(cover)
CAREER HANDBOOK 9th edition
TABLE OF CONTENTS Career Services..........................................................................................1
Career Services 22 Solon Campus Center University of Minnesota Duluth Duluth, Minnesota 55812 218-726-7985 Fax: 218-726-6394 carserv@d.umn.edu http://careers.d.umn.edu Julie Westlund Director/Career Counselor Janet Pribyl Assistant Director/Career Counselor Sonja Olsen Career Counselor Mary Gallet Employer Relations Coordinator Pam Merzwski Administrative Assistant Becky Kavajecz Testing/Special Events Assistant The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, religion, color, sex, national origin, handicap, age, veteran status, or sexual orientation. All companies interviewing on campus are equal opportunity employers. The advertisements in the Career Handbook are coordinated by Career Services. The presence or absence of advertisements should not be interpreted as an endorsement, or lack thereof, of any business or service by Career Services. Written by Janet Pribyl and Julie Westlund. Edited by Beth Esselstrom.
Services and Resources.......................................................................1 Important Events ............................................................................... 2 Where Are You in Your Job Search? ...........................................................3 Planning Your Career ............................................................................... 4 Self-Assessment ................................................................................ 4 Other Ways to Assess Yourself .......................................................... 5 Exploring Your Career and Educational Options ................................ 5 Transferable Skills ............................................................................. 6 Decision Making and Goal Setting ...................................................... 7 Informational Interviewing ................................................................ 8 Internships ........................................................................................ 9 The Job and Internship Search ................................................................. 10 Getting Started: Tools for the Job and Internship Search .................. 10 Job and Internship Search Resources ................................................ 10 Cell Phone Use Tips for the Job Search ............................................. 10 Job and Internship Search Strategies ................................................ 11 Smaller Companies........................................................................... 12 On-Campus Interviewing .................................................................. 13 Resume Writing ................................................................................ 14 Action Verbs ..................................................................................... 17 Resume Examples ............................................................................ 18 Effective Career Search Letters ....................................................... 24 Letter Examples ...............................................................................25 Sending Resumes and Letters ......................................................... 29 Developing and Using a Portfolio in Interviews .................................30 Interviewing ..................................................................................... 32 On-site Interviews ............................................................................ 37 Handling Rejection ...........................................................................39 Negotiating Salary and Benefits ...................................................... 40
Layout and design by Becky Kavajecz.
Asking for References.............................................................................. 41
Cover design by Linda Naughton, UMD Print Services.
Deciding on Graduate School ..................................................................43
All rights reserved. No part of this publication may be reproduced without written permission of UMD Career Services. This publication is available in alternative formats upon request. It is also available electronically at UMD Career Services’ web site.
ACKNOWLEDGMENTS We wish to thank the following people for their contributions to the 1991 first edition of the handbook, without which subsequent editions would not have been possible: Lawrence A. Ianni, former UMD Chancellor, for vision and financial support; Kathy Arola, former graduate assistant, UMD Career Services, for initial layout and design; Carolyn Hennings, director, Santa Clara University Career Services, for the model; Andrew P. Ditlevson, assistant director, St. Cloud State University Career Services, for consultation; and Hommey Kanter, retired director, UMD Career Services, for editing.
CAREER SERVICES The mission of University of Minnesota Duluth CAREER SERVICES is to help UMD students and alumni develop, evaluate, and implement their career plans.
Services and Resources Career Counseling - Counselors can help students with all aspects of the career/life planning process, from choosing a major to carrying out a job search. Counselors assist students in gathering information about themselves and occupations and relating the information to career choice. Contact the office to make an appointment. Career Workshops - A variety of programs are held throughout the year on topics including: How to Choose a Major Job Search Information Interviewing Tips Writing Resumes and Cover Letters How to Apply to Graduate or Professional School Check with Career Services for up to date information on dates, times, and locations. GoldPASS - an online resource linking students and alumni to employment and internship experiences. All students and alumni are eligible to register with Career Services using GoldPASS. Registration gives students the opportunity to have their resumes included in a database searchable by employers at their request and to be eligible for on-campus interviews. GoldPASS is sponsored by the University of Minnesota systemwide Career Services offices. On-campus Interviewing - On-campus interviews are scheduled for students seeking internships before they graduate or employment after graduation. A number of organizations participate each year in on-campus interviewing. Additional information about on-campus interviewing is included on page 13 of this Handbook. Check the Career Services’ web site or go to GoldPASS for schedules and up-todate information. Testing - Career Services is the regional testing center for national, state, and local testing programs. Information on graduate school admission tests such as the GRE, GMAT, MCAT, LSAT, OAT, and PCAT and other professional school and national licensure and certification examinations such as PRAXIS and NBCC is available at the office. Career Resource Center (CRC) - The CRC has books, pamphlets, and magazines with information on: Occupations Resume writing & interviewing Career planning Job search strategies Employer profiles Internships
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Employment outlook International opportunities Salary statistics Graduate school programs The materials are useful to determine career direction, research occupations and employers, and prepare for interviews. Come in and browse! Help using the University of Minnesota’s ePortfolio is also available. Minnesota Career Information System (MCIS) - MCIS is a comprehensive web based career and educational planning guide to help Minnesotans of all ages explore their options. MCIS includes self-assessment activities which identify potential job titles and information on: Occupations Study and training options State and national schools Financial aid Job search Employment and Internship Listings - Career Services makes available, through GoldPASS, listings of employment opportunities for graduates, and internships for practical, onthe-job experience for current students. Alumni Contacts - Alumni in many career fields may discuss their backgrounds and career choices with students. For more information, or if you wish to conduct informational interviews or participate in "career shadowing," contact a career counselor. Employer Presentations - Representatives of employers discuss career opportunities within their organizations and distribute company information. Check Career Services’ web site for scheduled presentations. InterviewStream - InterviewStream is a web-based video practice interview system free to UMD students and alumni and available through the Career Services’ web site. Students and alumni can see and hear themselves answer any of 1500+ practice interview questions and view expert interview tips and advice. Visit UMD Career Services’ web site to get started.
Important Events E-Fest - Each fall Tau Beta Pi, National Engineering Honor Society, Beta Chapter at UMD, co-hosts, with Career Services, a job fair which features employers seeking graduates and interns with interests and skills in the engineering, computer science, and other science fields. Graduate and Professional School Day - Each fall Career Services sponsors a fair where representatives from graduate and professional schools nationwide come to campus to answer questions and provide information about their programs, admission standards, and financial aid. Head of the Lakes Job Fair - Every year Career Services sponsors a job fair to help students meet with employers and explore various career options. Representatives from companies and agencies come to campus to discuss specific job and internship possibilities and share general career information with students, faculty, staff, and alumni. Government Job and Internship Fair - Career Services participates in this annual fair, held in the Twin Cities, where representatives from federal, state, and local government agencies meet with students and alumni from the sponsoring Minnesota colleges and universities. University of Minnesota Job and Internship Fair - UMD Career Services co-sponsors, with University of Minnesota career services offices from all four campuses, an annual job and internship fair in the Twin Cities, open to all University of Minnesota students and recent alumni. Representatives from companies and agencies are available to discuss job and internship possibilities and general career information. Minnesota Education Job Fair - Career Services participates in the Minnesota job fair for teachers, an annual spring event held in the Twin Cities. Administrators of public and private schools from throughout the country send representatives to meet with and interview candidates for elementary and secondary positions. Additional Job Fairs - UMD Career Services lists on their web site http://careers.d.umn.edu additional regional and national job and career fairs that UMD students and alumni are welcome to attend.
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WHERE ARE YOU IN YOUR JOB SEARCH? This checklist is designed to help you see if you are "on-target" in your job search and give you ideas about things to do. For each statement, place a check mark in the box if it is true. Tally your check marks at the end. Incorporate into your job search the items you didn’t check. A. What You Know About Yourself and Your Preferences I can clearly state my career goals. I can explain why I chose my major. I can describe my three greatest strengths and give examples to support each. I can describe three weaknesses, or challenges, and explain how I have, or am actively working to, overcome them. I can name my favorite work and non-work activities and why I enjoy them. I can list at least five of my job-related skills and abilities with examples to support each. For each of my most important job related experiences, I can list: five things I did. five things I learned. contributions I made or things I accomplished. I have considered geographical preferences and limitations. I have realistically determined my expenses and the salary range for the positions I am considering.
I have used the following to prepare for interviews: Handouts offered by Career Services. My written answers to common interview questions. Role playing in front of a mirror. Role playing with a friend or other person. InterviewStream offered through Career Services.
B. What You Know About Employers I have researched at least three fields of employment. I can name at least ten employers who might hire a person with my background. I can name at least ten position titles for which I might apply. I know four or five resources to help me find the answers to the questions above. I can name at least four sources of information about potential employers in a particular geographical area. In the past month, I have talked to at least three people who are employed in a field of my interest with the purpose of learning more about what they do. I have filed applications with at least five employers in the past two weeks.
TOTAL SCORE 23 - 30: On the right track. Keep up the good work!
C. Your Job Seeking Contacts With Employers I use more than just advertised job vacancy listings for job leads. I have prepared a resume with which I am satisfied. I have asked many people including employers for feedback on my resume. When I apply to an employer, I address my letter to a specific person. I am familiar with the organizational structure, services, programs, and products of the employers to whom I am applying. I know the questions employers are likely to ask in interviews. I can clearly state why I am interested in working for each employer to whom I am applying.
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NOW WHAT? Add up your check marks for each section and enter the number below: SECTION A: YOURSELF _________ SECTION B: EMPLOYERS _________ SECTION C: CONTACTS _________ TOTAL
_________
TOTAL SCORE 11 - 22: You are doing pretty well. Why not discuss your search with a Career Services counselor? TOTAL SCORE 10 or below: Definitely discuss your search with a Career Services counselor!
NOTES
PLANNING YOUR CAREER Career development is an ongoing process consisting of a continuum of stages or components including: Self Assessment - Identifying your interests, skills, abilities, values, goals, and personal qualities, particularly as they relate to the world of work. Exploration of Career and Educational Options - Increasing your awareness of options by reading career literature, talking with professionals, visiting those involved in the field and researching educational options (majors, course work, graduate and professional study, and additional training). Decision Making/Goal Setting - Making choices to pursue your interests and opportunities in certain areas; securing an internship, cooperative education position, part time job, or volunteer experience in a field of your interest; and conducting informational interviews. Action Taking/Implementation - Putting your decisions into action, conducting an effective job search, and finding employment. Adjustment to Transition/Re-Evaluation - Assessing the transition and formulating new plans; constantly evaluating your choices and continuing the career development process.
Self Assessment The first stage of the career development process is finding out about yourself. Most people think they know themselves fairly well, but when confronted with the need to make choices, they may lack the clarity necessary to find a career that matches their interests, abilities, and values. During the process you will: Evaluate your career and educational options based upon your own characteristics, paving the way for a more informed and satisfactory career choice. Prepare to "market" yourself to potential employers and/or graduate schools.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The following are introductory self assessment exercises designed to help you identify and organize information about yourself. Complete these exercises and discuss your responses with a career counselor, faculty member, family member or friend. 1.
Identify ten activities which you love to do. Mark with an asterisk those items which you would like to include in your career. How might you use these activities in your job?
2.
Complete the Transferable Skills activity on page .6
3.
List your ten top skills and rank them in priority order. To help identify your skills, refer to the lists on pages 6 and 17.
4.
List and rank the ten skills you most enjoy using. Which skills appeared on both lists?
5.
Identify your academic strengths and list courses in which you have done well. In what tasks do you believe you are competent or do very well (i.e., writing papers, taking essay tests, summarizing written materials, working with numerical figures, participating in or leading group discussions, etc.)?
6.
What magazines, journals or newspapers do you read regularly? Do you see any connection between your leisure activities and interests and any future plans?
7.
Read the following list of career values. Rank order the list from 1-16. Use "1" as the most important.
8.
Job security Intellectual tasks or problem solving Receiving sufficient training and supervision Creativity Working with your hands High salary High sense of achievement Self development Working with people Independence Routine activity Variety Working in a friendly environment Physical activity Leadership Advancement
Identify your immediate job needs. Relocation. Is it required? Likely? Necessary to advance? Travel. Is it required? How often? Work Schedule. Consider the number of hours in a typical work week. Will it change after a few years? How flexible are you? How will you balance your work and personal life? Salary. Calculate how much money you need. List your anticipated expenses (i.e., rent, utilities, furniture, transportation, food, phone, clothing, entertainment, insurance, and college loans). Benefits. Consider various companies' medical, dental, retirement, profit sharing, and vacation benefits. What is most important to you at this time?
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Other Ways to Assess Yourself Make an appointment with a career counselor to discuss your interests, plans, and/or concerns. Participate in additional self-assessment activities including the Strong Interest Inventory and the Myers- Briggs Type Indicator, available in Career Services, and talk to a career counselor about the results. Use Minnesota Career Information System (MCIS), a web based comprehensive career and educational planning guide. Obtain the web address, and user name and password to access the system, from Career Services. Enroll in a career planning course: “Major and Career Exploration” or “Strategic Career Planning.” Attend Career Services workshops. Discuss your interests, abilities, and values with faculty members, university staff, friends, parents, and other relatives. Make career planning an integral part of your life!
Exploring Your Career and Educational Options Once you have completed your self assessment, your next step is to explore occupations. You can then make decisions about which careers best fit your interests, values, skills, and abilities.
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There are four basic ways to explore your career options: 1. Read about careers. 2.
Listen to talks or presentations about careers.
3.
Talk with people about their careers.
4.
Secure a job, cooperative education position, volunteer experience or an internship.
The following suggestions may assist you in your career exploration: Attend the Job Fairs and Graduate and Professional School Day sponsored by Career Services. Read written career information available in the Career Resource Center located in Career Services. Participate in Career Services workshops and programs. Try out a career by obtaining a part time, and/or summer job consistent with your interests. Perform volunteer work in your field(s) of interest. Gather first-hand information about subject areas from faculty and administrators and through survey courses in major areas of study. Initiate informational interviews with various career professionals. See page 8. Interview alumni involved in various career fields. Consult with Career Services’ counselors.
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Teaching Coaching
Motivating Sharing credit
Gathering information Solving problems
Providing appropriate feedback
Negotiating
Managing conflict
Representing others Perceiving feelings, situations
Analyzing Developing evaluation
Describing feelings
Interviewing
Asserting
Organizing
Decision making with others
Delegating with respect
Defining needs
Reporting information
Editing
Setting and meeting deadlines Selling ideas or products
Cooperating
Extracting important information
Persuading
Making decisions
Accepting responsibility
Promoting change
Counseling
Setting goals
Enlisting help
Meeting goals
Attending to detail
Managing time
Being punctual
Perceiving nonverbal messages
Counseling
Delegating responsibility
Providing support for others
Identifying resources
Facilitating group discussion
Managing groups
Conveying feelings
Imaging alternatives
Expressing ideas
Enforcing policies
Coordinating tasks
Listening
Identifying problems
Listening attentively
Cooperating
Handling details
Being sensitive
Creating ideas
Writing concisely
Implementing decisions
Initiating new ideas
Developing rapport
Forecasting, predicting
Speaking effectively
Work Survival the day-to-day skills which assist in promoting effective production and work satisfaction.
Human Relations the use of interpersonal skills for resolving conflict, relating to and helping people.
Research & Planning the search for specific knowledge and the ability to conceptualize future needs and solutions for meeting those needs.
Communication the skillful expression, transmission and interpretation of knowledge and ideas.
Organization, Management & Leadership the ability to supervise, direct and guide individuals and groups in the completion of tasks and fulfillment of goals.
Give examples of situations when you used each skill and describe specific results that support the skills you rated.
Below is a list of five broad skill areas which are divided into more specific skills. Review the list and identify the skills you possess. You may even rate the skills indicating your ability in each area. Suggested rating scale: 1 = strong ability 2 = some ability 3 = enough ability to get by with help from others
As you begin your job search, it is important that you know your own qualifications. Over the years you have developed many skills from coursework, extracurricular activities and your total life experiences. If you've researched topics and written, edited and presented papers for classes, you've used skills which are not limited to any one academic discipline or knowledge area but are transferable to many occupations. A prospective employer expects you to be able to apply the skills you have learned in college to the work environment.
Transferable Skills
Decision Making and Goal Setting Once you've explored career and educational options, you are ready to identify your career objectives. Some of the questions you may want to answer include: What kind of work do I want to perform? What kind of work environment would I like? What type of industry do I prefer? What, if any, are my geographic limitations? What kind of people do I want to work with? What salary do I consider appropriate? Do I have special needs to consider? How realistic are my expectations considering my own skills and abilities and the realities of the job market? Obtaining career experience is a good way to try out your tentative career decisions. A career-related internship, cooperative education position, summer job, part-time job, or volunteer position can help you decide on a career path. If you need assistance in clarifying your goals, making decisions or finding a career-related position to test an option, make an appointment with a career counselor.
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NOTES
Informational Interviewing The information gathering interview should be conducted after you have analyzed your skills, interests, and abilities and have studied other sources of career information.
Prepare a resume and bring it with you. Prepare and rehearse a list of questions to ask the person you will interview. Dress appropriately for the interview.
THE INFORMATIONAL INTERVIEW Increases your knowledge about your field(s) of interest. Helps you clarify your career goals. Allows potential employers to know you in a pleasant, low stress atmosphere. Establishes a network of contacts that could lead to future employment.
6.
In order to conduct successful information gathering interviews, follow the steps outlined below: 1.
Analyze your skills and interests and clarify your professional goals.
2.
Research the "World of Work." Select occupational fields which might fit your career interests and needs and conduct extensive research on these fields and employers.
Suggested questions to ask: What is your job title? What is your education and experience? How did your education and experience prepare you for your position? How did you get started in the field? What do you like most (and least) about your work? What personal qualities does one need to succeed in the field? What do you do during a typical work day? What skills are most valuable for someone just beginning in the field? What future do you see for the field or organization? Are there any specific courses you might suggest to prepare for the field? What suggestions do you have for someone wanting to enter the field? How long have you been with the organization? What is the entry level salary and range for this kind of position? What benefits are there in addition to salary? What are the opportunities for advancement? What are some related occupations? What needs to be included for a strong resume and cover letter for this kind of position? Is there anyone else you could suggest I talk with?
Search the internet. E-mail or write to organizations and request brochures, annual reports, and other material. Use the information in the Career Resource Center. 3.
Identify career professionals who are knowledgeable about your targeted field, career or organization. Use your personal contacts to develop a list of people you can call for informational interviews. Talk with Career Services staff, other university staff and faculty, employers at job and career fairs, friends, and family members and attend professional association meetings to get ideas.
4.
Set up appointments. Tell the contact people that you are interested in their careers and would like to meet with them to discuss opportunities in the field. Be resourceful, sincere, and, above all, show interest in what your "target" people are doing. They may welcome the opportunity to discuss their work with you. If a person cannot see you, ask whether you can talk for a few minutes on the telephone. If the person cannot talk with you, politely end the conversation. Ask for names of other people you might contact within the same field or organization. Ask permission to use the name of your resource person when contacting others. Use the name only if permission is granted.
5.
Prepare for the interview. Thoroughly research the organization by studying annual reports, brochures, and other materials. Find people who are acquainted with the organization and talk with them.
Conduct the interview. Remember that it is not a job interview! Your purpose is to acquire information. You are the person in control of the interview, so be prepared. Respect the fact that the interviewee has taken time from a busy schedule to see you. Do not ask questions that you could have researched. Learn as much as you can about the career field and the organization. Try to create a favorable impression.
By asking the person you are interviewing for the name of anyone else with whom you could talk, you establish a referral list and build a job search network. Although your primary purpose in interviewing is to obtain information, you can (at appropriate times) indicate your strengths and interests. It is important, however, to be sensitive to the interviewee's time constraints. 7.
Write a thank you letter. Your contact has given you valuable work time.
8.
Follow up. Keep accurate and detailed records of each interview and organization you visit. Contact people on your referral list and interview them. University of Minnesota Duluth | 8
Internships It is more important than ever to participate in an internship or pre-professional experience before you look for a job upon graduation. Increasingly, employers want people with experience and an internship, or multiple internships, provides you with that experience. In the job search, having completed an internship clearly gives you an edge over those who haven’t. Internships are offered in almost every career area by employers who recognize the importance of on-the-job training and who often groom their most promising interns for full-time positions.
Finding an internship is: Similar to finding a job. You look for opportunities and apply for them. Often easier than finding a job. Employers value the opportunity to evaluate interns as potential employees and benefit from the energy and ideas interns bring to the work place.
NOTES
Internships are: Short-term, supervised, pre-professional work experiences which provide you training and experience in a specific field or career area. Learning experiences where you are expected to be productive and add value to the organization. Available in a wide variety of fields and from a wide variety of employers. Internships may: Be paid or unpaid. Be for credit or not. Be formal or informal. Vary in hours and length. Take place any time during formal education or after completion of your degree. By participating in an internship, you may: Gain valuable, hands-on, work experience in a real life career field. Explore a career field of interest without making a commitment. Identify an employer for full-time employment after college. Evaluate and be evaluated by a potential employer. Integrate and complement academic studies with on-thejob professional level experience. Test personal aptitudes, abilities, and interests in relation to your career choice and job demands. Develop marketable, transferable skills which employers value. Earn credit (optional) or financial compensation (if paid). Establish career networks and mentors. Collect valuable references for employment or graduate school applications. Provide a valuable resource to an employer and make a real world impact.
Work With Us. Rewarding Local Government Careers! Paid Internships Law Enforcement/Corrections Personnel Public Health Human Services Planning Accounting Management Information Systems
Visit:www.stlouiscounty.org/jobs “Working Together, Serving People”
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THE JOB AND INTERNSHIP SEARCH To achieve your goals it is essential to organize a job search campaign. All too often, individuals limit their possibilities by using a "hit or miss" approach. A successful job search includes a variety of strategies. Because hiring procedures vary by career fields, you need to tailor your campaign to the specific methods used in your field. Job hunting is a process which requires your full commitment. You have invested thousands of hours to get your degree. Now is the time to increase your chances of getting the job you really want by making a similar investment in your job search.
Getting Started: Tools for the Job and Internship Search Self Assessment: By completing the self assessment exercises listed on pages 4 and 5, you will understand what you have to offer to a prospective employer. The more you know about your interests, skills, values, goals, and personal qualities, the greater your opportunities are for finding a suitable position. Market Conditions: Know what jobs and positions there are and how your skills translate to the work world. Consider how you can adapt your skills and needs to the available positions. Research Skills: You will need to use your research skills to identify job openings through contacts, directories, and other resources. Your Resume: A resume is a critical tool in your job search. It is a summary of your qualifications and experience and gives an employer enough information to elicit further interest in you as a potential employee. Letter Writing: Employers expect college students to have good oral and written communication skills. Concise, well written letters are essential in every phase of your job search, starting with the cover letter accompanying your resume and requesting an interview and including your thank-you letter for the interview and/or offer of employment. Interviewing Skills: Good oral skills are critical. The interview is your opportunity to convince an employer to hire you. It is also your opportunity to find out if what you want fits with what the employer needs. Preparation and practice are key to presenting yourself successfully in an interview.
Job and Internship Search Resources Career Services counselors, programs, and workshops and the Career Resource Center. On campus interviewing. Listings and employer contacts available from Career Services. Friends, relatives, and alumni. Ask about job possibilities where they work or elsewhere. Announce your job search and let everyone know what you can and want to do. Faculty members, advisers, and staff. Tell them your intentions. They can be potential sources of job information, leads, and referrals.
Internship, cooperative education experience, summer or part-time job. Generate contacts and possibly receive a fulltime offer. Informational interviews. See page 8 for more information about how to conduct information-gathering interviews. Advertisements on the internet, in newspapers, magazines, and journals. Career and Job Fairs. Talk with employers at fairs, even those not actively recruiting in your field(s) of interest; contacts often generate job leads. Employer directories and employer information in Career Services and the UMD and public libraries. Professional organizations and directories. Most professional organizations provide information on job prospects in their fields. The Encyclopedia of Associations can help you locate organizations. Many sponsor national or regional conventions which may include job placement programs. Telephone directories and chambers of commerce. Federal, state, and local employment agencies and resources. Private employment agencies. Be cautious. Before you register with an agency, investigate its reputation, fees, and the fields in which it specializes. Many of the resources listed above, as well as other employment and career information, can be found on the internet.
Cell Phone Use Tips for the Job Search Use a professional outgoing message. When answering, inform the caller that you are speaking on a mobile phone so they can anticipate distractions or disconnections. Attempt to eliminate distractions and background noise when using your phone. Ensure your battery is fully charged and you have ample service before answering or making a professional call. Speak slowly and clearly and spell your name when leaving a message. Don’t answer your phone while driving. Don’t answer a call when in a public place or while engaged in a social activity. Don’t walk around while talking on your phone. Turn-off your phone during in-person interviews, presentations or professional meetings.
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Job and Internship Search Strategies There are many ways to look for a job or internship; some are better than others. Presented below are some of the most popular ways.
STRATEGY
PROS
CONS
HELPFUL HINTS
NETWORKING The majority of jobs are obtained through networking. Talk to everyone you know to develop a list of contacts; ask for information on jobs and companies and circulate your resume.
May learn of unadvertised openings. May result in courtesy interviews. Often results in a closer match of your interests to a job. Approximately 80% of openings are never advertised; therefore, networking is an important strategy for learning about possibilities.
A contact in itself is not enough to get you a job. You may feel like you’ve exhausted all leads without landing a job.
ON-CAMPUS INTERVIEWING Follow specific procedures to secure on-campus interviews.
One of the primary ways in which companies recruit for technical and business positions.
May be less effective for nontechnical and non-business candidates.
Use the interview schedule as a way to identify possible employers, even if you don’t get to interview on campus with those employers.
WANT ADS Scan want ads. Mail resumes with cover letters tailored to specific job descriptions.
Involves minimal investment of time in identifying companies. Resume and cover letter are sent for actual job openings.
Resume and cover letter will compete with large number of others. Ads follow job market. The least effective means in times of economic downturn.
Use as a meter on the job market in a certain career field.
JOB FAIRS Attend job fairs to network with recruiters and distribute copies of your resume.
Small amount of time to develop network of contacts. Guaranteed access to more than one employer of interest. Get pre-selected for oncampus interviews.
Student traffic can be heavy. Arrive early to maximize time.
Follow up on leads and networking opportunities.
INTERNET Search online job banks and company web sites. Submit resumes online and post on job boards.
Consist of actual job openings. Many Competition is growing as use of the employers use a wide variety of job internet increases. listing services. Many listings have free to low-cost access. Worldwide geographic reach.
Use the internet frequently as information and sites change quickly.
TARGETED MAILING Develop good cover letters tailored to specific types of jobs and the needs of the companies. Send letters with resumes to selected companies.
Better approach than the massmailing method. Investment of time and effort should merit stronger response from employers.
Requires a significant investment of time in researching companies, writing cover letters and following up with contacts.
Try to find out who is in charge of the area in which you want to work and send your materials to that person. Great method when used in conjunction with networking.
IN-PERSON VISIT Visit targeted companies. Ask to see a person in a specific department. Submit resume and application, if possible.
Resume and application are on file with the company.
Requires a great deal of time to make a relatively small number of contacts.
Research companies prior to your visit. Ask for a specific person or ask about a specific type of job.
STAFFING/TEMP AGENCIES Offer three types of employment in a variety of fields: contract, contract to hire, and direct hire. Lengths of assignments vary. You contact an agency and they meet with you, review your resume, interview you, and test your skills to match you with their openings.
Completely free to job seekers; fees are paid by the employers. Know about openings not advertised to the public. Get the chance to “test the waters” at various companies and in types of positions with no long term commitment. Gets your “foot in the door” and can lead to a permanent offer. The job hunting is done by the agency, saving you time.
Doesn’t necessarily mean an ideal job at an ideal company. The work is not permanent so you may find that you go periods without work. May have to start at menial tasks. Need to adjust to a new work environment every time an assignment changes.
Find an agency that specializes in the area or field of employment in which you are interested.
Follow through on all leads. Keep broadening your network of contacts. Attend meetings of organizations in your field and get involved. Networking is about connecting with people and building relationships. You are networking all the time. Ask questions, learn about other people, and let them know about you.
Try to get your materials in as early as possible.
Obtain a list of companies in advance to create a plan of action.
May need to conduct your search at off-peak times.
Be flexible with location, hours, and duties, and sign-up with more than one agency. Be selective when accepting assignments, but be aware that if you turn-down too many offers they are likely to stop calling you.
Adapted from the University of Minnesota Career Center for Science and Engineering 11 | University of Minnesota Duluth
Smaller Companies Smaller companies can be an important consideration in conducting your job search.
IS A SMALLER COMPANY RIGHT FOR YOU? Life in a smaller organization can be very different from life in a larger organization. You should weigh the advantages and disadvantages of each and make an informed decision about which environment is most appropriate for you. Advantages of a smaller company over a larger one: You may be given more responsibility and may not be as limited by a "job description." You may be allowed to use your own initiative, rather than being closely supervised. Your ideas and suggestions may be given more attention. You may have more clout. Career advancement may be rapid in a growing company. You are likely to be involved in the whole organization, not limited to one area. The environment may be more informal and friendly. There may be fewer rules and policies. You may have the chance to be involved in the growth of something great. Disadvantages of a smaller company over a larger one: Many smaller businesses fail; you may have less job security. There may be lower starting salaries and fewer benefits. You may put in longer hours. A dominant leader can control the entire organization. This can lead to more "political games." You must be able to work with everyone within the organization. Both your successes and faults may be more visible.
FINDING A JOB IN A SMALLER BUSINESS Getting a job in a smaller company may be more difficult, but the jobs are certainly there. When approaching a smaller company for a job, you may find the following differences in hiring practices: Large Company
Small Company
Centralized personnel department
No personnel department
Recruiters may seek out potential employees
No full-time recruiters
Standardized hiring procedure
No standard procedure
May keep resumes on file for a year
Probably won’t keep resumes
Recruiters may conduct interviews
Founder/owner may conduct interviews
Company literature easily available
No printed literature
Hire months in advance
Hire to start immediately
Have long-term personnel forecasts
Hire as needs arise
Extensive training program
On-the-job training
Predetermined job categories
Jobs emerge as needs do
NOTES
ARE YOU RIGHT FOR A SMALLER COMPANY? Because of the different nature of a smaller business, different qualities in employees may be needed. You will do well if you are: Self motivated A generalist with many different skills A good communicator Enthusiastic A quick learner Able to get things done on your own
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On Campus Interviewing On campus interviewing offers you the opportunity to interview with a number of organizations for a variety of positions throughout the year. A current list of employers scheduled to interview on campus is available through Career Services’ web site at http://careers.d.umn.edu. To be eligible for on-campus interviewing you must: Be a UMD student or alum. Register with Career Services’ GoldPASS. Have a current resume uploaded to GoldPASS. On-campus interviewing checklist Check GoldPASS for the on-campus interview schedule. Identify the companies in which you are interested and check interview qualifications. Use GoldPASS to sign-up for interview times. Some recruiters may pre-select candidates to interview. These recruiters will review the resumes in GoldPASS to decide who they want to interview. If you are pre-selected for an interview by a recruiter, you will be contacted via GoldPASS to schedule an interview.
Employer procedures Participants in the job search process, whether involved in oncampus interviewing or individual searches, should be aware of and prepared for hiring procedures which have been adopted by many organizations. These procedures may include: drug use screening, personality assessments or inventories, nondisclosure statements and "loyalty" contracts (with time requirements). There are few "standard operating procedures" with respect to these issues. If you are concerned about any of them, you should discuss the procedure with the prospective employer. Some organizations have made their policy statements available to Career Services. Specific policy and practice questions should be directed to the hiring firms. The Career Services staff is available to discuss these and other employment issues with you.
Discrimination or sexual harassment complaints Employers using Career Services for on-campus interviewing are required to adhere to practices consistent with University of Minnesota policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, age, marital Prior to your scheduled interview: status, disability, public assistance status, veteran status or Attend a Career Services interview workshop, if offered. sexual orientation as well as policies prohibiting sexual Research the company thoroughly. Visit the employer’s web site to gather up-to-date information. Information may harassment. If you experience practices you believe to be contrary to this policy, please report the incident to a career also be available in Career Services and the UMD or public counselor or the employer relations coordinator. libraries. If a company schedules an information session prior to their interview date, you are expected to attend. This is an opportunity for you to meet with company representatives on an informal basis, learn more about the company, and ask questions before the interview. For the actual interview, be prepared with questions that were not answered at the group presentation. Attending a group presentation is one of the best ways to prepare for an interview and shows the company representatives that you are genuinely interested. Career Services supplies interviewers with a copy of your resume from GoldPASS and, if requested, a copy of your transcript. Arrive in Career Services at least 10-15 minutes prior to your scheduled interview time. A forty-eight hour notice is required to cancel an interview. Continue to sign up for additional interviews. After your interview: Write the recruiter a thank you letter. Use the business card you requested at the end of the interview to get the correct address and spelling. Questions? If you have any questions about the on-campus interviewing process, contact the Career Services employer relations coordinator.
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TOP 10 PERSONAL QUALITIES EMPLOYERS SEEK IN JOB CANDIDATES 1. Communication skills 2. Strong work ethic 3. Teamwork skills 4. Initiative 5. Interpersonal skills 6. Problem-solving skills 7. Analytical skills 8. Flexibility/adaptability 9. Computer skills 10. Technical skills Source: Job Outlook 2008. National Association of Colleges and Employers
Resume Writing A resume is an important communication tool in the job search process. It is a concisely written summary of your personal, educational, and work experience intended to: Introduce you to a prospective employer. Organize the relevant facts about you in a written presentation. Focus attention on your qualifications and accomplishments and demonstrate why you are an attractive candidate for the position being sought. Obtain an interview.
CHECKLIST FOR A GREAT RESUME
Paper type: 8 ½” x 11” quality bond paper with some cotton content. Use the same paper for your resume, cover letter, and reference page. Paper color: White paper is best for scanning; however, offwhite, ivory, light gray, or light blue paper could be acceptable. If you use colored paper, select a lightly tinted color that will make clear copies and have good contrast for readability by humans and scanners. Printing: Use a high quality printer and use black ink only. Print on one side of the paper. Mailing: When using regular mail to send your cover letter There are a number of ways you might write your resume, all and resume, use an envelope large enough to avoid folding depending upon who you are, what you have to offer, and what them. Creases from folds may lead to inaccurate scanning kind of position you are seeking. The three types of resume or difficulty in feeding the resume into the scanner. formats most frequently used are: Employers may even throw away resumes that have been neatly folded to fit into standard #10 business size Chronological resume - lists your education, experience, and envelopes because of the additional problems associated other relevant information in chronological order. with them. Do not staple pages as they may stick together after a staple is removed. Functional resume - focuses on a summary of the functions you Word process: Word process your own resume. Do not use performed (merchandising, counseling, etc.) and plays down resume templates, programs or purchased resume writing dates. The functional resume often is used by people without software. experience directly related to their current objectives, people Length: One page resumes are generally what are with several career changes and people re-entering the job expected for recent college graduates in all fields except market. teaching, where two page resumes are acceptable. Graduates with advanced degrees may have resumes Combination resume - uses elements of both the chronological longer than one page. and functional resumes. Margins: One inch margins on both sides, left and right, are required. This means you will need to adjust the default Resumes may vary in content as well as form, appearance, style, margins of most word processing programs. Top and and layout. It is important to remember that a resume is a bottom margins should be between one inch and ½-inch personally written document that allows for some individual each to fit the information on the page. Top and bottom creativity. It should present a positive image to the potential margins should be the same with the information centered employer. Highlight your strengths by positioning the most on the page. important information related to your objective first and Point size: Use one point size throughout, size 10-12. Your devoting the most space to it. name may be as large as 14 point. Some say point sizes up to 14 are acceptable for the body of the resume but, to the Many employers use optical scanners to enter resumes into human reader, anything over 12 may appear as if you are databases and then electronically search for candidates using just taking up space. Anything smaller than 10 point may be identified criteria. Even smaller employers may use scanners by too small to be read. hiring the services of a company whose business is to scan Font style: Use one common, non-decorative font style resumes. throughout. A few excellent styles are Times New Roman, Arial, Palatino, and Calibri. Do not vary the font style within The same basic principles apply to all resumes. Everything that the resume. Do not use italics, script, or underlined text. makes sense for computer scanners to easily “read” resumes The letters may touch or run together and computers may makes sense for human readers, too. The simpler your resume, have difficulty recognizing the individual characters. Capital the better. Once a computer has selected your resume, based letters and bold type may be used for effect and to grab the on the identified criteria, a human will read it to make the final reader’s attention, but use them sparingly. decision about contacting you for an interview. Graphics and Photographs: Do not use graphics and shading. Scanning equipment is set to read text only. Do The following are provided to assist you in drafting your not include a photograph. resume: Bullets, Parentheses, and Brackets: You may use bullets that are solid, not hollow, in your “Experience” section. The text should be right next to the bullet or up to two blank spaces between, but not more. Using more than two blank University of Minnesota Duluth | 14
spaces defeats the purpose of using bullets because it places the bullet too far from the text. You will have to adjust the automatic spacing for bullets within most word processing programs because they place a full tab space between the bullet and text. Do not use parentheses or brackets. Computer scanners may interpret them as letters, numbers or punctuation, and will not be able to “understand” the text within them. Lines: Do not use lines, vertical or horizontal. Some scanners have been known to interpret lines as page breaks and information may not get appropriately credited. Do not underline any text. Wording: Identify your skills by using nouns. Use industry jargon and buzzwords. Example: CAD (computer aided design). Maximize your use of keywords, words that define the requirements of a particular job. Consult help wanted ads and written job descriptions for ideas of words to use. Ask people in your target industry to review your resume to make sure you haven’t missed anything. Format: Put the most important information first and in more detail, working keywords into the body of the resume. Use an outline format rather than a narrative. Use sentence fragments, phrases and lists, not full sentences. Do not use personal pronouns. No “I,” “me,” or “my” on the resume. There are several acceptable styles for organizing material in your resume. Although the names of the categories may vary, the following information should be included:
CONTACT INFORMATION Place your name in all capital letters and in bold at the top of the page. If you will be at the same address for at least one year from submitting your resume, place your address, telephone number, e-mail address, and, if you have one, a professional web site, directly under your name. To conserve space you may divide your contact information across the top of the page: street address, city and state on one side, telephone number and e-mail address on the other. If you plan to leave your current residence within a year from submitting your resume, use two addresses. Your current address should be placed on the left side and, on the right side, place the address of someone who has agreed to accept your mail and will be at the address for at least one year. Most students use their parents’ address but you don’t have to. Do not bold your contact information. Turn-off hyperlinks for e-mail addresses and web pages. If your resume is two pages, your name should be the first line on the second page with “Page 2.”
are seeking or the type of work you want to do. Say: “A summer internship in advertising.” Do not say: “A summer internship in advertising where I can learn about the industry while contributing to the growth and advancement of a cutting edge company.” Everything on your resume should support your objective. If you have more than one objective, you may want to tailor separate resumes, each with different objectives.
EDUCATION List the institutions where you have completed, or will soon complete, your education, with degrees or certifications, in chronological order, most recent first. List degree(s), date(s) of graduation, and major and minor fields. Write “University of Minnesota Duluth” without any punctuation – there is not a comma or dash in the official name. Do not bold. Write-out (do not abbreviate) the name of your degree and list it in bold. On the same line as your degree, indicate the month and year you received it or will receive it. You do not need to use the words, “anticipated,” “expected,” or “degree.” Use bold for the subject names of your major(s) and minor (s). Do not bold the words “Major” and “Minor.” You may list honors and/or course work under “Education” or you may create separate sections. List your grade point average if it is 3.0 or higher and indicate it is on a 4.0 scale. For example, say: “3.3/4.0.” If your overall grade point average is not 3.0 but your major or last two years grade point average is, then list it and specify what it is. High school is usually not listed unless you are a freshman or sophomore seeking a summer or part-time position.
EXPERIENCE
Experience may include paid and volunteer positions, fulland part-time work, internships, and class projects. If you have experience directly related to your stated objective, list it in a category with the specific name of the experience, such as “Sales Experience,” “Teaching Experience,” “Research Experience,” “Management Experience.” Experience that is not exactly the same as your objective, but still has some relationship to it may be listed in a “Related Experience” category. Experience that is not directly related to your objective but shows skills and abilities important to employers may be listed in a category titled “Additional Experience.” Within each “Experience” section, list entries in chronological order with the most recent entries first. Listings should be formatted with your position title first, in bold. Your title should be a noun, something you could call yourself, and should give the reader some idea of the duties OBJECTIVE in the position. If you didn’t have a title or the official title Do include an objective. Although some employers may not doesn’t adequately convey what you did, make-up one that place importance on having an objective, many do. An does. Be careful not to “overinflate” the position; say objective helps the employer see that you have direction. “Janitor” or “Custodian” rather than “Sanitation Removal State briefly what you want to do. Indicate the position you Engineer.” 15 | University of Minnesota Duluth
After your title, list the name of the organization with the city and state. Do not bold this information. Dates should be listed somewhere in the body of each entry. Be consistent with where and how you list the dates. Dates should not be listed on a margin. The dates should include only months and years, or just years. For each entry, briefly describe what you did in the position. Begin all lines with action verbs and use outcome/results statements with numbers, quantities, and/or details, to emphasize skills, accomplishments, and knowledge. Say: “Responded to an average of 200 service inquiry telephone calls a day” rather than “Answered phones.” Your descriptions may be formatted using bullets or paragraphs; choose one format and use it for all of your entries. Use present tense verbs to refer to the things you are currently doing. Describe things you have done and probably will not do again using past tense verbs. Do not use the “-ing” form of the verb. For each entry, list the descriptive statements in the order of importance or relevance to the position you are seeking, not in the order of the frequency of what you did or are doing.
are related to your objective, can be extremely important. Participation in activities can point out your leadership and social skills and demonstrate your interests and energy level. If you held a leadership position in an organization, list the title of your position first and then the name of the organization. You may choose to list dates, or not, just be consistent for all the entries within the section. List more interesting items and not the more mundane such as reading, walking, and cooking. That’s like saying “breathing.” Include uncommon or unusual activities to generate interest and make you memorable.
REFERENCES
PUBLICATIONS
State “References available upon request” as a means of bringing closure and visual balance to the resume. Referring to your references indicates your resume has come to an end and there is not a missing page. If you include your references with your resume and cover letter, you may say, “References included” or “References enclosed.” Obtain permission from the people whose names you intend to offer as references. These people should be familiar with your academic and/or work abilities. See page 41 for additional information about references. The following categories are optional; however, you may want to consider including them if they’ll strengthen your resume:
MILITARY EXPERIENCE If you have military training and experience relevant to your objective, include the training under “Education” and the experience under “Experience.” If your military experience is not relevant to your objective you may include a separate “Military” section.
PROFESSIONAL MEMBERSHIPS Include memberships in student groups, and local or national organizations.
Include any publications such as an article you co-authored with a professor or a poem you wrote that was included in an anthology. Final tip: Always proofread your resume for visual quality, content, and typographical or spelling errors. Better yet, have someone else, even several people, proofread your resume. You cannot proofread your own writing and expect to catch all the errors. You are too close to the product and because you wrote it, your mind’s eye will miss mistakes - you will see what you think you wrote, not what is actually written. Plan ahead. Do not expect to write your best resume overnight. Your resume is an essential tool in your job search. Make it the best possible.
PROJECTS Include a few lines describing any individual or group work you’ve completed for classes. List the titles of projects first and then the descriptions of what you did. Use action verbs and results statements as you do in describing entries in your “Experience” sections. Use this category especially if you have little or no other experiences that show how you can apply what you’ve learned to real-life situations.
SPECIAL SKILLS You may want to list foreign language abilities, special licenses or certifications, computer knowledge, travel experience or other skills related to your objective.
ACTIVITIES Co-curricular and community activities, especially if they
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17 | University of Minnesota Duluth
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As a rule, students are often too brief in their description of their skills, qualities and traits. Consult the following list of action verbs when writing your resume and describing your experience. A HELPFUL STRATEGY FOR USING THESE VERBS: Go through the entire list and check off all of the action verbs (skills) employers in your intended career field look for. Go through the list a second time and check off all of the verbs you have used in the experiences you are describing on your resume. Note the words that you have checked twice. Incorporate into your resume (and cover letters) the words that best sell your skills and abilities.
Action Verbs
Margins: One-inch margins on both sides, left and right, are required. Top and bottom margins may be adjusted to between one inch and ½-inch to fit the material on the page. Top and bottom margins should be the same, with the information centered on the page.
Education: List, in chronological order, the most recent first, institutions where you have completed, or will soon complete, some level of education. Indicate degree(s), date(s) of graduation, major and minor fields, honors, and related coursework. You may also list honors and/or related coursework in separate sections.
Font: Use one common, nondecorative typeface throughout. Times New Roman, Arial, Palatino, and Calibri are excellent choices. Use one font size of 10 to 12 point throughout. Your name may be as large as 14 point. Do not vary the font or point size within the resume. Contact Information: Place your name, in ALL CAPITAL letters and bold, at the top of the page. Include address, e-mail, telephone and, if you have a professional one, web site address.
CHRISTOPHER SALESMAN http://homepage.mac.com/csalesman 3000 Belknap Ave. Apt 2 Superior, WI 58000
218-348-9156 sale0023@d.umn.edu
OBJECTIVE A position in the sales and support of scientific products or service EDUCATION University of Minnesota Duluth Bachelor of Science May 2010 Overall GPA: 3.5/4.0 Major: Cell Biology Minor: Chemistry Senior project: “Mapping DNA in cloned pigs”
Objective: Include a brief statement indicating the position you want or the type of work you want to do.
Normandale Community College, Bloomington, MN Associate of Arts May 2008
Experience Entries: Listings should be formatted with your position title first, in bold, then the name of the organization or company with the city and the state, not bolded. Dates should be listed in the body of the entry. Be consistent with where and how you list dates. Dates should include only months and years or just years. For each entry, briefly describe what you did or are doing. Begin each line with an action verb and use outcome/results statements with numbers, if possible. Include details to emphasize your skills, accomplishments, and knowledge. Your descriptions may be formatted using bullets or paragraphs; choose one format and use it for all your entries under “Experience.”
HONORS Swenson Scholarship for Outstanding Performance in a science major, 2008-present Dean’s List for Academic Excellence, 4 of 6 semesters Eagle Scout, 2006 RELATED EXPERIENCE Campus Sales Representative, Apple Computers Inc., Duluth, MN June 2008present Market Apple hardware and software to UMD students and faculty. Advise customers on computer purchases. Provide consultation and product demonstrations for current and prospective customers. Design videos, flyers, and photo albums for promotions. Founded UMD Mac User Group to promote use of Apple products by providing customer education and support. Develop, design, and implement a variety of events such as a promotional billiards tournament, Unreal® gaming tournament, and on campus display tables using a variety of Apple products such as iMovie, iPhoto, .Mac, and iDVD. Present workshops and seminars to educate prospective customers such as seminars on OS X twice a year. Sales Associate, Chemical Products, Inc. Minneapolis, MN June 2006-May 2008 Sold a variety of “green” cleaning products to industrial companies. Consistently met and exceeded sales goals. ADDITIONAL EXPERIENCE Referee Lake Superior Basketball Association, Duluth, MN November 2002- present Refereed junior high and high school boys and girls basketball games. ACTIVITES AND SERVICE Founder and President, UMD Mac User Group September 2006-present Member, UMD School of Medicine Mac User Group September 2006-present Volunteer, Aftenro Homes assisted living facilities October 2004-present
Experience: List and briefly describe, in chronological order, most recent first, your relevant experience. It may include paid and volunteer positions, full- and part-time work, internships, and class projects, and should emphasize skills, accomplishments, and knowledge. It is advised to include more than one “Experience” section by being more specific such as “Related Experience,” “Teaching Experience,” “Field Experience,” and/or “Research Experience.” Experience that is not directly related to your objective but shows skills and abilities important to employers may be listed in a category titled “Additional Experience.”
References available upon request.
Activities: “Activities” is an optional section; however, co-curricular or community involvement, especially if related to your objective, can be very important. List more interesting items and include uncommon or unusual activities to generate interest and make you memorable. If you held a leadership position in an organization, list the title of your position first, in bold, then the name of the organization. You may choose to list dates, or not, but be consistent for all entries.
References: Say “References available upon request” as a way to bring closure and visual balance to your resume. Referring to your references indicates your resume has come to an end and there is not a missing page.
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19 | University of Minnesota Duluth
References and Portfolio Available Upon Request.
Financed 100% of college expenses through part-time and summer employment as a server, lifeguard, diving coach, and swimming instructor.
Park and Recreation Supervisor, City of Duluth, Duluth, MN June 2009 - August 2009 • Supervised children and park facilities. • Programmed daily activities for children ages 6-16 years old. • Encouraged children to participate in activities.
ADDITIONAL EXPERIENCE Student Employment Officer, Financial Aid Office, University of Minnesota Duluth September 2007 - present • Advise students with financial aid concerns. • Assist with the administration of the college work study program. • Prepare and verify college work study documents. • Balance student payroll books. • Enter bi-weekly student earnings into the computer. • Prepare employment cards for university students.
Photo Journalist Intern, KLLO, Channel 12 Television, Duluth, MN January 2009 - May 2009 • Worked with Sony DXC 3000 video camera. • Filmed news events around the Duluth area. • Edited news clips for 6 and 10 p.m. broadcasts. • Assisted reporters on assignments.
REPORTING EXPERIENCE Reporter Intern, KWHE, Channel 5 Television, Duluth, MN September 2009 - December 2009 • Wrote wire copy for 6 and 10 p.m. news broadcasts. • Interviewed public officials about current issues for news broadcasts. • Prepared voice-over tape for 6 and 10 p.m. news broadcasts. • Assisted reporters and anchor persons on news assignments.
REFERENCES Available on request.
ACTIVITIES UMD Computer Club Intramural flag football, softball and captain floor hockey
Shakey The Robot’s World Implemented artificial intelligence using Sensory Graph Plan to create plan for a robot to navigate within its virtual world.
PROJECTS Game “Othello” Implemented GUI board game using X/Motif and C++. Implemented artificial intelligence using minimax algorithm and alpha-beta pruning for one or two person play.
Information Services Clerk Pilots Airlines, Inc., St. Paul, MN Monitored computer and printer activity. Verified and distributed reports. Assisted controllers with on-line file management and keeping files updated. Summers 2009, 2008
RELATED EXPERIENCE Information Technology Consultant Career Services, UMD Enhance and maintain Career Services website, http://careers.d.umn.edu, using PHP, mySQL, and Perl. Maintain and update DEBIAN LINUX server running Apache. Provide technical support to staff and website users. Install hardware and software on office computers. Troubleshoot and assist with day to day handling of office technology. Fall 2007-present
COMPUTER SKILLS Languages: C, C++, Visual C++, Java, Pascal, Lisp, Prolog, Visual Basic, Perl, Assembly, SQL, MHTML, HTML, PHP, JavaScript, XML, X/Motif, UML, BSD Sockets, UNIX shell scripts Systems: Linux, UNIX, FreeBSD, Windows 95-XP, Mac OS 9.x, MS-DOS Software: MS Office & Star Office Suite, Mathematica, Adobe PhotoShop, FileMaker Pro, Turbo C++, Borland C++ Builder
EDUCATION University of Minnesota Duluth UMD Bachelor of Science May 2011 Major: Computer Science Minors: Mathematics and Philosophy
EDUCATION University of Minnesota Duluth Bachelor of Arts December 2010 Overall GPA: 3.0/4.0 Major: Communication Major GPA: 3.4/4.0 Minor: Psychology Concentration: Television/Radio News Reporting and Production
3127 W. Parent Avenue Minneapolis, MN 55000 612-392-0000 juliewebber@aol.com After May 31, 2010
OBJECTIVE Intern position in Computer Science with focus on Software Design.
713 N. Off Campus Road Duluth, MN 55800 218-728-0000 webbe008@d.umn.edu Before May 31, 2010
JULIE R. WEBBER http://www.d.umn.edu/~webbe008/
OBJECTIVE An entry level position in television or radio news reporting.
500 Television Blvd. Duluth, MN 55800 218-722-0000 rnewswriter@yahoo.com http://www.d.umn.edu/~newsw006/
ROBERT NEWSWRITER
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Managerial Finance Strategic Management Portfolio Analysis Futures Markets
References and Portfolio Available Upon Request
ACTIVITIES UMD Business Administration Club Intramural Broomball, Captain Softball and Soccer
Secretary Investment Club, UMD Academic Year 2008-2009 Planned and implemented winter fundraisers Worked with other officers to make plans and set goals for the year Scheduled, organized and led meetings
EXPERIENCE Loss Prevention Supervisor, promoted from Loss Prevention Officer 2009 HavingFun Family Amusement Park, Proctor, MN Summers 2009, 2008 Reviewed daily cash summary and resolved cash overages and shortages from the previous day Conducted cash audits to review cash handling procedures of employees Viewed surveillance tapes for proper procedures and instances of theft Conducted void spot checks to encourage proper paperwork procedures Analyzed per capita sales information for trends and differing activity from previous years Communicated with managers, supervisors, and co-workers to resolve instances of loss, theft, and company policy violations Prepared weekly schedules and resolved any scheduling conflicts to the satisfaction of all employees
Courses Include Corporate Finance International Finance
Undergraduate Research Opportunity Program Grant “Futures Versus Cash Market Volatility” 2008
University of Birmingham, England UMD Study in England Program, September 2007-May 2008
EDUCATION University of Minnesota Duluth UMD Bachelor of Business Administration and Bachelor of Accounting May 2010 Major: Finance, Departmental Honors, Overall GPA: 3.57/4.00 Dean’s List for Academic Excellence five of six semesters
OBJECTIVE An entry level position in finance or accounting.
MEREDITH BEAR 4000 N. Park Place Duluth, MN 55800 218-720-0000 mbear27@yahoo.com http://www.d.umn.edu/~bear0056/
Ecological Research Assistant Department of Ecology, University of Minnesota, Minneapolis, MN Summer 2009 Maintained plant species • Performed plant species abundance counts in relation to chemical elements in the soil • Performed soil sampling • Prepared reagents and culture media • Sterilized equipment • Entered data and findings into computer Experience
Activities
Biochemistry Quantitative Analysis Advanced Writing for Science General Psychology Developmental Psychology Interpersonal Communication Calculus Medical Ethics
Principles of Genetics Cellular Biology Genetics of Eukaryotes Laboratory Teaching Experience Comparative Anatomy of Vertebrates Animal Behavior General Physics Instrumental Analysis Course Work
Excellent References and Portfolio Available Upon Request.
President 2009-present, Vice President of Membership 2008-2009, Member 2006present, UMD Biology Club Member, American Chemical Society Student Affiliate 2005-present Member, Association for Health Pre-Professionals 2005-2007
Dietician’s Assistant St. Francis Hospital, Duluth, MN April 2006-August 2009 Learned specific requirements of various special diets • Advised and assisted patients in making dietary selections • Corrected patient menus to fulfill dietary requirements • Acted as patient-dietician liaison • Supervised preparation of patient trays for dietary accuracy
Organic Synthesis Calorimetry DNA Isolation Sterile Technique Culture of Microorganisms Density Gradient Centrifugation DNA Restriction Analysis Gel Electrophoresis DNA Ligation and Cloning
Dean’s List for Academic Excellence every semester Phi Kappa Phi Honor Society Lakehead Pipeline Company Academic Scholarship
Honors
Potentiometry Polarography Chromatographic Methods GLC, LLC, TLC Spectroscopic Methods NMR, IR, UV-Vis, AA Distillation Extraction Recrystallization
University of Minnesota Duluth UMD Bachelor of Science, Magna Cum Laude, May 2010, GPA: 3.8/4.0 Major: Biology Minor: Chemistry Undergraduate Research Project in Computer Molecular Modeling
Education
Laboratory Skills
Laboratory position involving alternative methods to animal testing.
1812 Belmont Blvd. Cedar, IA 60100 815-279-0000 After May 31, 2010
Objective
2827 N. 16th Ave West #35 Duluth, MN 55800 218-726-0000 Until May 31, 2010
VANESSA KINGDOMS vking004@d.umn.edu
21 | University of Minnesota Duluth
Treasurer, Institute of Industrial Engineers IIE, Student Chapter
Enclosed
REFERENCES
Teaching Assistant, Department of Mathematics and Statistics University of Minnesota Duluth, September 2007-May 2008 Graded papers for mathematics courses including algebra, trigonometry, calculus, and probability and statistics Tutored college students in various mathematics courses
Testing Engineer Intern, Quiet City Power Company Minneapolis, MN, June 2008-September 2008 Documented testing procedures at the Cedar Ridge Nuclear Power Plant Documented installation procedures for various meters Researched properties of electricity and made corrective measures regarding meter functions and readings Worked in warehouse department and tested meters before installation
Quality Control Technician, Guided Illustration Corporation Minneapolis, MN, May 2009-Present Make quarterly adjustments to computerized and paper documents and files Make quarterly product quantity adjustments Designed and produced three catalog price lists
Advanced Engineering Courses CAD/CAM Operations Research Engineering Economic Analysis OSHA & Other Regulatory Standards Manufacturing Systems Integration Production & Operations Management
ACTIVITIES
EXPERIENCE
Bachelor of Science in Industrial Engineering, May 2011 University of Minnesota Duluth Major emphasis: Automated Systems Minor: Mathematics GPA: 3.4/4.0
EDUCATION
Automation and Robotics Project Set up and successfully performed an automated production line for filling, assembling, and packaging spray paint cans using four robots.
An industrial or manufacturing engineering internship
OBJECTIVE
CAROL M. POWERS 300 Power Place Duluth, MN 55800 218-744-0000 cmpowers@hotmail.com
Dr. Gary Pi Retired Professor Department of Mathematics and Statistics University of Minnesota Duluth 314 Logic Lane Fun City, FL 76332 941-666-9000 garypi7690@prodigy.net
Marcus Gloss Former Assistant Manager, Testing Department Quiet City Power Company Currently Manager Transfer Division Catalina Power 5498 19th Street Carson, IA 36927 309-745-2130 mgloss@catpower.com
Karla Technol Director Quality Control Division Guided Illustration Corporation 26 N. Capitol Avenue Minneapolis, MN 55432 612-735-000 karla.technol@qcd.com
Dr. Marcia Quadrangle Associate Professor Department of Industrial Engineering 3265 Campus Center University of Minnesota Duluth Duluth, MN 55800 218-726-0101 mquadran@d.umn.edu
References
CAROL M. POWERS
University of Minnesota Duluth | 22
871 My Street Home, IL 60100 708-894-0000 After May 31, 2007
Practicum Student Teacher Kindergarten - Blaine Elementary School, Superior, WI 10/08-12/08 Preschool - Little Learner’s Preschool, Duluth, MN 02/08-05/08 Toddler - Benedictine Health Center Preschool, Duluth, MN 10/07-12/07 Assessed students and classroom environment using checklist and narrative observations. Developed and implemented lessons including prediction activities, dramatic play area enhancements and art activities. Assisted teachers in providing consistent classroom management according to individual behavioral needs and plans. Used finger-plays, songs, and games to create smooth transitions between activities. Enhanced students’ brain use and learning through Boost Up/Brain Gym activities.
TEACHING EXPERIENCE Student Teacher Preschool - Carol Rowe Head Start Center, Duluth, MN 03/09-05/09 Planned and implemented two week-long units based on the books, “Whoosh!” and “The Very Tiny Cricket,” in accordance with the SPARK literacy curriculum. Developed one-theme science areas on sound and insects to correlate with the literacy units. Taught students non-violent behaviors using the Second Step curriculum. Modeled good nutrition by eating family-style meals and snacks daily with students. Served children and families from many cultures, particularly Hispanic and Hmong. Collaborated with director, classroom teachers, bus drivers, specialists, and parents on a regular basis to individualize each child’s learning. 2nd grade - Keith Country Academy, Duluth, MN 01/09-03/09 Planned and implemented a three-week unit on insects with opportunities for large group, small group, and individual learning. Taught in a multi-cultural classroom with a majority of Hispanic students. Collaborated with English Language Learners teacher, parent liaisons/interpreters and school specialist to meet the needs of students in a Language Academy program for children who lived in the U.S. for less than 3 years. Planned and implemented Readers’ and Writers’ Workshop lessons using America’s Choice literacy reform curriculum. Participated in 2nd grade literacy team, which met weekly to assess and improve literacy in classrooms. Involved students in hands-on math experiences.
CERTIFICATION Minnesota State Teaching License for birth to 3rd grade pending
EDUCATION University of Minnesota Duluth UMD Bachelor of Applied Science, May 2009 Major: Early Childhood Studies, Major GPA: 3.3/4.0 Spanish Language - 4 years high school and one semester college
OBJECTIVE An early childhood teaching position.
408A Studious Apartments Duluth, MN 55812 218-726-0000 Until May 31, 2007
SAMUEL GEORGE EDUCATOR educ0079@d.umn.edu Page 2
Credentials and portfolio available upon request.
PROFESSIONAL MEMBERSHIPS and ACTIVITIES Member 09/08-present, Education Minnesota Prayer and Discipleship Coordinator 03/08-02/09, Large Group Coordinator 03/07-03/08, Member 09/05-05/09, UMD InterVarsity Christian Fellowship Served group of 250 members. Organized and led weekly large and small group meetings. Participated in long-term strategic planning. Collaborated regularly with various teams. Practiced conflict management skills.
ADDITIONAL EXPERIENCE Part-time and summer positions such as office assistant and photographer to assist with college expenses.
Nanny Private Family, Manchester, England 07/04-08/05 Cared for a four-year old girl while her parents worked full-time. Took child to weekly music and swimming lessons and cultural and educational sites in the area.
Classroom Aide Yellow River Elementary School, Duluth, MN 10/06-12/06 Helped 2nd grade students with reading and writing activities in the classroom.
Missionary ICVF Ministries, Kingston, Jamaica 07/07-08/07 Served impoverished children birth to 17 years old in a variety of orphanage and church settings. Provided physical therapy assistance for children with disabilities.
Childcare Provider Family Choices, Duluth, MN 10/07-12/07 Life House, Duluth, MN 09/03-11/03 Provided childcare and activities for infants and toddlers while parents attended classes.
Tutor/Mentor Valleyview Magnet School, Duluth, MN 02/08-05/08 Served one 3rd grader and two kindergartners through the Education for Homeless Children and Youth program in Duluth Public Schools. Assisted 3rd grader in developing reading skills. Read stories to and developed esteem-building projects for the kindergartners.
RELATED EXPERIENCE Recreation Leader/Recreation Intern Recreation and Parks Department, Carol Stream, IL 05/08-08/08 Provided, as part of a team, a variety of recreational activities for children ages 3-14, including carnivals, park outreach programs, sports coaching and instruction, and a youth development program for “at-risk” junior high school students. As Intern, participated in leadership development program with other interns. Planned and implemented “Backyard Reading Programs” in three parks. Recruited volunteers and advertised for reading program.
SAMUEL GEORGE EDUCATOR
23 | University of Minnesota Duluth Advanced Computer Architecture Computer Networks Database Systems Management Digital Signal Processing Artificial Neural Networks
PROGRAMMING EXPERIENCE Teaching Assistant, Department of Computer Science, UMD, Sep 2008-Present Design and prepare course material for undergraduate courses, Computer Science I, Introduction to C, Introduction to C++, Data Structures, and Software Development Prepare and grade homework problems and laboratory assignments Conduct recitation sessions and laboratory practice
MASTERS THESIS Collected color spectrum data used to model human perception under adverse weather conditions. Designed and developed a model using adaptive filters and pattern recognition techniques. Designed several specialized computer systems to be used in simulation. Obtained funding from the Minnesota Department of Transportation to support research.
COURSE WORK Advanced Computational Logic Advanced Computer Graphics Systems Programming Software Engineering Advanced Graph Theory
COMPUTER SKILLS Systems: UNIX, Solaris, Linux, Windows, Mac, DOS Languages: C, C++, Java 2, JavaScript, XML, HTML, UML, Perl, Assembly, Visual Basic, FORTRAN, Python, Lisp, Pascal, COBOL Software: SRGP, Tivoli, Secureway Policy Director, lex, yacc, Lotus Notes, Macromedia Dreamweaver, Adobe Photoshop, MS Office Suite, Expat parser toolkit, Final Cut Pro Database Tools: SQL, MS Access Other: SNMP, TCP/IP, MPI, Multiprecision packages, XML, Flash, LaTeX
Bachelor of Science, Cum Laude, Computer Science, May 2008 Capital College, Crystal, IA GPA 3.7/4.0
EDUCATION Master of Science, Computer Science, April 2010 University of Minnesota Duluth UMD GPA 4.0/4.0
OBJECTIVE A challenging position in software development.
SHANNON PROGRAMMER 4050 Applegate Drive Duluth, MN 55806 218-726-0000 or 218-720-0000 prog0023@d.umn.edu Page 2
Excellent references and portfolio available upon request.
ACTIVITIES Long distance running, fresh-water surfing, and white-water kayaking.
Holiday Travel Package Management System: Implemented a system to store, manipulate, and generate reports of client data for a local travel agency.
Emulation of Resource Broker in Globus: Emulated the resource broker in Globus, Gridenables operating system. Parsed RSL scripts and allocated the requested resources which are in the Globus network.
Automobile Troubleshooter: Created an expert system to perform automobile troubleshooting using Java Expert System Shell.
Artificial Neural Network Simulator: Experimented with and taught a neural network to predict boiling points for 275 chemical liquid compounds using PlaNet.
PROJECTS Blood Circulation Simulator: Developed software, as part of a team , to simulate the blood circulation system, allowing students to adjust parameters that affect blood flow. Used Java under Linux, Java Swing for GUI and JDBC for database connectivity, MySql.
Math Tutor, Department of Mathematics, Capital College, Crystal, IA, Sep 2006-May 2008 Assisted students with problems and understanding the material in college level math courses including Calculus I and II in a campus wide drop-in tutoring center
RELATED EXPERIENCE Network Administrator, Village Green Townhomes, Duluth, MN Aug 2008-present Monitor, maintain, and update computer system to meet user needs Provide technical support for over 500 residents Troubleshoot network-related and other general computer problems Installed and configured current TCP/IP system, including DNS, DHCP, NAT firewall, routing, and hardware Develop, maintain, and update a website to promote the facility and inform residents of community events
Technology Security Systems Intern, Cloverville National Labs, Cloverville, AZ, Jun 2008-Aug 2008 Designed a virtual network necessary to carry out assigned tasks using VMWare software Discovered potential weaknesses in configuration of Cisco VPN client used for remote access to Intranet Performed similar analysis of Zone Alarm personal firewall use to protect system Recommended actions that could be taken to minimize the possibility of compromise through VPN exploit Developed proof of concept tools used to demonstrate discovered exploits, and presented to department
SHANNON PROGRAMMER
Effective Career Search Letters Effective letters are as important in the job search as an effective resume. A letter should always accompany a resume. Employers usually read the cover letter before the enclosed resume; therefore, it is absolutely necessary to develop a well written letter.
ALL LETTERS SHOULD BE: Addressed to a specific person by name and title. Use nongender specific titles (i.e., "Dear Employment Representative") if you cannot obtain a name. Tailored to the specific career, position, and/or industry. Individually composed, laser printed, and signed. Checked for grammatical and typographical errors. No more than one page in length.
TYPES OF LETTERS As an applicant seeking employment, you will find yourself writing different types of letters including: Letter of Application/Letter of Inquiry or Cover Letter. The terms “letter of application” and “cover letter” are often used interchangeably. Both letters of application and letters of inquiry are cover letters. This letter is often the first one you send to an employer and should be accompanied by your resume. Always include a cover letter when sending a resume, even if one is not requested. Your cover letter should be directed to a particular employer for a specific position. Whenever possible, find out the name of the person in the company to whom your letter should be addressed. Your cover letter should always be individual and never reproduced. Form letters are usually easily recognized and have little chance of receiving favorable attention from an employer. The cover letter should be brief and to the point. Tell the employer the position for which you are applying and how you learned about it or the company. Highlight your qualifications. Describe your potential value to the employer. Encourage the reader to review your enclosed resume and ask for an interview. Elaborate on information in your resume, adding more detail and stressing information of particular interest to the employer. Also, explain why you want to work for the employer. This letter is seldom more than four paragraphs long. Use standard business format and use the same paper as your resume.
position and inform the employer of the date by which you expect to make your decision. You should also send a letter of appreciation to employers with whom you have conducted informational interviews. If you are interested in working for the employer, your letter can serve as both a letter of appreciation and application. Letter Seeking Information. This letter may be written anytime. It could be written at the start of your job search to gather information about a company, especially if you have been unable to find information from other sources. It is also written after a job offer is received and you need more information in order to make your decision. Be certain to ask for specific information; do not deal in generalities. Getting answers to your questions in writing may eliminate many unpleasant surprises later should you decide to accept an offer. In writing this letter, always reinforce your interest in the opportunity and express your appreciation for the offer of employment. Letter Inquiring About Status. After a reasonable period of time, if you have not heard from an employer, you may want to inquire about the status of your application. Recap the history of your application, indicating dates of your correspondence and your interview(s), and state why you need to know your status (perhaps because you have other opportunities). Be certain to express your continued interest in the position and express your appreciation for the employer's consideration. Letter Accepting Position. In writing this letter, refer to the offer letter outlining the terms of employment, confirm your date for reporting to work, and again express your appreciation and pleasure at joining the organization. Letter Rejecting Offer. The key to this letter is to make certain you do not burn any bridges. Sometime in the future you may want to contact the employer about employment; always be positive and gracious in rejecting an offer. Express your appreciation for the interest and confidence the employer showed in making an offer to you and respectfully decline.
Letter of Appreciation or Follow-up Letter. This letter is especially appropriate after a job interview. It may be brief, but it should express your appreciation for the interview, mention key points that were discussed during the interview, reiterate your continued interest in the position and your desire for favorable consideration. Displaying common business courtesy, this letter should be written within two days of the initial interview. A letter of appreciation should also be written after receiving an offer of employment. This letter should confirm your receipt of and appreciation for the offer, indicate your interest in the
University of Minnesota Duluth | 24
25 | University of Minnesota Duluth
Enclosure
Your word processed name (exactly as you sign it and as it appears on your resume)
(4 spaces for your handwritten signature)
Name of person to whom you are writing (address the letter to a specific person if possible; if not, use a non-gender specific title such as “Personnel Manager” or “Human Resources Representative”) Person’s title (may also go on the Name line if title is one word) Name of the company or organization Street address City, state zip code (1 space) Dear Mr., Ms., Mrs., Dr. Last name (do not use a first name): (1 space) Opening paragraph: State the purpose of your letter and get the reader’s attention. Name the position or type of work for which you are applying/inquiring. Explain how you heard about the opening or the organization (Career Services office, news media, friend or formal referral). If someone referred you to the person or organization, and you have her or his permission, say so (e.g., Dr. Jones of the Computer Science Department at the University of Minnesota Duluth suggested I contact you). To personalize the letter and to show that you have a good reason to want to work for them, say something you know about the company, without stating the obvious. (1 space) Body (1-2 paragraphs): State how you are qualified for the position. Indicate your interest in the position, the company, its products, or services. Explain what you can do for the employer. Expand on your resume, mentioning specific details without simply repeating the information. Use concrete, specific examples to explain how your education, experiences and other qualifications support your ability to succeed in the position. Avoid mentioning how the position will benefit you and the experience you’ll gain. The employer wants to know what you can do for the company, now. If the paragraph is too long, break it into two paragraphs. (1 space) Closing paragraph: The purpose of the letter is to apply for a position; the next step in the application process is to get an interview. Ask for an interview at the employer’s convenience. Indicate how and when you may be contacted. If you are writing a letter of inquiry, indicate that you will call the employer to arrange an interview time (e.g., I will contact you during the week of November 10 to set up a time when we may further discuss how my skills and abilities may benefit your organization). (1 space) Write a brief expression of your appreciation. (1 space) Sincerely,
(2-4 spaces)
(Down far enough so the letter is centered on the page) Your street address City, State Zip code Date (you are writing/sending the letter)
(Single spaced)
OUTLINE COVER LETTER (APPLICATION OR INQUIRY)
enclosure
Carol Puma
Sincerely,
Thank you for your time and consideration. I look forward to hearing from you soon.
The possibility of working for Animal Publications as an editorial assistant is personally very exciting. I am available for an interview at your convenience to review my portfolio and talk about career opportunities at Animal Publications. You may contact me or leave a message at cpuma@d.umn.edu or telephone 218-720-0000.
I will graduate from the University of Minnesota Duluth in May 2010, with a Bachelor of Arts with majors in Biology and English. As the advertisement stated, the position requires writing and editing experience as well as general scientific knowledge. My portfolio and the enclosed resume contain evidence of my experiences. As an editorial assistant intern for the Northern Wildlife Magazine in Duluth, I proofed text before it went into the magazine and wrote short contributions to two regular magazine departments. I also edited various peripheral publications. Copies of my newspaper articles are available, showing my knowledge of the animal and scientific worlds, as well as the variety and depth of my assignments.
I would like to be a technical writer or an editor for Animal Publications. Your advertisement in the Midwest Gazette on Sunday, November 19, 2009, for an Editorial Assistant caught my eye. My advisor, Dr. Norman Mammal, of the Biology Department at the University of Minnesota Duluth, enthusiastically promoted your company to me as highly respected in the animal behavior publications field. Please accept this letter and enclosed resume as my application for the advertised position.
Dear Ms. Writer:
Ms. Tamara Writer Senior Editor Animal Publications 555 Bookbinder Road Midwest, MI 60199
1925 Review Lane Duluth, MN 55800 November 22, 2009
LETTER OF APPLICATION/COVER LETTER
University of Minnesota Duluth | 26
enclosure
Kim Bankroll
Sincerely,
Thank you for considering my request. I look forward to speaking with you soon.
I would very much appreciate the opportunity to visit with you or one of your managers regarding employment opportunities at CBG. I will contact you during the week of January 22nd to set up a time at your convenience for an interview. If you wish to contact me before then, I may be reached at kbankrol@d.umn.edu or telephone: 218-726-0000.
Prior to working at Northwoods Bank, I held a variety of customer contact positions as indicated on the enclosed resume. I have been employed with Doolittle Grocery for over 5 years and continue to work there during school breaks. Recently, I have had responsibility for supervising and training new cashiers. I am ambitious, hardworking and eager to be more involved in banking. The enclosed resume provides additional information about my qualifications.
My education consists of four years of business and general education courses leading to a Bachelor of Business Administration with a major in management. In my senior year I was elected president of the UMD Business Management Club. As president I was able to hone my leadership skills and work with a wide variety of people.
Gary Johnson, Careful Banking Group Branch Manager in Duluth, suggested that I write to you to inquire about the possibility of a banking position in the Minneapolis or St. Paul areas. I currently work part-time at Northwoods Bank in Duluth while attending the University of Minnesota Duluth. After I graduate in May 2010, I plan to relocate back to the Twin Cities area. I would like to continue my career in banking and am interested in exploring opportunities at CBG.
Dear Ms. Finance:
Kathy Finance Managing Officer Careful Banking Group 201 Money Street St. Paul, MN 55000-2002
1608 Banks Avenue Duluth, MN 55800 January 8, 2010
LETTER OF INQUIRY/COVER LETTER
While working at PaineWebber, I am required to make 100 contacts in a four hour period. I average 250. I started my first sales job when I was 16 and have held a job continuously throughout college. I have a perfect employment record having never missed a day of work.
Performer
Driven
Reliable
Kathy Jillian
Sincerely,
Thank you for your time and consideration.
I would appreciate the opportunity to visit with a company representative regarding any Pharmaceutical Sales Representative positions. My plans are to relocate to the southern California area after graduation and I would prefer a position in the area. I will call you during the week of October 20, to discuss the possibilities. To contact me before then, e-mail kathyjillian@yahoo.com or call 218-396-0000.
I have always had an interest in pharmaceutical and health related industries. Working in customeroriented positions has enhanced my communication skills and my ability to generate sales without using high pressure tactics. I can create significant interest in products by explaining their benefits and then successfully closing the transaction. I am also near completion of a four-year degree, demonstrating that I have the dedication to and can learn your sales program very quickly.
I started at PaineWebber as an intern, answering questions and requests of clients. I was quickly hired as a Sales Associate when they discovered my ability to generate leads by explaining the specifics of the stock market to clients.
Fast Learner
My background consists of a wide range of sales, prospecting, and customer service experiences. I will use this experience successfully to represent Comzer to the medical community and improve your market share. I have an excellent track record in sales and making successful transitions to companies with varied products. Allow me to highlight some of my talents:
I am writing to inquire about the possibility of securing a Pharmaceutical Sales Representative position with Comzer, Inc. My career focus is to become employed in the pharmaceutical sales field and I have enclosed a resume outlining my qualifications.
RE: Pharmaceutical Sales Representative positions
Human Resource Director Comzer, Incorporated 235 East 42nd Street Los Angeles, CA 33775
October 1, 2009
1320 West 6th Street Duluth, MN 55806
LETTER OF INQUIRY/COVER LETTER
27 | University of Minnesota Duluth
Donald J. Honest
Sincerely,
Once again, let me state that I am very interested in the Youth Services position and am confident about the contribution I could make to your agency. I look forward to exploring the opportunity further with you. If any additional information is needed or if I may help in any way, please give me a call. I look forward to hearing from you within the next two weeks. Thank you for your time and consideration.
As you pointed out in the interview, the ability to communicate effectively with young people from a wide variety of socioeconomic and cultural backgrounds is an essential requirement of the position. I’d like to take this opportunity to reiterate that during my part-time work and internship experiences, I planned and scheduled wellness and leadership development activities for African American, American Indian, East Asian American and white adolescents. The experiences allowed me to develop both my management and cross-cultural communication skills.
I enjoyed my interview with you yesterday, Thursday, December 9, at 10:00 a.m. in the Career Services office of UMD, concerning the Youth Services position available with your agency. I am very interested in joining your organization and I know that I have the communication and management skills necessary to make a valuable contribution.
Dear Mr. Good:
Mr. Robert Good Personnel Director Help People Associates 234 Samaritan Lane Minneapolis, MN 55000
408A Social Apartments Duluth, MN 55800 December 10, 2009
FOLLOW-UP/THANK YOU LETTER AFTER INTERVIEW
Nancy Carlson
Sincerely,
I look forward to working with you and your team. I appreciate your confidence in me and am excited and happy to be joining your staff. If there is anything else I need to do, please let me know.
As we discussed, I will report to work at 8:00 a.m. on June 1, 2010. In the meantime, I will complete all of the necessary employment forms, obtain the required physical examination, and locate housing. I plan to be in the Chicago area within the next two weeks and would like to deliver the paperwork to you. At that time, we could handle any remaining items pertaining to my employment. I will call next week to schedule an appointment with you.
I am writing to confirm my acceptance of your offer of employment to work with Data Services, Inc. I am pleased to accept the position of Research Data Analyst with your planning division working out of the Skokie, Illinois, office with a beginning annual salary of $30,000. The position requires exactly the kind of work I seek to do. I am confident I will make a significant contribution to Data Services, and am grateful for the opportunity you have given me.
Dear Mr. Miller:
Mr. Jack Miller Division Manager Data Services, Inc. 1200 Corporation Lane Skokie, IL 60666
150 North Lake Shore Drive Duluth, MN 55804 April 20, 2010
LETTER ACCEPTING OFFER
University of Minnesota Duluth | 28
Brian Johnson
Sincerely,
I appreciate the opportunity to be considered for employment with Bentley and Associates. Thank you, again, and best wishes for your continued success.
Thank you for your offer to join Bentley and Associates as a staff writer. I am unable to accept the offer because I accepted an offer for a similar position with another company.
Dear Ms. Nelson Olson:
Ms. Janet Nelson Olson Director of Communications Bentley and Associates 2201 Minnesota Avenue, N.W. Washington, DC 20000
4342 Kenilworth Avenue Long Lake, VA 22090 November 22, 2009
LETTER REJECTING OFFER
Gail S. Anderson
Sincerely,
Again, thank you for the opportunity to interview and be considered for the position. Best wishes to you and your staff.
I want to reiterate my strong interest in working for you and the positive contribution I could make to Glenview Industries. Please keep me in mind should another position become available.
Thank you for giving me the opportunity to interview for the Customer Service Representative position with Glenview Industries. Although I am disappointed in not being selected for your current vacancy, I want you to know that I appreciated your consideration and interest in me. I enjoyed meeting you and the other members of your sales staff. My meeting confirmed that Glenview Industries could benefit from my skills and it would be an excellent place for me to build a career.
Dear Ms. Bloom:
Julie L. Bloom Vice President for Sales Glenview Industries 529 W. Fullerton Blvd. Chicago, IL 60640-2002
1656 Marshall Avenue Minneapolis, MN 55102 January 8, 2010
LETTER IN RESPONSE TO REJECTION
Sending Resumes and Letters There are several ways to submit resumes and letters to employers. You can use e-mail, conventional mail, fax, or drop them off in person. The key is to follow the directions requested by the employer. The substance of your resume and letter remains the same no matter which way you submit them; however, there are some things to keep in mind as you consider each method.
When sending your resume and cover letter as an attachment, the name of the attached file should be your name, not simply “resume.” Unless an employer specifically says not to, submit a hard copy resume and cover letter, in addition to the e-mailed format.
CONVENTIONAL MAIL
Resume, cover letter, and all correspondence with an Prepare your resume using a word processing program employer should be on the same kind of paper. following the recommendations in Resume Writing Your resume and cover letter should be sent in a large beginning on page 14 and copy the file, saving it as a text envelope without folding, stapling, or paper clipping them. only file, ASCII or Plain Text, or type your resume into the Large envelopes are available in manila, white or matching text only format directly, using the hard copy as a guide. resume paper, and all are acceptable to use. Edit the text only version of your resume to resemble your Use mailing labels and type or computer print your return original resume. The spacing will need to be redone using address and the name and address of the person to whom the space bar; tabs don’t operate the same in text only you are sending your resume and letter. formats. Make sure each line is 60 or less characters and Place the letter on top of the resume with any other insert a hard return at the end of each line. The margins supporting materials under the resume and slide it into the may need to be adjusted as well. envelope. Do not staple or paper clip your resume to your Since bullets and boldface can't be used in a text only letter. document, you may substitute asterisks or plus signs for The name and address on the label should match exactly bullets and use capital letters, or asterisks surrounding text, the name and address on the letter you are enclosing. If you in place of bold. Use capital letters and other symbols are responding to an advertisement and there is no name sparingly. A whole letter or resume in capital letters is mentioned, call the employer to request the name. In cases difficult to read and could be interpreted as being rude where a name is not available use a gender neutral title because it appears that you are shouting. Overdone such as “Employer,” “Employment Representative” or symbols also tend to clutter and confuse rather than draw “Personnel Manager.” in the reader’s attention. Most text editors have a spell-check function so use it to FAX catch any spelling errors. Always proofread, and have You should fax your letter and resume only when an others proofread your documents. employer requests it or to meet a deadline. Save both versions of your resume, the text only version If you fax a resume and letter, always follow-up with a and the word processed version, so that they are ready to mailed original. edit, print, or e-mail as you need. When faxing your resume and letter, your originals should Create and store a “general” cover letter in the same way. be on plain white paper using black ink, to ensure the best Customize the cover letter each time you apply for a quality copy in transmission. position. Call the employer to verify that your resume and letter have Once you have redone your resume and cover letter in the been received. text only format, e-mail them to yourself and a friend, to check the format and see how it looks, before you send it to IN-PERSON anyone else. When dropping off your resume in person remember that Use the advertised job title as your “subject” line in the eyour personal appearance is making an impression. Dress as mail. Cite relevant job numbers or descriptors as noted in if you were going for an interview and act professionally, the ad. being courteous to everyone. If you are sending a resume without knowing of an opening, put a few words stating your objective in the “subject” line. A NOTE ABOUT APPLYING ONLINE Read the entire posting carefully and completely before Many employers request that you apply for positions online. responding. Some employers who advertise online may When you apply online, unless the employer specifically only accept responses by conventional mail or may want says not to, submit a hard copy resume and cover letter , as you to respond to a different e-mail address. It is important well. to respond exactly as instructed in the directions. Use the text only versions of your resume and cover letter If you send your resume and cover letter as an attachment, to easily fill-in the information requested in the text boxes include them in the body of the message, as well. Attach of some online applications. them as .pdf documents, not in word processed format. Attach your cover letter and resume as one file.
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Developing and Using a Portfolio in Interviews A portfolio is another tool to use in your job search. It is a Teacher candidates may want to consider additional items collection of your work documenting your experiences, such as: activities, training, skills, and accomplishments. A portfolio is Lesson plans used during a job or internship interview as supporting evidence Samples of students' work of your skills and abilities. Conference programs Teaching evaluations STARTING A PORTFOLIO Professional development plans Gather together examples and documentation of what you are Evidence of involvement with parents doing and have already done. Collect and file evidence of your accomplishments and skills, assignments, internships, special FORMATS FOR PORTFOLIOS training, workshops, and other activities in your life. There are two different formats for portfolios; hard copy print If you need additional examples or evidence of your skills, reconstruct or create items. Retype or redesign documents from memory or from rough drafts. Write or create pieces and have others review your work, refine them and then include them. Possible items to include: Resume Transcripts Writing samples Items created through class projects Evidence of awards or honors Laboratory work Synopses of term or research papers Papers with instructor comments and grades Certificates of attendance at seminars or workshops Documentation of leadership experience Agendas of meetings you conducted Flyers or other promotional materials you designed Evidence from volunteer, internship, and paid experiences Licensure or certification documentation Positive evaluations Letters of recommendation Philosophy statement Personal mission statement Professional organization involvement Examples of program development Grants and proposals Sporting awards Photographs Audio Computer disc with work on it Video showing you in action Reports on topics of special interest Outlines and handouts from class presentations Electronic slides from class presentations Printouts of or links to web pages you created Anything that adds value to or is going to elicit additional conversation during the interview Consider editing your work if it is very lengthy; you may not want to include an entire term paper.
and electronic. You may want to create both. The University of Minnesota’s e-Portfolio is an excellent resource to enter, save, organize, view, and selectively share your information electronically with employers. You can access your e-Portfolio at https://portfolio.umn.edu/portfolio/index.jsp
ELECTRONIC PORTFOLIO Can be on the internet, be a stand-alone version on your laptop, or be on a DVD. Showcase your skills by adding sound, video, and animation, keeping in mind it should be professional. Make it organized, and easy to navigate and browse with the most important information available in the fewest clicks. Pick a unifying design theme and be sure the color scheme and design elements are not overwhelming. Keep it simple and consistent with readable fonts and files that are not too big to download and view. Some advise limiting the font and color choices to no more than three. Use menus and icons effectively. Provide brief statements or introductions to your work that link to the full descriptions and examples. Link to related web sites, resources, and professional organizations. If your portfolio is on the internet, include the address on your resume and in any correspondence you send related to your job search. Make sure everything is error free and grammatically correct.
HARD COPY PRINT PORTFOLIO Organize items in a three-ring binder. Use clear plastic sleeves to protect your materials and make them easier to organize and see. A portfolio is approximately 10-20 pages. A table of contents helps direct readers to particular items and gives a general idea of how the portfolio is organized. Tabs can be used to highlight areas indicated in the table of contents. Use captions on every piece of evidence in the portfolio. Captions lead the reader to the importance and understanding of the piece. If you need to leave your
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portfolio with an employer, captions help it stand on its own. Captions work best when they are concise, specific, and eye-catching. Use a bright color to help them stand out and draw the reader in. Consider making a duplicate of your portfolio to leave with employers if they ask to examine it for any length of time. Make sure everything is error free and grammatically correct.
ORGANIZING A PORTFOLIO There are different ways to organize your portfolio. Two of the most popular and useful ways to organize it are by subjects or by skill or knowledge areas. Subject order includes organizing by areas such as school subjects, or by job or project, such as independent study, lab experience or internship. Skill or knowledge order matches projects or activities to skills and knowledge. You can use the job description to help you decide what to include. If the job description asks for teamwork, public speaking, computer and communication skills, organize your items by those skill areas. Organizing a portfolio is ongoing. You should constantly be assessing and evaluating the materials in your portfolio and comparing them to the skills needed by employers.
PRESENTATION OF YOUR PORTFOLIO When presenting your portfolio to a prospective employer, you should include only necessary items. Add and subtract items as the need arises. Reorganize and edit your portfolio to suit each position and company. Your portfolio may change from employer to employer. Research each potential employer’s needs and incorporate any work you've done that relates to what you learn. You may want to introduce the availability of your portfolio in your resume by stating "Portfolio available for review" with your reference statement.
USING A PORTFOLIO When you schedule an interview, inform the employer that you have a portfolio and ask if anyone would like to review it prior to your interview. If so, provide it. There are two methods of presenting your portfolio in an interview: the wait method or the up-front method. In the wait method you present your portfolio when a question comes up about a skill or activity that can be answered with proof in your portfolio. With the up-front method, you introduce the portfolio in the beginning of the interview and ask whether the interviewer would like to examine it, now or later. Whichever format you choose or way you choose to use your portfolio, when you practice interviewing, practice using your portfolio. Be completely familiar with the contents and be prepared to talk about its elements. When you mention a skill, use your portfolio to illustrate your explanation and back up your claims.
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Interviewing The key to making a good impression in an interview is careful preparation. Preparing for an interview is just as important as studying for an academic examination. As with tests, preparation and practice can ease some of the tension and anxiety, and increase your chances of success.
decided on a prospective employer, the next step is to research the company or organization. Recruiters expect and are impressed with candidates who research and have knowledge about the company. A favorite question asked is, "Why are you interested in our organization?" To answer the question intelligently, you need to know the organization.
KEYS TO SUCCESSFUL INTERVIEWING Know yourself. Be able to discuss past achievements and give concrete examples demonstrating your skills. Know what you are looking for and what you have to offer. Know about the job, organization, and industry. Know how you can make a contribution to the employer. Know the interviewing process.
THE MAIN PURPOSES OF THE INTERVIEW For the interviewee: To communicate information about yourself, your experience, and your abilities To seek further information about the position and the organization To make a tentative decision about the match between your needs and what the job offers For the interviewer: To gather relevant information about you To assess how well your qualifications match the requirements of the position To promote the organization and find the best match between the organization and prospective employees
WHAT EMPLOYERS LOOK FOR
By researching the organization, you can learn whether your goals will fit the organizational structure defined by the employer. For example, there are some employers who have a reputation for being conservative; if you know that you do not fit in with this type of environment, talking to the recruiter would be a waste of time.
GETTING ORGANIZED It is wise to begin researching weeks before your interview. Keep a file on each employer to whom you apply. In addition to information about the company (articles from periodicals, annual reports, tips or comments), the file should include dates of application, copies of letters exchanged, appointment record, names of contacts, and other relevant information. The information in the file will help you prepare for the interview and will be beneficial as you write follow up letters. Keep your files even after you secure employment. If you consider a job change later, the information could be useful in securing a new position.
WHAT INFORMATION TO LOOK FOR Before seeking background information about a potential employer, you must decide what kind of information you need. It is a mistake to assume that you know enough about the organization without doing any research. For example, you may know that a company makes pet food, but are you aware that the company also makes cereal for humans, owns a major tuna fish company, and owns and operates resorts and restaurants? You may be talking with a subsidiary of a much larger company and not realize it if you haven't done your research.
Interview preparation: interest in and knowledge of the industry, the position, and the organization Communication skills: oral presentation skills and the ability to interact with others Qualifications: academic, work, volunteer, and other experience Personality: enthusiasm, poise, cheerfulness, flexibility, and FACTS TO KNOW ABOUT THE ORGANIZATION sense of humor You should be prepared to discuss the following aspects of the Leadership potential and teamwork: demonstrated ability employer's organization: to work with others and to get others to work together History of organization Clear and realistic career goals: future plans and awareness Complete product line(s) and/or service(s) of career paths Organizational structure Appearance: dress and grooming Size of organization Maturity: behavior and judgment Prospects for growth or change Self confidence: realistic appraisal of self Potential new products or services Motivation and success potential: demonstrated patterns Annual sales growth for past five years of accomplishment Business methods and philosophy Work ethic: acceptance of responsibility, ability to keep Reputation commitments and attitude of the importance of work Standing in the industry Problem solving and analytical ability Competitors Number of plants, stores, and outlets PREPARING FOR THE INTERVIEW Geographical locations After you have assessed your own skills and abilities, and Location of corporate headquarters
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Relocation policies Type of training program(s) Promotional path(s) Typical career path in your field Age of top management and their backgrounds Corporate culture Recent developments via news stories
WHERE TO FIND THE INFORMATION There are many places to get information about prospective employers. For some companies it may be difficult to find information; you will have to be resourceful in locating the information you need. Employers’ web sites are good starting places. Annual reports and employment brochures, when available, are also good resources. All publicly held companies are required to report to their stockholders via annual reports. Check the Career Resource Center in Career Services, UMD library, and the public library for the necessary information. You may also want to contact the organization directly. Most libraries also have a number of business periodicals and newspapers. Search these for information about the company and its competition. There are also directories which can be useful resources. Directories may be available at the Career Resource Center in Career Services, UMD library or public library. You may also want to check with local stockbrokerage firms. Additional resources include contacts at Career Fairs, company group presentations, Career Services staff, professors, family, friends, UMD alumni, and Chambers of Commerce. The important thing is not to give up if you can't find the information immediately. Check with the libraries' reference departments and ask for advice. If the library doesn't have the information you need, their staff often can refer you to an alternative source. Some information will not be available and you may ask the recruiter for clarification during the interview. Tell the interviewer you are aware of certain information about the organization (thus proving you have some knowledge of the company), but you would like to discuss additional information in more detail.
BEFORE THE INTERVIEW Know why you are interviewing for the position with the organization. Know the exact time and place of the interview. Arrive early to provide time to become relaxed. Dress appropriately. Exhibit good grooming. Get a good night's sleep to be well rested and alert. Be enthusiastic, interested, and confident. Individuals who are convinced they are the best candidates for the openings will be most influential with employers. Prepare good questions to ask the employer. 33 | University of Minnesota Duluth
Practice your answers to possible interview questions.
WHAT TO WEAR Plan carefully what you will wear to the interview. It is important to know what attire is appropriate for your field. Dress conservatively with careful attention to grooming. The following suggestions may be helpful. Women Tailored clothing (no frills, ruffles, thin straps or plunging necklines) Suits and blazers in plain, neutral colors or understated patterns Dresses in dark colors, with or without blazers Scarves for color accents Skirts without slits Basic dark pumps with medium or low heels Stud earrings, simple necklaces (no rings, bracelets and dangling earrings) No overpowering perfume Men Dark or gray suits (solid, pinstripe or shadow plaid) Dress shirts in solid colors Ties coordinated with the shirts (solids, stripes or small patterns) Calf-length socks in dark colors to match suits Tassel loafers, wingtips or lace-up shoes (no boots) Black or brown 1-inch belts to match shoes No flashy cuff links, rings, neck chains or earrings No overpowering aftershave or cologne
STAGES OF THE INTERVIEW Although the structure of interviews may vary, most interviews include the following stages: STAGE 1 - Informal "breaking the ice" type of conversation. Topics vary and are designed to help you feel more at ease. STAGE 2 - Interviewer's questions intended to learn about you, your major, education, work experience, and interests. Common questions include "Tell me a little about yourself; why did you choose UMD?" "What are some of your interests outside of the classroom?" STAGE 3 - Interview questions which elicit the relationship between your interests, skills and background and the needs of the organization. These are the most critical questions and require preparation. "What types of contributions would you see yourself making to this agency?" "How do you see your background fitting with the qualifications for this job?" STAGE 4 - Your opportunity to ask questions of the interviewer. Interviewer summary and determination of the next step.
FREQUENTLY ASKED INTERVIEW QUESTIONS Tell me about yourself. For what position are you applying? What are your short term and long term career goals? Why did you choose this career field? Why do you think you will be successful in this career? Why did you choose to attend UMD? How did you select your major? What courses did you like best? Least? Why? How do you spend your spare time? What are your greatest strengths and weaknesses? What did you learn or gain from your summer and part time jobs? What have been your most satisfying and most disappointing experiences? What have you done that supports your stated interest in this field? Why did you choose to interview with us? Do you think your grades are a good indication of your ability? In what ways do you think you can make a contribution to our company? What are your plans for graduate study? How do you work under pressure? Which geographic location do you prefer? Would you prefer on the job training or a formal program? What are the disadvantages of your chosen field? What have you done that shows initiative and willingness to work? What have you done in college that has enhanced your leadership ability? Are you willing to relocate? Why should I hire you?
QUESTIONS FOR TEACHER CANDIDATES If you are a student who wishes to pursue a career in education, you may be asked: What is your philosophy of education? Of discipline? What issues in education are of greatest concern to you? Why? Describe the role of the teacher in the learning process. What is the role of the teacher in the community? How would you individualize instruction in your classroom? Why do you want to teach? What special abilities do you have that would benefit your students? What prompted you to go into the field of education? Do you grade on ability or effort? Why? If you found out the slower learners in the class could not read the grade level book, what would you do? Tell me about your student teaching experience. How do you feel about being observed by supervisors or principals? Why? Are you interested in working with students in some extracurricular activity? Why or why not?
BEHAVIORAL STYLE INTERVIEWING The following is a list of additional questions that are being asked with increasing frequency by employers. These are "Behavioral Style Interviewing" questions. This style of questioning is based on the theory that your past behavior is an indication of your future performance. The interviewers will usually ask you to describe a situation in which you did or did not use a certain skill effectively. Some of the skills they may choose to focus on include: leadership, communication (oral, written or interpersonal), creativity, problem solving, listening, ability to work in a group, time management and handling stress. The interviewer may ask questions similar to, "Give me an example of a time when..." You used your leadership skills effectively. Your leadership skills failed. You had to depend on your ability to get along with others. You had to communicate under difficult circumstances. You had to deal with a highly stressful situation. You handled a stressful situation badly. You were especially creative. You were not able to use your creative skills. You were motivated by a good boss. You had to work with a poor supervisor/boss/professor.
HANDLING A "NEGATIVE QUESTION" If the interviewer asks you for an example of a time when a certain skill failed you, do not let it "stress you out." They do not expect you to be perfect. Part of the reason they ask the question is to see how you handle yourself. Give an example but be sure to point out what you learned from your failure and how you would handle the situation now.
THE INTERVIEW RESPONSE FORMAT It may be helpful to structure your answers using the following format: 1. Validate or repeat the question if you do not understand what is being asked. 2.
Use specific examples in your answers.
3.
Summarize your strengths demonstrated by the example.
4.
Acknowledge having answered the question.
RESPONDING TO QUESTIONS Be prepared for questions as soon as the interview starts. Ask the interviewer to repeat/rephrase questions, if needed, for clarification or to "buy time." Allow yourself silence while thinking of an example or response. Break eye contact while thinking of an example or response. Ask for time to come up with an example if needed. Admit a "mental block" if you have a difficult time thinking of an answer. This is much better than trying to “fake it.� University of Minnesota Duluth | 34
position and the company. It is also the time to get the information you weren't able to find in your research. The following are examples of questions you might ask: An inappropriate question is one which is not relevant to your Does the job include a formal training period? professional qualifications. An illegal question is one which Is this hire for a new position or is it a replacement? makes inquiries regarding issues of race, ethnicity, gender, Where are the last two people who held this position (did national origin, age, or marital status. Other areas which may they get promoted or leave the company)? potentially lead to legal liability include such things as medical What is the most challenging aspect of this job? history, pregnancy or plans for children. What type of performance reviews are given? How often? What are the essential skills, knowledge, and/or qualities Handling Inappropriate or Illegal Questions necessary for an employee to succeed in this position? The interviewer may or may not be asking intentionally illegal or inappropriate questions. There are several ways in which you What does the career path look like for someone who starts may respond to them. in this position (what are the opportunities for advancement)? Read into the purpose of the question ( i.e., "If you are asking me if I can travel or work some weekends, I can"). Let them know you want to give helpful information about AFTER THE INTERVIEW your qualifications but are having difficulty understanding Always get the interviewer's name (including correct how the question relates to the specific job requirements. spelling), title and address. If you are not comfortable In handling this type of question, remain professional and asking the recruiter, ask Career Services staff for the tactful but protect your rights as a candidate. If you believe that information when interviewing on campus or contact the the interviewer is asking these questions purposefully, you may company. Don't rely on information from someone who choose to end the interview and/or inform the head of interviewed with the same recruiter. personnel or human resources at the interviewer's company. If Record your observations of the entire interview. you are asked illegal or inappropriate questions by an employer Note what the next step in the process will be. who has a recruiting relationship with the University of Send a thank you letter. Be sure to reiterate your interest in Minnesota Duluth, please be sure to inform a career counselor the position and the organization. or the employer relations coordinator. Evaluate the interview. Did it go well? Is there room for improvement? Continue to practice your interviewing skills DURING THE INTERVIEW through mock or videotaped interviews with a career Make a good first impression. The selection process starts counselor. as soon as you meet the company representative(s), even If you do not hear from the company by the appointed before any questions are asked. time, make a follow-up telephone call. Follow the lead of the interviewer. Be enthusiastic. Greet Be courteous and professional at all times. the interviewer by name. Use a first name only if invited to do so. THE FOLLOW-UP INTERVIEW Give the interviewer a firm handshake during introductions. An invitation for a plant, office, agency or school visit may Always conduct yourself as if determined to get the job you follow your initial screening interview. This visit will allow more are discussing. You may have other irons in the fire, the in-depth conversation with the employer to determine how interviewer expects that, but you want to demonstrate your your qualifications and interests match the needs of the sincere interest in a position with the organization. organization. An invitation for a follow-up interview indicates Do not chew gum or smoke. that the employer is very interested in you. Be aware of your non-verbal behavior. Maintain good eye contact. Control nervous habits. Before confirming a date for a follow-up interview, ALWAYS Listen to the questions and give clear and concise answers. check your schedule to avoid conflicts with classes, tests or Ask questions regarding job-related issues that will provide other interviews. If the dates suggested by the employer are not you with helpful information and will demonstrate your suitable to your schedule, advise the employer of the conflict knowledge of and interest in the position and organization. and suggest alternative dates. In any case, acknowledge the offer for the follow up interview promptly. In closing, ask if there is anything else the interviewer would like you to discuss or do (e.g., fill out an application). The follow up interview will be conducted in much the same Inquire about follow-up procedures. manner as your initial screening interview. You will probably Thank the interviewer for her or his time. meet more people and the length of time spent with each will be longer. You will be expected to be more conversant about INTERVIEWING THE INTERVIEWER You are usually expected to ask questions about the position or the employer, your personal background, your academic and work experiences, your career and life goals, your activities and the company. It is best to focus most of your questions on the specific requirements of the job. Your questions should indicate how all of these accomplishments qualify you as a valuable member of the employer's team. Because of the extended time that you have done your homework and know about the
INAPPROPRIATE OR ILLEGAL INTERVIEW QUESTIONS
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spent with each individual, you will have more time to ask questions. Be prepared to do so. Plan to spend most of one day with the employer. Remember, in many cases, this will be a stressful day. Always get a good night's rest beforehand. If all goes well during the follow up interview, you may receive an offer of employment prior to leaving or within a few days. After the interview, record your observations. Your notes will be helpful if you need to ask the employer additional questions and in comparing one employer with another in order to make a decision. Write a thank you letter expressing appreciation for the interview. Send a unique thank you letter to each person with whom you spent time that day.
THE TELEPHONE INTERVIEW A telephone interview can happen unexpectedly or be planned. No matter how it occurs, you must answer the questions effectively in order to move to the next stage of the process which is the in-person interview. To prepare for a telephone interview, follow the general guidelines to prepare for an in-person interview: take notes on your research of the company, study the job description, and practice your responses to standard interview questions. During a telephone interview, you may use written notes of your responses to standard interview questions. Your notes should help you remember what you want to say and not be a script. If you read your responses, it will be obvious to the telephone interviewer that you are not being spontaneous. In addition, you also need to be prepared for the unexpected. The unplanned telephone call may come at any time. To avoid being caught off guard, keep your resume and research notes close by, at all times. Although a telephone interview may seem more casual than an in-person interview, you still need to project a professional image. Consider the following points to help you prepare for a successful telephone interview: Review “Cell Phone Use Tips for the Job Search” on page 10. Take a surprise telephone call in-stride. Be calm, sound positive, and take a moment to gather your thoughts and your notes. You may say something like, “Thank you for calling, let me take a second to close the door for more privacy.” Set the telephone down and collect yourself. Have your resume, cover letter, and notes neatly organized in front of you so you may easily and quietly refer to them. If you have been asked to call at a specific time, call at exactly that time. Calling earlier or later may be interpreted negatively by the employer. If you can’t get through, leave a message to show that you called at the appointed time. Your voice is one of the most important aspects of a telephone interview. Always smile when answering questions. This advice may sound silly, especially because the interviewer can’t see you, but smiling improves the sound and tone of your voice and helps you project a
positive image. If the telephone interview is planned, shower and dress professionally before the appointed time. Focusing on your appearance puts you in the right frame of mind and helps you project a professional image. Stand up or sit up straight at a table or desk. You will project a more knowledgeable and confident image. As with in-person interviews, don’t become overly familiar with the interviewer. Establish the correct pronunciation of the interviewer’s name. Refer to the interviewer as Mr. or Ms. until you are invited to use a first name. Use the interviewer’s name regularly throughout the interview and mention the name of the organization a number of times. Keep up your end of the conversation without dominating the call. Ask the questions you prepared earlier by referring to your notes and listen carefully to the answers. Speak clearly and directly into the telephone. Keep the mouthpiece about one inch from your mouth. Don’t have anything in your mouth during the interview. Eating, drinking, chewing gum or smoking will be obvious and will have a negative effect on your interview. Eliminate, or at least limit, background noise. Telephones pick up and amplify background music, voices, and other noises and these will be distractions to you and the interviewer. During the interview, write down information you want to remember or ask about later. At the end of the interview, clarify the next steps in the process. If you are told by the interviewer that he or she will get back to you, ask when. Ask if you may contact the interviewer later if you have additional questions. You may want to ask, if you haven’t been invited yet, to meet the interviewer in person. Get the correct spelling of the interviewer’s name and the correct address. Send a follow-up/thank you letter within two days of the telephone interview.
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On-site Interviews An on-site interview may be either an initial interview or a second interview. If the on-site interview is a second interview the questions are likely to be more job-specific and technical than those asked in the initial interview. In an on-site interview, you typically meet with many individuals. Each individual with whom you meet may not have heard your interactions with the others, so you may be asked to answer the same questions more than once. Usually a tour of the facility is conducted and you meet potential supervisors, managers, and/or co-workers. Meals are often part of on-site interviews. Your dining etiquette will be observed and could be a factor in whether or not you get an offer. As the interviewee, you have the opportunity to observe the organization's environment, ask questions, and evaluate the community.
FORMAT Interview length varies from organization to organization. Some interviews may last an hour while others may be as long as two days. The interview may consist of an individual interview, multiple individual interviews, panel interviews with multiple interviewers and/or group interviews with multiple interviewees. You may be asked to complete testing such as aptitude and/or psychological assessments and/or drug screening. You may be expected to have meals or attend receptions with employees, some of whom may be alumni from your school.
LOGISTICS Request an interview agenda or itinerary. Inquire whether you need to bring any materials such as writing samples, course projects, transcripts, company application, examples of research, and/or other documentation of your experience and skills. Ask whether you should make travel and hotel arrangements or whether the organization will provide that service.
EXPENSES Reimbursement policies for travel expenses for on-site interviews may vary dramatically. It is important for you to be aware of the employer's policy before committing to a visit. In most cases, the employer's letter inviting you for an onsite interview will advise you if and what expenses will be covered. If no reference is made to travel expenses, it is 37 | University of Minnesota Duluth
appropriate to inquire about the employer's policy before you accept an invitation for an on-site interview. If the employer pays your expenses, you can expect reimbursement for: Airline tickets and expenses for airport limousine or bus, taxi or bus from hotel to place of interview, and baggage service tip at the airport and hotel Automobile mileage if you drive (the amount is normally determined by the policy of the employer) and expenses for baggage handling at the hotel, and automobile parking Lodging (the night before or after the interview if necessary) Meals and tips If you plan to visit more than one employer on your trip, prorate the expenses among the employers. If you are visiting two or more employers on the trip and only one employer is willing to pay expenses, the employer should be charged only the share of the cost in proportion to the number of employers visited. Not only do employer policies vary on payment of travel expenses, but the manner in which the expenses are paid also varies. In some cases, when airplane travel is necessary, the ticket may be forwarded to you in advance. In some cases, when overnight lodging is required, you may only have to sign the bill at the hotel, charging your room and meals directly to the employer. In cases where your expenses are to be paid, you may still need available funds to pay for your transportation, lodging, meals and any gratuities. Obtain receipts whenever possible. Employers will expect receipts for reimbursement. You may be reimbursed before leaving the employer; other employers will wait for you to turn in all receipts at the conclusion of your trip. It is important to set aside some funds for travel expenses because reimbursement could take as long as four weeks. Be prudent in the expenses you submit for reimbursement. Do not put yourself in the position of being rejected as an applicant because your expenses were unreasonable.
PREPARATION Take enough copies of your up-to-date resume for each individual involved in your interview process, plus a few extras. Some of the people with whom you meet may not have seen your resume and it is helpful to be able to provide them with copies. Review dining etiquette tips. Consider the clothing you will need to take and wear when traveling. Are there dinners, receptions, or presentations involved? Pack light so you can carry your luggage with you; this should help avoid embarrassment in case your luggage is delayed or lost. You'll need interview attire, and perhaps business casual attire. If you are unsure of appropriate attire, ask your contact person at the organization. If this is a follow-up to your on-campus interview, you will
have already researched the organization. If this is an initial interview, be sure to do your basic pre-interview research. Review basic interview tips. Prepare a list of questions you would like to have answered. Construct questions such that your knowledge of the company and the field will be apparent.
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DURING AND AFTER Collect business cards from everyone with whom you meet during the interview process. If you are unable to get a business card, make sure you verify, in writing, the person’s name, correct spelling and title. Make notes of pertinent information — before details slip your mind. Send thank-you letters to the individuals with whom you met during the process. For panel interviews you may send one letter to the entire panel, addressed to the chair, or send individual letters to each panel member, but each letter must be different and point out something significant to each panelist. Maintain detailed records related to your on-site visit. Keep track of names and titles of persons with whom you met, copies of everything you sent, dates of interviews and follow-up correspondence, date of intended employment decisions, on their part and your part.
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Handling Rejection Unfortunately, not all interviews result in job offers. Don't allow yourself to be discouraged. A rejection letter may mean only that there was a particularly large and well qualified candidate pool. You may not always be the most qualified candidate; however, you can certainly try to be the most prepared by carefully researching the company, practicing your interview skills and conducting yourself in a professional manner at all times. Rejection shock may result if you are not prepared for what is a normal part of the hiring process. Rejection shock can have a spiraling effect. If receiving a rejection letter discourages you or damages your confidence, it may lead to a poor performance in your next interview, which could result in another rejection. If your interviews are not resulting in job offers, there are positive steps you can take to turn things around. Review the list below and ask yourself if any of these characteristics might be the reason for the rejections. Consult with a Career Services counselor and arrange for a video-taped practice interview.
NEGATIVE FACTORS LEADING TO APPLICANT REJECTION The following factors leading to applicant rejection were reported by 153 companies surveyed by a Northwestern University Placement Director. Lack of career planning - unclear goals Inability to express self clearly - poor voice, diction, grammar Poor personal appearance, over- or under-dressed Lack of confidence and poise - nervousness, failure to look interviewer in the eye, ill at ease Poor scholastic record - just got by, no improvement over time Narrow interests or failure to participate in activities Makes excuses - evasive, blames others, condemns past employers, hedges on unfavorable factors in record Merely shopping around - used interview to practice Unwilling to start at the bottom - expects too much too soon Late to interview without good reason Asks no or poor questions about the job and company Did not research the job or company - unprepared Little interest and enthusiasm - passive, indifferent, unmotivated or no sense of humor Overemphasis on money and/or status - interest only in best dollar offer Lack of tact or courtesy - outspoken, impulsive or cynical Lack of maturity Lack of experience - inadequate training Intolerant - unaccepting of others who are different Poor handling of personal finances Unclear on salary range Limp handshake - not assertive Marked dislike for school work 39 | University of Minnesota Duluth
Overbearing, over aggressive, conceited, "a know it all" Sloppy application form, resume Wants job for only a short time Unwilling to relocate, travel Remember that there is rarely a professional position open that does not draw many qualified applicants. You get only one chance to leave the right impression, so take the time to do your homework. Research the organization and prepare and practice for the interview to increase your chances of leaving a positive impression.
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Negotiating Salary and Benefits The following may serve as a useful guide during your salary bargaining session. Keep in mind that negotiation establishes a positive relationship between you and the company for which you'll work. Both parties should be happy with the bargain each has struck. Preparation is probably the single most important part of successful negotiations.
PREPARE Determine if the organization negotiates salary with entering employees. Gather as much factual information as you can to back-up the case you want to make. Establish the market value for your profession in the geographic region. Consider how you will respond to counter-offers and what alternatives you have. Establish your bottom line and be prepared to walk away if necessary. Know exactly what you want.
be sympathetic. Needs or wants are not useful in negotiations. Don't discuss an item if you are not prepared. Defer your decision, if possible. If you do not understand an issue, ask for clarification. Don't enter the bargaining process with a chip on your shoulder. Avoid being discourteous or arrogant. Know the difference between assertiveness and aggressiveness before you start to negotiate. Don't underestimate your power. Higher expectations reap higher rewards. Do your research; know your market value. Be informed and confident.
NOTES
PRACTICE Rehearse your presentation in advance.
DO Begin by expressing genuine interest in the position and organization, emphasize areas of agreement but allow “wiggle room” to compromise. Listen carefully and actively. Acknowledge what is being said. Try to avoid negotiating over the telephone. In person you can try to pick up on and respond to the non-verbal signals that the employer is sending and receiving. Emphasize the similarities between your position and the employer’s. Approach each session with trust and a willingness to compromise. Be open to "changing the shape of money" (that is, exchanging a salary increase for another kind of benefit). Use firm, confident repetition ("I understand, but the market indicates ... " Avoid saying, "You're wrong"). Recognize that this is a process. Trade-offs and compromise occur over a period of time. Know when to stop. Recognize the critical moment.
DON'T Don’t be antagonistic. Don’t interrogate the employer. Don’t stop listening and don't interrupt. Don’t emphasize your problems or needs (your employer is aware of housing and utility costs and may even have had his or her own student loans to repay). Your employer won't
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ASKING FOR REFERENCES Whether you are job hunting or applying to graduate or professional school, gathering references is a very important part of the process. Deciding who to ask to be your references and then asking them can be difficult. To make it easier, plan ahead. Make an effort to develop and cultivate positive relationships with those who may later serve as references for you. When the time comes, it will be easier if you have many people to choose from who know you well enough to provide detailed information about your skills and abilities. You may want to supply them with a copy of your resume References should come from people who know you from and/or personal statement, a copy of your transcript, a list an academic or work setting. Personal references should of courses you have taken from them, a list of contacts you not be submitted unless they are specifically requested. To have had with them, copies of research papers you have begin the process of choosing references, identify likely written, and/or a list of skills you possess that you would candidates from among people you know such as like them to highlight. Information about the programs or professors, employers, supervisors, advisors, customers, or employers to whom you are applying may help them business associates. provide more effective recommendations. The more Choose your references carefully. References will do the information you give them, the more detailed and thorough most good if they are provided by people who know you they can be. well, think highly of you, and can provide specific Provide your references with the appropriate comments rather than vague generalizations. Letters of recommendation form if one is required. Include envelopes recommendation are best if they are written by people who that you have stamped and addressed to the program or also have excellent written communication skills. The employer to help ensure that the letters will reach the positions or notoriety of people are less important than appropriate destination. what they have to say about you and how well they say it. Recommendation forms for graduate or professional To decide who to ask to be your references, think of your programs may ask you to indicate whether you wish to audience. If you are applying for employment, generally waive the right to see the recommendation. Waiving the work references are best. If you are applying to graduate right to see a letter may increase its validity. school, faculty references usually carry more weight. If you already have a job or do not plan to apply for further When applying for employment you will usually be asked to education at this time, you may want to collect letters of supply a list of references. The list includes names, titles, recommendation and keep them in a file for use later. professional street and e-mail addresses, and telephone When the time comes that you need people as references, numbers of people who have agreed to serve as your you can supply them with the appropriate supporting references. If you are asked to submit written letters of material about you as well as a copy of what they had recommendation, you may either provide copies of general written, perhaps years earlier, to help them remember you letters of recommendation which you already have, or and remind them of specific details. request that each of your references write a letter directed specifically to the employer. For employment, usually three references is the standard request but you may supply up to five. Providing any more When applying to graduate or professional school, the than five may suggest to an employer that you are programs will usually provide their own reference forms or desperate and insecure, trying to get as many people as will provide specific instructions about the type of people possible to say good things about you, or that you are from whom they want references and what they want them unorganized and unable to prioritize. to write about. For graduate and professional schools, one letter of If a list of references is to be included with your resume and recommendation may be all that is required. The number cover letter, the same high quality printing should be done and type of references depends on the individual school or on matching paper. program, so be sure that you clearly understand the Letters of recommendation are best when written on the requirements. If you would like to deviate from the professional letterhead stationary of the people supplying requirements, check with the program or school to see the letters. whether it is acceptable. If you are not specifically asked to submit written letters of Finally, write each of your references to thank them for recommendation, you may still want to include copies of their time and let them know you appreciate their efforts. ones you already have, particularly if they are especially Keep them informed of your activities. positive and strong. Be courteous to your references. Ask in advance if you may use their names as references. They will also need time to write letters, so do not ask at the last minute. Provide them with information regarding the application process and ask if they can meet the deadlines. Find out, from those who have agreed to be references for you, what information from you would be helpful to them.
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University of Minnesota Duluth | 42
DECIDING ON GRADUATE SCHOOL Does graduate or professional school fit into your career plans? If you are thinking about attending graduate or professional school it is essential to explore your options carefully. The decision to go to graduate or professional school requires early planning, including knowing deadlines for admission tests and submission of applications and transcripts. Before making the decision to attend graduate school, ask yourself the following questions: Do I have a career objective which requires an advanced degree? Have I identified my interests and skills and assessed how they relate to my academic subject area? Am I aware of the career areas for which the advanced degree will prepare me and the employment outlook for these fields? Have I talked with professionals currently working in my intended career area to get answers to some of these questions? Have I discussed my plans with advisers, professors and/or counselors? What are the entrance requirements for admission to the graduate or professional programs of my choice? Attending graduate school can be a tremendous benefit when: Further education is necessary to attain a career objective. An advanced degree will create additional career opportunities. You enjoy learning and it would provide personal satisfaction.
focused or professional/practitioner training. It is often not necessary to obtain a Master’s before entering a PhD program. When should you begin researching programs? Start early. Most students finish researching programs by the beginning of their last year of undergraduate study so they can complete applications during the fall of their senior year. Most application deadlines are between January and April for fall admission but some may be as early as November. Application deadlines for assistantships and other financial aid for graduate programs are usually earlier than the deadlines for the programs. Keep in mind you need to give your test scores time to arrive and your references time to write their recommendations. Criteria for evaluating programs Academic programs, degrees offered, academic focus, and course requirements Faculty and their areas of study, reputation, and credentials Accreditation Admission standards and requirements Cost and financial aid, including assistantships, fellowships, and scholarships Location and surrounding community Availability of career assistance Culture Physical facilities, equipment, labs, and libraries When possible, visit the schools you are seriously considering. Talk with or e-mail graduate students already in the programs. Find out about the relationship between students and faculty. Ask yourself if you will get what you need out of the program.
Attending graduate school may be a mistake if the purpose is to: Applying to schools The application usually consists of a number of pieces of Postpone making a career decision and entering the job information on which you will be evaluated: market. Personal statement Avoid leaving the familiar atmosphere of school. Test scores Resources available to help you make your decision: Grade point average Counselors in Career Services Letters of recommendation The Career Resource Center in Career Services Experience Links from Career Services’ web site at http:// Different schools and programs within the schools may evaluate careers.d.umn.edu and place different emphases on each piece. Apply to several The UMD Head of the Lakes Job Fair and the Graduate and programs so you have choices. Professional School Day Your faculty adviser and other faculty and staff Professionals currently working in your desired field Graduate or professional school? The highest degree which can be earned in graduate school is the Doctor of Philosophy (PhD). Obtaining a PhD requires the pursuit of original research. Professional school emphasizes the practical application of knowledge and skills (e.g., JD for law school, MD for medical school). Master’s degree programs are offered in most fields and can be either academic/research 43 | University of Minnesota Duluth
2009—Monday, February 9 2010—TBA 10 a.m. to 4 p.m. Minneapolis Convention Center
www.umjobfair.org Don’t miss the biggest student career fair in Minnesota! Nearly 200 organization will be there recruiting for hundreds of jobs and internships. Visit the Web site to learn more, register and get tips. The fair is free and open to all U of M undergraduates, graduate students and recent alumni. The University of Minnesota Job and Internship Fair is sponsored by the career offices on all U of Minnesota campuses. Find more info online or from your college or campus career office. Disability accommodations are available upon request. Please contact the U of M Minneapolis Career and Community Learning Center at 612-624-7577.
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