BeautyLink - Volume 9 Issue 2 - 13

obtained by, graduates of the school's
degree or certificate programs.
Also, schools must identify the source
of the placement information, plus any
timeframes and methodology associated with it.
When an institution advertises job
placement rates as a means of recruiting
students to enroll, it must make this data
available to prospective students; at or
before the time the prospective student
applies for enrollment. Here are a few
items that need to be made available:
* The most recent data regarding the graduate's employment if relevant to the field
in which they obtained their degree.
♦ Remember to include any applicable methodology in obtaining this
information
* The most recent available information
regarding the types of employment
obtained by graduates, such as full-time,
part-time, contract, etc.
♦ Must also include any applicable methodology in obtaining this information
* Any other information necessary to substantiate the truthfulness of the advertisements from the point of view of the
"reasonable" consumer, including, but
not limited to:
♦ Applicable Student/Graduate
Testimonial Affidavit
- Express vs. Implied Claim
substantiation
♦ Privacy Policies and Terms
♦ Sufficient Evidence to Support
the Advertising Claim (i.e. survey
results, etc.)
♦ Consumer Disclosure Information
* Relevant state licensing requirements
for the profession which the course
of instruction is designed to prepare
students.

PHASE TWO -

Third Party Verification

With an understanding of the regulatory
environment, the next phase explores four
simple ways to go the "extra mile" in providing detailed reporting of employment verification. While assisting in placement can be a
struggle, proper reporting is just as important
to validate the hard work it takes to assist
individuals after graduation. Whether you
work in-house or with a third-party verifier,
remember to record all follow-up attempts
and verifications of the following areas:

Job Description
A job title is not always enough to collect. Titles can sometimes be vague; even
when they are not, they cannot completely

define an individual's role in employment.
For example, a cosmetology graduate
working at a beauty salon does not necessarily prove the individual is utilizing the
skills learned during his or her program.
Identifying the graduate's tasks or responsibilities can more clearly relate education
to professional status.

Hire Date and Duration
A hire date can validate the education
an individual received. Showing that hire
dates are within a reasonable amount of
time following program completion offers
relevance in the education choice made by
the individual.

Contact Information
Always cite your sources. If you are meeting with a supervisor that is verifying the
employment of one of your graduates, get
their name. If you are talking to them on the
phone, be sure to record the phone number
that you used to reach them. This information is crucial in the event of an audit, as
the auditor will most likely be utilizing that
same information you collected during your
graduate employment verification process.

Get Employer Feedback
Employers may offer some constructive
criticism on your modules. For example,
maybe there are newer standards employers seek during the hiring process. This
feedback can help enhance your programs,
keeping them up-to-date with the trends of
the industry, and keep your graduates best
prepared when trying to enter the workforce.
Feedback can also help with maintaining
employer relations, especially being alerted
to any potential openings that employers may
have that can be filled by your graduates.
But what happens when you have an
unverified graduate? One major obstacle
when it comes to graduate reporting is actually finding them. Some third-party verifiers can help with this process and expand
on your own efforts with access to new
employment databases. On the other hand,
if you encounter a graduate with an "unemployed" status, it is important to have a process for following up with these individuals.
Whether the communication is done inhouse or through a third-party, you may
consider providing placement assistance or
additional time to seek employment.
Occasionally you will find graduates
who are not going to work in their field
for a valid reason, such as active military
duty or continued education. A Waiver of
Placement, indicating that said graduate
does not wish to or is unable to pursue

employment in regards to the field in which
they obtained their degree, should be
recorded for these individuals. An example
to consider: If a massage therapy student
graduates with a certificate in Massage
Therapy, but later is steadily and happily
employed in accounting, then a waiver of
placement would apply because he or she
would most likely not be using the earned
certificate in Massage Therapy. Remember
to collect details on timeframe and written
& electronic signatures for your records.

PHASE THREE - Data for
Institutional Improvement

Finally there are several changes you
can make in this phase to improve your
graduate data. Start with refining graduate
questionnaires to address report "buckets".
Layer questions to collect as much information as possible. Offer multiple choices
and prioritize most important information
at the beginning.
If you are using a third-party, make sure
this relationship is clear to all graduates
and develop a formal methodology statement on how you gather graduate information for your accreditor. Obtain signatures
of approval for contacting a graduate's
employer during the exit process. Explain
the "why" to help improve your process for
confirming and processing your graduates.
Be openly communicative with students on
the information you want to collect, why
it will be collected and any confidentiality
requirements.
As regulators and accreditors focus more
on the final chapter of the student life-cycle
it is important to start optimizing your process now to gather more accurate graduate data. Hopefully these three phases will
serve as a starting point to help your team
navigate through the challenges of employment verification. Whether you manage this
process in-house or through a third-party
vendor, it's time to prepare for the changing environment and be vigilant with your
compliance.
Shawn Graybill brings
10 years of marketing/
compliance experience
as the Director of
Business Development
at IntegriShield. In this
role Shawn ensures brands practice
consistent and compliant messaging
strategy. He helps implement new,
progressive strategies that produce, on
average, 52 percent cost-savings and
improve the quality of outcomes for
education and non-education industry.
BE AUT YLIN K | ENH ANCI NG EDUCATIO N | 20 1 7 |

13



Table of Contents for the Digital Edition of BeautyLink - Volume 9 Issue 2

Message from the AACS President and CEA Chair
And Then There's Compliance: How Much Does it Cost?
Going the Extra Mile in Employment Verification
AACS 2017 New Directions
Workings of Washington: President Trump's First Budget
Creating Efficient Communication in Education
The Feedback Loop and its Influence on Assessment Design
Voices From The Classroom
How to Create a Powerful Presentation
Beauty Changes Lives
People & Places
New Products & Services
Associate Member Profiles: Education
New School Members
Upcoming 2017 Events
Index to Advertisers
Advertiser
BeautyLink - Volume 9 Issue 2 - bellyband1
BeautyLink - Volume 9 Issue 2 - bellyband2
BeautyLink - Volume 9 Issue 2 - cover1
BeautyLink - Volume 9 Issue 2 - cover2
BeautyLink - Volume 9 Issue 2 - 3
BeautyLink - Volume 9 Issue 2 - 4
BeautyLink - Volume 9 Issue 2 - 5
BeautyLink - Volume 9 Issue 2 - 6
BeautyLink - Volume 9 Issue 2 - 7
BeautyLink - Volume 9 Issue 2 - Message from the AACS President and CEA Chair
BeautyLink - Volume 9 Issue 2 - 9
BeautyLink - Volume 9 Issue 2 - 10
BeautyLink - Volume 9 Issue 2 - And Then There's Compliance: How Much Does it Cost?
BeautyLink - Volume 9 Issue 2 - Going the Extra Mile in Employment Verification
BeautyLink - Volume 9 Issue 2 - 13
BeautyLink - Volume 9 Issue 2 - AACS 2017 New Directions
BeautyLink - Volume 9 Issue 2 - 15
BeautyLink - Volume 9 Issue 2 - 16
BeautyLink - Volume 9 Issue 2 - Workings of Washington: President Trump's First Budget
BeautyLink - Volume 9 Issue 2 - 18
BeautyLink - Volume 9 Issue 2 - 19
BeautyLink - Volume 9 Issue 2 - 20
BeautyLink - Volume 9 Issue 2 - Creating Efficient Communication in Education
BeautyLink - Volume 9 Issue 2 - 22
BeautyLink - Volume 9 Issue 2 - 23
BeautyLink - Volume 9 Issue 2 - The Feedback Loop and its Influence on Assessment Design
BeautyLink - Volume 9 Issue 2 - 25
BeautyLink - Volume 9 Issue 2 - 26
BeautyLink - Volume 9 Issue 2 - 27
BeautyLink - Volume 9 Issue 2 - 28
BeautyLink - Volume 9 Issue 2 - Voices From The Classroom
BeautyLink - Volume 9 Issue 2 - How to Create a Powerful Presentation
BeautyLink - Volume 9 Issue 2 - 31
BeautyLink - Volume 9 Issue 2 - 32
BeautyLink - Volume 9 Issue 2 - Beauty Changes Lives
BeautyLink - Volume 9 Issue 2 - 34
BeautyLink - Volume 9 Issue 2 - People & Places
BeautyLink - Volume 9 Issue 2 - 36
BeautyLink - Volume 9 Issue 2 - New Products & Services
BeautyLink - Volume 9 Issue 2 - 38
BeautyLink - Volume 9 Issue 2 - Associate Member Profiles: Education
BeautyLink - Volume 9 Issue 2 - 40
BeautyLink - Volume 9 Issue 2 - New School Members
BeautyLink - Volume 9 Issue 2 - 42
BeautyLink - Volume 9 Issue 2 - Upcoming 2017 Events
BeautyLink - Volume 9 Issue 2 - 44
BeautyLink - Volume 9 Issue 2 - Index to Advertisers
BeautyLink - Volume 9 Issue 2 - Advertiser
BeautyLink - Volume 9 Issue 2 - cover3
BeautyLink - Volume 9 Issue 2 - cover4
BeautyLink - Volume 9 Issue 2 - outsert1
BeautyLink - Volume 9 Issue 2 - outsert2
BeautyLink - Volume 9 Issue 2 - outsert3
BeautyLink - Volume 9 Issue 2 - outsert4
BeautyLink - Volume 9 Issue 2 - outsert5
BeautyLink - Volume 9 Issue 2 - outsert6
BeautyLink - Volume 9 Issue 2 - outsert7
BeautyLink - Volume 9 Issue 2 - outsert8
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BeautyLink - Volume 9 Issue 2 - outsert10
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