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Career Manual
Kalamazoo Valley Community College
Advising & Counseling
6767 West O Avenue, Room 9300
Kalamazoo, MI 49009
269.488.4040
Project Lead - Jenny Buysse, M.A., L.P.C., N.C.C., G.C.D.F.
Graphic Designer - Hunter Lee
Content Team: Jessica Amey, John Chapman, Erin Dominianni,
Stephanie Keeler, Monica Koning, Tracey Quada and Joyce Tamer
www.kvcc.edu/career
Created 2016/Updated Dec. 2017
Content Disclaimer: Every attempt has been made to be accurate and complete; we apologize for any errors or omissions. Please check
with a career advisor for the most up-to-date career advice.
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TABLE OF CONTENTS
GUIDE
Steps on how to use this manual
STEP 1
Determining Your Interests
STEP 5
Establishing Professional Habits
STEP 3
Deciding on a Career Path
STUDENT SERVICES
APPENDIX
CAREER DECISION-MAKING
PROCESS
STEP 2
Exploring Career Options
STEP 6
Reflecting/Evaluating Your Future
STEP 4
Researching the Job Market
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59
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58
51 52 53 54
Career & Pathway Semester Plan
Job Search Plan Weekly Action
Assessing Job Oers
Job Search Tracking System
Informational Interviews/Job
Shadows
Brainstorm Support System
Resume Worksheet
Skills Employers Want in the
Workplace
Cover Letter Sample Reference Sheet Sample
Researching Careers Worksheet
Interview Checklist Thank You Letter Sample
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APPOINTMENTS
Career advisors are available to
personally assist you in developing
a career action plan to successfully
achieve your educational and career
goals. The advisors can help you
sort through the many factors that
impact a career decision and help
guide you on a clear path.
To schedule an appointment:
Texas Township Campus
Room 9300
269.488.4040
Arcadia Commons Campus
Room 109
269.373.7834
Or schedule online through your
My Valley account.
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This manual was created with you in mind. It is designed as a supportive tool to help you work through each stage of the career planning
process. At Kalamazoo Valley Community College, the career advisors follow a systematic process to help students in their career planning. As
the rst page suggests, we are available for appointments to help guide you in your career planning. This manual can help you navigate your
career and employment development.
How do you begin using this career manual? We always start with identifying your needs.
To begin, ask yourself these questions. Your answers to each of these seven questions will determine your starting point in using this manual.
• Step Four: “Researching the Job Market” (pages 19-42) will help you increase your employability skills. This section is a wealth of
information from starting your job search using Kalamazoo Valley’s online job board, to writing a resume, preparing for an interview, and
attending The Kalamazoo Career Fair.
Are you looking to gain employability skills (develop a resume, prepare for an interview, and search for a job)?
4.
• A good starting point would be the rst two sections, “Career Decision Making Process” and Step One: “Determining Your Interest” (pages
6-10). Understanding the process of making a career decision is an essential step. Step One: “Determining Your Interest”, will assist you in
beginning to evaluate your interests, personality, and strengths.
• Next move to the section Step Two: “Exploring Your Career Options” (page 11-17) and then move to Step Three: “Deciding on a Career
Path” (page 18).
• If you haven’t already, now would be a great time to make an appointment for further assistance.
Are you looking for a major?
1.
• Kalamazoo Valley has many services outlined in the eighth section, “Student Services” (page 45). You will learn about the Student Success
Center and the vast amount of free resources available to you as a Kalamazoo Valley student.
Are you looking for additional resources as a student?
6.
• Step Three : “Deciding on a Career Path” (page 18), will help. In this section, you will learn about decision making and goal setting.
• This section is tricky because you can’t jump to Step Three: “Deciding on a Career Path” without the rst two steps, “Determining Your
Interests” and “Exploring Career Options.”
• Once again, now would be a great time to make an appointment to work through this process.
Are you looking to weigh out your career options?
3.
• Steps Five and Six: “Establishing Professional Habits” (page 43) and “Reecting/ Evaluating Your Future” (page 44), will provide helpful
advice to you as a new professional.
Are you looking to start your career?
5.
• Then start with Step Two: “Exploring Career Options” (pages 11-17). This section provides wonderful web resources to look at career
information and Kalamazoo Valley’s student internship process.
Are you looking to learn about occupations (work activities, educational requirements, salaries and outlook)?
2.
• Practical resources are at your ngertips in the nal section, “Appendix” (page 46-59). This section provides specically designed
worksheets and handouts designed to help you in your career planning. These worksheets are designed in conjunction with the rst ve
sections of the manual.
Are you look for practical resources to assist you in your career and employment?
7.
As you grow in your career development, your answers to these seven questions will change. It is our hope that throughout your career, this
manual will support your continued career development at each stage along the way. If at any time during this process you would like more
guidance, make an appointment with a career and advisor.
CAREER MANUAL
GUIDE
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THE CAREER
DECISION-MAKING PROCESS
STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 STEP 6
At Kalamazoo Valley Community College, our career advisors are here to help you follow this systematic and purposeful approach. When you do,
we are sure you will nd that the career decision-making process is more streamlined and eective in making a fullling career choice.
When it comes to choosing a career, most people follow the same basic steps:
Step 1: Determining Your Interests
Step 2: Exploring Career Options
Step 3: Deciding on a Career Path
Step 4: Researching the Job Market
Step 5: Establishing Professional Habits
Step 6: Reflecting/Evaluating Your Future
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The Career Services oces on both the Texas Township Campus and the Arcadia Commons Campus provide free career assessments if you are
trying to determine which career is right for you. Knowing what you enjoy, what’s important to you, what you are good at and what you’re like as
a person will help you determine potential satisfying careers.
The assessments oered include:
Strong Interest Inventory® (Interest)
Do What You Are® (Personality)
Career Cruising (Career Exploration)
StrengthsQuest™ (Strengths)
Strong Interest Inventory® (Interest)
The Strong Interest Inventory is a 291-item assessment, which measures a person’s interest in 130 occupations, providing a dependable guide
for career change and development. Organized using Holland’s Six Occupational Themes, and supported by years of solid research, the Strong
represents men and women covering a wide range of ages, ethnic groups, and socio-economic levels. The instrument can be used for career
planning and development, career transition, college major selection and midlife/retirement planning.Administered via the web, it takes
approximately 30 minutes to complete.
Do What You Are® (Personality)
“Do What You Are” is a personality assessment used for improving communication skills, learning about individual strengths and weaknesses,
and helping people make the most satisfying career decision. Learning about personality types provides a person with accurate and invaluable
insights about themselves and their career-related needs. This tool enables them to make the most informed, satisfying college and career
decisions. Personality type is the foundation of the program because people are happiest and most successful in jobs that allow them to use
their greatest natural gifts. Personality type is the best way of determining what those gifts are, and in which occupations they nd the greatest
opportunity for expression. The program has both personality type and interest components in the assessment. Administered via the web, it
takes approximately 45 minutes to complete.
StrengthsQuest™ (Strengths)
StrengthsQuest, Gallup’s strengths development program for college-age students, gives people the opportunity to develop strengths by
building on their greatest talents--the way in which they most naturally think, feel, and behave as unique individuals. Grounded in Positive
Psychology and the Clifton StrengthsFinder, StrengthsQuest, has helped more than a million students, sta, and faculty members on 800
campuses achieve academic, career, and personal success. With StrengthsQuest, students can:
• Discover their greatest natural talents.
• Improve their grades and increase their learning by making the most of their talents.
• Strategically determine a rewarding career path based on who they are as uniquely talented individuals.
• Maximize their potential for strengths by building on their talents rather than focusing on their weaknesses
Career Cruising (Career Exploration)
A comprehensive career guidance system that provides information on assessments, careers, education, and employment. Enter your Valley ID
number (using a capital V) to begin researching career information.
www.kvcc.edu
Career Services
Career Resources
Career Cruising
To complete any of the assessments, please contact the Student Success Center at 269.488.4040.
STEP ONE
STEP ONE
DETERMING YOUR INTERESTS
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STEP ONE
HOLLAND’S SIX OCCUPATIONAL THEMES
STRONG INTEREST INVENTORY
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DO WHAT YOU ARE
Finding The Right Career Path For The Person You Are
Personality type denes the innate way each person naturally prefers to see the world and make decisions. Although all individuals are unique,
people of the same personality type often share enormous similarities in the kinds of academic subjects they nd interesting and the kind of
work they nd satisfying.
An understanding of personality type also reveals clues to preferences in communication, learning styles, social situations, and relationship
strategies. It’s the best way to understand who you really are and what you need in order to succeed in your college and career experience.
Energized by being with other people
Respond quickly and enjoy a fast pace
Like being the center of attention
Communicate with enthusiasm
Talk more than listen
Process information by talking
Act, then think
Motivated by accomplishment and achievement
Value logic, justice, and fairness- one standard for all
Consider it more important to be truthful than tactful
Apply impersonal analysis to problems
Consider logic and objectivity in problem solving
Tend to be rm and tough-minded
Naturally see aws and tend to be critical
Like step-by-step instructions
Value realism and common sense
Trust what is certain and concrete
Live in the here and now
Pragmatic - see what is
Practical and down to earth
Like to use established skills
Set goals and work toward achieving them on time
Product-oriented: that the task is completed
Derive satisfaction from completing projects
Prefer knowing what they are getting into
Are happiest after decisions are made
Work now, play later (if there’s time)
Use lists as agendas for action
Energized by spending time alone
Respond after taking time to think things through
Avoid being the center of attention
Keep enthusiasm to themselves
Listen more than talk
Process information by reecting
Think, then act
Motivated by a desire to be appreciated
Value empathy, harmony- see the exceptions
Consider it to be important to be tactful and truthful
Consider eects of actions on others
Base decisions on personal values and feelings
Tend to be empathetic
Naturally like to please others
Like to gure things out for themselves
Value imagination and innovation
Trust inspiration and inference
Think about future implications
Inventive - see what could be
Idealistic and lofty
Like to learn new skills
Change goals as new information becomes available
Process-oriented: how the task in completed
Derive satisfaction from starting projects
Like adapting to new situations
Are happiest leaving their options open
Play now, nish the job later (if there’s time)
Use lists as a reminder of what to do someday
EXTROVERSION (E)
THINKING (T)
SENSING (S)
JUDGING (J)
INTROVERSION (I)
FEELING (F)
INTUITION (N)
PERCEIVING (P)
How you interact with the world and what energizes you
(Objective) How you make decisions (Subjective)
(What is) What kind of information you naturally notice and remember (What could be)
(Structured) The way you like to live your life (Spontaneous)
DWYA Quick sheet modied from Do What You Are ® by Paul D. Tieger & Barbara Barron fourth edition, Little, Brown and Company 8/12/2014
STEP ONE
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STRENGTHS
THEME DESCRIPTIONS
ACHIEVER
People especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and
productive.
ACTIVATOR
People especially talented in the Activator theme can make things happen by turning thoughts into action. They are often impatient.
ADAPTABILITY
People especially talented in the Adaptability theme prefer to “go with the ow.” They tend to be “now” people who take things as they come
and discover the future one day at a time.
ANALYTICAL
People especially talented in the Analytical theme search for reasons and causes. They have the ability to think about all the factors that might
aect a situation.
ARRANGER
People especially talented in the Arranger theme can organize, but they also have a exibility that complements this ability. They like to gure
out how all of the pieces and resources can be arranged for maximum productivity.
BELIEF
People especially talented in the Belief theme have certain core values that are unchanging. Out of these values emerges a dened purpose for
their life.
COMMAND
People especially talented in the Command theme have presence. They can take control of a situation and make decisions.
COMMUNICATION
People especially talented in the Communication theme generally nd it easy to put their thoughts into words. They are good conversationalists
and presenters.
COMPETITION
People especially talented in the Competition theme measure their progress against the performance of others. They strive to win rst place and
revel in contests.
CONNECTEDNESS
People especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and
that almost every event has a reason.
CONSISTENCY
People especially talented in the Consistency theme are keenly aware of the need to treat people the same. They try to treat everyone in the
world with consistency by setting up clear rules and adhering to them.
CONTEXT
People especially talented in the Context theme enjoy thinking about the past. They understand the present by researching its history.
DELIBERATIVE
People especially talented in the Deliberative theme are best described by the serious care they take in making decisions or choices. They
anticipate the obstacles.
DEVELOPER
People especially talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small
improvement and derive satisfaction from these improvements.
DISCIPLINE
People especially talented in the Discipline theme enjoy routine and structure. Their world is best described by the order they create.
EMPATHY
People especially talented in the Empathy theme can sense the feelings of other people by imagining themselves in others’ lives or others’
situations.
FOCUS
People especially talented in the Focus theme can take a direction, follow through, and make the corrections necessary to stay on track. They
prioritize, then act.
STEP ONE
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FUTURISTIC
People especially talented in the Futuristic theme are inspired by the future and what could be. They inspire others with their visions of the
future.
HARMONY
People especially talented in the Harmony theme look for consensus. They don’t enjoy conict; rather, they seek areas of agreement.
IDEATION
People especially talented in the Ideation theme are fascinated by ideas. They are able to nd connections between seemingly disparate
phenomena.
INCLUDER
People especially talented in the Includer theme are accepting of others. They show awareness of those who feel left out, and make an eort to
include them.
INDIVIDUALIZATION
People especially talented in the Individualization theme are intrigued with the unique qualities of each person. They have a gift for guring out
how people who are dierent can work together productively.
INPUT
People especially talented in the Input theme have a craving to know more. Often they like to collect and archive all kinds of information.
INTELLECTION
People especially talented in the Intellection theme are characterized by their intellectual activity. They are introspective and appreciate
intellectual discussions.
LEARNER
People especially talented in the Learner theme have a great desire to learn and want to continuously improve. In particular, the process of
learning, rather than the outcome, excites them.
MAXIMIZER
People especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and group excellence. They seek to
transform something especially talented into something superb.
POSITIVITY
People especially talented in the Positivity theme have an enthusiasm that is contagious. They are upbeat and can get others excited about what
they are going to do.
RELATOR
People who are especially talented in the Relator theme enjoy close relationships with others. They nd deep satisfaction in working hard with
friends to achieve a goal.
RESPONSIBILITY
People especially talented in the Responsibility theme take psychological ownership of what they say they will do. They are committed to stable
values such as honesty and loyalty.
RESTORATIVE
People especially talented in the Restorative theme are adept at dealing with problems. They are good at guring out what is wrong and
resolving it.
SELF-ASSURANCE
People especially talented in the Self-Assurance theme feel condent in their ability to manage their own lives. They possess an inner compass
that gives them condence that their decisions are right.
SIGNIFICANCE
People especially talented in the Signicance theme want to be very important in the eyes of others. They are independent and want to be
recognized.
STRATEGIC
People especially talented in the Strategic theme create alternative ways to proceed. Faced with any given scenario, they can quickly spot the
relevant patterns and issues.
WOO
People especially talented in the WOO theme love the challenge of meeting new people and winning them over. They derive satisfaction from
breaking the ice and making a connection with another person.
STEP ONE
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STEP TWO
EXPLORING CAREER OPTIONS
Navigating the college experience from admission through graduation can be an overwhelming task.
That’s why Kalamazoo Valley Community College is adopting a student-focused guided education pathways model to help ensure student
success. The college oers clear, coherent, and sequenced program pathways that are aligned with students’ end goals for employment or
transfer. The meta-major guided educational pathways at Kalamazoo Valley include:
The Student Success Center has dedicated pathway teams, including an academic counselor, career advisor and guided pathways advisor, to
assist you through your entire academic journey.
ART & NEW MEDIA
• Are you a creative thinker?
• Are you imaginative, innovative and
original?
• Do you like to communicate ideas?
• Do you like drawing, taking photos
or writing stories?
Careers in this path are related to visual and
media arts.
BUSINESS
• Do you enjoy being a leader,
organizing people, or planning
activities?
• Do you like working with numbers,
following the stock market or
surng the Internet?
Careers in this path are related to sales,
marketing, accounting, personnel, and
management.
Interest areas:
Artistic (A)
Realistic (R)
Investigative (I)
Personality Type:
Intuition/
Thinking (NT)
Intuition/
Feeling (NF)
Interest areas:
Enterprising (E)
Conventional (C)
Social (S)
Personality Type:
Sensing/Thinking (ST)
Intuition/Thinking (NT)
Sensing/Feeling (SF)
Intuition/Feeling (NF)
GUIDED PATHWAYS
Meta-Major Career Assessments Programs of Study
Strong Interest Inventory ® = Interest Do What You Are ® = Personality Type
STEP TWO
Animation & Game Art, AAS
Graphic Design, AAS
Graphic Design, CERT
Illustration, AAS
Illustration, CERT
Multi-Media/Video, AAS
Web Design & Development, AAS
Transfer
Studio Art, AA
Accounting
Accounting, AAS
Business
Administrative Assistant, AAS
Business Administration, AAS
General Marketing, AAS
Administrative Support, CERT
Legal Oce Assistant, CERT
Medical Administrative Assist, CERT
Medical Language Specialist, CERT
Oce Management, CERT
Supervisory Leadership, CERT
Oce Support Specialist, COA
Software Specialist, COA
Word Processing Specialist, COA
Computer Information
Systems
IT Support Technician, AAS
Software Developer, AAS
Database Specialist, COA
Help Desk, COA
Network Manager, COA
PC Support Technician, COA
Web Developer, COA
Transfer
Business Administration, AA
Computer Information Systems, AA
Public Service
Science and Engineering
Sustainable Food Systems
Industrial Trades and Engineering, Design, Manufacturing, and Technology
Career Academies
Art & New Media
Business
Education, Human Service, Social Science
English, Humanities, Liberal Arts
Health Careers
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STEP TWO
Strong Interest Inventory ® = Interest Do What You Are ® = Personality Type
HEALTH CAREERS
• Perhaps you like to care for people
or animals who are sick.
• Are you interested in diseases and in
how the body works?
• Do you enjoy reading about science
and medicine?
Careers in this path relate to the promotion
of health and treatment of disease. These
include research, prevention, treatment,
and related health technologies.
Dental Hygiene
Dental Hygiene, AAS
Emergency Medical Technology
Emergency Medical Services, AAS
Paramedic, CERT
Emergency Medical Technology-Basic, COA
Medical Assistant Technology
Medical Assistant Technology, AAS
Medical Assistant Technology, CERT
Nursing
Nursing, AAS
Nursing RN Completion, AAS
Respiratory Care Practitioner
Respiratory Care Practitioner, AAS
Transfer
Occupational Therapy, AS
Pharmacy
Physical Therapy, AS
Physician’s Assistant, AS
Pre-Medicine
Health Careers Academies
Patient Care,
pg. 85
Phlebotomy,
pg. 85
Interest areas:
Social (S)
Investigative (I)
Conventional (C)
Personality Type:
Sensing/Feeling (SF)
Sensing/Thinking (ST)
Intuition/Feeling (NF)
EDUCATION/ HUMAN
SERVICE/ SOCIAL SCIENCE
• Are you a critical thinker and
problem solver?
• Do you want to develop your
communication skills?
Careers in this pathway are related to
teaching, counseling, law, public service,
the non-prot sector, local government,
business administration, banking
and insurance, human resources, and
criminology.
Interest areas:
Social (S)
Artistic (A)
Enterprising (E)
Conventional (C)
Personality Type:
Sensing/Feeling (SF)
Intuition/Feeling (NF)
Transfer
Elementary Education, AA
Physical Education, AA
Psychology, AA
Secondary Education
Social Work, AA
Sociology, AA
Special Education, AA
ENGLISH/HUMANITIES/
LIBERAL ARTS
• Are you a critical thinker?
• Do you want to develop your
communication skills?
• Do you want to develop your
reading and writing skills?
Careers in this pathway are related to
teaching, law, public service, editing,
journalism, and public relations.
Interest areas:
Artistic (A)
Investigating (I)
Social (S)
Enterprising (E)
Personality Type:
Intuition/Thinking (NT)
Intuition/Feeling (NF)
Transfer
Communication, AA
English, AA
International Studies, AA
International Studies, CERT
Liberal Arts, AA
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INDUSTRIAL TRADES + EDMT
• Are you mechanically inclined and
practical?
• Do you like reading diagrams and
blueprints and drawing building
structures?
• Are you curious about how things
work?
• Would you enjoy repairing
cars, wiring electrical circuits or
woodworking?
Careers in this pathway are related to
technologies necessary to design, develop,
install, and maintain physical systems such
as buildings, structures, machines and
equipment. These include engineering,
manufacturing, construction and related
technologies.
Automotive Technology
Automotive Drivability Systems, AAS
Automotive Undercar Systems, AAS
Auto Hybrid & Adv Tech Vehicle, CERT
Auto Automatic Trans/Axle
, COA
Auto Brake Systems, COA
Auto Electrical/Electronic Systems, COA
Auto Engine Performance, COA
Auto Engine Repair, COA
Auto Heat/Air Conditioning, COA
Auto Light Duty Diesel Engines, COA
Auto Manual Drive Train/Axles, COA
Auto Steering & Suspension, COA
Construction & Maintenance Trades
Electrical Technology, AAS
Electrical Construction, CERT
Electrical Control, CERT
Heating, Ventilation & Air Conditioning, CERT
Maintenance Mechanic – Industrial, AAS
Maintenance Mechanic – Facility, CERT
Maintenance Mechanic – Industrial, CERT
Engineering/Design/
Manufacturing Technology
Computer Aided Design, AAS
Engineering Technology, AAS
Machine Tool Automation, AAS
Machine Tool Technology, AAS
CAD-CAM, CERT
CAD Specialist, CERT
Machinist, CERT
AutoCAD, COA
CNC Operator, COA
Inventor, COA
Machine Tool Operator, COA
ProEngineer, COA
SolidWorks, COA
Welding Technologies
Welding Technologies, CERT
Welding, COA
Occupational Technical Studies
Occupational Technical Studies, AAS
Industrial Trades Academies
Cell Tower Technician, pg. 84
CNC Operator, pg. 84
Mechatronic Technician, pg. 84
Wind Turbine Technician, pg. 85
Interest areas:
Realistic (R)
Investigative (I)
Personality Type:
Sensing/Thinking (ST)
Intuition/Thinking (NT)
STEP TWO
Strong Interest Inventory ® = Interest Do What You Are ® = Personality Type
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SUSTAINABLE FOOD SYSTEMS
• Are you interested in the food
industry?
• Do you want to learn how to cook
healthy foods and learn about
innovative growing techniques?
• Would you like to become a master
brewer?
Students in this pathway have an interest
in practices that keep the environment
healthy and food production economically
and socially viable. If you support fair trade
and local products and you’re interested in
learning about how sustainable practices
benet the environment, Sustainable Food
Systems may be a good t for you.
Culinary Arts & Sustainable Food Systems
Culinary Arts & Sustainable Food Systems, AAS
Dietary Manager, COA
Sustainable Brewing
Sustainable Brewing, AAS
Sustainable Brewing, CERT
Transfer
Food Service Administration, AA
Sustainable Brewing, AS
Interest areas:
Artistic (A)
Enterprising (E)
Realistic (R)
Personality Type:
Intuition/Thinking (NT)
Intuition/Feeling (NF)
Sensing/Thinking (ST)
Sensing/Feeling (SF)
STEP TWO
Strong Interest Inventory ® = Interest Do What You Are ® = Personality Type
PUBLIC SERVICE
• Are you friendly, open,
understanding and cooperative?
• Do you like to work with people to
solve problems?
• Is it important for you to do
something that makes life better for
other people?
Careers in this pathway are related to
economic, political, and social systems
including education, government, law and
law enforcement, leisure and recreation,
military, religion, child care, social services,
and personal services.
American Sign Language
American Sign Language, COA
Coaching
Coaching, CERT
Coaching, COA
Fire Science
Fire Science, AAS
Law Enforcement & Criminal Justice
Law Enforcement & Criminal Justice, AAS
Law Enforcement Specialist for Certication, AAS
Transfer
Criminal Justice, AA
Public Service Academies
Corrections Ocer, pg. 84
Police, pg. 85
Interest areas:
Social (S)
Realistic (R)
Personality Type:
Sensing/Feeling (SF)
Intuition/Feeling (NF)
Sensing/Thinking (ST)
SCIENCE AND ENGINEERING
• Are you are curious, intuitive and
logical?
• Do you have a good memory?
• Do you have the ability to make
assumptions based on data?
Students in this pathway have an interest
in understanding how the world works and
with our rapidly improving technologies,
there are always new boundaries to push
and something new to learn. As a result,
technologies we can barely dream of today
will be the reality ten years from now and
science and engineering students will be
on the leading edge of those changes.
Chemical Technology, AAS
Transfer
Architecture, AS
Aviation Technology, AS
Biological Sciences, AS
Chemical/Physical Sciences, AS
Computer Science, AS
Engineering, AS
Interest areas:
Investigative (I)
Artistic (A)
Realistic (R)
Personality Type:
Intuitive Thinking (NT)
Sensing/Thinking (ST)
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STEP TWO
Strong Interest Inventory ® = Interest Do What You Are ® = Personality Type
CAREER ACADEMIES
Career Academies are skill-focused,
employer-driven training programs that
prepare students for in-demand jobs in
growing and diversifying industries.
Candidates must be selected to take part in
Career Academy programming. The selection
process is based on each industry’s specic
requirements for employment. Applicants
must successfully complete an application,
pass prerequisite testing, interview, and meet
applicable physical requirements to take part
in the training.
Academies Oered
Cell Tower Technician
CNC Operator
Corrections Ocer
Mechatronic Technician
Patient Care
Phlebotomy
Police
Wind Turbine Technician
Interest areas:
Social (S)
Realistic (R)
Investigative (I)
Personality Type:
Sensing/Feeling (SF)
Intuition/Feeling (NF)
Sensing/Thinking (ST)
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CAREER ONLINE RESOURCES
Exploring Career Options
Gathering accurate information about specic careers is the next step in the decision process. Career websites can help you narrow down your
career selections by providing information about: work activities, national-and state-based salaries, job outlook, required skills, and educational
requirements.
The Internet provides a number of resources to assist you in your career exploration and job search. Check out the following:
America’s Career InfoNetwww.careerinfonet.org
This website is a resource to nd wages & employment trends, occupational requirements, state labor trends, and also has an extensive online
career resource library.
Career Cruising
A comprehensive career guidance system that provides information on assessments, careers, education, and employment. Enter your Valley ID
(using a capital V) to begin researching career information.
www.kvcc.edu
Career Services
Career Resources
Career Cruising
Candid Career
Learn from the experiences of industry professionals by browsing more than 500 career related videos.
www.kvcc.edu
Career Services
Career Resources
CandidCareer.com
Occupational Outlook Handbook(OOH) www.bls.gov/ooh/
The Bureau of Labor Statistics, an agency within the U.S. Department of Labor, publishes the Occupational Outlook Handbook. It is a nationally
recognized source of career information that describes working duties and activities, working conditions, required education or training needed,
earnings, and job outlook.
Occupational Information Network O*NET Online www.onetonline.org/
The O*NET program is the nation’s primary source of occupational information. Central to the project is the O*NET database, containing
information on hundreds of standardized and occupation-specic descriptors. The database is continually updated by surveying a broad range
of workers from each occupation. Information from this freely available database forms the heart of O*NET OnLine, the interactive application
for exploring and searching occupations. The database also provides the basis for the Career Exploration Tools, a set of valuable assessment
instruments for workers and students looking to nd or change careers.
See additional resources in appendix:
“Researching Careers Worksheet” and “Informational Interviews/Job Shadows Guide”
STEP TWO
17
STUDENT INTERNSHIPS
The Student Internship Program coordinates on-the-job learning experiences with organizations for students seeking an internship for credit.
What is an internship?
Internships are designed to provide students with the opportunity to apply knowledge gained in the classroom in a work environment and
receive college credit for it. Internships may be paid or unpaid. In some cases, for students currently working in a job related to their program of
study, the job may be approved as an internship experience.
Benets of an internship
• Receive college credit
• Experience a prospective career path
• Gain condence in abilities
• Develop new skills and rene others
• Obtain references for future job opportunities
• Decide if a career path is right for you
Programs that require an internship
Business, Management, Marketing & Technology, Culinary Arts & Sustainable Food Systems, Dietary Management, and Sustainable Brewing.
• Accounting
• Administrative Assistant
• Administrative Support
• Automotive Technology
• Business Administration
• Computer Programming for Business (oered as an elective)
• Computer Support Technician
• Culinary Arts & Sustainable Food Systems
Intern Responsibilities
• Be enrolled in a certicate or degree program at Kalamazoo Valley Community College
• Demonstrate professionalism in both your behavior and appearance
• Possess eective communication skills
• Work with the internship site supervisor to identify Learning Objectives that reect your degree or certicate program
• Register for the designated internship credit hours for your certicate or degree program
• Work a minimum of 48 hours per credit hour at the internship site to earn the required credit hours
• Work the scheduled hours agreed upon with the internship site in order to fulll the internship requirement
• Perform the tasks assigned by the internship site and follow company/organization policies and protocols
• Submit a nal paper about the experience to the Kalamazoo Valley internship coordinator at the end of semester
Where to Start
If you have completed at least 75 percent of the coursework in the pursued degree/certicate program and have an average grade point of 2.5 in
the program and 2.0 overall, you can begin the internship process.
• Review the internship packet.
• Submit internship application.
• Make an appointment with the internship coordinator at least one semester prior to your desired internship semester. Bring a copy of
your resume with you to your appointment. To make an appointment, call 269.488.4040 or email intern@kvcc.edu.
• Dietary Management
• General Marketing
• Legal Oce Assistant
• Medical Oce Assistant
• Sustainable Brewing
• Engineering, Design, Manufacturing Technology
• Chemical Technology (oered as an elective)
• Electrical Technology (oered as an elective)
STEP TWO
18
STEP THREE
DECIDING ON A CAREER PATH
Career advisors are here to help you select a career. They are available to personally assist you in developing a career action plan to successfully
achieve your educational and career goals. Through a series of assessments and appointments with a career advisor, you can sort through the
many factors that impact a career decision and help guide you on a clear path.
You might be a new student just entering adulthood or an
individual in a career transition facing the awareness that change
in your current situation is necessary. Becoming aware of the
need to make a career decision is the rst step. Dene what your
specic career obstacles are and what decision you want to make.
Set yourself some appropriate goals for making the decision.
Dene the problem: What is the decision to be made?
D
Establish action steps to take at each stage in your decision-
making process. A career advisor can help you with establishing a
Career Action plan.
Establish an action plan: How will I make this decision?
Make When/Where Plans
1. Choose a day and time you will start working
on your goal/assignment
a. When: Tuesday, September 23
after chemistry class at the library.
2. Choose the place where you will work
b. Where: At KVCC’s Library bringing
research information, notes and
note cards.
For Example: On Mondays and Wednesdays
after chemistry class, I will work on my nal
writing project for English class at the library.
Create If/Then Statements (& Repeat 3x’s)
1. Prepare for obstacles/challenges in working
toward your goal/assignment
For Example: If I start to procrastinate, I will
remind myself about the “The ‘A’ I will receive on
my project” (Repeat 3X’s).
Reference: Lopez, Shane (2013), “Making Hope Happen”. New
York, NY: Atria Books
GOAL SETTING
E
Assess what you want from a career using formalized value sorters
as well as discussing work values with your friends and family to
get valuable feedback. Talking to people and listening to their
ideas and opinions can broaden your own perspective and help to
clarify your thoughts and values.
Clarify your values: What is most important to me?
C
Create an action plan that will lead you to your career goal.
Use SMART goal setting to reach your educational objective
by making your action steps specic, measureable, achievable,
realistic, relevant, and timely with completion dates.
Start the action: What do I need to do to make my plans
a reality?
S
Narrow down your options by comparing the occupations you are
considering, and discard the alternatives that are least appropriate
for you. How do these career options t with your interests,
personality, skills, strengths and values? Keep going until you
have identied the best option.
Eliminate alternatives systematically: Which
alternatives won’t t my values and situation? Which have
the least probability of success?
E
Research, identify and consider alternative jobs and occupations
you may do. There are valuable online resources and occupational
informational systems to help you narrow your career selections.
Talk with a career advisor, family and friends to explore possible
contact with professionals in these elds. Set up an informational
interview or job shadow with these professionals.
Identify the alternatives: What are my choices?
I
Think about the pros and cons of this specic occupation.
Imagine what it would be like to work in this eld and talk it
through with a career advisor or someone whose opinion you
trust.
Discover probable outcomes: What is likely to be the
result of following each alternative?
D
Krumboltz, J. D. & Hamel, D.A. (1977). Guide to career decision-making skills. New York: Educational Testing Service
Krumboltz & Hamel’s Model of Decision Making
The DECIDES model contains 7 steps:
STEP THREE
19
STEP FOUR
RESEARCHING THE JOB MARKET
THE JOB SEARCH
One of the most important steps in launching a successful career is the job search. Assistance is available every step of the way. Students are
encouraged to take advantage of the following services through the Career Services oce:
Resume and Cover Letter Critiquing
Students can schedule an appointment or take advantage of drop-ins to develop a resume and cover letter before approaching potential
employers.
Interviewing Skills and Advice
Not sure what to say or how to say it? Be prepared for job interviews by having a practice interview with one of our career advisors.
Internships
Gain work-related experience in your specic area of study by enrolling in an internship. You will receive college credit toward your degree or
certicate program while learning valuable on-the-job training. Internships can be paid or unpaid experiences.
Employment Website
Kalamazoo Valley’s online job board – www.collegecentral.com/kvcc – allows you to view and apply for jobs on the nation’s largest entry-level
job board. In addition, the site allows you to create a resume, build, update, and forward your career portfolio to potential employers, view career
events, and get employment advice and job search tips.
Recruitment Events
The Kalamazoo Career Fair, one of the area’s largest career fairs, is held at the Kalamazoo Valley Community College’s Texas Township Campus
every March. Top employers come together to meet face-to-face with applicants applying for hundreds of jobs around Michigan.
Workshops
A number of employability workshops are held throughout the year. Topics covered include: how to build a LinkedIn prole, dressing for success,
developing an elevator pitch, and networking.
See additional worksheets
1. Resume Worksheets
2. Resume Examples
3. Resume Critique Rubric
4. Action Verbs
5. Cover Letter Sample
6. Reference Sheet Sample
7. Interview Checklist
8. Thank You Letter Sample
9. Job Search Plan Weekly Action
10. Job Search Tracking System
11. Brainstorm Support System
12. Skills Employers Want in the Workplace
13. Professional Introductions
14. Assessing Job Oers
Web Resources
The internet provides a number of resources to assist you in your job search. Check out the following employment websites:
www.mitalent.org
www.careerbuilder.com
www.indeed.com
www.mlive.com/jobs
www.monster.com
www.salary.com
STEP FOUR
20
RESUMES OVERVIEW
Most employers will request a copy of your resume. A resume is usually a one-page summary of your work history, educational background,
and work-related skills. The purpose of the resume is to get you an interview. You want to provide information in your resume that matches the
position for which you are applying.
If your resume provides too much information and is longer than one page, an employer is unlikely to take the time to skim it. If your resume
does not provide enough information, the employer may not know whether you have the essential skills needed to perform the job. You will
measurably increase your chances of getting an interview if you take the time to organize your experiences, develop an outline, and have your
rough draft proofread.
Four main steps in preparing a resume
1. Plan – Consider your audience (the people who will be receiving your resume) and your purpose (the message you need to
communicate to get a job interview).
2. Organize – Outline the information you want to put in the resume and then determine the format you will be using.
3. Revise – Critique the resume and revise accordingly. This is a good time to get a second opinion.
4. Review – Proofread your resume at least twice. Then ask two other people to proof it.
Tips and Guidelines
General:
• Be positive about yourself, but do not exaggerate – be honest!
• Keep your resume relevant and up-to-date
• Limit your resume to one page unless education and experience requires a second page
• Use action verbs
• Be consistent in format throughout resume
• Avoid fancy fonts or dicult-to-read styles
• Double space between sections
• Bold, underline or capitalize section headings; stay consistent with whichever you choose
• Use bullets for lists (typically bulleted items are not punctuated)
• Use standard size and quality paper
• Do not mention salary or wages on your resume
• Avoid personal information (age, marital status, race, health)
• Use a separate page for references
“Scannable” Resume Tips:
• Focus on skills and facts, using key words from the job posting
• Place the most important key words in the rst 1/3 of your resume
• Avoid using resume templates, graphics, boxes or shadows
• Use standard font styles, (TIMES, ARIAL) with sizes between 11 and 14 points
• Minimize the use of abbreviations
STEP FOUR
21
CHRONOLOGICAL RESUME
A chronological resume lists relevant experiences and education in reverse chronological order with most recent dates rst. You do not have to
list all employment experiences. Select the most relevant experiences to include on your resume. Be prepared to discuss gaps in employment
of more than a few years. Use this format when your most recent experience or education is benecial to the kind of position you are seeking.
Sections could include: Objective, Education, Work Experience (and Activities).
FUNCTIONAL RESUME
A functional resume highlights your skills and experiences rather than your chronological work history. It organizes your jobs by tasks you
performed or skills you have. Job history may be included at the end of the resume and lists only title, employer, and dates of employment.
This format is great for professionals seeking a career change or who have gaps in their employment. Sections could include Management,
Leadership, Training Skills, Computer Skills, Technical Experience, Research, Sales, etc.
COMBINATION RESUME
The combination resume lists your skills and experiences rst. Your employment history is listed next. This type of resume allows you to highlight
the skills you have that are relevant to the job you are applying for, while providing the chronological work history many employers prefer.
Sections could include Education and Experience as well as the resume skills that you want to emphasize.
Disadvantages
Disadvantages
Disadvantages
Advantages
Advantages
Advantages
Best Used When
Best Used When
Best Used When
• You are staying in the same eld.
• You have a stable work history.
• Your career shows growth,
progressive responsibilities.
• You are making a signicant career
change.
• You have been employed by the
same company for a very long time.
• You have a history of many jobs
and/or frequent job changes.
• You have work experience and
want to change to a job in a related
job eld.
• You want advancement.
• You want to emphasize both
jobs held in the past and skills
possessed.
• May have duplication or held
similar positions for dierent
companies.
• Skills are dicult to spot unless
reected in most recent jobs.
• Highlights gaps in work history.
• De-emphasizes career growth.
• Doesn’t allow you to feature
companies or organizations.
• Many employers are suspicious of
the format.
• Most dicult format to write.
• Format is very job specic.
• Downplays company names and
job titles.
• Emphasizes career growth and
progress responsibilities.
• Employers are familiar with format.
• It is easy to organize.
• Emphasizes loyalty to company
• Allows you to highlight skills in
demand.
• Emphasizes professional growth
and skills no matter where they
were gained.
• Helps downplay spotty work
history.
• Emphasizes professional growth
and skills no matter where you
gained them.
• Includes a chronological
employment history that
employers look for on resumes.
• Focuses on accomplishments.
TYPES OF RESUMES
There is no universal resume format. However, there are varieties of standard formats that are normally used. Use the one that can show that you
are qualied to do the job and eectively communicate your abilities.
• Chronological resume
• Functional or skills resume
• Combination resume
STEP FOUR
22
RESUME SECTIONS
Heading
At the top of the page, type your full legal name, mailing address, phone number with area code, and email address. When providing your
contact information, do not use abbreviations. You need to spell out all street and city names. Note: for the job search it is most appropriate to
use your name in your email address. Also remember to have a short, professional voice mail message. Example:
Matthew T. Valley
269-555-5678 567 Valley Drive, Kalamazoo, MI 49004 [email protected]
Objective
You have the option of using or not using an objective statement in your resume. If you elect to use an objective statement, it should be one or
two short sentences stating the position you are seeking and what you can bring to the job. Make certain your statement isemployer-focused,
rather than what you hope to attain from the job. Examples:
• Seeking a position as a part-time cashier in the retail industry utilizing customer service and interpersonal communication skills to
increase company sales.
• To obtain a childcare position to nurture and foster growth in children through supervision and organized activity.
Education and Training
If you are in school or a recent college graduate with little applicable work experience, this section should be at the beginning of your resume,
right after your objective. List the most recent school, city and state, degree and dates. Include any professional seminars and on-the-job training
that may relate to the position. Your GPA can be added if it is above 3.0. Other section headings that can be used could include: Educational
Background, Special Training, Certicates, Licenses, or Awards. Example:
Associate of Applied Science Software Developer May 2017 (Anticipated)
Kalamazoo Valley Community College, Kalamazoo, Michigan 3.9 GPA
Honors: Member of the Phi Theta Kappa Honor Society
Work Experience
If you have relevant work experience, consider placing this section at the beginning of your resume, immediately following your objective. Start
with the most relevant job or volunteer position to the job posting. List the job title, company name and address (city and state), and dates of
employment. Under each, list your responsibilities and one accomplishment you achieved.
Example:
Position Title, Company Name, City, StateYear-Year
Leasing Consultant, Greenspire Apartments, Portage, Michigan 2007-2010
• Use action verbs.
• Identify what you did, how you did it, how well you did it, and the results.
• Example: Skilled at listening to customers in identifying technical problems, determining appropriate diagnostic testing, and developing
an action plan to x engine problems.
Volunteer Activities
Use this category to show your involvement in relevant activities. List professional, community and student associations with which you may be
aliated.
STEP FOUR
23
Matthew Valley
1234 Valley Street • Kalamazoo, Michigan 49003 • (269) 488-4040 • MatthewV[email protected]
1234 Valley Street | Kalamazoo, Michigan 49003 | (269) 488-4040 | MatthewV[email protected]
Matthew Valley
1234 Valley Street
(269) 488-4040 Kalamazoo, Michigan 49003 MatthewValley@gmail.com
M a t t h e w V a l l e y
1234 Valley Street 269.488.4040
Kalamazoo, MI 49003 Matthew.V[email protected]
Matthew J Valley
269-488-4040
Matthew.J.V[email protected]
Matthew Valley
1234 Valley Street
Kalamazoo, Michigan 49003
269|488|4040
Matthew Valley
269.488.4040
MatthewV[email protected]
POSSIBLE HEADINGS
MATTHEW VALLEY
STEP FOUR
24
Format - General Visual Appeal
Visually looks pleasing to the eye:
A balance use of light and dark space:
Consistency and uniformity using: (headings, dates, and experiences)
Fonts: (size, choice/type of font, and same font)
Space consistency:
Length of resume: (one page or two pages handle appropriately)
Grammar: (no spelling errors and no abbreviations)
Header
Name: (size and appropriate name)
Address:
Phone number: (area code included and typed correctly)
Email: (professional and no hyperlink)
Objective/Summary/Headliner
Company focused statement:
Statement that is purposeful:
Reect relevant skills/experiences:
Results-oriented statement:
Education
Education and degree listed:
College name listed appropriately: (spelled out, city and state)
Correct degree and major:
Date of graduation: (anticipated graduation date)
GPA: (Above 3.0)
Additional: (appropriate course, internships and organizations)
Experience
Consistency listing of: (company and job title, dates, city and state)
Accomplish Statements: (action-oriented and using the SAR method)
Listed in reverse chronological order:
Bullets: (same and consistent spacing)
Periods: (no use of periods or if periods are used, periods are consistent)
Skills
Relevant skills:
Formatted nicely: (using bullets or columns)
Skills listed: (they are not repeated in resume)
Volunteer/Rewards/Other
Excellent Good
Needs
Improvement
RESUME CRITIQUE RUBRIC
STEP FOUR
25
Management/
Leadership Skills
Administered
Analyzed
Appointed
Approved
Assigned
Attained
Authorized
Consolidated
Contracted
Controlled
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
Organized
Originated
Oversaw
Planned
Prioritized
Produced
Recommended
Replaced
Restored
Reviewed
Scheduled
Secured
Selected
Streamlined
Strengthened
Supervised
Terminated
Communication/
People Skills
Addressed
Advertised
Arbitrated
Arranged
Articulated
Authored
Claried
Collaborated
Communicated
Composed
Condensed
Conferred
Consulted
Contacted
Conveyed
Convinced
Corresponded
Debated
Dened
Described
Developed
Directed
Discussed
Drafted
Edited
Enlisted
Explained
Expressed
Formulated
Furnished
Incorporated
Inuenced
Interacted
Interpreted
Interviewed
Involved
Judged
Lectured
Listened
Marketed
Mediated
Moderated
Negotiated
Observed
Outlined
Participated
Persuaded
Presented
Promoted
Proposed
Publicized
Reconciled
Recruited
Referred
Reinforced
Reported
Resolved
Responded
Solicited
Specied
Spoke
Suggested
Summarized
Synthesized
Translated
Wrote
Research Skills
Analyzed
Claried
Collected
Compared
Conducted
Critiqued
Detected
Determined
Diagnosed
Evaluated
Examined
Experimented
Explored
Formulated
Gathered
Identied
Inspected
Interpreted
Interviewed
Invented
Investigated
Located
Measured
Organized
Researched
Reviewed
Searched
Solved
Summarized
Surveyed
Tested
Organization/
Detail Skills
Approved
Arranged
Catalogued
Categorized
Charted
Classied
Collected
Compiled
Corrected
Corresponded
Distributed
Executed
Filed
Generated
Implemented
incorporated
Inspected
Logged
Maintained
Obtained
Operated
Ordered
Organized
Prepared
Processed
Provided
Purchased
Recorded
Registered
Reserved
Responded
Reviewed
Routed
Scheduled
Screened
Supplied
Standardized
Systematized
Updated
Validated
Veried
Technical Skills
Adapted
Applied
Assembled
Built
Calculated
Computed
Conserved
Constructed
Converted
Debugged
Designed
Determined
Developed
Engineered
Fabricated
Fortied
Installed
Maintained
Operated
Overhauled
Printed
Programmed
Rectied
Regulated
Remodeled
Repaired
Replaced
Restored
Solved
Specialized
Standardized
Studied
Upgraded
Utilized
Teaching Skills
Adapted
Advised
Claried
Coached
Communicated
Conducted
Coordinated
Critiqued
Developed
Enabled
Encouraged
Evaluated
Explained
Facilitated
Focused
Guided
Individualized
Informed
Instilled
Instructed
Motivated
Persuaded
Set goals
Simulated
Stimulated
Taught
Tested
Trained
Transmitted
Tutored
Financial/Data
Skills
Administered
Adjusted
Allocated
Analyzed
Appraised
Assessed
Audited
Balanced
Budgeted
Calculated
Computed
Conserved
Corrected
Determined
Developed
Estimated
Forecasted
Managed
Marketed
Measured
Planned
Prepared
Programmed
Projected
Reconciled
Reduced
Researched
Retrieved
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
Modied
Originated
Performed
Photographed
Planned
Revised
Revitalized
Shaped
Solved
Helping Skills
Adapted
Advocated
Aided
Answered
Arranged
Assessed
Assisted
Cared for
Claried
Coached
Collaborated
Contributed
Cooperated
Counseled
Demonstrated
Diagnosed
Educated
Encouraged
Ensured
Expedited
Facilitated
Familiarized
Furthered
Guided
Helped
Insured
Motivated
Prevented
Provided
Referred
Rehabilitated
Represented
Resolved
Simplied
Supplied
Supported
Volunteered
Accomplishments
Achieved
Completed
Expanded
Exceeded
Improved
Reduced (losses)
Resolved (issues)
Restored
Spearheaded
Succeeded
Surpassed
Transformed
ACTION WORDS
STEP FOUR
26
POSSIBLE RESUME SECTIONS
Who are you? Where have you worked?
Heading (name and contact info) Professional Experience
Personal Prole (paragraph description) Employment History
Headline (catchy snapshot or brand) Related Experience
Professional Summary Volunteer Activities
Military Service Apprenticeships
What can you do? What makes you stand out?
Qualications, Qualications Summary Awards
Skills, Skill Areas (transferable to new job) Publications
Competencies Accomplishments
Areas of Strength, Key Strengths Professional Organizations
Highlights, Career Highlights Professional Aliations
Special Interests
Certicates
Licenses
Where were you educated?
Education
Degrees
Practicum
Relevant Course Work
Professional Development
Note: Consider the top one third of your resume as prime real estate and place the most critical information there.
The bottom two thirds should enhance and support the top one third.
Personality Traits
Personality traits describe who you are foundationally and provide a basis upon which skills can be built. Check as
many as apply to you then circle your top ve.
Adaptable Disciplined Honorable Patient
Alert Educated Humble Perceptive
Appreciative Ecient Imaginative Personable
Calm Energetic Independent Polished
Capable Fair Innovative Practical
Caring Firm Intuitive Precise
Compassionate Flexible Logical Purposeful
Condent Focused Methodical Realistic
Conscientious Friendly Objective Reliable
Courteous Generous Observant Resourceful
Creative Genuine Optimistic Responsible
Dedicated Helpful Organized Skillful
Directed Honest Passionate Thorough
Specic Job-Related Skills
Specic job-related skills are those you have learned in school or acquired through experience. Go to www.collegecentral.com/kvcc and click
the “student” icon. “Create an Account.” Click the link “Search over 500,000 Jobs.” Type your career into the search engine. This generates a list of
actual job postings. Click any hyperlink to take you to the job posting. Most postings have a list of specic skills expected for that particular job.
Any skills that you have that match those of the actual posting are relevant for your resume.
STEP FOUR
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•
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•
•
•
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•
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SAMPLE RESUME
STEP FOUR
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•
•
•
•
•
•
•
•
•
•
•
•
•
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SAMPLE RESUME
STEP FOUR
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•
•
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SAMPLE RESUME
STEP FOUR
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SAMPLE RESUME
Susan Valley
55 Oak Court, Kalamazoo, Michigan 06602 ● (555) 555-5555 ● sv@somedomain.com
Reliable, service-focused health care nursing professional with excellent patient-care and charting
skills. Compassionate and technically skilled in attending to patients in diverse healthcare settings.
Nursing Skills
• Patient Care & Safety
• Diagnostic Testing
• Medical Terminology
• Electronic Medical Records
• Vital Signs & Patient Monitoring
• Medication Administration
• Privacy/HIPAA Regulations
• Patient Advocacy and Support
Professional Experience
PROGRESSIVE ALTERNATIVES Portage, Michigan
Rehab Aid June 20XX-Present
• Administer patient medication in a timely and accurate manner to clients 40-80 years of age
• Organize and ensure that the environment is neat and clean
• Empathetically care for up to six patients during assigned shift, recognizing patient needs,
concerns, and supporting their needs
COMMUNITY LIVING, INC. Schoolcraft, Michigan
Program Support March 20XX-May 20XX
• Provided assistance to residents in a 120-bed long-term-care facility
• Assisted residents with activities of daily living including helping with meals, transferring using
assistive devices, bathing, dressing and grooming
MAIN ST. PUB Kalamazoo, Michigan
Server May 20XX-March 20XX
• Provided quality customer service in a fast paced, multitask, team oriented environment
• Remained calm and quickly problem solved issues to meet customer standards
• Trained five new staff on pub policies, procedures and expectations
Education
Kalamazoo Valley Community College Kalamazoo, Michigan
Patient Care Academy 20XX
Certified Nursing Assistant (CNA) Michigan, 20XX
Volunteer Experience
Habitat For Humanity Participant Kalamazoo, Michigan
Walk 4 Hearing Participant Kalamazoo, Michigan
STEP FOUR
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POSSIBLE SECTION HEADING STYLES
Formatting ideas
Bottom Border
Bold
SMall CapS
Underlned
Expanded Font
Possible Body Styles
Bullets
• Try to keep them balanced as far as the number of lines each bullet requires
• Choose bullet size and shape
• Limit to three to ve
• Do not punctuate
Paragraphs
This is the best way to get a lot of information into the smallest amount of space. Use proper punctuation and make certain that throughout the
resume you are consistent with tenses, past and present. If it was a job you had in the past, use past tense verbs. If it is a job you have presently,
use present tense verbs.
Columns
Columns are ecient Columns use less space They can be unbulleted
They have their place They are interesting Columns look nice
Columns combine info They can be bulleted They give a balanced look
Combinations
This style works well to break up a lot of information in a given section where you might want to give some general information but also
highlight some specics. Use punctuation in the paragraph but not in the bullets.
• They are good Columns combine info
• They have their place Columns use less space
STEP FOUR
32
TRANSFERABLE SKILLS
Transferable skills are those you have used at one job which may be useful at another job. Avoid those skills which have nothing to do with the
jobs for which you are applying. Check as many as apply to you then circle your top ve.
PEOPLE SKILLS
WORDS AND IDEAS SKILLS CREATIVE OR ARTISTIC SKILLS
DATA SKILLS LEADERSHIP SKILLS
SKILLS WITH THINGS
Confronting issues
Articulate Understand musical nuances
Analyzing data Quality assurance
Building and assembling
Counseling and helping
Communicating in public Express ideas artistically
Attention to details Delegating
Inspecting
Diplomacy
Editing Performing/acting
Auditing for accuracy Directing others
Operating tools/machines
Empathy
Inventive
Budgeting Getting results
Operating vehicles
Meeting the public
Logic/reasoning
Classifying data Making decisions
Machinery repair
Managing people/projects
Writing well
Compiling/recording facts Mediating problems
Solving mechanical problems
Negotiating/persuading Investigating Motivating others
Solving problems Managing money/budget Managing money/budget
Researching informationMeeting the public Researching information
STEP FOUR
33
STEP FOUR
HOLLANDS CODES
TRANSFERRABLE SKILLS
Reformatted from: Career Services at the University of Toledo Student Union. www.student-services.utoledo.edu/career
34
Cover Letter
The purpose of the cover letter is to quickly persuade the employer to
consider you as a potential employee. It should encourage the employer to
read your resume. The cover letter gives a little more information about how
your specic skills and accomplishments uniquely qualify you for the job
available.
Cover Letter Outline
Use the same heading you used for your resume. Address your letter
specically to the person responsible for hiring.
1st Paragraph: ABOUT THE COMPANY
• Indicate the position for which you are applying and how you heard
about it
• Illustrate knowledge of the company and industry
• Use names of people in the company that you know personally (a
form of networking)
2nd Paragraph: ABOUT YOU
• Briey summarize your education, experience and skills
• Highlight skills or personal characteristics not included on your
resume
• Match position requirements to your qualications using words used
in the job posting
• Express what the employer will gain by hiring you for the position
3rd Paragraph: CLOSURE
• Refer employer to your attached resume
• Ask for the interview and state when you will be in contact with the
organization
• Thank the employer for the consideration of future employment
References
References, as your cover letter, should be presented as a separate
document from your resume.
• Select 3-5 individuals who can provide support for your abilities and
potential. Possible references include past or present employers,
faculty members, student organization advisors, and supervisors of
volunteer experiences
• Always secure permission before including names as references
• Send each one a copy of your resume with a note of thanks for their
support
• References are usually contacted by telephone and need not write
letters unless asked
• Include name, professional title, organization, address, phone
number and email if applicable
• Format list for attractive presentation. Repeat the same heading
used on your resume, in the same font style to present a uniform
appearance throughout your application materials
Example
Example
STEP FOUR
COVER LETTERS/
REFERENCES
Jane K. Valley
1234 Valley Lane
Kalamazoo, Michigan 49008
269-555-1212 (c) [email protected]
February 17, 20XX
Mr. John Sample
Interim Assistant Superintendent
Dry River Elementary School
123 Education Drive
Kalamazoo, Michigan 49003
Dear Mr. Sample:
I am responding to your job posting for a third grade teaching position at Dry River
Elementary School. Your school has an excellent reputation for working with special
needs students, a population with whom I am particularly interested in working.
I have ve years of previous experience as a Pre-School Teacher at Banana Leaf
Learning Center. My classroom technique teaches to the individual child, and I am
exible with their changing needs. I strongly believe that all children can learn from
a teacher who is patient, positive, and an excellent communicator. My resume shows
that I excel in these qualities. I am also highly organized, collaborative, and feel
that interaction with parents is a key to developing a strong educational alliance.
Please consider my attached resume as you are determining the best person for this
position. I am excited to discuss the possibility of working for Dry River Elementary
School. I plan to follow up with you in one week. Thank you for your time and
consideration of my candidacy.
Respectfully,
Jane Valley
35
INTERVIEWING
For a successful interview, there are four important areas you need to work on before for your interview:
1. Knowledge of yourself
2. Knowledge of the company
3. Preparing for the interview
4. Staying organized
Knowledge of yourself
We start with four main questions. Step Two, “Determining your
interest” can help you evaluate these questions. Additional
assistance in understanding yourself can be provided with an
appointment.
1. What are my interests?
• The next step to this question is- “How do my interests t with
the job requirements?”
2. What are my strengths?
• How do my strengths relate to the job?
3. How does my personality t with the job and company
environment?
4. How do my values t with the company culture?
Preparing for the interview
Understanding your transferable skills and soft skills can help you
formulate answers to interview questions.
(Before Interview)
1. Day before the interview – Prepare professional attire.
2. Prepare for typical interview questions:
• Tell me about yourself
• Strengths questions
• Weakness questions
• Behavior based questions – Using SARS method
• Prepare questions for the interviewer.
3. Prepare your SARS responses.
4. Formulate responses to interview questions to show your
transferable and soft skills.
Knowledge of the company
Researching the company will provide essential information in
preparing for a successful interview.
The rst step is looking on the company’s website.
1. What are the job requirements? How does this job t
within the company structure?
2. Research the mission and vision. You are looking for
“Key Statements” that you can use as language in your interview.
3. How do you connect with the company’s culture?
4. Has the company been in the news?
(Day of the Interview)
5. First impressions are important! Arrive 10 minutes before
the interview.
6. The interview starts the minute you are in the parking
lot. This means leave your cellphone in the car, be pleasant in
the waiting room.
7. If the interview oers you water, TAKE it! You will need it.
The water can give you a moment to think about a
question as you take a sip.
8. Ask for business cards at the end of the interview so you
can follow up with a thank you letter.
9. Begin and end with a solid handshake and smile.
Staying organized
Keeping a tracking system can help you manage your job search
activities. Use the tracking system and Weekly Action Item
worksheets.
STEP FOUR
36
HOW TO ANSWER INTERVIEW QUESTIONS
USING SITUATIONACTIONRESULT
(SAR METHOD)
It is easy to answer interview questions badly. Maybe you have even given them in a moment of panic. Here are some to avoid:
• I have great communication skills.
• I get along with people.
• I am a quick learner.
• I am a hard worker.
You may be all of those things, but without giving examples to back them up, you are interchangeable with every other person who speaks
those words--including people who do not actually possess any of those traits. How do you dierentiate yourself without simply using bigger
words?
You need to give a situation, the action you took, and the positive result.
Situation->Action->Result
Situation: Think of some interesting work stories you remember clearly. Learn how to quickly explain the situation to someone who
wasn’t there. (Think about who, what, when, where, why and say only the important details.)
Action: Tell the actions that you took to deal with the situation. (What did you do and why?)
Result: Show the positive result that your actionsachieved. (This is the proof that you have the skills a potential employer is looking
to hire. How will an employer benet from hiring you?)
Instead of saying “I am a hard worker” you might say “I believe in putting my full eort into a job. When I worked for Company X, we were
having trouble meeting our goals when a new system was implemented. I worked with my supervisor to schedule extra training for our team
and we spent a few weeks working overtime. Within a month, we not only met our goal but exceeded it by 10 percent.”
With this example, you give a situation (struggling to meet goals), the action you took (worked with supervisor and team) and the result
(exceeded goals). It shows, instead of tells, that you are a hard worker. This gives a hiring manager actual information to evaluate you. It also
gives them a chance to learn more about you and opens the door for further questions.
Reference: Material used from Stacy Lane at Level Up Employment.
S
A
R
STEP FOUR
Typical Interview Questions
• Why should I hire you?
• Why are you interested in this position?
• How does your previous experience relate to this
job?
• Why are you leaving your current role?
• What are your plans for the future?
• What do you know about the company?
• What qualications do you have that make you feel
that you would be successful in your eld?
• How do you solve conicts?
• What are your hobbies?
Typical Behavioral Interview Questions
Tell me about a time when you...
• Work eectively under pressure?
• Handled a dicult situation with a coworker?
• Were creative in solving a problem?
• Persuaded team members to do things your way?
• You failed and how you handled it?
Questions for the Interviewer
• Remember to prepare your questions for the
interviewer. You are interviewing the company as
well.
37
PROFESSIONAL INTRODUCTIONS
Imagine that you are in an elevator with the one person who can make your next career move possible. You have about 30 seconds to convince
this person that you are right for the job. What would you say?
This is the premise behind the elevator pitch, or the 30-60 second commercial, and is a way to introduce who you are as a professional to any
new person. Remember that your professional introduction pitch should really be a conversation and ow naturally. It should include essential
elements such as:
Your name, your current level of education, area of interest, your skills and abilities, goal, and asking for a meeting.
Take the opportunity to work on your professional introduction using the following outline.
1. Who you are: (name)
2. What you want: (type of work, career, industry, information)
3. What you bring to the table:
a. Skills: (3-5 skills)
b. Value: (1 value)
4. Putting it all together for your Professional Introduction: (write it)
STEP FOUR
38
SAMPLES
Work experience:
“Hi, my name is Henry and I have extensive experience in the accounting eld. While working in the banking industry, I developed skills
in budget management and data entry. I am passionate about nance and eager to incorporate my skills and interests to increase your
company’s prot. Can you tell me more about your company?”
“Hi, my name is Emily. I have work experience in the human resources eld where I used my training and development expertise to
develop a new onboarding program. My ability to change gears and understanding of diversity has contributed to my success at work.
I am enthusiastic about the recruiting process and assisting new sta members become acquainted with their new work environment
and the organization’s culture. What kind of qualities do you look for in a candidate?”
Recent Graduate:
“Hi, my name is Sarah and I am a graduate from Kalamazoo Valley Community College. My education concentrated in the areas of
marketing and business. This education and work experience at Meijer has allowed me to develop skills in merchandise development
and design. I will bring my passion for creativity and eective project management to your company. What is best about your job?” Can
you tell me how you got your start in this industry?”
“Hi, my name is Devon. My strong organizational skills have contributed to my success in nishing my social work degree. I was able to
complete an internship at the Department of Human Services where I used my communication skills to develop rapport with clients.
My desire to work in this eld became clear when I volunteered for a semester at the local boys and girls club. What is some advice you
would give someone entering this eld?”
Talking points:
Who you are?
Hi, my name is ___________________________.
I have extensive experience in ___________________________eld/industry.
My educational background is in ___________________________.
Why are you interested in the company/position/eld?
I am passionate about___________________________ and value___________________________.
Your companies___________________________ really appeals to my interest in___________________________.
You companies work with___________________________ reects my value of ___________________________.
Why are you qualied?
My education/experience has allowed me to develop skills in ________________, ________________and ________________.
What can you do for them? (Value added)
These skills and experiences will enhance_____________________________.
I am eager to use my skills in ___________________________to increase your company’s___________________________.
STEP FOUR
39
WHAT EMPLOYERS ARE LOOKING FOR IN
POTENTIAL CANDIDATES
One of the rst steps to a successful job search is understanding what employers are looking for in potential candidates. Once you know this
information, you can address the skills and qualities you possess to meet the employers’ needs.
Each year, the National Association of Colleges and Employers (NACE) surveys employers about the skills and qualities that they are seeking in
potential recruits.
Top 10 Skills and Qualities of Candidates
Skills and qualities rated very important to extremely important by
employers are:
1. Communicate verbally within and outside the
organization
2. Work in a team structure
3. Decision making and problem solving skills
4. Plan, organize, and prioritize work load
5. Obtain and process information
6. Analyze quantitative data
7. Technical knowledge related to the job
8. Prociency with computer software programs
9. Create and/or edit written reports
10. Ability to sell or inuence others
Top 10 Attributes on a Candidate’s Resume
The Top 10 Attributes employers seek on a candidate’s resume
1. Leadership
2. Communication skills (written)
3. Problem-solving skills
4. Ability to work in a team
5. Analytical/quantitative skills
6. Strong work ethic
7. Communication skills (verbal)
8. Initiative
9. Computer skills
10. Technical skills
Top 10 Values Employers Look for in Employees
These are values organizations see as important.
1. Strong work ethic: Eective at working smart and eliminating wasted time. Work toward the most ecient way to complete tasks.
Find ways to save time while completing daily assignments. History of caring about the job and completing all projects while
maintaining a positive attitude. Exceed expectations. Eective time manager.
2. Dependability and responsibility: Come to work on time and when expected to be. Take responsibility for actions and behavior.
Keep supervisors abreast of changes in schedule or deadlines. Keep supervisor informed on progress of all assigned projects.
3. Possessing a positive attitude: Take the initiative and have the motivation to get the job done in a reasonable period of time.
Maintain a positive attitude getting the work done. Motivate others without dwelling on the challenges that inevitably arise in any
job. Create an environment of good will and provide a positive role model.
4. Adaptability: Maintain exibility in completing tasks in an ever changing workplace. Open to change and improve in order to
complete tasks more eciently. Accept the fact that changes in the workplace sometimes don’t make sense and may appear to
make work harder. Adapt to the personality and work habits of co-workers and supervisors.
5. Honesty and integrity: Maintain a sense of honesty and integrity. Trustworthy in speech and actions. Use a sense of moral and
ethical behavior when working with and serving others within the scope of the job.
6. Self Motivated: Require little supervision to accomplish work tasks in a timely and professional manner. Self-motivated employee
who takes personal responsibility for the job. Accomplish necessary tasks independent from others.
7. Motivated to grow & learn: Interested in keeping up with new developments and knowledge in the eld. Continually learning
new skills, techniques, and methods through professional development. Help keep the organization at the top of its eld.
8. Strong self condence: Exude self condence. Inspire others to excel. Readily ask questions on topics where more knowledge is
needed. Willing to take risks and admit mistakes.
9. Professionalism: Maintain professional behavior. Learn every aspect of a job and accomplish it to the max. Look, speak, and dress
to maintain an image of professionalism for the company. Prioritize and complete projects in a timely manner.
10. Loyalty: Exhibit loyalty to the company. Reputation for giving helpful feedback. Work for the good of the company.
Modied from - http://internships.about.com/od/internshipsuccess/a/workvalues.htm
STEP FOUR
40
THE KALAMAZOO CAREER FAIR
The Kalamazoo Career Fair, one of the area’s largest career fairs, is held at the Kalamazoo Valley Community College’s Texas Township Campus
every March. Top employers come together to meet face-to-face with applicants applying for hundreds of jobs around Michigan.
Prepare for the Kalamazoo Career Fair
One of the best ways to maximize your time in your job search is to attend a career fair. Many of the employers in attendance have jobs available
and the power to inuence who is hired for them. It is not, however, as easy as just showing up. If you plan your experience in advance, you
have a much better chance of becoming employed in an organization that will t your skills and career goals.
Before the Career Fair:
• Go to the career fair website, (most career fairs will have their own web address) and nd the employers in attendance. If even one
employer meets your career needs, it is worth attending the fair to make that connection.
• Make a list of the employers you are excited to meet. Research their website. Pay attention to company size, products or services, clients
they serve and news.
• Tailor your resume to the organizations you most want to visit at the fair. If you are interested in dierent roles, (i.e. customer service and
sales) you may need multiple resumes.
• Print multiple copies of your newly revised resume to carry in a black or dark blue professional portfolio. Be prepared to take business
cards or write down company web addresses if the employers attending only accept online resumes.
• Write down questions you want to ask the recruiter to keep in your portfolio. You can ask anything not available on the company website.
Some good questions to ask include, “What kind of person are you seeking for this position?” or “What do you like about working for
Company X?”
• Write down some talking points for questions that may be asked of you. Recruiters often ask questions like, “Why would you like to work
for Company X?” or “How does your experience relate to the sales associate position at Company X?” You may want to include specic
questions for the employers you are most excited to meet such as, “I read online about abc project. Is your department involved in that?”
• Prepare your wardrobe.
How to Dress:
General Tips:
• Make an immediate good impression by looking professional at a career fair. Looking professional means wearing a nice pair of dress
pants, a button-down shirt or blouse or a skirt that falls to the knees or below. If you want to wear a suit, make sure it is a conservative
color like navy, grey, black or tan. Many second-hand clothing stores carry gently used professional clothing if you do not currently have
the wardrobe to wear to a career fair.
• Try to cover tattoos as much as possible. Remove facial piercings.
• Nails should be clean and not too long.
• Look over your wardrobe and make sure it is clean and lint is removed.
• Polish your shoes and wear socks or stockings.
Tips for Men:
• Shave or trim facial hair neatly.
• If you choose to wear a tie, the colors and patterns should be conservative. Wear a subtle pattern and muted colors that match your pants
and/or jacket.
• Your pants should t your waist without a belt, but a belt that matches your shoes is preferred.
• Your pants should also fall at a slight “break” at your shoe. You should not be able to step on your pants, nor should your socks be visible
while standing.
• Never wear sneakers/casual shoes to an interview. Wear lace-up dress shoes.
Tips for Women:
• Makeup should look natural. A little bit is always best. Avoid bold colors.
• Nails should be clean and not too long. Nail polish should be clear or muted without chips.
• Jewelry should be minimal. Opt for a ring, a watch, and studs for pierced ears.
• If you bring in a purse, it should be small to medium in size and neatly organized.
• Heels should be less than 3 inches.
STEP FOUR
41
Practice Career Fair Conversations:
• Practice your smile and handshake with family and friends.
• Practice your pitch. You will need to introduce yourself to a recruiter at a career fair with a pitch. Start your conversation with something
like this, “Hello, my name is David Jones. I will be graduating in the fall with a degree in Business. I am very interested in speaking with
you about the available opportunities at Company X.”
• Practice your other pitch. You will also need to communicate to the employers at the fair in 20-30 seconds why you want to work for them
and how you can benet their organization. This is your Elevator Pitch, or 30-second commercial and is a marketing piece that you can
use for various networking purposes when a recruiter asks you about yourself.
During the Career Fair:
• Get a map and plot your stops. You will want to do some warm up conversations with a couple of organizations you are not as interested
in meeting. This will help to gain the condence to meet the companies you are really interested in meeting.
• If you are in line, speak to the other people waiting. You may make a great connection, and it will help you relax.
• Remember to smile, give a rm handshake and look the employer in the eye as you introduce yourself. Use your mini-pitch and ask your
questions. Let the conversation ow naturally. Do not hand the employer your resume until they ask or give it to them as you are ending
your conversation.
• Be aware of the employer’s time and pay attention to cues that they are nishing the conversation with you.
• Get a business card and let the employer know that you plan to follow up. Ask what the next step would be in the employment process.
• Prepare for an on-the-spot interview. Do not expect one, but it could happen.
After the Career Fair:
• After you leave the career fair, quickly make a few notes from your conversations, referencing any key words or phrases that will help you
remember the conversation. You can use these notes to send a short and professional email thanking the employer for the conversation
and stating that you enjoyed learning more about their organization. You may also want to say why the job available is such a great t for
you. Send this email within 24 hours of your meeting.
• Organize the business cards, brochures, pamphlets into les so you can quickly reference them and maintain your contacts.
• If you do not hear back from the recruiters, (it is not uncommon) plan to send another email requesting information and next steps for an
interview, or call the recruiter directly and ask about the status of the open positions.
• Follow up with any recruiter who calls or emails you, even if you have decided that the position they have available is not for you. They
may be impressed with your communication and recommend you to a colleague.
STEP FOUR
42
NETWORKING
Networking is the process of contacting and communicating professional goals with other people. It is building positive relationships. Like every
positive relationship, there is a give and take process. How do you begin to network? A good starting point is talking with family members
and friends about your career aspirations, so they can provide some connects with other professionals and organizations. Being able to talk
intelligently about your skills, interests, and career goals is essential skill in creating these connections. (See Professional Introductions on pages
56-57).
You can contact with professionals in person, via email, social media tools (like LinkedIn), and phone. When making the personal connection
include:
• The name of the person who referred you and how you came to contact them
• Ask for some time to talk with them about their job and working at their company
• If you receive a positive response and scheduled appropriate time, you can use the questions listed on page 40 to guide your
informational interview
• Social media can assist you in making the initial connections. Oftentimes, chat rooms and interest groups on social media websites are
organized by professional elds or interests. You have a wealth of professionals at your ngertips.
First and foremost, building positive networking relationships starts in the classroom! Why the classroom? As a student, every time you show
successful student behavior, such as showing up to class on time, being prepared to participate in class discussion, working collaboratively in
group projects, you are creating an opportunity for positive networking.
Please keep in mind the opposite is true as well. You are potentially creating negative networking relationships with classroom behavior such as:
• Using your cellphone
• Sleeping in class
• Wearing pj’s to class
• Not sharing responsibilities on group projects
LinkedIn:
LinkedIn.com is a professional social media tool for your job search. This is a site that recruiters can nd you, your resume, and your professional
projects. Do not confuse LinkedIn activities and posting with other social media tools. When making connections and postings, you are
representing yourself as a professional, so ALWAYS KEEP IT PROFESSIONAL!
Let’s look at some facts about LinkedIn and the importance of using this site to promote your professional network. According to Jobvite’s 2015
Recruiter Nation:
• 92% of companies will use social media network for recruiting in 2015
• 87% of companies used Linked-In to nd talent
• 55% of companies use Facebook to nd Talent
• 47% of companies use Twitter
A LinkedIn prole should tell your professional story. With this in mind, you want to lead with your most relevant skills and experiences including
your success stories and providing examples of your work and unique contributions.
Your prole should include a professional photo and emphasize your skills, experience or career ambition in a brief statement. Your professional
picture and statement provides the viewer (recruiter) with your personal introduction. Proles highlight the most important experiences
relevant to the position you are seeking, giving greater visibility to your most important strengths and talents.
Why is a professional photo necessary? Some more facts:
Prole picture provides:
• Credibility - No picture shows an incomplete prole, often out-of-date, not very active, or possibly a spam prole.
• Recognition - Familiarity for someone in your past, someone you meet at a networking event, in a meeting or a previous class.
• Consistency - With other social media networks.
• Personal appeal - It is your professional introduction.
• Personal branding - You professional photo reects your social media brand.
The experience section includes a description of the job scope and your achievements. LinkedIn provides a unique opportunity to display your
professional projects, and show your collaboration skills with your fellow co-workers or classmates. Receiving professional endorsements of your
skills allows the recruiter to hear how other professionals view your skills and qualications. Endorsing other professionals’ skills allows you to
build your network and show creditability in your profession.
Reference:
1. http://www.jobvite.com/blog/welcome-to-the-2015-recruiter-nation-formerly-known-as-the-social-recruiting-survey/
2. http://www.workcoachcafe.com/2014/04/29/5-very-important-reasons-to-have-your-photo-on-linkedin/
A prole with a picture is 7x
more likely to be viewed.
STEP FOUR
43
STEP 5
ESTABLISHING
PROFESSIONAL HABITS
STEP FIVE
Establishing professional work habits, maintaining a positive attitude and staying current with technology are essential tools in maintaining your
career longevity in the ever-changing work environment.
The Top Ten Rules of Workplace Etiquette:
Do not interrupt a closed door meeting unless it is an emergency.
Can the question you are about to ask wait until Monday morning?
Expressing gratitude in the workplace is essential. Do not assume the person knows you are grateful, say it!
When replying to an email use “reply all” sparingly. The “reply all” button can be essential for team projects, but often gets over used in the
workplace. This creates unnecessary emails and violates rule #2 a person’s time.
Mistakes and messes happen. Take ownership and x it.
A person’s time at work is his most valued commodity. When asking for a meeting come prepared and only use the time you have requested.
When you are paid to work 8-5, do not be late and do not leave early. Emergencies happen so when you are going to be late, call ahead to
keep co-workers informed.
This is in reference to the coee pot, the printer or copier, and in the supply closet. If you don’t have access to replace the supply, you should
inform the person responsible for supplying the product.
Your employer is not paying you to comment on your Facebook or Twitter account. LinkedIn is a professional social media tool. If you
are using LinkedIn or other social media sites to promote your company, do not wander o for personal use. Again using social media for
personal use violates rule #6 put in an honest day’s work.
Keep the use of speaker phone and loud voice to a minimum. It is important to respect your professional workplace environment. If you
are going to use your speaker phone, close your oce door. When carrying on a conversation, make sure it is not conducted in front of other
oces.
If the door is closed, leave it closed.
Honor the person’s weekend.
Remember to say Thank You.
Email reply does not have to include all.
If you created the mess, you are responsible for cleaning up the mess!
Time is the greatest commodity.
Put in an honest day’s work.
If you take the last one, replenish it!
Social Media.
Use your inside voice.
1.
5.
3.
7.
9.
2.
6.
4.
8.
10.
Bonus point: Keep it positive - Positivity breeds positivity and creates employee engagement.
Adapted using “8 More Business Etiquette Tips” by Amy Arndt and “15 Workplace Etiquette Rules Everyone Should Follow, According to Reddit” by Lucia
Peters
44
Lifelong Process
Your career development is a lifetime process. Life transitions will dictate when and how often you will circle through this process.
Assessing Fit
It is important to assess how each position is meeting your individual and professional needs in using your strengths, personality, interests, and
values.
Reection and Evaluation
Maintaining a temperature reading of your career will allow you to gauge your response to dierent situations. Evaluations from others can
help you objectively assess your career progress. External and internal evaluation processes are essential in receiving an accurate assessment.
The reading needs to come both externally and internally. Once you have received feedback from others, establishing your own self-evaluation
process is essential to determining the relevance and importance of the evaluation and feedback you were given.
Technology One of the Keys to Success
Technology is essential to most organizations. From computers, computer software, and the Internet, to printers, smartphones, and virtual
private networks, to social networking tools and high-tech machinery, technology plays a vital role in almost any business. Only staying up-
to-date on current technology is not sucient for being successful in the workplace. As a valuable employee, you need to stay ahead of the
learning curve. Your technical knowledge and condence will allow you to perform jobs better and more eciently and get a reputation as a
problem-solver in the oce.
Continued Education
Even if you are employed, we encourage you to continue taking classes at Kalamazoo Valley. It is always smart to evaluate your circumstances
and determine whether additional education or training is needed. In the 21st century, the way you are going to maintain employment is
through constant and continued education and training.
Career advisors are available to assist you with your re-evaluation and reection of your career direction.
STEP 6
REFLECTING/EVALUATING
YOUR FUTURE
STEP SIX
45
Assists students who are employed as apprentices
through the registration process as well as answers
questions for students who are interested in
becoming an apprentice in the skilled trades, such
as electrical technology, welding, engineering/
manufacturing and industrial technology.
Assists with pathway advising, course selections,
career exploration and planning as well as personal
counseling needs..
Coordinates the assessment of prior learning, such
as education acquired through work-place training,
seminars, certicate/license completion, and/or
military services that may be eligible for college
credit. Kalamazoo Valley recognizes that all learning
is valuable. Learning can occur at any time and any
place. Students may be eligible to earn college credit
for what they already know – let us help you!
Oers a variety of services to enhance student
learning. One-on-one and group tutoring is
available, as well as course-specic study groups and
workshops. Tutors are available in reading, writing,
math, science, foreign language, and business classes
and other academic areas both on a drop-in basis and
by appointment.
Provides information, referrals, and campus tours to
assist students in successfully transferring to Michigan
colleges and universities after completing their
education at Kalamazoo Valley. Other services oered
include: transfer workshops, on-site admissions and
referrals to contact people on other campuses poised
to help. These services are free to all Kalamazoo Valley
students.
Oers assistance with resume writing, cover letters,
interviewing, job shadowing and employment
opportunities. Collaborates with local employers
for campus recuiting and pathway-specic career
information.
Designed to complement the academic programs of
Kalamazoo Valley, Student Organizations and Activities
provides a broad range of activities to all enrolled
students. With more than 20 student organizations
on campus, including Soccer Club, Phi Theta Kappa,
Association of Information Technology and Disc Golf,
students are encouraged to join an existing organization
or start one of their own. Fun and educational activities
include Cougar Connection, visiting authors and
speakers, nancial and personal well-being workshops.
Provides mentoring, leadership development, career
exploration, strengths and talent identication, peer
support, tutoring, workshops, and chill nights to male
students. Male students looking to network with
other students and successful males from within the
community are encouraged to become part of the
B2B program.
Provides educational accessibility and other support
to students with disabilities who are currently
attending or planning to attend Kalamazoo Valley
Community College with the intent that he or she
will develop or strengthen their self-advocacy
skills. Services provided includes advising, adaptive
equipment, interpreter services, and electronic
texting.
Links students with college and community
resources to enrich their college experience and
to nd solutions to non-academic needs relating
to housing, transportation, personal nance, time
management, nutrition, and health. In addition,
workshops sponsored by Life Resources address
wellness, nutrition, nancial literacy, and stress relief.
Serves as the central point of contact for students
who have served or who are actively serving in the
U.S. Armed Forces. Facilitates access to college and
community resources as well as a students’ transition
to Kalamazoo Valley Community College.
Provides academic and peer support to students
transferring to Western Michigan University after
goal completion at Kalamazoo Valley. A voluntary
commitment, the Focus Program oers students
extra attention and information about activities and
services at Kalamazoo Valley and WMU to encourage
academic and individual achievement.
Uses the Gallup StrengthsQuest tool to help students
discover their “Top Five” Strengths and apply those
Strengths in academics, career planning and personal
goal setting. Grounded in Positive Psychology, it has
helped more than 1,000,000 people at 800+ schools
and universities achieve academic, career, and
personal success.
Coordinates on-the-job learning experiences with
organizations for students seeking an internship.
Internships are designed to provide students with
the opportunity to apply knowledge gained in the
classroom in a work environment and receive college
credit for it. Internships may be paid or unpaid. In
some cases, for students currently working in a job
related to their program of study, the job may be
approved as an internship experience.
Designed to assist underrepresented students in
their transition to Kalamazoo Valley by providing
academic and educational support services. This is
accomplished by providing leadership opportunities,
co-curricular activities that inform, educate,
challenge, and enhance students’ development and
global perspectives.
Oers academic and student support to Kalamazoo
Promise eligible students. Through a series of
appointments, a Kalamazoo Promise coach and a
Kalamazoo Promise counselor assist students in
successfully completing their academic goals at
Kalamazoo Valley. Students can schedule recurring
appointments to stay updated on their academic
progress to help ensure successful goal completion.
Administers tests including placement tests, make-up
exams, online testing, exams for college credit and an
assortment of nationally recognized assessments in a
comfortable, secure environment with exible hours.
The Testing Center can be used as an alternative
to traditional classroom testing with instructor
permission.
ApprenticeshipsAdvising & Counseling
Prior Learning Assessment
Learning Center
Transfer Resource Services
Employment Services
Student Organizations and Activities
Brother2Brother
Office for Student Access
Life Resources
Veteran Services
Focus Program
Student Strengths Development
Student Internships
Multicultural Services
Kalamazoo Promise Services
Testing Services
STUDENT SERVICES
At Kalamazoo Valley Community College there are a number of additional resources available to you at the Student Success Center.
At the Student Success Center, it’s all about you. From academic and career counseling to tutoring, mentoring and more than 20 dierent clubs
and activities, the Student Success Center has something for everyone. Student success is the ultimate goal, and we are here to help.
The Student Success Center includes the following programs and services:
Program and services vary by campus, call the Texas Township Campus 269.488.4040, Anna Whitten Hall 269.373.3800 or the
Bronson Healthy Living Campus at 269.548.3300 for more information.
46
FIRST YEAR CHECKLIST
FIRST SEMESTER
Attend new student orientation – Preparing for college success starts with orientating to your new environment,
understanding college’s services, processes, and procedures, registering for courses and touring the college campus.
Plan your path – Schedule a meeting with your Career Advisor to learn about career self-assessment strategies to help
understand you interests, personality, values, strengths, and skills. To schedule an appointment at TTC. Room 9300
269.488.4040 or ACC, Room 120 269.373.7834. Make a self-scheduled appointment at
(https://www.kvcc.edu/services/career/). Then click on “Make an appointment with Career Services”.
Enroll in First Year Experience Course (FYE: 104) - This course is designed for rst-time college students to broaden their
knowledge for college success. An emphasis is on career development including career assessments,
information, and resources.
Explore career options – Begin researching career options using online resources at
(https://www.kvcc.edu/services/career/resources.htm).
Meet with your Advisor to register for next semester – Register for next semester courses focusing on a meta-major.
Take an exploratory course/s – While working with your Career Advisor, select courses that give you an opportunity to
determine what elds you would most enjoy studying.
After 15+ credits – A program of study must be decided on after completing 15+credits. It is essential you use this rst
semester to assess, explore, and research your career options and eld of study. Follow these steps to guide and support
you in your progress toward making a career decision.
SECOND SEMESTER
Continue your career exploration – As you research your career options, your need to begin narrowing down your career
options and researching specic career information.
Chat with your instructor – Your instructors are wonderful resources for their eld.
Conduct an informational interview/job shadow – Meeting with professionals in areas you are interested in is an
opportunity to obtain an inside view of your eld of interest. (See Career Manual page 49)
Student Activities
Career-Related volunteer opportunities
Decide on a Program of Study – Once you decide on a program of study, you will work closely with the Pathway Advisor
and/or Academic Counselor in your program.
Create an academic plan – Use Degree Works, and check it with your Pathway Advisor and/or Academic Counselor.
If transferring, work with the Transfer Resource Center and FOCUS program
Research transfer universities
CAREER & PATHWAY SEMESTER PLAN
APPENDIX
47
CAREER & PATHWAY SEMESTER PLAN
SECOND YEAR
THIRD SEMESTER
Conduct an informational interview/job shadow – Meeting with professionals in areas you are interested in is an
opportunity to obtain an inside view of your eld of interest. (See Career Manual page 49)
Resume development – Begin working on your resume and using Kalamazoo Valley’s Online Job Board for
summer employment.
Work with Employment Services – Resume and cover letter critique, practice interview skills, and job search strategies.
Pure Michigan Talent Connect – Register for Kalamazoo Valley’s online job board. (https://www.mitalent.org)
Meet with the Internship Coordinator, Monica Koning, if internship is required for your program.
Career-related On/O campus work experience
Start communication with university’s advisor (if transferring)
Start the admissions process – For the university you will be transferring to in your third year.
FOURTH SEMESTER
Meet with a counselor – To complete graduation audit and petition to graduate online or nalize transfer requirements.
(https://p2.kvcc.edu/cp/graduation/index.php)
Resume update and critiques – Rene employment paperwork, such as resume, cover letter, and reference sheet. Use
Career Manual to develop these materials.
Continue your work with Employment Services
Upload completed resume to online job board (https://www.mitalent.org).
Networking using social media – Complete LinkedIn prole and update all privacy settings to help ensure professional
brand is reected in your social media accounts.
Begin job search process
Attend Career Fairs
ADDITIONAL RESOURCES
Assessments include – The Strong Interest Inventory, Do What You Are, Myers-Briggs Type Indicator (MBTI), Strengths, and
Career Cruising. Learn more about the dierent career assessments available to you at
(https://www.kvcc.edu/services/career/assessments.html)
Use Career Manual – Use resources in Career Manual to support and complement your Career Counseling sessions and
growth towards your career decision. (https://www.kvcc.edu/services/career/les/CareerManual.pdf)
Explore career options – Begin researching career options using online resources.
(https://www.kvcc.edu/services/career/resources.htm)
Use the Learning Center and Student Success Center – Create successful academic habits from the start of your
college experience.
ENCOURAGED ACTIVITES
Kalamazoo Career Fair – Attend Kalamazoo Career Fair at TTC held in March every year.
(https://www.kvcc.edu/careerfair/).
Participate with employers on campus – Employers schedule visits to recruit on campus.
Volunteer opportunities – A great way to increase employability skills and build your resume.
Participation in student activities/organizations – Seek leadership opportunities on campus.
Be an engaged student – Go to class, turn in your work, and check your Valley email daily and campus events schedule.
48
RESEARCHING CAREERS
Job Title:
Information Source:
Main duties/responsibilities:
Does this job require you to work mainly with People - Data - Ideas - Things? (circle one)
What skills are needed for this job?
What are the daily work activities of this career?
What work values are associated with this job?
What is the salary range for this career? (Entry through experience)
What is the job outlook?
What education or training is required for this career?
Based on the information you collected, are you interested in this career?
What are two to three steps you need to take in order to get ready for this career?
APPENDIX
49
INFORMATIONAL INTERVIEWS/JOB SHADOWS
An informational interview gives you the opportunity to obtain an inside view of a job eld that interests you by speaking with people who
are currently working in that eld. This is either done in person, through email or on the phone. It can be an hour or less, depending upon the
availability of the person with whom you are interviewing. The main goal of the informational interview is to speak with professionals about
their job. A benet of this experience is the smaller time commitment for the professional. Therefore, it is a better way to approach a contact
you do not already know in an industry in which you are interested.
A job shadow is conducted by students who are very seriously considering an occupation and want to view a professional doing the job. Job
shadows last longer— a half or full day, or more—and often include meetings with key sta in the company. The main goal of the job shadow is
to watch a professional at work and to follow them as they do their daily activities. The job shadow takes more commitment on the part of the
professional, and may involve you signing something to address the privacy of the organization and/or its clientele.
Both experiences will help you gain a better understanding of an occupation or industry and to build a network of contacts in that eld.
Setting up an Appointment:
Conduct research about the company or the eld before scheduling an appointment.
Make an appointment for an informational interview or job shadow with a professional working in a eld of your interest. Schedule the
appointment in person, on the phone or by email.
If you are not certain how to begin your conversation, here is a sample phone conversation:
“Hi, my name is ___________________ and I am a student at Kalamazoo Valley Community College studying__________. I was hoping
you would be willing to help me learn more about_____________.
Could you set aside some time to speak with me? What time would be convenient for you?”
During the Meeting:
• If you are meeting in person, dress for a professional interview and appointment. Be on time, and do not exceed the amount of time
scheduled for the interview.
• Prepare a list of questions ahead of time.
• Send a thank you note within a day of your interview.
• Do not ask for a job. The informational interview or job shadow is for information gathering only.
Sample Questions for your Informational Interview or Job Shadow
The employer may ask you:
What can you tell me about yourself?
What can I do for you?
Typical questions to ask the interviewee:
• How did you get into this eld?
• What is a typical day like for you?
• What made you decide this was the occupation you wanted to pursue?
• What kind of degree, license, or certication do you need to be successful? What kind of skills should a person possess to be successful in
this eld?
• Where might you go from here in your career?
• What professional/trade associations or union organizations do you belong to, and what roles do they play in your career?
• What do you like and not like about working in this eld?
• Would you do anything dierently if you could do it over?
• Does this company have a history of promoting from within?
• Are there specic recommendations you might make for further training or credentials?
• What advice would you give a new professional entering into this industry?
• What are the most eective techniques for getting a job in this eld?
• Is there anyone else you would recommend I talk with? May I let them know you referred me?
• What next steps might be helpful?
Typical questions to ask about the industry:
• What training or professional development do companies in this eld generally provide?
• What trends do you see inuencing the future of this eld?
• What are the most common problems or issues confronting employees within this eld?
• What are the best sources for learning more about the industry?
APPENDIX
50
RESUME WORKSHEET
WORKSHEET
PERSONAL PROFILE or OBJECTIVE
Job title (posting position): If appropriate, title yourself as what the posting is seeking.
Strengths (StrengthsQuest), Personality Traits, Employer Values or Personal Skills:
____________________________, ____________________________, ____________________________, ____________________________,
____________________________, ____________________________, ____________________________, ____________________________,
____________________________, ____________________________, ____________________________, ____________________________,
Combine your job title, four or six strengths, traits, values or skills, employment history or accomplishments into a paragraph introducing yourself.
HEADLINE
Once you develop your personal/professional prole, work it down to a catchy, one line “marketing slogan” or brand.
SKILLS
Job-related skills
Transferable skills
Avoid phrases such as “Able to” and “Capable of” and replace with what you actually DO or HAVE DONE.
ACCOMPLISHMENTS
Explain what action was taken to yield a result:
How did you help produce a product or service: 1) better, 2) faster, or 3) with less cost to or higher prots for the company?
Note: Write the resume in FIRST person format, not third person (assume each point starts with the word “I” though I and me are never used on a
resume).
Note: Use the accomplishments under the Employment History section as evidence of what you accomplished at that job, or as a separate section.
APPENDIX
51
Jane K. Valley
1234 Valley Lane
Kalamazoo, Michigan 49008
269-555-1212 (c) [email protected]
February 17, 20XX
Mr. John Sample
Interim Assistant Superintendent
Dry River Elementary School
123 Education Drive
Kalamazoo, Michigan 49003
Dear Mr. Sample:
I am responding to your job posting for a third grade teaching position at Dry River
Elementary School. Your school has an excellent reputation for working with special
needs students, a population with whom I am particularly interested in working.
I have ve years of previous experience as a Pre-School Teacher at Banana Leaf
Learning Center. My classroom technique teaches to the individual child, and I am
exible with their changing needs. I strongly believe that all children can learn from
a teacher who is patient, positive, and an excellent communicator. My resume shows
that I excel in these qualities. I am also highly organized, collaborative, and feel
that interaction with parents is a key to developing a strong educational alliance.
Please consider my attached resume as you are determining the best person for this
position. I am excited to discuss the possibility of working for Dry River Elementary
School. I plan to follow up with you in one week. Thank you for your time and
consideration of my candidacy.
Respectfully,
Jane Valley
APPENDIX
SAMPLE COVER LETTER
52
Jane K. Valley
1234 Valley Lane
Kalamazoo, Michigan 49008
269-555-1212 (c) [email protected]
References
Dr. Donald Data
Associate Professor, Computer Science
Western Michigan University
Kalamazoo, Michigan 49008
(269) 387-5655
Ms. Dinah Delegator
Director, Volunteer Services
American Red Cross
516 West South Street
Kalamazoo, Michigan 49008
(269) 382-6382
Ms. Melanie Microchip
Manager, Microcomputer Laboratories
Western Michigan University Computer Services
Kalamazoo, Michigan 49008
(269) 387-4700
Mr. Steven Supervisor
Manager, Information Systems
Kellogg Company
333 Porter Street
Battle Creek, Michigan 49017
(617) 645-1234
APPENDIX
SAMPLE REFERENCE PAGE
53
INTERVIEW CHECKLIST
_____ Be prepared and practice
• Know how you t in the organization
• Being prepared and practicing helps with condence in the interview
_____ Be on time
• Arrive at your destination and check in 10 minutes early
• If you do not know where you are going, do a dry run in advance
• Always leave home earlier than you think necessary
_____ Know yourself: your strengths, skills, and goals
• Assess your strengths, skills, and goals
• Prepare specic examples to discuss your strengths, skills and experience
_____ Research the company
• What are the company’s most important products and services?
• Which customers do they serve, and what problems do they solve for them?
• Who heads the company/department in which you would be working?
_____ Complete a practice interview with the typical questions asked in an interview
• Review typical questions asked in the interview
• Practice examples of show and proof stories/ and behavior basic questions:
S = Situation (background set the scene)
A= Action (what you did, skills used, behaviors, characteristics)
R= Result (outcome, what happened)
_____ Prepare questions for the employer
_____ Dress appropriately for the interview
_____ Bring professional items
• Professional and organized binder: black, brown or deep blue
• Extra resumes
• Copies of reference sheet; make certain you have current titles and phone numbers
• Paper and pen to take notes
• Questions for the interviewer prepared ahead of time
_____ Follow up after the interview
• Thank you note (hand written or email)
• Phone contact
APPENDIX
54
September 20, 20xx
Jack Henry
IT Director
Portage Public Schools
1234 School Street
Portage, MI 49024
Dear Mr. Henry:
Thank you for your time and consideration for the help desk position with Portage
Public Schools. It was a pleasure meeting your staff and hearing about the students,
families, and educators you support. I truly enjoyed learning about the team’s vision
for this position. I understand how important this role is to the dynamic environment
in which you work. After our conversation, I am thrilled that I am being considered to
contribute my skills and qualications for this position, and I am condent that I am the
best t.
You mentioned that you are looking for a candidate with strong interpersonal and
technical skills. I excel at troubleshooting and assisting people who have little
technical knowledge and communicating effectively whether on the phone, in person,
or through email. I believe that my many years in customer service, along with my
software development background, will make me a great addition to your team.
I look forward to hearing from you, and please feel free to call me at (269) 488-4040
with any other questions.
Best regards,
Jane K. Valley
THANK YOU AFTER INTERVIEWING
FOR A JOB
Why is sending a thank you so important?
• It demonstrates your continued interest in the job and appreciation for the interviewee’s time.
• If you are interviewing for a position that involves client contact and follow up (such as sales person, public relations or customer service
positions), sending a thank you demonstrates your ability to follow up and your attention to detail.
• Sending a thank you note can elevate you from the crowd of job seekers who might not think to do so.
Ground Rules for sending Thank You:
Rule #1: Always send a thank you within the rst 24 hours after the interview.
Rule #2: You can send a handwritten or typed thank you note. You should also consider sending an email
thank you immediately after the interview.
Rule #3: Your thank you letter should be free of errors including misspelling and grammatical errors.
Rule #4: Use the thank you letter as an opportunity to reiterate your strong interest in the position, but do
not make it too long. Simply thank the interviewer for his/her time and restate your interest in
the position.
Reference: CAM Report (Career Advancement Management Report November 1, 2011, Volume 35, #2)
APPENDIX
55
JOB SEARCH STRATEGIC
PLAN WEEKLY ACTION ITEMS
Exploring Job Searching
Engines
Targeted Companies Website
Phone Calls/Personal
Contacts
Associations/Clubs/Events/
Volunteering
Social Media - LinkedIn
Other
Follow up on Leads/
continued Job Search
Job Search Materials/Reading
WEEKLY ACTIVITIES
NETWORKING OPPORTUNITIES
WHO & WHAT DATE
APPENDIX
56
Target Company
Contact Info, Phone, Email
Contact Date
Applied Date
Date of
Follow-Up
Contact Person and Title Position Applied For
Thank You Note Sent
Target Company
Contact Info, Phone, Email
Contact Date
Applied Date
Date of
Follow-Up
Contact Person and Title Position Applied For
Thank You Note Sent
Target Company
Contact Info, Phone, Email
Contact Date
Applied Date
Date of
Follow-Up
Contact Person and Title Position Applied For
Thank You Note Sent
Target Company
Contact Info, Phone, Email
Contact Date
Applied Date
Date of
Follow-Up
Contact Person and Title Position Applied For
Thank You Note Sent
JOB SEARCH TRACKING SYSTEM
APPENDIX
57
BRAINSTORM SUPPORT SYSTEMS FOR YOUR
JOB SEARCH
• Who supports you now, and what kind of support do they provide (social, physical, intellectual, emotional or spiritual)?
• Who can be added to your support system?
a. Who might be an encourager?
b. Who might be a mentor?
c. Who might be an accountability person?
APPENDIX
FRIENDS
FAMILY ORGANIZATIONS
EDUCATORS
COWORKERS
OTHER
58
Adapted from NACE Job Outlook 2016 Report and Performance-Based Development Model Developed by Dorothy del Bueno, R.N., Ph.D.
• Problem solving skills
• Analytical/quantitative skills
• Initiative
• Detail-oriented
• Organizational ability
• Strategic planning skills
• Creativity
• Entrepreneurial skills/
• Risk-taking
• Leadership skills
• Team work
• Written communication skills
• Strong work ethic
• Verbal communication skills
• Flexibility/adaptability
• Relating well to others
• Friendly/outgoing personality
• Tactfulness
• Entrepreneurial skills
• Risk-taking
• Technical language and knowledge
• Computer skills
• Identifying specic job-related skills
• What has your program prepared you to do?
• What problems are you passionate about solving?
CRITICAL THINKING SKILLS
TECHNICAL SKILLS
INTERPERSONAL SKILLS AND
RELATIONSHIP BUILDING SKILLS
SKILLS EMPLOYERS WANT IN
THE WORKPLACE
Three critical skill areas to communicate on your resume and in your interview.
• Resume - When developing your resume, you want to reect two to three skills in each area.
• Interview - For your interview, prepare specic examples from each areas to show a balance of your skills and qualications.
• Combine the three areas when possible!
APPENDIX
59
ASSESSING JOB OFFERS
Assessing job oers begins with prioritizing your needs and wants in your careers. A job oer doesn’t mean you need to accept if it is not a good
t for you. In addition, weighing multiple job oers can be both a blessing and curse. How do you starting evaluating job oers? Navigating
these potential opportunities requires knowledge about yourself and your career goals. This process actually starts at the beginning of your job
search, so you will seek career opportunities that best t you and your future career.
Answers to the following questions is the starting point of your assessment. What is most important to you in your career? Is it…. the role? The
company? The salary? The location? The benets? The schedule? The advancement opportunities? The people and company culture?
Job Criteria Scale
Directions: The Job Criteria Scale helps you prioritize and assess important criteria specic to you and your career goals. Listed below are 15
career criteria in alphabetical order. Begin using the Job Criteria Scale by rst assessing each criteria from least important to most important,
circling a number one through ve. After you evaluated the 15 career criteria, your next step is to highlight your top ve most important criteria.
Knowledge of these career criteria will help you compare this important information for your job search and when weighing out your job oer.
Career Criteria Least Important Most Important
Advance Opportunities 1 2 3 4 5
Benets 1 2 3 4 5
Co-workers 1 2 3 4 5
Community Involvement 1 2 3 4 5
Company Culture and Values 1 2 3 4 5
Compensations/Salary 1 2 3 4 5
Job Role 1 2 3 4 5
Job Stability 1 2 3 4 5
Location 1 2 3 4 5
Supervisor/Manager 1 2 3 4 5
Type of Company 1 2 3 4 5
Type of Work 1 2 3 4 5
Travel Requirements/Opportunities 1 2 3 4 5
Work Environment 1 2 3 4 5
Work/Life Balance 1 2 3 4 5
Reference: Adapted from NACE article on “Job-Oer Deadlines and Making Decisions” by Kayla Villwock, 2016
APPENDIX
60
NOTES
61
NOTES
62
NOTES
63
64
