Accomplished [X] as measured by [Y] by doing [Z]

Laszlo Bock is a former SVP of People Operations and Senior Advisor at Google, and the author of Work Rules!: Insights from Inside Google That Will Transform How You Live and Lead. His LinkedIn piece shares his personal formula for crafting a winning resume.

Accomplished [X] as measured by [Y] by doing [Z]

The formula could be applied to crafting winning college applications. But I think it also could help students evaluate just how much of an impact they’re making in and out of the classroom. You don’t have to be the president, MVP, or first chair to make valuable contributions. Even the role player in the club, the recipient of the Coach’s Award for effort rather than playing time, or the consummate good natured oboe player who isn’t the best musician can still be vital to the spirit and success of their respective groups. If you consider how your participation fits into the formula (which pairs well with my advice here on how to measure impact), you’ll contribute more to—and get more from—your chosen activities.

Suggested 2017 activity adjustments

One of the most prevalent symptoms of college admissions mania is overscheduling. Too many kids just have too much to do. And while you can’t decide to stop going to school, and you probably shouldn’t decide to stop studying, it’s possible that some of your activities just aren’t adding much to your life. And if they aren’t adding value for you, they won’t bring value to your college applications.

As you begin 2017, I’d encourage every student, especially those freshmen, sophomores, and juniors who may still be exploring and identifying which activities mean the most to them, to evaluate how you are choosing to spend your time and to consider doing less.

I’ve written extensively about the dangers of overscheduling, and the potential value of quitting. So for those who are new or who weren’t readers when these posts went up on the blog, here are a few suggested reads to get you up to speed.

First, a past post on how to evaluate your activities.

Here’s one that illustrates the college admissions risk of overscheduling, and another to help you identify if you’re too busy being busy.

Here are two posts, here and here, on the potential value of quitting, and a third that encourages you to make sure that the benefits of quitting for you don’t become punishments for other people.

Chosen and done right, your extracurricular activities should be among the most enjoyable parts of high school. But getting there can sometimes mean making adjustments. You don’t always know whether or not an activity will make you happy when you start it. So use this fresh start of 2017 to take a look at what you’re doing and decide if you might benefit from making different—or fewer—choices about what to do.

Five benefits of holiday jobs

The holidays offer a great opportunity that many high school students overlook—the chance to work a part-time job. Many local businesses, especially stores and retail outlets, will hire seasonal part-time or even full-time workers to help out during the busy holiday season. Beyond the obvious benefits of earning extra money (a nice bonus if you’ve got gifts to buy), here are five advantages for high school students who get a job.

1. You’ll get work—and life—experience.
In addition to the work experience to put on a resume (a big advantage for a 16- or 17-year-old, especially one who’s never held a job), there’s something to be said for experiencing another part of the world outside of high school, especially one that doesn’t involve the expense of a formal program or extended travel. If you work for two weeks at the mall, a warehouse for an electronics dealer, or the local Christmas tree lot, you’re going to learn and experience things that you can’t find in your day-to-day high school life. And believe it or not, most college admissions officers would much rather read an essay about how you learned to successfully get Christmas tree sap off your hands than one about how traveling to France “broadened your cultural horizons.”

2. You’ll gain confidence.
I don’t care where you work or what you do—if you work hard and do a good job, you’ll earn some confidence along with that paycheck. I’ve worked with many students who talked about how working the drive-through window, answering the phone, or working a cash register actually helped them become less shy. And even reasonably outgoing students become even more so when they take that skill and bring it to work with them. The ability to introduce yourself to someone you don’t know, to look someone in the eye, to stay calm and composed under pressure—all of these are examples of confidence that can be learned or improved in the workplace.

3. You’ll learn to sell.
Yes, one type of selling is interacting with customers who are considering buying this toy, blouse, phone, etc. But when you make an unhappy customer feel better, you just sold them on a new perspective. When you share a new idea with your boss that she agrees with, you just sold her on your suggestion. When you win over your co-workers and work hard enough to earn their respect, you just sold them on your worth as a new member of the team. If you can get good at selling—in all its forms—you’ll have plenty of jobs and other exciting opportunities waiting for you in the future.

4. You’ll work with people who are different from you.
You can certainly learn how to work with people in your high school clubs and organizations, but almost all of those people are fellow high school kids. My first job at age 16 was washing cars at a limousine company. I worked for a boss who was openly gay (that was notable in my town in 1989), with a co-worker who spoke only Spanish, and with several drivers who brought real life worries to work about paying their bills and feeding their families. These weren’t experiences I was getting while sitting in class all day and playing soccer in the afternoon. Plenty of high school students I’ve met talk about wanting to break free of their high school bubbles and experience something different when they go to college. But you don’t have to wait, and you don’t have to travel, to do it. Scoop ice cream, take tickets at the movie theater, or process inventory in a stockroom, and you’ll meet, work with, and learn from people that you wouldn’t have the opportunity to do so otherwise.

5. You’ll learn more about how to be successful outside of high school.
The world doesn’t look or work like high school. Everything isn’t measured by a grade. You don’t know what’s going to be on the test because the test is happening all the time. And often, there’s not even a right answer. If you want to be successful, no matter what field you hope to enter one day, you’ve got to work hard, figure out what’s valued, solve interesting problems, lead people, add value, prove your worth, and make yourself indispensable. I don’t care how good or bad your GPA and your test scores are, they don’t measure everything. And the working world offers a treasure trove of lessons that you can’t get in any AP class.

Passion projects

My mother-in-law’s 70th birthday party this year was an outdoor affair that featured a jazz quartet. All four musicians were high school students from two different schools. They’d found each other when two members posted an ad online looking for high school musicians interested in playing gigs and earning extra money. They were fantastic. And they looked like there was no place they’d rather be on a Friday night than playing their favorite jazz tunes to a crowd whose average age hovered around 60.

That small quartet encapsulated a lot of what colleges want to see from students, and what it takes to be successful.

Initiative: two students had an idea and did the work to make it happen.

Passion: they obviously love to play jazz.

Responsibility: they routinely make and keep their promises to each other and to the people who hire them.

Impact: they’re great musicians, and the party would not have been the same without them there. And I’m sure they make the same impact wherever they’re invited to play.

Individuality: I know a lot of students who play in high school jazz bands (these four girls play in theirs, too). But not many have taken that interest and channeled it into an entrepreneurial part-time job.

Likeability: they were likeable in person, and by demonstrating the traits above, they’ll be likeable on paper during the college admissions process.

I would be shocked if I learned that they were doing any of this just to put it on their college applications. But if I were their college counselor, I’d make sure they featured this passion project prominently.

Lighting you up or burning you out?

Arguably the greatest hockey player who ever lived, Wayne Gretzky, believes that one of the worst things to happen to the game has been year-round hockey [for young athletes]. As described in this NPR story, To Get A College Scholarship: Forget The Field, Hit The Books, many high school athletes now play their sports year-round, with clubs, select teams, traveling teams, etc. in the hopes of winning a college scholarship. But only 2% of high school students earn athletic scholarships.

I wouldn’t suggest that any athlete abandon his or her dream based on one news story like this. But the athletes who ultimately earn the scholarships aren’t just among the best in their respective sports; they’re also those who love the game, who willingly participate year-round because they can’t imagine spending their time any other way. Their sports light them up without burning them out.

The best reason to participate in a sport—or any extracurricular activity—is because you actually enjoy it. High school kids are increasingly overworked and overscheduled, and sports should be something to look forward to, not something to plod through as yet another obligation. A college coach doesn’t want to offer a scholarship to a burned out player who’s just hoping for an admissions payoff. They want the athlete who will bring his or her love for the game with them, and continue that commitment once they get to college.

There’s nothing wrong with playing a sport year-round if it makes you happy. But the pursuit of a college scholarship isn’t worth dogmatically pursuing a sport that has stopped lighting you up and started burning you out.

The care formula

We’re always preaching to our Collegewise families that there is no magic list of activities that look good to colleges. The student who seeks leadership positions or completes community service hours driven only by the desire to “look good to colleges” just isn’t as compelling of an applicant as those who threw themselves into—and made an impact doing—things they really enjoyed.

Collegewise counselor Nandita Gupta read 8,000 applications as an admissions officer at Stanford. During our recent webinar on highly selective college admissions, she shared this observation about why it’s so important to choose activities because you love doing them, not because you hope they will get you into college.

“If you don’t care about it, there’s no way an admissions officer will care about it. The students that we, as admissions officers, care the most about are the ones who care the most about what they’re doing.”

Whenever you start to wonder if you’re doing activities that will help you get into college, go back and read that quote. Ask yourself how much you care about what you’re doing. And if you don’t like the answer, find things you care more about. You’ll be a happier, and more successful, college applicant.

Leave bigger shoes to fill

Many high school students began this year in leadership positions—editor of the yearbook, president of the student body, captain of the football team, etc. You should be proud that you earned the trust and respect of those who put you in charge. But it’s also important to remember that getting the position is just half of your leadership story that colleges will want to know about. The other half will be what you do in that role.

If your version of leading is to hold meetings and do the same things in the same ways that the leader before you did them, that’s not a compelling story. Leaders see potential and help others see it, too. At the end of your tenure, you and your members should be able to look back proudly and fondly at what you accomplished together. And that should challenge the next leader to do the same.

If you’re committed to leaning into your leadership role, here are a few questions to consider. Think about them, and pose them to those you work with if you’d like.

1. Who are your customers?
Every organization serves someone. The student government exists to serve their fellow students. The Gay/Straight Alliance exists to serve LGBT students and their allies. And plenty of organizations exist to serve their own members in part or in full, like the baseball team, the Improv Club, or the Math Team. But your organization needs to know who it’s serving, and your leadership needs to be clear about it. Then you can chart your path and make decisions from the frame of “How will this be good for those we serve?”

2. What would a successful stint look like?
People like to work together towards a common vision of success. The leadership team needs to paint that picture. If your group did a fantastic job this year, what would that look like? How would you measure it? Number of wins? Total funds raised? Members recruited? Initiatives successfully completed? If you think this doesn’t apply to your group, then ask the reverse question—what would a terrible year look like? If you run the DJ Club and can’t picture what success looks like, it’s pretty easy to figure out what failure looks like—unhappy members, people quit, the club needs to disband, etc. Then get to work defining the opposite of that vision—happy members, more people attending meetings, a flourishing club that’s established and appreciated on campus, etc.

3. What will you do today?
Vivid portrayals of future success are inspiring, but they can also be fleeting. If you don’t make immediate progress, the inspiration fades. The vision becomes all talk. And the goals start to seem unreachable. So once your group agrees on what you want to accomplish tomorrow, decide what you’re going to do today to start marching toward that goal. Maybe you need to recruit more members, or start pre-season conditioning workouts, or focus your rehearsal efforts to prepare for the upcoming school talent show. Today’s actions lead to tomorrow’s goals. And the lift you’ll get from those mini accomplishments along the way will keep you and your organization striving.

Your goal as a leader? Help others see the potential for things to be better, happier, more fun, safer, etc. for those you serve. Channel that enthusiasm into actions you can take today. If you do it right, not everything you try will work (that’s an inherent risk of trying new things). But you’ll almost certainly leave bigger shoes to fill at the end of your leadership stint.

For more on leading, managing, and why the two are not the same, check out Marcus Buckingham’s book, The One Thing You Need to Know.

When good for you is bad for others

I’ve written often here that I think quitting gets a bad rap, especially in high school. Not all quitting is good, but successful people quit things all the time. They’re just strategic about what and when they do it. That’s why I’ve never heard a college say that they would prefer that students plod through an activity they can no longer stand just to prove that they don’t quit.

But there’s one important quitting consideration I hadn’t thought of as it pertains to high school students. Are you breaking a commitment that you’ve made, and if so, will this negatively affect other people?

If you committed to a team, job, role, position, etc., what would happen to those people if you were to leave? Will the volleyball team be without its starting setter? Will your boss now have nobody to cover your shifts? Will the student council be without a treasurer? There’s a reason they call it honoring a commitment, and while I do advocate good quitting as a way to keep yourself engaged and happy, you don’t want what’s good for you to be bad for other people unless it’s absolutely unavoidable.

If you’re considering ending a commitment before its natural conclusion, here are a few things to consider to help you make that transition responsibly. No college admissions officer I’ve met would want you to stay in something that makes you miserable, but they’d also like to see that you appreciate the gravity of a commitment even when it’s no longer paying you back.

1. Talk to someone in charge.
Instead of just up-and-leaving one day, start by talking to your coach, boss, advisor, etc. Make it clear that you’re considering doing something else, but more importantly, be honest about your reasons. Sometimes it feels better to get things out in the open, and it’s possible that the person in charge might help you find a way to help you reengage happily. But even if that doesn’t happen, having the potentially difficult conversation is the right thing to do—and you’ll get credit for being responsible and mature enough to bring it up before you walk out.

2. Ask how you can best leave with minimal disruption.
If it’s clear that it’s time for you to go, ask the person in charge how you could best leave with minimal negative effects on the team, group, co-workers, etc. Maybe you can stay another couple weeks until they find a replacement? Maybe you can take the time to teach someone else how to do what you’ve been doing? Maybe you can finish your current project before you depart? Just asking the question shows that you’re honoring your commitment. And if you help make the departure as smooth as possible, you’ll probably end up leaving on good terms. Which brings me to…

3. Commit to being a part of the transition.
One smart way to leave a commitment behind is to make a new commitment to help with the transition. Offer to help find a replacement. Train the new person. Write down everything you’ve been doing and how you’re doing it so the replacement can get up to speed fast. I write often about leaving behind a legacy. And helping with a transition will change a legacy that could have been “She left us when we needed her” to “She made sure we were okay before she left.”

These steps won’t necessarily apply to every scenario. Sometimes, circumstances dictate that you have to end a commitment immediately whether or not you’d like to. But as much as I encourage high school students to commit to activities that make them happy and to leave behind those that don’t, once you make those commitments, think twice before you do something that’s as bad for others as it will be good for you.

What happens next

Some college admissions strategies gain a reputation in admissions circles as just that—a strategy to gain admission, rather than a sincere reflection of an applicant’s passion. Expensive pre-college programs at prestigious universities, summer trips to far-flung lands in the name of relief work, internships (often secured through parent connections) at famous firms—not every student who does these things is trying to game the system. But admissions officers have a keen eye for separating sincere, substantial commitments from those completed for the sake of adding them to a college application.

The new flavor? Starting non-profits.

Starting a non-profit isn’t the hard part. Sticking with it, doing the hard work to fulfill the mission, showing up again and again to help those the non-profit ostensibly exists to serve—that’s the hard part.

If you’ve thought about starting a non-profit in the interest of impressing colleges, please know that colleges will be far more interested in what you and your non-profit do after starting.

And if you’ve identified a cause or group you’d sincerely like to help, you might consider joining an existing program if one exists. There are hundreds of non-profits, volunteer groups, or even just circles of like-minded citizens who are already doing the work to help those who need it.  You can bypass all the paperwork, red tape, and preliminary start-up steps and instead jump right in and start helping.

I applaud any student who finds the time and energy to help people, including those students who found organizations committed to causes they care about.

But like most work worth starting, what happens next is what matters most.

What gets measured gets managed

Activity sections in college applications look different than they used to.

In the years before I started Collegewise in 1999, many applications simply asked students to list each activity, along with any titles or associated recognition. But that made it difficult for a college to tell how committed a student had really been to one activity over another. They could see glimpses of where the student had enjoyed success. But without asking for more information, the message most applicants received was that the more activities they could list, the better.

That changed when colleges started asking for details about a student’s actual time spent participating. They asked students to list not just the years (grades 9-12) spent, but also to estimate the number of hours per week and weeks per year. That allowed colleges to differentiate between an activity in which a student had really spent significant time participating, and those that were short-term, comparatively less important commitments.

Colleges also began to make it clear that they weren’t looking for well-rounded applicants; they were looking for well-rounded classes. A student who participated in a variety of activities was less appealing than one who focused on a few substantial commitments. Colleges even came up with a term to describe the opposite of the well-rounded but unfocused applicants: “angular” students.

But the measure of time is imperfect. And as is often the case, what gets measured gets managed.

Today, many students ask how many hours of community service are “enough.” They’re more likely to diligently plod through something they don’t enjoy. They hesitate to abandon an activity that’s lost its luster for fear of giving up a demonstrated continuous commitment.

More hours per week, more weeks per year, more years during high school. If that’s what colleges want, that’s what nervous college applicants will give.

The college admissions process isn’t perfect. It’s not always fair either, as is the case with most selection processes that aren’t meritocratic. Dating and hiring work the same way–there’s no infallible process that guarantees the right choice.

But the applications, and the process, are engineered to share as much information as possible, in ways that will help admissions officers make the best choices. And today’s version of the activity section is no different.

Colleges understand that students have limited hours, days, weeks, etc. spent outside of class. How do you choose to spend those hours? Have you experienced any success? Have you made an impact on the people, the organization, or the constituency? Will you leave a legacy when you’re gone, one that will be missed?

And most importantly, have you enjoyed what you’ve done? That’s arguably the most important measurement. A student who lights up when discussing an activity is one who is most likely to channel that passion and those talents into something—similar or different—once they get to college.

It’s not about how many activities you do. It’s not about how many hours you spend doing them. It’s about whether or not you have the initiative, curiosity, and work ethic to commit to things you care about. It’s about how you use your inherent talents to make an impact. And most importantly, it’s about you. Your interests are an important part of what make you interesting. That—the entire collection—is what colleges are trying to measure.

They don’t always measure it perfectly. But if you know that’s what they’re evaluating, you can make good decisions to help you manage what’s being measured.

Here’s a past post with more on how to evaluate your activities, another about impact and how to measure it, and a final one about how interests make you interesting.