| Fast-food restaurants, retail outlets, and movie | | | | theater will not make much of an impression on the |
| theatres are all common places of employment for | | | | hiring principal. But by taking a different path by |
| many college students. Though these places may be | | | | accepting a part-time job mentoring or tutoring |
| fun hangout spots for the who's who of the college | | | | academically challenged students would be an asset |
| community, is it the best part-time employment | | | | that many principals will value when considering filling a |
| choice students can make to increase their | | | | teaching position for such students. |
| competitiveness when applying for full-time | | | | Both positions, the mentoring and the movie theater, |
| employment after graduation? | | | | do not require any previous experience. It is just a |
| Every industry, be it fast-food or retail, can provide | | | | matter of selecting a job that will come in handy in |
| valuable experience and job qualifications to college | | | | the future, when students want to get serious and |
| students. Basic qualities such as being dependable, | | | | start their careers. |
| being responsible, and being a reliable worker can be | | | | Also, looking for employment opportunities in a |
| acquired or enhanced in almost any industry. But | | | | particular industry can be a good move on the |
| potential employers are not recruiting for individuals | | | | students' part when preparing for their careers. But |
| with only the basic employment skills. Employers also | | | | choosing an industry specific job may not yield |
| value knowledge, skills, and abilities that are specific | | | | immediate desired job qualifications, as job ranges are |
| to their industry. Hence, while in college, students | | | | wide. For example, a student that is interested in |
| should put more emphasis on obtaining a part-time | | | | working in the computer industry as a software |
| position that is as closely related to their desired | | | | designer may be very interested in taking a mail |
| future careers as possible. | | | | room position at Microsoft. |
| There are ways to match part-time jobs with its | | | | The qualifications gained in the mail room are |
| full-time counterpart. On one hand, students may set | | | | completely different from the qualifications desired |
| out to find a part-time job that will gain them specific | | | | for a position as a software designer. But with the |
| job qualifications, no matter what the industry is. On | | | | position in the mail room, other skills and insider |
| the other hand, students may set out to gain | | | | knowledge can give a competitive edge over outside |
| non-specific job qualifications in a select industry. | | | | competitors. |
| Job qualifications are skills and abilities that, if | | | | When applying for a job, students must be mindful |
| possessed by an applicant, qualify that applicant to fill | | | | of their long-term career goals. If a student plans on |
| a particular position. Part-time jobs in college are great | | | | making his/her career in retail, maybe a job at Macy's |
| opportunities for students to increase their | | | | would not be such a bad idea. But for those students |
| employability after graduating by gaining some job | | | | who plan to enter a career in the law industry upon |
| specific qualities. For example, what if a student's | | | | graduation may be better off taking a part-time job |
| career goals include teaching underprivileged | | | | at the local courthouse or law office. |
| students? That student's experience at a movie | | | | |