, many employers
slashed their workforces, cutting hours and jobs (Morgan, 2020).
     The Great Recession began in December 2007 and shrank the U.S. work-
force by 8.8 million jobs, according to the Bureau of Labor Statistics. When
the recession ended in June 2009, the national unemployment rate was 9.5%,
but the rate for college graduates ages 20 to 24 was even higher at 10.8%,
according to Federal Reserve Economic Data. In April 2020, the jobless rate
for college graduates was higher still at 17.2%. Current college students and
recent graduates also carry a large student debt load. And those listed as de-
pendents on their parents’ tax returns were disqualified from receiving the
$1,200 federal stimulus checks announced in March (Kantrowitz, 2020). The
economic impact on families with college and graduate school students was
considerable.

Impact of the Coronavirus on Faculty and Students
From December 2019 to March 2020, universities tracked the spread of the
novel coronavirus and contemplated its impact on faculty and students. When
notification came in mid-March that universities would close and all courses
would be taught remotely, faculty geared up and moved their coursework
online within the week. It was a steep learning curve, but moving lectures
and student presentations to a digital format and processing student grades
were easy in comparison to the work going on behind the scenes regarding
student employment. Parallels are drawn to the 2007–2008 recession, but the
major difference is that the recession slowly evolved, whereas the 2020–2021
coronavirus pandemic was immediate with mere weeks to respond amid un-
certainty about the future and what could be done. The United States and other
members of the Organisation for Economic Co-Operation and Development
(OECD) have all been affected by the COVID-19 pandemic. The OECD monitors
trends, analyzes and forecasts economic developments, and researches social

Student job readiness during a pandemic 379

changes and evolving patterns in trade, environment, agriculture, technology,
and taxation (OECD 2020). Unemployment was projected to reach nearly 10%
in OECD countries by the end of 2020, up from 5.3% at year-end 2019, and to
go as high as 12% should a second pandemic wave hit. A jobs recovery was
not expected until after 2021 (OECD 2020).

Addressing the Employment Dilemma
In the spring of 2020, faculty and support staff focused on employment prospects
and student satisfaction surrounding an abrupt ending to the semester and
the termination of networking events with alumni and prospective employ-
ers that concluded with graduation. One method to capture the status of lost
fellowships, internships, and full-time employment is the development of a
scorecard that tracks employment opportunities. Understanding the extent of
the problem is crucial. If a student is prepared to relocate out-of-state and then
suddenly realizes that the opportunity no longer exists, there a Plan B must be
developed. What are the student’s career preferences, where do they want to
live, what is their salary requirement, will they accept an interim assignment,
should they file for unemployment compensation, and what metrics will they
use to determine success?

The Role of Faculty in Supporting Student Job Readiness
Undergraduate and graduate programs in health management should be
prepared to deal with student angst and disappointment when their plans
are derailed. A step-by-step plan for faculty and students is recommended.

Maintain an updated version of student resumes
This seems basic, but it is important to get students to do a thorough inven-
tory of their accomplishments over the course of their studies. There can be
periodic check-ins with an academic and/or career advisor where students can
articulate their career progression. Students often take career development
for granted, but they need to articulate their accomplishments and respond
to questions presented. Oral communication skills have to be sharpened so
students can share their skills thoroughly and succinctly.

Ensure all students have updated profiles on LinkedIn
This digital source has over 580 million members. Two new members join
every second, and the site has 106 million monthly unique visitors (Goetter,
2019). LinkedIn reports that a candidate with a professional photo on their
personal page has 9 times more connection requests, 21 times more profile

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views, and 36 times more messages than those who do not (Goetter, 2019).
Faculty advisors can consult with students to examine their first and second
connections on LinkedIn and send colleagues in their priority organization
email or InMail messages or texts, or advise students to call individuals to
touch base and arrange a virtual coffee date.

Encourage student membership in professional associations
The American College of Healthcare Executives (ACHE), American Public
Health Association (APHA), Medical Group Management Association (MGMA),
Healthcare Financial Management Association (HFMA), Health Information
Management Systems Society (HIMSS), and local affiliates are national and local
professional organizations that students join. These professional groups hold
local and national meetings where educational programming and networking
are prominent activities. Their job boards and membership directories are a
direct access to available employment opportunities and key contacts with
whom to network.

Assist ongoing networking with department-facilitated virtual events
The coronavirus put a halt to large gatherings and face-to-face interactions
where career networking opportunities are present. Videoconferencing plat-
forms such as Cisco Webex, GoToMeeting, Google Hangout, and Zoom can
be deployed. Students can use these digital tools to make contact with faculty,
professional contacts, and prospective employers. Learning to use these tools
in optimal ways is essential to presenting student skills. Faculty and staff
who support the career services enterprise can assist student networking by
inviting potential employers and speakers to engage with students on the
digital platform.

Engage the alumni with facilitation by faculty
The opportunity to reach out to alumni who have experience with the job search
process is important for students. There can be ongoing contact with the alumni
network and identification of those who volunteer to work with students on
their career progression. Developing the alumni network by content areas of
consulting, financial services, hospital operations, federal sector, insurance,
practice management, service line management, supply chain management,
and other evolving specialty areas gets the student to narrow their interest.

Student job readiness during a pandemic 381

Track and monitor scorecards
The student is encouraged to take responsibility for his/her career planning.
The student can develop a scorecard that tracks the number of positions applied
for, telephone contacts, email contacts with resume, professional networking
events attended (digital and face-to-face), and number of internet job searches.
The scorecard holds the student accountable for his/her progress in achieving
employment, and it can be an objective measure of his/her progress (Table 1:
Employment Scorecard).

Table 1
Employment Scorecare

                                   Month 1                            Month 2
                                  Week 1

                                           Week 2

                                                    Week 3

                                                             Week 4
                                                                      Week 1

                                                                               Week 2

                                                                                        Week 3

                                                                                                 Week 4
              ACTION

 # of job postings
 Emails
 Telephone calls—Outgoing
 Telephone calls—Incoming
 F2F meetings
 Virtual meetings
 Referrals
 LinkedIn messages—Outgoing
 LinkedIn messages—Incoming
 Interviews
 Employer responses
 Notes: Prospects                  Name of                            Name of
                                   company and                        company and
                                   outcome                            outcome

Provide assistance in doing the interview homework
Faculty and other career advisors can make themselves available for inter-
view preparation. Students can do background reading on the company
and, whenever possible, get familiar with the mission, vision, and values of
the organization at which they are interested in working. The students can

382    The Journal of Health Administration Education                Spring 2021

complete personal reflection exercises to assess a particular company, the
skills they bring to the position, and what makes them a good candidate for
the role. Getting to know current employees prior to the interview and the
background and experiences of people with and for whom they will work are
critical to a successful interview outcome.

Report on a monthly basis to the Career Services Committee
According to the Commission on Accreditation of Healthcare Management
Education (CAHME) Accreditation Standards (2019), it is important to identify
specific outcomes to be reported that include the student employment rate
within 90 days of graduation. The COVID-19 pandemic has caused numerous
organizations to delay employment start dates, retract employment offers, and
freeze vacant positions to reduce operating expenses. A university department
representative can stay in contact with the students who are seeking employ-
ment and share job leads, serving as the focal person to routinely contact
students until they are employed.

Acknowledge the mental health toll of the job search process
The rates of anxiety and depression in graduate students are six times greater
than those of the general population (Gruber, 2020). For undergraduates, 80
percent state that COVID-19 has negatively affected their mental health (Brown
and Kafka, 2020). In March 2020 when universities closed and instruction went
online, there were smatterings of student complaints about mental health issues
that have yet to be quantified (Gruber, 2020). Clearly, students were worried
about their future plans, finances, and losing social contact with faculty and
peers. The faculty advisor responsible for academic and career counseling can
advocate for mental health counseling in the academy, identify resources, and
direct students to those resources. More importantly, staying connected with
students through the COVID-19 pandemic is crucial, even if the students have
graduated. Telephone calls, texting, email, Facebook check-ins, Zoom meetings,
and other strategies are methods to connect with students. Mentoring is a key
role for faculty at this point, and the student has to be given time to grieve,
become accustomed to uncertainty, and then be propelled into constructive
action. While faculty can discuss resilience and “grit” with the student, the
fact that this will be a difficult process and one that is new to everyone can be
reinforced and accepted.

Student job readiness during a pandemic 383

The Role of Students in Their Job Search Readiness
Emphasize the importance of reading and staying current
Students concluded the academic year online, and those who graduated did
so through virtual graduation ceremonies. In the spring/summer of 2020,
students entered an uncertain job market, so they needed to stay current on
management and public health issues. While students were sheltering in place,
they were encouraged to keep up with their reading in healthcare journals,
newsletters, national and local newspapers, and various digital news outlets
of their choice. Due to COVID-19, the healthcare industry is changing dra-
matically, and current and former students are encouraged to stay up-to-date
on telehealth and remote monitoring, health reimbursement arrangements as
employer-sponsored insurance goes out of favor (Facher, 2020), the move to
home health from nursing homes, social justice issues for vulnerable popula-
tions, drug pricing, disaster readiness and contact tracing, value-based contracts,
and braiding and blending of federal–state funds (Butler, 2020).

Exercise and eat appropriately
The Mayo Clinic reported on the “Quarantine 15” weight gain since March
2020 for those following the stay-at-home protocol during the pandemic. The
pandemic disrupted daily routines, and the need to exercise was limited by
the closing of fitness centers. LoseIt! reported a 266 percent increase in candy
consumption; eating carbohydrate-heavy foods such as bread was up 54%,
noodles was up 36%, and baking ingredients were up 40% compared to before
the pandemic. Students can participate in self-reflection exercises to enhance
their well-being. Stress eating, alcohol consumption, and limited sleep con-
strain productivity and reinforce a sedentary lifestyle (Ma, 2020). Although
students know this, the pandemic limited student activity, so health conscious
activities can be reinforced by family, friends, and colleagues.

Call audibles when change is warranted
Calling audibles in the United States is usually applied to football where
a change is made to the play based on what you are seeing on the field. A
skilled quarterback makes changes to deal with the situation to get the best
possible outcome (Jackson, 2011). The quarterback and the student seeking
employment have commonalities: they are knowledgeable, they are skilled at
reading their environment, and they have alternative plans (Jackson, 2011).
Student emotions rise amid uncertainty and ambiguity, and students can call
an audible when they feel they are getting offtrack. One strategy does not work
for every student because each student’s life circumstance is different during
a pandemic when emotions may prevent people from behaving rationally.

384    The Journal of Health Administration Education               Spring 2021

Learn to say “no”
Students will get numerous suggestions on what they should do and how they
should manage their career. While family, colleagues, and friends can offer
endless advice, at the end of the day the choices are made by the student. If
students do not want to take the recommendations, they should learn to say
“no.” Tulgan (2020) recommends a well-reasoned “no” delivered at the right
time, which saves time and trouble for everyone. He reports that a bad “no,”
hastily decided, causes problems when it is driven by personal bias and limited
information. Students can take recommendations, be they good or not, and
will have to live with their decisions.

Find “your” tribe
If students do not receive support from colleagues and family after making
difficult decisions, they can continue networking. Students can spend time
with people who have common interests in order to build a life that is collec-
tively satisfactory. At this critical time, students seeking employment need to
associate with positive, like-minded professionals who can motivate them to
a positive career outcome. Finding your tribe is not intended to be derogatory,
but it is a colloquialism that denotes joining a group that allows the newcomer
to share their interests. The group also welcomes the newcomer into their
circle and when they say “we” means the newcomer too (Alman, 2015). At a
time of uncertainty, developing a mutually supportive networking group can
be essential to one’s mental health.

Keep your eyes on company websites
Students cannot let up in the job search process and should stay vigilant in
monitoring websites and social media, and making contact with colleagues.
Often, by the time a job is posted, candidate interviews are already being con-
ducted. To improve one’s chances when looking for a new job, students must
keep their resume polished and professional. Resumes and profiles on career
websites are marketing collateral for the student’s career (Half, 2020). Half
recommends that students register and set up alerts with more than one site
since each offers a different experience and list of benefits. College Recruiter
is the prominent site for internships and entry-level jobs.

Prepare for virtual interviews
The virtual interview experience leverages video technology to allow discus-
sions to take place remotely. Rather than meeting face-to-face, the hiring man-
ager and candidate can connect with each other online using video software.

Student job readiness during a pandemic 385

Students are reminded that it is a two-way conversation where they can excel
by using professionalism and optimal body language skills. The student should
give the interviewer good eye contact, sit erect in the chair, demonstrate good
listening skills, and ask questions. Building rapport with the interviewer by
asking questions about their background and experience and finding some
connection are keys to a positive outcome (Landry, 2018).

Get prepared for the question
What did you do during the lockdown? Respond to questions in a thoughtful
and reasoned manner. A prospective employer wants to know what initiative
the student has shown in pursuing employment. It will tell the employer about
the student’s emotional makeup, how she or he responds to change, and the
student’s general coping skills. Students and early careerist can acknowledge
the difficulty of coping during a pandemic, but companies want to know if the
candidate is able to work alone and autonomously (York, 2020).

Interpretations and Conclusions
Students make the undergraduate and graduate school investment to enhance
their career opportunities, to engage in lifelong learning, and to build profes-
sional networks. A health pandemic disrupts the successful conclusion of the
traditional academic year, and so attention is directed to getting students gain-
fully employed. Faculty and students have to acknowledge that the 2020–2021
coronavirus pandemic is a new experience for everyone. There is no right way
to respond, and students will have to accept the emotional shock that the job
search process is going to be more difficult than they anticipated. Faculty
and students both have roles to play in moving toward a fruitful career. This
involves updating resumes and LinkedIn pages; participating in professional
associations and alumni groups; using a scorecard to quantify the job search
process; monitoring mental health, exercise, and eating habits; staying cur-
rent with readings and events; and surrounding oneself with colleagues and
friends who will help cultivate their success.

386    The Journal of Health Administration Education               Spring 2021

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388   The Journal of Health Administration Education   Spring 2021