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1 Peer Career Training Manual Fall 2015

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    Peer Career

    Training Manual

    Fall 2015

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    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


    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

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    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.

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    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


    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

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    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.

    mailto:[email protected]

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    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.

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    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.


    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


    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

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    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

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    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


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    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.

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    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

    mailto:[email protected]

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    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


    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

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    Combination Resume Handout

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    Academic Resume Handout

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    Bad Resume Example Handout

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    Resume Checklist

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    Resume Checklist

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    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

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    Power Words Handout

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    Functional Headings Handout

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    Cover Letter Handouts

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    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

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    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



    Communication with Supervisor

    Communication with Students

    Helping Skills

    Familiarity with Procedures & Resources

    Listening Skills



    Problem-Solving Skills


    Written Communication Scale: 1 – Unsatisfactory, 2 – Inconsistent, 3 – Effective, 4 – Highly Effective, 5 – Exceptional