Embed Size (px)
Citation preview
1
Peer Career
Training Manual
Fall 2015
2
Table of Contents Career Development Center
Mission Services Staff Calendar of Events
Professional Office Conduct
Peer Career Advising Program Peer Career Adviser Check List Expectations Ethics Helping Skills Online Resources
Resumes
Resume Types Chronological Sample Functional Sample Combination Sample Bad Resume Sample Resume Critique Rubric Resume Do and Don’ts Power Words Handout Functional Headings Handout
Cover Letter
How to Organize a Cover Letter Cover Letter Sample Most Common Cover Letter Mistakes
Peer Career Advisor Documents
Peer Career Advisor Contract Evaluation PCA Schedule/Time Sheet Professional Development Experience
3
Career Development Center
Our Mission
The Career Development Center staff works with members of the Guilford College
community to aid in career preparation through self and major exploration and the
coordination of internship and on-campus student employment. The center works to
connect each individual’s academic knowledge and experiential learning in ways that lead
to fulfilling employment. The department employs a holistic approach to career
development by teaching career- related skills through classes, workshops, and individual
career counseling.
Our Services
Exploring Academic Majors Our staff is trained to assist students as they explore their values, interests, abilities, and dreams in ways that can lead to intellectual fulfillment in a major. Interview Techniques The Career Development Center provides mock interviews and critiques to assist students as they prepare for job or graduate school interviews. Career Exploration The career counselors can provide guidance as students and alumni seek to understand what essential elements they want to find in a work environment and what skills they can build that will transfer easily between roles. Resume Advising Our staff and peer career advisers can assist students and alumni as they organize their experience in a way that is meaningful and strongly communicates their qualifications. Graduate School Preparation The Career Development Center can assist them in the search for the perfect graduate program and aid them as they prepare applications and get ready for life as a graduate student. Job Search Assistance Our staff works hard to equip students and alumni with the tools to job search effectively. Internship Coordination The combination of hands-on work and guidance from faculty can really differentiate students and alumni from other applicants. Work with our staff to discuss opportunities and navigate the internship process.
4
Our Staff
Amanda Fontenot, Assistant Director ([email protected])
Rebekah Funicello, Office Manager ([email protected])
Amber Hamilton, Graduate Assistant & Peer Career Supervisor ([email protected])
Alan Muller, Assistant Dean of Career & Community Learning ([email protected])
Megan Walters, Assistant Director for Internships ([email protected])
Calendar of Events
Fall
Graduate School Application Workshop
October 4th – 4:30-5:30pm in King Hall 108
Graduate School Fair
October 21st – 12:30-2:30pm in Founders Hall
Exploring Majors Fair
October 28th – 11:30am-1:30pm in Founders Hall
The Washington Center Deadlines
Priority: October 14th
Regular: November 18th
Work and Intern Abroad Session
November 18th – 4:00-5pm in King 108
Spring Resume Clinic
March 23rd 11am-1pm in Founders Hall
Linked-in Headshot Day
March 24th 11am-1pm, location TBA
Career Fair
March 30th 2-5pm, location TBA
Etiquette Meal
April 6th 5-6:30pm, location TBA
5
Peer Career Advising Program 2015-2016 Peer Career Advisers
Darion Bayles ([email protected])
Jocelyn Foshay ([email protected])
Samantha Jester ([email protected])
Caitlyn McDowell ([email protected])
Responsibilities: Preparing resumes and cover letters
Instructing students on using Guilford Net and other online resources
Promote CDC events and services
Assisting at various events or workshops
Peer Career Advisor Check List Greet & Smile. Greet and smile when a student enters the Career Development
Center. Standing to greet someone demonstrates your interest in his or her inquiry. Listen. Do your best to understand what the person is really asking. If you’re unsure of what a person needs, ASK QUESTIONS! This will enable you to
provide the best service possible to that individual. Don’t be afraid to ask professional staff, or fellow Peer Career Advisers for help. Take the time to make sure you’re giving correct information. Often misinformation
can be worse than no information at all. If you can’t help directly, be sure to put the student in contact with someone who
can. Always be willing to go the extra mile for each and every person. Don’t forget about people who are working on the computers. Check with them
periodically to see if they are having any problems. Treat the person the way you want to be treated. Don’t forget your tone of voice and
body language communicates as much as your words do.
6
Expectations Punctuality & Professionalism Peer Career Advisers are expected to work three hours a week and to be on time for all appointments and staff meetings. If you are unable to keep your scheduled commitments, find someone to cover your hours, and notify your staff supervisor, Amber Hamilton, via email. Training Sessions Training Retreat The two day retreat is a formal training held at the beginning of the semester. All advisers are required to attend the retreat. We will provide as much training on Peer Career guidance and Career Development resources. Training Manual This manual provides you as much information as possible to get you started in the training process and to serves as a resource that you can use throughout your time in Peer Career. We recommend that you read the entire training manual within your first two weeks in Peer Career. You may also wish to bring it with you to Peer Career advising hours. Peer Career Meetings We will have regular meetings to have on-going training, staff development, administrative business and fun. These meetings are a way to discuss challenges and solutions as a group. Attendance is required. If you cannot attend on some particular day, let Amber know. On-the-job Training On-the job training is the most critical part of the training process. Different situations can arise and you will be able to learn from it. Evaluation
Goals and Supervisor Evaluation
During the course of training and participation, you will be asked to set at least one
professional goal and do a self-evaluation. Your supervisor will also evaluate you and share
this feedback with you. You and your supervisor will plan ways to achieve your goal. You
will be evaluated at least two times each year. You will be asked to evaluate your
supervisor at the end of the year.
Peer Evaluation of Peer Career Services
Your peers will be asked to evaluate their Peer Career experience at the end of their first
visit. Feedback will be shared with you and your supervisor and will be used to evaluate
our services and make any necessary changes.
7
Ethics
Ethical behavior is crucial to protect peers and the reputation of the Career Development
Center. Two ethical issues which are particularly important in Peer Career are confidentiality
and knowing limitations.
Confidentiality
Students should feel confident that their personal information is confidential. No student
information (i.e. passwords, GPA, home address) should be discussed with anyone. If you
ever have questions about how you could have better handled a situation, refrain from
using the student’s name when describing the situation to another PCA member. Never
release confidential information to anyone, but the student. Inappropriate actions
concerning student information are not tolerated.
Knowing Limitations
Many times we feel that we need to “know all of the answers” so that we can assist
everyone who visits Career Center. There may be times when you feel that you are giving a
student the run-around if you must refer them to someone else for the assistance and
information they need. However, if you are not the most appropriate person to assist a
student due to the nature of his/her concern or because you do not have (or are unsure of)
the answer to the question they are asking, a referral is often the most appropriate way to
help.
Referrals
Peer Career Advisor should refer students to professional staff in any of the following situations:
Any time you are not certain how to proceed ⟹ suggest an individual counseling appointment
When student requests a referral ⟹suggest a longer appointment with a counselor
When you have a personality conflict ⟹Do not confront but suggest an appointment with a counselor
Peer Advisor: One who shares information/knowledge with others
Career Counselor: One who gives advice about a problem
8
Helping Skills
Listen. Listen more than you talk. Do not rush to fill in silences. Often an attentive
silence will encourage reflection and more talk. o Examples:
Comfortable, open posture Lean forward and relax Eye Contact Clear, sincere voice Do not interrupt
Encourage the person to elaborate and give more information. Seek Clarification when you do not understand a vague or ambiguous statement.
o Examples: “Could you describe…?” “Are you saying…?” “Tell me what you mean…”
Use Empathy. Put yourself in the other person’s shoes. Listen to what they are telling you about how they feel. Ask questions if you do not understand. DO NOT assume to understand.
Ask Open-Ended Questions to encourage the people to talk about themselves instead of answering “yes” or “no” questions. Avoid the “why” questions.
o Examples: “Tell me about…” “What have you done with…?” “I’m interested in knowing more about…?” “Give me an example…”
Practice paraphrasing. Reflect back what you hear from time to time. It helps you double-check your understanding and shows that you have been listening.
o Examples: “It sounds like…” “It seems as though…” “I get the idea that…”
Summarize information. Tie together what has been said and identify themes or consistencies you may have noticed from the conversation.
Practice confidentiality no matter how minor or insignificant the information is. Information giving. Provide important information to educate and empower the
student. o Tips
First, listen to determine what information is known and what is needed
Avoid jargon without explaining Present all relevant facts Do not overload the student with information Get the student’s reaction to the information
9
Online Resources
College Central Network (www.collegecentral.com/guilford)
o Students have the ability to share their resumes with employers as well as
submit their resumes to the Career Development Center staff for review.
Glassdoor (www.glassdoor.com)
o Students have the ability to research company reviews, interview questions,
and salary information for the jobs they are considering.
o Useful to look up what type of skills the company looks for in an applicant.
O*Net (www.onetonline.org)
o Students can visit this website to explore their career options and learn more
about the skills necessary for the field.
Career Development on Social Media
o Facebook : Career Development At Guilford
o Pinterest: Career Development At Guilford
o Instagram: guilfordcareerdevelopment
o Twitter: @HireGuilford
10
Resume Types Chronological It is most commonly used. The content is displayed from most recent position followed by other experience in reverse chronological order. Functional It is mostly used for people who are making a career change to another industry. This format highlights transferable skills and allows you to present your experience in language that reflects the needs of the employer. Curriculum Vitae The Curriculum Vitae (CV) is used for academic positions in research and teaching. The CV
should include contact information, educational background, awards and fellowships,
teaching experience, relevant experience, publications, conference presentations,
languages spoken, extracurricular activities, and other skills related to the field. The
content of the CV determines its length. A CV can be up to 10 pages long. The average CV is
two to four pages for new professionals and six to eight pages for experienced individuals.
11
Chronological Resume
Rhonda I. Listenwell 9770 Brasswell Dr., Greensboro, NC 27410
Phone: (704) 488-6929 Work: (336) 295-4300 E-mail: [email protected]
OBJECTIVE: To obtain a position as a social worker.
EDUCATION Guilford College, Greensboro, NC May 2006 Bachelor of Science Major: Psychology Minor: Peace & Conflict Studies RELATED EXPERIENCE HomeCare Management Corporation 01/09/06-present Behavioral Technician
Demonstrated ability to match clients’ needs with appropriate resources
Used effective interviewing skills during intake and with training of all ages
Intervened with target population using adaptive behaviors related to client
Maintained documentation of client records Child Development Center, Poplar Grove Child Dev Center 06/05-08/05 Student Assistant
Coordinated and assisted in fundraising events and arranged induction ceremonies
Planned and led lesson plans to fit units
Acquired methods of teaching students with disabilities
Evaluated case studies with students
Utilized a speech class for practice teaching Hospitality House, Greensboro, NC 11/03-12/04 Volunteer
Organized and planned holiday dinners for residents
Provided optional tutoring sessions for children ages K-6
Maintained a steady alliance among children, parents, and administrative staff Forsyth County Project On Aging, Winston Salem, NC 10/03-12/04 Social Worker Assistant
Provided one-on-one services to special needs geriatric clients
Collaborated with agency social workers to provide resources for clients
Demonstrated physical intervention strategies weekly during in-home visits
Binford Hall, Guilford College 08/03-05/04 Resident Hall Advisor
Assisted in preparing resident halls for educational forums
Planned and reported maintenance concerns and conducted health & safety inspections
Counseled students and assisted with confrontational issues
12
Functional Resume
John Doe 3971 Battleground Ave § Greensboro, NC 27410 § Cell (336) 456-2523
[email protected] § [email protected]
Objective Seeking a professional position that requires excellent interpersonal, organizational and supervisory skills
and welcomes assignments in sales/marketing, accounting, recruiting, operations, or other related areas.
Education Bachelor of Science in Accounting (CPA concentration) December 2013
Minor International Business Management
Guilford College, Greensboro N.C.
Associates in Business Management, May 1998
Andover College, South Portland ME
Professional Profile Management
Managed specific account base; sales, return rates, and billing disputes
Drove interest in alternate avenues of business for mutual benefit
Recruited, hired, trained and supervised a team of 20+ employees
Interpersonal Skills
Created and mass distributed monthly newsletters
Organized in-house trade education programs
Educated & demonstrated proper equipment layout and design
Operations
Processed and followed up customers’ orders
Provided superior levels of customer service
Produced competitive bid proposals in a timely manner
Employment History Keystone Automotive Greensboro N.C.
Account Manager 2008 to 10/3/2011
Rapids Wholesale Greensboro N.C.
Project Manager, Account Rep 2006 to 2008
Interlinksupply / Bridgeport Systems Greensboro, N.C.
Retail Management / Customer Service Representative 2005 to 2006
13
Combination Resume Handout
14
Academic Resume Handout
15
Bad Resume Example Handout
16
Resume Checklist
17
Resume Checklist
18
What to DO in a Resume & What NOT to Do in a Resume Do include correct contact info
Do have a professional sounding Email address: NOT [email protected]
Don’t include clip art or pictures
Do make your name the biggest words on the page (i.e. size16 font and BOLD)
Do Change your objective for each job you apply to
Don’t list High School information
Do spell out BS and BA (Bachelor of Arts)
Do use bullets
Do begin each phrase with an action verb
Don’t change verb tense
Don’t be vague with bulleted statements
Don’t use “I” statements
Don’t have grammar mistakes
Do have people review your resume
Do customize your resume and cover letter for each job
Don’t make margins bigger than 1 inch
Don’t use more than 2 font types
Don’t use funny fonts
Do use resume paper
Don’t list your references on the same page, unless specified.
Do research your position/company before you prepare your resume and cover letter
Do drop names if you know someone who works there or has worked there (networking)
Do personally sign your cover letter
19
Power Words Handout
(Place here)
20
Functional Headings Handout
21
Cover Letter Handouts
(Place Here)
22
Cover Letter Mistakes
Most Common Cover Letter Mistakes 1. Too much or too little
2. Fail to personalize the letter to the Hiring Manager
3. Weak beginning and heavy end
4. Claims but no evidence
5. Being too generic
6. Rehash the resume - your letter should complement, not restate, your resume.
7. Being too modest
8. Try to be too witty or humorous
9. Not following persuasive letter writing (e.g. bullet points)
10. Grammar/spelling mistakes
11. Forget to change position title and organization name
12. No mention of the organization, culture, mission, services, products
23
Evaluations
Training Retreat and On-the-job training evaluations will be sent out via google survey.
Please be sure to complete the evaluation as soon as possible so we can make necessary
changes for improvement.
Peer Adviser and Supervisor Evaluations will be completed prior to one-on-one
meetings. A sample of what the adviser evaluation will look like is below.
Rating Comments
Adaptability
Attendance/Punctuality
Communication with Supervisor
Communication with Students
Helping Skills
Familiarity with Procedures & Resources
Listening Skills
Networking
Planning/Organizing
Problem-Solving Skills
Professionalism
Written Communication
Scale: 1 – Unsatisfactory, 2 – Inconsistent, 3 – Effective, 4 – Highly Effective, 5 – Exceptional
