IMChap 010

Chapter 10- Conducting a Winning Job Campaign
Chapter 10: Conducting a Winning Job Campaign

Teaching Suggestions
The teaching techniques for this chapter are the same as the preceding chapters. Some instructors will
tackle this chapter early in the semester as a way to get to know their students. Others may want to
wait until students have had more practice writing business documents and teach the chapter after
teaching Chapters 1–9. Either way, before students write their employment documents, they should
review the stages of the writing process discussed in Chapter 6.
The relevance of the steps in the planning process may seem obvious to instructors, but many students
may not see their employment documents as requiring the same level of planning as they did (or will
do) with their other correspondence assignments. Many may think that just because the documents are
all about them, they do not need to meet the reader’s needs or cultivate a “you” view. However,
resumes and cover letters are the perfect opportunity to show how a student’s business goals and
communication goals are intertwined. Of course, to do this, students must know what their business
goals are, which they can do by using many of the tools this chapter discusses on identifying
appropriate jobs.
Though the chapter provides several hypothetical employment prompts to which students may
respond, we believe the best assignments for this chapter involve real-life situations. That is, students
should be encouraged to apply for internships and other positions that actually exist and for which
they are currently qualified. Students do not necessarily need to send their letters and resumes to these
companies, but the authenticity of the assignment is more obvious to students when they are applying
for positions they could potentially hold.
To practice interviewing skills, students may want to participate in informational interviews with
people in their fields and have the interviewee rate their (the students’) performance. In addition,
schools’ career services offices may offer in-person or virtual interview opportunities where students
can get feedback on their skills. Incorporating these activities in teaching the chapter will be useful.
The Manager’s Hot Seat video “Diversity in Hiring: Candidate Conundrum” may be useful as you
discuss this chapter with your students. More on the video is presented below.
Text Summary, Lecture Outline
The Job Search
Slide 10-1
The job search is probably one of the most important tasks you will ever do. The job you choose is
directly related to your success and happiness.
10-1
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
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Slide 10-2
Several logical steps are involved in the job search process, from building a network of contacts and
identifying appropriate jobs to finding those who offer the jobs and preparing the application
documents. Today we also include a continuing step of keeping abreast of job opportunities and new
jobs competencies needed.
Slide 10-3
Building a network of contacts with classmates, professors, and business people often begins long
before you begin a formal job search.
Your classmates may have contacts who can help you, and in the future they may be in positions to
help you in making career changes.
Professors often have contacts through their consulting and other activities. Knowing a professor in
your major is particularly important.
You can get to know businesspeople through participating in your school’s professional associations,
part-time jobs and internships, and various other ways.
Slide 10-4
Internships should not be overlooked as a means of gaining valuable experience and of learning more
about a particular field. Students should be encouraged to seek internships, as many employers will
hire from their intern pools or look specifically at graduates who have had internships. The
information in Chapter 10 regarding the job process will mostly be discussed in the context of full-
time, post-graduation employment, but the information is equally applicable to internships or part-
time employment.
Slide 10-5
Identifying appropriate jobs begins with analyzing both yourself and outside factors. This knowledge
will help you effectively match yourself with an appropriate job.
In addition to analyzing your education and work experience, you should analyze your personal
qualities and special qualifications. Education is usually your strongest quality coming directly out of
school, but you should look carefully at the knowledge and skills you have acquired, not just courses
and grades. Determine your strongest points so you can emphasize them.
Personal qualities play a key role in jobs. Some jobs demand that people be good at working
independently while others require teamwork. Your friends and family can often be excellent sources
for helping you identify your best qualities.
10-2
Work experience in your major area is highly valuable. But be careful not to overlook skills you have
developed in other work—both paid and non-paid experience should be analyzed. Think especially
about transferrable skills such as leadership, organization, training, communication, and attention to
detail that any employer in any field would value.
Special qualifications can set you apart from others. For example, you might get an edge from
speaking another language; using a particular computer or software program; or engaging in sports,
hobbies, and other interests.
Analyzing external factors such as current and projected job markets, economic needs, location
preferences, family needs, and other limiting external factors is necessary in order to be realistic in
your decision.
One way for students to learn how to identify appropriate jobs is to first identify inappropriate jobs.
Ask students to bring in job ads for positions that they simply aren’t qualified for, but would love to
have one day. These could be their future “dream jobs.” Often students will respond to positions that
are mid-level when seeking appropriate jobs. They need to understand that it is not likely for a recent
graduate with little work experience to land a job that is beyond entry-level. Teaching inappropriate
jobs first helps them understand this before they delve into the real assignment.
Slide 10-6
Finding your employer is the next step in the job search process. The sources best for you are usually
determined by your career path as well as where you live.
Career Centers: Most schools have career centers or offices that serve both their graduates and the
community. In addition, these centers often provide other services such as counseling, maintaining
files on those looking for jobs, and providing company information.
Network of Personal Contacts: Because personal contacts are the leading source of finding jobs, you
should be sure to include them in your search for work.
Classified Advertisements: Both newspapers and professional journals are sources for employment
opportunities of many kinds. However, they vary widely in the types and levels of people they seek.
Be sure you are using the ones most appropriate for you.
Online Sources: Databases are being used more than ever as a source for job information. Large
companies will post position announcements on company portals. Some will advertise positions on
company Internet sites, too. And, of course, some databases containing job information can be
accessed on special websites, including Monster.com and Craigslist.
Employment Agencies: Recruiters and agencies specializing in helping you find jobs vary widely in
the services they provide and the way they operate. Fees can be charged to the company, the job
seeker, or both. Temping can lead to permanent employment with a good fit.
10-3
Personal Search Agents: Using a personal search agent to focus on particular positions, locations,
etc. is a time-saving strategy. You can set up one easily at many online job databases by completing a
profile describing what kind of position you are seeking. The agent will email or alert you when these
jobs are posted.
Webpage Profiles: Posting a resume to a Web page is becoming more widely used by recent
graduates. Employers often search university Web pages for prospective new employees. Linking
your resume to a club in your major makes it easier for employees to find students with the
appropriate interest. Creating a profile on LinkedIn, networking on Facebook, and establishing a
strong overall social media presence is also advised.
Benefits of LinkedIn: From the Volunteer Experiences and Causes section to blogging opportunities,
LinkedIn gives students the opportunity to network on every level with serious professionals. Because
the only purpose of LinkedIn is professional networking, it’s one of the best places for students to
start developing an online presence. Consider walking students through all aspects of a LinkedIn
profile and making it a core assignment of the course.
Benefits of Facebook: Facebook offers the unique ability to become connected with a sought-after
professional without an in-person introduction. As social media expert Jesse Stay says, “Sending a
friend request to someone on Facebook is similar to a handshake in real life.” Stay recommends
searching for people in similar fields, those working at companies you want to work for and
departments you want to be in, and sending them friend requests. These requests should include notes
stating that you’re looking for something in their field and why you’re friending them. “They may not
friend you back, but at least now they have put your face with your name, making you stand out from
hundreds of other applicants,” Stay says.
Use Facebook status reports as a mini blog to highlight your professional accomplishments. These can
act as mini blog posts, helping establish your expertise in a field.
Prospecting: Prospecting involves contacting potential employers directly either in person or by mail.
You identify where your qualifications match an employer’s needs and attempt to persuade the
employer of the fit.
Once you have identified a job opportunity, you will need to prepare documents to help you in the job
search process. Whether you are applying in person, by mail, or by email, you will need some written
documents. These documents are the resume (traditional, scannable, or digital), a reference sheet, a
cover message, and any other related messages.
You will need to determine whether to prepare the traditional print resume, the scannable print
resume, or a digital resume. If your interview is exclusively face-to-face, the traditional resume format
is usually preferred for its aesthetic help to create a favorable impression. But if you know your
resume will be scanned, the scannable format should be used. When in doubt, the hybrid format can
be used. If you are submitting a resume online, you will need to submit your resume in a format the
employer requests or one that is easily used by the employer.
10-4
The Traditional Print Resume
Slide 10-7
Selecting the background facts is the place to begin. While the resume does not need to include all
you have ever done, you should include the most significant items.
Arranging the facts into groups shows the employer your ability to organize and be logical. Most
people group their facts into Education, Experience, Personal Qualities, and sometimes References.
However, there are numerous other possibilities for groups. Chapter 10 provides a list of possibilities.
Constructing the headings helps the reader know what follows. Your resume needs a main heading as
well as subheads. Subheads should be parallel in form. Also, they should be consistent in placement
and in size and style of type.
Including contact information is critical. Not only does the potential employer need to be able to reach
you, but the easier you can make it the better. Today, most people include address and telephone
numbers (cell or land line), fax, numbers, and email addresses. However, some applicants are limiting
contact information for privacy reasons to an email address or phone number. Sometimes students
will have more than one address or phone number (a campus address and a home address; a home
phone number and a cell phone number). Though it is acceptable to put both numbers on a resume,
the student really only needs the address or number where the employer can reach him or her. This is
a good time to remind students to make sure their outgoing messages are appropriate and professional
for potential employers who call.
Including a statement of objective helps the potential employer understand what kind of work you
want to do. However, authorities disagree on both whether or not one is essential and what should be
included in it. Generally, we recommend including the objective, as it is helpful for letting your
audience know where to direct your resume, especially if the audience is a human resources specialist
who sees many resumes for many different positions. In fact, some employers may look specifically
to an objective for a job number, job title, or other relevant information. To write a good objective,
avoid flowery, excessive language and stick to something simple that includes the type of position
(e.g., full-time, part-time, internship, volunteer), the field (e.g., management, accounting), and start
date (e.g., beginning immediately, Summer 2013). Some people will write an objective directly to a
specific company and specific job (e.g., A Summer 2014 marketing analytics internship with Target
Corporation, job code #2546).
Slide 10-8
Presenting the information depends highly on the requirements of the position. As with any business
document, a resume must be audience centered. Present yourself in the best possible light. Think
about the job requirements and then tailor your resume to show how you meet the reader’s need.
Consider the resume an advertisement for you.
10-5
Take care in ordering your information and using strong action verbs to describe your experiences.
Simple present and simple past tense verbs are the standard. Chapter 10 provides a list of possibilities.
References may be listed on the resume or on a separate reference sheet, but including references may
not be necessary. Regardless, using “References available upon request” is considered outdated and
unhelpful. Of course you would supply references if they were requested. You may want to fill the
space with something more helpful to the reader instead.
Organizing the special groupings for strength requires careful planning. Sections should be titled
clearly, organized with the reader in mind, and presented clearly and consistently. Three different
organizational strategies include the reverse chronological, functional/skills, and
accomplishments/achievements plans.
Slide 10-9
Writing impersonally and consistently is desirable on resumes. Most resumes avoid the use of
personal pronouns (I, we, you), and most do not use complete sentences. However, they are consistent
in heading form and organization within sections.
Making the form attractive includes attention to layout, printing, and paper choices. The resume
should be attractive, inviting the reader to continue reading it.
Slides 10-10, 10-11, 10-12, 10-13
Traditional resume example: Point out required elements. Let students ask questions regarding their
own resumes.
The Scannable Print Resume
Slide 10-14
Including keywords is a strategy that helps ensure that your resume is retrieved when appropriate
positions are being filled.
Choosing these keywords carefully means choosing words that are usually nouns, especially job titles,
as well as jargon, buzzwords, and acronyms appropriate to work you want to do.
Presenting the information in a format that can easily be read by a scanner improves your chances of
having your resume retrieved when needed. Using scannable fonts and avoiding graphics, italics, and
underlining helps as well as using white paper with black ink to increase contrast.
Slides 10-15 , 10-16, 10-17, 10-18
Scannable print resume example: Ask students to talk about the differences between the scannable and
traditional print resume.
10-6
The Electronic Resume
Slide 10-19
The electronic resume is one that is submitted online. It ranges from simple, low-end formats to
complex, high-end formats.
The ASCII or text file is a low-end format that removes formatting. Files in .doc, .rtf, and .pdf attempt
to retain formatting. The .pdf format does this very well across platforms while the .doc and .rtf are
widely used. When one wants to include high-end multimedia components in a resume or cover
message, the .htm format provides a widely used standard.
Slide 10-20
Electronic Resume Example. Ask students to talk about when/why they would use this type of
resume. Ask them to identify differences between an electronic resume and a scannable or traditional
print resume.
The Reference Sheet
Slide 10-21
Include references that will provide information that supports those qualities the employer is seeking.
Checking with the employer first is a good idea.
Plan the organization and presentation of the references to work for you. Usually this means listing
your strongest reference first.
Present the reference sheet in the best possible form. Making it a coordinated component with the
design of your resume and cover message gives it a carefully planned look.
Slide 10-22
Reference Sheet Example. Remind students to ask their references for permission before giving names
to potential employers.
The Cover Message
The print cover message is much like the sales message—you illustrate a need and sell a product
(you) to fill the need.
Slide 10-23
Gaining attention in the opening is important because the busy executive has other things to do. You
need to use what works best in each case.
10-7
Selecting content should be guided by the job requirements. Of course, if you are strong in an area
you know is important to any employer, be sure to emphasize those strengths.
If you are responding to an advertisement, you can address the needs mentioned directly and
precisely.
If you are prospecting, you will need to use your own best judgment to access what that one
company’s needs are and include content which addresses those needs.
Organizing for conviction means choosing an organizational plan that emphasizes your strengths. You
may use a reverse chronological, functional or skills, or accomplishments plan. Conviction is also
enhanced by careful word choice and reader-viewpoint language.
Driving for action in the close entails being clear and direct in letting the reader know what action you
expect next. Normally, you request an interview, more information, or even an application.
Email cover messages take different forms depending on the document type it introduces. The primary
job is to highlight the applicant’s strengths and get the reader to review the resume.
Slides 10-24, 10-25, 10-26, 10-27, 10-28
Unsuccessful and successful cover message examples. Point out the errors, organizational structure,
and rhetorical strategies. Remind students of the importance of incorporating principles they learned
in Chapters 3-6 into their cover message writing.
The Interview
Most successful resumes and letters of application result in an interview. Generally these are face-to-
face, but some use videoconferencing technology, too. While the written documents helped you get
the opportunity to interview, the key to getting the job will be a successful interview.
Slide 10-29
Investigate the company before you go to the interview. Learn the nature of its business and its
activities. This information will both show the recruiter you did your homework and enable you to ask
questions from a solid knowledge base.
Present a professional appearance because your dress sends a message to the interviews. Pay attention
to all aspects of good grooming.
Anticipate questions and prepare answers that cover such topics as your education, work experience,
organizations, interests, career goals, and desired location. Be ready to answer more difficult
questions, questions which give the interviewer a chance to evaluate your thinking skills. In stress
interviews, you may even be asked tough or illegal questions.
Put yourself at ease so that the interviewer sees you as a calm, collected prospective employee.
Use whatever approach works best for you to keep control of your emotions.
10-8
Help control the dialogue so that you can bring out your strong points. You can do this by extending
responses as well as through your questions. Your goal is to be certain the interviewer knows what is
more important to know about you.
Slide 10-30
By carefully considering possible answers to typical interview questions, you can choose an
appropriate strategy for the case at hand. This not only prevents off-the-cuff responses but presents
you in the best possible light. Students may work in small groups to brainstorm answers to some of
the more common interview questions. Students can find common interview questions in Chapter 10
as well as on their school’s career services website.
Some of today’s digital tools provide users with interactive practice on forming strategies for typical
interview questions. Some even give alternative strategies and point out the strengths and weaknesses
of different responses under various conditions. Some software programs also provide this kind of
interactive practice.
Writing Other Job Search Messages
Slide 10-31
Following up and ending the application includes such things as a brief thank-you note or telephone
call. If you have not heard from a company and need to make a job decision, it is perfectly fair to
inquire about the status of your application.
Writing a thank-you message is a courteous and wise step to take. It shows the reader you are still
interested in the position. It singles you out from the competition since so few others make the added
effort.
Constructing a follow up to an application is necessary when you have not heard from an employer
after a reasonable time. Such messages are brief and take the form of a routine inquiry.
Planning the job acceptance is important. It says “yes” directly and builds goodwill. You will also
want to be sure you confirm starting date and place. The message takes the form of a favorable
response.
Writing a message refusing a job requires the form of a refusal. Be sure to present the refusal clearly
yet positively. Strive to maintain goodwill.
Writing a resignation message should be done with care. It should be as positive as possible.
Using this message as an opportunity to vent what you think is wrong with the company simply burns
bridges. Be sure you will not later regret your statements. Most resignation messages use the indirect
order required by bad news, ending with goodwill.
10-9
Slide 10-32
Thank-you message example: The thank-you message gives writers a chance to set themselves apart
by showing good business etiquette. It also gives writers a chance to show their continued interest in
the position as well as add confirming or new information.
Continuing Job Search Activities
Slide 10-33
Maintaining your resume helps you keep a focus on the job market. It allows you to evaluate your
skills and accomplishments.
Reading job ads in professional journals gives you valuable information. Not only will you know
what skills are in demand and what salaries they are demanding in the workplace, but reading will
also help you select and build skills in areas that interest you.
Skills Statements Workshop
Slides 10-34, 10-35, 10-36, 10-37, 10-38, 10-39, 10-40
Turning experience statements into accomplishment statements on a resume is always challenging for
students. These slides demonstrate a few strategies for turning skills statements into success
statements.
Answers to the Critical Thinking Questions
1. “Building a network of contacts to find jobs seems selfish. It involves acquiring

friendships just to use them for one’s personal benefit.” Discuss this view.
This argument can be supported, for one can “use” people in building a network of contacts.
A counter argument is that one doesn’t have to “use” people in these efforts. In fact, one can
form mutually beneficial relationships and make true friendships. Only if the contacts
developed actually do harm (and most do much more good than harm) should they be
condemned.
Perhaps the answer depends on how one makes the contacts. It is possible and desirable that
these contact relationships be sincere and rewarding to all concerned.
Other logical arguments may be made.
10-10
2. Do employers who offer unpaid internships take unfair advantage of students’

knowledge and skills? Under what circumstances might it be a good idea to take an
unpaid internship? When might it not be a good idea?
The argument that some employers who offer unpaid internships take advantage of students
can be supported. Some less ethical organizations will justify hiring students for free labor
under the guise of an internship, asking them to do menial tasks without giving them any
meaningful professional experience. These can be exploitative situations and students should
watch out for them during their internship searches. When an organization is willing to offer
paid internships, it’s a sign that they have an organized internship program and take it
seriously.
However, if a student has absolutely no experience in his or her field, and an organization has
promised to provide meaningful professional opportunities, it might make sense to take an
unpaid position. In a situation like this, students will want to talk to former interns to make
sure they had good, solid experiences.
3. Maryann Brennan followed a broad program of study in college and received a degree
in general studies. She did her best work in English, especially in the writing courses.
She also did well in history, sociology, and psychology. As much as she could, she
avoided math and computer courses. Her overall grade-point average of 3.7 (4.0 basis)
placed her in the top 10 percent of her class. What advice would you give her as she
begins her search for a career job?
Although she has serious limitations in today’s job market, Maryann has marketable skills.
Especially marketable are her writing skills. She also has a broad liberal background and a
good grade average, which suggests high intelligence and good analytical ability. She should
apply for work that requires these abilities—for example, general management, sales, or work
for which the employer provides a training program for beginning employees. In fact, she
could apply for any work other than in specialized fields such as finance, accounting, or
computer science. Even so, she would be advised to overcome her limitations in these areas in
the coming years.
4. Discuss the value of each of the sources in finding jobs (a) before an internship (b) right
after graduation and (c) after 20 years of work in his or her specialty.
A university career center would be a very good source before an internship or right after
graduation. In most cases, after 20 years, it would not. However, some universities are
beginning to initiate services for their alumni.
A network of personal contacts can be useful before an internship and after graduation if the
contacts include business executives. The network is more likely to be more valuable over
time as the person’s contacts move up to higher positions.
Classified advertisements are not likely to be major sources for job opportunities before
internships or at graduation time. Most employers do not use such ads heavily to advertise
internships or find new finance graduates. But companies do advertise for higher positions.
10-11
After 20 years, our finance major should be qualified for such a position.
Online databases are useful before internships, immediately after graduation and after working
20 years. They can be searched to filter the most appropriate jobs in one’s area of interest and
expertise. Also, they are an easy way to stay abreast of the current openings and skills needed
for various types of jobs. These databases can be used to locate openings either within one’s
current firm or location as well as openings across the country.
Employment agencies are used infrequently for internships or a college graduate’s first job.
They are most used for the higher-level jobs that are open only to experienced workers.
Webpage profiles are appropriate for those starting out or shortly after graduation. Initially
Web pages were best used by those in technical fields, but as the tools for creating webpages
get easier to use, a wider variety of job seekers are using them.
Prospecting can be productive for the finance major seeking an internship or a first job. The
chances of finding an internship or job are reasonably good, as hiring beginning people is a
common occurrence. Prospecting for a high-level job that requires experience, however, is not
likely to be productive. As such jobs are limited in number, the finance major 20 years out of
college would waste time going from company to company.
5. Assume that, in an interview for the job you want, you are asked the questions listed in
the text under the heading “Anticipating Questions and Preparing Answers.” Answer
these questions.
As the answers to these questions will vary widely, you must evaluate each answer on its
merits, underscoring positive emphasis. You may find it helpful to ask the students to assist in
the evaluations of their classmates’ responses. Class participation will add interest and will
help the students to understand the subject matter.
6. The most popular arrangement of resume information is three-part grouping:

education, experience, and personal details. Describe two other arrangements. When
would each be used?
Functional or skills. This plan involves identifying the major functions or skills needed for the
job one is seeking and explaining the experience you have in that area. This form emphasizes
one’s qualifications in the areas identified. Also, it is particularly useful when one has had a
number of jobs with overlapping job requirements or has skills gathered from many areas,
such as class courses, extracurricular activities, and internships.
Accomplishments/Achievements. The accomplishments plan presents a picture of one as a

competent worker. It puts precise numbers and facts behind job skills and tasks undertaken.
An achievements plan extracts precise skills from one’s entire set that are particularly relevant
to the position being sought.
10-12
7. Distinguish between the print resume and the electronic resume. When would each be
most appropriate?
The print resume is used in situations where one is face-to-face with an employer or when one
is applying by mail. The traditional and scannable print resumes differ in format, noun and
verb emphasis, and keyword sections. The traditional print resume uses strong action verbs in
describing accomplishments. It can also be prepared with a wider variety of fonts and styles
than the scannable format, making it more visually appealing. The scannable format is
machine read and emphasizes nouns. It should use fonts that are accurately read by scanners
and avoid underlining, italics, graphics, and anything scanners would have trouble
interpreting accurately.
The electronic format is used in situations where one transmits application documents
electronically—usually by email. Job seekers should send digital resumes in formats
employers request or ones that are easily accessible by most employers. These formats allow
job seekers to enhance their documents with visuals and sounds.
8. What is meant by parallelism of headings?
Headings are parallel in structure when they are worded in the same grammatical form. That
is, they are all sentences, all noun phrases, and so on. Equal-level headings in each part of the
resume should be parallel.
9. Describe the cover message and resume you would write (a) immediately after
graduation, (b) ten years later, and (c) 25 years later. Point out similarities and
differences, and defend your decision.
Each student’s description should emphasize the changing emphasis in content over time.
Soon after graduation one’s education usually deserves major emphasis. Then after one’s
career employment begins, experience begins to gain emphasis. Toward the end of one’s
working career, experience deserves most of the emphasis and education is a minor point.
10. What differences would you suggest in writing cover messages for jobs in (a) accounting,
(b) banking, (c) advertising copy writing, (d) management, (e) sales, (f) consulting, and
(g) information systems?
The students’ analyses will differ with perceptions of the work to be done. But generally their
answers should reflect these job characteristics:
a. accounting—conservative, knowledgeable, industrious

b. banking—conservative, neat, intelligent
c. advertising copy writer—imaginative, creative, glib
d. management—a leader, knowledgeable, personable
e. sales—personable, industrious, knowledgeable
f. consulting—knowledgeable, personable, experienced
g. information systems—technically competent, innovative, personable, team player
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11. Discuss the appropriateness of beginning a cover message with these words: “This is to
apply for…” and “I would like to…”
Such beginnings are dull and unimaginative. They belong to the stereotyped beginnings that
characterized letters written in the distant past. They do little to make the message stand out
from the competition and to sell the writer’s qualifications.
12. “In writing cover messages, just present the facts clearly and without analysis and
interpretation. The facts alone will tell the employer whether he or she wants you.”
Discuss this viewpoint.
This is a thought question and may produce various opinions. Some may feel that employers
are sufficiently intelligent to interpret the significance of the facts. Others may feel that
interpretations, even though obvious, help the reader by drawing attention to the
interpretations. Probably the best answer is that interpretations can be useful when they do not
insult the reader’s intelligence, when they show the writer’s understanding of the work to be
done, and when they are not overdone.
13. When should the drive for action in a cover message (a) request the job, (b) request an
interview, and (c) request a reference check?
A request for the job would be most unusual in a first application letter. Perhaps it would be
justified when there has been previous contact between reader and writer (other than writing).
A request for an interview is appropriate in cases when an interview would be the next logical
step in the job filling procedure. If geographic distance is great, however, additional
communication may be necessary before an interview is appropriate.
A request that references be consulted is appropriate when one can conclude that the reader
will want to screen applicants further before talking to them (as when travel distance is great).
14. Discuss some of the advantages that writing a thank you note to the interviewer gives
the writer.
Some of the things students should be able to bring up include being viewed as courteous and
interested in the position and company. They also get their name before the employer again
and in a favorable light. And it gives them an opportunity to supply additional facts forgotten
in the interview as well as follow up on anything mentioned in the interview. Also, some
employers expect a follow-up thank-you note and will not make an offer until they receive it.
15. Identify some of the benefits one gains from continuing to read professional journals for
job information after one is employed.
Reading ads keeps one abreast of the skills in demand, the locations and pay of jobs in the
field, and any new directions or changes in the field. With this information, employees can
keep up their skills and knowledge, becoming more valuable both to their current employer as
well as marketable should a job change be desired. This also helps keeps one’s job interesting
and challenging.
10-14
Suggested Solutions for the Skills Building Exercises
1. Criticize the following resume parts: (They are not from the same resume.)
Work Experience
a. The words don’t tell what was accomplished—what skills were gained, extent of
responsibilities, etc.
b. The third job shifts from first to third person.
c. Only the second one has the location of the employer.
References
a. The second and fourth addresses have no courtesy titles (Mr., Ms.).
b. Addresses not complete. Street information missing on two.
c. Email addresses and phone numbers would be useful to the employer.
Education
a. The first one is in first person. Also, it is questionable information, especially if
college work also is presented.
b. The third entry would be better if degree status were included.
Qualifications
a. Shifts from first to third person.
b. Parallelism errors are present (he knows, he is experienced, I know, he is
knowledgeable, he has proven).
c. More powerful action-oriented verbs are needed (e.g., motivate salespeople, screen
applicants, select sales people).
2. Criticize these sentences from cover messages:
Beginning Sentences
a. A traditional type of beginning—routine—but it’s too general and doesn’t aim for a
particular type of work.
b. Use of an employee’s name can be an attention getter.
c. Mentioning the source of the posting is good, as is mentioning the position you’re
applying for; however, the statement may sound over confident and too aggressive.
d. The statement is too general to be helpful. Also, if you didn’t want to work for the
employer you wouldn’t apply, so this statement says the obvious. It’s better to spend
the space in the letter showing (not telling) your reader how interested you are.
Sentences Presenting Selling Points

a. The statement is too general. What courses were taken, and how do they qualify the
writer for the job?
b. This statement is a good instance of the reader backing up a claim (“highly skilled”)
with supporting evidence of where and how he/she became skilled. The writer could
perhaps be more specific. What does “highly skilled” mean?
10-15
c. This is a very matter-of-fact statement, but it does not tell indicate the writer’s job or
position. It likely restates what is on the resume and does not add to the writer’s
qualification.
d. These are great qualities, but they are quite generic. This could be true of many
positions. The writer would need to tie these qualities to specific requirements of the
position for this statement to be useful.
Sentences from Action Endings

a. This statement is presumptuous and high pressure; it shows aggressiveness. This
statement may be appropriate where aggressiveness is valued.
b. This statement is weak and pleading. This is a hint more than a request for an
interview. The “it would be appreciated” is awkward and impersonal.
c. This statement begins appropriately but then shifts to a command that is too strong.
The writer is not really in a position to command the reader.
Suggested Answers to Problem-Solving Cases
Case 3, p. 336
This case is an excellent opportunity for students to define their long-term career goals and become
more strategic in their job searches. It also generates material that can be transferred to Webpage
profiles, useful in students’ initial searches for employment.
Students will want to identify their strengths, include transferrable skills as well as specialized skills,
and begin to brand themselves in a particular area of their field.
The resume and reference sheet should reflect the formats provided in the chapter. The overall cover
letter strategy should begin with an attention-getting opening, and be generic enough to appeal to a
wide range of companies. However, it should be specific enough to highlight specialized skills.
Clearly, before sending the cover letter to specific organizations, students should tweak it to reflect
each organization’s needs.
Example
Dear Ms. O'Daniel:
With two student ADDY awards, an internship at Cake Advertising, and a passion for social media,
I’m seeking an entry-level marketing position that will give me the opportunity to help your
organization gain new Facebook fans and customers through social media marketing.
In addition to my undergraduate degree in advertising, I have a digital marketing certificate from

MediaBistro that has given me extensive training in Facebook advertising and marketing. Class
projects included partnering with Fortune 500 company Joseph & Taylor and creating social media
communities that were implemented within the company, helping two major beauty brands generate 6
million new fans within a few months. (Portfolio samples are included.)
10-16
As a student, I have accomplished as much as some professionals do in their first year of employment.
In addition to the above accomplishments, I also designed Web sites and social media communities
for three local nonprofits on a volunteer basis, all while maintaining a GPA of 4.0.
Having just graduated, I am seeking an opportunity that will allow me to apply all my experience and
education, including my communications and design expertise. While I realize you have no positions
formally posted right now, I would love the opportunity to interview with you. I would welcome the
opportunity to use my skills to help your company enhance your social media presence, generate new
business, and build customer loyalty.
Sincerely,
Ray Loveland
Case 8, p. 339
This case helps students take initiative in their searches for the right internships. Often, students have
specific types of experience in mind when seeking internships. A prospecting letter gives them some
control over the internship process and helps ensure that they get the experience they really want.
While students will want to stay open-minded, a letter such as this is a great opportunity to define
their goals. When analyzing purpose and goals, students may want to define the immediate purpose as
“getting a response/interview from the employer” and long-term goals as “getting a position.” When
analyzing audience, students should determine needs and benefits from their future employers’
perspective. In other words, they are the products and they need to sell themselves. How will their
qualifications benefit the organization? Why should employers’ invest in them? The letter should be
written from the you-viewpoint, not the I-viewpoint.
Example
This letter is adapted from the Chapter 10 cover message on p. 325.
Dear Mr. Stark:
From time-consuming performance approvals to complex compensation packages, human resources

management involves so many details that almost every HR professional could use a personal
assistant.
Could you? A student in Wilmont University’s human resources program, I’m currently seeking an
internship where I can apply the specialized training I’ve had for the last three years in one of the
country’s top human resources programs. From courses in compensation studies and administration to
organizational change and development, I have been formally trained in every area of the field.
10-17
My work experience, to date, has also helped prepare me for a career in human resource management.
While in college I worked as a server at Applebee’s, where I developed customer service and team
skills, and I continued to develop my skills as a team lead for The Gap, where I was the top seller for
four of eight quarters. From these experiences, I gained an understanding of human resource
management and learned to communicate professionally and listen carefully to people.
These brief facts and the information in my resume describe my diligent efforts to prepare for a
position in human resource management. I would love to talk to you about the possibility of starting
that internship. You can reach me at 917.938.4449 to arrange an interview to discuss how I could fit
in your Human Resource Department.
Sincerely,
Joyce Woodridge
10-18

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Chapter 10- Conducting a Winning Job Campaign

Chapter 10: Conducting a Winning Job Campaign

Text Summary, Lecture Outline

The Job Search

The Traditional Print Resume

Slides 10-10, 10-11, 10-12, 10-13

The Scannable Print Resume

Slides 10-15 , 10-16, 10-17, 10-18

The Electronic Resume

The Reference Sheet

The Cover Message

Slides 10-24, 10-25, 10-26, 10-27, 10-28

Writing Other Job Search Messages

Continuing Job Search Activities

Skills Statements Workshop

Slides 10-34, 10-35, 10-36, 10-37, 10-38, 10-39, 10-40

Answers to the Critical Thinking Questions

1. “Building a network of contacts to find jobs seems selfish. It involves acquiring

Other logical arguments may be made.

2. Do employers who offer unpaid internships take unfair advantage of students’

6. The most popular arrangement of resume information is three-part grouping:

Accomplishments/Achievements. The accomplishments plan presents a picture of one as a

8. What is meant by parallelism of headings?

a. accounting—conservative, knowledgeable, industrious

Suggested Solutions for the Skills Building Exercises

2. Criticize these sentences from cover messages:

Sentences Presenting Selling Points

Sentences from Action Endings

Suggested Answers to Problem-Solving Cases

Dear Ms. O'Daniel:

In addition to my undergraduate degree in advertising, I have a digital marketing certificate from

This letter is adapted from the Chapter 10 cover message on p. 325.

Dear Mr. Stark:

From time-consuming performance approvals to complex compensation packages, human resources

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