John R. Jell Interview
Commonly asked questions and answers

Who is your target audience?
Target audience is any current student who wants to be in a position to have multiple job offers in an area they love on graduation day versus being a graduate desperate to find any full-time job.

Why is this topic so important for students?
Every person I have met wants to earn a good or better living which motivated them to go to college. I do not know a single student or graduate that took on student loans and 2-3 jobs to pay for college just for the fun of it. Today, statistics show approximately 45% of students who start college will drop out, and a surprisingly large percentage of those who actually graduate will immediately move home with their parents because they can’t find a job (I’ll give the actual numbers in my speech).  Those who do find jobs after graduating often bounce from one job to another because they were not certain what they really wanted to do and had unrealistic expectations of what was waiting for them in the workforce.  My old roommate was 30 before he figured it out and lost 10 years of solid earning potential. The decisions made by students now will  impact how soon or late they buy a new car or first house!  They all want big money sooner versus later. After this lecture, students who attend should be looking through very clear versus blurry binoculars.

What influences made you passionate about this topic?
Many students are shocked when they find out the primary purpose of a university is not teaching students. Schools teach students a lot of academic stuff. They spend little or no time helping students learn about themselves, a critical factor for future success.  I went through a lot growing up and in college. I heard the same mantra’s as kids today from my parents and teachers yet found out some things I thought every student show know about as they were not getting the whole truth.  While I could find books written about surviving college life for freshmen and “You Have A Degree…Now What?” for graduates,  I could not find any written on helping current students to be in a position to have a great job waiting come graduation day. I was invited back to my alma mater to speak to the freshman body on how I got into a company known as being ‘Fort Knox’ for college graduates. The seed was planted then to dispel all of the myths and lay out what needed to be done but in an easy-to-read format because I hated most books in college as they were B-O-R-I-N-G! I approached national education leaders to read my manuscript draft to tell me if I was wasting my time and theirs. Their enthusiastic response, and willingness to endorse my work because nothing like it existed, gave me the ultimate inspiration to fight the uphill battle of getting published.

What are the biggest misconceptions college students make when considering the job market?
I will quote a Fortune 500 executive I know on this one “If I have another Honors 19th Century English Literature major come in here thinking they are going to start with a 6 digit salary, a Director’s title and a corner office, I’m going to lose it!!”  Three main things:

• Way too many graduates overestimate what their starting salary is going to be.  
• Too many students think the degree is a “Get Past Go” card to avoid starting at the bottom. It is not. The degree is a ‘foot in the door’ card.
• They underestimate how many people are competing for the same position. One job posting with a company like Nestle or Coca-Cola can draw well over 1000 resumes.

What motivated you to write two books to help high school and college students prepare for life after school?
When I was in school, and even today, there has been this myth that you go to college, get a degree, then land a great job. That is not so. There were a lot of things I wish I had known going into college, so I wrote 2 books to help young people today learn things many of us learned the hard way so they will not be one of the desperate ones trying to find any job after they graduate.

How are the books different?
One is a ‘General’ edition introducing readers to workforce preparation and is targeted to people early in high school. The other is a more comprehensive ‘Advanced’ version targeted at those late in high school and early in college.

Why did you target high school students? Aren’t there several books helping people find jobs when they graduate?
Therein lies the problem. There are plenty of books on dealing with living on campus or along the lines of “You have a degree…now what?” because so many people graduate and are frustrated in finding good employment opportunities. Why? Because they were not focused. My books help students get focused and prepared for graduation day while in school so they are not one of the desperate ones…they will hopefully have their choice of opportunities awaiting them on graduation day.

You have some very impressive endorsements. Many highlight the book is written in an engaging style. What inspired you to write your book this way?
Most books I read in school were a total bore. I wanted to make sure that the book was conversational, that is, as if I were there in the room with them. If reading is fun, I think people will be more engaged and get more out of the experience.

Who are some of the people endorsing your book?
Editors at American School Counseling Association, American Counseling Association, College News, Journal of College Student Development, and School Library Journal + Senior Executives from Future Business Leaders of America, National Assoc. of Secondary School Principals, National Honor Society, DECA, American Assoc. of School Administrators, and a very rare endorsement from Ms. JD Hoye who was appointed by President Clinton to get School to Work initiatives up and running in the USA.

Did anyone have input into the book and if so, what role did they play?
Yes, over 3 dozen people with a passion for this topic. Many people including people holding doctorates in education, teachers, counselors, principals, parents, students, recent graduates, and professionals who recruit entry level workers. I wanted those preparing students, and those hiring them, to verify I was on track. The book was formally edited by my high school English teacher and the Teacher Guide was also written exclusively with Teachers.

Many people, student’s and parents alike, think good grades are the key to getting good jobs upon graduating from school. Is this the case in today’s world?
Grades are important to get into college, but not as important when it comes to graduation time. There is another factor, and that is what time did the student invest in developing relevant skills and experience for a prospective employer. Many companies won’t touch 4.0 GPA students because while they are good with books, they are lousy with people. When you graduate, you have to rely on working with people as textbooks usually end up in a box or in the garbage. Students also have to remember they are competing with people from across their campus,their city, their state, and the country for limited openings. I have seen one entry level opening with a great company attract 1000 resumes. They need to build a strong, well rounded resume that makes prospective employers say “I want this person.”

What are employers looking for?
Experienced people who completed a post-secondary education that can take initiative and have relevant skills like time, stress, and people management. Work experience in the related filed gained through summer jobs or co-op programs is also a big plus!

You use a term called ‘cocurricular’ activities and their importance to helping students prepare for life after school. Could you elaborate on that?
Almost every skill a student needs can be derived from cocurricular or extracurricular activities. Cocurricular activities are things students can get involved with on campus at school like sport, student body, clubs, or the band. Extracurricular activities are things they can get involved with off campus.

You discuss how student’s must take responsibility for their own futures. How do they do this?
Three big things:

• first they need to identify their likes and strengths. If you are going to get up for work every day for 40 years, it might as well be something you like and are good at. If students learn about themselves and pursue things they like, chances for success are much better. If you hate math, why would you become an engineer? Finding something your passionate about is the key. If you do something you love, the money will usually follow.
• Second, they have to take what their friends and family say with a grain of salt. Per friends and family, many parents put pressures on their kids to go into certain jobs or careers, often areas they have no interest in. Parents can give advice, but if someone wakes up miserable when they are 40 because they did something to keep their parents happy when they were 18, they can blame nobody but themselves. Likewise, every teacher I have met can think of many students who gave up a chance to go to college, or a better college, because they wanted to continue to hang out with a certain group of friends or date their sweetheart. Again, when they are 40, will they care if you are miserable? Not at all.
• Third, they have to apply themselves to balance their academic learning with gaining relevant skills and experience. Nobody else can do that for them.

Many students may want to go to college, but think they do not have enough money to pay for it. How can they get enough money to pay for their education?
I grew up in a single parent family, my mom lived on limited means and my dad lost his job after the factory closed down. I could not rely on my family, so like millions of others, I worked 2 or 3 jobs in the summer and during the school year plus I got a student loan. Scholarships are plentiful, co operative education programs, and the military can also be great sources of income as well.

You also introduce a new topic for the costs of an education, and that “Education Opportunity Cost”. Can you explain this?
It is a cost associated with avoidable years or semesters of study. I have seen 2 types of students bear them usually: 1) those who partied all the time, and 2) those who hated what they were studying. The first taste of freedom is often too great, and instead of doing homework, students party and flunk courses or get expelled for cheating. Likewise, not having a clear focus on a desired career area leads many to be ‘undeclared’. These students switch programs, or worse, upon graduation, keep switching jobs until they find something they like. There is a time cost of money in terms of earning potential lost. Doing the right things today impacts tomorrow in a big way!

So, how does that cost them anything?
Well it is the cumulation of what they spent more than they should have and what they lost in income potential. The difference between working full-time and part-time is about $20,000 per year for most students. For every year longer it takes you to graduate, add that amount, plus the extra tuition, books, groceries, and interest on student loans, not to mention you will also be that much farther behind in terms of a promotion. Going on a 7 year plan means 3 extra years and could cost someone $100,000 compared to someone who graduated on time.

IF A CAMPUS PAPER FOR AN UCPOMING LECTURE, please also consider the next 3
What can students most look forward to/ anticipate from your lecture?
What employers really look for and what steps they need to take to get focused and prepared before graduation day, not after! Too many students expect employers to be lined up out the door to hire them just because they have a degree. Not so!

How is this lecture "Want a Great Job When you Graduate" relevant for students who already make good grades, are involved on campus, etc.
I discuss how employers may have different definitions of ‘involved,’ how grades factor into hiring decisions, the value of Graduate School, share some very helpful resume and interview tips, as well as share actual “Candidate Assessment” criterion  used so students know how the people on the other side of the interview table are judging them.  As strong as a current student’s resume may be right now (and they are in a small minority), they still must get through the interview process.

What is the main objective of the "Want a Great Job When you Graduate" lecture
To take students from today, where they may not know exactly what they want to do or who they want to work for, through to college graduation day where they have multiple job offers because they built a resume that made desirable employers compete to hire them at top dollar!


CLOSE
How can our listeners/viewers/readers get your book?
Easiest is to order online at my website as books are at a reduced price versus what my publisher offered them for + 10% of gross sales go to a scholarship fund for At-Risk students.
If someone wishes to buy a copy as a present for a child, grandchild, or friend, would you autograph it?
Sure. All they need to do is e-mail me the name on who they wish it dedicated to, and I would be happy to oblige.

Final Comment:
If you know someone who is planning to go to college, or is drifting through college, before thousands of dollars are invested, it might be good to make the small investment and have them read Mr. Jell’s book