FROM RESUMES TO DRESS ATTIRE:

PREPARING TEENS FOR

INTERVIEWS

A Project Presented to the Faculty

of

California State University, Stanislaus

In Partial Fulfillment

of the Requirements for the Degree

of Master of Social Work

By

Joella Brewer

May 2015

CERTIFICATION OF APPROVAL

FROM RESUMES TO DRESS ATTIRE:

PREPARING TEENS FOR

INTERVIEWS

by

Joella Brewer

Dr. John Garcia, Ph.D.

Professor of Social Work

Dr. Katie Galvin, Ph.D.

Assistant Professor of Social Work

Date

Date

Signed Certification of Approval Page is on file with the

University Library

© 2015

Joella Brewer

ALL RIGHTS RESERVED

iv

DEDICATION

In loving memory of my grandma, Frances, who always gave her love and

protection, no matter how much trouble I got into, and who had the best laugh in the

world. In loving memory of Evelyn, who taught me to always be myself and the value

of having your dessert before your dinner. And my Papa, Eddie, who taught me how

to be strong and was always so proud. Thank you for your love, and thank you for

still watching over me.

v

ACKNOWLEDGEMENTS

To my husband, James, for always supporting my hopes and dreams and

loving me. To Stephanie, my twin, for always believing in me, even when I didn’t

believe in myself. To Tori, for having the biggest heart in the world and sharing my

desire to help others. For Kaela, who shares my passion for learning and my love of

all things geeky. For Tiana, who taught me what it truly means to love

unconditionally. To my mother, Momi, who instilled in me the drive to succeed and

loved me always. To my father, Mike, who never doubted me for a second and

always knew I could do it. To my mother and father-in-law, Bonnie and Bill, for all

of your love and support throughout the years. To my grandma, Dina, for her pride in

me and her love.

To Dr. John Garcia, my chair, for putting up with me and working so hard

with me to get this finished. To Dr. Katie Galvin, for her support. And to Jen

Johnson, without whom I would not be the social worker I am set to become. Jen, you

have taught me so much, and I am forever grateful.

And to my MSW sisters. This strange ride would never have been the same

without you. I am so lucky to have you in my life, and I can’t wait to see what we can

do. “I am glad you are here with me. Here, at the end of all things.” J.R.R. Tolkien

vi

TABLE OF CONTENTS

PAGE

Dedication ............................................................................................................... iv

Acknowledgements ................................................................................................. v

Abstract ................................................................................................................... vii

Description of Project ............................................................................................. 1

Objectives of the Project ......................................................................................... 3

Significance of the Project ...................................................................................... 4

Review of Related Literature .................................................................................. 7

Project Design and Development............................................................................ 13

Conclusions and Recommendations ....................................................................... 15

References ............................................................................................................... 18

Appendices

A. Take Home Guide ....................................................................................... 21

B. Example Resume ........................................................................................ 28

vii

ABSTRACT

This project was created to provide a secondary school in Empire, CA with

curriculum to assist with preparing teenagers for interviews and to provide instruction

to students in the combined junior-senior advisory class. After assessing the needs of

the community of Empire by reviewing census information and receiving input from

school officials, information was gathered. Empire has a high poverty rate. Research

shows that the combination of higher educational attainment and work or internship

experience has been shown to improve a candidate’s likelihood of gaining

employment and receiving higher wages, which has the potential to increase the

socioeconomic status of the individual and lessens the likelihood that he or she will

live below poverty level. Possessing the necessary preparation and skills to conduct

an interview further increases that potential. This information was shared with

students via a PowerPoint. The course took place over a span of three days with each

individual class lasting for 30 minutes. Twenty-six students attended the class and

learned skills ranging from proper dress attire, how to fill out an application and a

resume, tips for interviews including common interview questions, follow-up after the

interview, and the impact social media has on the employment process. Future actions

could be to expand the course by adding mock interviews to the curriculum.

1

DESCRIPTION OF THE PROJECT

The purpose of this graduate project is to create the curriculum for and teach a

course designed to assist high school students to develop and expand their interview

skills and abilities, whether this is for college, internships, or jobs. Interviews can be

daunting, especially for those who have never been through this process before. High

school is the ideal place to teach these skills as these students are preparing to enter

adulthood and the workforce. If they do not interview well, they may find themselves

unable to procure employment.

As social workers, we are committed to the idea of social justice, of equal

opportunities for all members of a society. This project will provide students with

tools and resources to assist them with securing employment or entry into college.

The class will cover a range of topic relating to the interview process, including

proper attire for interviews, application and resume tips, common interview

questions, how to behave during the interview process, follow-up after the interview,

and the impact of social media on the job process. In addition to the above topics,

time will be taken for students to practice interviews amongst themselves. Finally,

time will be allotted to address any other topics that may come up during the course

of the class and for students to pose questions.

It is important to make a good impression when applying for a job and the

interview is the best way to do that. Joseph (2015) notes that interviews are the best

chance that a prospective candidate has at making a good impression. He states “For

2

better or worse, the candidate’s physical appearance and ability to handle herself

during questioning will leave a lasting impression and play a vital role in the

interviewer’s decision-making process.” (para 1). He goes on to refer to the interview

as a “selling opportunity,” which it truly is. When a candidate is competing against

multiple other candidates for one position, he or she must be able to stand out: in

essence, sell themselves as the best candidate for the job. A good interview is the way

to do this. It is my hope that, after taking this class, students walk away with a better

understanding of how the interview process works and feel more confident in their

ability to have a good interview and hopefully get the job or the scholarship that they

want.

3

OBJECTIVES OF THE PROJECT

The objectives of this project are as follows:

1. Identify which skills are most suited for students to learn about in this

class, by considering online sources, input from school personnel, and my

own personal experiences

2. Design a PowerPoint to use as a teaching aid during the class.

3. Design and develop a guide for students to take home with them with all

relevant information from the class.

4. Teach a three-day course to a combined class of juniors and seniors at a

local secondary school in Empire, CA.

5. Obtain evaluative feedback from both school staff and the students taking

the class through discussion.

The main objective of this project is to provide the students in a junior-senior

advisory class in a secondary school in Empire, CA with the tools that can help them

to succeed in interviews.

4

SIGNIFICANCE OF THE PROJECT

This project is significant because it is providing students with the opportunity

to learn the skills they will need to be better prepared for interviews. As a former

supervisor who has conducted multiple interviews, I have seen a number of

individuals come through who seem to not possess the skills necessary to have a

successful interview. From the clothes that they wear to the things they say in

interviews, it is abundantly clear that they have never been trained on how to present

themselves professionally in an interview situation. It is my hope that these students

will be more prepared for employment and college interviews.

According to the United States Census, it is estimated that approximately

4.1% of the population in Empire over the age of 25 will attain a bachelor’s degree,

with an estimated 0.9% continuing on for their master’s degree. Yet an estimated

36.7% of the population is living below poverty level (U.S. Census Bureau, 2013). In

their report on the monthly labor force data for counties, the Employment

Development Department shows that Stanislaus County has the ninth highest

unemployment rate of all of the counties in California at 10.4%. According to the

United States Department of Labor Bureau of Labor Statistics (2015), unemployment

rates in the Modesto, CA area are holding steady in the 9% to 11% range over the last

5 months. One way to improve one’s chance of employment is to pursue higher

education. According to the Georgetown Public Policy Institute, more and more

employers are requiring a college degree. They estimate that, by 2018, 60% of jobs

5

will require a bachelor’s degree (as cited by Thompson, 2015) Thompson goes on to

point out that time spent in school can help with both basic and advanced skill

mastery, which are important in a competitive job market. Tucker (2015) further

emphasizes this, stating that “The unemployment rate for individuals with a minimum

of a bachelor’s degree is consistently about half the employment rate for high school

graduates” (para 3). In the employment projections of the U.S. Department of Labor

Bureau of Labor Statistics (2015), data supports that higher levels of educational

attainment are associated with lower unemployment ratings. This graduate project

was implemented in a school that focuses on the importance of education, with the

motto “College For Certain” and attempts to provide students with the tools that they

need to get into college and succeed.

But college is not always enough. In her work with dancers, Zar (2014) points

out the importance of internships while in college, stating that temporary positions

can teach valuable, needed skills and provide a peek into how the organization works,

which gives college students an advantage when they are looking for a job. She goes

on to state that internships can sometimes lead to unexpected opportunities within the

company one is interning with, and may even result in an individual being offered a

job later on down the road. Hering (2010) further elaborates, pointing out that there

are many benefits associated with interning and working while in school, such as the

opportunity to network with others in your prospective field of employment and

gaining a real world perspective on what is really required to work in the particular

field. She also points out that it gives interns the opportunity to “test drive a career”

6

and see where in the field they would be most satisfied working, or if the field is even

a good fit for them at all. In addition, it also diversifies one’s resume, making the

intern more marketable when he or she is applying for jobs, especially when

combined with educational attainment.

Educational attainment and job and internship experience will help an

individual get an interview, but more is needed to get a job, especially if an applicant

is competing against many other applicants. Hering states that the network office of

Northwestern Mutual reviews more than 1,000 resumes in a year and interviews 400-

plus candidates for their internship program. Only 40 applicants will be recruited.

Applicants need to be able to stand out when an interview is granted. Being prepared

for interviews is vital to succeeding during the interview process. If candidates have

the education and the experience, and they can wow at the interview, they are more

likely to be able to procure employment, which leads to lower unemployment rates

and increased wages, which will lower the number of people who are living below

poverty level.

7

REVIEW OF RELATED LITERATURE

This project included a review of literature to find relevant information

regarding what to expect during the interview process. Online resources and journal

articles were reviewed to identify current research in this area. Government websites

with relevant information regarding labor and unemployment statistics and education

statistics were utilized to identify the needs of Empire, CA. Based on this review, the

curriculum was divided into six sections: the application process, resumes and cover

letters, preparation for the interview, the interview process including common

interview questions, follow-up after the interview, and the role social media plays in

the employment search process.

The first section of the curriculum focused on the importance of filling out

applications properly. The interview begins long before an applicant enters the room

and sits down and begins answering questions. The process begins when he or she

first begins filling out applications. Hansen (n.d.) provided tips for filling out an

application. First he says that an applicant should have the information he or she

needs already prepared. This includes having a resume already made, having your

addresses and phone numbers of previous employers and your beginning and ending

salaries ready. He then goes on to state that an applicant should not leave any blank

spaces; instead, he or she should put “not applicable” or “N/A” if the situation does

not apply. He talks about being truthful when filling out an application, without

being negative about previous employers or experiences. In my previous experience

8

while hiring, I often found that applicants did not fully fill out an application, often

leaving relevant information off. I have also seen applications where applicants have

been less than truthful in regards to their previous experiences or their educational

experiences. This will cause employers to throw the application out without ever

calling for an interview. This is important for students when they are applying for

college as well. If a student misses the application deadline because he or she did not

fill out the application correctly, he or she will miss out on attending the university or

college of choice.

The second section of the curriculum focused on how important a resume and

cover letter are during the interview process, and how having a good one can separate

an applicant from others and get him or her that interview for the internship or job

that they want. Healthfield (2015) states that having an “effective, targeted,

customized resume and cover letter” can get an applicant in the door (para 3). It’s

important that resumes be specific to the applicant and that they show off all relevant

information, including contact information and previous employers. It is also

important to double check the resume to ensure that no spelling or grammatical errors

are present and that all of the information makes sense. This shows attention to

detail, which is a valuable trait to have when applying for employment or an

internship. For students applying for internships or companies with many applicants

and few positions open, having a good resume and cover letter can be the difference

between getting an interview or not.

9

The third section of the curriculum focused on how to prepare for the

interview. Once an interview has been set, preparation for the day is paramount. This

begins with having some knowledge about the company of which the applicant is

applying. Hope (2015) talks about the importance of researching the company or

scholarship and the job description beforehand, stating that an applicant needs to

make sure he or she understands what the position requires and that the applicant be

prepared to explain how he or she can fulfill the needs of the company. It is also a

good idea to throw buzzwords from the company’s website into the interview, words

that will let them know that the applicant has done research and is aware of what the

company stands for. This can be especially effective for students applying for

scholarships. Scholarship committees often receive numerous applications for a single

scholarship. If a student presents a well-written essay that focuses on the tenets of the

organization offering it or the values of the individual the scholarship was named for,

it can set him or her apart from the rest of the applications.

The fourth section of the curriculum focused on the interview itself. When

arriving for an interview, it is important to make a good first impression. Doyle

(2015) talks about the importance of physical appearance during the interview

process, stating that business casual attire, such as slacks or skirts and a button-up

shirt, is usually appropriate, although for a professional job one should wear

professional attire, consisting more of wearing a suit and jacket or dress. She goes on

to discuss that applicants should make sure that his or her attire fits well and is

cleaned. Applicants should be clean and well-groomed for an interview. Doyle even

10

recommends using a breath mint right before one enters the building. She also talks

about tattoos, and states that tattoos should be covered up if an applicant is unsure of

the tattoo policy for a particular company. Jewelry and make up should be kept to a

minimum. In addition, strong perfumes and colognes should be avoided. Once an

applicant has arrived at an interview, it is important that he or she acts professionally.

Hope (2015) states that applicants should arrive on time for their interview and that

they should be nice to everyone they encounter. If the individual is rude to the office

staff or anyone else present, there is a good chance that he or she will not be hired. It

is crucial for applicants to be polite to everyone, because those impressions usually

make it back to the hiring manager. In addition, it is a very good idea to know the

name of the person who is supposed to be interviewing him or her when he or she

arrives, so that he or she can ask for the interviewer by name and there will be no

confusion by the office staff. Hope also talks about how important it is to listen to the

interviewer and answer questions in full. She states that eye contact is important as

well because it lets the interviewer know that the applicant is engaged and interested

in doing well in the interview and in the job. Again, for students interviewing for

entrance into the college of their choice, these skills can set them apart from the

potentially large group of applicants and cause them to go to the top of the

interviewer’s list.

Hope goes on to state that it is good to be aware of commonly asked interview

questions and to think about how to answer them. Martin (2015) writes about the top

10 interview questions and how to prepare for them. For the purposes of this class, I

11

condensed these 10 questions into four main categories. The first centered on why the

company should hire that particular applicant. This could also be asked as “Why do

you want to work here?” Martin discusses making sure that applicants summarize

their experiences and connect them to why those experiences would be beneficial to

the company. She goes on to state that it is a good idea to talk about the mission

statement of the company, if there is one, and how that aligns with the applicant’s

values. The second questions focused on what the applicant’s strengths and

weaknesses are. Martin states that an applicant should handle this line of questions

by, “…minimizing your weaknesses and emphasizing your strengths” (para 2). She

also talks about focusing on professional skills as opposed to personal qualities. For

instance, focusing on good communication skills as opposed to just saying they are

friendly.

The third question referred to goals of applicants. This could also be asked as

“Where do you see yourself in five years?” She states that it is acceptable to focus on

immediate goals, for instance the applicant could state that he or she is looking to get

a job in a growth-oriented company, or that he or she wants to grow into a position of

responsibility. For high school students who are applying for jobs while in school, it

is acceptable to say that they see themselves graduating from high school and

entering college or the field of their choice. If the interview is for an internship or a

job within their chosen field, they could say that they hope to hone their skills and

grow within that field. The fourth question focused on conflict resolution. Most

interviews will ask about how one deals with conflict, whether that is with a

12

supervisor or a colleague. According to thejobinterviewguru.com (2009), when

talking about conflict resolution, an applicant should talk about creating common

ground. Applicants should talk about how they empathized with the other party and

how they worked to compromise with the other person. When I was hiring, this was

very much in line with what I was looking for. I wanted to hear that applicants

wanted to do what was in our clients’ best interests and that they were willing to

compromise. These questions are common in most interviews, so it helps applicants

to have their answers pre-thought out.

The fifth section of the curriculum focused on how to follow-up after an

interview. Once the interview is finished, it is important to do a follow-up. According

to Ryan (2015), a follow-up should be short and simple, simply thanking the

interviewer for taking the time to interview the applicant, letting them know that it

was a pleasure to meet them, and informing them that the applicant is looking

forward to hearing back from them. An applicant should also let the interviewers

know that he or she is available to answer any further questions or provide any more

information needed. Follow-ups should end with a professional salutation. She then

states that she has been informed by hiring managers that a well-written follow up

could be the deciding factor between two candidates. Therefore, applicants should be

taking the time to write those follow-up emails and letters, because it could help them

to get that job.

The last topic covered in the curriculum centered on social media use and how

it relates to the interview process. Social media use is very prevalent, with the Pew

13

Research Center estimating that approximately 74% of internet users have a social

media account with approximately 89% of internet users between the ages of 18 and

29 having a social media account. (2015). Smith (2013) also points to the number of

job seekers active on social media, stating that only approximately 11% of job seekers

said they never use social networking sites. According to careerbuilder.com (as cited

by Smith), 37% of employers report using social networks to screen potential job

candidates, and admit to basing their hiring decision on what they find. When asked,

65% of these employers are checking to see if candidates presented themselves

professionally. Other motives included wanting to know if the candidate is a good fit

for the company, to learn more about qualifications, to see if he or she is well-

rounded, and, finally, to “look for reasons to not hire the candidate.” Approximately

34% of employers who use social media stated that they found content on social

networking sites that caused them not to hire a candidate. This content included

“…provocative or inappropriate photos and information posted on his or her profile”

(para 11) or evidence of drinking or drug use. Also included in the list of reasons not

to offer a job to a prospective applicant include poor communication skills on the

profile, candidates speaking poorly about previous employers, discriminatory

comments made in regards to race, gender, or religion, or lies told about

qualifications for the job. It’s not all bad news in the sense that 29% of hiring

managers surveyed shared that they found something positive on an individual’s

profile that caused them to offer a job. An applicant’s social media site can

absolutely have an effect on whether or not he or she gets a job, and this trend is set to

14

continue as more and more of the hiring process is conducted online. More and more

young people are using social media, and they need to be aware of how that social

media usage can affect their chances for getting into college or becoming employed.

15

PROJECT DESIGN AND DEVELOPMENT

The purpose of this project was to create curriculum an interview preparation

curriculum for students at a secondary school in Empire, CA. This curriculum

included proper dress attire, how to create a resume and cover letter, how to answer

some common interview questions, what to expect during an interview, follow-up

after the interview, and the impact of social media on the job search process.

This project consisted of searching online resources to find relevant

information regarding what to expect during the interview process. In addition,

journal articles were reviewed to identify current research in this area. Government

websites with relevant information regarding labor and unemployment statistics and

education statistics were utilized to identify the needs of the community. Next, a

local school in Empire, CA was contacted to determine if that school could benefit

from having a curriculum designed to teach their students about the interview

process. Further collaboration was needed with the school to determine what grade

levels would be appropriate to teach and what useful information would be provided

to the students. After discussions with the regional student support coordinator and

the principal of the school, the 11th

and 12th

grades were identified as the most

appropriate grades for this class because they are readying themselves for college

placement and for the workplace, so they will be able to use the skills learned in the

class in a relatively short amount of time. Permission was given by school personnel

to present the course material to an already existing combined junior-senior advisory

class.

16

Once this was completed, presentation materials for the class were prepared,

which included a PowerPoint and a reference guide for students to take home. Once a

start date was specified, classes began. Each class lasted approximately half an hour,

culminating in three classes over a three day span. The final class focused on

debriefing the students and gauging how successful this class was for them. Students

also practiced a few of the skills that they learned amongst themselves. Throughout

the course, I shared relevant knowledge gathered from career sites and shared my

own experiences of the interview process, both as an interviewer and an interviewee.

Students were able to ask questions as they arose and felt comfortable enough at the

end of the class to share their own experiences of the interview process.

17

CONCLUSIONS AND RECOMMENDATIONS

This project took place during the first week of April 2015. Twenty-six

students ranging in age from 16-19 were present for the course. The course took place

over a three day period, with each class lasting for approximately 30 minutes. During

the course, students were encouraged to ask questions and share their experiences

with the interview process. Once the final topic had been covered, students were

given an opportunity to role play both as interviewers and interviewees. This allowed

the students to think about how they would respond to certain questions. Finally,

students were debriefed and given a chance to share their feedback on how they felt

the course had progressed and to offer any advice for future similar courses.

During the course, students approached me to state how much they

appreciated the information being taught and how useful it was. In addition, those

students who had been through the interview process before reported that the

information within the course was relevant and aligned closely with their own

experiences. The students reported that they most appreciated the real world

examples given during the presentation, saying that the examples made the

information seem real and applicable to their own lives. Once the course was

completed, the regional student support coordinator asked for permission for the

curriculum designed for this project to be used in subsequent school years for this

school and possibly other schools in the charter group. The regional student support

coordinator will be receiving a copy of the finished project as well as the PowerPoint

created for the class.

18

If future social workers or social work students wish to replicate this project in

the future, they may consider expanding the course to last for an entire week. There is

a plethora of information available, and this course could easily include much more

information. Secondly, students could have benefitted from doing mock interviews

with experienced interviewers. Mock interviews can be an important training tool,

and this can easily be added to the curriculum if time allows at the school. This

project can also be modified to be relevant for other age groups, such as for college

students readying themselves for graduation and entrance into the workforce.

REFERENCES

20

REFERENCES

Doyle, M. (2015). How to dress for an interview. Retrieved from

<http://jobsearch.about.com/od/interviewattire/a/interviewdress.htm>

Hansen, R. (n.d.). A job-seeker’s guide to successfully completing job applications.

Retrieved from <http://www.quintcareers.com/job_applications.html>

Harrison, M. (1993). Self-organised employment initiatives and young people: A

social action approach. Social Action, 1(2), 20-24

Heathfield, S. (2015). How to evaluate a resume cover letter. Retrieved from

<http://humanresources.about.com/od/selectemployees/a/cover_letter2.htm>

Herig, B. B. (2010). Why are internships so important? CNN. Retrieved from

<http://www.cnn.com/2010/LIVING/worklife/04/14/cb.why.internships.impor

tant/>

Hope, L. (2015). How to win in a job interview. Retrieved from

<http://work.chron.com/win-job-interview-12892.html>

Joseph, C. (2015). The value or importance of a job interview. Retrieved from

<http://work.chron.com/value-importance-job-interview-1660.html>

Martin, C. (2015). Prep for the top 10 interview questions. Retrieved from

<http://career-advice.monster.com/job-interview/interview-questions/top-10-

interview-questions-prep/article.aspx>

Pew Research Center (2015). Social Networking Fact Sheet. Retrieved from

<http://www.pewinternet.org/fact-sheets/social-networking-fact-sheet/>

21

Smith, J. (2013). How social media can help (or hurt) you in your job search. Forbes.

Retrieved from

<http://www.forbes.com/sites/jacquelynsmith/2013/04/16/how-social-media-

can-help-or-hurt-your-job-search/>

The Job Interview Guru (2009). 5 questions related to conflict resolution. Retrieved

from <http://www.thejobinterviewguru.com/questions/conflictresolution.htm>

Thompson, V. (2015). The importance of education in finding a job. Hearst Seattle

Media, LLC. Retrieved from <http://education.seattlepi.com/importance-

education-finding-job-1207.html>

Tucker, K. (2015). The statistics on the importance of college. Hearst Seattle Media,

LLC. Retrieved from <http://education.seattlepi.com/statistics-importance-

college-3447.html>

U.S. Census Bureau. (2015). Educational attainment by city. Retrieved from

<http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?

pid=ACS_13_5YR_S1501&prodType=table>

U.S. Census Bureau. (2015). Poverty status in the last twelve months. Retrieved from

<http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?

pid=ACS_13_5YR_S1701&prodType=table>

U.S. Department of Labor Bureau of Labor Statistics (2015). Economy at a glance –

Modesto, CA. Retrieved from

<http://www.bls.gov/eag/eag.ca_modesto_msa.htm>

22

U.S. Department of Labor Bureau of Labor Statistics (2015). Employment

Projections. Retrieved from <http://www.bls.gov/emp/ep_chart_001.htm>

Walker, A. (2014). Identity, status, and culture: Examining barriers of success for

students from low socioeconomic backgrounds. New Directions for Teaching

and Learning. 2014(140), 23-30.

Zar, R. (2014). The intern advantage. Dance Magazine, 88(10), 68-69.

APPENDICES

24

APPENDIX A

TAKE HOME GUIDE

Applications

Make sure that the writing is legible and that you fill out the application in

blue or black ink.

Bring a list of all of the relevant information on an application, such as dates

worked at jobs, how much you made, supervisor’s name and phone number,

etc. This will save you time when filling out the application.

When filling out applications, make sure that you fill everything out. If the

section does not apply to you, please put “N/A” on the line.

Be honest on the application. Don’t put experience or degrees that you don’t

have.

When turning in your application, if you have the opportunity to attach a

resume, do so.

If applying online, make sure you read the instructions carefully and follow

them.

A few days after submitting your application, you can write the company or

go into the company and let the manager know that you filled out an

application and are following up on it. Some companies will not consider

anyone for an interview that has not done this.

Cover Sheet and Resume

The cover sheet is the place to discuss why you are well-suited for the job and

to discuss your qualifications.

Your resume is the place to give your work history, education, and any

relevant trainings/certificates, as well as to list your references.

Your cover sheet should not be longer than one page.

Try to keep your resume limited to one page as well, although it is acceptable

to go up to two pages, but no more than that.

Resume Sections

Section 1: Heading

o Name, address, phone number, email address

Section 2: Education

o High school, college, dates completed, degrees earned

Section 3: Experience

o Include name of company, job title, dates worked there, and bullet

points explaining your duties and responsibilities, as well as any

recognition from supervisors or organization

Section 4: Related classes/workshops/seminars

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o Only put this if it is relevant. Can put college courses taken while in

high school in this section. Include dates.

References:

o Try to put at least three references. Include their name, title, where

they work, and phone number to reach them at.

Building Your Resume

This is your chance to give a good first impression, so please make sure that

everything is spelled correctly and words are used properly

When putting your work or volunteer experience on your resume, go to that

job’s description on their website and use their language from their job

duties/responsibilities. This can help you use more professional language.

Really focus on the experience that relates to the job you are applying for and

add extra bullet points to those jobs or that volunteer work.

Don’t use crazy fonts or colors on your resume, and avoid printing it on

colored paper. Scented paper should be avoided, too.

Eventually, when you have a lot of work experience, put your related work

experience on there and let them know that your full work history is available

upon request.

If uploading a resume and cover sheet online, make sure you read the

instructions and follow them.

How to Dress for an Interview

Dress appropriately for the job that you are applying for. It almost always

looks good to dress professionally for an interview. It shows that you are

taking this seriously and want the job. For more casual interviews, dressing

business casual is appropriate.

Darker colors are usually better. Be wary of bright colors and crazy patterns.

They can be harsh on the eyes.

Please dress more conservatively. We shouldn’t be able to see your

underclothes.

Practice good hygiene when you go. Bathing is essential. Brush your teeth.

Be wary of strong perfumes and colognes. The interviewer could have really

bad allergies. Also, don’t overdo the perfume/cologne. That can be just as bad

as not showering.

Hair should be pulled back out of your face if it is long. Facial hair should be

trimmed neatly. Also, check out the company beforehand. They may have

policies against facial hair for their employees, and that is good to know

before you apply for the job. Same goes for tattoos. Be aware if you get a

tattoo that it might need to be covered up for the job you are getting, so be

careful where you put them.

Nails should be neat and not too long. You don’t want to stab the interviewer

when you shake their hand.

Don’t wear too much jewelry. Simple is better

How to Act During an Interview

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Be polite and respectful

It’s better to watch your language and not swear, even if the interviewer does.

Listen to their questions and answer them in full. Do not leave part of the

question unanswered.

It is ok to ask them to repeat a question or clarify something if you need it, but

be careful about doing this too much.

Pay attention to the atmosphere. If they are serious, be serious. If they are

more relaxed, you can be a little more relaxed while still maintaining your

professional demeanor.

Turn your cell phone off and please do not answer it during the interview. Let

important people in your life know that your phone will be off and you will

call them back when the interview is over.

Common Interview Questions

Why do you want to work for this agency/program/etc.?

May also be worded as “What do you know about our company?” or “Why

are you here?”

They want to know that you’ve done your research and understand what the

company stands for and what your job will be

Your truth may be that you just need a job or the pay is great, but don’t say

that!

You can mention the website’s mission statement and say how it aligns with

your values or state that you really enjoy working with people. Look at the

website the day before the interview and be able to speak to what they are

asking.

Don’t just memorize and recite what you have read. Be able to explain your

answer. Ex: why you agree with the mission statement

Why should we hire you?

Focus on your strengths and any past experience and let them know that you

think you would be a great addition to their team.

Do not bash others. Instead, focus on the positives of you.

Sell yourself. Be confident, but never arrogant.

What are your strengths?

Have your answers prepared for these questions before going into the

interview

Pick a couple of strengths you have and tie them to the job that you are

applying for.

o Commenting on how well you work with others and how friendly you

are when applying for a food services job, or

o Focusing on your technical skills when applying for a computer job.

What are your weaknesses?

With your weakness, pick something that could be considered a strength and

make it into a weakness, or pick something that is a weakness and show how

you work through that.

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o Commenting on how passionate you get about your work, and how

you forget sometimes that others may not be as passionate about your

area of interest as you are

o Talking about how you know that you sometimes forget dates so you

always carry a calendar with you and have alerts set on your phone.

Emphasize how that helps you to stay organized and not forget

important deadlines and meetings.

Things not to say:

o “I really just care too much”

o “I work too hard”

o “I’m a perfectionist”

o Even if these things are true, they sound like stock lines.

Conflict Resolution

There will be some sort of conflict resolution question in most interviews.

This could be a scenario or vignette or just a direct question asking how you

handle conflict

First, make sure you talk about how you look at yourself first and see if there’s

anything you maybe did that could have been improved. The interviewer

wants to hear some sort of self-reflection.

Second, state that you would go to the other person and try to resolve it. Talk

about trying to see the other person’s perspective and trying to come to a

resolution.

Finally, talk about bringing in an immediate supervisor to mediate the

situation so that what’s best for the client/company can occur. They

interviewer is looking to see that you understand the chain of command and

that you won’t jump it.

Good Things to Say During an Interview

“I work well with others.”

“I’m flexible.” Only say this if you really mean it. Don’t tell them you’re

flexible about what hours you work, and then get hired and tell them that you

can’t actually work the hours they want you to. If you have other obligations,

such as school or a second job, make sure that they are aware of that during

the interview and understand that you will not be available during those times.

Be honest. Don’t lie in an interview. You want to sell yourself, but you don’t

want to boast or overinflate your qualifications. It will not look good when

you start working.

“I’m constantly seeking to learn.”

You want to build a career in the company. No one is saying that you have to

stay with this company, but they do want to know that you are going to be a

good investment. Say that you see yourself growing in this company and

really honing your skills. Or, if you are working while in college, be honest.

Say that you will be graduating from college and hoping to work in the career

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you choose and indicate that you hope to stay with this company until you

graduate.

“That’s a good question.” If you get a little stumped and need a moment to

think, this is a good thing to say. It gives you another second to think about

your answer but also has you talking and not staying silent.

Ask questions.

o Ask what you will be wearing during the job and if you will be

required to furnish your own uniform.

o Clarify what your job duties will be if that hasn’t already been

addressed in the job description or by the interviewer.

o Clarify what hours you’ll be working if it is not already indicated on

the application or job description.

Things to Avoid Saying in an Interview

“So, tell me what you do around here” or “I don’t really know much about

your company.” This shows a lack of preparation on your part.

“I hated my last boss” or “My last job was horrible.”

o It might be true, but the interviewer probably doesn’t know the last

place you worked, and will wonder if the problem was you, or the job.

o Even if they do know about the last place you worked, focus on the

positives of applying for this job, bringing it back to the key items

from the website and demonstrating your knowledge about this

company.

“I’ll do whatever.”

o They want to know that you will be passionate about your job. If you

are applying for a company that has a lot of different positions, know a

couple of the positions and mention them, but also say that you are

flexible and would consider others.

“It’s on my resume.”

o Yes, we know it’s on your resume. If we’re asking, we want more

information. Also, this can come off as very rude.

“I think outside the box” or “I care too much”

o Be wary of interview buzzwords like this. Instead, focus on buzzwords

from the company’s website.

Stay away from controversial issues: Politics, religion, etc. Even sports can be

a touchy subject for some people.

No swearing. Even if the interviewer swears, it is probably better that you do

not.

“Where do I see myself in three years? With your job.” Just don’t.

What Happens After the Interview?

It is always a good idea to follow up after an interview. It again shows that

you are eager to work for this company.

This usually should occur within a day or two of the interview

This can be done with an email or a phone call or a written note sent to them

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This can be short and to the point, thanking them for taking the time to

interview you and how you hope you’ll hear back from them soon. Let them

know that, if they have any further questions or need any more information

from you, they can reach you at any time and leave your phone number.

I’ve Got the Job. Now What?

Thank them for their time and ask what you need to do now. Follow through

as quickly as possible with whatever it is they ask – physical, fingerprinting,

etc. and get the information back to them as soon as you have it.

Be on-time.

Be ready to work.

What If They Say No?

It’s ok – we will all hear no at some point!

There may be many applicants for one job, so do not get discouraged.

If you keep hearing no, ask someone you trust to look over your resume to see

if there is something that you can do to improve it.

It is acceptable to email or write the company back and ask them if there was

a reason that they did not hire you for this position. They may not respond, but

if they do, they can tell you if you are doing something or saying something

during the interview that is keeping you from getting the job.

Do not underestimate the importance of volunteer work and part-time work in

the area that you wish to work in. This can beef up your resume and show a

dedication to working in the field that you want to, even if you aren’t getting

paid much or at all.

References/Letters of Recommendation

Be sure to ask potential references well in advance if you can use them as a

reference.

Ask teachers/supervisors you have a good relationship with.

Don’t be afraid to ask them to mention something specific from your time

with them, such as your superb writing skills.

Ask more people than you actually need references from, just in case someone

says no.

Be prepared that they may say no. They may not feel as though they would be

a good reference for you. That’s ok, it’s up to them.

If you need a letter of recommendation, ask as soon as you find out, and give

them at least a couple of weeks to write it and get it back to you. Remember,

your references are busy themselves.

If you are waiting for a letter, it is ok to send a reminder email every couple of

days just asking them if they have gotten to it yet.

Be grateful – they do not have to act as a good reference for you, so make sure

to thank them for taking the time to do so.

Other Tips

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While in your junior and senior year of college, it can be good to find

internships on your own that will assist you in whatever career path you have

chosen. Ex: if you want to go into nursing, look into an internship at a

hospital. This shows that you are motivated and willing to put in the work for

the job, and beefs up your resume.

Be wary of social media. More and more companies are checking what you

put on the internet.

o Don’t bash the company you work for currently. What you’re saying

may be perfectly valid, but prospective employers don’t know that.

o Be aware of what kinds of pictures you’re putting up, and know that

prospective employers could look through them.

Be yourself. The quotes from here are in my words. Make them your own. If

you wouldn’t say “I’m constantly seeking to learn,” don’t say it. Say that you

like to learn new things, or whatever it is in your own words. This makes it

sound more real and believable, instead of just rehearsed.

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APPENDIX B

EXAMPLE RESUME

Katniss Everdeen

123 Coal Mine Rd.

District 12, Panem 98765

(555) 555-5555

NPI: 123456789

Katniss.Everdeen@gmail.com

EDUCATION

California State University, Stanislaus, Turlock, CA

Master of Social Work, Completion Date: May 28th

, 2015

California State University, Stanislaus, Turlock, CA

Bachelor of Science in Psychology, 2010

Modesto Junior College, Modesto, CA

Associate of Arts in Transfer Studies, 2008

SOCIAL WORK EXPERIENCE

Stanislaus County Behavioral Health and Recovery Services (BHRS) at the Brief

Crisis Intervention Program (BCIP)

2014-2015

Social Work Intern – Mental Health Clinician

Completed MAT Assessments for clients experiencing mental health issues

Trained in proper use of DSM-V

Utilized electronic health record (Anasazi)

Provided linkages and referrals to community resources

Provided and maintain clear and concise case work and progress notes on

assigned clients

Provided diagnostic impressions and referrals using the Diagnostic Statistics

Manual IV

Collaborated with on-site supervisor on learning plan and goals for the

internship

Vanguard College Preparatory Academy

2013- 2014

Social Work Intern – School Clinician

Create and implement therapeutic interventions to encourage improvement in

social-emotional skills and health and positive learning environments for

counseling students

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Co-lead focus group for bullying to address student and administrator

concerns

Collaborated with school staff to address individual needs of students

Collaboratively engaged in IEP meetings

Recognized by superior for excellence in progress note writing

Collaborated with school site supervisor on learning plan and goals for the

internship

Collaboratively engaged in peer mediation

Consulted with school site supervisor on crisis and child abuse reporting

Continually improved counseling skills by seeking out constructive feedback

and researching treatment modalities

Related Workshops/Seminars/Training

Electronic Health Record (Anasazi), BHRS

2014

Biopsychosocial Assessments and Utilization of the DSM-V, CSU Stanislaus

2014

Trauma-Informed Care Training

2014

NAMI In Our Own Voices

2014

A Suicide Prevention Program Question, Persuade, Refer (QPR) CSU Stanislaus

2014

“Finding the Superhero Within” (Art Therapy)

2014

Trauma-Focused Cognitive Behavioral Therapy

2014

Substance Use Disorder Series “Emotional Sobriety”, CSU Stanislaus

2015

References

Peeta Mellark, Baker (555) 123-4567

Effie Trinket, Public Relations (555) 987-6543

Haymitch Abernathy, Mentor (555) 456-7890