2. Dear Community College of Denver student,
On behalf of the staff in the Career Development Center, we are excited that you are utilizing
the Career Guide publication. Whether you are exploring what college major and/or career
pathway is right for you, looking for real-life experience in your field, or embarking on a job
search, the Career Development Center can support your individual career journey.
In a world with so many choices for college majors and careers, it can be an overwhelming
experience. You may be entering CCD right after high school, coming back to school to make a
career change, or seeking to improve your employability skills. No matter where you are in your
career development, the Career Guide can benefit you. Please save this publication and use the
resources and information throughout your entire CCD career.
In addition to the information in Career Guide, the professional and student staff in the Career
Development Center are here to assist you with all your career development and job searching
needs. We offer a variety of advising services with flexible appointments and walk-in hours
to meet your needs. You can also participate in our group workshops which focus on different
career and job search topics. For the most current offerings of advising services and workshops,
please visit our website at www.ccd.edu/career.
The Career Development Center is also working hard to build connections for you in the
community for jobs (on- and off-campus), Work-Study, internship, and volunteer opportunities.
One great way for you to connect with employers is through Career Connections—CCD’s
online job posting and resource database. Registration is FREE and only takes a few minutes to
complete. To access, log into your CCD Connect student portal, click on the “Campus Life” tab,
and then click on “Career Connections” in the Career Development Center section.
Please contact the Career Development Center if you need assistance—we are here for you!
We wish you luck in your career and academic pursuits.
Regards,
Career Development Center Staff
3. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 3
CAREER DEVELOPMENT CENTER
ABOUT THE CAREER DEVELOPMENT CENTER
taking classes. Services are also available to CCD graduates up to
one year after graduation. The Career Development Center does
not offer services to community members who are not enrolled
at CCD. To view all Career Development Center policies, please
visit www.ccd.edu/career.
Confidentiality
The CCD Career Development Center treats personal
information provided during an advising session or program
as confidential, as defined by the Family Educational Rights
and Privacy Act (FERPA) of 1974, as well as other professional
associations. Confidentiality and privacy are strictly enforced,
although the Career Development Center cannot ensure that
email communication will be entirely secure.
The following are exceptions to the confidentiality of infor-
mation provided by students in career advising/counseling:
• When the client, or their legal representative, expressly
waives confidentiality.
• When disclosure of confidential information is required to
prevent clear and imminent danger to the student or others .
• When a Career Advisor/counselor consults with another
CCD Career Advisor/counselor, CCD Educational Case
Manager, or CCD Academic Advisor to obtain profes-
sional information or advice to assist in serving the career
development needs of the student.
• When disclosure is required by law, including, but not
limited to, court-ordered disclosure.
Employer Access
Studentsareabletoincreasetheirjobsearchprospectsby
allowingapprovedemployerstoviewtheirprofilesintheCareer
Connectionsdatabase.However,theCareerDevelopmentCenterwill
onlymakestudentinformationavailabletoanemployerinCareer
Connectionsifthestudenthasselected“AllowEmployertoView
MyProfileandResume.”Ifyouhavequestionsaboutyour Career
Connectionsaccount,pleasecontacttheCareerDevelopmentCenter.
Mission
The mission of the Career Development Center is “to serve
the diverse career development needs of CCD students by
providing lifelong career skills development and education in
order to be successful in an ever-changing job market.”
The Career Development Center will help students
“explore, experience, and embark” by:
• developing a better understanding of themselves,
including their interests, personality, and strengths
• connecting to an appropriate career and academic major
path
• helping to increase their engagement and ownership
regarding their career planning
• gaining access to accurate and timely information
regarding career and academic major options
• developing tools that will help them make connections with
employers for jobs and experiential learning opportunities
The Career Development Center at CCD is a member of the
National Association of Colleges and Employers (NACE) and
complies with its “Principles of Professional Practice.” For more
information, please visit www.naceweb.org.
Collaboration
TheCareerDevelopmentCenterworkscloselywithother
facultyandstaffatCCD.Wepresentinmanydifferentclassrooms
tomakeyourclassroomlearningmorerelevanttotheworld-of-
work.Wealsomakereferralstodifferentofficesaftercareeradvising
appointments,suchasacademicadvisors,FinancialAid,Student
Life,oroff-campusresources.Ifyouhavequestionsaboutadditional
advisingservicesatCCD,pleasecontactus.
Student Policies
Most Career Development Center services are open to CCD
students before they start classes. However, due to high demand,
some services are limited only to students who are currently
4. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 4
EXPLORE, EXPERIENCE AND EMBARK
EXPLORE
Individual Career Advising Sessions
CCD students who are currently taking classes are eligible for
FREE career advising sessions with our staff! To arrange for an
appointment, please contact the Career Development Center at
(303) 352-3306, visit our office in Tivoli Rm. 221.
It is preferred to call the office or stop by during Walk-In
Hours so that the staff can determine your advising needs.
Walk-In Hours for the current semester are posted on the CDC
website at www.ccd.edu/career Career Advising Services
link.
Due to the high volume of requests from current CCD
students, individual career advising sessions are not avail-
able to new CCD students before they start classes. Individual
career advising sessions are also not available to members of the
community-at-large.
Walk-In Career Advising
During fall and spring semesters, the CDC staff will be avail-
able in Tivoli Rm. 221 for Walk-In Advising. These times are for
quick career advising questions, such as resume reviews, questions
about the Career Connections job posting system, accessing career
resources, information for class projects, information on career
assessments, and more.
Days and times for Walk-In Advising change each semester,
so please contact the Career Development Center at (303)
352-3306, visit us in Tivoli Rm. 221, or visit www.ccd.edu/career
for updates.
Career Peer Mentors @ South Classroom
Our highly trained student Peer Mentors will be available each
week in the South Classroom lobby to answer your basic Career
Development Center questions and let you know about upcoming
CDC events. Please visit the Career Development Center website
(www.ccd.edu/career) for current dates and times.
“Career Discovery Series” Workshops
The Career Discovery Series is perfect for students who are
undecided about their career and academic path! These free
workshops include topics such as:
• Career exploration and assessments (Strong Interest
Inventory and Myers-Briggs Type Indicator)
• Access to web-based research resources on careers and
connecting interests to majors
• Creating an action plan to achieve your goals.
To learn about current dates and times and register for the
Career Discovery Series, please contact the Career Development
Center at (303) 352-3306, visit us in Tivoli Rm. 221, or online at
www.ccd.edu/career.
Career Assessments
It is very common for college students to be undecided about
their choice of a career path or an academic major. The Career
Development Center has a variety of career assessments that will
help you make sense of your interests, abilities, and personality in
order to make the best career and major choice for YOU!
In order to take a career assessment, please visit the Career
Development Center during Walk-In Hours. If the current
Walk-In Hours do not work for you, please contact the Career
Development Center at (303) 352-3306 or visit us in Tivoli Rm.
221 to make an individual appointment. A Career Advisor will
determine which assessment is right for you and provide you with
instructions for completing it. The career assessment advising
process includes at least two more appointments after your initial
conversation with an advisor for interpretation and follow up.
• Strong Interest Inventory will help to measure your level
of interest among a broad range of occupations, work
and leisure activities, and academic majors. This is a great
assessment to use if you are undecided about your career or
academic major.
• Myers-Briggs Type Indicator (MBTI) is the most trusted
and widely used assessment in the world for under-
standing personality and uncovering new ways to work
and interact with others. This assessment is particularly
helpful if you want to learn about your personality and
how it relates to different career opportunities.
• StrengthsQuest: Have you ever asked yourself, “What
am I good at?” The StrengthsQuest instrument can help
you to understand your greatest “talents” so that you can
develop them into strengths, and apply them to your
academic and career goals.
Career Events
The Career Development Center hosts a variety of
career events that allow CCD students to explore different
career options. In the past, events have included career fairs,
employer information presentations, federal career information
programs, and job shadowing opportunities. Check the Career
Development Center website (www.ccd.edu/career) for updates
for the current semester or academic year.
5. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 5
EXPLORE, EXPERIENCE AND EMBARK
EXPERIENCE
INFORMATIONAL INTERVIEWS
I
t’s true that earning a degree or certificate from CCD will poten-
tially make you more marketable in the job search. However,
earning that degree or certificate is NOT an automatic ticket to a
job—you need to pair your CCD education with “Experience!”
The term experience often is associated with a paid job, but
can also include job shadowing, informational interviewing,
internships, volunteering, leadership opportunities, and CCD
campus involvement.
Here Are 5 Reasons Why You Need
Experience Before Graduation
1. Experience helps to confirm your career and academic major
choice. You may choose a certain career based on factors that
aren’t real. For example, you may be attracted to nursing because
the job demand is good, the pay is excellent, and you get to work
with people. But, have you considered that the job market may
have changed and many nurses work odd hours, do physically
demanding tasks, and are constantly exposed to blood and illness?
Getting some basic experience in a career before committing your
time, money, and classes is usually a good idea.
2. Experience is a great learning compliment to your college
major at CCD. Your instructors at CCD are experts in their field,
many of whom have years of practical work experience. However,
O
ne of the easiest and most effective ways to meet people
in a professional field in which you are interested is to
conduct informational interviews. Informational inter-
viewing is a networking approach which allows you to meet
key professionals, gather career information, investigate career
options, get advice on job search techniques and get referrals to
other professionals.
The art of informational interviewing is in knowing how to
balance your hidden agenda (to locate a job) with the unique
opportunity to learn firsthand about the demands of your field.
Thus, never abuse your privilege by asking for a job, but execute
your informational interviews skillfully, and a job may follow.
What Motivates Professionals to Grant
Informational Interviews?
The reasons are varied. Generally, most people enjoy sharing
information about themselves and their jobs and, particularly, love
giving advice. Some may simply believe in encouraging newcomers
to their profession and others may be scoping out prospects for
anticipated vacancies. It is common for professionals to exchange
favors and information, so don’t hesitate to call upon people.
How Do You Set Up Informational
Interviews?
One possible approach is to send a letter requesting a brief
informational interview (clearly indicating the purpose of
the meeting, and communicating the fact that there is no job
not everything is learned in the classroom! Getting experience
allows you to take your school learning and apply it to real-life
situations.
3. Experience is a requirement of employers. All employers,
regardless of industry, are looking for applicants who not only
have education, but also relevant experience, skills, and abili-
ties before hiring them. Be sure you have at least one (more, if
possible) relevant job, internship, volunteer opportunity, or other
experience before graduation.
4. Experience is critical for your job search—especially in a
challenging economy. The job search market, both locally and
nationally, is currently very challenging. Remember, there are other
applicants who have will have a college degree and potentially more
experience than you. You will need experience in your field to be
competitive in the job search market, even for entry-level positions.
5. Experience helps you to stand out among other job appli-
cants. Put yourself in an employer’s shoes. Who would you rather
consider—someone with no relevant experience or someone
with an internship and part-time job experience? All things being
equal, having relevant experience will help your resume rise to the
top for a potential interview.
expectation). Follow this up with a phone call to schedule an
appointment. Or, initiate a contact by making cold calls and set
up an appointment. The best way to obtain an informational
interview is by being referred from one professional to another,
a process which becomes easier as your network expands. For
sample questions, visit the Career Development Center at www.
ccd.edu/career.
How Do You Prepare for Informational
Interviews?
Prepare for your informational interviews just as you would for
an actual job interview: polish your presentation and listening skills,
and conduct preliminary research on the organization. You should
outline an agenda that includes well-thought-out questions.
Begin your interview with questions that demonstrate your
genuine interest in the other person such as, “Describe a typical
day in your department.” Then proceed with more general
questions such as, “What are the employment prospects in this
field?” or “Are you active in any professional organizations in
our field and which would you recommend?” If appropriate,
venture into a series of questions which place the employer in
the advice-giving role, such as, “What should the most impor-
tant consideration be in my first job?” The whole idea is for you
to shine, to make an impression and to get referrals to other
professionals.
Always remember to send a thank-you letter or email to every
person who grants you time and to every individual who refers
you to someone else.
6. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 6
EXPLORE, EXPERIENCE AND EMBARK
PART-TIME JOBS
M
ost students at Community College of Denver are not
only students, but also have a job to pay for school, bills,
and other expenses. Having a part-time job while in
school can be valuable for your long-term career development.
Here are the Top 5 reasons for having a part-time job while in
college:
1. Earn a steady paycheck: You probably won’t be able to fund
your entire college education—along with your living expenses—
working a part-time job. However, earning a steady paycheck is
great for paying rent, buying books, and having a little bit of fun.
Earning money along the way can also lessen your future student
loan debt!
2. Gain valuable work experience, even if it’s not related to your
future career: It’s important to start building a work history so
that an employer knows you have previous experience in a work
setting. Who knows—that part-time job might lead to future
career opportunities!
3. Develop transferrable skills for your resume. Even entry-level
and part-time jobs can help you to develop lifelong employability
skills, such as punctuality, work ethic, teamwork, and customer
service. These are skills that you will need throughout your
career—learn them now while still in school.
4. Students who work do better academically: Most studies
suggest that working up to 20 hours per week actually increases
grade point averages (GPA) in students. By working, you learn
how to balance and schedule your work and school life effectively.
However, as you work closer to 40 hours, you are more likely to
have a lower GPA and not finish college. Talk to an Advisor in the
Career Development Center to find the best balance of working,
studying, and life obligations for you.
5.Learnaboutdifferentcareeroptions:Onegreatwaytolearnabout
acareerorindustryistostartwithapart-timejob.Manystudentsdidn’t
know that a particular career or industry existed until they picked
up a part-time job. Learn about different career options by working
a part-time or seasonal job to see if that career would be a good fit.
If you are looking for part-time jobs, please use the Career
Connections job posting database through your CCD Connect
account. You can also contact the Career Development Center to
schedule an appointment with an Advisor for job search assistance
and applying for part-time jobs.
ON-CAMPUS AND WORK-STUDY PROGRAMS
T
he most convenient way to have a part-time job and attend
CCD is to work at the Auraria Campus! There are many
different job opportunities at Auraria and ways to find work,
depending on what kind of job you’re looking for. Below are the
different kinds of jobs at Auraria:
Work-Study Jobs
Work-study is an employment program that provides jobs for
students who need to work for their educational expenses. Work-
study funds come from the state and the federal government. To
be eligible for work-study, you need to submit a Free Application
for Federal Student Aid (FAFSA) and indicate that you’d like to be
evaluated for eligibility for this program. Please contact the Office
of Financial Aid for assistance at (303) 556-5503.
Check your financial aid award letter in the Finance tab of your
CCD Connect account to see if you are eligible for work-study.
If so, you can view all available work-study jobs on the Career
Connections jobs database in CCD Connect. It is important to read
each job posting carefully and follow the application instructions
as indicated. To utilize Career Connections, click on the Campus Life
tab and then the “Career Connections” link in the middle of the page.
There are a variety of work-study jobs at CCD which require
different skill levels and responsibility. Some jobs may include
administrative tasks, data entry, computer knowledge, tutoring,
student mentoring, customer service, and responding to phone
inquiries. Don’t be afraid to apply for a job that you’ve never had
before!
Student Hourly Jobs
If you do not have a work-study award, you may still be able
to work on campus. Check Career Connections for available student
hourly jobs. The CDC also has an updated list of on campus
student hourly employers. Some CCD offices may be willing to
hire you as a Student Hourly employee, depending on your skills
and the employer’s available budget.
There are other places to work at Auraria that are not
CCD-affiliated. Some offices at Metro State and UC Denver,
as well as “tri-institutional” offices such as the Phoenix Center at
Auraria or GLBT Student Services, will hire CCD students. Also,
the Auraria Campus hires students in offices such as Facilities,
Parking, Campus Bookstore, the campus copy shop, and the
Library.
To find hourly jobs at Auraria, visit Career Connections and click
on the “Resource Library.” There you will find a folder called
“On-Campus Jobs—Auraria” with links to different Auraria
employers and their job applications. An updated list of Jobs on
Campus can also be picked up in the CDC office, Tivoli Rm. 221.
7. www.ccd.edu/career | Career Development Center | Community College of Denver
EXPLORE, EXPERIENCE AND EMBARK
VOLUNTEERING
Y
ou don’t have to get paid in order to develop great career
skills and experiences. One of the easiest ways to build expe-
rience is to volunteer. There are countless ways to volunteer
with nearly any type of organization. Here are the Top 5 reasons
why you should consider volunteering while at CCD!
1. Make a difference: A major benefit of volunteering your time
and talents is to make a difference in your community or in the lives
of others. Whether you are participating with a group that corre-
lates with your academic major, or if you’re simply volunteering
with a group because you feel passionate about their cause, volun-
teering your time can help support a cause greater than yourself.
2. Enhance your college learning experience: Volunteering is
a great way to connect your learning inside the classroom with
the real world. For example, a chapter on homelessness in your
Sociology class becomes much more relevant when you are actu-
ally helping a person in need.
3. Gain relevant career experience: Volunteering allows you to
do career-related work before you graduate. For example, tutoring
kids after school is a great way to learn how to work with students
if you are interested in being a teacher. Doing office work for
Habitat for Humanity can enhance your skills using Microsoft
Office.
4. Social and professional networking: Not only can you develop
skills and experience through volunteering, but you can meet
other people in your community. These people have connections
in the career of your interest that you can follow-up with for future
career opportunities.
5. Build your resume: Volunteering allows employers to know
that you care about your community and that you work well
in team settings. Also, your volunteer experience can provide
employers more insight into your career interests. For example,
organizing a fundraising event for an animal shelter shows skills in
business and also a passion for animals.
There are many sources to find volunteer opportunities and
organizations to work with, including Colorado Non-Profit
Association, Metro Volunteers, and the United Way. There are
also volunteer postings in Career Connections. If you are interested
in finding volunteer opportunities or would like to speak to
an Advisor, contact the Career Development Center at (303)
352-3306.
LEADERSHIP OPPORTUNITIES
E
very employer, regardless of industry, is looking for an
employee who has strong leadership and teamwork skills.
These skills can exist in many different forms, such as out-
front and vocal leaders to behind-the-scenes leaders who get
things done. No matter what your career goals, CCD has great
opportunities for you to develop your own leadership style!
Student Clubs and Organizations
At CCD, you can collaborate with other students in a club or
organization. These groups plan activities, events, and leadership
opportunities around a particular academic major or co-curricular
interest. There are many new and continuing student organiza-
tions at CCD, and you can start one of your own! If interested,
contact the Office of Student Life at (303) 556-2597 or stop by
Tivoli Rm. 309.
Leadership Conferences
Each year, CCD supports students to attend state, regional,
and national conferences to learn about leadership, networking,
and collaboration. Recent conferences have been held in
Denver, Chicago, San Diego, Orlando, and Washington, D.C. If
interested, contact the Office of Student Life at (303) 556-2597 or
stop by Tivoli Rm. 309.
Student Government Association (SGA)
Each year, the CCD student body elects a Student
Government, including a President, Vice-President, state-wide
representatives, and Auraria campus representatives. SGA also
does student programming, plans a variety of student initiatives,
and needs CCD students to serve on committees. To become
active in Student Government, visit the SGA office in Tivoli
Rm. 310 or call (303) 556-2532.
Academic Leadership
Students who have completed a total of 12 college-level credit
hours at Community College of Denver and have a cumulative
GPA of 3.5 or higher may be eligible to join Phi Theta Kappa
International, a national honor society for community college
students. Benefits include opportunities to participate in leader-
ship conferences, apply for academic scholarships, and a great
resume builder. For more information, contact Kate Haddon,
Advisor for Phi Theta Kappa, at kate.haddon@ccd.edu.
PAGE 7
8. Community College of Denver | Career Development Center | www.ccd.edu/career
EXPLORE, EXPERIENCE AND EMBARK
INTERNSHIPS
What Is an Internship?
An internship is a work-related experience that most closely
resembles a real career. Most internships are temporary assign-
ments that last approximately three months to a year. The
purpose of an internship is to give you exposure to typical tasks
within your career field, an opportunity to perform some of those
tasks, and time to connect with professionals in your career area.
Students work in both paid and unpaid internships, depending
on their career field and the internship provider. Ideally, interns
are given real-life work that they will do in the future to help grow
their skills and connect their academic coursework to the world
of work. Though some CCD programs require an internship, it
is important to consider timing when thinking about pursuing an
internship opportunity.
While developing professional skills and adding to your expe-
rience, an internship can also assist you in clarifying your career
direction and helps you understand what you’ll be doing in the
work world. You will gain a firsthand perspective on what it is like
to work in your field, which can be useful both in confirming your
career interest and/or realizing this career field might not be the
right fit.
Additionally, an internship can be a key component in finding
your next job. Many employers hire for their entry-level posi-
tions directly from their internship program. An internship will
assist you in developing the professional contacts you’ll need for
entering the world of work. With the combination of interest,
experience, and contacts, you will be well-positioned to succeed
in your chosen career!
When Do I Do an Internship?
An internship is typically done after coursework toward
the major or emphasis area has been taken, often after the first
or second year of college. Occasionally, you will find intern-
ships that require students to be junior level or above. The
reason is that employers are looking for someone to fulfill tasks
that are based on upper-level coursework. You have the option of
waiting until after transferring to a bachelor’s degree program, or
attempting to demonstrate that you have the requisite knowledge
and skills through other ways, perhaps previous experience within
the field.
A typical internship might be full-time over the summer or
may be part-time during the traditional academic year. You may
have options for tailoring the schedule to fit your needs.
How Do I Find an Internship?
The process of finding an internship is just like searching for
a job. It takes persistence and sometimes creative thinking. You
can develop good job search skills while seeking your intern-
ship. Presenting yourself professionally, including through your
resume, cover letter, and interview, is essential.
There are many ways to find quality internships. First, be sure
to check out the Career Connections system for internship
postings! Employers may be seeking a CCD student in general
or specifically through one of the many degrees and certificates
CCD offers. Additionally, other internship posting sites are
linked from the Resource Library.
One of the best ways to find an internship is to create it your-
self. You can propose the internship you are most interested in
and create the best opportunity for yourself to an employer. You
can also connect with professors and others in your network to
identify internship options.
Career Connections can also be used to identify potential intern-
ships that aren’t posted. If you see a company that interests you,
check out the company website to see if there is a link to intern-
ships. Company websites often have an internship link on the
first page, within their job posting section, or through the Human
Resources link. Consult with the staff in the Career Development
Center about ways to approach a company about internship possi-
bilities. A Career Advisor can help you craft an inquiry letter or a
phone introduction and coach you in follow-up activities to keep
the conversation progressing. A Career Advisor can also help you
prepare a professional resume and cover letter and prepare for an
interview.
What Do CCD Students Say About Their
Internship Experience?
Tom majored in Business Administration at CCD and did an
internship in marketing. He says, “The experience was so valuable
to me. I got to follow a marketing campaign from start to finish
for one of the company’s new products. I assisted in doing market
research and participated in meetings to discuss a logo for the
product. I also met professional staff who continued to help me as
I developed in my career.”
Melissa finished her degree at CCD in Early Childhood
Education and completed an internship at a daycare/educa-
tion center. Melissa found a perfect avenue for developing her
creativity in designing activities for children and redesigning
the library resource center. “My supervisor gave me the perfect
blend of guidance and freedom to use my creativity to enhance
the library center and create art activities for children. I was able
to use my natural communication skills to connect positively with
parents, too. My internship really helped me feel more confident
and add to my skill base.”
If you need assistance finding or developing contacts for an
internship, contact the Career Development Center at (303)
352-3306, visit us in Tivoli Rm. 221.
PAGE 8
An internship is a work-related
experience that most closely
resembles a real career.
10. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 10
RESUMES
WHAT IS A RESUME?
F
or nearly every job, internship, or volunteer opportunity you
apply for, an employer will want you to submit your resume.
A resume is a document that highlights your skills, abili-
ties, and experiences in order to entice an employer to contact
you for an interview.
Your resume serves as a marketing tool that highlights your
relevant qualifications for the job you applying for. It may be used
whether or not the position is advertised. A resume won’t get you
the job, but should be written in such a way that the employer’s
interest is captured so that they want to get to know you more
through an interview. It is often the first step in an application
process and may either screen you out, or get you in, the door.
Since your resume highlights what you’ve done in the past, it’s
best to reflect on your skills, abilities, and experiences before you
develop it. When considering what to put on your resume, ask
yourself the following questions:
• What kinds of jobs, volunteer experiences, or leader-
ship experiences have I had in the past? Write down a
complete list on a separate sheet.
• What skills and abilities have you developed as a result
of your past experience? You need to be able to demon-
strate that you have the right skills for the job you’re
applying for.
• Do you have “transferrable skills?” This is important if
you are going into an industry that is different than your
previous career or job. Can you explain on your resume
how skills from a different industry are relevant to the new
career you’re seeking?
Many students have a difficult time reflecting on their past
experiences and how to put them on their resume in a way that
will appeal to an employer. If you need assistance, with this,
contact the Career Development Center to speak with an advisor.
Most people have enough experiences to fill a few pages,
but not everything that you’ve ever done should be on a resume.
Ideally, a resume should be tailored to the specific position,
concise (but not too brief), and formatted well so that the
employer can find the key pieces of information they’re looking
for.
Some typical information or sections on
a resume may include:
• Name and contact information (including address, phone
number, and email address)
• An objective or summary of qualifications stating what
specifically you are applying for and your relevant skill set
• Education and Training: colleges you’ve attended,
academic programs you’re working on or have completed,
and training programs you’ve completed
• Work experience, including where you worked, job title,
dates, and achievements within the role
• Volunteer or leadership experience, which may also
include similar information as work experience
• Student clubs or community organizations
• Technical skills
Some OPTIONAL information or sections on a resume
may include:
• Key classes you’ve taken in your academic program
• Extra-curricular activities
• Honors and Awards
• Language skills
• Certifications
Types of Resumes
The type and style of your resume should match the audience
of your job target. Most students and recent graduates use some
variation of a chronological format. Depending on your work
history and experiences, a functional or combined style may be
useful to highlight your most relevant skills and abilities.
• A chronological resume will include a snapshot of your
work experience where experiences are listed in reverse
chronological order with the most recent first. You can list
either your employer or your job title first—typically you
will start with whichever is stronger and be consistent. The
advantages are that most recruiters expect a chronological
format, which can be easier to read and emphasizes consis-
tency and job growth.
• A functional/skills-based resume emphasizes the core
skills sets that you offer to an employer based on your
work, internship, classroom or volunteer experience. In
these types of resumes you categorize and describe your
experiences under specific skill headings. This format
works best for those who are changing career paths, have a
varied work history or who’ve had gaps in employment.
Whichever format you choose, be sure to include your
achievements using measureable and quantifiable results. You
may include one sentence with your duties and responsibilities,
and then focus the rest of your descriptions on highlights of your
performance results.
Some Resume Tips
• Keep your resume to one page (in most cases).
• Avoid using MS Word resume templates whenever possible.
It is better to create your own style, demonstrating your
writing skill as well as ability to use computer software.
• Customize each resume you send to the needs of the
employer.
• Highlight your skills and experiences that are the most
relevant to the employer. Put your top three to six selling
points for that job at the top of the page, so employers can
easily find them in their 10- to 15-second review.
• Review your resume and seek advice from others to be sure
you have absolutely no errors. Watch for consistency in
layout, verb tense, parallel sections, and pay attention to
formatting to be sure it is visually appealing.
If need assistance with your resume, please contact the Career
Development Center at (303) 352-3306, or visit us during
Walk-In Hours in Tivoli Rm. 221.
11. www.ccd.edu/career | Career Development Center | Community College of Denver
1. Too long. Most new graduates should restrict their resumes
to one page. If you have trouble condensing, get help from
the CCD Career Development Center or a technical or
business writer.
2. Typographical, grammatical or spelling errors. These
errors suggest carelessness, poor education and/or lack of
intelligence. Have at least two people, who know what
to look for, proofread your resume. Don’t rely on your
computer’s spell-checkers or grammar-checkers.
3. Hard to read. A poorly typed or copied resume looks
unprofessional. Use a plain typeface, no smaller than a
12-point font. Asterisks, bullets, underlining, boldface type
and italics should be used only to make the document easier
to read, not fancier. Again, ask a professional’s opinion.
4. Too verbose. Do not use complete sentences or para-
graphs. Say as much as possible with as few words as
possible. A, an and the can almost always be left out. Be
careful in your use of jargon and avoid slang.
5. Too sparse. Give more than the bare essentials, especially
when describing related work experience, skills, accom-
plishments, activities, interests and club memberships
that will give employers important information. Including
membership in the Society of Women Engineers, for
example, would be helpful to employers who wish to hire
more women, yet cannot ask for that information.
6. Irrelevant information. Customize each resume to each
position you seek (when possible). Of course, include
all education and work experience, but emphasize only
relevant experience, skills, accomplishments, activities and
hobbies. Do not include marital status, age, sex, children,
height, weight, health, church membership, etc.
7. Obviously generic. Too many resumes scream, “I need
a job—any job!” The employer needs to feel that you are
interested in that particular position with his or her partic-
ular company.
8. Too snazzy. If printing, use good quality bond paper, but
avoid exotic types, colored paper, photographs, binders
and graphics. Electronic resumes should include appro-
priate industry keywords and use a font size between 10 and
14 points. Avoid underlining, italics or graphics.
9. Boring. Make your resume as dynamic as possible. Begin
every statement with an action verb. Use active verbs to
describe what you have accomplished in past jobs. Take
advantage of your rich vocabulary and avoid repeating
words, especially the first word in each bullet point phrase.
10. Too modest. The resume showcases your qualifications
in competition with the other applicants. Put your best
foot forward without misrepresentation, falsification or
arrogance.
PAGE 11
RESUMES
THE TOP TEN PITFALLS IN RESUME WRITING
The three Rs of resume writing are Research, Research,
Research. You must know what the prospective company
does, what the position involves and whether you will be a
fit, before submitting your resume. And that means doing
research—about the company, about the position and about
the type of employee the company typically hires.
Research the company. The Internet is a key tool to utilize
in your research. Most companies have websites that include
information regarding company background, community
involvement, special events, and executive bios or even past
annual reports. Be sure to take advantage of the internet during
you job search.
Call the company, usually Human Resources. Ask for any
literature it may have, find out how the company is structured
and ask what qualities the company generally looks for in its
employees. Thank that person for the information, and ask to
whom your resume should be directed.
Research the position. The more you know about the
position, the better able you will be to sell yourself and to
target your resume to that position. If possible, interview
someone who does that same job. In addition to finding out
the duties, ask if there is on-the-job training, whether they
value education over experience (or vice versa) and what kind
of turnover the department experiences. Ask what they like
about the position and the company; more important, ask
what they don’t like about it.
Finally, research yourself. Your goal is not just to get a job.
Your goal is to get a job that you will enjoy. After you find
out all you can about the company and the position, ask
yourself honestly whether this is what you really want to do
and where you really want to be. The odds are overwhelming
that you will not hold this position for more than two or three
years, so it’s not a lifetime commitment; however, this first
job will be the base of your lifetime career. You must start
successfully so that future recommendations will always be
positive. Furthermore, three years is a long time to spend
doing something you don’t like, working in a position that isn’t
challenging or living somewhere you don’t want to live.
One last word of advice: Before you go to the interview,
review the version of your resume that you submitted to this
employer. The resume can only get you the interview; the
interview gets you the job. You have to do the job of selling
yourself!
The Three Rs
12. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 12
RESUMES
POWER VERBS FOR YOUR RESUME
accelerated
accommodated
accomplished
achieved
acquired
acted
activated
adapted
added
addressed
adjusted
administered
admitted
advanced
advised
aided
alleviated
allocated
allowed
altered
ameliorated
amended
analyzed
appointed
apportioned
appraised
apprised
approved
approximated
arbitrated
arranged
ascertained
assembled
assessed
assigned
assisted
attained
attested
audited
augmented
authored
authorized
balanced
bolstered
boosted
brainstormed
budgeted
built
calculated
catalogued
centralized
certified
chaired
charted
clarified
classified
coached
collaborated
collected
commissioned
committed
communicated
compared
compiled
composed
computed
conceptualized
concluded
confirmed
consented
consolidated
constructed
contracted
contributed
converted
convinced
cooperated
coordinated
correlated
corresponded
counseled
created
critiqued
customized
debugged
deciphered
dedicated
delegated
deliberated
demonstrated
designated
designed
determined
devaluated
developed
devised
diagnosed
directed
disbursed
dispatched
displayed
drafted
eased
eclipsed
edited
educated
elevated
elicited
employed
empowered
enabled
encouraged
endorsed
engineered
enhanced
enlarged
enlisted
enriched
enumerated
envisioned
established
estimated
evaluated
examined
excelled
executed
exercised
expanded
expedited
explained
extended
extracted
fabricated
facilitated
familiarized
fashioned
figured
finalized
forecasted
formulated
fostered
founded
fulfilled
generated
grew
guaranteed
guided
hired
identified
illustrated
implemented
improved
improvised
increased
indexed
indicated
inferred
influenced
informed
initiated
innovated
inspected
inspired
instituted
instructed
integrated
interceded
interpreted
interviewed
introduced
invented
investigated
involved
issued
judged
justified
launched
lectured
led
licensed
lightened
linked
maintained
marketed
measured
mediated
minimized
mobilized
modeled
moderated
modernized
modified
monitored
motivated
multiplied
negotiated
officiated
operated
orchestrated
organized
originated
overhauled
performed
persuaded
pioneered
planned
polished
prepared
prescribed
prioritized
processed
procured
produced
programmed
projected
promoted
publicized
purchased
queried
questioned
raised
rated
realized
recommended
reconciled
recorded
recruited
rectified
reduced (losses)
refined
referred
reformed
regarded
regulated
rehabilitated
reinforced
rejuvenated
related
relieved
remedied
remodeled
repaired
reported
represented
researched
reserved
resolved (problems)
restored
retrieved
revamped
reviewed
revised
revitalized
revived
sanctioned
satisfied
scheduled
screened
scrutinized
secured
served
set goals
settled
shaped
smoothed
solicited
solved
sought
spearheaded
specified
spoke
stimulated
streamlined
strengthened
studied
submitted
substantiated
suggested
summarized
supervised
supplemented
surveyed
sustained
synthesized
systematized
tabulated
tailored
traced
trained
transacted
transformed
translated
transmitted
updated
upgraded
validated
valued
verified
visualized
wrote
Adapted with permission from the Career Resource Manual of the University of California, Davis.
Whenever possible, start each of your bullet points with a strong action verb. These verbs demonstrate
skills and abilities, which are attractive to an employers. Be sure all verbs are in past tense.
13. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 13
RESUMES
BASIC CHRONOLOGICAL RESUME FORMAT WORKSHEET
First Last Name
Phone
Professional Email
OBJECTIVE: Obtain position as ____________ at _____________________.
EDUCATIONAL BACKGROUND [list present to past]
Name of degree/certificate/license Date graduated
Name of granting institution, City, State
EMPLOYMENT HISTORY [list present to past; last 5 jobs or last 10 yrs]
Job Title Dates employed
Name of Organization, City, State
[Create bullet phrases highlighting duties and responsibilities.
Phrase format: Action Verb, Answer what, Answer How/for what purpose/in what way]
• Ex. Responded to customer inquiries in a professional and efficient manner
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
Job Title Dates employed
Name of Organization, City, State
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
Job Title Dates employed
Name of Organization, City, State
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
Job Title Dates employed
Name of Organization, City, State
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
NOTE: References should be submitted on separate sheet that has the same “look” as your
resume. However, the format for references should contain the following information:
REFERENCES (3-5; professional references only)
First/Last Name, Person’s relationship to you
Name of Organization, Job Title
Phone
Email
14. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 14
RESUMES
BASIC SKILLS-BASED OR FUNCTIONAL RESUME WORKSHEET, VERSION 1
First Last Name
Phone
Professional Email
OBJECTIVE
Obtain position as the ___________________ at ___________________________.
GENERAL QUALIFICATIONS [3 to 5 bulleted statements highlighting your general transferrable
skills]
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
[Create bullet phrases highlighting duties and responsibilities.
Phrase format: Action Verb, Answer what, Answer How/for what purpose/in what way]
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
EMPLOYMENT HISTORY
Job Title Dates employed
Name of Organization, City, State
EDUCATIONAL BACKGROUND
Name of degree/certificate/license Date graduated
Name of granting institution, City, State
NOTE: References should be submitted on separate sheet that has the same “look” as your resume.
However, the format for references should contain the following information:
REFERENCES (3-5; professional references only)
First/Last Name, Person’s relationship to you
Name of Organization, Job Title
Phone
Email
15. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 15
RESUMES
SKILLS-BASED OR FUNCTIONAL FORMAT WORKSHEET, VERSION 2
First Last Name
Phone
Professional Email
OBJECTIVE
Obtain position as the ___________________ at ___________________________.
POSITION SPECIFIC QUALIFICATIONS [Emphasize how you meet the preferred/required
qualifications!]
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
EDUCATION
Name of degree/certificate/license Date graduated
Name of granting institution, City, State
[Create bullet phrases highlighting duties and responsibilities.
Phrase format: Action Verb, Answer what, Answer How/for what purpose/in what way]
PROFESSIONAL EXPERIENCE
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
EMPLOYMENT HISTORY [*List in chronological order/last 5 jobs or past 10 years]
Job Title Dates employed
Name of Organization, City, State
NOTE: References should be submitted on separate sheet that has the same “look” as your resume.
However, the format for references should contain the following information:
REFERENCES (3-5; professional references only)
First/Last Name, Person’s relationship to you
Name of Organization, Job Title
Phone
Email
First Last Name
Phone
Professional Email
OBJECTIVE
Obtain position as the ___________________ at ___________________________.
POSITION SPECIFIC QUALIFICATIONS [Emphasize how you meet the preferred/required
qualifications!]
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
EDUCATION
Name of degree/certificate/license Date graduated
Name of granting institution, City, State
[Create bullet phrases highlighting duties and responsibilities.
Phrase format: Action Verb, Answer what, Answer How/for what purpose/in what way]
PROFESSIONAL EXPERIENCE
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
(Core Skill Set Heading)
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
• _____________________________________________________________________
EMPLOYMENT HISTORY [*List in chronological order/last 5 jobs or past 10 years]
Job Title Dates employed
Name of Organization, City, State
NOTE: References should be submitted on separate sheet that has the same “look” as your resume.
However, the format for references should contain the following information:
REFERENCES (3-5; professional references only)
First/Last Name, Person’s relationship to you
Name of Organization, Job Title
Phone
Email
16. Community College of Denver | Career Development Center | www.ccd.edu/career
COVER LETTERS
COVER LETTERS
A
cover letter is a persuasive job search letter that introduces
you to the employer and highlights why you’d be a good fit
for an interview. Whenever possible, a cover letter should
accompany every application and resume that you send out!
Why is a cover letter needed? Even a well-written resume
doesn’t tell the whole story about why you’d be the best
employee. A well-written cover letter can make a significant
difference in arranging an interview or meeting with a potential
employer. Your cover letter allows you to specifically address
WHY the skills and experiences on your resume would be a good
fit for the employer. The key is to approach the letter as though
you were the employer reading it—what does
the employer want to know about you?
Cover letters are most effective when
customized to each position for which you are
submitting an application. If a specific posi-
tion is not open, you can write a cover letter
to a specific organization to inquire about the
potential of filling a need.
Generic cover letters that are not tailored
to the specific organization or position and
are mass mailed are generally not effective in a
job search. Writing a customized cover letter
demonstrates that you took the extra time
to research the employer’s needs, to connect
your skills and experiences to the employer’s
needs, and shows how you can contribute to
the solution.
In your cover letter, you will address why
you are interested in the organization or the
specific position and use key words from the
job posting. Rather than repeating informa-
tion on your resume, use your cover letter
as an opportunity to draw the employer’s
attention to specific examples of how you
are qualified and to summarize and enhance
personality traits that make you a desirable
employee. Remember that your cover letter
is also an opportunity to demonstrate your
writing abilities, so pay attention to grammar
and writing style.
Tips for Cover Letters
• Do not overuse “I” at the beginning of
sentences. Vary your sentence structure
to take the emphasis off yourself.
• Match the heading of the cover letter to
the heading of your resume to include
all your contact information and create
a consistent look.
• Pay attention to grammar and writing as
well as avoiding typos to create the best
first impression.
• Never misrepresent your background, skills or experi-
ence while still highlighting your best and most relevant
qualifications.
• Carefully read and follow employers’ instructions for
submitting a cover letter and/or application.
If you need assistance with a cover letter, please contact the
Career Development Center at (303) 352-3306, or visit us in
Tivoli Rm. 221.
PAGE 16
Cover Letter Outline
Your First and Last Name (Same as resume heading)
Professional email
Main contact phone number
Mr./Ms. Name, Title (Inside address)
Company
Address
City, State, Zip
Dear Mr./Ms. Last Name:
Introductory Paragraph: This is the attention grabber that should arouse the reader’s
interest. If you are applying for a specific job, mention the position title and the name
and date of the vacancy listing. If possible, give the person’s name that referred you to
the company. This paragraph may include your knowledge of the organization. Most
introductory paragraphs are short, so be brief and clear.
Middle Paragraph: This is the sales pitch. It is the longest of your paragraphs (may
be split into two paragraphs) where you attempt to persuade the employer that you are
worth an interview. Present specific abilities, education, and/or experience that make you
an attractive candidate for the position. Highlight special skills. Reveal a personal goal
that could be realized with this firm. Prove that your skills and abilities match the job
description and can satisfy the employer’s needs.
Final Paragraph: This is the request for action. Ask for an interview or a meeting to
discuss how your skills might assist the employer. Offer to provide more information (e.g.
samples of your work, references, more details of your past experience or education, etc.).
You may ask the employer to take the lead and contact you, or take the lead yourself and
indicate that you will be calling to confirm a specific date for an appointment.
(double space)
Sincerely,
(four spaces)
Your name
Notes: Single space within each paragraph. Double space between paragraphs.
Never have your cover letter more than one page. Don’t forget to sign your letter!
17. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 17
STAFFCOVER LETTERS
Melissa Whiting
mwhiting@fakeemail.com
111-222-3333
June 14, 2012
Ms. Lynda Campbell
Director, L’Infant Academie
69117 Lamont St.
Denver, CO 80227
Dear Ms. Campbell,
I read with interest the job posting for an Early Childhood Teacher at L’Infant Academie. Your
organization’s website lists several national awards L’Infant has received for excellence in early
childhood care and education. My goal is to work where the standards are high and children
receive good care and educational preparation. I feel that I could contribute to what L’Infant has
achieved!
In May 2012, I finished my Associate of Applied Science degree in Early Childhood Education
from the Community College of Denver. As an intern at the Little Ones School, I planned
activities for 2-5 year olds, individually tutored children, and communicated effectively with
parents. On numerous occasions, parents highly rated my thoughtfulness, creativity, and
ability to work with young children. When appropriate, I developed or improved activities and
resource areas at the school. For instance, I revamped the classroom’s library corner involving
the students in “decorating” the new space, fostering teamwork and pride in their individual
contributions. My supervisor also has commended me on the high quality of my judgment and
critical thinking. I am fluent in Spanish, as well, which was an asset to the school’s population.
My work history also includes success in high demand customer service roles and in positions
where I have had to work with little or no supervision and as part of a team.
I am eager to further my skills in working with young children in an educational capacity. I am
devoted to the well-being of young children and strive to prepare them for success in elementary
school and in life. My maturity, organization, creativity, and my ability to work well with children,
parents and staff make me a strong candidate for the teaching position at L’Infant Academie.
I will contact you within the week to connect about my application status. Thank you for
considering me for this position.
Sincerely,
Melissa Whiting
SAMPLE COVER LETTER
18. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 18
INTERVIEWING
WHAT HAPPENS DURING THE INTERVIEW?
T
he interviewing process can be scary if you don’t know what
to expect. All interviews fit a general pattern. While each
interview will differ, all will share three common character-
istics: the beginning, middle and conclusion.
The typical interview will last 30 minutes, although some may
be longer. A typical structure is as follows:
• Five minutes—small talk
• Fifteen minutes—a mutual discussion of your background
and credentials as they relate to the needs of the employer
• Five minutes—asks you for questions
• Five minutes—conclusion of interview
As you can see, there is not a lot of time to state your case.
The employer may try to do most of the talking. When you do
respond to questions or ask your own, your statements should be
concise and organized without being too brief.
It Starts Before You Even Say Hello
The typical interview starts before you even get into the inner
sanctum. The recruiter begins to evaluate you the minute you are
identified. You are expected to shake the recruiter’s hand upon
being introduced. Don’t be afraid to extend your hand first. This
shows assertiveness.
It’s a good idea to arrive at least 15 minutes early. You can use
the time to relax. It gets easier later. It may mean counting to ten
slowly or wiping your hands on a handkerchief to keep them dry.
How’s Your Small Talk Vocabulary?
Many recruiters will begin the interview with some small talk.
Topics may range from the weather to sports and will rarely focus
on anything that brings out your skills. Nonetheless, you are still
being evaluated.
Recruiters are trained to evaluate candidates on many different
points. They may be judging how well you communicate on an
informal basis. This means you must do more than smile and nod.
The Recruiter Has the Floor
The main part of the interview starts when the recruiter begins
discussing the organization. If the recruiter uses vague generalities
about the position and you want more specific information, ask
questions. Be sure you have a clear understanding of the job and
the company.
As the interview turns to talk about your qualifications, be
prepared to deal with aspects of your background that could be
construed as negative, i.e., low grade point average, no partici-
pation in outside activities, no related work experience. It is
up to you to convince the recruiter that although these points
appear negative, positive attributes can be found in them. A
low GPA could stem from having to fully support yourself
through college; you might have no related work experience,
but plenty of experience that shows you to be a loyal and
valued employee.
Many times recruiters will ask why you chose the major you
did or what your career goals are. These questions are designed
to determine your goal direction. Employers seek people who
have direction and motivation. This can be demonstrated by your
answers to these innocent-sounding questions.
It’s Your Turn to Ask Questions
When the recruiter asks, “Now do you have any questions?”
it’s important to have a few ready. Dr. C. Randall Powell, author
of Career Planning Today, suggests some excellent strategies for
dealing with this issue. He says questions should elicit positive
responses from the employer. Also, the questions should bring out
your interest in and knowledge of the organization.
By asking intelligent, well-thought-out questions, you show
the employer you are serious about the organization and need
more information. It also indicates to the recruiter that you have
done your homework.
The Close Counts
The interview isn’t over until you walk out the door. The
conclusion of the interview usually lasts five minutes and is very
important. During this time the recruiter is assessing your overall
performance.
It is important to remain enthusiastic and courteous. Often the
conclusion of the interview is indicated when the recruiter stands
up. However, if you feel the interview has reached its conclusion,
feel free to stand up first.
Shake the recruiter’s hand and thank him or her for consid-
ering you. Being forthright is a quality that most employers will
respect, indicating that you feel you have presented your case and
the decision is now up to the employer.
Expect the Unexpected
During the interview, you may be asked some unusual ques-
tions. Don’t be too surprised. Many times questions are asked
simply to see how you react.
For example, surprise questions could range from, “Tell me
a joke” to “What time period would you like to have lived in?”
These are not the kind of questions for which you can prepare
in advance. Your reaction time and the response you give will be
evaluated by the employer, but there’s no way to anticipate ques-
tions like these. While these questions are not always used, they
are intended to force you to react under some stress and pressure.
The best advice is to think and give a natural response.
Evaluations Made by Recruiters
The employer will be observing and evaluating you during the
interview. Erwin S. Stanton, author of Successful Personnel Recruiting
and Selection, indicates some evaluations made by the employer
during the interview include:
1. How mentally alert and responsive is the job candidate?
2. Is the applicant able to draw proper inferences and
conclusions during the course of the interview?
3. Does the applicant demonstrate a degree of intellectual
depth when communicating, or is his/her thinking shallow
and lacking depth?
4. Has the candidate used good judgment and common sense
regarding life planning up to this point?
5. What is the applicant’s capacity for problem-solving
activities?
6. How well does the candidate respond to stress and
pressure?
19. www.ccd.edu/career | Career Development Center | Community College of Denver
INTERVIEWING
ARE YOU READY FOR A
BEHAVIORAL INTERVIEW?
“T
ell me about a time when you were on a team, and one
of the members wasn’t carrying his or her weight.” If this
is one of the leading questions in your job interview,
you could be in for a behavioral interview. Based on the premise
that the best way to predict future behavior is to determine past
behavior, this style of interviewing is popular among recruiters.
Today, more than ever, each hiring decision is critical.
Behavioral interviewing is designed to minimize personal impres-
sions that can sometimes be misleading so interviewers can make
more accurate hiring decisions.
A manager of staff planning and college relations for a major
chemical company states, “Although we have not conducted any
formal studies to determine whether retention or success on the
job has been affected, I feel our move to behavioral interviewing
has been successful. It helps concentrate recruiters’ questions on
areas important to our candidates’ success within [our company].”
The company introduced behavioral interviewing in the mid-
1980s at several sites and has since implemented it companywide.
Behavioral vs. Traditional Interviews
If you have training or experience with traditional inter-
viewing techniques, you may find the behavioral interview quite
different in several ways:
4 Instead of asking how you would behave in a particular situ-
ation, the interviewer will ask you to describe how you did
behave.
4 Expect the interviewer to question and probe (think of
“peeling the layers from an onion”).
4 The interviewer will ask you to provide details and will not
allow you to theorize or generalize about events.
4 The interview will be a more structured process that will
concentrate on areas that you may feel are unimportant.
4 You may not get a chance to deliver any prepared stories.
4 Most interviewers will be taking notes throughout the
interview.
The behavioral interviewer has been trained to objectively
collect and evaluate information and works from a profile of
desired behaviors that are needed for success on the job. Because
the behaviors a candidate has demonstrated in previous positions
are likely to be repeated, you will be asked to share situations in
which you may or may not have exhibited these behaviors. Your
answers will be tested for accuracy and consistency.
If you are an entry-level candidate with no previous related
experience, the interviewer will look for behaviors in situations
similar to those of the target position:
“Describe a major problem you have faced and how you dealt with it.”
“Give an example of when you had to work with your hands to accomplish
a task or project.”
“What class did you like the most? What did you like about it?”
Follow-up questions will test for consistency and determine if
you exhibited the desired behavior in that situation:
“Can you give me an example?”
“What did you do?”
“What did you say?”
“What were you thinking?”
“How did you feel?”
“What was your role?”
“What was the result?”
You will notice an absence of such questions as, “Tell me about
your strengths and weaknesses.”
How to Prepare for a Behavioral Interview
4 Recall recent situations that show favorable behaviors or
actions, especially those involving coursework, work experi-
ence, leadership, teamwork, initiative, planning and customer
service.
4 Prepare short descriptions of each situation; be ready to give
details if asked.
4 Be sure each story has a beginning, a middle and an end;
i.e., be ready to describe the situation, your action and the
outcome or result.
4 Be sure the outcome or result reflects positively on you (even
if the result itself was not favorable).
4 Be honest. Don’t embellish or omit any part of the story.
The interviewer will find out if your story is built on a weak
foundation.
4 Be specific. Don’t generalize about several events; give a
detailed accounting of one event.
A possible response to the question, “Tell me about a time
when you were on a team and a member wasn’t pulling his or her
weight” might go as follows: “I had been assigned to a team to
build a canoe out of concrete. One of our team members wasn’t
showing up for our lab sessions or doing his assignments. I finally
met with him in private, explained the frustration of the rest of the
team and asked if there was anything I could do to help. He told
me he was preoccupied with another class that he wasn’t passing,
so I found someone to help him with the other course. He not
only was able to spend more time on our project, but he was also
grateful to me for helping him out. We finished our project on
time and got a ‘B’ on it.”
The interviewer might then probe: “How did you feel when
you confronted this person?” “Exactly what was the nature of the
project?” “What was his responsibility as a team member?” “What
was your role?” “At what point did you take it upon yourself to
confront him?” You can see it is important that you not make up or
“shade” information and why you should have a clear memory of
the entire incident.
Don’t Forget the Basics
Instead of feeling anxious or threatened by the prospect of a
behavioral interview, remember the essential difference between
the traditional interview and the behavioral interview: The tradi-
tional interviewer may allow you to project what you might or
should do in a given situation, whereas the behavioral interviewer
is looking for past actions only. It will always be important to put
your best foot forward and make a good impression on the inter-
viewer with appropriate attire, good grooming, a firm handshake
and direct eye contact. There is no substitute for promptness,
courtesy, preparation, enthusiasm and a positive attitude.
PAGE 19
20. Community College of Denver | Career Development Center | www.ccd.edu/career
INTERVIEWING
PRACTICING AND REHEARSING ANSWERS
TO TYPICAL INTERVIEW QUESTIONS
B
e prepared to answer interview questions that will most likely be asked regardless of the position. These ques-
tions are often behavioral in nature focusing on how you would act or react in the work environment as you
engage with people. Write down your responses to some of the questions below or use these questions to do
a practice interview, listening to how you respond and improving your answers.
• Tell us about yourself and why you are interested in this position.
• What would current or former supervisors identify as your strengths and weaknesses?
• Provide an example of a time you worked in a team setting and tell us about the contributions you made
to that team.
• How have you demonstrated your ability to develop positive interpersonal relationships?
• What are you looking for in a supervisor?
• Tell us about a time that you made a mistake. How did you respond and what did you learn?
• Describe a time when you experienced a conflict with a co-worker. How did you handle that situation?
• How do you define professionalism? How does that translate for you as an employee?
• Describe a time when you experienced stress and pressure. How did you respond?
• How would a supervisor manage you in order to bring out your best?
• What personal attributes will you contribute to our team?
• What motivates you to put forth your greatest effort?
• How do you determine or evaluate success?
• What interests you about our product or service?
• In what kind of work environment are you most comfortable?
• Why did you decide to seek a position with this organization?
The Career Development Center offers Mock Interviews, an opportunity to practice and improve your inter-
view skills by receiving feedback from a Career Advisor.
Call the CDC at (303) 352-3306 to make the first appointment.
PAGE 20
21. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 21
INTERVIEWING
DRESSING FOR THE INTERVIEW
D
epending upon your fashion style, a job interview may
be cause for some drastic wardrobe augmentation.
For your interviews, some of your individualism
might have to be shelved or kept in the closet. In most busi-
ness and technical job interviews, when it comes to your
appearance, being conservative is most appropriate.
While many companies have adopted the “office casual”
dress code, don’t try to set new standards in the interview.
When in doubt, it is better to be too conservative than to be
too flashy. For men and women, a suit is the best bet.
Here are some guidelines:
Men
• A two-piece suit will do in most instances.
• Solid colors and tighter-woven fabrics are safer than
bold prints or patterns.
• Bright ties bring focus to the face, but a simple pattern is
best for an interview.
• Wear polished shoes with socks high enough so no skin
is visible when you sit down and cross your legs.
Women
• A suit with a knee-length skirt or fitted trousers and a
tailored blouse is most appropriate.
• Although even the most conservative organizations
allow more feminine looks these days, accessories should
be kept simple. Basic pumps and modest jewelry and
makeup help present a professional look.
Staying Within a Budget
For recent graduates just entering professional life, addi-
tions to wardrobes, or complete overhauls, are likely needed.
Limited funds, however, can be an obstacle. Image consul-
tant Christine Lazzarini suggests “capsule wardrobing.” For
example, by mixing and matching, she says, an eight-piece
capsule wardrobe can generate up to 28 ensembles.
The most important piece in any wardrobe is a jacket
that is versatile and can work with a number of other pieces,
according to one fashion expert. This applies to men and
women. “If you focus on a suit, buy one with a jacket which
may be used with other skirts or trousers,” says a women’s
fashion director for a major national retailer. “Then add a
black turtleneck or a white shirt. These are the fashion basics
that you can build on.”
A navy or black blazer for men can work well with a few
different types of pants. Although this kind of ensemble
would be just as expensive as a single suit, it offers more
versatility.
One accessory recommended by company representa-
tives is a briefcase. “When I see one,” says one recruiter, “it
definitely adds to the candidate’s stature. It is a symbol to me
that the individual has done some research and that he or she
is prepared.”
A Final Check
Your appearance is only as good as your grooming. Create
a final checklist to review before you go on an interview:
• Neatly trimmed hair
• Conservative makeup
• No runs in stockings
• Shoes polished (some suggest wearing your sneakers on
the way to an interview and changing before you enter
the interview site)
• No excessive jewelry; men should refrain from
wearing earrings
• No missing buttons, crooked ties or lint
• Cover tatoos whenever possible
• No facial piercings
• No gum
Taking a Casual Approach
The safest fashion rule for new employees to follow is dress
about the same as your most conservatively attired co-worker. As a
new hire, don’t try to “push the boundaries” of casual attire.
Fashion Arrests: 1) Never wear blue denim jeans or shorts
unless the vast majority of others do; 2) Don’t dress too
provocatively—you’re at work, not at a dance club; 3) “Casual”
doesn’t mean “sloppy”—your clothes should always be free of
stains or holes; 4) Workout wear belongs at the gym.
Play It Safe: 1) Khakis or corduroy slacks are usually a safe
bet for both men and women; 2) Buy the best formal business
attire that your budget will allow; 3) If you are seeing clients,
dress appropriately for their work environment, not yours.
You want your experience and qualifications to shine.
Your appearance should enhance your presentation, not
overwhelm it.
If you have questions about appropriate interview dress
or need assistance securing interview clothing, contact the
Career Development Center at (303) 352-3306, or visit us in
Tivoli Rm. 221. A list of community resources is also available
for assistance with professional attire.
22. Community College of Denver | Career Development Center | www.ccd.edu/career
PAGE 22
FEDERAL JOBS
FEDERAL JOBS: 10 REASONS TO
ANSWER THE CALL TO SERVE
The Nation’s Largest Employer is
Hiring!
• Half of the nation’s 2 million
federal employees may be
eligible to retire in the next 5
years; that’s a lot of openings.
• Unlike some other employers,
the federal government will
never go out of business. It will
always need good people to
protect the interests of American
citizens.
There’s a Job for Every Interest
• There are federal jobs suited
to every interest and skill,
from architecture to zoology.
• You can combine your skills with
your interests; for example, use
your accounting background to
improve the environment, your
engineering degree to improve
airport security, or your biology
degree to conduct cutting-edge
medical research.
You Can Make a Difference
• The work that govern-
ment employees do has an
impact on the life of every
American.
• You can play a vital role in
addressing pressing issues, from
homelessness to homeland
security.
The Federal Government Can Help Pay for
School
• Federal agencies may help you pay back
your student loans if you work there for a
certain length of time.
• Pursue a graduate degree, and your employing
agency may just pick up the tab!
You Can Advance Quickly
• Federal agencies offer excellent training
and development opportunities, and
training can begin your first day on the
job.
• There are a number of “fast track” possibilities
for advancement within your field.
There are Federal Jobs Around
the Country…and Around the
World
• Only 15% of government
employees work in the
Washington, DC area.
• Over 35,000 federal employees
work abroad.
The Federal Government
Values Diversity
• The federal government has
steadily increased the diver-
sity of its workforce.
• Federal agencies actively
encourage minorities and
individuals with disabilities to
consider government service
through a variety of internship
and fellowship programs.
Federal Jobs Pay Better Than
You Think
• Average government sala-
ries are competitive for most
professions.
• Pay can increase fairly quickly
for top candidates with strong
education and experience.
Flexible Work Schedules and Benefits
Encourage Work-Life Balance
• Flexible work schedules are a major upside
for those with busy schedules.
• Federal benefits, including health insur-
ance, retirement and vacation, are extremely
competitive with the private sector.
The Federal Government is a Career
Builder
• Advance your career by devel-
oping highly marketable skills.
• Utilize your federal experiences as a building
block for an exciting and diverse career.
You probably know something about jobs in the private and nonprofit sectors and how to
apply, but have you ever considered…
Article reprinted with permission from Purdue University.
23. www.ccd.edu/career | Career Development Center | Community College of Denver
PAGE 23
FEDERAL JOBS
FEDERAL RESUME SAMPLE
Fred
Federal
1111
US
Government
Drive
(123)
987-‐1234
Washington,
D.C.
20005
fredfed@govtjob.com
Country
of
Citizenship:
United
States
of
America,
SSN:
123-‐45-‐6789
Veteran’s
Preference:
No
Highest
Grade:
GS-‐11
equivalent
Contact
Current
Employer:
Yes
AVAILABILITY
DESIRED
LOCATIONS
Job
Type:
Permanent,
Temporary
or
Term
Appointment
U.S.;
Washington/Metro
Area;
Abroad
Work
Schedule:
Full-‐Time
WORK
EXPERIENCE
Annapolis
Community
Service
Organization
Annapolis,
MD
Program
Coordinator,
Salary:
$55,500/yr.,
40
hrs./wk.
September
2010-‐Present
-‐Oversee
recruitment
for
two
mentoring
programs
in
communities
with
limited
resource
-‐Recruit,
train,
and
manage
25
adult
mentors
and
10
youth
coordinators
-‐Develop
marketing
and
training
materials
for
use
in
the
local
and
five,
surrounding
county
mentoring
programs
-‐Write
and
manage
program
grants
and
hire
outside
contractors
for
grant
implementation
-‐Communicate
in
Spanish
with
the
program’s
75
students
and
participants’
family
members
Supervisor:
Clyde
Congress,
(321)
975-‐2468;
clydecongress@usa.gov
International
Development
Organization
Lima,
Peru
Political
and
Economic
Section
Assistant,
Salary:
$10/hr.,
45
hrs./wk.
June
2009-‐August
2009
-‐Researched
and
wrote
10
regional
economic
and
political
briefs
for
regional
director
-‐Collaborated
with
South
American
professionals
in
regional
chambers
of
55
commerce,
banks,
NGOs,
and
government
-‐Utilized
Spanish
language
skills
and
political
and
cultural
knowledge
in
a
variety
of
settings
Supervisor:
Lisa
Lobbyist,
lisalobbyist@NGO.international.org
EDUCATION
University
of
Virginia,
Charlottesville,
VA
GPA:
3.75/4.0
Bachelor
of
Science
in
Foreign
Affairs;
Minor
-‐
Spanish
May
2010
LANGUAGES
AFFILIATIONS
Spanish
Italian
National
Italian
Club
American
Foundation
REFERENCES
Joe
Reference,
Professor
of
Italian
Language
Literature
Reference
Type:
Academic
Phone:
(202)
555-‐3333
Email:
referencejoe@profs.edu
ADDITIONAL
SKILLS:
-‐
Grant
writing
experience
and
proficient
knowledge
of
SPSS
and
additional
statistical
analysis
software
LEADERSHIP
SERVICE
ROLES:
Kaleidoscope
Center
for
Cultural
Fluency
Social
Diversity
Program,
Director
September
2009-‐May
2010
-‐Developed
forums
for
dialogue
between
diverse
student
groups
-‐Built
partnerships
between
student
groups
through
cultural
programming
Italian
Club,
President
September
2008-‐May
2009
-‐Recruited
executive
committee
members,
planned
meetings,
managed
a
membership
base
of
40+
students
-‐Organized
club
involvement
in
national
Italian-‐American
collegiate
workshops
and
events
Comment: This
section
of
demographic
information
is
traditional
to
a
resume
for
a
US
government
position.
Comment: These
categories
are
also
unique
to
the
US
government
resume.
Comment: Highlighting
your
salary
and
hours
worked
per
week
is
typical
in
this
resume.
Comment: Note
Supervisor
for
each
job.
Comment: Note
there
is
no
phone
number,
since
this
experience
is
in
a
country
outside
of
the
USA.
Therefore,
email
is
sufficient
in
this
situation.
Comment: Including
your
references
within
the
resume
for
the
US
government
is
expected.
Sample resume reprinted with permission from Purdue University.
