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FOCUS The Career Development Center’s Guide to a Successful Future


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contents

INTRODUCTION 4 SELF-AWARENESS 5–8 Assessments................................................................. 6 Goal Setting.................................................................. 6 Choosing a Major.........................................................7 Major Decisions Fair ..................................................7 Hamline Career Link................... …………………………7 COMMUNICATION 9–46 Cover Letters..............................................................10 Cover Letters: A General Outline...................... 12 Resumes........................................................................ 17 Write Strong Skill Statements............................. 22 References..................................................................30 Follow Up Email or Phone Call........................... 32 Interviewing................................................................ 33 Interview Dos and Don’ts...................................... 42 Thank You Notes.......................................................43 Practice Interview Program .................................46 Online Presence and Communication.............46

PROFESSIONAL CONNECTIONS

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Networking..................................................................48 Piper Connect...........................................................49 Informational Interviews......................................... 51 Social Media............................................................... 55 On-Campus Recruiting .......................................... 56 Career and Internship Fairs................................. 56 PROFESSIONAL SKILLS

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Internships...................................................................58 Piper to Professional................................................ 61 Professional Appearance....................................... 61 TRANSITION 63–81 Job Search...................................................................64 Search Strategies...................................................... 65 Employer Research..................................................66 Salary Requests.........................................................66 Evaluating and Negotiating Job Offers............68 Graduate School.......................................................69 Financial Planning......................................................74 Information for International Students............ 76 Handling Difficult Situations ................................ 79 CONCLUSION 82


introduction This guide was developed to help you throughout your time at Hamline by outlining key services and resources available to you through interacting with the Career Development Center (CDC). We are here to help you develop self-awareness, learn about professional communication, develop professional connections and skills and successfully transition from Hamline to a career, service opportunity, or graduate school.

The key to successful career development is to engage early and often with our office. You may read this guide in sequential order, or turn to sections that highlight the areas you wish to learn more about as you need them. This guide is meant to get you started, but you can always learn more about any of these topics by visiting the Career Development Center located in Drew Science 113. You may meet with a counselor to continue learning about relevant topics and to get individualized help catered to your needs and interests. To set up an appointment, you may call us at 651-523-2302 or stop in.

We look forward to meeting with you soon!

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CAREER DEVELOPMENT CENTER Drew Science 113 651-523-2302 workshop@hamline.edu hamline.edu/cdc


self-awareness ASSESSMENTS GOAL SETTING CHOOSING A MAJOR MAJOR DECISIONS FAIR HAMLINE CAREER LINK


self-awareness ASSESSMENTS Major and career decisions are achieved through ongoing experience and reflection. Understanding yourself, your interests, values, skills and personality style will help you tremendously in your career search. The CDC offers two assessments, the Myers-Briggs Type Indicator, which is a personality indicator and the Strong Interest Inventory. Both of these assessments can give you insights about who you are and your preferences in the world around you. Completing assessments is an advantageous starting point to determining major and career options.

GOAL SETTING As is true of any tool used during the career development process, the quality of the goals we set will determine their usefulness. It is important to have goals in regards to your exploration and development process from the beginning to keep you on track and motivated. According to the S.M.A.R.T. system developed by Kenneth Blanchard and Spencer Johnson, the most effective goals meet five key criteria. SMART goals are Specific, Measurable, Attainable, Relevant and Time-bound.

SPECIFIC goals are detailed and unambiguous. MEASURABLE goals have clear outcomes as a result of your efforts. ATTAINABLE goals are achievable with the skills you have or will develop. RELEVANT goals are valuable to your life. TIME-BOUND goals may adhere to a timeline and have a deadline. Applying these criteria to your own goal-setting allows you to move steadily toward your longer range goals, while helping you to identify those strategies and tactics that fail to move you forward.

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CHOOSING A MAJOR In addition to taking assessments, another common way to explore majors is to take classes you enjoy! Think back to high school, were there particular courses you enjoyed? What about those courses made them enjoyable? Try to choose courses at Hamline that align with some of your interests to keep exploring the major.

MAJOR DECISIONS FAIR Another way to explore majors is by attending Major Decisions Fair (MDF). This is an event that takes place every fall for students who are undecided about a major, or who are uncertain about how they might apply their major in a future career. The purpose of the event is to provide students with an opportunity to hear from others, such as Hamline alumni, faculty, and decided students about what drew them to their particular area of study. The focus is career and vocational exploration as students learn more about how the majors at Hamline can help prepare them for the world of work. Students not only gain a better understanding of the majors offered at Hamline, they are able to make important connections with Hamline alumni.

HAMLINE CAREER LINK Hamline Career Link is the Career Development Center’s online job posting, recruiting, and communication system for Hamline students and alumni. Register for Hamline Career Link to gain access to current job and internship listings, apply for positions online, and access Piper Connect, a professional networking database. This is a great way to stay informed about employer opportunities on campus, career-related events and to know what resources are available to you. hamline.edu/careerlink

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communication COVER LETTERS RESUMES REFERENCES FOLLOW UP EMAIL OR PHONE CALL INTERVIEWING THANK YOU NOTES PRACTICE INTERVIEW PROGRAM ONLINE PRESENCE AND COMMUNICATION


communication COVER LETTERS

Your cover letter is the beginning of a conversation, your opening, and an opportunity to show how your skills match with the needs of a prospective employer.

Remember those essays you wrote for your college application? What did you want the admissions office to know most about you? Your grade point average? Your extracurricular activities? Your volunteer work? While a resume is a broad statement of your education and experience, your cover letter is an original statement like your college essay, designed to help get the interview. A well-written cover letter demonstrates to a potential employer that you have: researched the organization’s mission, past performance and goals

• • reviewed the job description thoroughly and • given thought to how your skills and experience can meet the employer’s needs Your cover letter is a direct reflection of you. A well-written and focused cover letter leaves an employer with the impression that you are thorough, organized, and results-oriented. Employers will use your cover letter to make observations about your written communication skills, organizational skills, technical knowledge, personality, and motivation. Highlight transferable skills, especially those that focus on communication, teamwork, leadership, work-ethic, logic, and intelligence, as these are the meat of your cover letter. Set yourself apart by shining a light on skills you can apply regardless of where you work.

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do • • • • • • • • • •

Address your letter to a named individual Be brief, selective, clear, concise, and specific Keep your cover letter to 1 page Use the same font style and size as your resume Open your letter with a strong sentence that describes your purpose for writing Use the job description as your guide—match your skills to the employer’s desired qualifications Discuss your competencies, skills and accomplishments from the employer’s perspective Prove your skills by providing examples Use action words and phrases Spell check and proofread your letter (Reading aloud is a great way to catch errors you may otherwise miss!)

don’t • • • • •

Send your resume without a cover letter Repeat your resume Use abbreviations End on a passive note without stating how and when you will follow-up Forget to sign the letter

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COVER LETTERS: A GENERAL OUTLINE

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f you are a recent graduate or will be • Igraduating soon, explain how your

Your Address Insert your address or use your resume header for consistency Your Street Address City, State Zip Code

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Date of Letter

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Individual’s Name

academic background makes you a qualified candidate for the position. Tell prospective employers what skills you’ve developed at school, through internships, and in the workplace and show how you can use them.

Bullet Point Paragraph (optional and less traditional approach)

style may draw the reader’s attention • Ttohisyour skills more quickly se this paragraph in or after your • Usecond paragraph se a complete sentence to introduce the • Ubulleted list or use complete sentences in

Title Company Street Address City, State Zip Code 4

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Salutation

ear Mr., Ms., Dr. followed by their last • Dname and a colon

the bullets

some example sentence starters • Hforereyourarebullet point section:

First Paragraph

ndicate why you are writing, the specific • Iposition, or type of work you are applying

The skills I have developed throughout my past internships are:

for and how you learned of the opening (CDC, website, referral)

Some key strengths I can bring to this position are:

our next sentence is a claim sentence that • Youtlines why you are qualified for the job

and a good fit for the position. Example: “I believe I would be a good fit for this position because of my education in ______ and work experience in ______”

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xplain why you are interested in the • Eposition and the organization ighlight your experience or training that • Hrelates directly to the position posted as

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Last Paragraph/Closing

efer the reader to your resume as a • Rsummary of your qualifications. Convey

your desire for a personal interview. Indicate that you are flexible as to the scheduling of an interview or that you will follow-up with a phone call on a specific date to arrange for an interview. If the description asks for no phone calls/contact, do not state you will follow up.

Second/Third Paragraph(s)

well as examples of skills that would be useful in the position but do not reiterate your entire resume. For example, don’t just say you can work under pressure. Tell prospective employers that you have served up to forty customers an hour at your restaurant job. Provide numbers, specifics, details, and context in your support for your claims.

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Highlights of my qualifications include:

ndicate your interest in the position • Ionce again hank the reader for his/her time and • Tconsideration • Sincerely, 8

Sign and Type Your Name


Cover Letter Sample One

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4554 West 95th Avenue Woodbury, Minnesota 55656

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November 21, 20XX

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Ms. Alexis Ryan Human Resources Specialist American Family Insurance 1790 3rd Avenue North Minneapolis, Minnesota 55478

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Dear Ms. Ryan:

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This letter of application is in regard to the entry-level Analyst position with American Family Insurance. In May, I will receive my Bachelor of Arts degree in Economics from Hamline University. I am looking forward to applying my degree and knowledge as an analyst.

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As my resume indicates, I recently completed an internship at a branch office of American Family Insurance that required independent-thinking and problem-solving techniques. This position developed my skills in analyzing, identifying and presenting solutions to problems that were associated with financial statements. Additionally, as part of my internship experience, I participated in meetings with a company accountant to resolve overspending and reduce a division’s deficit. I enjoyed having the opportunity to apply the skills and theories I have learned in my academic study. I also volunteer with Hamline’s student business organization as the secretary. Members have appreciated my attention to detail and the thoroughness of the notes I take. Through my work and volunteer experience, I have had the opportunity to strengthen my accounting, leadership and organizational skills. I believe that American Family Insurance would benefit from my previous experience and strong work ethic.

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Thank you for your time and consideration. I plan to contact you within the next two weeks to discuss my qualifications. At your convenience, I would welcome the opportunity to interview with you. I can be reached at 555-735-1234.

Sincerely,

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Anne Williams

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Cover Letter Sample Two

Claudia Seaver 4225 Spring Street, St. Paul, MN 55223 cseaver01@hamline.edu | 651-555-5555

July 1, 20XX Ms. Louise Kratt Manager of Public Relations Midwest Publications Suite 42 755 Jefferson Street Minneapolis, MN 55401 Dear Ms. Kratt: Please accept this letter of application for the position of Assistant Director of Communications. I possess the journalistic and administrative leadership experience required to be an effective member of your team. As my resume indicates, I have worked for the Hamline University newspaper for more than three years in different capacities. As a writer/editor, I have written more than thirty articles on various topics ranging from sports and entertainment to editorial commentary. I was instrumental in the purchase and implementation of the newspaper’s new software. As a manager and administrator, I was able to successfully direct a fifteen person writing staff by assigning story ideas, balancing deadlines, and giving the paper its overall editorial direction. Additionally, my responsibilities included ad marketing. Previous employers have praised my willingness to take on any task required to get the project done. “Cheerful” and “team-player” are other words that are frequently used to describe me. Through independent research, I have learned that Midwest Publications is on the leading edge of developing print technology. I believe that my experience with this area, personal characteristics, and desire to succeed make me a strong candidate for the position. I look forward to meeting with you to discuss how my qualifications and experience could be well used by Midwest Publications. Thank you for your time and consideration. I will contact you by July 15th. If you have any questions before then, I may be reached at 651-555-5555 or Cseaver01@hamline.edu. Sincerely,

Claudia Seaver

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Cover Letter Sample Three

Dustin Lourve 1536 Hamline Avenue • St. Paul, MN 55104 • 651-523-1111 • dlourve@gmail.com

March 5, 20XX Ms. Kristin Duggan Director of Human Resources Eau Claire High School 2225 ABC Street Eau Claire, WI 54701 Dear Ms. Duggan: I am very interested in joining the teaching team at Eau Claire High school as the new Biology teacher. I initially found this position posted through Hamline Career Link. A former colleague of mine, Emily Boldt, is currently a Spanish teacher at Eau Claire High School and strongly encouraged me to apply. During my student teaching experience, I learned more about the Eau Claire school district and have found that my values align very well to yours. Recognizing that each student is an individual, that all students are creative, and all students deserve to succeed is what contributes to your success and makes me excited to be considered as your next Biology teacher. I believe that each student should be treated as an individual and that creative strategies with teaching can allow greater learning and development. For example, during my student teaching experience I noticed that my school had a high discipline referral rate. I knew more could be done for these students. I collaborated with another teacher and implemented an after-school intervention program that decreased post-school discipline referrals by 35%. My collaborating teacher was highly impressed by this new intervention and the school has decided to continue this program next year as well. In addition to my creative approach some of my other skills include: • Modifying instruction techniques to reach varying learner levels • Effective relationship building with diverse populations • Monitoring student learning through the use of formative assessment • Designing lesson plans using inquiry-based learning to help explore scientific concepts I believe I would be a great addition to Eau Claire High school and am excited to have the opportunity to discuss my qualifications with you further. I have attached my resume for your review. I will contact you within two weeks to inquire about the status of my application. You may also contact me at 555-555-5555 or at DLourve@gmail.com. Thank you for your time and consideration. Sincerely,

Dustin Lourve

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Job Posting Sample SALES REPRESENTATIVE

Sample Cover Letter Responding to Job Posting

General Mills Sales Division is seeking an outgoing, energetic person to fill a Sales Representative position in the Minneapolis/ St. Paul area. As a Sales Representative for General Mills, you will be responsible for the selling and merchandising of General Mills products to retail customers in an assigned area. Frequency and productivity levels will be assigned by management and monitored for results. We require a Bachelor’s degree. You must have excellent communication, interpersonal and leadership skills as well as a strong sales aptitude. We offer a competitive compensation and benefits package, career growth and a rewarding work environment.

4554 West 95th Avenue Woodbury, MN 55656 November 17, 20XX Susan McNeil Manager of Human Resources General Mills, Inc. 101 General Mills Blvd. Golden Valley, MN 55401

For prompt consideration, please send your resume to: Susan McNeil Manager of Human Resources General Mills, Inc. 101 General Mills Blvd Golden Valley, MN 55401 Equal Opportunity Employer No Phone Calls Please

Dear Ms. McNeil: I was excited when I saw your advertisement for a Sales Representative in the Minneapolis Star Tribune. I have a strong interest in working within the packaged foods industry, specifically a company like General Mills. The accompanying resume summarizes my experience relevant to the qualifications you outlined. I will complete my Bachelor of Arts degree at Hamline University in May. I am majoring in marketing with a minor in speech communications. Throughout college, I worked in several positions in which I demonstrated excellence in customer service through assessing and meeting customer needs. I have learned to handle questions, develop creative solutions to customer problems, and gained valuable retail experience. I believe my combination of education, skills and work experience will allow me to make a significant contribution to General Mills. I am enthusiastic about this sales position and look forward to discussing my qualifications with you. Please feel free to contact me at 651-555-5555 if you have questions or need additional information. Thank you for your time and consideration. Sincerely,

Elizabeth Conners

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RÉSUMÉS Your resume is your career snapshot introducing you to a potential employer and documenting your skills, experience, education and activities. There is no “right” or “wrong” way to craft a resume, but the more time spent organizing the information you would like to present, the more likely your resume will ensure an accurate reflection of who you are. Try to look at your resume through the eyes of a prospective employer. Would you hire you based on the information you have presented? You can find resume templates that you can edit and adjust through the Career Development Center’s website at hamline.edu/cdc.

Focus The more you recognize who you are and what your accomplishments have been, your ability to project an accurate reflection of your experiences and unique skills will develop.

Target A resume is not a generic description: it is about YOU and the employer you are trying to persuade. Use job descriptions to your advantage and give thought to what skills and experiences may be valuable to what the employer needs.

Define Your goals will change throughout your life and so will your career objective. Think about the field you would like to work in and consider why you would like to work in this field. Tailor your career objectives to your current interests.

Eliminate Employers do not want to know about every activity you have participated in over the years or every class you received a good grade in, so eliminate extraneous details. If you had twenty seconds to tell an employer about yourself, what would you highlight?

Resumes generally come in four accepted formats: Chronological Functional Combination Curriculum Vitae CHRONOLOGICAL RESUME The Chronological Resume is organized primarily by job title beginning with the most recent position. Employers tend to prefer this format because it is fact-based and easily skimmed. Resumes presented in this format demonstrate: A consistent work history

• • Names of recent and past organizations titles showing growth and • Job development

You likely have more experience than you realize. Some items to include are: Work study

• • Internships • Summer jobs • Volunteer positions

FUNCTIONAL RESUME The Functional Resume organizes your experience by specific skills or accomplishments. While you may not use this type of resume during the first few years after leaving college, this resume will likely be a useful tool in the future. Sample categories of experience in a Functional Resume may include: Management

• • Media and Communications • Political Campaigns • Teaching • Leadership

COMBINATION RESUME The Combination Resume merges the best elements of the other approaches. You can use this format to present capabilities and transferable skills from previous jobs by

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emphasizing your best credentials as well as highlighting past positions. A Combination Resume lists your skills, accomplishments, and experience first. Your chronological employment history follows the categories you wish to highlight. By leading with the skills you have that are relevant to the job you are applying for, you emphasize your strengths.

CURRICULUM VITAE A Curriculum Vitae, also known as a CV, may be required for certain positions in the education and scientific fields. The main differences between resumes and CVs are length, purpose and content. A CV tends to be a more detailed summary of educational and academic backgrounds. This format does not follow many of the rules standard resumes follow. If you are going to graduate school, you may be required to provide a structured list of items in addition to your work history such as: Education

• • Publications • Research projects • Awards list (either as part of the CV • Reference or on a separate page)

The purpose of your resume or CV is to land you an interview by articulating your skills and experiences. There are a number of skills you can showcase from experiences you have had in the past.

Hard Skills Hard skills are ones that are specific to a particular job or industry or are part of the training that comes with a new job. Here are some examples of hard skills that you may have: Proficiency in Microsoft Word, Publisher, PowerPoint, Excel or Access software or networking hardware

• Ability to speak a second language to use specific equipment • Ability or programs in technical writing, i.e. a press • Skills release or computer manuals certification in emergency • Aresponse protocol

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Hard skills may be acquired through education, licensure, or job training, and may have been part of a training package in a previous job. Make a list of all the hard skills you can pull from professional experience and consider how you have used these skills in past positions.

Transferable Skills Career expert and author Dick Bolles pioneered the concept of transferable skills in his bestseller, What Color is Your Parachute? A Practical Manual for Job-Hunters and Career-Changers, as skills that carry across the entirety of professional experience. These skills are often the hardest to articulate on paper, but have proven to be invaluable in the changing workplace. People skills are most often cited as transferable skills, like the ability to communicate, negotiate, and supervise fairly and effectively, but there are other skills that may be classified as transferable.

Communication Skills Communication skills are often equated with people skills, or those skills that require clarity, patience, and finesse. Communication skills demonstrate an ability to skillfully express and interpret knowledge and ideas. Remember, communication skills are not only ones employed in person-to-person contact, but can be articulated on the page or as part of a team, too. As an employee, can you: Speak clearly

• • Write concisely • Listen attentively • Facilitate discussion • Provide constructive feedback • Negotiate conflict • Perceive nonverbal messages a person with a different • Persuade viewpoint

Creative Skills Artists and writers commonly struggle with articulating their talents. Publications, artwork, or musical compositions may display the core of a person’s creative talent, but creativity comes in many forms in the workplace. Taking


stock of your strengths and contributions, can you: Conceptualize new ideas

• • Create images • Design printed materials • Initiate projects • Integrate concepts • Originate solutions • Revitalize website content

Research and Planning Skills Research and planning skills are essentially the ability to uncover knowledge and to conceptualize future needs and solutions. In your suitcase of skills, can you: potential problems before • Identify they arise • Imagine solutions and alternatives human and organizational • Identify resources • Gather new information • Set and meet goals

Team Building Skills Working in teams has become an integral part of the workplace. Some studies suggest that eighty percent of workplace sites in the United States use some sort of team to accomplish goals. Team building is an art, however. The integration of disparate personalities, cultures, and workplace styles can be a daunting task. If you have a particular knack for bringing people together, fostering motivation and enthusiasm, and executing projects as a leader or a member of team, you are invaluable to employers. Review your past work experiences. Have you been able to: Foster openness and honest communication

• • Build trust between team members clear goals for each member of • Set the team • Review progress of the team cooperation between • Encourage team members • Focus on and encourage professionalism divergent work styles • Integrate and opinions

Organization, Management, and Leadership Skills Being a manager is sometimes akin to being a sophisticated expert in traffic control. Keeping projects on track, staying ahead of the curve, and directing resources are examples of good management and leadership. Can you demonstrate your ability to: Initiate new ideas

• • Handle details • Coordinate tasks • Manage groups • Delegate responsibility • Promote change • Sell ideas or products • Negotiate decisions • Diffuse conflict

Teaching Skills Teaching comes in many forms. To teach you do not have to stand before a classroom of students. Teaching is also mentorship and the use of interpersonal skills to resolve conflict and bring out the best of others. As either a teacher or someone who has the capacity to teach or mentor another person, can you: Develop rapport

• • Think creatively to impart information • Adapt to changing environments • Listen with respect • Provide support for others • Motivate a team • Counsel an employee or supervisor • Teach or tutor others • Integrate new approaches • Assert positive leadership

Your ability to integrate and communicate both your hard and transferable skills into your resume, cover letter, and interview preparation, will help you present yourself and your experience in the best possible light.   communication 19


TYPICAL RÉSUMÉ SECTIONS HEADING Use a larger font for your name Include full name, mailing address, phone, and professional e-mail (remove the hyperlink) Spell out abbreviations (e.g. St.= Street), with the exception of states Include both local and permanent address if moving during the application process OBJECTIVE (OPTIONAL SECTION) Clearly define the type of job and organization, specifying skills as applicable SUMMARY (OPTIONAL SECTION) Use three to five bullet points to highlight specific qualifications as defined in the job description Or use a statement to explain your unique characteristics (see objective and summary statement section on the following page) EDUCATION Include colleges attended for more than one year Include university name, degree, major, graduation date, and GPA (if above 3.0) Include study abroad experience if not highlighted in another section EXPERIENCE Document paid and unpaid experience that relates to the job (work study, internships, summer jobs, volunteer positions, etc.) Include organization name, position title, city and state, and dates of employment (month and year) State your skills strongly with: Action verb + Details + Outcome/Result (see examples) Provide concise, unique descriptions of your experiences, using bullet points to start the descriptions

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List most relevant and recent experiences towards the top

OTHER SECTIONS List of key skills

Honors or awards received Extracurricular activities Professional associations or memberships FORMATTING

Balance text and white space Ensure headings and name stand out from the rest of the text

Adjust margins to .5-1 inch Avoid using a standard template from a computer program; customizable templates are available on the CDC website

Use 10-12 point, easily-readable font Make your resume 1 page, possibly 2 pages, depending on experience

Use past tense to describe past positions and present tense for current positions

TIPS Proofread!

Use resume paper in white, cream or gray

Do not use personal pronouns such as “I” or “my”

Be brief, selective, clear, concise and specific

Be positive and honest List competencies and skills Focus on accomplishments Seek feedback on the format and content

Send a resume with a cover letter


Tips for Electronic Resumes Many companies and organizations accept resumes electronically and use scanning software to collect information from the resume first. When emailing a resume to a potential employer use these cautions: Follow the instructions you are given for submitting your resume online otherwise you might be eliminated as a candidate

font size and underlining may • Bullets, be read differently electronically so use minimally

your attachments with your name. • Label Example: “Anderson Resume, Finance Position”

your resume is requested in a Text File • If(.txt), you may need to convert it from

your word processing program. Otherwise, use a Microsoft Word format. Most software cannot read other formats. PDF specifically should be avoided because text cannot be extracted from most of these files.

your resume as an attachment, not • Include pasted into the body of the email

Objectives and Summary Statements Creating a focal point for a resume often helps tell a hiring decision-maker what job or type of job the candidate seeks and what his or her top selling points are.

If you choose to include an objective, make it concise and specific. For example: Objective: To obtain a summer internship in the account management department of ABC Advertising Agency

To obtain (position title) with • Objective: (company/organization)

A branding statement is another option for a focal point. It defines who you are, your promise of value, and why you should be sought out. A branding statement is a punchy “ad-like” statement that describes what you can bring to an employer; think of it as a sales pitch. Consider integrating these elements into your summary statement: What makes you different? What qualities or characteristics make you distinctive? What have you accomplished? What is your most noteworthy personal trait? What benefits (problems solved) do you offer? For example: Profile: Sales professional poised to contribute strong interpersonal, communication, and organizational skills and experience to your organization in a front-line, customer-support role

Summary: Customer-focused • Profile business professional eager to leverage more than 6 years of experience in corporate communications and community outreach

Create a résumé focal point. A branding statement is

one option for a focal point. It defines who you are, your promise of value, and why you should be sought out. A branding statement is a punchy “ad-like” statement that describes what you can bring to an employer; think of it as a sales pitch.

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WRITE STRONG SKILL STATEMENTS

Strong Skill Statement = Action Verb + Details + Outcome/Result Action Verb

at the job description and the information you’ve researched about the organization. • Look Identify skills you think are necessary for the position.

• Use action verbs that address those needs. • Vary your word choice. This helps your abilities sound more diverse and adds depth. Details

• Ask the following: Who/For whom? What? Where? Why? How? • Use numbers to quantify your skills and experience. • Vary the length of your skill statements. The majority should be one line only.

Outcome/Results

• As a result of your action, what happened? Why was it important?

Examples Before: Answered phones After: Responded to an average of 200 service inquiry calls per day in a helpful and professional manner Before: Waited tables After: Managed and maintained 10 tables, using interpersonal skills to ensure customer satisfaction through prompt, cordial service

Action verbs help you get to the point quickly and creatively and communicate your assets, experiences and accomplishments effectively.

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ACTION VERBS People Skills Addressed Advertised Arbitrated Arranged Articulated Authored Clarified Collaborated Communicated Composed Condensed Conferred Consulted Contacted Conveyed Convinced Corresponded Debated Defined Developed Directed Discussed Drafted Edited Elicited Enlisted Explained Expressed Formulated Furnished Incorporated Influenced Interacted Interpreted Interviewed Involved Joined Judged Lectured Listened Marketed Mediated Moderated Negotiated Observed Outlined Participated

Persuaded Presented Promoted Proposed Publicized Reconciled Recruited Referred Reinforced Reported Resolved Responded Solicited Specified Spoke Suggested Summarized Synthesized Translated Wrote

Creative Skills Acted Adapted Began Combined Composed Conceptualized Condensed Created Customized Designed Developed Directed Displayed Drew Entertained Established Fashioned Formulated Founded Illustrated Initiated Instituted Integrated Introduced Invented Modeled

Modified Originated Performed Photographed Planned Revised Revitalized Shaped Solved

Data and Financial Skills Administered Adjusted Allocated Analyzed Appraised Assessed Audited Balanced Budgeted Calculated Computed Conserved Corrected Determined Developed Estimated Forecasted Managed Marketed Measured Netted Planned Prepared Programmed Projected Qualified Reconciled Reduced Researched Retrieved

Helping Skills Adapted Advocated Aided Answered

Arranged Assessed Assisted Clarified Coached Collaborated Contributed Cooperated Counseled Demonstrated Diagnosed Educated Encouraged Ensured Expedited Facilitated Familiarized Furthered Guided Helped Insured Intervened Motivated Prevented Provided Referred Rehabilitated Represented Resolved Simplified Supplied Supported Volunteered

Management Leadership Skills Administered Analyzed Appointed Approved Assigned Attained Authorized Chaired Considered Consolidated Contracted

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Controlled Converted Coordinated Decided Delegated Developed Directed Eliminated Emphasized Enforced Enhanced Established Executed Generated Handled Headed Hired Hosted Improved Incorporated Increased Initiated Inspected Instituted Led Managed Merged Motivated Navigated Organized Originated Overhauled Oversaw Planned Presided Prioritized Produced Recommended Reorganized Replaced Restored Reviewed Scheduled Secured Selected Streamlined Strengthened Supervised Terminated

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Organizational Skills Approved Arranged Catalogued Categorized Charted Classified Coded Collected Compiled Corrected Corresponded Distributed Executed Filed Generated Incorporated Inspected Logged Maintained Monitored Obtained Operated Ordered Organized Prepared Processed Provided Purchased Recorded Registered Reserved Responded Reviewed Routed Scheduled Screened Submitted Supplied Standardized Systematized Updated Validated Verified

Research Skills Analyzed Clarified Collected Compared Conducted Critiqued Detected Determined Diagnosed Evaluated Examined Experimented Explored Extracted Formulated Gathered Inspected Interviewed Invented Investigated Located Measured Organized Researched Reviewed Searched Solved Summarized Surveyed Systematized Tested

Teaching Skills Adapted Advised Clarified Coached Communicated Conducted Coordinated Critiqued Developed Enabled Encouraged Evaluated Explained Facilitated Focused

Guided Individualized Informed Instilled Instructed Motivated Persuaded Simulated Stimulated Taught Tested Trained Transmitted Tutored

Technical Skills Adapted Applied Assembled Built Calculated Computed Conserved Constructed Converted Debugged Designed Determined Developed Engineered Fabricated Fortified Installed Maintained Operated Overhauled Printed Programmed Rectified Regulated Remodeled Repaired Replaced Restored Solved Specialized Standardized


Resume Sample One

AUNDREA S. GAWN

554 Stevens Drive, Woodbury, MN 55119 651-555-6657 | agawn01@hamline.edu

OBJECTIVE To obtain the Community Support Intern position at Fraser

EDUCATION Hamline University, St. Paul, MN Bachelor of Arts in Psychology, May 201X Minor: Spanish GPA 3.8, Dean’s List 5 Semesters Relevant Coursework: Lifespan Development, Abnormal Psychology, Psychology of Adjustment, Multicultural Perspectives in Psychology, Introductory through Advanced Spanish courses Hamline University, Mexico Semester, Guanajuato, Mexico, Fall 201X Intensive travel and study of Mexico’s history, customs, traditions, politics, and religion

RELEVANT EXPERIENCE Resident Advisor, August 201X - May 201X Office of Residential Life, Hamline University, St. Paul, MN • Unified 20 first-year residents through the development and implementation of social, academic, recreational, and cultural activities

• Role-modeled, enforced and communicated university’s rules and regulations • Managed $200 budget to implement activities based on needs assessment Student Activity Planner, August 201X - May 201X The Hedgeman Center, Hamline University, St. Paul, MN • Solicited $5,000 in funds from several departments to support bringing national speakers to campus

• Organized a committee that marketed events and arranged guest accommodations • Promoted events to campus and community to increase diversity awareness

Tutor, August 201X - May 201X Minnesota Literacy Project, St. Paul, MN • Enhanced a literacy program involving 50 children and 20 college tutors by restructuring programs

• Met and collaborated with tutors, parents, students, counselors, and social workers committed to helping improve reading scores

ADDITIONAL EXPERIENCE Server, Perkins Restaurant, St. Paul, MN, July 201X - September 201X Barista, Starbucks, St. Paul, MN, October 201X - May 201X Server, TGI Fridays, Minneapolis, MN, May 201X - November 201X

SKILLS Fluent in Spanish and conversational French

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Resume Sample Two

Steven Nguyen 111 Converse Avenue Saint Paul, Minnesota 651-555-6556 snguyen01@hamline.edu

Profile

Education

Experience

Management professional who inspires others to achieve their highest potential. Demonstrated skill in developing a positive and productive work environment. Motivated and dependable in achieving goals. Hamline University, Saint Paul, Minnesota Bachelor of Business Administration, Anticipated graduation May 201X Management Major GPA 3.5 Macy’s, Inc., Minneapolis, Minnesota Team Lead, June 201X–Present • Work 35 hours per week and attend classes full-time • Hire, train and supervise team members to ensure service expectations are met • Primary contact for scheduling, productivity, and staff issues for 15 team members • Empowered to make credit decisions up to $50,000 for charge accounts • Selected to plan Guest Credit Operations summer picnic for 700 team members • Recognized for providing outstanding service to guests and store personnel New Accounts Processor, October 201X–June 201X • Trained teammates on credit systems and phone etiquette • Earned numerous star performer awards based on department productivity standards The Gap, Roseville, Minnesota Sales Associate, April 201X–October 201X • Gained a solid understanding of the retailer and consumer relationship • Consistently exceeded weekly sales goals by an average of 10 percent

Leadership Activities

Hamline University Varsity Track Team, Saint Paul, Minnesota Captain, December 201X–May 201X • Encouraged and led team through practices ensuring high morale People Serving People homeless shelter, Minneapolis, Minnesota Volunteer, May 201X–August 201X • Facilitated age appropriate games, crafts and group activities for children ages 3–17

Honors and Awards

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Presidential Achievement Award Recipient Dean’s List


Resume Sample Three

SARA ANDERSON 1523 Hewitt Avenue, St. Paul, MN 55104 | (651)523-2302 | sanderson08@hamline.edu

MINNESOTA TEACHING LICENSE General Science (5th grade–8th grade) Life Science (9th grade–12th grade)

Expected May 201x Expected May 201x

EDUCATION HAMLINE UNIVERSITY Master of Arts in Teaching | GPA 3.78 MANKATO STATE UNIVERSITY Bachelor of Science in Biology | GPA 3.52

Saint Paul, MN Expected May 201x Mankato, MN December 201x

TEACHING EXPERIENCE STUDENT TEACHER | Highland Park Senior High School | Saint Paul, MN Jan 201x – May 201x • Taught 150 9th and 10th grade students in IB Biology and Sheltered EL Biology • Collaborated with colleagues • Monitored student understanding through the use of formative assessment • Constructed a differentiated reading assignment to challenge EL students at different ability levels STUDENT TEACHER | Michael Scott Open School | St. Paul, MN Sept 201x – Dec 201x • Taught 60 7th and 8th grade students in Biology and Physical Science • Facilitated student led discussion on the conservation of mass and the nature of science • Constructed a lesson plan which used inquiry-based learning to explore the scientific concept of density TEACHING ASSISTANT | Mankato State University| Mankato, MN Sept 201x – Dec 201x • Taught an introductory Biology lab to undergraduate non-biology major students covering topics such as evolution, genetics, and ecology • Worked one-on-one with a struggling student to help her pass the course LAB EXPERIENCE LABORATORY ASSISTANT | Mankato State University-Neuroscience Lab | Mankato, MN Sept 201x –May 201x • Conducted research on the effects of thalamocortical afferents on neocortical area development • Developed analysis techniques to quantify and analyze data ADDITIONAL EXPERIENCE CAMP COUNSELOR | Camp Courage | Maple Lake, MN June 201x – Aug 201x • Supported 8-10 campers with special needs with activities, social interaction and personal care to ensure a quality experience • Met the direct-care and recreational needs of campers by physically maneuvering participants and prompting as much independence as possible

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Curriculum Vitae Sample

ADAM WILLIAMS 105 East 58th Street Minneapolis, Minnesota (612) 555-5555 | aiwilliams@yahoo.com

OBJECTIVE Graduate program in biostatistics

EDUCATION Hamline University, St. Paul, Minnesota Bachelor of Arts Expected May 201X Major: Psychology; Minor: Statistics Cumulative GPA: 3.8

TECHNICAL PROFICIENCY SPSS S+, Stata R, Minitab Maple

RESEARCH INTERESTS Mental Health Caregiver Strain Aging Environmental Health Neuropsychology Epidemiology

RESEARCH EXPERIENCE DATA ANALYST, June 201X–August 201X Pine Rest Mental Health Services, Grand Rapids, Michigan Analyzed a large data set on caregiver strain using multiple regression, binary logistic regression, and chi-square. PRESENTATIONS: Hamline University, St. Paul, Minnesota “Measuring the Impact of Long-Term Stress on Care Providers for Elderly Dementia Patients” • Presentation to Pine Rest Supervisors, August 6, 201X • Presentation to Caregiver Resource Network of West Michigan, August 23, 201X INDEPENDENT STUDY, September 201X–December 201X Hamline University, St. Paul, Minnesota Continued analysis on the caregiver strain data set from the summer of 201X and wrote a journal article reporting the results. Article to be submitted for publication in January, 201X.

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Page 2

Adam Williams

VOLUNTEER RESEARCHER, January 201X - May 201X Wilder Research Center, St. Paul, Minnesota Worked with senior researchers to provide evaluation services to social service programs, including those provided through the Children and Family Services Division of the Amherst H. Wilder Foundation, as well as to a wide variety of external clients. Developed program goals and measurable indicators of success. Oversaw data collection and both qualitative and quantitative data analysis. Prepared and presented written and oral reports. Reviewed and discussed implications of study findings.

TEACHING EXPERIENCE PSYCHOLOGY TEACHING ASSISTANT, February 201X - May 201X Hamline University, St. Paul, Minnesota Assisted the professor during class by handing out materials and answering questions. Graded homework and worked with research groups to help the students develop and carry out proposals.

OTHER SIGNIFICANT WORK EXPERIENCE CLINICAL SPECIALIST, June 201X - August 201X Pine Rest Mental Health Services, Grand Rapids, Michigan Jump-started a screening program to bring focus to needs of the caregivers of patients brought into the acute older adult psychiatric unit at Pine Rest. This screening program involved meeting with the caregivers to speak with them about their concerns in their care giving role, screening them for strain and depression, and recommending them for appropriate preventative measures such as outpatient treatment or support groups. NURSE’S AIDE, June 201X - August 201X Somerset Manors, Grand Rapids, Michigan Cared for elderly dementia residents in four of Somerset Manor’s assisted living homes.

REFERENCES John Olson Faculty Adviser Hamline University 1532 Hewitt Avenue St. Paul, MN 55104 651-333-3333 jolson@hamline.edu Adviser, 3 years

Tina Nguyen Researcher Wilder Research Center 451 Lexington Pkwy N St. Paul, MN 55555 612-555-5555 nguyen@yahoo.com Supervisor, 2 years

Brenda Green Clinical Supervisor Somerset Manors 9999 County Road A2 Grand Rapids, MI 11111 651-111-1111 brendagreen@gmail.com Supervisor, 2 years

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REFERENCES Most employers will ask for references at some point in the application process. However, do not send references with your resume: wait until asked to do so. You may include references on a CV, but not on a resume. You may bring a copy of your references to the interview if you have not already submitted it and provide it if requested. It’s important to be prepared and have your reference list available.

Determine Who to Ask to Be a Reference References should be professional or academic contacts such as professors and supervisors (unless a personal reference is requested). Choose individuals who know you well and can articulate why you’d make a successful employee or intern. A direct supervisor is a better choice than the company’s CEO, for example. Be sure to ask your references if they can give you a strong recommendation. If they seem hesitant, find someone else. It is helpful to provide a copy of your resume to your references as well as a job description of the position to which you are applying. This will help them be able to directly relate your qualifications and skills to the job.

Paper Choice Use the same type of paper (color and weight) for your reference list that you used for your cover letter and resume. This should be high quality paper.

Show Gratitude Send a thank you note to your references thanking them for serving as a reference for you.

What to Include on a Reference List: Heading and a title (“References”) Your name and contact information should appear at the top of your reference page, using the same heading that is on your resume. Place the “References” title below it. Format the document to match your resume (same font). Include the following information for each reference: Name Title Organization Address Phone Email Length and nature of relationship (e.g., “Supervisor, 2 years”, “Adviser, 4 years”, “Colleague, 1 year”)

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Reference Sample

Joe B. Piper 1111 Hamline Avenue ● St. Paul, MN 55104 ● 651-523-1111 ● jpiper01@hamline.edu

References John Olson Faculty Adviser Hamline University 1532 Hewitt Avenue St. Paul, MN 55104 651-333-3333 jolson@hamline.edu Adviser, 3 years Tina Nguyen Floor Manager Target 0001 Nicollet Mall Minneapolis, MN 55555 612-555-5555 nguyen@yahoo.com Supervisor, 2 years Brenda Green Manager Old Chicago Restaurant 9999 County Road A2 Roseville, MN 11111 651-111-1111 brendagreen@mnvalley.net Supervisor, 2 years

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FOLLOWING-UP BY PHONE AND EMAIL

It is important to always follow-up on an application that is submitted (unless the description says “no phone calls please”). The preferred method of follow-up for most is by phone. You should call within seven to ten days after submitting your resume and cover letter. Here is a sample phone script of what to say when calling: “Hello Ms. ___, my name is Carlos Jones and I recently applied for the XYZ position. I’m very interested in this position and am wondering if you have received my materials or if you have any questions about my application?” You may also ask about their decision-making timelines and when you can expect to hear from them. If you are unable to reach the person by phone, an email can be sent. However, you may run the risk of ending up in a “junk mail” folder. There are a few reasons why you may want to send an email:

employers may prefer to • Some communicate via email

do not have a phone number of the • You person you wish to contact

employer does not respond to your • The phone call or your initial application email is warranted as a follow-up • An to a telephone conversation. If you are

responding to a request made by an employer, make sure you reference their request in your message and include all the information requested.

Be sure to keep the tone of your email friendly and polite, as you would a phone call. Proofread to make sure there are no spelling or grammatical errors. In addition, create a subject line that is clear and concise: “Follow-up to Carlos Jones’ application for XYZ position”.

Sample Email in Response to a Prior Phone Conversation To: Sarah Castille Subject: Follow-up to Carlos Jones’ application for XYZ position Dear Ms. Castille, Thank you for taking the time to speak with me today about advertising assistant positions available at Key Promotions, Inc. As you requested, I have attached a sample portfolio of my recent work. I believe this portfolio will provide an excellent representation of my skills and abilities. As you review the material, please note the variety of print and multimedia campaigns that I have designed and implemented. Thank you again for your consideration. I am excited about this opportunity and look forward to meeting you soon. Sincerely, Carlos Jones [Email signature block should appear here]

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INTERVIEWING

You in a minute or less! The first few minutes of job interviews offer you the opportunity to summarize who you are and what you want to pursue before the questions begin.

An ‘elevator speech’ is a concise self-introduction of about 30-60 seconds that makes a welcoming impression people remember. Think of it as telling the most essential parts of your career story in about 125 words. Introduce yourself and your primary interest in the position. Lead with a strong statement about who you are in terms of your character, interest, and abilities. Leaving a positive and memorable impression is your goal, not reviewing your resume line by line. Your goal is to create interest in yourself and motivate the employer to seek an interview with you by:

• Adding up summer, volunteer, and

part-time jobs to convert to full-time equivalents

• Looking for interesting ways to highlight

your greatest strengths. Leadership? Customer Service? Creative problem solving? Computer Skills? Teamwork Skills? Communication Skills? What two or three adjectives would a supervisor or professor use to describe you?

• Demonstrating knowledge of the organization—for example: “In reviewing your web page, I was intrigued by the way you…”

Elevator speeches should not sound as if they are being recited. If you are not given the opportunity to share all of your prepared remarks upfront, an elevator speech gives you a road map to make sure that you do not lose your train of thought during a conversation. Make sure to revise and practice until your speech sounds natural and unforced. The examples below suggest all the pieces that

you may include in a conversation with a potential employer or someone you meet in a social gathering. Elevator speeches must be tailored to your environment. For example, are you at a cocktail party or a job fair? Don’t be longwinded in quasi-social professional situations! Focus on the one aspect you want others to remember. The following examples are targeted towards job fairs.

Example One: Hello, my name is ___. I am finishing my Bachelor of Arts degree at Hamline University in Saint Paul. I have a very strong interest in working with children and showing them the amazing benefits of technology. I have been able to maintain a full-time job at Apple all throughout college and that experience has uncovered my passion for technology, as well as my devotion to showing people the benefits that computers can provide. In addition, I have been fortunate enough to have worked with children in both learning and recreational settings, and I believe that my combination of work experience, education, and skills will allow me to make a significant contribution to your organization.

Example Two: Hello, my name is ___. I’m a second-year student at Hamline University. I’m majoring in economics and political science, and hope to channel this into a career in the energy industry—ideally in incentive programs for utilities or consumers to update into the twenty-first century. I’m doing research on this during the upcoming summer through Hamline’s collaborative research program, and am very excited about it. In addition, I worked with a company called Energy Insights as an intern last summer. I’m deeply interested in the possibility of doing a summer internship with the Energy Information Administration as I am engaged by and skilled at data analysis.

Example Three: Hello, my name is ___. I am an ambitious student graduating in May from Hamline University. I am a psychology major and have directed my classes towards the study of children. I am extremely interested in work that focuses on children with autism.   communication 33


I am currently an intern at Fraser Child and Family Center as a developmental trainee. Through this experience, I have realized just how fascinating working within this field truly is to me. I find it fulfilling and inspiring which is why I would like to continue working in this field.

How Interviews Are Structured Most interviewers ask specific questions that are directly related to the job requirements and your ability to fill the role. Often, they will ask questions that are meant to prompt clarification or exposition on your part. These interviews are the median but others can be on either end of the spectrum. In a Structured Interview, the interviewer: Follows a previously prepared format or script

a list of questions to ask • Prepares every candidate

the answers and compares the • Records candidates’ responses later In an Unstructured Interview, the interviewer: Opts for open-ended questions like “Why do you believe you are the best candidate for this job?” and

considerably more burden on you • Places by demanding more mental organization of the points you seek to make

In a Behavioral Based Interview (STAR: Situation, Task, Action, Result), the interviewer: Looks for examples and proof of a particular skill. “Tell me about a time when” is an example of this interview technique.

further and asks you to provide • Probes details about previous situations in which you used desired behaviors

Preparing for a STAR Behavioral Based Interview To prepare for a Behavioral Based Interview, prepare short descriptions of situations that demonstrate positive behaviors or actions.

TECHNIQUE TO ANSWER BEHAVIORAL INTERVIEW QUESTIONS

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S – Situation

Detail the background. Provide a context. Where? When?

T – Task

Describe the challenge and expectations. What needs to be done? Why?

A – Action

Elaborate on your specific action. What did you do? How? What tools did you use?

R – Result

Explain the results and outcomes: Accomplishments, recognitions, savings, etc. Quantify!

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EXAMPLE OF THE STAR TECHNIQUE “Tell me about a project that required you to track small details while still managing the big picture.”

S – Situation

I worked as a Peer Advisor for my school’s career services office; I was responsible for helping to train new Peer Advisors. These advisors help students explore academic majors, write resumes, apply to graduate schools, and learn how to conduct a job search.

T – Task

Last year I was asked by my supervisor to develop a new training program for 5 new Peer Advisors.

A – Action

To do this, I worked with a fellow Peer Advisor to create new materials, and also to schedule training topics and presentations. My goal was to be sure the new advisors received all the information they’d need to effectively advise students, while also making the training enjoyable and interactive. I identified and worked on materials needed for the training binder, created a schedule for the daily training activities, identified and contacted appropriate speakers, and created a fun and interactive training.

R – Result

In the end, the training was a success. It was well organized and stayed on schedule. My supervisor gathered feedback, and all 5 trainees reported that it was an informative and fun training.

Potential Questions an Interviewer May Ask that Require a STAR Response:

a time when something you were involved with didn’t turn out as you planned and • Describe how you handled it

an experience you had with someone who was hard to get along with and how you • Describe handled it

• Describe a time when you exhibited creativity • Describe a time when you did more than was expected • Define leadership and describe a time when you feel that you were a leader are trying to sell a new idea to a group of individuals who prefer to keep things as they • You are; describe how you convince others to adopt your idea an experience, personal or work related, where you had to make a decision • Describe regarding ethics

• Describe a situation where you made a mistake that had a negative effect on others • Describe the most important event in your life and why it is so important to you

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When One Becomes Two or Three On occasion, more than one person will interview you for a position. Perhaps one person will ask the questions while another person takes notes. When a group interviews you, often the individual interviewers are part of an organization team. In many cases, the leader of the group: Provides an overview of the organization and position before the interview begins

• Solicits group members to ask questions

As the interviewee, you will have little time for questions, so choose wisely if you are asked for comments or inquiries.

Interviewing in an Unconventional Setting Sometimes employers opt to conduct interviews over the phone. Perhaps their schedule is demanding, perhaps the person they wish to interview lives in another state. Telephone interviews are challenging because you: Do not have an opportunity to see the interviewer’s reaction to your presentation

be on a speaker phone and have • May difficulty hearing the interviewer

be caught off-guard when the phone • May call comes and feel unprepared

not get a feel for a workplace and what • Do it might be like to work there However, you can remedy these deficits by: Asking to schedule the interview at another time to allow for preparation

for a quiet location to conduct • Arranging the phone interview Paying close attention to what the inter• viewer is saying and for any changes in

their voice that may indicate a positive or negative reaction

• Taking good notes to review to smile even through • Remember the phone! This will bring energy and enthusiasm to your voice.

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Also, answer the phone using your name. • This will create a nice, confident start to your interview.

Some of the challenges that apply to phone interviewing also apply to video interviewing. However, with video interviewing you may be able to convey more through your body language and non-verbals than you can through the phone. Dress as you would for an in-person interview. Make sure you wear appropriate pants too, even if you are expecting to be sitting the whole time!

Make sure there is nothing distracting in • your surroundings like an inappropriate

poster on the wall or dirty laundry on the dresser behind you. It is best to find a location with a simple background.

Practice using the technology well before • your interview. If you should encounter

any technical troubles, be sure to address this immediately with your interviewer(s).

Interviews during a meal are tricky affairs. Whether or not a gathering appears informal, you are in interview mode and are being evaluated throughout the meal. However, there are a few tricks to ensure the meal goes smoothly: Defer to the interviewer when it comes time to ordering and let him/her go first and follow the lead regarding price

from ordering alcohol even if your • Refrain interviewer chooses to do so something that is easy to eat and • Order avoid messy items like spaghetti or large sandwiches

You are not at the meal to eat, but to impress the people you are with in order to land the position!

Stay Cool Under Pressure Not every interviewer is prepared and not every employer is courteous. Some talk too much and give you little time to answer. Others talk too little and you have little idea of their interests. Best to be prepared!


an interviewer talks too much, try to use • Ifhis/her statements as a springboard for entering the conversation

an interviewer hardly talks, tactfully • Ifoffer information about your skills and experience but don’t take over the conversation

an interviewer is unprepared, take • Ifcontrol of the situation and use your time to offer information about yourself and ask the interviewer questions

an interviewer is rude, remain calm and • Iftactful. Try not to let the interviewer upset you. He/she may be behaving this way intentionally to test you and your reaction to pressure. However, if the behavior crosses the line and you feel harassed or abused, you have every right to terminate the interview. You wouldn’t want to work for someone who takes pleasure in berating you

the interviewer asks questions in a • Ifrapid-fire order, remember that your

ability to think on your feet is being tested. Listen carefully to each question, speak in positive terms and stay calm

Preparation is More than Research Reviewing an organization’s printed materials and website is certainly important, but remember preparation is more than research. The first step in preparing for an interview is to take a close look at yourself! Why are you interested in this job? What do you want the person interviewing you to know the most about you? What parts of your experience do you think are the strongest? The weakest? How did you come this far? Consider these questions and how your answers match the job you are interviewing for: Why did you choose Hamline?

• • Why did you choose your degree? do you fit in the field you have • How chosen?

did you come to make the major • How decisions you have made?

• • What areas do you want to improve? What are you proud of?

Try out different answers and take note of which answers feel the most authentic and comfortable to you. The more you can clearly present yourself to an interviewer with limited time, the more likely you will be able to make a positive impression.

Put Yourself in the Employer’s Shoes The employer’s goal is to find the best candidate. Focus on preparing what you have to say during the interview rather than on what you think the interviewer wants to hear. In addition to evaluating whether you are qualified for a position, employers may evaluate you on: Planning and Organization: effectively organizing yourself, time, work load as well as others by allocating resources and working under time and fiscal constraints

presenting material orally • Communication: and in written form in an interesting, persuasive, organized, articulate and concise manner

Relations: developing and • Interpersonal maintaining smooth, cooperative working relations with others

Style and Influence: Asserting • Leadership ideas and opinions effectively and gaining impact without relying on authority or position as a measure of self-confidence

Adapting to ambiguity of • Adaptability: work and working comfortably under pressure

and Drive: Actively attempting to • Initiative influence events and initiating activities to achieve goals

Analysis: Identifying and ana• Problem lyzing problems, determining causes and sizing up situations by using your own perception, logic and inventive abilities

Judgment: Drawing logical • Practical assumptions and conclusions from

information and taking action in a timely fashion

Developing original, unusual • Innovation: and successful approaches and Professional Judgment: • Technical Possessing technical knowledge and

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THE INTERVIEW – PIECE BY PIECE Stages

WARM-UP

OVERVIEW

QUESTIONS

CLOSING

WRAP-UP

Interviewer’s Role

Your Role

An interview begins with a greeting and handshake. The interviewer is already beginning to evaluate you.

Smile, make polite eye contact, and use a firm handshake. Show the interviewer that you are friendly and confident. Be prepared for a few minutes of “small talk”.

In this stage, the interviewer typically provides an outline of how the interview will proceed. She/he may briefly outline the organization and the position.

Indicate your interest by having a comfortable posture, nodding in understanding, and listening to the interviewer.

The interviewer begins to ask you questions about your experience, interests, skills, and accomplishments. This is the heart of the interview where the interviewer is assessing your fit for the position.

Provide the interviewer with positive, organized and thorough answers that are convincing. You want to position yourself for a second interview. This also may be the part of the interview when you are invited to ask questions about the position and the organization.

The interviewer will likely provide you with a rough timeline for the hiring process including when they anticipate making a final decision.

If the interviewer does not offer you information about when a decision will be made or a second interview conducted, politely ask for it.

The interviewer is continuing to assess you as you gather your coat and materials together.

During this stage, you may provide the interviewer with any information you didn’t have a chance to before. Thank the interviewer for their time and the opportunity to interview. Ask for a business card.

Sample Questions The following list of questions provides you an introduction to frequently asked questions from employers and offers you some ideas for questions of your own. You may be asked questions you have not anticipated. Most of these questions do not have a right or wrong answer. The employer is simply trying to determine how you handle the unknown or how you react to stressful situations.

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INTERVIEW QUESTIONS Background/Education

me about your liberal arts education. Why did you pick your major? What courses did you like • Tell best/least and why? • How did you decide on your career path? How does your education relate to this position?

Previous Experience or Employment

your best job and your worst. • Describe I were to call your last employer, what would they tell me? • IfWhat your three most important accomplishments thus far in your career? In your last job? • What are • did you learn in your last position that will help you in this job?

Skills

three skills you have that would benefit our organization. • Describe me an example that demonstrates your ability to organize. • Give • Give me an example of a time when you were the leader of a group.

Long-Range Goals

do you plan to be in three to five years? • Where • What are your short-term and long-term goals?

Aspects of the Position

you relocate? Is travel a problem for you? • Would If I’d never of this organization, what could you tell me about it? • What do youheard most attractive/least attractive about this position? • What can youfind do for us that another candidate can’t do? •

Communication Skills

kind of communication do you think you are best at: formal presentation, informal presenta• What tion, interpersonal. Give me an example. What is your weakest area? • Describe the correspondence you are experienced at producing.

Working in Groups

working in a group, what factors must be present for a group to accomplish a goal? • When you describe for me a group situation that you thought worked very well? Why did it work well? • Can What role did you play? One that did not work very well and why?

Personal Traits, Character, Values

time in your life, what do you value the most? • AtWhatthischaracteristics qualities do you value most in people? • How do you motivateorpeople? What motivates you? • How have you demonstrated creativity? How do you handle pressure/criticism? •

Outside Interests and Hobbies

do you relax? What do you do in your leisure time? • How • Are you active in any outside groups or organizations? What have you contributed?

Challenges, Strengths, Weaknesses

a goal you set for yourself and what you did to meet it. • Describe you give me an example where you successfully dealt with conflict? • Can me about your greatest assets/weaknesses. • Tell Can describe a situation in which you failed to accomplish your objective? Why do you • thinkyou you failed? What did you learn about yourself, or the situation from this failure?

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Be Prepared to Ask the Interviewer Questions It is expected that you will be prepared with questions to ask in an interview. Keep in mind, you are assessing if this is an organization you would like to work for, not just if they would like you to work for them. Here are some sample questions. Avoid asking questions about salary until you are offered a position. Are there professional development opportunities available with this organization? Would you please offer me an example?

there opportunities for growth • Are and promotion? there a formal training program for this • Isposition and/or for others? you have a formal or informal • Do mentoring system? is your favorite part about • What working here? you have any concerns about my • Do qualifications that I can address at this time?

is the next step in your hiring/ • What interviewing process? You want to convey your understanding not only of the organization, but also of the environment in which it operates. Develop questions that show you have researched the organization and have an understanding of who they are, what they do and who they serve

questions on a variety of issues • Ask related to the nature of the work you would be doing as well as the overall organizational direction

questions that direct the • Select conversation but also allow the employer an opportunity to go into greater detail

This is an excellent opportunity for you to make yourself stand out from other candidates. Remember, you should create a list of questions specific to each interview and organization that will help you get the information you will need in order to make an informed decision if you are offered the job. To formulate your questions, utilize: Job descriptions

• • Organization websites

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• LinkedIn company page • Newspaper articles and annual reports • CDC library and alumni network • Local Chamber of Commerce • Professional journals and magazines Illegal Questions An employer’s questions must be related to the job you are seeking and serve to determine that you can perform the functions of the job. Employers may NOT ask you about your citizenship, age, marital/family status, or ask personal questions about your height and weight, disability, gender, sexual orientation, race, or religious preference. What should you do if you are asked a question that you might think is illegal? You have three options: Answer the question. Just remember that if you answer an illegal question, you are providing information that isn’t relevant and may cost you a job offer

to answer the question. However, • Refuse a refusal may jeopardize your chances of

receiving a job offer and be interpreted as uncooperative on your part

the question but turn it to your • Answer advantage. For example:

Q: “Who is going to watch your children when you travel for this job?” A: “I can easily meet the travel requirements for this position and will not have any problems with the required work schedule.” Using this option, you have addressed the employer’s concerns by considering the intent of the question without providing any information that is irrelevant to the job you are seeking.

Interview Day Congratulations! You have successfully landed an interview and cleared the hurdles of the application.

Appearance “Dress for success” has changed as the fashions have changed, but that does not mean that anything goes! Fashion choices are not simply about chasing the trends and “looking


good”. Fashion choices are a reflection of how you see yourself, your self-esteem and your own confidence but these choices are also a reflection that you know your chosen industry. Consider these examples: Banking and Finance—conservative attire; Insurance, Sales and Real Estate—flexible attire; Art, Advertising, and Nonprofits—business casual. If possible, you should evaluate the dress code in a workplace similar to the organization you are considering. Dress slightly above that level for the interview. Follow these guidelines: Avoid too much of anything like jewelry and perfume/cologne

• moderate in your attire, but wear • Be clothing that compliments your style your wardrobe a few days before • Prepare to ensure it is clean and pressed should be neat and not cover your • Hair facial expressions • Groom your hands and nails • Carry breath mints with you chew gum, twist your hair, play with • Never your jewelry or tap your pen repeatedly

Logistics Solving interview logistics ahead of time will ensure that you will be calm and focused on the day you interview. Make sure you have the time and date of the interview on your calendar, the name and title of the person you are interviewing with, and the directions to the site

15 minutes early for your interview • Arrive and review your resume an extra copy of your resume and • Bring references to your interview the main points you want to make • Identify during the interview • Develop an action vocabulary • Relax before going into the interview

The Interview “Tell us about yourself.” What should you do if this is the first question in your interview? Employers intentionally begin with an open-ended question like this to gauge the integrity and depth of your response. Employers want to know if you know yourself! The answers to this question vary of course, but consider: How your education and work history relate to this job and organization

• your interests, values, skills, • How personality and goals match or complement the job

you are attracted to this field and • Why this organization you can offer to this organization • What and what you want from your chosen field Rely on your practiced elevator speech to guide you through these answers!

Show What You Know The way you answer questions indicates how well you understand the relationship between the job you are interviewing for and your experience. It also can be an indication to a potential employer of how well you have researched the position and the organization. Consider this example: Q: Why do you want to work as a literary editor and how would your minor in environmental studies be helpful to this position? A: My degree in English directly relates to the responsibilities of the job, and my minor in environmental studies will help me review contemporary writing like some of the books Graywolf Publishing highlights. In this answer, you have told the interviewer that: Your degree relates directly to the position as a literary editor

• additional education is a • Your complement to your major and potentially distinguishes you from others

have researched the organization and • You its priorities

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INTERVIEW DOS AND DON’TS

do • • • • • •

Demonstrate confidence, poise, openness, motivation, humor, a willingness to grow and problem-solve Use a firm handshake and maintain eye contact Understand the questions being asked and request clarification if necessary Know the points you want to make and convey interest in the position and the organization Be positive and energetic Restate your interest in the position at the end of the interview and say thank you

don’t • • • • • •

Demonstrate a lack of interest, initiative, indecisiveness, conceit, cynicism or a narrow point of view Offer a limp handshake or avoid eye contact Ramble, be phony, lie or evade questions Create answers you think the interviewer wants to hear, use non-words like “um”, or interrupt the interviewer Be cynical or talk about former employers in a disparaging way Leave without saying thank you

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communication


Thank You!

THANK YOU NOTES Saying thank you is arguably the most important part of the interview process. You may have scored high on your qualifications and your interview demeanor, so don’t stumble by forgetting to write a thank you note. A note should be sent within 24-48 hours after your interview. (Ask the interviewers for their business cards before you leave the interview so you will have the correct contact information and name spellings.)

Keep in mind your note should be well-written, error-free and articulate. There are three common formats for thank you notes: formal letter, hand-written note card, or email.

What to Write

Hand-written note cards can be used for less-formal environments or for those that may appreciate a more personal touch. These are shorter in length and should be written in blue or black ink. The note card should be a small, professional-looking style. Clear handwriting is essential for these cards, if you cannot handwrite well, use a different format.

the interviewer for his or her time, • Thank and for considering you for the position you are still interested, make sure you • Ifstate it!

or re-iterate some of your • Highlight strengths and skills that were brought up during the interview

you feel like you did not answer a • Ifquestion well during the interview, you

may address the question in your thank you note in the way you were hoping to answer it initially

interviewed by multiple peo• Ifple,youit’swere best to send a thank you to each

Formal thank you letters should be used for organizations with a formal work environment. This is a standard business letter style that should be under one page in length. This letter should be printed on high-quality resume paper and mailed to the recipient.

Email thank you notes should be used if you know the interviewers will be making a hiring decision very quickly. An email is also a good idea if you met with a recruiter or someone you know is not in their office frequently. An email should still be formally addressed and contain 2-3 short paragraphs.

one. Change each message somewhat.

communication 43


Sample Formal Thank You Letter

1300 1st Avenue South Minneapolis, MN 55419

June 11, 201X Mr. Robert Cooper Assistant Director of Management Maxwell Consulting 258 East Front Street Bloomington, IL 61701 Dear Mr. Cooper: Thank you for interviewing me for the Analyst position with Maxwell Consulting. The position we discussed sounds challenging and inspiring. I am confident my background and experience provide a good match for the requirements of the position. As a result of my research and interview, I have found Maxwell Consulting to be a dynamic and exhilarating place to work. Because of my related experience, this environment and position seem like a great fit to me. I have developed skills regarding thinking critically, dealing with complexities, and communicating with a wide variety of individuals. As I mentioned in my interview, these skills combined with my work experiences make me a qualified candidate for this analyst position. It was a pleasure talking with you and I look forward to hearing from you soon. Thank you for your time and consideration. Sincerely,

Beatriz Lopez

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communication


Sample Hand-Written Thank You Note Card Write or print clearly

Dear Ms. Campbell, Thank you for taking the time to interview me for the youth development internship with the Boys and Girls club. I loved hearing more about how this position would help to motivate at-risk youth to reach their full potential. I was also excited to hear that if hired, I could implement new programming. I am confident my past volunteer experience as a mentor and my social justice major would contribute to my success in this position. Thank you for your time and consideration. Sincerely, Susan White

Sample Thank You Email To: Ellen Bast Subject: Thank You Dear Ms. Bast, It was very enjoyable to speak with you today about the Assistant Teacher position with Minneapolis Public Schools. The job seems to be an excellent match for my skills and interests. The creative approach to teaching that you described confirmed my desire to work with you. In addition to my enthusiasm, I will bring to the position strong writing skills, a desire for teacher collaboration, and the ability to encourage students to work cooperatively with each other. I appreciate the time you took to interview me. I am very interested in working for you and look forward to hearing from you regarding this position. Sincerely, Mark Taylor [Email signature block should appear here]

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PRACTICE INTERVIEW PROGRAM The Practice Interview Program (PIP) is another great way to work on your communication during an interview. It has evolved into a required program that takes place twice a year and now serves 400+ students annually. PIP is a collaboration between the Career Development Center, faculty, alumni, and employer volunteers, whose purpose is to provide students the opportunity to practice and develop interviewing skills essential for success in today’s job market or entry into a graduate program.

How Does It Work? Faculty identify the class(es) in which a practice interview would be most beneficial and require those students to register. Students who are required (by faculty) to participate sign up for a one hour practice interview slot, submit a resume, and select a job, internship or graduate school program description for which they would like to interview. Volunteers ask the student interview

questions, assess their performance and provide both verbal and written feedback on the student’s interview performance and resume. Each interviewing session lasts approximately 50 minutes. During the first 20-30 minutes of the session, a volunteer interviews the student. The remainder of the session is spent on feedback. Students and volunteers are (whenever possible) matched by career field.

Benefits Based on evaluations, PIP is having a significant impact on improving students’ interviewing skills, their sense of career and vocation, and appreciation of the skills they are developing in their major. Students are able to better articulate how their liberal arts education and skills will serve them in their chosen professional setting. PIP is also a wonderful way for students to connect with Hamline alumni and employers to build their professional network.

ONLINE PRESENCE AND COMMUNICATION There are many ways to have an online presence: blogging, joining social media sites, posting photos, sending messages to friends, etc. You may not have thought twice about what can be connected back to you through the internet. However, when you are job or internship searching, it is very important to be aware of what others can learn about you. Chances are potential employers will Google your name—and they want to find you! Are you aware of what they will find? Do some extensive research on yourself to become informed. If you find anything with negative content, clean it up. Delete comments or posts, ask friends to remove photos of you, and restrict personal social media content through privacy settings. Not only do you want to make sure there is nothing negative about you online, but it is just as important (if not more so) to have a positive 46

communication

online presence, as this is what employers seek out. You will need to start creating content if you have not already done so. This can be done through a professional webpage, blog, YouTube channel or probably the easiest method—LinkedIn, a social media site meant for professional networking. Try to include your name in the URLs of content you are creating. This will help bring your content into search results when someone is researching you. Keep the content you are creating specific to your major, work or volunteer experiences, academic, co-curricular or career interests. Keep your online presence active and engaging by updating your status or profile; network through comments, answers, or group activities (think about being helpful and adding value when networking); and monitor your online brand by conducting periodic searches.


professional connections NETWORKING PIPER CONNECT INFORMATIONAL INTERVIEWS/JOB SHADOWS SOCIAL MEDIA ON-CAMPUS RECRUITING CAREER AND INTERNSHIP FAIRS


professional NETWORKING You can find information about many careers in the library, on the internet and by talking with people you or others know. Working conditions, geographic location, skill qualification and employment outlook are just some of the topics covered. While you may have developed an exhaustive list of professions and fields to consider and studied their definitions thoroughly, you may find yourself with more questions than answers. If you have some of the following questions, you can find the answers: What does a person in your field of interest do during a typical day?

personal characteristics, education • What and skills are employers looking for in

newspapers and national • Reading publications

your local Chamber of Commerce • Visiting and professional associations affiliated with specific careers

this position?

Six Degrees of Separation

How do I know if this career choice is a good fit for me?

Any two people in the world can be linked through just six social ties, or so scientists believe. While the internet has proven to be a useful tool and may even connect us to others around the world, it is your family, friends, classmates and acquaintances that form the web of your personal and professional networks.

college majors are available? What • What classes are needed for a particular major? Can I have more than one major?

type of occupations would satisfy • What my skills, interests, values and personality? do people in these occupations do • What all day? are the average salaries for these • What occupations? type of education or additional • What training will I need to pursue these different careers?

many hours a week does a person in • How this occupation work?

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A number of avenues are possible for uncovering new opportunities and learning more. Annually, the Career Development Center co-sponsors the Etiquette Dinner which provides networking opportunities with alumni; there are also on-campus recruiting opportunities and additional networking events throughout the year. Informational interviewing is also a great way to network and learn more about careers. In addition, you can research potential careers by: Meeting with recruiters and attending job fairs

professional connections

What is a Network?

network includes your family, friends, • Your classmates, professors, and co-workers network is essentially anyone you • Your know on at least a casual basis

The good news is that you are already building your network every day. Each time you attend a job fair, reception, dinner, school event,


connections conference or lecture, you are essentially networking by meeting people with similar interests and passions. You are networking!

With Piper Connect, you can! We understand that for most undergraduates, one thing standing in the way between uncertainty and success is a lack of information.

Uncover Hidden Possibilities

PIPER CONNECT is a database comprised of Hamline alumni and employers who have agreed to be contacted by current students with questions or requests for informational interviews.

Many jobs are never published or advertised.

of jobs are found through networking • 80% (Forbes.com) of every 200 resumes results in a job • 1offer (Quintessential Careers) of every 12 informational interviews, • 1however, results in a job offer (Quintessential Careers)

Your opportunity to network and build your list of resources may take place in a classroom, in your residence hall, or in your science lab. Networking does not have to be superficial or aggressive. In fact, a good networker is positive, respectful and a good listener—not simply persistent. Good networkers keep in touch with the people they know and not just when they are looking for a new job. Job hunts often stall because personal networks are neglected. Strangers will seldom be as responsive and interested in your life as people whom you’ve met before, even if the meeting was a brief one. There is a reason cold calling is called cold calling.

PIPER CONNECT Wouldn’t it be great to ask specific questions about where your major can lead you or what it’s like to work in a particular career field from someone who actually knows the answer?

Piper Connect provides an opportunity for you to connect with professionals about their educational and career experiences. Piper Connect is only available through Hamline Career Link. If you do not have a Hamline Career Link account, just register for one (hamline.edu/careerlink) to gain access to the database. Once registered, you may begin contacting members. We ask that all students adhere to the following guidelines when using Piper Connect: Ask for advice and/or information regarding a particular field or industry; do not ask for a job or internship

not ask a contact to mass distribute • Do your resume not share a networking contact’s • Do information without permission

not spam a contact with multiple • Do emails or stalk with multiple phone calls with a brief thank you letter • Follow-up after networking with an individual

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NETWORKING: TOP 10 WAYS FOR YOU TO SHINE

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1

Enjoy networking. Lighten up and have fun. Share your personality.

2

Learn about people’s interests and share yours with them.

3

Have your story ready to share. Anticipate questions people may ask you about your goals and interests and be ready to answer.

4

People like to be kept up to date. Send a note, leave a voice mail, or fire off an email. Don’t just be in touch when you need a person’s help.

5

Practice your handshake. A firm handshake will convey confidence to those you meet.

6

Maintain good eye contact in conversations. Don’t scan the room for your next prospect.

7

Listen. By being an active listener you will build your reputation.

8

Be genuine. Networking is a tool but it is also about conversation.

9

Respect each person you meet and not just because of what they may be able to do for you.

10

Cast a wide net. Incorporate people you meet in student groups, at the gym, at work, at social gatherings into your network.

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NETWORKING: TOP 10 FATAL FLAWS 1

Avoid the hard sell. A potential employer does not want to be pressured, rather persuaded.

2

Do not monopolize someone’s time. Be respectful of a person’s commitments.

3

Do not intrude on a conversation; include yourself in it gracefully.

4

Do not dress inappropriately for the occasion.

5

Be careful with whom you align yourself. Others may be using you to advance their own causes.

6

Lower your voice. The whole room does not need to hear you.

7

Do not brag about your skills. Let your resume and persuasion speak for itself.

8

Steer clear of put-down humor.

9

Networking is not simply job hunting. If you focus only on finding a job, you will be disappointed.

10

Do not gossip and spread information another may share with you.

INFORMATIONAL INTERVIEWS Five Reasons to Conduct an Informational Interview: 1. Gather firsthand information about the fields, positions, organizations and industries that have sparked your interest.

4. Learn about a field’s job growth potential, training requirements and salary possibilities.

2. Build your confidence for actual job interviews.

5. Gain an “insider’s view” to better evaluate whether a field or position matches your own personality, interests and values.

3. Clarify your career goals by exploring fields.

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How to Find the Right People Write down the names of all the people you know who are either in your field of interest or know someone who is. Begin with relatives and friends, acquaintances and neighbors, also include Hamline alumni and professional association members, co-workers and supervisors, as well as classmates and professors. Professional journals, newsletters or newspaper articles often identify leaders in particular fields. Perhaps you have an opportunity to attend a conference or seminar in your interest area. Relationships are the cornerstone of finding a job and building a career. With each phone call to a friend or relative, professor or neighbor, you will likely come away with more names to consider (be sure to ask for more names!). You do not have to conduct informational interviews with every person you have on your list. However, do not settle for one or two interviews. Select the top five to seven contacts on your list for informational interviews and begin there. Information gathered should be taken with a grain of salt. If you talk with one professional they are only giving you information from their own perspective. Talk with a variety of professionals in different work environments or settings. Come up with an organizational system for keeping track of your potential contacts, notes on your interaction, dates you plan to follow-up and any “to-dos” that came from your conversation.

Begin the Conversation Before engaging in any contact, do some research. Type the person’s name into an online search engine or use LinkedIn to find out as much as you can before meeting the person. This will help you not waste time asking questions you can learn the answers to online, as well as find other commonalities or talking points. Always ask for a meeting in person. An in-person interview provides you an opportunity to see work environments. People are also more likely to remember you from a one-to-one meeting rather than from a phone conversation or email exchange.

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Explain the purpose of your visit. For example, if you would like to discuss a career in communications and your contact is a reporter, ask if it is possible to have a tour around the newsroom. Be flexible. The time allotted varies, so be prepared. Some sessions can be as brief as twenty minutes while others may include an hour-long meeting, a cup of coffee and a tour. Speak naturally. Your informational interview is a conversation not a sales job! Do not ask for a job. You run the risk of offending the person you are speaking with and will likely destroy a golden opportunity to gather valuable information. If you stick to information gathering and avoid job-hunting, the person you are speaking with may be more comfortable and share a unique perspective of their career field and work environment. Because you are not carrying the pressure of trying to land a “real job”, you have more time and opportunity to ask the questions that are most important to you. Sometimes you may have trouble getting past the front desk to set up a meeting or have a phone conversation. Turn this roadblock to your advantage. Receptionists and personal assistants can be a gold mine of information for you and often know much more about the workplace than we acknowledge. Be creative. Ask support staff questions about job requirements, the names of key people, and the pace of the workplace. While in-person informational interviews are preferable to phone or email contacts, people’s time may be limited. You can conduct an informational interview over the phone or by email simply by modifying a few steps in the process Prepare your self-introduction and a list of questions

• Ask for ten minutes of a person’s time the person with whom you are • Tell speaking that you are looking for the

names of people they might know in your field of interest

if you could send your resume and ask • Ask for a meeting to talk further all contacts given to you and try to • Record set up meetings in person


Here is a sample email message to send to a contact. You may adapt and use as a phone script as well, but an email is less intrusive and a nice way to start the conversation, unless you know this person prefers phone conversations.

Sample Email Request for an Informational Interview To: John Clemski Subject: Referral from Vanessa Jones for questions on career planning Dear Mr. Clemski, Vanessa Jones, my softball coach at Hamline University, suggested I contact you to discuss my career plans. I am a senior accounting major and am very interested in learning more about the Big Four Accounting Firms as well as some other local firms in the Minneapolis/St. Paul area. Vanessa was telling me that you have had a wonderful experience working at KPMG. I’m wondering if you would be willing to spare 30 minutes of your time to chat with me about your career and working at KPMG, specifically. I would be happy to take you out for coffee or meet you at your office. Thank you for your time and consideration. I would be grateful for any assistance you could provide. Sincerely, Peggy Piper 651-555-4932 linkedin.com/in/PeggyPiper

Do not attach a resume to your email. You are solely asking for information at this point and you do not want the interviewee to assume you are asking for a job or internship by attaching your resume. Also, do not ask the interviewee to call you to set up a time. You may ask what a good time to call them may be, so the work is on you—not them.

field or work and how the person came to the organization and his/her career

and practice an introduction for • Plan yourself briefly outlining your interest and skills

your resume and bring a copy to • Update the interview; your contact may ask you for a copy

Before the Interview

the industry, career area and • Research organization the person represents track of all your possibilities in a • Keep spreadsheet, notebook or any method

that works well for you. Did a contact name come from an alumni or a family member? Where does the contact work and what is his or her job title?

a list of potential questions re• Develop garding the organization, people, position,

prepared to tell the interviewee about • Be your skills, abilities, experiences and goals, if asked

sure you have the time and date of • Make the interview and directions to the site on your calendar

Day of the Interview

professionally as you would for • Dress any interview

• Arrive ten minutes early

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a small notebook with your • Bring questions and a pen

yourself. Thank the person for • Introduce their time and willingness to meet

with you.

Give a brief interest summary and explain how you decided to call this contact but don’t ramble

your prepared questions but listen • Ask closely to the conversation as it may generate other questions

• Show enthusiasm and interest • Make eye contact notes on the conversation, work • Take environment and how other employees interact with each other

• for referrals. This will keep your • Ask networking growing! “Do you know anyone Keep track of time

else I might contact?”

may ask the interviewee if it would be • You okay to provide your resume to him or her and ask for any advice. You may also offer to send it via email after your meeting.

the person for his/her time, interest • Thank and information

• Ask for the person’s business card After the Interview

a short, personal thank you note • Write with mention of one or two pieces of

information you found helpful and a pledge to keep in touch. An example thank you note can be found in this guide. (You should also send a thank you note or email to the original person who made the introduction, if applicable).

• Review your notes from the interview the name of the person • Record interviewed, the date of the interview,

notes from the meeting, the main things you learned and new contact names acquired

in touch with those you meet and let • Keep them know about your progress

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• Add your new contacts on LinkedIn you received a name from a person you • Ifinterviewed, be sure to follow the lead Questions to Ask During the Interview How did you get started? How did you choose this industry and this organization?

long have you worked in this field • How and with this organization? did you get to this point in your • How career?

you have taken the same path to • Would get to this point in your career or not?

• What is a typical career path in this field? What are the skills required for the job? What type of educational degree, training, experience is required? What kinds of courses are most valuable in order to gain the skills necessary to work in this field?

suggestions can you give me for • What obtaining an entry-level position in your

field? Which organizations in this industry have the best training programs? Why do you think so?

type of person is most successful • What in this field? What is a typical day like? Please describe a typical day, week, month?

• What do you like most about your work? are the major frustrations of • What your position?

much work-related travel is involved • How with your job? many hours a week do you work, • How including evenings and weekends?


What is the outlook for your field? Do you see your field as one that will grow in the future?

suggestions do you have • What for discovering or identifying job opportunities in this field? What positions are in related fields?

you suggest other people who might • Can be good sources of information? Which professional publications or journals would be useful for me to read or subscribe to?

SOCIAL MEDIA Social media is a very useful tool to connect with others to grow your professional network as well as connect with employers, learn more about organizations, conduct research before job searching, as well as an avenue to have a positive online presence. Recruiters also use social media platforms to find talented candidates.

LinkedIn One of the best professional networking sites is LinkedIn. LinkedIn is the world’s largest professional network with over 347 million members in over 200 countries and territories around the globe. LinkedIn’s mission is to connect the world’s professionals to make them more productive and successful. When you join LinkedIn, you get access to people, companies, jobs, news, updates, and insights. You can also join groups such as the “Hamline University Alumni Group” or other groups related to your area of study or intended profession. LinkedIn allows users to create profiles which highlight past experiences such as a resume would, but there are many more ways to show your experiences. You can include projects, videos, images and presentations which allows the site to act as an online portfolio. Users can follow specific companies and see people they are connected to who work at the company. This allows for easier networking. In addition, joining groups such as at the “Hamline University Alumni Group” and posting relevant

content allows the user to be seen in a positive light as well as promotes ways to interact with professionals in your area of interest. There are many ways that LinkedIn can be used to your benefit. The site university.linkedin.com provides many great resources on how to effectively use LinkedIn.

Facebook Although LinkedIn is the best social media site for career development, you may find others that work well for your needs. For example, you most likely have a lot of friends connected to you through Facebook. You have a huge network of people you can reach out to with specific questions or interests. You could post an update asking if your friends know of anyone that works at a specific company you’re interested in so you can start networking. You could also post that you’re looking for an internship doing a specific type of work. If one of your friends knows of something, they’ll most likely respond and you’ll know about more opportunities. Many organizations also have Facebook pages. This is an easy way to learn about the culture, “Like” their page, and be seen by the manager of their page.

Twitter Twitter is also very useful for the job search. Many companies have job-related Twitter handles and by following those, you can stay up-to-date if there are new openings rather than searching their website. Twitter is also unique in that you can create “Lists” to organize your job search and career development. You can also search and follow other peoples’ lists to make the process even easier. You may search career specific hashtags to find relevant jobs, internships, advice on resumes, interviewing and other topics. Here are some popular hashtags: #JobSearch, #JobHunt, #JobOpening, #Hiring , #NowHiring, #Resume, #Job , #Careers, #Employment, #HR , or #TweetMyJobs.

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ON-CAMPUS RECRUITING Stop by an employer information table (set up in the Anderson Center) and attend an information session in which employers present information about their organization and the opportunities they have available. You can also participate in on-campus interviewing. Contact the CDC regarding interviewing opportunities and to learn about the process for signing up for on-campus interviews.

CAREER & INTERNSHIP FAIRS There are multiple career fairs held throughout the year at various locations. These are a great way to find internship and job opportunities and begin networking with employers. Some of these opportunities are listed below: Government and Nonprofit Career Fair–Fall semester, Govnonprofitfair.org

Private Colleges’ Job and • Minnesota Internship Fair, mnpcfair.org

Education Job Fair–Spring • Minnesota semester, mnedfair.org It’s important to be well prepared to attend career fairs so you can be informed about positions and companies that interest you and showcase your best self!

How to Prepare for a Fair

your resume by making an • Polish appointment with a career counselor. Stop in to the CDC to schedule an appointment and review our resume section. See page 17.

job fair preparation videos found • Watch on the fair’s website how to introduce yourself and • Learn prepare for Interviews. See page 33.

you want to • Research employers meet while at the fair. This information can usually be found on the fair’s website.

available, consider requesting • When interviews by posting your resume on the

job fair website and writing to employers who indicated they are accepting prearranged interviews in advance of the fair

a prep session and resume • Attend workshop

At the Fair

• Dress professionally. See page 61. copies of your resume, a • Bring professional folder or padfolio where you can keep your resume and any materials you collect, and a pen to take notes

your introduction to employers; don’t • Give make them initiate the conversation. your resume and request • Present an interview to further discuss your

qualifications and opportunities with the organization. Remember to say thank you and send a thank you note to employers you are interested in pursuing! (See our thank you note tips on page 43)

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professional skills INTERNSHIPS PIPER TO PROFESSIONAL PROFESSIONAL APPEARANCE


professional skills Professional skill development is essential to be successful in the world of work. You can start developing these skills now. There are plenty of opportunities as a student to begin developing skills. Obtaining a part-time job or work-study position are things you might think to do to earn money. However, if you can align this type of work with your interests or major, you will develop skills that will help make you more marketable after graduation. Volunteering is another great way to gain relevant experience. This is another way to have an “insider’s advantage” to know if there will be internship or job openings within the organization. Lastly, take advantage of being a student on a college campus! Hamline has many student groups and organizations in which you can take part. These opportunities will help you learn more, develop more connections and you can also take on leadership roles within the group.

INTERNSHIPS Internships are supervised, career-related work experiences that allow you to learn by doing. Securing an internship allows you to explore fields that interest you, crystallize your passions, and uncover new career possibilities. They are an integral part of a liberal arts curriculum and are your first introduction to a professional position in the workplace. Not only that, but you can get academic credit for internships! To pursue an internship for credit, visit the CDC website or meet with the Internship Program Director in the Career Development Center to learn about specific guidelines and requirements.

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Why Internships Are Important According to the National Association of Colleges and Employers’ 2015 Job Outlook, 72.5% of employers surveyed prefer to hire candidates with relevant work experience. Furthermore, 60% of employers surveyed preferred that this work experience is gained through internships or co-op programs. Obtaining a full-time, permanent, entry-level job without some practical experience can be difficult. Internships allow you to: Test out career interests

• • Assess your strengths and weaknesses • Clarify your interests and values • Gain critical knowledge about a field practical, career-related skills • Build and abilities; including effective job

search, resume writing and interviewing techniques

a network of professional • Develop contacts

what you are learning in the • Integrate classroom with “real world” settings

• Establish work experience yourself attractive to both • Make employers and graduate schools

Think of finding an internship as a dress rehearsal for landing your first job. All the components to landing an internship mirror a job search. To land an internship, you have to research opportunities, meet application deadlines, write your cover letter and resume, and interview for the position. An internship is essentially a part-time job, so figuring out how it fits into your life is important. Internships may be done during summer breaks, or may be done as part of


your semester course load. How would an internship fit with your major, class schedule, work schedule, or plan to study abroad? If your time is limited, consider an internship during the summer or the January term. Of course, multiple internships during your college career can help you hone your interests and develop a host of experiences and skills you want to have by the time you graduate.

Finding an Internship Finding an internship is your first opportunity to put your self-assessment exercises to the test and an exercise in balancing other aspects of your life with ‘work’. First, you have to determine what type of internship experience you want by: Assessing your skills, interests, and motivations. For example, if you are a history major but are interested in politics, you might pursue a position with a local elected official

on opportunities that match your • Focusing stage of your college career organizations that • Researching interest you

your personal and • Considering professional philosophy and how it might complement your area of study

Searching for an internship takes time. The best opportunities go to students with tenacity and diligence. Work on a number of options simultaneously. Make a list of possibilities and plan to use your school breaks to research opportunities and network with others. So, where do you find internships? The Career Development Center posts

hundreds of internships and has a wealth of resources to help you find opportunities. Make an appointment with the Internship Program Director in the CDC to learn about the resources available for your unique interests. Academic departments may also circulate major-specific internship opportunities. Review these opportunities and speak to your advisor if there is one that connects to your area of interest. Another great way to find out about opportunities is through campus recruiting. Each year, the Career Development Center works with many organizations to arrange information sessions, on-campus interviews, and job and internship fairs so students can connect with employers, learn more about their organizations, and apply for jobs. Some of these events also involve alumni, presenting an opportunity to network and gain information about post-college life and various career fields. Do you volunteer for an organization? Internships may be available, and if they are not posted, consider pitching the possibility to one of the staff. Often, volunteer opportunities can easily be turned into internships by increasing the amount of hours on site and adding some reflective work to the experience. Hamline alumni can be an excellent source for internship leads. Piper Connect and LinkedIn can help you locate alumni contacts in your field of interest. As a current Hamline student, you have a built-in connection with alumni which can open doors not just for internships but jobs, too. If you have identified a specific set of companies or organizations as possibilities, review their websites, specifically the career section, for internship or volunteer opportunities.   professional skills 59


Trade publications and professional organizations in your major or career field may list opportunities as well. They may also provide networking opportunities or insight into what companies you can target in your search. Hundreds of websites list internships and offer built-in networking for students. Here is a sampling of some of the best internship search sites online: Hamline Career Link, the job and internship posting system of the Career Development Center: hamline.edu/careerlink

track of all of your options and • Keep where you are at in the process with each one

through with communications with • Follow each organization, especially if you have accepted a position or are no longer a candidate for their position

out if you will consider both paid • Figure and unpaid internships. Although many

internships are unpaid, they can still be beneficial by awarding you academic credit and giving you a jump start on your post-graduation job search. Paid internships tend to be more competitive and time intensive because the employer is investing in you as a formal, short-term, paid employee

has a Student Jobs section • LinkedIn where you can search for jobs and

internships that are geared toward current college students or recent graduates: linkedin.com/studentjobs

Minnesota Council of Nonprofits • The is a fantastic resource for finding opportunities in the nonprofit sector: minnesotanonprofits.org

If you are searching for an international experience, these sites are a great place to start: Idealist.org is a site where you can find international job, internship and volunteer experiences. Most of the opportunities are for nonprofit organizations

Find • Goabroad.com/intern-abroad: volunteer, academic and non-academic internships, as well as practical training programs around the world

is a resource for students from • Ihipo.com almost any academic discipline who are looking for an internship abroad

Organizing Your Search Developing a system to organize your internship search keeps you focused and it can take some of the anxiety out of the internship and later the job search process. Keep these tips in mind: Consider why you want an internship, what you hope to learn, and how it would fit in with your academic and career priorities

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Internships and First Jobs The workplace demands professional work habits, and an internship gives you exposure to the culture of work. Internships can often turn into first jobs, too. In fact, some employers use internships as a recruiting pipeline for their entry-level positions. Other times, an internship may not lead directly to a position at the company, but a referral or recommendation from your internship site supervisor seals the deal for you with another position elsewhere. How can you maximize your chances of leveraging your internship into a full-time job? Figure out if you like the environment and culture. Only pursue a permanent position if you think you will like going to work there every day.

you fit-in and take your role • Show seriously by wearing professional attire that aligns with your co-workers

hard. Putting your nose to the • Work grindstone is the ticket. Working hard also means not refusing or complaining about distasteful assignments that come your way, no matter how menial they seem.

aware that your every move may be • Be scrutinized. If you handle the task with

professionalism – even though you may think you are ‘above’ the task – it will reflect highly on you.


to do your best, and extend your • Strive best behavior to your interactions with

company stakeholders – suppliers, vendors, distributors, and especially customers. Keep quality in the forefront of your mind for every project you undertake.

out extra work and new projects. • Seek Showing your willingness to go beyond

what’s on the job description for your internship makes a great impression and sharpens your skills.

forget your academics. Strong • Don’t academic performance can be influential with some employers.

a positive, eager-to-learn • Maintain attitude. Ask questions. Show that you

PIPER TO PROFESSIONAL Piper to Professional: Essential Skills for Career Success is a course offered in January aimed towards juniors and seniors who will soon be entering the professional world. This is a 4-credit, A-F graded course designed to help Hamline students develop their personal brand and learn how to market their skills to potential employers. Students will increase their knowledge and confidence around networking and will develop a professional online presence. Students will also learn the importance of professionalism and will gain the skills necessary to compete in today’s job market. You may register for this course through Piperline: GSTD 3010.

want to learn the job and understand the company.

your skills. Learn unfamiliar • Develop software programs. Try projects that help you to hone skills you’ve never used or don’t use often.

creative and bring your ideas to the • Be table. Show that you can learn, but also that you can add value.

your contributions and • Track accomplishments. Be sure to keep a

record of all the ways you’ve contributed during your internship.

gratitude. At the end of • Demonstrate the internship, express gratitude for the

experience and support you received. Write thank you notes to your supervisor and colleagues, and plan to keep in touch to update them on your career progress (and to keep you in their thoughts should future opportunities arise).

PROFESSIONAL APPEARANCE Professional appearance is key in influencing others’ first-impressions and perceptions of you. If your clothes are clean, neat and professional, it shows that you take pride in yourself and your appearance instills confidence in your abilities. You will need to determine what the appropriate attire is for your internship, job, or interview. You may need to do some research, or before your first day on the job, ask your supervisor what the dress code is. Most organizations will have standards they expect their employees to follow. If you are unsure how to dress in your interview, you will want to be dressed even better than your interviewer. If you are interviewing for a camp counselor position, maybe khakis and a nice shirt would be appropriate. However, if you are interviewing for an accounting position at a large firm, you will be underdressed wearing khakis and a suit may be more appropriate. Dressing professionally not only demonstrates respect for the interviewer and the organization, it shows the employer that you take the interview seriously. It also speaks to your professionalism and can boost your selfconfidence during the interview.

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In general, do not wear clothes that are too tight, too loose, wrinkled, torn, or worn out. Also keep in mind your personal grooming. Your hair should be groomed nicely; always wear deodorant, maintain fresh breath, and avoid strong cologne and scented lotion; nails should be neatly trimmed, and depending on the industry, you may want to remove piercings or cover visible tattoos. Your goal in establishing a professional appearance is to make your skills, experiences, and personality stand out—not your outfit!

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transition JOB SEARCH EMPLOYER RESEARCH SALARY REQUESTS EVALUATING AND NEGOTIATING JOB OFFERS GRADUATE SCHOOL FINANCIAL PLANNING INFORMATION FOR INTERNATIONAL STUDENTS HANDLING DIFFICULT SITUATIONS


transition JOB SEARCH

Getting Focused

Job opportunities are everywhere – it’s just a matter of opening your eyes to the possibilities around you.

One of the most important things you can do to start your search is to take some time to assess what it is you are really looking for. When looking for opportunities, the more you can clarify the type of position you are seeking, the better you will be able to target and strategize your search for the particular industry. Furthermore, employers like to see candidates who are sure of themselves and their interests. If you spend time reflecting upon what you really want and why, you come across as a much stronger candidate for a potential job because you can better articulate your fit for the organization. Ask yourself some of the following questions to uncover what type of job you’re looking for:

what environment would you like to work? (Corporate, small business, educational, • Innon-profit, healthcare, government, etc.)

population are you interested in working with or serving? (Children/youth, business • What people, educators, lawyers, healthcare providers, artists, etc.)

topics are you excited to explore? (Marketing/advertising, sports and fitness, education, • What art, social justice, environmentalism, etc.)

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transition SEARCH STRATEGIES

Participate in Campus Recruiting Events

There is no right way to find a job! In fact, when it comes to the search process, diversifying your approach is an important key to success. The following are a few strategies to utilize.

One of the great things about being a college student is having access to the recruiting program run through the school. Each year, the Career Development Center works with organizations to arrange information sessions, on-campus interviews and job and internship fairs. All of these are great ways to connect with employers to learn more about their organizations and apply for jobs. Find out about these opportunities by checking the CDC website and Hamline Career Link for updates.

Consult Job Postings or Advertisements One of the best places to start looking for positions is through general posting sites such as the Career Development Center’s job and internship posting system, Hamline Career Link. Hamline Career Link is available through the CDC website (hamline.edu/careerlink) and allows you to search the most current positions that employers have posted through Hamline. In addition, you may also find specialized posting pages for your field of interest. The CDC website has a section titled, “Jobs by Industry” where you can find industry-specific job boards. For example, The Minnesota Council of Nonprofits (minnesotanonprofits.org) is a posting page specifically for jobs and internships in the nonprofit industry. Many professional associations also have postings through their websites, and students can often gain access by purchasing a discounted student membership. Finally, many organizations will post their openings directly on their websites. Make a list of the organizations at which you would like to work or intern, or do some research to find out who is doing the work that you are interested in doing, and search their websites for current openings.

Research Who is Doing the Work You Are Interested in Doing and Make Direct Contacts Not all jobs are advertised. In fact, many seekers find opportunities by looking beyond positions listed online and contacting organizations directly to inquire about available opportunities. If you have an interest in working in a particular field, it can be helpful to step back and think about all of the different organizations that are doing the work that you are interested in doing. You may be able to develop a list off the top of your head, but it may also take some research. Some resources that may help include newspapers, libraries, local directories, business journals, area chambers of commerce, trade or specialty publications, and also faculty and alumni who are connected to that field. Once you have created that list, visit the organizations’ websites to see if they have positions posted or contact them directly and ask to speak to someone in Human Resources. Even if an organization is not hiring at the moment, be sure to ask how you can find out about future openings, and whether you   transition 65


can send them a resume in case a position becomes available. This is also a good time to do informational interviews to learn more about the organization and possibly get your foot in the door for the future.

Networking When it comes to the job search, professional networking is a great way to learn about organizations of interest, gain industry-specific advice for how to navigate your search, and learn about where to find potential opportunities. A good way to start is by connecting with people who are already in your circle – family, friends, professors, current and former co-workers, etc. Let people close to you know what you are looking for, and you would be surprised what connections they have that they would be willing to share with you. The search is also a good time to be more intentional about expanding your network. Conducting informational interviews is a very helpful way to learn more about the job market in your field of interest (see page 48 for more information on networking). Alumni contacts are also a great way to network in your field of interest. The Career Development Center has resources to connect you with Hamline alums for informational interviews and job search advice. Being active in professional associations, attending events sponsored by organizations of interest, or even volunteering for their programs or events are all wonderful ways to network your way into a field and increase your likelihood of finding opportunities.

EMPLOYER RESEARCH Researching potential employers will be helpful to you in all phases of the job search. It’s important to be well-informed about companies so you can tailor your cover letter and resume when interviewing, and when assessing if the offer you received aligns with what you’re looking for in a career. A few good sources of information for researching employers are: Company website

• • Social Media: LinkedIn Company Page,

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Facebook, Twitter, and Pinterest. Social media is a great way to learn about the culture of the company.

Websites: Glassdoor.com, • Additional Vault.com, and Hoovers.com

Some things to consider while conducting your research are: What is the industry?

• it a public, private, non-profit • Isorganization?

• Where is it located? • What is the size of the organization? • What is the mission? products or services does the • What organization make, sell or provide?

are their competitors and how are • Who they different?

• What is their overall reputation? is the earning potential at this • What organization and is there room for upward mobility?

SALARY REQUESTS Employers know what they can afford to pay for a position. However, employers do not know the types of candidates that will make an application. Some may have considerable experience and warrant a higher salary. Others may just be starting out and have great potential but still deserve a minimal salary. In a range of $32,000 to $38,000, you can assume that if you are hired the minimal salary you receive will be $32,000; as you gain experience, your salary will be closer to the $38,000 number. If an employer does not include a salary range on the job description and asks you to include your salary requirements, you have several options. You can respond with statements such as: “My salary requirements are negotiable and open to discussion”

am looking for a salary in the upper • “Ithirties to lower forties”


It is important to realize that when an employer asks for a preferred salary/salary range, they most likely are anticipating specific numbers and may eliminate you if you do not provide them. You need to do your research to determine what the fair market range is for someone with your background, skills and experience. Salary histories are most often requested when the number of positions you have held

begins to grow. With a salary history, potential employers can evaluate whether you have had raises and bonuses through the years. Start with your most recent position first

• • List your last four or five positions the information on a separate page • Type from your résumé and cover letter not send your salary history unless • Do requested

Salary History Sample—send only if requested

Joe B. Piper 1111 Hamline Avenue ● St. Paul, MN 55104 ● 651-523-1111 ● jpiper01@hamline.edu

Salary History Name of Organization

Position Title

Length

Starting Salary

Ending Salary

Organization A

Sales Representative

201X – Present (Promotion 201X)

$42,300

$61,000 + commission

Organization B

Customer Service Representative

201X – 201X

$36,000

$39,000

Organization C

Sales Assistant

201X – 201X

$28,000

$34,500 + bonus

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EVALUATING AND NEGOTIATING JOB OFFERS Negotiating Job Offers Congratulations on your job offer! Resume drafts and interviews may be behind you, but your research and preparation efforts have shifted into high gear. The art of salary negotiation is a minefield of tactics and nuances. Most people dread salary negotiation. Why? Because most people do not know what they are worth in the marketplace. Before you start talking about salary and benefits packages with a prospective employer, you need to find out how much both you and the position are worth. Knowledge and information are the absolute power bases in salary negotiation. The internet is packed with websites that identify salaries by job title, by industry, and by geographic location. The following websites can get you started: salary.com quintcareers.com

• • • jobstar.org • glassdoor.com • salaryexpert.com • payscale.com

Once you have established what you might be earning based upon your experience, how do you go about getting the package you deserve? Be patient. While much is written about the tactics of salary negotiation, less is written about the common mistakes that could result in a much lower job offer—or worse—losing the job offer you worked so hard to obtain. Probably the most common mistake is settling for whatever offer you receive, even if you are new to the workforce. Jobseekers who are uncomfortable with money and the negotiating process are prone to this mistake, but settling for a lower salary affects more than your paycheck. Raises and retirement contributions are based upon salary. Jumping the salary

gun conversation may have you shooting yourself in the foot. Always try to remain as open to negotiation as possible when asked about your salary requirements during the interview process. It is best to wait to have this conversation until after you are offered a position. Base your desired salary conversations on research not on what you need to pay the bills. While you will want to make sure your salary does cover what you need to pay the bills, employers don’t care if your salary covers your living expenses. Negotiating a salary should be based on your experience and the common averages for the position. In salary negotiation, timing is everything. The longer you delay the salary conversation, the more power you may have. The ideal time for talking salary is when you are the final candidate standing—and you get the job offer. Job seekers keeping an eye on their bank accounts may be compelled to accept the first offer, especially if it has taken weeks or months to receive it. Put on the brakes, at least for a few days. Most employers are willing to give you some time to contemplate the job offer. Conversely, many job-seekers reject a job offer too quickly if the salary is much lower than expected. The paycheck is not the entire offer, however. Be sure to examine the entire compensation package. With healthcare costs skyrocketing, an employer’s willingness to pay all of your premiums is worth its weight in gold. A review of benefits as well as salary gives you the opportunity to ask for more specifics about bonuses, commissions, health insurance, and other perks. If salary negotiation is new to you, or your skills are not particularly sophisticated, try taking a salary negotiation tutorial or a quiz at: quintcareers.com/salary_negotiation.html

In salary negotiation, timing is everything. The longer you delay the salary conversation, the more power you may have. 68

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Dealing with Multiple Job Offers Benefits Benefits can add up to 30 percent to your total compensation! At a time in our country’s economy when health insurance premiums and expenses are bankrupting families, a benefit that takes the burden off your family can put more money in your pocket. Commonly offered benefits include:

• Medical insurance • Dental insurance • Optical/eye care insurance • Life insurance • Accidental death insurance • Business travel insurance and long-term disability • Shortinsurance

• Annual vacation • Paid holidays • Sick/personal days • 401(k) plans • Pension plans • Profit sharing options/employee stock • Stock ownership plans

• Tuition reimbursement • Health club memberships • Dependent care • Employee assistance program • Overtime/travel premiums/comp time commuting, expense • Parking, reimbursement Remember, your compensation is more than the bottom line of your paycheck every pay period!

Juggling multiple job offers is a good problem to have! If you have been diligently applying for a number of jobs, more than one offer may come in at the same time. How do you weigh more than one job offer? Comparing the details of salary, benefits, and current company growth and stability is a straightforward exercise, but what about the less tangible aspects of an offer? What is the climate in the workplace? Is a flexible work schedule possible? How far is the job from where you live? To evaluate these factors, think about your values and priorities. Instinct plays a role, too. Occasionally, we talk ourselves into something that doesn’t quite feel right. Take the time you need to evaluate each job offer. Most employers will appreciate your need for reflection. Do not play one offer against another just to get more money or perks. Focus on the position you truly want and negotiate the best package possible given your skills and experience. It can be very helpful to write down the pluses and minuses for each position. Often times this provides a fairly clear picture of the best choice for you.

GRADUATE SCHOOL Choosing the Time: Right after College or Wait a Year? The years after college represent a unique opportunity to test your career interests and gain some traction in the workplace. Indeed, some graduate programs want to see a wellrounded person, one who jumped into the workplace with both feet. Having your nose between the pages of a book is no substitute for professional experience. A poor reason for pursuing a graduate degree is because you don’t know what else to do. Consider how these statements apply to your goals: What are the advantages of waiting two to five years before pursuing graduate study in my field?

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are the disadvantages of waiting • What two to five years before pursuing graduate study in my field?

graduate study necessary for me to • Isaccomplish my goals?

will graduate or professional school • How affect my future?

I personally ready to tackle graduate • Am school? I have the necessary ability and • Do interest to be successful in graduate school?

am I planning to attend graduate • Why school?

I investigated what career • Have opportunities are available to me at every educational level?

there a market for these graduate • Islevel skills?

I willing to invest the time, effort and • Am expense to undertake a program that requires continued concentration in an academic setting?

Planning for graduate study requires an examination of skills, interests and finances as well as personal motives. Graduate school is another in a series of life and career decisions. A single decision does not commit you to one path for the remainder of your lifetime, nor does it guarantee success in a particular industry. The steps you take when considering graduate school mirror a job search strategy by requiring you to consider: Your goals and skills

• • Your application and interview course of study and academic • Your program

Once you have examined your life/career goals, you are ready to determine: Whether or not you need more education to pursue your goals

kind of advanced degree would best • What serve you in pursuit of your goals; some occupations, such as medicine or law, have license or credential procedures that require advanced study

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another occupation such as teaching, • Ifbusiness management, and social service may enhance your long-range career development

To determine the need for the type of advanced study you may wish to pursue, spend some time researching those occupations that are compatible with your goals.

Choosing a School Judging the quality of an academic department is not easy. Ranking lists tend to use criteria such as: attainments of faculty, quality of instruction, work and success of students, and administrative policy toward teaching and research. It is necessary for you to determine what is important to you and then attempt to gather your own information on the quality of the program. Use this checklist as you explore potential graduate programs:

Develop a comprehensive list of schools

and begin trimming it. Your faculty advisor can be especially helpful in identifying programs that will be good matches for your interests and abilities

Visit each school’s website and use your

criteria in addition to others’ suggestions

Consider making site visits to your first

two or three choices. Many schools host information sessions for prospective students where you can meet professors, talk with current students, tour the campus, sit in on classes, and ask questions.

Your Application and Interview Graduate school applications are more complicated than undergraduate ones and usually consist of seven parts: application form, personal statement(s), transcripts of all past academic work, letters of recommendation, national examination scores, financial aid forms and the application fee.

Personal Statements and Applications Imagine you only have five minutes to summarize how graduate school complements your career goals. Connecting the dots between what you may wish to study and what


you want to do in the workplace demonstrates that your decision to go to graduate school incorporates each aspect of your life to date. Not unlike an elevator speech, the personal statement is your moment to succinctly clarify who you are and what you want to do with your life. Your personal statement or essay is also a test for admissions counselors to see how well you write and whether or not your focus is clear and your depth of thinking is compelling. The personal statement is the most important component of your application, and should not be a cookie-cutter, cut and paste job that you submit to every graduate school. Your statement not only has to be a reflection of who you are, but should be tailored closely to the program for which you are applying. The personal statement is not a memoir nor should it effuse unnecessary emotion. Passion is fine, but writing as though it were your personal journal is not. Remember to keep it professional. You have to convince the department chair, the dean, and/or the admissions committee that you will be able to successfully complete the program. Once you have compiled all the information required for the full application: Pre-type a draft to help you compose answers

• •

Tailor your statement closely to the program for which you are applying

sure your writing is clear • Make and focused

it professional (use black type • Keep and appropriate font styles) someone to proofread your • Ask application

your draft application carefully • Review before completing the final copy a copy of your application and • Save statement for future reference

Transcripts You must have official transcripts from each college or university you have attended forwarded to the admissions office at the graduate school to which you are applying.

The registrar’s office at Hamline can provide you with copies of your transcript. Remember, it is your responsibility to make sure the transcripts have been sent to each graduate school.

Letters of Recommendation/ Evaluation Most graduate programs will request two to five letters of recommendation. Many programs only accept letters of recommendation electronically after you designate the recommender in the online application. These references are critical to your application so choose wisely. Make a list of professors, internship supervisors, or employers who can attest to your character and skills as well as speak to how your experience connects with graduate school study. In order to assist those you are asking, provide each person with: Information about you and why you want to attend graduate school

about the graduate school to • Information which they are writing resume and transcript are • Arecommended, or a summary of past

relevant course work and experience

Test Scores Most graduate programs require the results of graduate school admissions tests. The most common are: Record Examination (GRE): • Graduate used by most academic graduate pro-

grams and some professional programs. Be sure to check the requirements of each school to which you are applying. ets.org/gre

School Admissions Test (LSAT): • Law the only test used for application to law schools. lsac.org

Management Admissions • Graduate Test (GMAT): used by most business/ management schools. gmac.com

of English as a Foreign Language • Test (TOEFL): used to test English language

ability of persons whose native tongue is not English. This test does not replace any of the others. ets.org/toefl   transition 71


Financial Aid

Graduate School Interviews

Graduate school requires a significant financial investment which you must carefully consider before submitting an application. However, there are financial aid resources available to graduate students, including: Assistantships/fellowships

Some institutions require an interview as part of the application process.

• • Student loans • Grants or scholarships from the institution

Assistantships and fellowships are akin to undergraduate work-study. However, in graduate school you may find yourself teaching undergraduate classes in your field of study, assisting with department research, or managing a particular project. Many academic departments will grant assistantships and fellowships as early as March so learn the specifics for your program early. Deadlines for financial aid applications often come as early as January preceding your expected enrollment date. Check with your graduate school to determine their deadlines. When considering a loan, carefully investigate loan terms and which forms are required at your school. You must fill out the Free Application for Federal Student Aid (FAFSA) to apply for federal aid (fafsa.ed.gov). In addition, be sure to explore scholarships and grant options. Schools may have meritbased and/or need based scholarships and grants. Check with the Financial Aid Office at your school for eligibility criteria as well as any required forms. Additional financial aid information is available at studentaid.ed.gov.

Application Fees Many schools will not act on your application until they have received your fee. If you cannot afford the fees, find out if the schools have a “fee waiver” policy. Some schools will waive the fee if you can establish that you (and/or your family) do not have sufficient economic resources. Application fees are non-refundable.

Prepare for a graduate school interview as you would for an employment interview. Fields that are creative in nature (MFA, for example) may require you to submit a portfolio as part of your application. Likewise, programs in music, theater, and dance will often require an audition. Both the portfolio and audition are means to show your skill and ability to do further work, and should reflect the scope of your training and abilities. Examples of questions you may encounter include: Why did you major in _________?

• did you choose to attend ___________ • Why College/University? did you choose to enter this • When occupational field and why?

did you make the decision to apply • How to our program? other programs are you • What considering?

has your undergraduate background • How prepared you for our program?

• What courses have you enjoyed the most? courses have been most difficult • What for you? satisfaction have you gained from • What your studies? you feel your academic record • Do accurately reflects your abilities and potential?

would you be an asset to our • Why department or program?

skills and experiences do you feel • What have prepared you for admission to this program?

should we consider you for our • Why program instead of several other equally qualified candidates?

many programs have you applied to • How besides our institution/program? will you do if you are not accepted • What into our program? 72

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Making a Decision In graduate and/or professional school, you will be working very closely with your advisor. A strong advisor can facilitate your progress. Many programs permit you to choose an advisor. It may be helpful to conduct some background research on the faculty at a potential place of study. Check the publications records of the faculty. Are they doing research/writing in

areas of interest to you? Are they involved in organizations or activities that give you a common background or interest? Talk with faculty at Hamline to see what they know about people at each of your schools. Talk with alumni or current students at the schools to find out what the faculty are teaching and publishing.

GRADUATE SCHOOL APPLICATION TIMELINES Junior Year: Spring-Summer to faculty, advisors, counselors, and others to discuss graduate programs • Talk graduate program materials and review graduate program websites • Read admission and test requirements, application deadlines, test dates, etc. • Determine • Study for graduate admissions test(s)

Senior Year: September-October graduate admission test(s) • Take draft of personal statement/statement of purpose • Write Request of recommendation • Researchletters financial aid options •

Senior Year: November-December official transcripts from Registration & Records in Student Administrative Services • Order statement of purpose according to the graduate program’s requirements • Finalize applications. It is good to finish applications early so that you will have time to • Complete attend to any missing information • Contact programs to make sure your application is complete

Senior Year: January-February financial aid forms • Complete schools about the possibility of visiting (this may increase your chances of admission) • Contact • Prepare for interviews. If applicable, interviews most likely occur in January, February or March

Senior Year: March-April acceptance and rejections with faculty advisors and career counselors to weigh • Discuss your options your school of choice of your acceptance and politely turn down other offers • Notify • Send thank you notes to those that assisted in the process and update them of your acceptance!

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FINANCIAL PLANNING Financial planning is a very important topic that generally is not taught in the classroom. Knowing how to manage your finances while in school and after graduation, will set you up for financial success in the future. You may need to consult with professionals for help in this area. A great place to start is Hamline’s Financial Aid office. They have many resources available to you regarding your finances. There are also many books available for more resources. A great one is Your Financial Future: A Guide to Life After Graduation.

Budgeting One of the first steps in planning is determining your financial goals. Make a list of all the things you want to accomplish — travel, attend school without taking out loans, pay back loans in 5 years, manage credit card debt, buy a car, buy a house, etc. After you’ve determined your goals and prioritized them, you need to make a plan. Creating a budget will help you identify sources and amounts of income as well as expenditures. You can find many budgeting templates online or even sites that will automatically track your income and expenses for you such as mint.com. When creating a budget, include fixed expenses (rent, cell phone, insurance, etc.) as well as variable expenses (entertainment, groceries, personal care, etc.). You may want to track this information over a few months to get accurate information. This will allow you to see if you have a surplus at the end of every month or a deficit. It also allows you to see areas you may be able to cut back on.

Loans Many students need loans to be able to attend school. Understanding what types of loans you have is important. The most common types are Federal Stafford Loans (subsidized and unsubsidized), Perkins and alternative/private loans. Each type of loan will have its own terms and requirements. Get familiar with your own loans. Piperline lists all of your current loans. The National Student Data Loan System (nslds.ed.gov) is the U.S. Department of Education’s central database for student aid. You will be able to retrieve your loan information through this site as well. You will 74

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want to know your loan amount, interest rates, grace period, and loan repayment options.

Loan Repayment Students have many options for repayment: Standard Repayment, with equal payments for up to 10 years with a minimum payment of $50.00 per month; Graduated Repayment, repayment is still 10 years, but you pay small payments in the beginning and large payments in the end; Income Sensitive or Income Contingent Repayment, payments are based on your income and family size; Extended Repayment, an option if you have over $30,000 in federal student debt. The repayment term may be as long as 25 years; and Income Based Repayment/Pay as You Earn, in which payments are capped at percentage of disposable income and you must demonstrate hardship with current student loan payment. There are many online calculators to help you determine how much your loan will cost you with different types of repayment plans. A great calculator can be found through the Federal Student Aid website (studentloans.gov).

Credit Reports Obtaining a copy of your credit report can be helpful. The Fair Credit Reporting Act (FCRA) requires each of the nationwide credit reporting companies — Equifax, Experian, and TransUnion — to provide you with a free copy of your credit report once every 12 months. A credit report includes information on where you live, how you pay your bills, and whether you’ve been sued or have filed for bankruptcy. Nationwide credit reporting companies sell the information in your report to creditors, insurers, employers, and other businesses that use it to evaluate your applications for credit, insurance, employment, or renting a home. You may order your reports from each of the three nationwide credit reporting companies at the same time, or you can order your report from each of the companies one at a time through annualcreditreport.com.

Insurance If you’d like to protect yourself from a financial disaster, then insurance is a must! As a current college student, you will most likely need four or five types of insurance: auto, health, life,


renters/home owners, and disability insurance. Purchasing the correct insurance coverage is generally not that expensive. Making sure you choose the right provider will help. Many employers will offer assistance with insurance as part of the compensation package. In addition, due to the Affordable Care Act, students are allowed to stay on their parents’ health insurance until the age of 26. Research your options and determine what the best fit is for you. Similar to loans, you should understand insurance terms such as premiums (fee you pay for coverage), deductibles (amount of money you have to pay on a claim before the insurance kicks in), co-insurance (percentage of each claim the insured has to pay over and above the deductible), and co-payment (amount you pay each time you see your health care provider). You may run into more terms you may not understand, so do some research and ask for help as needed.

Investing and Retirement Investing is one way of meeting your long-term financial goals. It’s different from savings in that your money isn’t always readily accessible when you need it (much like your savings account is). Investing also involves a certain level of risk (possibly losing money) but also yields a greater return (gain money) than just

using a savings account. Experts suggest you may not be ready to start investing if you do not have an emergency fund of at least three months’ living expenses, do not have adequate insurance, have credit card debt, or are not contributing to a 401K or other retirement savings plan. If you decide investing is a good option for you, there are many types of investments. The most common are bonds, stocks, and mutual funds. Make sure you are contributing to a retirement savings account before investing in any other avenues. The sooner in your life you start investing in your retirement, the more you will have when it’s time to retire. Consider the investment comparison chart below. As you can see, the earlier you start investing, the more your money will work for you! Many organizations offer employer-sponsored plans. These plans allow you to contribute money tax-free. After enrolling, the investments are handled automatically when you receive your paycheck, and some employers will offer a contribution or “match” to the funds that you are putting into your plan. Usually the match is a certain percent of what you contributewhich is free money! If you are able to take advantage of an employer match, be sure to do so.

INVESTMENT COMPARISON Recent Graduate

Not-So-Recent Graduate

Begins investing for retirement at age 21.

Begins investing for retirement at age 30.

Invests $2,000 each year until she is 29, and does NOT invest any more money for her retirement after that.

Invests $2,000 each year, and continues to do so until she is 65.

Total contributions: $18,000 at a 10% compounded rate of return. Value at age 65: $839,556

Total contributions: $70,000 at a 10% compounded rate of return. Value at age 65: $598,253

Source: Your Financial Future: A Guide to Life After Graduation

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Resources for Money Management CashCourse.org provided free by the National Endowment for Financial Education MyMoney.gov free money management information and toolkit Bankrate.com helps with managing debt as a student and consumer JumpStart.org money management for students EducationCents.org free tools on financial literacy

Mint.com free online budgeting tool Spendster.org ideas on good spending habits Studentaid.gov financial aid information, student loan calculators and more Nslds.ed.gov National Student Data Loan System Annualcreditreport.com order credit reports through three companies

INFORMATION FOR INTERNATIONAL STUDENTS As an international student, you offer many skills by virtue of your country of birth and experience in another culture. Perhaps you speak more than one language. Maybe you have lived in multiple countries. Because you have been exposed to and lived in other cultures, international students like you often demonstrate maturity, flexibility and adaptability. Many international students are eager to experience the world of work in the United States both during and after college. Whether you are interested in working on-campus or off-campus, obtaining an internship, or working after graduation, work regulations are central to the life of any international student. Not being a U.S. Citizen or permanent resident does add a layer of difficulty to your job search, but it is important to remember that there are companies and industries interested in hiring foreign nationals. It is important for you to be familiar with Curricular Practical Training (CPT) and Optional Practical Training (OPT) regulations.

Curricular Practical Training (CPT) CPT provides F-1 Visa holding students an opportunity to gain work experience while they are students. At Hamline, students complete CPT through the internship program. Students must be enrolled full-time for one academic year at Hamline before becoming eligible to participate in an internship. 76

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Students may engage in internships only for the employer, location, and period approved on the LEAP Learning Agreement Form (LLA) recorded by the Career Development Center, International Student Services, and the Registrar. The duration of the internship depends on the specific period of time granted by International Student Services. Although CPT rules allow internships for up to a year in length, please note that Hamline internships are term-based. There is no cumulative CPT maximum. However, CPT must be completed BEFORE graduation. Internships can be approved for up to 20 hours per week when school is in session and up to 40 hours per week during breaks and summers. Internships must be integral to your course of study. The internship employer must qualify as a Hamline approved internship site. Use of full-time CPT for one year or more eliminates eligibility for Optional Practical Training (OPT). Use of part-time CPT does not affect eligibility for OPT. After the LEAP Learning Agreement Form (LLA) has been signed by the CDC, it must be submitted to International Student Services in order for them to process and approve the CPT authorization. You must receive a CPT authorization by International Student Services before you can begin work.


Optional Practical Training (OPT) Optional Practical Training (OPT) provides F-1 Visa holding students with an opportunity for hands-on work experience complementary to their academic field of study. You must have been enrolled in a full course of study for one academic year to apply. You are eligible for a maximum of 12 months of full-time OPT per academic level. For example, you may apply for OPT after completing a bachelor’s degree and then again after completing a master’s degree. An extension may be possible depending on your field of study. While on practical training, you are still considered to be an F-1 Visa holding student and you must report any address change to International Student Services. You may apply for OPT up to 90 days before your program end date and up to 60 days after your program end date. Your program end date is indicated in your I-20. Allow three months for processing by the U.S. Citizenship and Immigration Services (USCIS) Service Center. You cannot begin employment until USCIS approves the OPT application and you have your Employment Authorization Document (EAD). Unfortunately, as a foreign national you cannot work for the U.S. federal government, most state and local government agencies, or for private employers who receive government contracts. Try to avoid companies dependent on contracts for the U.S. Department of Defense. For the first year that you work in the U.S. you are able to work under “Practical Training”. In order to work in the U.S. long-term, an employer will have to sponsor you for an H-1 Visa.

Visa Status and the Job Search Many students are nervous and unsure when to bring up their visa status when conducting their job search. You do not want to put your visa status on your resume! On an employer’s formal application, it is important to be honest and truthful. There might be a section where it asks for your visa status. You never want to lie, but make the most positive, truthful statement, such as: “Visa allows 12 months U.S. work permission,” or “Permanent Residency to be awarded in next four months.” You always want to say the truth and be able to have documentation available to support your visa status. The best time to bring up

your visa status is just before a company offers you a job; never on the first round of interviews. However, if the company asks you directly what your work authorization is, you should always tell them the truth.

Tips for Non-U.S. Residents Working in the United States is consistently different from working in other countries. The manner in which you craft a resume, interview, manage work regulations and even look for a job can be perplexing. The key is persistence. Use the sections of this book as a guide. Job searching takes time, patience, research and networking. Identify the skills that you possess

• • Understand what you want for yourself the qualifications that employers • Research want in a new employee • Evaluate what legal options are available

Starting a job search process early is very important (minimum of one year in advance — preferably all during your schooling).

Job Searching Tips for International Students

your job search on OPT • Focus employment instead of sponsorship because the likelihood that you can interest employers will be greater

be afraid to start out in an entry • Don’t level position; you have an opportunity

to build trust with an organization and demonstrate your loyalty and abilities. Demonstrate your desire to work for that organization and your desire to move up within that organization.

to the job with too many expec• Coming tations and demands may cost you your

chance of longevity with that organization. Remember, organizations usually hire foreign nationals who demonstrate abilities that are not easily found locally.

are the term “diversity” will • Chances come up more than once throughout your

job search and interviews. Be sure to familiarize yourself with the term and what it means in the U.S. and how this applies to you as an international student.   transition 77


and be able to articulate the • Understand importance and impact of globalization in

general and as it relates to the position for which you are applying

yourself with the legalities • Familiarize involved with interviewing. Research what you should ask and/or answer, and what you should not.

bio information such as: pictures, • Personal marital/family status, age, gender and other such information should not be included on U.S.-style resumes

that your language skills are • Remember valuable in today’s marketplace, and

your work experience and international exposure is a plus for any organization. Your accent is not a measure of your skills. Do not let this discourage you. Present yourself confidently.

assertive in your job search but not • Be too pushy and overbearing. Submitting

your resume does not guarantee you a job. Hiring is a process and you must be patient. Do keep in touch with the employer, however, and let them know you want the job.

Contact the Career Development Center early in your job search for assistance. Know that plans for more long-term employment in the United States are subject to employer interest in hiring non-residents, visa quotas, labor review, timing, deadlines, paperwork, and fees. Talk with the CDC or International and Off-Campus Programs for assistance in understanding your options.

Get Started

an excellent resume and have it • Craft reviewed by a CDC professional to ensure it matches U.S. standards and legalities

• Research organizations of interest • Practice interviewing your attention on cultivating a • Focus network of contacts

your English skills (both written • Sharpen and spoken)

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Contact the Career Development Center early in your job search for assistance. Know that plans for more long-term employment in the United States are subject to employer interest in hiring non-residents, visa quotas, labor review, timing, deadlines, paperwork, and fees.

Resources hamline.edu/students/international International and Off-Campus Programs internationalstudent.com/jobsearch Student Job Center uscis.gov United States Citizenship and Immigration Services h1base.com H1-B visa information and employment opportunities in the U.S. for foreign nationals ihipo.com International Jobs and Internships Latpro.com Jobs for Spanish and Portuguese Speakers embassy.org Foreign Embassies and International Resources myvisajobs.com Largest Employment Website for Foreign Workers Seeking Opportunities in the U.S. Uniworldbp.com/search.php U.S. Firms Operating in Foreign Countries and Foreign Firms operating in the U.S.


HANDLING DIFFICULT SITUATIONS Optimizing a “Dead-End Job” Fortune cookies and self-help books have something in common: motivational phrases that sound inspiring but are not really helpful. Telling yourself not to settle for mediocrity doesn’t pay the bills. Inevitably, at one stage of your life, you will find yourself in a dead-end job, or at least in one that is uninspiring in some fashion. Leaving a job should be your decision. Don’t let boredom, frustration, or apathy lead to a bad attitude resulting in your termination. Do you know what the number one reason is that people stay in bad jobs? Fear. Fear of the unknown

• • Fear of not being able to pay the bills • Fear of not being able to find another job ear of finding a job that is even more • Fgrueling or tedious than the last job

These fears are understandable, but there is a way out of the fear and a job that no longer suits you and your needs. Return to the basics of what inspires you, what motivates you, and what your values are and how they guide you. Your life has to include the fruits of your labor, because that labor ultimately accounts for 11,000 days, 2,200 weeks, or 42 years of your life. In order to get out of a dead-end job, you have to research other possibilities and return to your networks. Talk to friends and colleagues. Do more informational interviews, including ones that are in areas completely unrelated to what you are doing now. Find other ways to educate yourself. Is there an opportunity to volunteer with an organization that interests you? Maybe you need more training to develop different skills. Are there opportunities at a local community college, business school, or community institution that will help you secure these skills? Part-time or pilot projects work well if you want the reliability of a steady job. The hours are long when you don’t give up your day job, but if you’re pursuing your passion you generally can find the energy. Print some business cards on your computer. Do

some pro bono work for a civic group. Before long you’ll feel ready to make the leap. If you are more of a risk-taker, consider taking a huge plunge. Some people cultivate more energy by simply packing up and moving across the country or across the world. Sometimes it takes a geographic change to get yourself out of a rut. Remember, growth is an essential part of life. Your heart and instincts tell you when change is due and it is time to move on with your life. Trust your judgment. If something tells you this new opportunity is right, it probably is.

Handling Rejection Job rejection is inevitable. Keep in mind that a majority of the positions you apply for will not result in a job offer. Focus on the fact that it only takes one “yes” to set you on a course of success. Many aspects of landing a job are out of your control. Your resume and cover letter, your diligence, your positive mental outlook, and your interview skills are aspects that you can polish. Being rejected for a position can be depressing, but rejection can also be considered a stepping-stone that leads you to a position that is perfect for you. Rejection is a natural process that all of us experience. The key to rejection, though, is learning from this experience to become a stronger candidate for the next opportunity. Can you get feedback from an employer about the way you presented yourself? In some cases, yes, but employers are also mindful about saying something that may be used in a lawsuit. Others simply want to move forward with their decision. However, if you would like to solicit some feedback, emailing the hiring manager or the person that interviewed you allows this person to respond at his or her own convenience. Email also dials down the possibility of an emotional reaction on either end of cyberspace. Here is an example of an email: “I appreciate your time speaking with me about the position and I hope you’ll keep me in mind if something opens up that you think would be a good fit. I also wonder if you   transition 79


might be willing to give me some advice for the future. Are there things you could share with me about what I could have done to be a stronger candidate and that I could do to be a stronger candidate in the future? “ If you continue to receive rejections, ask yourself these questions: How was your attitude towards the interview? Were you focused, distracted, or unprofessional?

• •

Were you too casual in dress or in your answers, or did you find it hard to show much enthusiasm?

there any questions you couldn’t • Were answer or felt uncomfortable about? you taken by surprise with the • Were direction of the interview?

How about your answers? Did you feel you rambled on and on?

you applying for the wrong jobs or • Are jobs that do not meet your skills and experience?

you practiced your interviewing • Have skills enough?

your resumes and cover letters tight • Are and smoothly written? A little introspection is never a bad approach, nor is asking for help! Support from your friends and family, expelling your frustration at the gym or on a walk, or simply taking time to be quiet and calm will help you through any rejection you encounter.

Negative Background Issues and the Effect on Future Jobs While you may find losing your job whether it is because of a termination, layoff, or extended period of unemployment is hard to deal with, most career experts say the best thing you can do is get right back into the job market rather than sit around being discouraged. A negative experience on the job may be difficult, but examine the circumstances. Did you contribute in some way to the negative outcome? For example, were you repeatedly late for work? Or was the environment itself negative because of lack of leadership on the part of your supervisor? Try not to be discouraged. Rather, look at your circumstance as a chance 80

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to start anew with a better opportunity. Leaving a job in less than stellar circumstances sometimes requires explanation during a job interview, and reflection BEFORE the interview. Think about what happened, why and what you’ve learned from the experience. You should be able to communicate this in an honest and concise manner in order to make a positive impression.

• NEVER lie about the situation how you and the company were • Explain not a good fit, resulting in your poor performance

how your supervisor and you • Relay differed and what you tried to do to resolve the disagreement

remorse, if appropriate, and • Express emphasize what you learned from the experience and ensure that you will perform well in future

Be sure to contact the organization’s human resources department to understand what information about a negative evaluation may be conveyed if a potential employer calls.

Confronting Discrimination Federal and state laws prohibit prospective employers from asking certain questions that are not related to the job. Employers cannot ask about any of the following: Race

• • Ethnicity • Sex and/or Gender • Sexual Orientation • Religion • National origin • Age • Disability • Marital/family status

What are your options if a prospective employer asks an illegal question? Answer the question

• • Change the topic and avoid the question • Refuse to answer the question


Any one of these approaches carries risk. The best alternative is to address what the “concern” may be, “There is nothing about my personal status that would get in the way of my doing a great job for your company.” If you are a LGBTQ student, you may be faced with an additional struggle in your career planning. The question of whether or not to come out during a job search, in an interview or at work is one you will have to weigh. This is a choice only you can make, and requires consideration of your personal values, organizational culture, and your legal rights based upon the state in which you are job searching or working. Talk with a Career Counselor in the Career Development Center to understand your rights and discuss what might be the best course of action for you based upon your unique situation. Similarly, disclosing a disability to a potential employer is a personal decision. If you have a disability that is readily apparent, choosing to discuss it openly gives you the power to highlight your strengths and reassure the employer that you are capable of excelling at the job. If your disability is not readily apparent, you may or may not need to disclose it to your employer depending upon whether it will require accommodations to allow you to be successful at work. Regardless of whether you choose to disclose or not, it is important to understand your rights by familiarizing yourself with the Americans with Disabilities Act of 1990. Career Counselors in the Career Development Center can help you determine if, how and when you should discuss your disability with an employer, as well as how to best advocate for yourself and the unique strengths you can bring to a job.

The resume and cover letter writing, the applications, the interviews, and the career research drains even the most organized person. How do you stay motivated and on track?

on your state of mind. Being • Focus positive even in the face of rejection or

the stresses of job hunting can calm you down and motivate you on days when you are most in need of support.

on your support network. Parents, • Rely friends, colleagues, acquaintances from

the gym can all be your support and cheer you on when you are going through a rough patch.

time on activities that make you • Spend happy. Hobbies, working out, going for a

walk, reading a book, all of these can take the stress out of your job hunt.

to a schedule. If you are used to • Keep a 9 to 5 job and find yourself without

work, time can be your enemy. Design a schedule that works to keep you on track including at least four hours a day working on your career development.

things in perspective. Watching the • Keep news or reading the newspaper first thing

in the morning can really undermine your day! Try to avoid doomsday headlines and focus on your corner of the world and what you can do. Smart, qualified, and diligent applicants are hired every day. Try not to worry!

Resources: Diversity.com Diversityinc.com Business-disability.com

Staying Motivated According to a website called “1000ventures”, a study by Harvard University showed that 85 percent of the time when a person gets a job, it was because of their positive attitude and not because of their skills. Job hunting is grueling. Indeed, the two most stressful things in life are work and money!

Disability.gov Cosdonline.org Quintcareers.com/diversity_resources.html Outandequal.org/resources/lgbt-careerlink Twincitiesquorum.com Diversityworking.com

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conclusion If you have additional questions or if you would like to learn more, visit the Career Development Center located in Drew Science 113. You may meet with a counselor to get individualized help catered to your needs and interests. To set up an appointment, call us at 651-523-2302 or stop in.

We look forward to meeting with you soon!

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CAREER DEVELOPMENT CENTER Drew Science 113 651-523-2302 workshop@hamline.edu hamline.edu/cdc


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