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Williams, a Fortune 500 energy company, bases its college recruiting and early‑career hiring on NACE’s Career Readiness Competencies.
According to Williams’ HR Program Manager Paige Cole, the company places particular emphasis on “communication, professionalism, and critical thinking—areas where candidates often overestimate their proficiency. While many students demonstrate strong technical aptitude, they sometimes lack experience with the specific technologies Williams uses.”
Williams prioritizes learning agility over existing technical expertise. Recruiters look for candidates who can speak knowledgeably about the tools listed on their resumes and demonstrate the ability to learn quickly.
“Technical skills can be taught, but the capacity to learn effectively is a key differentiator,” Cole says.
Before interviews, Williams provides candidates a handout outlining the competencies to be evaluated and expects them to prepare by researching the company and formulating thoughtful questions. Preparation is typically evident during the interview process.
Williams’ recruiting process includes two primary channels:
- Campus engagement—Recruiters meet students at career fairs and student organization events to discuss skills needed for rotational, internship, and direct‑hire roles.
- Online applicants—For candidates not met on campus, recruiters rely heavily on resume indicators of leadership, work experience, and involvement in organizations or volunteer activities—strong predictors of soft‑skill capability.
Because technical skills are often basic for entry‑level applicants, Williams places greater weight on candidates’ motivation, engagement, and willingness to learn. The internship program reinforces this approach by integrating communication, professionalism, and critical‑thinking development throughout the summer.
Cole recommends several practices for teams adopting skills‑based hiring:
- Learn the NACE competencies—Williams transitioned to them after mixed results using internal competency models.
- Start small—Focus initially on one or two competencies where skill gaps are most evident.
- Educate leaders—Ensure leaders understand the prioritized competencies and how interns and early‑career hires will be evaluated.
Although Williams has long maintained strong skill‑based job descriptions, Cole explains that “the key shift has been in how recruiters and leaders communicate expectations to students—emphasizing required skills, potential gaps, and the importance of ongoing development for career progression.”
