Employment references have been one of the more volatile areas of business communication in recent years, and the situation is often frustrating for everyone involved. With the threat of lawsuits over negative references, many employers now offer nothing more than confirmation of dates of employment. On the other side of the equation, recruiters are frustrated by the time and work it can take to track down anyone willing to provide balanced feedback on candidates, and candidates are sometimes frustrated by their inability to provide meaningful references.

In response to the challenges faced by prospective employers, a new class of software is helping recruiters get the information they need to make informed hiring choices—and the implications for job seekers are huge. These systems essentially automate a confidential online survey of a candidate's references. The candidate provides names and email addresses of a specified number of references, and the references then respond to a standardized questionnaire. As this article in Workforce Management explains, employers who use the systems report dramatic increases in the quantity and quality of information they're able to get on candidates. Given an opportunity to provide confidential feedback, past employers and other references are much more willing to offer candid assessments.

Now for the implications for job seekers, particularly less-experienced workers who might not appreciate just how long a bad reputation can follow one throughout a career. Employers who use these systems require candidates to provide references, and those references are protected by anonymity (and liability waivers, in at least one of the systems we looked at). The chances of botching up a job and moving on with no damage to one's career are going to shrink as more employers adopt these tools. Students should be aware that even those part-time and entry-level jobs they can't wait to escape from could come back to haunt them if they leave behind a negative reputation.

On the plus side, these systems should benefit employees who exhibit professionalism and dedication to the job, because their former managers will be free to provide in-depth information to future employers.

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Identifying the key words and hot-button issues in a profession or an industry can be a challenge for students working on employment-related communication, particularly for younger students with limited work experience.

Glassdoor is a free community-participation website that encourages employees and job seekers to post salary information, reviews of their jobs and employers, and information about their interviewing experiences, including the specific questions they were asked. The interview information a valuable resource on its own, of course, but it also gives students an inside view of the language used in a particular company, profession, or industry. Students can search through this information for key words to use in their résumés, application letters, and other employment communications. Plus, these reports can reveal the issues that are on the minds of company recruiters—insights that students can use to make their communication efforts more audience focused.

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Many people find it difficult to write about themselves when preparing a resume, and the importance of having a compelling resume in today’s tough employment market isn’t making the task any easier.

Teaming up with a partner to work on each other’s resume can help, particularly on the qualifications summary or other introductory statement, which is often the most challenging part of a resume. To help students get over this hurdle, have them pair off and start by providing each other with the basic facts about qualifications, work histories, education, and career objectives. Then have them meet in person or online for an informal interview, in which they ask each other questions to flesh out the data they have on each other.

With that information in hand, each student then writes a qualifications summary for his or her partner. (The qualifications summary is usually the best type of introductory statement for student resumes. The classic career objective is falling out of fashion, and most students don’t have a long enough professional history to write a meaningful career summary.)

Students then review what their partners have written about them, asking themselves whether it feels true to what they believe about themselves and their career aspirations, whether it introduces them effectively to potential employers, and how it might be improved.

In addition to making progress toward a completed resume, this activity gives students the opportunity to practice a number of vital skills, including active listening, constructive feedback, and self-awareness (comparing one’s self image with another person’s perspective).

If you use this exercise or a similar partner-writing exercise, we invite you to share your experiences and insights.

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If you teach employment communication and job search strategies as part of the business communication course, personal branding can be a great way to help students understand what they have to offer future employers and how to focus their communication efforts.

Even though personal branding is a hot topic these days, more than a few professionals have probably expressed the sentiment of “I don’t want to be a brand; I just want to be a good employee.” However, like it or not, personal branding affects everyone, in every profession.

The Automobile Analogy

Automobiles offer a great analogy to help students understand the importance and meaning of brand. Volvos, BMWs, and Cadillacs can all get you from Point A to Point B in safety, comfort, and style—but each brand emphasizes some attributes more than others to create a specific image in the minds of potential buyers. Common mental associations for these brands, for instance, are the safety emphasis of Volvo cars, the performance emphasis of BMW, and the luxury emphasis of Cadillac.

Employers think about potential employees in much the same way. Three candidates for a particular job might have all the basic skills required—they can all get an employer from Point A to Point B—but the first might come across as a highly focused technical whiz, the second as a potential business leader, and the third as competent but unmotivated and uninspiring. The impressions an employer forms can help or hurt the job seeker, and they can range from spot-on to wildly inaccurate, so it’s vital for candidates to take control of their brand images.

If You Don’t Brand Yourself, I’ll Do It for You

Even though some people are reluctant to brand themselves or even disdainful of the whole idea, personal branding always takes place. The only question is who is in control. BMW could leave its brand image entirely up to others, letting drivers, mechanics, and journalists decide what “BMW” means. All these parties decide for themselves what “BMW” ultimately means to them, of course, but the company works constantly to shape that mental picture, through everything from its product advertising to the architectural nuances in its dealerships.

Similarly, if job seekers don’t establish a clear brand image for themselves, interviewers and hiring managers will do it for them. A good place for students to start grasping this concept is to realize they have already established a personal brand with their professors, classmates, teammates, and others, based on how they’ve behaved and performed in the past. Now is the time to become more conscious of that brand and to consciously shape it for long-term professional success.

Helping Students Identify and Promote Their Personal Brands

To help students craft their personal brands during the job search, guide them through these four steps:

First, figure out the “story of you.” Simply put, where have you been in life, and where are you going? Every good story has dramatic tension that pulls readers in and makes them wonder what will happen next. Where is your story going next?

Second, clarify your professional “theme.” You want to be seen as something more than just an accountant, a supervisor, a salesperson. What will your brand theme be? Brilliant strategist? Hard-nosed, get-it-done tactician? Technical guru? Problem solver? Creative genius? Inspirational leader?

Third, reach out and connect. Major corporations spread the word about their brands with multimillion-dollar advertising campaigns. You can promote your brand for free or close to it. You can spread your brand message by networking—connecting with like-minded people, sharing information, demonstrating skills and knowledge, and helping others succeed.

Fourth, deliver on your brand’s promise—every time, all the time. When you promote a brand, you make a promise, a promise that whoever buys that brand (as in, hires that employee) will get the benefits you are promoting. All of your planning and communication is of little value if you fail to deliver on the promises that your branding efforts make. Conversely, when you deliver quality results time after time, your talents and your professionalism will speak for you.

Personal Branding Resources

Here are some great resources on personal branding to share with students:
www.personalbrandingblog.com

http://altaeeblog.com
http://blog.brand-yourself.com
www.krishnade.com/blog
http://cuberules.com
www.jibberjobber.com/blog
http://theengagingbrand.typepad.com
http://blog.brand-yourself.com

Do you teach personal branding as part of employment communication? If so, what advice to you have to share with other instructors?

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