Back to School Rethinking Federal Recruiting on College Campuses-[2006.05.14]

8/6/2019 Back to School Rethinking Federal Recruiting on College Campuses-[2006.05.14]

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Back To SchoolRethinking Federal Recruiting on College Campuses

C A L L T O S E R V E R E C R U I T M E N T R E S E A R C H

M A Y 2 0 0 6

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The Partnership for Public Service is a nonpartisan, nonprofit organization that works to revitalize the federal

government by inspiring a new generation to serve and by transforming the way government works.


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PREFACE

Any effort to strengthen our federal civil service must tap into the energy, creativity and idealism ofyoung Americans. Twenty-somethings have proven their potential by driving the record economicexpansion that began in the early 1990s. The companies that define the 21st century economy Microsoft, Google, eBay, Yahoo were all founded by people in their twenties. In contrast, youngpeople have become an endangered species in our federal workforce, as only three percent of thefederal workforce is currently under 25. In order to fulfill the promise of American democracy, weneed to reestablish the federal government as an employer of choice for our countrys best andbrightest young people.

With an unprecedented retirement wave and its accompanying turnover only a few years away, nowis the time to answer the question of how can we most effectively inspire young people to considerservice in our federal government. That is why the Partnership has launched the Call to ServeRecruitment Initiative. As part of this project, the Partnership is working with six pilot schools to

test and implement various education and outreach activities. This enterprise-wide approach to stu-dent outreach marks a break from the stove-piping that currently defines federal recruiting. Thisreport is the first product to come from the Initiative, and the research it summarizes was designedto assess perceptions and knowledge of college students and faculty toward federal service. It willalso serve as a benchmark for future surveys to help us understand which recruiting strategies workand which dont. We hope that this and subsequent reports will be a valuable resource for federalrecruiters, as well as their partners on campus.

I want to thank everyone who helped make this report possible. In particular, I want to thank ourpartners at the U.S. Office of Personnel Management, the Congressional leaders who providedfunding for the Initiative, and the students and staff at our six pilot schools: Clark Atlanta

University, The George Washington University, Louisiana State University, The Ohio StateUniversity, Stanford University and the University of New Mexico.

Finally, while this effort to improve federal recruiting on college campuses may take on addedurgency because of the retirement issue, make no mistake, this is part of a long-term effort. Goodgovernment starts with good people. Thats true now, and it will remain true long after the last babyboomer has retired. That is why we are committed to developing long-term, sustainable strategies toattract top college students to federal service and to transforming the way government works tomake federal agencies more dynamic work environments.

We look forward to working with our partners to achieve these critical goals.

Max StierPresident and CEOMay 2006

R E C R U I T M E N T R E S E A R C H1

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TABLE OF CONTENTS

Preface.............................................................................................................................................1

Executive Summary..........................................................................................................................3

Introduction.....................................................................................................................................6

Key Findings

1. Interest Is High, Knowledge Is Low...................................................................................10

2. The More You Know, the More You Like..........................................................................11

3. Red Tape Is the Biggest Red Light....................................................................................11

4. High-Touch is as Important as High-Tech........................................................................13

5. One Size Does Not Fit All..............................................................................................13

6. Teach the Teachers..........................................................................................................15

7. Students of Color Need Tailored Outreach.......................................................................16

8. Engineers Tend to Turn to the Private Sector....................................................................18

Moving Forward Recommendations for Change............................................................................20

AppendicesMethodology.......................................................................................................................26

Clark Atlanta University.....................................................................................................29

The George Washington University......................................................................................32

Louisiana State University..................................................................................................34

The Ohio State University..................................................................................................37

Stanford University.............................................................................................................39

University of New Mexico...................................................................................................42

Hispanics...........................................................................................................................44

African-Americans..............................................................................................................46

Engineers...........................................................................................................................48

P A R T N E R S H I P F O R P U B L I C S E R V I C E

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EXECUTIVE SUMMARY

The American people rely on an effectivefederal government to confront our greatnational challenges securing our homeland,competing in the global economy, protectingour environment. Effective government startswith an effective workforce. Unfortunately, ourfederal civil service faces an unprecedented lossof experience and expertise as the baby boomersnear retirement. More immediately, a number ofagencies have identified talent demands thatthey must address right now. In 2006 alone, ourgovernment needs to hire thousands of languagespecialists, clandestine agents, foreign service

officers, food inspectors, border patrol agents,nurses, IT specialists, engineers, air traffic con-trollers and accountants to name a few.

Beyond professional fields, federal agencies arealso seeking diversity in their recruitment efforts in order to serve the nation, the federal work-force needs to be representative of the nation.

To adequately fill both their immediate andlong-term needs, federal agencies must be able

to successfully recruit top graduates fromAmericas colleges and graduate schools. Thatwill be a difficult challenge for a variety of rea-sons. For example, government leaders need todo a better job identifying their talent needsfrom this cohort. The Partnership for PublicServices Where the Jobs Arereport, done in con-junction with the National Academy of PublicAdministration and The New York Times JobMarket, offered the first-ever comprehensiveview of federal hiring needs across agencies by

occupational categories and is a step in the rightdirection. But Where the Jobs Aredoes notspecifically identify which jobs are best filled byrecent graduates, and no such analysis exists.Clearly, more targeted research and planning onthis topic are needed.

Another factor is the uneven state of federalrecruiting. In an effort to streamline federal hir-ing, a 1996 law shifted the responsibility forhuman resources from a centralized U.S. Office

of Personnel Management system to each sepa-rate agency. An unintended byproduct of thislaw has been a stove-piping of federal recruit-ing, and with few exceptions, very little enter-prise-wide collaboration takes place. In thisbrave new world of federal recruiting, as aresult, some agencies do an excellent job. Othersstruggle.

In 2002, the Partnership for Public Service andOPM established the Call to Serveprogram to

bring a more collaborative approach to address-ing the talent needs of our federal governmentat the university level. The Call to Servenetworkis currently comprised of more than 570 col-leges and universities, 62 federal agencies andseveral higher education associations. Together,these entities are helping close some of theknowledge gaps about federal service by bring-ing dynamic federal workers to campuses to talkwith students about public service, makingavailable to students user-friendly materialsabout job opportunities in government andother activities

To deepen our understanding of cost-effectiveand sustainable ways to promote governmentservice on college campuses, the Partnershipspearheaded the Call to Serve RecruitmentInitiative.

The Initiativeis a joint effort between thePartnership and six pilot universities: ClarkAtlanta University, The George WashingtonUniversity, Louisiana State University, The OhioState University, Stanford University and TheUniversity of New Mexico. These schools wereselected as partners not only because their diver-sity in geography, size, academic programs and


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student demographics makes them an excellentnational sample, but also because their studentpopulations were ideal for achieving a specificgoal of the Initiative: exploring the most effec-

tive recruitment strategies for a number of keygroups Hispanics, African-Americans andengineers.

In order to gauge the impact of the Call to ServeRecruitment Initiatives activities over time, thePartnership for Public Service, in conjunctionwith KRC Research and iModerate, conducted abenchmark survey along with extensive inter-views with more than 3,200 students and 80faculty members at the six pilot universities this

past fall. To ensure that students in the pilotschools were representative of students nation-wide, the Partnership for Public Service alsoconducted the same survey with a national stu-dent control group, a nationwide sample of400 college juniors and seniors not enrolled inany of the six pilot universities.

This report summarizes the results of the bench-mark survey and lays out a series of recommen-dations about how to best utilize this data. The

key findings are:

Interest is high, knowledge is low. Contraryto common perceptions, interest in federalservice is high among college students, withmore than 42 percent of juniors and seniorsextremely or very interested in federal govern-ment jobs only eight points lower than theinterest in large private sector companies. Thebiggest problem with attracting recent collegegraduates appears to be the lack of knowl-edge, with only 13 percent of students sayingthey feel extremely or very knowledgeableabout federal jobs.

The more you know, the more you like. If

you educate students about federal opportuni-

ties, they are likely to respond favorably. Themajority of students who feel at least some-what knowledgeable express interest in federalopportunities.

Red tape is the biggest red light. The greatest

deterrent to federal service is the widely heldperception that the federal government isoverly bureaucratic and stifles individualityand creativity in the workplace.

High-touch is as important as high-tech.

Although most students use the Internet tofind detailed information once their interest ispiqued, the most effective recruiting efforts

come from people with whom students canrelate: parents, friends, professors and advi-sors.

One size does not fit all. Responses reveal

that students expect marketing pitches to betailored to their specific interests and back-grounds.

Teach the teachers. University faculty and

advisors can be vital recruiting partners, and

they overwhelmingly (94 percent) believethere are good jobs in the federal governmentfor students, but less than one-fifth reportbeing very knowledgeable about federalopportunities.

Students of color need tailored outreach.

Polling indicates that Hispanics are less skep-tical about the merits of federal service, sostraightforward information campaigns arethe most effective way to reach out to this

population. African-Americans place higheremphasis than other demographic groups onpay and benefits.

Engineers tend to turn to the private sector.

Engineers are slightly less interested in federal


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jobs than other groups examined in the sur-vey. They are also disproportionately con-cerned about interesting work and competi-tive salary levels as the main barriers to federal

service.

This survey and its findings are significant formany reasons. First, our country has investedheavily to understand how to attract and retainthe talent we need for our military, but the non-military side of our federal government ournations largest employer with nearly two millionemployees has invested little to understandhow to attract quality civil servants, particularlyamong younger people. With a Congressional

appropriation, the Call to Serve RecruitmentInitiativemarks one of the most significant fed-erally-backed efforts ever undertaken to deter-mine how best to inspire young Americans toenter government service.

Second, this survey offers insight into a uniqueand challenging-to-reach cohort. ThePartnerships relationship with our six pilotschools enabled us to measure the opinions ofmore than 3,000 students, including in-depthchats about attitudes and awareness of federal

opportunities with about 200.

Follow-up research will be conducted and com-pared to this benchmark survey to help identify

even more clearly which recruitment effortsmove the needle when it comes to student atti-tudes and knowledge about federal careers.

This report lays out a series of preliminary rec-ommendations based on this benchmark surveysfindings that agencies and universities can useright now. The primary theme of these recom-mendations is that federal recruiting strategiesshould take the student applicants preferencesand perspectives into greater consideration than

has historically been the case. They range frominvesting more heavily in comprehensive recruit-ment efforts to working cooperatively to marketfederal jobs to college students by professionrather than by agency.

The bottom line of this report is that federalagencies need to do a better job of recruiting ifthey hope to compete effectively with the privateand nonprofit sectors for top college students.But if our government markets itself aggressively

and intelligently, it can and will attract the talentit needs to do the nations work well.


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INTRODUCTION

Forty-four percent of all federal civil servantswill be eligible to retire within the next fiveyears, raising concerns about an unprecedentedloss of experience and expertise in our govern-ment.1While this looming brain drain certainlyraises a number of challenges, many see the dra-matic turnover that will accompany these retire-ments as a unique opportunity to revitalize ourfederal civil service.

At the same time, federal agencies report talentneeds that must be addressed immediately. TheDepartment of Homeland Security needs to hire

2,000 border patrol agents and 800 Immigrationand Customs Enforcement investigators eachyear. The Federal Aviation Administration seeksto hire 1,000 air traffic controllers this year andmore than 10,000 by 2014. The NationalSecurity Agency and Central Intelligence Agencyare increasing staffing by 50 percent in three keyareas: clandestine officers, intelligence analystsand foreign language specialists. TheDepartment of Veterans Affairs will hire nearly4,000 nurses this year. The Social SecurityAdministration hires 3,000-4,000 representativesa year. The Defense Department plans to hire6,000 engineers annually. More broadly, morethan 1,000 accountants are needed each year atagencies like the Internal Revenue Service andthe Securities and Exchange Commission, andmore than 2,000 IT specialists must be hiredthis year by our largest federal agencies.2

Any effort to reinvigorate our federal workforceand meet the talent demands of federal agenciesmust surely include improved outreach to col-lege campuses and at Americas top graduateschools. The aging federal workforce has a thinbench, and younger workers are needed tobring new ideas and energy into the workplace.

In addition, it is important to try to reach stu-dents at a younger age because surveys haveshown that workers who are older and furtherremoved from college are less likely to be inter-

ested in government jobs.3

Boosting the number of top college studentswho pursue federal jobs and internships will notbe easy for a variety of reasons.

Downsizing Recruitment

During the 1990s, the federal governmentdownsized its workforce by approximately400,000 employees, and, accordingly, mostagencies pared back their recruiting efforts.4

Consequently, recruiting efforts today are veryuneven across government. According to a 2004report on federal recruiting by the U.S. MeritSystems Protection Board (MSPB), only abouthalf of federal agencies offer any real training fortheir recruiters.5 And only one-third of theagencies surveyed could even report how muchmoney they spent on recruiting. As MSPBChairman Neil McPhie summed it up, In look-ing at federal recruitment, the most striking

finding is the degree of variability among agen-cies. They differ greatly in terms of support,resources, planning, resources and implementa-tion.6

Another side effect of the downsizing of federalrecruitment offices in the 1990s is that manyagencies saw once healthy relationships with col-leges and universities atrophy.

One of the reasons federal recruiting is so dis-

jointed is a 1996 law that put each agency incharge of its own recruiting and examiningefforts, replacing a system that had been central-ly operated by the U.S. Office of PersonnelManagement. The idea behind the law was tostreamline federal hiring. Most people agree that


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the law was successful in eliminating somewasteful steps in the hiring process. At the sametime, putting every agency on its own has result-ed in stove-piping where little enterprise-wide

recruitment takes place. As a result, the federalgovernment, our nations largest employer, isfailing to take advantage of economies of scalewhen it comes to many recruitment challengesthat apply to government as a whole.

Hiring from Within

For mid-career jobs (GS-12 to 15), federal agen-cies often miss out on top graduate school stu-dents who might be the perfect fit because they

are in the habit of not even looking. In 2003,only 43 percent of mid-level federal jobs weremade available to the general public. Only 15percent of these positions were actually filledwith candidates from outside of the federal gov-ernment.7While it is often best to hire fromwithin, this common practice of focusing oninternal candidates to fill positions can havedevastating effects. The 9/11 Commissionspecifically cites the FBIs tradition of hiringanalysts from within instead of recruiting indi-

viduals with relevant education background andexperience as one of the reasons federal authori-ties failed to thwart the 9/11 attacks.8

War for Talent

A push right now to bring more talented youngworkers into government would take place inthe midst of a War for Talent in the U.S. jobmarket. All sectors of the American economy areincreasingly competing with each other for pools

of talent that will not grow substantially in sizefor the foreseeable future. Overall, the U.S. pop-ulation will increase at a slower rate than in pre-vious years. This, in turn, will result in a slowergrowth rate of available workers, which will cre-ate tight labor markets, especially during times

of economic prosperity.9

In addition, the pace and impact of technologi-cal change and innovation is expected to acceler-

ate and will continue to move the U.S. economyfrom one based on manufacturing to one builtwith highly-skilled knowledge workers. Newproducts, services and industries will be createdwhich will place a premium on having a highly-skilled workforce.10

One of the most in-demand talent pools in thenew economy is engineers. Currently, the federalgovernment employs about 91,000 engineers mainly in the Departments of Defense,

Transportation, Agriculture, Interior, Energyand the National Aeronautics and SpaceAdministration.11 The federal government faces aunique challenge when it comes to filling thesepositions with the right people because it is fish-ing in a much smaller talent pool than the pri-vate sector. In 2004, 57 percent of engineeringdoctoral degrees were awarded to foreign nation-als, and for the most part, non-citizens are ineli-gible for federal jobs.12

Federal recruiters also place a premium on diver-sity. The federal government needs to representour entire country, and to do that it needs to berepresentative of our entire country. Yet, despitepresidential directives and previous recruitmentdrives, Hispanics are still underrepresented inthe federal workforce accounting for sevenpercent of federal employees versus 13 percentof the U.S. population.13 Clearly, federalrecruiters need to step up their efforts withregard to Hispanics.

Lack of Metrics

One of the biggest obstacles facing federalrecruiters is a lack of information about whichstrategies work and which do not.14Anecdotal


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evidence shows that federal agencies can com-pete with the private sector and nonprofitworld for the best workers.

In 2001, the State Department was spendingonly $75,000 a year on recruitment advertisingand marketing. Then, Secretary Colin Powelllaunched a campaign urging people to join thefront lines of diplomacy, and his StateDepartment became the most aggressive federalagency when it comes to offering to repay stu-dent loans. In the first year of this effort, thenumber of people who signed up to take theForeign Service exam nearly doubled, and thenumber has continued to climb.15

In the late 1980s, the General AccountingOffice was described as Congresss one-eyedwatchdog. More recently, under the leadershipof Comptroller General David Walker, GAOidentified 50 focus universities from which todraw talent, and it assigned a senior executive asthe Campus Executive. Each Executive is sup-ported by a Campus Manager, and together theybuild relationships with professors, deans andcareer placement officers to establish a presence

on each campus. These efforts have helped GAOattract up to 200 entry-level analysts and about180 interns per year.16

While these success stories are useful and shouldbe studied, they are no substitute for concretedata about which federal recruiting practices aremost effective. Unfortunately, that type of datagenerally does not exist. Few agencies employsystematic efforts to assess the effectiveness oftheir recruitment practices. As a result, theseagencies cannot readily compare which strategiesare working best and how to best tailorapproaches in certain circumstances. They alsofail to allow for an accurate measurement ofwhich strategies are most cost-effective.

Call to Serve Recruitment Initiative

The Call to Serve Recruitment Initiativeis themost comprehensive effort to date to providethose metrics so that federal agencies can recruit

smarter.

The Initiativeis a joint effort between thePartnership and six pilot universities, selected fortheir diversity in geography, size, academic pro-grams and student demographics: Clark AtlantaUniversity, The George Washington University,Louisiana State University, The Ohio StateUniversity, Stanford University and theUniversity of New Mexico.

The overall objectives of the Initiativeare todevelop education and outreach activities andproducts that can be replicated and sustained atuniversities across the nation, to help federalagencies increase the effectiveness of their out-reach and recruiting activities on college cam-puses, and to help key members of the universi-ty community educate students about the prom-ise, potential and how-tos of careers and jobswithin federal agencies.

In order to gauge the impact of the Call to ServeRecruitment Initiativeactivities over time, thePartnership for Public Service, in conjunctionwith KRC Research and iModerate, conducted abenchmark survey along with extensive inter-views with more than 3,200 students and 80faculty members at the six pilot universities thispast fall. In order to ensure that students in thepilot schools were representative of studentsnationwide, the Partnership for Public Service

also conducted the same survey with a nationalstudent control group, a nationwide sample of400 college juniors and seniors not enrolled inany of the six pilot universities. The studyrevealed that pilot school students are very simi-lar to their national counterparts in most ways,


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making it possible to draw conclusions aboutthe general student population.

This report lays out the key findings of thisbenchmark survey and outlines a series of rec-ommendations on how federal recruiters canbest utilize this data.


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Key Findings

1. Interest Is High, Knowledge Is Low

College juniors and seniors do not out-of-hand

reject the idea of federal employment and donot hold entrenched negative associations withgovernment jobs. In fact, quite the opposite istrue: pilot school students exhibit solid interestin federal employment. While interest in privatesector employment is higher, more than four inten students say they are extremely or very inter-ested in the federal government as a potentialemployer.

Not only are students interested, but they also

believe that the federal government has jobopportunities appropriate for their particularskills and backgrounds. Nearly two-thirds (65percent) of juniors and seniors believe the feder-al government has good jobs for people likeme.

Faculty members across pilot schools a key

source of information for these students arealso favorably disposed to federal careers and arelikely to recommend such employment to stu-dents. In fact, seven in ten pilot faculty mem-

bers (71 percent) say they feel positively towardsfederal internship and career opportunities forcollege students today, and nearly six in ten (58

0% 10% 20% 30% 40% 50%

Military

Local government

State government

Not-for-profit organizations

Federal government

Small private sector companies

Large private sector companies 49%

45%

42%

40%

28%

20%

10%

Thinking in general about different types of potential employers, please indicate how interested you

are or would be to work in each of these types of places. Percent juniors and seniors saying extremelyor very interested. (N=2,657)

Not at all

Not too

Somewhat

Very

Extremely

9%

15%

4%

39%

34%

Overall, how knowledgeable do you feel aboutcareer and internship opportunities for you per-sonally in the federal government? Percent jun-iors and seniors. (N=2,657)


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percent) say they would be extremely or verylikely to refer students to the federal governmentas a possible source of a job or career. Facultymembers also seem more inclined to discuss

nonprofit employment opportunities with stu-dents and include this sector (along with privateindustry) in the governments competitive set.

These interest levels seem even higher whenconsidering the timing of the survey. Thisresearch was conducted shortly after HurricaneKatrina. Students were asked if the federalresponse to Katrina had altered impressions ofor dampened their interest in federal employ-ment. The majority of juniors and seniors say

the federal governments response to HurricaneKatrina did not change their attitude aboutworking for the federal government. However, asa group, African-Americans voiced the strongestnegative reaction, with 32 percent indicatingthat the hurricane response impacted their atti-tude about working for the federal government,compared to 19 percent of the overall combinedschools.

In short, students and faculty do not reject fed-

eral careers. Rather, students (and their facultyand advisors) are not educated about federalemployment, the career options available or howthey can find and apply for positions. Lack ofinformation is the greatest barrier to the pursuitof employment in federal agencies among col-lege students.

Only 13 percent of juniors and seniors in thepilot schools say they feel extremely or veryknowledgeable about career and internshipopportunities in the federal government, and 54percent indicate they are not knowledgeable.

Public service seems to be a good wayto do that [make a difference] but Im notentirely sure what my options are and/orwhats available in that area.

GW student

Being in DC it seems pretty logical thatthere are abundant opportunities it getsa little overwhelming though since were

surrounded by so many political organiza-tions to understand where to start. It alsomakes it hard to find out about all thedifferent opportunities.

GW student

2. The More You Know, the More You Like

Knowledge of federal careers is closely inter-twined with interest in pursuing a federal oppor-tunity. Particularly effective is direct information

from an individual, particularly recruiters andprofessors. Seven out of 10 respondents are morelikely to consider a career in the federal govern-ment after speaking with a recruiter or their pro-fessor.

Moreover, students indicated that positive attrib-utes associated with federal opportunities out-weigh the negatives, suggesting that the morethat they can learn about what makes federalopportunities attractive, the more positively

reinforcing this information will be. In particu-lar, professional and altruistic benefits are keydrivers toward federal careers for students at thepilot campuses. As federal careers offer bothtypes of benefits, these careers can be competi-tive with both private sector (perceived to offergood professional benefits) and nonprofit organ-izations (perceived to offer students a way tohelp others).

3. Red Tape Is the Biggest Red Light

It is important to underscore that in a vacuumof knowledge about federal careers, perceptionsof red tape and bureaucracy linger. These nega-tive stereotypes are the most significant factor


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0% 15% 30% 45% 60% 75%

Idealist.org

Public service or community service center

USAJobs.govNewspaper

Monster.com

Alumni of your university

Campus career services

General Internet

Academic advisors

Classmates or friends

Professors

Parents

Relatives or family friends 66%

62%

62%

62%

61%

58%

56%

41%

34%

30%

28%

27%

17%

0% 10% 20% 30% 40% 50%

Too much student debt

I can't make a real difference

Don't want to relocate

Personal politics differ from those in power

Lack of opportunities for people like me

Never thought about it

Advancement too slow

Not a fun or interesting place to work

No job to match my skills

Salaries not high enough

I don't know what careers are available

Too much bureaucracy 53%

43%

40%

35%

31%

31%

30%

30%

30%

24%

20%

16%

0% 25% 50% 75% 100%

Exciting people to work with

Serving your country

Opportunity to travel

Good work life balance

Challenging job

Good pay

Advancement opportunities

Job security

Ability to help people

Opportunity to make a difference

Good benefits

Working on interesting issues 82%

77%

74%

73%

68%

66%

66%

64%

63%

57%

50%

48%

Below is a list of positive reasons that some people might have for wanting to work for the federalgovernment. Indicate for each if it is a major reason you would want to work for the federal govern-ment, a minor reason or not really a reason. Percent juniors and seniors saying a major reason.

(N=2,657)

Below is a list of reasons that some people might have for not wanting to work for the federal govern-ment. Indicate for each if it is a major reason you would not want to work for the federal govern-ment, a minor reason or not really a reason. Percent juniors and seniors saying a major reason.

(N=2,657)


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deterring students from pursuing governmentservice, with more than half of juniors and sen-iors indicating that too much bureaucracy is amajor reason they would not want to work in a

federal job.

Juniors and seniors have a particularly strongreaction to bureacracy as a deterrent to federalcareers; ten points separate too much bureau-cracy and the next most compelling negativefactor, I dont know what careers are available.

4. High-Touch Is as Important as High-Tech

Research shows that parents, friends, professors,and advisors are the most often sought sourcesof career advice. These personal connectionstrump technology when it comes to generatinginterest, even among this Internet-savvy genera-tion. At the same time, the Internet is studentsmain source of detailed information once theirinterest has been piqued.

Personal connections are not simply preferredsources relationships have a direct impact onstudent knowledge of and interest in a govern-

ment career. College students who express inter-est in and feel knowledgeable about federalcareers are much more likely to know someoneor have a family member who has worked forgovernment.

I think one-on-one contact with an advi-sor or someone from an agency would bethe best way for me to understand what Ineed to do to find a job.

GW student

In addition to personal network connections,faculty advisors are a particularly powerfulresource in building awareness of federal govern-ment opportunities because students reportlooking to faculty heavily for specific advice dur-ing their career search.

Alumni and professors [would be mostinfluential]. They have greater knowledgeof their field of study as well as adviceon where and what to consider for acareer.

LSU student

This is not to say the Internet is an ineffectivetool in reaching these students. Among studentswho have sought information about federalinternships or jobs, most do so via the Internet looking either at specific agency or departmentWeb sites (58 percent) or doing a generalInternet search (55 percent). Students tend towant information via Internet links (60 percent)as much as through verbal advice (57 percent).

However, the Internet is less of a tool for con-nections and interest building and more of atool for research and follow-up. Students turn tothe Internet for very specific information cur-rent job openings, the nuts and bolts of the joband how to apply. Nearly a quarter of all stu-dents (22 percent) have visited a Web site ofa federal agency and of those who visited, two-thirds (68 percent) came away more enthusiasticand more likely to consider a career in thefederal government.

In addition to the Internet, 51 percent of stu-dents find printed handouts and pamphletshelpful. They are least likely to desire informa-tion from CD-roms and DVDs (17 percent),and reference books or articles (14 percent).

5. One Size Does Not Fit All

While students believe there are opportunities in

the government for people like them (65 percentagree), they are not always sure what thoseopportunities look like and are constantly askingwhat jobs and/or internships exist for someonelike me with my background, my skills andmy major? For many students, like me also


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includes gender and race or ethnicity.

I would need to hear about job offers inmy field of interest or any connections tomy field.

Clark Atlanta student

In addition, students are quite clear about theirdesire to have information on federal careeropportunities come to them. This generationhas grown accustomed to being pursued bymanufacturers, the media, marketers and privatesector employers. They expect federal agenciesto approach them in a similar fashion.

Specifically, they want job/internship informa-

tion and recruiting activities to be tailored totheir individual interests and academic disci-plines not only in content, but also location.They want representatives to meet them in theirclassrooms and departments.

Have a representative go to specificdepartments and set up a presentation,

like in the lobby of our building. If a repsets up a table in the lobby we will walkpast it and it will catch our eye. But ifthe rep is in the union or something, wewill never see it.

LSU student

By coming to them, federal agencies can makestudents feel pursued and valued. This, in turn,inspires curiosity about the organization and thepositions they could occupy within it. Studentsoften see private sector companies employingthese tactics, but do not recall federal agenciesdoing the same.

I am a student leader and senior here

on campus and I have been sought outby companies as well as corps like Teachfor America. Why cant the governmentdo the same? If I am being pursued andcontacted on a regular basis by groupslike Conoco and Teach for America itmakes me feel very wanted and piquesmy interest.

LSU student

0% 10% 20% 30% 40% 50% 60%

Other

Not sure

Referral to books or articles

CD rom or DVD

Referral to other people

Printed handouts or pamphlets

Verbal advice

Referral to Internet links 60%

57%

51%

46%

17%

14%

8%

2%

And thinking of federal career and internship information that you may seek, which of the following

formats would be helpful to you personally? Select all that apply. Percent juniors and seniors sayingthey use these materials. (N=2,657)


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Career fairs, in-class presentations and the careerservices center are all key places where studentsexpect to see representatives from federal agen-cies who will talk with them about federal career

options. Internet resources like federal Web sitesare particularly effective for minorities. Twenty-one percent of Hispanics say they visited thesesites and 23 percent of African-Americans visit-ed online job boards.

6. Teach The Teachers

Faculty and advisors are trusted resources forstudents when it comes to discussing job oppor-tunities and post-graduation plans. Ninety-six

percent of faculty at pilot institutions report thatthey are advising students on careers, internshipsand postgraduate employment opportunities.

Like their students, faculty and advisors faceknowledge gaps about federal job opportunities.While feeling more knowledgeable than studentsoverall (only 27 percent say they do not feel

knowledgeable), faculty and advisors are notconfident in their knowledge. More than half(53 percent) say they feel somewhat knowledge-able and fewer than two in ten feel very or

extremely knowledgeable.

Extremely

Very

Somewhat

Not too

Not at all

8%

13%

6%

53%

19%

Overall, how knowledgeable do you feel aboutcareer and internship opportunities for you per-sonally/your students or advisees in the federalgovernment? Percent pilot school faculty.(N=83)

0% 15% 30% 45% 60% 75%

Military

Local government

State government

Small private sector companies

Federal government

Large private sector companies

Not-for-profit organizations 63%

62%

58%

57%

57%

42%

29%

Im going to read you a short list of different types of potential employers. For each one, please tell me

how likely you are or would be to refer students to that type of organization as a possible source of ajob or career. Percent pilot school faculty saying extremely or very likely. (N=83)


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While knowledge is lacking, enthusiasm is not.Faculty and advisors overwhelmingly believe (94percent) that there are good jobs in the federalgovernment for their students, including nearly

two-thirds who strongly agree with that state-ment. While faculty and advisors are most likelyto refer students to not-for-profit organizationsand large private sector companies, they are alsoopen to recommending federal service. In fact,many say if they knew more about federal careeropportunities, they would be more likely to sendstudents down that path.

Like their students, faculty and advisors oftenleverage their personal experiences including

federal job experience or personal contacts infederal agencies.

When asked what sources were most instrumen-tal in their belief that federal government offersgood jobs for their students, roughly three-quar-ters indicated that they had heard about oppor-tunities from other professors (79 percent) orthat they had read or heard about it in news orfrom friends (74 percent). A majority also citedhearing about opportunities directly from stu-

dents (69 percent) or from someone that theyknow personally in government (58 percent) underscoring the importance of putting a faceon federal jobs and tapping into alumni andother personal networks.

On a related front, it is important to considerfaculty as possible advocates and building blocksin the education and persuasion process, becausemany have had a personal experience with feder-al government 22 percent reported that theyhad been employed by the federal governmentand 41 percent reported that they had received afederal grant or contract.

It is clear that faculty and advisors need moreinformation about federal opportunities to be a

more effective information source for students.One-quarter say they dont know about theavailability of jobs to match students skills, andanother 17 percent say they do not know what

careers are available. As with students, this lackof knowledge tends to compound traditionalstereotypes that the federal government is toobureaucratic (40 percent say this is a major bar-rier to recommending federal jobs).

Make it educational, not promotional.Have current and past employees givehonest assessments of what it is like towork for the federal government. Our stu-dents are very good at weeding outpitches from true info.

Stanford Faculty member

Educate me! Show me what the careerpath looks like so I can educate my stu-dents.

OSU Faculty member

Like students, faculty and advisors want specificsabout the job and the application process. Therelevance of being able to turn to real people

to help students learn more about federal intern-ships and jobs is a strong and recurrent theme.Like students, faculty and advisors want specificsabout the job and the application process. Askedwhat information would be most helpful inadvising students about federal jobs, 92 percentindicated examples of jobs held by people withskills shared by their students, and 89 percentindicated they would like to know how to con-tact a live person. Other key tools for facultyand advisors include information about what

skills different federal agencies need (92 percent)and examples of current job openings (90 per-cent).

7. Students of Color Need Tailored Outreach

Hispanics represent the fastest growing segment


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0% 10% 20% 30% 40% 50%

I have too much student debt






Pace of advancement too slow



Too much bureaucracy


Salaries not high enough 45%

44%

43%

42%

41%

39%

38%

34%

33%

24%

24%

20%

0% 10% 20% 30% 40% 50%








Salaries not high enough




Too much bureaucracy 52%

45%

34%

31%

30%

30%

29%

27%

25%

22%

19%

17%

Below is a list of reasons that some people might have for not wanting to work for the federal govern-ment. Indicate for each if it is a major reason you would not want to work for the federal govern-ment, a minor reason, or not really a reason. Percent pilot school Hispanic juniors and seniors saying

a major reason. (N=254)

Below is a list of reasons that some people might have for not wanting to work for the federal govern-ment. Indicate for each if it is a major reason you would not want to work for the federal govern-ment, a minor reason, or not really a reason. Percent pilot school African-American juniors and sen-iors saying a major reason. (N=312)


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of the population and are a crucial target forfederal recruitment and employment. Whencompared with their peers, Hispanic students areunique. They are at the same time the most

interested in government careers (51 percentextremely or very interested) and among theleastknowledgeable (62 percent not knowledge-able). This suggests Hispanic students are ripefor education about federal careers, but do notnecessarily need to be persuaded as to their ben-efits.

Despite their enhanced interest, Hispanics arelike other students in that overblown bureaucra-cy (52 percent say it is a major reason they

would not want to work in the federal govern-ment) and a lack of knowledge about the actualcareers available (45 percent) are significant bar-riers.

The aspects of federal service that are mostattractive to Hispanics are good benefits and theopportunity to work on interesting issues. Agood work life balance and loan repayment pro-grams are also particularly compelling messages

to Hispanic students.

Appealing to personal relationships with thisaudience is important. This group values and

relies on personal connections and contacts,such as advisors (61 percent extremely orvery likely to go to as a source), professors(61 percent), relatives (60 percent) and class-mates/friends (59 percent) in order to getinformation about career options.

African-American juniors and seniors are com-petitive in their knowledge of federal jobs (13percent extremely or very knowledgeable). Butfederal salaries and benefits are a potential barri-

er for African-American students. Nearly half ofAfrican-American students worry that federalsalaries are not high enough (45 percent cite itas a major reason to not pursue federal jobs).

Other concerns or barriers for these students arethat the federal government seems bureaucratic(43 percent), that they dont know what careersare available (44 percent) and, like other stu-dents of color tend to feel, that there are notopportunities for people like me (42 percent).

However, opportunities to increase interest exist.African-American juniors and seniors think thatopportunities for advancement (82 percent),working on issues that interest me (83 percent)and job security (79 percent) are compelling rea-sons to enter the federal workforce.

Authority figures are especially critical sourcesfor career guidance among these students.Nearly three-quarters rely on their academic

advisors (74 percent) and professors (70 per-cent).

8. Engineers Tend to Turn to the Private Sector

The engineering sample (composed of both

0% 15% 30% 45% 60% 75%

Asian (N=172)

African-American (N=312)

Hispanic (N=254)

White (N=1,795) 41%

51%

41%

34%

Thinking in general about different types ofpotential employers, please indicate how inter-ested you are or would be to work in each ofthese places. Percent pilot school juniors andseniors who say extremely or very interestedin the federal government.


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undergraduate juniors and seniors, and graduatestudents) has a reasonable level of interest (39percent extremely or very interested) and knowl-edge about (13 percent) the federal government

but are much more interested in working forlarge, private sector companies (71 percent).Two-thirds (63 percent) agree there are goodjobs for people like me in the federal govern-ment, and 27 percent have sought informationin the past year on federal job or internshipopportunities. When they are seeking informa-tion, engineers tend to seek it fromclassmates/friends (65 percent), relatives (62 per-cent), career services (64 percent), professors (62percent) and advisors (62 percent).

Competitive salaries and benefit packages seem

to hold engineers back from pursuing federalcareers. Like other audiences, engineers tend tobe put off from the federal government becauseof the perceived bureaucracy. But, more so than

others, engineers cite concerns about competi-tive salary levels and interesting work as themain barriers to a federal career. Unlike otheraudiences, engineers are less likely to find gov-ernment service compelling because they wouldbe making a difference.

I havent explored this option....I imag-ine that there is plenty of security (neverneed to worry about outsourcing) I hearbenefits are good but Ive heard nothingabout how competitive pay is or what

sort of mobility a federal job can offer. OSU engineering student


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Moving Forward Recommendations for

Change

A

s noted in the Introduction, the ultimategoal of the Call to Serve Recruitment

Initiativeis to identify compelling, cost-effective,sustainable ways to attract college students tofederal internships, jobs and careers. To achieveits goals, the Recruitment Initiativewill conductand evaluate different activities with differentaudiences during two school years (2005 2006, and 2006 2007). By the projects end,the Initiativewill produce a series of reports andproducts. These products will include:

For students and faculty/advisors: materials,messages and workshops that can be accessedon the Web as well as widelydisseminated/conducted on campus

For colleges and universities: materials, casestudies, ideas, best practices and organization-al recommendations on ways to grow and sus-tain student, faculty and career center interestand knowledge about federal career and jobopportunities

For federal agencies: workshops, toolkits andguidance on best practices

This document reports on a baseline survey con-ducted in Fall 2005. A comparable tracking sur-vey will be conducted in Spring 2007. A reportwill be prepared to describe how much the nee-dle has moved in that time and why. While thefollow-on report will offer a more definitive pic-ture of what types of activities/events/interven-

tions are most effective and include a set of finalrecommendations, these findings already offermany valuable lessons. Based on these findings,the Partnership for Public Service is making thefollowing set of preliminary recommendationsthat can be implemented now. The primary

theme of these recommendations is that federalrecruiting strategies should focus more on theperspective of the applicants rather than justthat of the agency.

Recommendation #1: Commit to SustainedInvestment in On-campus Recruitment

A key finding of this report is that knowledgeabout where the jobs are and how to apply aremajor barriers to federal service. Building astrong base of knowledge is therefore a criticalcomponent of an effective college recruitmentstrategy for the federal government.

Federal agencies should develop and sustainmeaningful, in-depth relationships with collegesand universities. In other words, they shouldmove beyond drive-by recruiting at careerfairs. Growing these relationships starts witheducating those who influence each class of stu-dents faculty, academic advisors, career centerprofessionals. It also involves working with stu-dent organizations that support student interestsand concerns, such as professional groups, eth-nic groups, and the like. Further, it involves

understanding and addressing what students arelooking for and their concerns, and developingrelationships that transcend the ebb and flow offederal hiring.

These types of efforts will prime the pump foragencies when they come to campuses to maketheir own recruiting pitches.

Recommendation #2: Work Cooperatively toMarket Federal Jobs by Profession

The federal government should explore anddevelop means and opportunities for enterprise-wide or multi-agency recruiting that may resultin economies of scale and real improvements infederal recruitment. For example:


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Federal agencies should consider providinginformation about jobs and internships byprofession: Students and faculty want specificinformation presented to them that describes

the variety of opportunities and requirementsspecific to their major or discipline. Federalagencies, however, generally recruit individu-ally. Except for fledgling efforts like those cur-rently underway under the auspices of theDirector of National Intelligence where the16 agencies that comprise the federal intelli-gence community are cooperating in develop-ing and implementing a national recruitingstrategycross-agency, collaborative recruit-ment rarely occurs. The federally-definedMission Critical Occupations present anopportunity for cooperation among agencies,as does the Presidents recent focus on foreignlanguages.

In response to student and faculty requests,the Partnership for Public Service has devel-oped user-friendly booklets that highlightinternship and employment opportunities bydiscipline, such as public health. And, as part

of this Initiative, the Partnership developedshort discipline-specific quick guides high-lighting job types and locations by major. Theenthusiastic responses to both of these cross-cutting resources demonstrate that broad-based information can readily be gotten intothe hands of those who will use it in makingdecisions and recommendations about federaljobs and careers.

Agencies should come together to develop a

central repository of recruiting materials andmarketing models that work. Agencies canthen learn from each others best practicesabout how to most effectively recruit and canlearn about messages, media and approachesthat are most effective with individuals withparticular majors or with specific backgrounds

(e.g., engineers) and interests.

Such efforts will surely pay for themselves byattracting the talented and productive workers

the federal government needs.

Recommendation #3: Teach BAs, MAs and PhDsthe ABCs of Federal Service

Given the importance of knowledge in drivinginterest in pursuing federal careers, a critical firststep to converting interest into action must beto educate students and faculty on the elemen-tary aspects of federal careers.

Federal recruiters should develop materials that

answer basic questions that students are asking:what specificinternship or job opportunities areavailable?; what is available for someone like me with my skills and background?; howexactlydo people apply for these positions?

A model for this type of outreach is thePartnership for Public Service and the Office ofPersonnel Managements Call to Serveprogram,which is re-establishing links between federalagencies and colleges, and providing studentswith user-friendly information about federaljobs. These materials highlight specific intern-ship and employment opportunities, potentialsalaries and benefits, and how exactly studentscan make an impact through federal service.

Recommendation #4: Stress the Opportunities toDo Goodand Do Well

A multi-tiered messaging campaign is critical topersuade students to consider a career in the fed-

eral government. The first step is getting stu-dents to understand what federal opportunitieslook like and how they compare with otheropportunities when it comes to interesting andrelevant work. The second step is educating stu-dents about the practical advantages of working


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for government such as the opportunity to workon interesting and important issues, competitivebenefits and a good work life balance. The thirdstep, and the one area where federal recruiters

can best differentiate themselves from their pri-vate sector competitors, is to market our govern-ments unique opportunities to serve your coun-try and make a difference in the lives of others.

With most students, it is not enough to sellthem on just the opportunities either to growprofessionally or the altruistic rewards of federalservice. Our government needs to promote both.

Recommendation #5: Cut Through the Red Tape

Put a Face on Public Service

Personalizing the federal government can miti-gate a significant barrier to federal careers theperception of government as a monolithicbureaucracy. Specific ways in which the federalgovernment can more effectively make that per-sonal connection:

Profile individuals in specific governmentjobs. This gives students a real person not

just a job title with whom they can connect.

Use personal stories or have representatives actas on-campus ambassadors. This can demysti-fy federal careers. In particular, know youraudience and select appropriate representa-tives (age, skill set, race/ethnicity).

Tap into alumni connections on campus.

Charge students who have interned at agen-cies to return to campus as ambassadors.

Put faces and profiles of government employ-ees on flyers, brochures, Web sites and adver-tisements to allow students to see them-selves in these positions.

Recommendation #6: Make the Case thatGovernment Is Changing

This survey confirmed previous Partnership forPublic Service research showing that a percep-

tion that the federal government is overlybureaucratic is a major hurdle that must be over-come in order to attract top talent into govern-ment. To shatter the negative attitudes,Americans need to get a sense that governmentis undergoing significant institutional reforms.The popularity of innovations like merit-basedpay and increased accountability demonstratesthe need to let the public know that the federalgovernment is in fact changing.

In keeping with this point, agencies need toactually engage in reforms that will not onlyimprove the workplace but also improve publicperceptions. An excellent example of this type ofeffort would be the Extreme Hiring Makeoverwhich streamlined the hiring process at threefederal agencies. As a result of this project, par-ticipating agencies are not only hiring faster andsmarter, but applicants leave with a more favor-able impression of the agencies. More informa-

tion can be found atwww.extremehiringmakeover.org.

Recommendation #7: Use the Internet for theNuts & Bolts

While personal connections can drive interest,the Internet is a powerful research tool for bothstudents as well as faculty. The Internet allowsstudents to do follow-up research and exploreparticulars such as specific job opportunities,

the application process and benefits after theyhave made a decision to consider and furtherexplore federal opportunities.

The Internet is most helpful to students and fac-ulty when information is up-to-date and easy-to-use. This enables them to maximize their time


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with students and pass along the details that aremost relevant.

We dont store informationwe use itjust in time. For me it would be some-thing like a repository Web site that Icould go to when I need it. I dont needthis info daily. A well-advertised sitethats kept up, easy to use.

GW Faculty member

Some of the pilot campuses are already develop-ing specialized Web portals about federal oppor-tunities, through which current materials andannouncements can be posted and easilyaccessed and shared. In addition, some campuses

are developing list-serves of students who haveexpressed interest in federal opportunities so thatthey can follow up with targeted and timelyinternship and job listings and event announce-ments. In order to maximize the power of theInternet, agencies should be mindful of whatinformation they are conveying through theirWeb sites and think about ways to drive stu-dents to their sites.

Recommendation #8: Give Students and FacultyWhat They Want, Where They Want It

The private sector is successful in reaching stu-dents and faculty where they are currently both literally and figuratively. To maximize theirappeal, federal agencies should follow suit.Strategies include:

Hold interventions and events where studentsare already gathered such as in their classes,student organizations or clubs or in their aca-

demic departments.

Tailor the information as closely as possible tothe students background or skill set jobfairs and events should be department ormajor-appropriate.

Include people like me in recruitment fairsand information sessions younger federalrepresentatives and alumni with experienceworking for the federal government, represen-

tatives with various personal profiles (gender,race/ethnicity) and with similar academicbackgrounds.

Encourage interaction. As we know, personalconnections are vital to interest, knowledgeand eventual recruitment.

Utilize private sector tricks of the trade likegiveaways and food when possible.

Recommendation #9: Maximize Career Centers asa ResourceMany students, particularly engineering stu-dents, utilize career centers for advice and infor-mation, and the centers may be among the mostimportant resources for students whose interesthas already been piqued and who want to act onthis interest by applying for an internship or job.

Universities can maximize the role of career cen-ters by:

Identifying and committing to showcasingand emphasizing federal public service internship, job and career opportunities.

Designating a focal point or champion atthe university for creating and sustaining thisemphasis across the campus and holding thefocal point responsible for reporting to uni-versity leadership on activities, progress and(measurable) results.

Empowering the focal point to undertakecross-campus coordination with and collabo-ration among other career professionals inpursuit of this goal.

Within the career center(s), providing lots of


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up-to-date materials, resources (includingWeb-based information), and personal con-tacts (alumni with federal jobs/experience,students with federal internships, etc.) to

answer the questions of interested students.

Within the career center(s), assuring that atleast one individual has specific responsibilityfor being deeply knowledgeable about federaljobs and internships and how to apply forthem.

In summary, leveraging this existing student andfaculty resource is cost-efficient and sustainablefor universities. Federal agencies and on-campus

champions can use this existing framework as apoint of contact for students and faculty and akey dissemination point for information and tar-geted communications.

Recommendation #10: Educate and Equip Facultyand Advisors

Faculty and advisors offer a unique and impor-tant connection to students. Enlisting them ascommunications allies can provide an additional

messaging channel. To do so, they must beequipped with pertinent, current information onfederal employment opportunities, with a specif-ic focus on skill sets and application processes.An online quick reference guide that providescurrent and up-to-date information could be animportant tool in educating this audience.

Investing in faculty education also offers a long-term benefit. Once faculty are given the toolsthey need, they will continue to incorporate

government careers into their discussions andadvice for future generations of students. Inaddition, more knowledgeable faculty and advi-sors are more likely to use innovative techniquesbeyond traditional advising, such as invitingspeakers into the classroom.

Recommendation #11: Tailor Recruitment andOutreach Activities to Ensure that AllDemographic Groups Are Being ReachedEffectively

As noted, one size fits all recruitment effortsdont work equally well for all demographic seg-ments of the student body. In designing out-reach efforts and recruitment methods, there-fore, measurable differences among the groupsshould be taken into account. For example:

A high percentage of Hispanic students reportthat they rely on personal connections andcontacts such as advisors, professors, andclassmates for information about careeroptions. Working with Hispanic organiza-tions on campus for dissemination of materi-als, therefore, might be more effective.

A significant percentage of African-Americanstudents report concern over whether thereare really opportunities in government forpeople like me. Recruitment materials andrecruiters, therefore, should be designed andselected to accurately reflect the significant

percentage of successful African-Americanemployees at all grade levels in the govern-ment.

Recommendation #12: Move Engineers Minds

Communications to engineers should stress pro-fessional benefits the factors that will makegovernment employment competitive with theprivate sector.

Benefits that strike a chord include:

Working on interesting issues

Devising cutting-edge solutions for todays(and tomorrows) problems

Salaries (and promotion schedules) that are


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competitive with private industry

Tap alumni who have interesting federal jobs(such as an astronaut) to both inspire current

engineering students and inform them of the

range of opportunities within federal agencies.As with other students (and particularly withthis audience) putting a face on the govern-ment can debunk concerns about bureaucracy

and red tape and pique interest.


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Appendix I: Methodology

The Partnership for Public Service, in con-junction with KRC Research andiModerate, conducted a three-pronged study.

Pilot School Students

A quantitative survey of students at all six of theCall to Servepilot schools was conducted in theFall of 2005. The schools were selected as part-ners because of their diversity in geography, size,academic programs and student demographics.In addition, the student populations at someschools were ideal for achieving a specific goal ofthe Call to Serve Recruitment Initiative: exploringthe most effective recruitment strategies forHispanics, African-Americans and engineers.

Web-based surveys were emailed to all juniorsand seniors in each of the pilot schools, exceptonly to engineering and language students atOhio State. The surveys were also sent to allgraduate level engineering students at all partici-pating schools, except at Clark Atlanta, wherethere is no graduate level engineering program.In total, 3,274 juniors, seniors and graduate stu-dents responded, as seen on the opposite page.

The survey was conducted online using the fullstudent sample provided by each pilot institu-tion. In addition to closed-ended questions,approximately 40 students at each pilot school(except at Stanford) participated in an onlinechat with a trained interviewer to provide con-text and explore student responses further.

Based upon the methodology, there are a few

key facts to keep in mind while reading thereport:

The total combined schools sample wasweighted such that each school has an equalvalue one sixth of the combined sample.Individual school, Hispanic, African-

American and engineering data are notweighted.

Unless otherwise noted, combined school,

individual school, Hispanic and African-American survey results exclude graduate stu-dents and non-U.S. citizens. The engineeringsample includes all junior, senior and graduateengineering majors.

Seventy-three percent of Hispanics in the totalsample are from the University of NewMexico, 64 percent of African-Americans arefrom Clark Atlanta University, and 73 percentof engineers are from Ohio State University

and Stanford University.

At Clark Atlanta and the University of NewMexico, graduate students in public adminis-tration were surveyed, but the number ofrespondents was too small to include in ouranalysis.

Pilot School Faculty & Advisors

A qualitative survey of faculty at the six pilotschools was conducted simultaneously with thestudent survey. Eighty-three total faculty inter-views were conducted by phone across theschools. The interviews included both open andclosed-ended questions, similar to those asked ofstudents.

The number of faculty/advisor respondents was:

Clark Atlanta University 9

The George Washington University 14

Louisiana State University 13

Ohio State University 19

Stanford University 15


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University of New Mexico 13

Control or Students Nationwide

Finally, to ensure that the pilot schools weresimilar to schools nationwide, a quantitative sur-vey of 400 college juniors and seniors nation-wide was also conducted. The survey wasadministered online using a recently updatedpanel of college students. In addition to closed-ended questions, approximately 40 studentsfrom the control group participated in an onlinechat with a trained interviewer.

The trends for all of the key findings are consis-

tent across the two populations making this arepresentative sample.

However, students in the control group aresomewhat less interested in and knowledgeableabout federal employment than pilot school stu-dents, and control group students are somewhat

more focused on private sector employmentpost-graduation while pilot school students weremore divided between the private and nonprofitsectors. In addition, pilot school students aremore than twice as likely to report having seeninformation about federal careers on campusrecently, and they are more likely to know some-one or have a family member with federal gov-ernment work experience.

The explanation for these variances is likely

multi-faceted. Pilot school students are attend-

Population Distribution of Survey Respondents

CombinedClark

AtlantaGW LSU OSU Stanford UNM

Total number sur-

veyed (junior, seniors,graduate students)

3,274 224 457 766 583 603 641

Juniors and seniors(noncitizensexcluded)

2,700 * 204 386 704 532 291 583

Engineers (juniors,seniors and graduatestudents)

1,001 6 54 124 376 350 91

Hispanics (juniorsand seniors, U.S.

citizens)

254 0 11 11 11 35 186

African-Americans(juniors and seniors,U.S. citizens)

312 201 14 48 16 22 11

* The weighted combined pilot school = 2,657


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ing universities that are participants in the largerCall to Serveprogram, which has been promot-ing government service on college campuses forthe past four years. Moreover, as part of the pilot

project, students may have recalled informationfrom exposure through initial pilot activities ontheir campus. Respondents at The GeorgeWashington University, perhaps because of itslocation in Washington, D.C., were comprisedof a disproportionately high number of politicalscience majors, who as a group express greater

awareness and interest in government opportu-nities. Finally, a large proportion of respondentsat Clark Atlanta University and the University ofNew Mexico were African-American or

Hispanic, and these minority groups tend toshow greater interest in federal jobs.

While these variances are important to consider,the overall story and implications of the studyhold true for both pilot school students and stu-dents nationwide.


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Appendix II: Clark Atlanta University

C lark Atlanta University is a HistoricallyBlack College with a rich history. Since itsfounding, its mission has been to provide a qual-ity undergraduate, graduate and professionaleducation to a predominantly (currently 99 per-cent) African-American student body.

When it comes to federal careers, Clark Atlantajuniors and seniors are relatively informed aboutthe opportunities within the federal government.Fifteen percent say they feel extremely or veryknowledgeable about federal careers. In fact, thislevel of knowledge is second only to that of

George Washington University juniors and sen-iors, who are located in the heart of the nationscapital (27 percent).

Clark Atlanta juniors and seniors also have a

healthy level of interest in federal employment,comparable to that of the combined pilotschools sample. They are open to federal careeropportunities, with two-thirds agreeing that

there are good jobs for them in the federal gov-ernment and nearly half (42 percent) extremelyor very interested in working for the federal gov-ernment.

However, much the same as for African-American juniors and seniors from all of thepilot schools, Clark Atlanta juniors and seniorsneed additional information about federal jobopportunities in order to turn knowledge andinterest into action. Thirty percent of Clark

Atlanta juniors and seniors have taken the nextstep and sought information regarding federalcareers, but there is much potential to educateeven more students.

0% 20% 40% 60% 80% 100%

Very likely

Somewhat likely

Not very likely

Not at all likely

You do not have to relocate toWashington, D.C. to work in the federal government

You can make a differencein a federal job

Federal jobs allow you to solveproblems for others and help yourself advance

Some federal agenciesprovide loan repayment

Government provides agood work life balance

56%33%

68%19%

50%33%

40%32%

55%29%

Here are some statements that people have made about the federal government. For each statement,please tell me if it is very likely, somewhat likely, not very likely, or not at all likely to encourage youto consider career or internship opportunities in the federal government. Percent Clark Atlanta jun-

iors and seniors. (N=204)


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I dont really know much about workingfor the government, but when I thinkabout it, I think of people in D.C ... Idont really know what there is to do asfar as jobs working for the government.


Communications for the campaign at this uni-versity should focus on compensation and spe-cific opportunities. Among Clark Atlanta juniorsand seniors, the biggest barrier to consideringfederal employment is the fear that federal gov-ernment salaries are not high enough (45 per-cent say this is a major concern). Clark Atlantajuniors and seniors also worry their skill setsmay not be a good fit with the federal govern-

ment (44 percent) and admit they are not awareof the careers available (44 percent) within thefederal sphere.

Although Clark Atlanta juniors and seniors arediscouraged by low wages (as evidenced above),they are also strongly compelled by high salaries.The governments good pay (87 percent say it is

a major reason to want to work in the federalgovernment) and benefits (87 percent), as wellas the advancement opportunities (87 percent)and the opportunity to make a difference (82

percent) are the messages that juniors and sen-iors find most persuasive. They also need gener-al reinforcement that the federal government isactively recruiting them and offers good, inter-esting jobs.

In terms of specific messages to use for ClarkAtlanta students, statements about student loanrepayment, work life balance, and problem solv-ing and personal advancement resonate. Sixty-eight percent of Clark Atlanta juniors and sen-

iors (more than for any other pilot school)found a statement on student loan repaymentvery likely to encourage them to consider federalemployment opportunities.

The federal governments response to HurricaneKatrina prompted more than a third of Clark

0% 10% 20% 30% 40% 50%




Personal politics differ from those in powerNever thought about it



Too much bureaucracy




Salaries not high enough 45%

44%

44%

39%

37%

37%

34%

31%

27%

25%

22%

41%

Below is a list of reasons that some people might have for not wanting to work for the federal govern-

ment. Indicate for each if it is a major reason you would not want to work for the federal govern-ment, a minor reason, or not really a reason. Percent Clark Atlanta juniors and seniors saying amajor reason. (N=204)


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Atlanta juniors and seniors (35 percent) toreconsider a possible career within the federalgovernment. In addition, the response has rein-forced some of the negative impressions students

already hold of the federal government.

Well honestly as a minority and awoman, I dont feel that the governmentis on my side, but I have felt that waylong before Katrina hit. However, I feelthat the first step in changing anything isby allowing people who can shake thingsup a bit the same opportunities as any-one else. Things could change if more

people who look and think like meworked for the government.


Professors and advisors will play a key role incommunicating to Clark Atlanta students thebenefits of federal employment. More than anyother source, including parents, Clark Atlantajuniors and seniors mention their professors (76percent) and academic advisors (76 percent) asmain sources for career guidance.

0% 15% 30% 45% 60% 75%

Idealist.org

USAJobs.gov

Monster.com

Newspaper

Public service or community service center

Alumni of your university

Classmates or friends

General Internet

Campus career services center

Parents

Relatives or family friends

Academic advisors

Professors 76%

71%

66%

63%

63%

59%

57%

47%

47%

46%

43%

25%

76%

Below are a number of different sources that people could use when considering their career optionsor when searching for an internship or job. For each of the sources below, please indicate how likelyyou personally would be to use that source for career guidance or opportunities. Percent ClarkAtlanta juniors and seniors saying extremely or very likely to go to that source. (N=204)


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Appendix III: The George Washington

Univeristy

As a university located in the heart of thenations capital, it is no surprise that the

students at The George Washington University(GW) are by far the most knowledgeable aboutand interested in job opportunities within thefederal government. Due to its proximity tomany government institutions and constantexposure to individuals who currently work inthe federal government, GW juniors and seniorsare the most interested in federal careers (53 per-cent extremely or very interested). These stu-

dents need reinforcement and more specificinformation not persuasion to see the federalgovernment as a place for them and to turninterest into applications.

Just over one-quarter (27 percent) of GW jun-iors and seniors feel extremely or very knowl-edgeable about federal careers. Moreover, sevenin ten (70 percent) feel there are jobs within the

federal government that are right for them andsix in ten (61 percent) have sought informationabout federal employment, again more than anyother pilot school.

We are a big political science school.People come to school in Washingtonbecause of the government job opportu-nities.

GW student

When considering a career in the federal govern-

ment, GW juniors and seniors find interestingissues (88 percent saying it is a major reason)and the opportunity to make a difference (77percent) as the most compelling reasons to work

0% 25% 50% 75% 100%

Exciting people to work with

Good pay

Good work life balanceServing your country and community

Job security

Opportunity to travel

Advancement opportunities

Challenging job with responsibility

Good benefits like health care, retirement

Ability to help people

Opportunity to make a difference

Working on issues that interest me 88%

77%

76%

74%

72%

66%

66%

62%

56%55%

53%

43%53%

Below is a list of positive reasons that some people might have for wanting to work for the federalgovernment. Indicate for each if it is a major reason you would want to work for the federal govern-ment, a minor reason, or not really a reason. Percent GW juniors and seniors saying a major reason.(N=386)


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in the federal government. The benefit of agood work life balance also resonates well withthese students.

However, despite high levels of knowledge andinterest, GW juniors and seniors feel over-whelmed by the multitude of opportunitiesavailable. Additionally, they worry that federalgovernment salaries are not high enough (47perc

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Back to School Rethinking Federal Recruiting on College Campuses-[2006.05.14]

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