 RESUMES THAT GET INTERVIEWS; INTERVIEWS THAT GET JOBS • Introducton The average employee in the United States spends over 2,000 hours a year on the job. Yet many workers spend little or no time at all laying the groundwork for landing these jobs, with the result that they are often dissatisfied with their careers. One of the most difficult tasks in the job search process is the successful communication of the job applicant’s qualifications to a potential employer. In the four-part video, Resumes That Get Interviews: Interviews That Get Jobs, students are given the basic tools to make this task more attainable as he learns how to effectively present himself both on paper and in person. Part One, “Resumes: Presenting Yourself on Paper,” focuses on the importance of a well-drafted resume. Such initial steps as skills identification, achievement inventories, and work and educational experiences are addressed, as are the how-to’s of writing well-defined career objectives and exploring the three basic resume formats. Part Two, “Cover Letters and Job Application Forms,” graphically depicts examples of both effective and poorly executed resumes; demonstrates the proper grammar, format and content of the cover letter; and outlines what to include, and what not to include, when completing a job application form. In Part Three, “Managing the Job Interview,” students learn to assess their potential employer’s needs and discover how his or her qualifications can better meet those needs when he completes extensive pre-interview “homework.” Such issues as conducting research, anticipating and rehearsing interview questions, and wardrobe planning are addressed. From anxiety control to the business etiquette of the obligatory “thank you” note, the interview itself is the entire thrust of “Presenting Yourself in Person,” the final episode of the program. Her students learn the importance of body language, good listening skills and consistency of approach in their job quest. In summary, the student discovers that a wise investment of time spent preparing for a job interview will go far in making a good—and lasting—impression. • Summary of Content Part One. Resumes: Presenting Yourself on Paper 1. Cites the importance of the well-drafted resume. 2. Outlines initial steps in resume-writing: skill/interest identification; achievements/accomplishments inventory; and lists of work experience and education, with dates. 3. Presents an example of a concise, well-written career objective. 4. Examines three resume formats, including chronological, functional, and combined forms. Part Two. Cover Letters and Job Application Forms 1. Contrasts/compares both effective and poorly executed resumes. 2. Investigates key elements of a successful cover letter, including proper subject matter; grammar; length; and general business format. 3. Demonstrates the correct way to complete a job application, emphasizing the importance of neatness, thoroughness and appropriateness of statements. • Part Three. Managing the Job Interview 1. Identifies the impact and importance of the first impression at the interview. 2. Outline pre-interview preparation, including how to research a potential employer; reviewing personal strengths and weaknesses; anticipating interview questions; and creating mock interviews. • Part Four. Job Interviews: Presenting Yourself in Person 1. Examines interview anxiety, citing its positive motivating aspects. Describes relaxation techniques and methods to channel nervous energy into positive outlets. 2. Describes initial interview behavior, including positive body language; listening skills; waiting for a cue to be seated. 3. Outlines techniques for responding to interview questions, with emphasis on listening skills; truthfulness; brevity; and consistency of comments. 4. Describes final interview behavior; reiterating interest in position; determining final decision; obtaining interviewer’s business card. 5. Cites the importance of a “thank-you” note as a follow-up to an interview. • Review Questions Part One 1. What preliminary steps would you take prior to writing a resume? 2. Name at least three categories of information the resume provides a potential employer about a job applicant. 3. Why is the career objective such an important part of a good resume? 4. What resume format would be best utilized by a high school student? A homemaker returning to the work force? A scientist with ten years experience? Part Two 1. Discuss some of the elements that go into a well-executed resume. 3. Briefly outline the correct format for a cover letter. Why is it important to include one when responding to a classified ad? 4. What are some of the pitfalls you might face when filling out a job application? 5. What is the best way to phrase reasons for leaving a former job? Part Three 1. What are a few of the things you should know in advance about a company that will be interviewing you? Where can you find this information? 2. What kinds of clothes would be appropriate to wear to interview for a job in corporate sales? Carpentry? Retail sales? 3. How would you go about discovering an employer’s needs before you go for your interview? 4. What are some of the questions you might be asked at a job interview? What questions, if any, might you ask? Part Four 1. List some of the tricks for combating pre-interview anxiety. 2. What is the “correct” body language to adopt during an interview? 3. Why is careful listening crucial when you are being interviewed? 4. Outline several things you should address in a post-interview thank-you note. • Related Activities 1. On a two-column sheet of paper, have students “spill” as many skills/interests and accomplishments (both personal and business related) as possible in a 10-minute time period. Emphasize the use of action verbs. 2. Divide the class into three “format groups.” As a homework assignment have each member of Group I draft a chronological resume, Group II, a functional resume and Group III, a combined form resume. Using aliases, each student should incorporated his own personal qualifications/background information and write a career objective for a job that he or she would really like to have. Members of each format group will then choose two resumes they feel best exemplify this format and present them to the class to critique. Following presentation of the six resumes, have the class select the best resume, citing reasons for their choice. This acitivity can be an ongoing week-to-month-long project. 3. Invite a professional employment counselor to visit the class. Ask him to share some of his criteria for candidate referrals for a particular job opening, and to show some examples of both well-executed and poorly executed resumes. You might also have class volunteers present their resumes for some professional critiquing. 4. Have students practice filling out job applications. Emphasize that they be brief, neat, and answer all questions on the form. 5. Bring to class several copies of local newspaper classified sections. Have students type cover letters in response to an ad for a job they might like to have. Letter will be graded on correct format, grammar, neatness and presentation. 6. Divide the class in half. Have each group select from three to five area businesses and/or nationwide corporations on which they would be interested in conducting pre-interview research. Suggest that students use both school and local libraries and investigate business directories and publications, and annual reports as their source material. Have a spokesperson from each group present the information to the entire class. Information should include company services and goods produced, size of company, etc. Following each presentation have the class think of job openings that might be available at each company researched, including reasons for these suggestions. 7. Have students write, then read aloud five questions they might ask a potential applicant if they were in charge of corporate personnel recruitment. 8. Ask for volunteers to role-play several job interviews in front of the entire class. Interviewer/applicant for each scenario will be given identical fact sheets containing company information, job descriptions, etc. “Actors” may have 15 minutes or so to rehearse questions they may ask and qualifications they would present in an actual interview situation. Have the class critique each presentation. (Possible job descriptions could include: apprentice carpenter or plumber, retail sales, management training program in a large corporation.) 9. From a supply of fashion, business and news publications that you make available, have class members select photographs of what they consider to be appropriate interview clothing for both men and women, and present their selections to the class, citing reasons for these selections. 10. Have each student write a business thank-you note for a recent job interview. (They can look at actual classified ads for ideas.) Make sure they highlight relevant skills and re-emphasize their interest in the position under consideration. |
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