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13 Preparing Résumés and Application
Messages
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES
KEY CONCEPTS
KEY TERMS
CHAPTER OUTLINE
TEACHING SUGGESTIONS
CLASSROOM ACTIVITIES
REVIEW QUESTIONS & SUGGESTED ANSWERS
FEATURED ASSIGNMENTS
ADDITIONAL ASSIGNMENTS
CASE ASSIGNMENT
LEARNING OBJECTIVES
1Prepare for employment by considering relevant information about you as it relates to job
requirements.
2Identify career opportunities using traditional and electronic methods.
3Prepare an organized, persuasive résumé that is adapted for print and electronic postings.
4Use employment tools other than the résumé that can enhance employability.
5Write an application message that effectively introduces an accompanying print (designed) or
electronic résumé.
KEY CONCEPTS
Chapter 13 aids students in seeing the need for career planning, gathering information for a
résumé, and arranging the information on paper or for electronic distribution. Additionally,
students will learn to use traditional and electronic means to identify career opportunities and
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
1
prospective employers to whom the résumé might be sent. The chapter discusses principles for
writing a résumé using appropriate organizational patterns, and it explores alternate delivery
options for résumés, including text formats, scannable versions, electronic postings, and YouTube
video résumés. The chapter also presents techniques for writing effective applications messages.
KEY TERMS
TERM PAGE TERM PAGE
Application message 249 Professional portfolio 245
Beamer 240 Résumé 227
Chrono-functional résumé 238 Scannable résumé 244
Chronological résumé 238 Targeted résumé 232
Electronic applicant-tracking
systems
244 Text résumé 244
Functional résumé 238 Unsolicited application messages 251
Inline résumé 244 Video résumé 247
Multimedia résumé 247
CHAPTER OUTLINE
13-1 Preparing for the Job Search 227
13-1a Gathering Essential Information 227
13-1b Identifying Potential Career Opportunities 227
13-2 Planning a Targeted Resume 232
13-2a Standard Parts of a Resume 232
13-2b Types of Resumes 237
13-3 Preparing Resumes for Print and Electronic Delivery 239
13-3a Preparing a Print (Designed) Resume 239
13-3b Preparing Electronic Resume Submissions 240
13-4 Supplementing a Resume 245
13-4a Professional Portfolios 245
13-4b Employment Videos 247
13-5 Composing Application Messages 249
13-5a Persuasive Organization 249
13-5b General Writing Guidelines 253
13-5c Finishing Touches 254
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Prepare for employment by considering relevant information about yourself as it relates to job
requirements.
Preparing for the Job Search
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publicly accessible website, in whole or in part.
2
Because two major topics are covered in this relatively long chapter—résumés and
application letters—consider breaking the chapter into two parts. Require students to read to
the “Supplementing a Résumé” section for the first reading assignment and the remainder of
the chapter after completing the primary discussion of résumé writing.
Ask students what they said they “wanted to be when they grew up.” How does that
childhood dream correlate with the realities they are training for? How can they integrate
their childhood dream into the major/career fields they have chosen?
Remind students that a major in college does not directly translate into a career. Ask students
about their interests. How do those interests fit into their chosen field?
Gathering Essential Information
Provide students with this scenario: “John W. applied for a position to sell medical equipment
to hospitals. The job announcement said qualified applicants must have two years’ sales
experience. John has been in outside sales for six years and has sold medical equipment
before. He knew the sales territory, was willing to relocate, and had a proven track record for
sales. Yet, he was not called for an interview.” Why not? His application packet did not sell
his abilities well enough for the company representatives, so they did not spend any time
learning more about him. Remind the students of the importance of preparing highly
professional job credentials that sell their qualifications in terms of employers’ needs.
Discuss the various tools available to today’s graduate in the job search process. Discuss that
expanding technological tools have not replaced the need for accuracy, careful analysis, and
effective design in various formats: print designed formats, scannable versions, and
electronic postings.
Remind students their application package (application letter, résumé, and references) should
be neat, error-free, and attention-getting.
Invite guest speakers to discuss the job search process and present guidelines for preparing
winning résumés and application letters. Consider former students, local human resources
professors and managers, officials in the school’s career services division, or local
employment agents.
Discuss career planning as a three-step process that identifies the prospective employee’s
needs and the employer’s needs and then combines those needs into a description of a
possible position.
Emphasize the importance of understanding one’s own talents, abilities, and interests.
Salary will not provide sufficient job satisfaction for many. Give examples of people
who have undertaken mid-life career shifts to do the type of work they really love.
Most campuses provide free-of-charge counseling and career services for students.
Services often include job aptitude screening, personality inventory testing, etc.
Encourage students, especially those who are unsure as to their career choice, to
utilize these services.
To enforce the importance of the job analysis, emphasize the importance of matching
the characteristics of a job to the individual’s personal characteristics. A “bad fit” will
not be satisfying, no matter what the job entails or pays. The following analogy may
assist in making the point: The attractive shoe on the store display may catch the
shopper’s attention but may simply not feel comfortable when it is tried on.
In addition to the interview with a career person, recommend that students arrange to
“shadow” a career person for a day, if possible. Observing the career person at work
will give a more realistic view of what the job entails.
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publicly accessible website, in whole or in part.
3
LEARNING OBJECTIVE 2
Identify career opportunities using traditional and electronic methods.
Job Search Organization
Discuss the importance of approaching the job search process with logic and organization.
Remind students that keeping up with their searches and applications will increase their
chances of finding positions.
Encourage students to use the templates in the web enrichment titled “Assessment of your
interests and qualifications related to the job,” “Company/job profile for a job you wish to
pursue,” and “Analysis of your marketability including identification of key qualifications
and contents of an electronic portfolio” as guides for setting up a process for handling each
potential position, application submission, interview, thank-you note, offer, and decline.
Discuss other options for job search organization forms, including Microsoft or Winway.
Remind students they can organize their own templates also.
Sources for Finding Prospective Employers
Discuss sources for finding prospective employers.
Using Traditional Sources
Invite a manager of an employment agency or placement service to speak to your class about
employment activities and interviewing.
Arrange a class tour of your institution’s career services or placement center. Ask the director
to share job search information with the students. This information will likely be more
meaningful to students when provided by the director than when presented by the instructor.
Using Electronic Job Sources
Require students to visit http://monster.com before discussing this material. Ask about their
impressions of the site and how they might use the various features.
Invite an MIS professor to serve as a resource speaker, or ask students and alumni who have
sought jobs using online sources to share their experience with the class.
Discuss with students how to use networking in the job search process. Remind them that
meeting people in the careers they would like to pursue is a great way to find out about jobs.
Discuss with them the need to meet networking contacts before using tips they may provide.
LEARNING OBJECTIVE 3
Prepare an organized, persuasive résumé that is adapted for print and electronic postings.
Planning a Targeted Résumé
Discuss the importance of designing a résumé that sells one’s self most effectively for a
specific job listing that is identified through traditional and electronic search methods. Just as
each candidate is unique and different, each résumé should be also.
Discuss dangers related to inflating resumes. Lead the class in a discussion of ethical
reporting of information in résumés. Discuss the need to be completely honest on a resume to
avoid any ethical difficulties.
Standard Parts of a Résumé
Discuss the typical parts of a résumé.
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publicly accessible website, in whole or in part.
4
Remind students that they should always have their resume updated and ready because they
never know when a networking contact might call with a potential position. Being on top of
the game all the time will make their job search easier.
Ask students to begin identifying information to be included in the various sections of their
résumés. Discuss what should and should not be included on a résumé. What sections will not
be needed? Will special sections need to be added?
Ask them what they have on their Facebook profiles. Is it information they would want a
potential employer viewing? Remind them that Facebook information is included in search
engines for background checks, which recruiters often perform.
Discuss the need for action verbs when listing tasks from a past job. Ask students to list
additional action verbs.
Before discussing guidelines for constructing a résumé, ask students to prepare a résumé
during the class period and submit it. After Chapter 13 has been read and discussed, return
each student’s résumé. If students can find their own errors, the learning experience is
genuine. They may be able to use their first draft in refining the next draft.
Refer students to the Internet for additional résumé examples.
Potential Areas for Employment Discrimination
Ask students to recount any experiences they may have had with employment discrimination.
Gender discrimination may occur is in hiring women for lower-ranking positions than men,
imposing a conscious or subconscious glass ceiling on promotions and earnings of women
employees, not accommodating female child-bearing functions, such as modified work
assignments for pregnant workers or facilities and schedule allowances for breastfeeding
activities.
Remind students to consider at length any items on a résumé that may indicate gender, race or
national origin, including nicknames.
Types of Résumés
Briefly overview types of resumes.
Provide an example of a résumé in chronological arrangement, discussing résumé
components and how to “beat out” fierce competition for available positions.
Discuss the chronological résumé arrangement. Stress that a résumé may include a section on
earned computer certifications that would provide an independent judgment of the applicant’s
computer skills.
Lead a discussion of the functional résumé arrangement.
Discuss the chrono-functional résumé and view an example.
Preparing Résumés
Remind students that traditional, designed, paper résumés are not the only format for getting
applicant information to potential employers. Different formats include print, scannable, and
electronic posting.
Which format might be the easiest to use? Why? Which formats have you used in your job
search processes?
Preparing a Print (Designed) Résumé
Discuss design guidelines for a print (designed) résumé.
Assign Featured Assignment1 that requires students to compile a list of résumé blunders from
websites provided. Have students discuss their lists in small groups or in a report to the class.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
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Review résumé critiques made by résumé experts at http://monster.com. Have students share
advice not already discussed that seemed especially pertinent to their job search. A discussion
of perceived discrepancies in this advice and the textbook will allow a natural opportunity to
emphasize that résumé format and content are not universal. Lead the class in identifying a
logical reason for the deviation based on the context of the specific résumé being critiqued.
Preparing a Scannable Résumé
Discuss that companies of all sizes are using applicant-tracking systems to increase the
efficiency of the selection process. Thus, applicants must adapt their job search to meet these
demands.
Explain briefly the process that an automated tracking system follows and move naturally
into a class discussion of the advantages. What are disadvantages of computerized résumé
searches?
Making a Scannable Résumé Searchable
Discuss ways to enhance employer attention to your scannable résumé.
Have students prepare a scannable résumé from the print (designed) one prepared earlier.
Adapting to Varying Electronic Submission Requirements
Discuss types of electronic postings. Define the terms “inline résumé” and “text résumé” and
discuss the uses of each.
Discuss some practical ways to maximize the results of a résumé posting.
Remind students that they must be prepared to adapt their résumés to the format required by
individual employers. Job applications might require emailing a résumé to a job bank or
inputting the information directly into a website.
Discuss differences in posting to a job site or employer website and to your personal website.
Discuss privacy issues that can arise from electronic postings because these postings are not
private.
Remind students that a current employer as well as a potential employer can access an
electronic posting. Tell them, “Don’t post your résumé unless you are prepared for your boss
to know you are looking for another job.”
Additional Assignment 8 requires students to register with your institution’s career services
center and post their résumés electronically to that organization.
Alert students to the new challenges presented by beamable resumes, a quick formatted
résumé designed to be beamed to a PDA, in place of handing out a paper copy at events such
as a job or career fair. Discuss potential issues with this format, including confidentiality and
lack of design control because of the small screen size.
Ask students to create a beamable resume. Have students investigate formats that allow for
smaller fonts and fewer lines for information.
LEARNING OBJECTIVE 4
Utilize employment tools other than the résumé that can enhance employability.
Supplementing a Résumé
Emphasize that in some career fields, evidence of one’s ability, beyond a printed résumé, may
be required or expected.
Professional Portfolios
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publicly accessible website, in whole or in part.
6
Emphasize that professional portfolios (referred to as electronic or e-portfolio when printed in
a digital format) are part of the job search process and will often need to be submitted prior to
an interview. Discuss the digital formats available for portfolios, including websites or CD.
Lead a discussion of career fields in which candidates might benefit most from professional
portfolios. What would students include in a professional portfolio for their career field if
required to do so?
Review the components of an effective e-portfolio posted to a personal website. Discuss ways
to increase attention to your e-portfolio (e.g., listing your URL on your traditional résumé,
enthusiastically mentioning your personal website in application letters and interviews).
Discuss what students can include in portfolios.
Have students design an electronic portfolio for posting to a personal web page or a student
home page in your online course.
Employment Videos
Lead a discussion as to what employers are hoping to learn about an applicant by viewing an
employment video.
Ask students what an applicant can do to avoid the “talking head” problem.
LEARNING OBJECTIVE 5
Write an application message that effectively introduces an accompanying print (designed) or
electronic résumé.
Composing Application Messages
Initiate discussion about adapting the format of the application message to fit the delivery
format of the résumé. For example, if applicants email a résumé, it should be attached to an
email application message.
Before discussing this section, instruct students to write for homework an application
message that would be designed to accompany the résumé already prepared. Without grading
the letters, look through them for good illustrations to use in subsequent class discussions.
After students have read about and discussed application messages in class, return each
student’s document. Students will recognize their mistakes and can then produce improved
versions.
Discuss solicited and unsolicited messages.
Persuasive Organization
Compare the strategy used in an application letter to that used in a letter that sells a product.
Discuss strategies for writing each section of the application letter: (a) getting the receiver’s
attention, (b) providing evidence of qualifications, (c) and encouraging action.
Discuss what to avoid in messages.
Refer students to the excerpts of messages that illustrate each of these sections.
General Writing Guidelines
Discuss effective application messages.
Ask students about sending application messages via email. Remind them that many
recruiters now ask for electronic application letters. Online services, such as Monster.com or
Career Building, often only offer an electronic application option via email. Discuss email
formatting guidelines.
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publicly accessible website, in whole or in part.
7
Final Touches
Remind students that the final product must impress a potential employer enough to gain
them interviews. Nothing will turn an employer off more than a shoddy-looking résumé or
letter, regardless of the content
Remind students to edit and proofread everything they put together, each time they make
applications. Just because the résumé was perfect before does not mean it needs nothing for
another application.
Résumés and application messages submitted electronically should be given the same time
and care as those submitted in a traditional paper format.
Examples of Application Messages
Ask students to critique a poorly written application letter. Revise the letter in class
individually or in small groups. Discuss the effective writing techniques incorporated in the
revision provided on resource slides.
Have students prepare an application message for the job they selected earlier.
Stress that employers are influenced by nonverbal messages transmitted in the application
messages when they decide whether to interview an applicant. To emphasize this point,
initiate a class discussion about the statements shown below. Suggested answers appear in
parentheses. What nonverbal messages are transmitted by the following?
1Being among the first to respond to a newspaper ad? (Applicant is not inclined to
procrastinate, is quick to take advantage of opportunities.)
1. Sending an unsolicited message? (Has initiative, has strong preference for a
certain employer, or may be sending many letters of application.)
2. Using paper of an unusual size or color? (Is different—could be positively or
negatively—from other applicants, wants to be thought of as nontraditional, may be
willing to take risks.)
3. Applying for “any job you have open”? (Is desperate for a job, not particularly
proficient at any certain job, undecided about his or her life’s work.)
4. Writing about upcoming graduation in the first sentence? (Is attaching great
significance to the degree and may think the degree itself is a primary requisite.)
5. Stating directly the qualities that an employee should possess? (Is willing to
state points already known by the reader, has underestimated reader’s awareness of
desirable qualities, or is just trying to communicate his or her own possession of those
skills.)
6. Flattering the employer, making obviously exaggerated statements about the
employer’s products or accomplishments? (Is hopeful the nice-sounding words will
bring a favorable response, even though qualifications may be weak. Possibly expects the
employer to arrange an interview rather than feel guilty about refusing.)
7. Using very general terms in discussing experience? (Has not seen the precise
relationship between experience and the job sought.)
8. Using “I” repeatedly? (Is self-centered or just doesn’t know how to avoid use of
“I.”)
9. Using clichés? (Is unimaginative, doesn’t know how to avoid clichés, or thinks
they are appropriate.)
10. Revealing familiarity with some of the history, plans, or problems of the
company to which an application is sent? (Is informed, is interested in the company,
does homework.)
11. Using judgmental words to describe achievements? (Overconfident,
conceited, or lacks human relations skills.)
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publicly accessible website, in whole or in part.
8
12. Using a “pushy” ending? (Too forward, too demanding, may have poor
qualifications, and think pushiness is essential for getting an interview.)
13. Making errors in grammar, spelling, punctuation, and keyboarding?
(Careless, ignorant, disrespectful, or disorganized.)
14. Sending a follow-up letter after waiting a few days for a response to an
application message? (Reveals continued interest in a job, has additional information to
report, or is persistent.)
CLASSROOM ACTIVITIES
1Preparing to Harness the Monster: Browse career sites and select the one that provides
career guidance that you believe would be most useful in your job search. Register to receive
the site’s free online newsletter for timely job search information. Your instructor may also
require you to prepare a brief summary of the information in each newsletter that you found
especially timely or relevant to your needs. Below the last summary, write a brief statement
describing the effectiveness of the information provided and the presentation of these email
updates. Be prepared to share in small groups or in class.
Report content will vary, depending on the student’s interest and career objectives. Evaluate for
succinctness and appropriate assessment of the advice obtained
15. Document for Analysis: Chronological Résumé: In your position as a career counselor,
review the narrative of qualifications that you have received from Shane Austin, who is
seeking a position as a senior loan officer in a major banking firm. In small groups, discuss
the following questions and be prepared to present a short report to the class: (a) what
information is relevant to Shane’s career objective and thus should be included in his
résumé? (b) Which of the three organizational plans for résumés would present Shane’s
qualifications most effectively? Explain. (c) What details could be included in a “Career
Summary” section to strengthen Shane’s résumé? (d) How should Shane communicate
information about his references? Which of the references would you recommend he use? If
directed by your instructor, prepare Shane’s résumé incorporating your decisions. Provide
fictitious information if needed.
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publicly accessible website, in whole or in part.
9
Solutions will vary. See solution slide for suggested résumé. Information that should be excluded
from the résumé includes (a) personal data related to age, marital status, number of children, and
health—information covered by civil rights legislation; (b) high school information; and (c)
references Alternatively, students may list references, excluding the minister. Information about
Shane’s interests (regular exercise and sports) and volunteer activities can be included to depict
Shane as a well-rounded individual; however, some items may be excluded to prevent the résumé
from requiring a second page. The chronological résumé is appropriate because Shane is
progressing up a clearly defined career ladder. Emphasize the importance of stressing
accomplishments and benefits gained from work experience, education, and extracurricular
activities to provide deeper insight into Shane’s ambition, capability, and personality. Point out
examples of these reflective statements in the suggested solution.
16. Document for Analysis: Application Letter: Analyze the following message. Pinpoint its
strengths and weaknesses and then revise as directed by your instructor.
April 5, 2013
Bailey Stores Incorporated
Roanoke VA 24022
Dear Sirs:
I am looking for an opportunity for advancement with a new employer. My background is in
retail management and I fell well qualified for the Store Manager position in the Bailey’s
West location you advertized on your website. I would like to be considered as an applicant
for the position. The primary advantage I would have as a manager is my heavy educational
background. Among the courses I have taken are consumer behavior, retailing, marketing,
public relations, and advertising. I am sure you realize the many ways in which these courses
can prepare one for a career in sales management.
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publicly accessible website, in whole or in part.
10
In addition to my classes, my educational background includes work in the university
bookstore, service on the school yearbook, and president of my fraternity. I will be receiving
my degree on May 5, 2013. I will appreciate you studying the résumé which you will find
inclosed. If you can use an energetic young man with my educational background as I hope,
will you grant me an interview at your earliest convenince. So I can put my educational
background to work for you. I will followup this letter with a phone call so we can talk more
about the position.
A summary of errors.
Organization
Uses inductive approach appropriately (request interview after qualifications are presented).
Paragraphs are too long for easy reading; first and final paragraph should be short.
Content
Does commendably identify position sought in first sentence but does not capture reader’s
attention.
Develops qualifications inadequately; does not attempt to interpret experiences as related to
job sought; instead, directly states the same information that appears on the résumé. States
obvious (“I am sure you realize... degree on...”)
Style
Uses clichés—a weak attention-getter and action ending.
Uses “I” in self-oriented statements that do not interpret qualifications as related to job
sought.
Uses statement of certainty (“I am sure”) that reader cannot be certain about.
Is wordy (“résumé which you will find enclosed”).
Mechanics
Misspells “feel,” “advertised,” “enclosed,” “convenience.”
Does not use possessive form of “night’s” or the possessive pronoun before gerund, “your
studying.”
Ends with a sentence fragment.
Format
Omits the writer’s address (needed because letter is printed on plain paper).
Does not address letter to specific individual or provide a street address.
Includes inappropriate salutation: Use “Ladies and Gentlemen”
17. Locating Employment Opportunities: Jennifer Simms, a graduating senior in computer
information systems, has sought your advice as to how to locate job opportunities in her
field. Outline a course of action for her that includes traditional and electronic methods that
may help her locate the right job.
Answers will vary but should include resources and strategies from both printed and electronic
sources.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
11
