We’ve been inundated with stories about the dearth of jobs for the class of 2009. According to the National Association of Colleges and Employers (NACE), employers polled this past spring planned to hire 22% fewer graduating students than in the previous year.

Colleges reported dramatic drops in recruiters on campus – 40% fewer visited the U. of California at Berkeley this year, according the Tom Devlin of that school’s Career Center. Meanwhile, the population of college graduates keeps growing, reaching 1.6 million this year, by U.S. Census estimates.

Right now, prospects for the next round of graduates do not look a whole lot better, judging from the news about U.S. economic trends. What can we do to help our young adults overcome their dread and find sustaining work? And how involved should parents become in this passage to full adulthood?

The first problem to address is fear. According to reports from college campuses across the country, some students are paralyzed by fear of post-graduate unemployment. Stress management seminars and personal finance workshops have taken their place alongside job fairs, and visits to psychological counseling services on campus are up.

The NACE poll shows that while most graduating students say they’re looking for jobs, over half (59%) have not actually applied for any! So, the first step for a student is to shift the focus from anxiety to thinking clearly about concrete options and strategies – and to take action. Disregard the sensational coverage and think of oneself as a unique person rather than a statistic.

Parents, the balance is delicate between being supportive and helpful, such as providing contacts or advice, or sharing experience when requested -- and being an overbearing “helicopter” parent. Remember that the student needs to be able to function independently without mom and dad.

Five general tips to share with students:

• Take advantage of college career services – schedule several hours per week to explore careers and talk to counselors, and make this effort a high priority
o Explore different career paths, what kind of education or training is required, what personal qualities or skills are involved, e.g., working in groups vs. working independently, etc.
o Be open to learning about different areas; don’t rule out possibilities because of prior conditioning, hearsay or concern about other people’s attitudes.
• Do informational interviewing with alumni and alumnae - hear their stories, observe their work environments directly.
• Research career interests in all different ways - reading, talking to people, visiting offices or other sites where the work takes place.
• Utilize college counseling services such as practice interviewing, resume writing, and business etiquette.
• Network, network, network – yes, it’s true.

In addition to these, the student may want to think of the job search in one or more of the following ways:

A Three-Fold Approach: Practical, Experimental, Aspirational

It may be useful to approach the job search in a similar way to the college search. College admissions counselors usually recommend that high school students choose a range of schools – “safety” schools, “good bet” schools where there’s a reasonable chance of admission, and “reach” schools, or those whose requirements may exceed the student’s performance but where luck and passion may land them a spot. The job market, of course, is not completely analogous, since there are no “safety”, or sure-bet, positions – except, perhaps, working for an established family business. jj

In the context of the job search, the three ways to categorize the efforts are “practical” jobs that may be more mundane or lower paying than the student wants, but where there is a reasonable chance of finding work; “experimental” jobs, in which the student explores a type of position outside the expected range; and “aspirational” jobs which the student aspires to and may be linked to a long-term goal.

Be Practical

Given the difficult job market, many graduates are moderating their expectations. There may actually be an upside to having one or more part-time or short-term jobs. In a recent interview with the Financial Times, several successful business executives discussed early jobs they had and what they learned from them.

Luke Johnson, a British serial entrepreneur who owns a private equity firm, notes that part-time and temporary jobs were “a vital part of my education. They helped to teach me the importance of a work ethic, independence, and just how tough many real workplaces are.” Johnson worked at various jobs - lathe turner in a factory, lab assistant to a medical researcher, and deejay, and learned valuable lessons from each (“Casual jobs are part of a good education”, Financial Times, August 26, 2009.

That job in retailing, other service occupations, or the making or distributing of products may serve not only an immediate need, but provide keen insights into people, professions and oneself. Remember that Harrison Ford worked as a stagehand for The Doors and a carpenter for George Lukas and Francis Ford Coppola before hitting his stride as an actor!

Be Experimental

Students are often asked what they want to “be” – as if they’re looking to fit into a ready-made suit off a rack. While there are a few students who know what they want since early in life and follow a straight line from initial desire to fulfillment, that kind of single-mindedness is rare and can be limiting. Most people will benefit from exploring various types of activities or environments that are intriguing or appealing to work in. Even if older adults, such as parents, think a job in sailing, stage management, or tourism is not lucrative or serious enough for a career, these experiences may build skills and character traits that serve well later on – or turn into careers after all.

For example, executive Michelle Mone, who was also interviewed for the Financial Times article of August 26, 2009, went to work as a model at fashion shows, which she did not like at first, “… but it made me astute and streetwise, and gave me a lot of confidence. It would be great to see more graduates with those qualities.”

Being Aspirational

American Idol is not the only place where the desire can lead to the realization of a dream. If there is a vocation that truly inspires the student, encourage him or her to follow the heart and look at each step as a way to get closer to the goal. The stories of persistence paying off are too numerous to mention. As in most worthwhile endeavors, there is a need to focus and constantly convert desires into actions that lead to their fulfillment. Parents, keep in mind that these are your young adult’s aspirations – NOT your own!

With effort, and willingness to adjust to circumstances, the student will get a job – with or without parents’ help. No matter what the job is, the comment of USA Today columnist Alan M. Webber, holds true – “Stay alert. There are teachers everywhere.” (“Hey, grads, it’s time to write new rules”, USA Today, May 7, 2009, by Alan M. Webber).

And, finally, here’s some wisdom for parents and students alike from a young woman who describes herself as a “20-something LA gal”: “Rather than expecting your job to fulfill you and make you happy, think about a complete life that will make you happy.” (Blog by “Stacking Pennies,” August 22, 2009).