TEACHER’S METHODOLOGY LEVEL C

Module No. 8 COMMUNICATION AND WORK ETHICS 1

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Philosophy: The Big Questions

Do you want a rational investigation of the truth? Philosophy poses many questions. Where did I
come from and why am I here? Why is there suffering? Is there a God? What is my purpose in
life? Get started on your trek to find answers to life's most important questions.

Work ethic is a set of values based on hard work and diligence. It is also a belief in the
moral benefit of work and its ability to enhance character. An example would be the
Protestant work ethic. A work ethic may include being reliable, having initiative or
maintaining social skills.

Workers exhibiting a good work ethic in theory (and ideally in practice) should be
selected for better positions, more responsibility and ultimately promotion. Workers who
fail to exhibit a good work ethic may be regarded as failing to provide fair value for the
wage the employer is paying them and should not be promoted or placed in positions of
greater responsibility.

One central concept that forms part of the basis of the free market economic theory of
western capitalism is that workers who work hard and play by the rules will be rewarded
and will move ahead, and that those who do not should be allowed to enjoy the fruits of
their own poor performance.

Criticism of Work Ethic concept

In the 19th century, the Arts and Crafts movement of William Morris in the UK and
Elbert Hubbard in the US noted how "alienation" of workers from ownership of the tools
of production and their work product was destructive of the work ethic because in the
expanding firms of that era, the workers saw no point in doing more than the minimum.
The industrial engineer Frederick Taylor revised the notion of work ethic to include
giving up control over the work process to management so that the latter could study
and "rationalize" the work process, and the notion of work ethic thereafter included
acknowledgment of management control.

Sociologists, make short shrift of "work ethic" as a useful sociological concept. They
argue having a "work ethic" in excess of management's control doesn't appear rational
in any mature industry where the employee can't rationally hope to become more than a
manager whose fate still depends on the owner's decisions. Sociology prefers to re-

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narrate excess work ethic as a form of alienation from truer needs for family and
community connections.

In fact, an excess "work ethic" is often fueled (according again to sociology) by addictions such
as the widespread addiction to crystal myth in American rural communities, which has been
shown to result from excessive work schedules. In other environments, it creates a sharp divide
between work and play, and neglect in

the latter of any recreation (time with family, volunteer work, or cultural pursuits) which
reminds the workaholic of "work."

The French Leftist philosopher André Gorz wrote: "The work ethic has become
obsolete. It is no longer true that producing more means working more or that producing
more will lead to a better way of life. The connection between more and better has been
broken; our needs for many products and services are already more than adequately
met, and many of our as-yet- unsatisfied needs will be met not by producing more, but
by producing differently, producing other things, or even producing less. This is
especially true as regards our needs for air, water, space, silence, beauty, time and
human contact. Neither is it true any longer that the more each individual works, the
better off everyone will be. The present crisis has stimulated technological change of an
unprecedented scale and speed: `the micro-chip revolution'. The object and indeed the
effect of this revolution has been to make rapidly increasing savings in labor, in the
industrial, administrative and service sectors. Increasing production is secured in these
sectors by decreasing amounts of labor. As a result, the social process of production no
longer needs everyone to work in it on a full-time basis. The work ethic ceases to be
viable in such a situation and work based society is thrown into crisis."

Many white collar employees, in a rational reaction to a demand for a "work ethic"
involving the sacrifice of unpaid hours, cultivate a rhetorical "work ethic" consisting of
external obeisance to absolute management control while producing little.

What are work ethics?

Work ethics include not only how one feels about their job, career or vocation, but also how one
does his/her job or responsibilities. This involves attitude, behavior, respect, communication,
and interaction; how one gets along with others. Work ethics demonstrate many things about
whom and how a person is.

Work ethics involve such characteristics as honesty and accountability. Essentially, work ethics
break down to what one does or would do in a particular situation. The begging question in a
situation involves what is right and acceptable, and above board, versus what is wrong,
underhanded, and under the table.

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Throughout the last few years, there have been companies whose work ethic -- honesty,
integrity and accountability -- have been rather shady and have a rather negative impact on
other people. This has involved people looking the other way when people have done
something questionable, or thinking it would not matter.

Work ethics, such as honesty (not lying, cheating, and stealing), doing a job well, valuing what
one does, having a sense of purpose and feeling/being a part of a greater vision or plan is vital.
Philosophically, if one does not have proper work ethics, a person’s conscience may be
bothered. People for the most part have good work ethic(s); we should not only want to do, but
desire to do the proper thing in a given situation.

Work ethics are intrinsic; they come from within. A question may involve where they came from,
if they come from within. Philosophically, this may lead to various perspectives; however, the
truth about work ethics, and where they come from are answered from a Christian worldview.
Work ethics come from God the creator. God made humans in His image, and His word
proclaims these various work ethics -- honesty, integrity, doing a job well, keeping things above
board, and accountability factors.

The Christian worldview holds fundamentally to two central work ethics -- humility and the
treatment of others. Humility is being humble, no task is too demeaning. Humility involves
servitude, which emphasizes placing other peoples need before ones own. Treating others with
decency and respect equate to the golden rule. The treatment of others involves loving your
neighbor, loving your enemy, doing good to those who dislike you. It involves valuing others,
and knowing they have worth.

 Lesson 1 – Why Work Ethic? A brief lesson about why work ethic is so important in the
information age workplace and why it will continue to be important in the future.

 Lesson 2 – What is Work Ethic? A lesson that defines work ethic and includes
information about important worker characteristics that employers are seeking.
 Lesson 3 – Interpersonal Skills. Examines the role of interpersonal skills as an aspect
of work ethic, emphasizes its importance in the workplace, and helps learners to develop
strategies for improving interpersonal skills.
 Lesson 4 – Initiative. Explains initiative as a part of work ethic, helps learners to
evaluate their own initiative, and encourages them to use initiative in appropriate and
productive ways.
 Lesson 5 – Being Dependable. Emphasizes the importance of being dependable and
helps learners to identify areas for improving personal dependability.
 Lesson 6 – Other Employability Skills. Other employability skills related to work ethic
are considered in this lesson along with activities to prepare people for success in the
information age workplace.

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 Lesson 1 - Why Work Ethic?

Learning Goal: To understand why work ethic is so important in
the information age workplace and why it will continue to be
important in the future.

Note: It is suggested that this page be added to your bookmarks prior to using the
various links provided. As an alternative, the history list under the Go command on the
menu bar can be used to return to this page.

Introduction

It is a new day in the workplace, but the old saying that "what goes around, comes around" has
been proven true again. Now as much as ever before it is important for workers to have a good
work ethic. Without it, businesses and industries struggle as productivity falls short of what is
needed. Employers especially dislike hiring people who would choose to prop up their feet
rather than find something to do.

Hasn't a good work ethic always been important, though? The answer is yes, but during
a period of history we refer to as the industrial age, many jobs required a work ethic that
was limited and somewhat different from the characteristics necessary in today's
information age workplace. People who work with information often must set their own
schedule, usually work with less direct supervision, and frequently experience change
and innovation in their work.

What is an information age job?

Consider the following occupations. Tick on items in the list that are information jobs?

 teacher
 computer salesperson
 construction worker
 machine operator
 engineer
 movie actor
 doctor
 truck driver
 politician
 apartment manager
 accountant
 custodian

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 Even the jobs which are not now classified as information jobs are continuing to
change in that direction. As technology advances and manual operations are
replaced by machines, people increasingly must deal with the information
necessary to provide instructions to a machine which in turn actually performs a
task.

 Spend a few minutes and read over an excerpt from the history section (The
Work Ethic in the Information Age and The Work Ethic and the Industrial
Revolution). These materials will help you to understand why work ethic is so
important in the workplace today.  

 Job Skills in the Information Age

 Information age jobs usually require technical skills and knowledge, but work
ethic and work attitudes are also essential for success. Employers frequently
mention work ethic and related characteristics when they describe the type of
employees they seek to hire. They also report that people with these
characteristics are difficult to find.

 Assignment 1:

 Conduct a quick job search and see what kinds of jobs are available in your area
of the country. Make a list of the worker characteristics (responsible, motivated,
good public speaking skills, etc.) that are being sought. This activity can also be
completed using the classified advertising section of your local newspaper.

 Assignment 2:

 Not only is it important to consider what employers are looking for and what
characteristics are important to be a successful worker, but we need to consider
what is important to us in a job. Unless we understand our own interests, it will be
difficult for us to select a career that will be fulfilling and allow us to be happy.

 One of the better known scholars who has researched the area of matching
individual interests with job types is John L. Holland, Ph.D. He has identified six
personality types to describe different kinds of people. These are labeled
Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and
Conventional (C).

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 It is helpful for us to be aware of our own personality characteristics as we

consider work-related decisions. Complete the self assessment to better
understand your own personal traits. Discuss the results in a small group in your
class.

 Holland Types

 John Holland developed a popular format for determining interests, which is

included here. Holland's code comprises six personality types:

 Realistic (R)
 Investigative (I)
 Artistic (A)
 Social (S)
 Enterprising (E)
 Conventional (C)

Self-Assessment for Holland Type

This is a sample self-assessment to help you determine your Holland Type. Start by
printing out this page, or by numbering a sheet of paper 1-15. Then answer "yes" or
"no" to the following questions, and check out what your answers mean.

1. I like long-term projects.

2. I like to build or repair things.
3. I like to do things in order.
4. I enjoy doing things that produce results.
5. I like to organize activities.
6. I'd like to deal with people all day.
7. I need clear and precise instructions.
8. I'm interested in operating machinery.
9. I like using math.
10. I'd like to be able to control the work of others.
11. I like helping people.
12. I read books or watch TV to find out about things.
13. I'd like to discover something new.
14. I like to get people to do things.
15. I like to ask people their opinion.

  Realistic (R)
Interests Skills Personality

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Work with machines Fix mechanical objects Mechanical

Work outdoors Plant a garden Nature lover
Work with hands Operate machinery Practical
Build things Read a blueprint Problem solver

Investigative (I)
Interests Skills Personality
Explore ideas Do science experiments Inquisitive
Analyze data Solve math problems Precise
Use computers Perform basic programming Abstract thinker
Read science fiction Interpret formulas Independent

Artistic (A)
Interests Skills Personality
Read fiction plays Write stories Imaginative
Work on crafts Design new things Innovative
Act, sing, listen to music Play or compose music Creative
Take photographs Sketch, draw or paint intuitive

Social (S)
Interests Skills Personality
Help people Teach/train others Helpful
Do volunteer work Plan activities Outgoing
Play team sports Host an event Insightful
Work in groups Lead meetings Friendly

Enterprising (E)
Interests Skills Personality
Meet people Initiate projects Assertive
Make decisions that affect
Sell or promote Persuasive
others
Negotiate sales/deals Make speeches Enthusiastic
Participate in political
Convince others persistent
activities

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Conventional (C)
Interests Skills Personality
Work with numbers Keep accurate records Organized
Be responsible for details Statistical work Mathematical
Learn computer programs Operate computers Efficient
Follow directions Write business letters Conscientious

Data, People, Things, and Ideas

A second way of looking at occupations is to measure them in terms of Data, People,

Things, and Ideas.

 Realistic people like working with Things in occupations such as chef, air traffic
controllers, carpenters, and builders.
 Investigative people like working with Data in occupations such as medical technician,
computer programmer, engineering, and science.
 Artistic people like working with Ideas in occupations such as commercial artist,
musician, and interior design.
 Social people like working with People in occupations such as teaching, counseling,
and care of elderly people.
 Enterprising people like working with People and Data in occupations such as
business leadership, marketing, entrepreneurship, and politics.
 Conventional people like working with Data in such occupations as accounting,
administrative assistance, and paralegal.

Self-Assessment Answers for Holland Type

Here's what your answers to the self-assessment for Holland type mean, and what you
might be interested in doing.

If you said YES to 1, 3, and 7:

You're an organizer. You turn chaos into order. Positions in this category include Statistician,
Accountant, Law Clerk.

If you said YES to 2, 8, 12:

You tend to be mechanical/technical. Positions in this category include Mechanic, Electrician,
Air Traffic Controller, Optometrist

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If you said YES to 4, 9, 13:

You're an innovator. You come up with new ideas. Positions in this category include Architect,
Writer, Planner, Engineer, Programmer.

If you said YES to 5, 10, 14:

You're a leader. You form a team to do something. Positions include Editor, Chef, Director,
Sales Manager, Advertising Executive.

If you said YES to 6, 11, 15:

You're outgoing. You like working with people. Positions include Counselor, Dentist, Flight
Attendant, Salesperson, Teacher.

 Artistic people like working with Ideas in occupations such as commercial artist,
musician, and interior design.
 Social people like working with People in occupations such as teaching, counseling,
and care of elderly people.
 Enterprising people like working with People and Data in occupations such as
business leadership, marketing, entrepreneurship, and politics.
 Conventional people like working with Data in such occupations as accounting,
administrative assistance, and paralegal.

Self-Assessment Answers for Holland Type

Here's what your answers to the self-assessment for Holland type mean, and what you
might be interested in doing.

If you said YES to 1, 3, and 7:

You're an organizer. You turn chaos into order. Positions in this category include Statistician,
Accountant, Law Clerk.

If you said YES to 2, 8, 12:

You tend to be mechanical/technical. Positions in this category include Mechanic, Electrician,
Air Traffic Controller, Optometrist

If you said YES to 4, 9, 13:

You're an innovator. You come up with new ideas. Positions in this category include Architect,
Writer, Planner, Engineer, Programmer.

If you said YES to 5, 10, 14:

You're a leader. You form a team to do something. Positions include Editor, Chef, Director,
Sales Manager, Advertising Executive.

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If you said YES to 6, 11, 15:

You're outgoing. You like working with people. Positions include Counselor, Dentist, Flight
Attendant, Salesperson, Teacher.

1. Historical Context of the Work Ethic

Roger B. Hill, Ph.D. © 1992, 1996

From a historical perspective, the cultural norm placing a positive moral value on
doing a good job because work has intrinsic value for its own sake was a relatively
recent development (Lipset, 1990). Work, for much of the ancient history of the human
race, has been hard and degrading. Working hard--in the absence of compulsion--was
not the norm for Hebrew, classical, or medieval cultures (Rose, 1985). It was not until
the Protestant Reformation that physical labor became culturally acceptable for all
persons, even the wealthy.

2. Attitudes Toward Work During the Classical Period

Roger B. Hill, Ph.D. © 1992, 1996

One of the significant influences on the culture of the western world has been the
Judeo-Christian belief system. Growing awareness of the multicultural dimensions of
contemporary society has moved educators to consider alternative viewpoints and
perspectives, but an understanding of western thought is an important element in the
understanding of the history of the United States.

Traditional Judeo-Christian beliefs state that sometime after the dawn of creation, man
was placed in the Garden of Eden "to work it and take care of it" (NIV, 1973, Genesis
2:15). What was likely an ideal work situation was disrupted when sin entered the world
and humans were ejected from the Garden. Genesis 3:19 described the human plight
from that time on. "By the sweat of your brow you will eat your food until you return to
the ground, since from it you were taken; for dust you are and to dust you will return"
(NIV, 1973). Rose stated that the Hebrew belief system viewed work as a "curse
devised by God explicitly to punish the disobedience and ingratitude of Adam and Eve"
(1985, p. 28). Numerous scriptures from the Old Testament in fact supported work, not
from the stance that there was any joy in it, but from the premise that it was necessary

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to prevent poverty and destitution (NIV; 1973; Proverbs 10:14, Proverbs 13:4, Proverbs
14:23, Proverbs 20:13, Ecclesiastes 9:10).

The Greeks, like the Hebrews, also regarded work as a curse (Maywood, 1982).
According to Tilgher (1930), the Greek word for work was ponos, taken from the Latin
poena, which meant sorrow. Manual labor was for slaves. The cultural norms allowed
free men to pursue warfare, large-scale commerce, and the arts, especially architecture
or sculpture (Rose, 1985).

Mental labor was also considered to be work and was denounced by the Greeks. The
mechanical arts were deplored because they required a person to use practical thinking,
"brutalizing the mind till it was unfit for thinking of truth" (Tilgher, 1930, p. 4).

Skilled crafts were accepted and recognized as having some social value, but were not
regarded as much better than work appropriate for slaves. Hard work, whether due to
economic need or under the orders of a master, was disdained.

It was recognized that work was necessary for the satisfaction of material needs, but
philosophers such as Plato and Aristotle made it clear that the purpose for which the
majority of men labored was "in order that the minority, the elite, might engage in pure
exercises of the mind--art, philosophy, and politics" (Tilgher, 1930, p. 5). Plato
recognized the notion of a division of labor, separating them first into categories of rich
and poor, and then into categories by different kinds of work, and he argued that such
an arrangement could only be avoided by abolition of private property (Anthony, 1977).
Aristotle supported the ownership of private property and wealth. He viewed work as a
corrupt waste of time that would make a citizen's pursuit of virtue more difficult
(Anthony, 1977).

Braude (1975) described the Greek belief that a person's prudence, morality, and
wisdom was directly proportional to the amount of leisure time that person had. A
person who worked, when there was no need to do so, would run the risk of obliterating
the distinction between slave and master. Leadership, in the Greek state and culture,
was based on the work a person didn't have to do, and any person who broke this
cultural norm was acting to subvert the state itself.

The Romans adopted much of their belief system from the culture of the Greeks and
they also held manual labor in low regard (Lipset, 1990). The Romans were industrious,
however, and demonstrated competence in organization, administration, building, and
warfare. Through the empire that they established, the Roman culture was spread
through much of the civilized world during the period from c500 BC until c117 AD
(Webster Encyclopedia, 1985). The Roman empire spanned most of Europe, the Middle

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East, Egypt, and North Africa and greatly influenced the Western culture in which the
theoretical constructs underlying this study were developed.

Slavery had been an integral part of the ancient world prior to the Roman empire, but
the employment of slaves was much more widely utilized by the Romans than by the
Greeks before them (Anthony, 1977). Early on in the Roman system, moderate
numbers of slaves were held and they were treated relatively well. As the size of
landholdings grew, however, thousands of slaves were required for large-scale grain
production on some estates, and their treatment grew worse. Slaves came to be viewed
as cattle, with no rights as human beings and with little hope of ever being freed. In fact,
in some instances cattle received greater care than slaves, since cattle were not as
capable of caring for themselves as were slaves (Anthony, 1977).

For the Romans, work was to be done by slaves, and only two occupations were
suitable for a free man--agriculture and big business (Maywood, 1982). A goal of these
endeavors, as defined by the Roman culture, was to achieve an "honorable retirement
into rural peace as a country gentleman" (Tilgher, 1930, p. 8). Any pursuit of handicrafts
or the hiring out of a person's arms was considered to be vulgar, dishonoring, and
beneath the dignity of a Roman citizen.

Philosophically, both the Greeks and the Romans viewed the work that slaves
performed and the wealth that free men possessed as a means to achieve the supreme
ideal of life--man's independence of external things, self-sufficiency, and satisfaction
with one's self (Tilgher, 1930). Although work was something that would degrade virtue,
wealth was not directly related to virtue except in the matter of how it was used. The
view of Antisthenes that wealth and virtue were incompatible and the view of the Stoics
that wealth should be pursued for the purpose of generosity and social good
represented extremes of philosophical thought. The most accepted view was that
pursuit of gain to meet normal needs was appropriate.

From the perspective of a contemporary culture, respect for workers upon whom the
economic structure of a nation and a society rested would have been logical for the
Greeks and the Romans, but no such respect was evident. Even free men, who were
not privileged to be wealthy and were obliged to work along side slaves, were not
treated with any sense of gratitude, but were held in contempt. The cultural norms of the
classical era regarding work were in stark contrast to the work ethic of the latter day.

3. Attitudes Toward Work During the Medieval Period

Roger B. Hill, Ph.D. © 1992, 1996

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The fall of the Roman empire marked the beginning of a period generally known as the
Middle Ages. During this time, from c400 AD until c1400 AD, Christian thought
dominated the culture of Europe (Braude, 1975). Woven into the Christian conceptions
about work, however, were Hebrew, Greek, and Roman themes. Work was still
perceived as punishment by God for man's original sin, but to this purely negative view
was added the positive aspect of earnings which prevented one from being reliant on
the charity of others for the physical needs of life (Tilgher, 1930). Wealth was
recognized as an opportunity to share with those who might be less fortunate and work
which produced wealth therefore became acceptable.

Early Christian thought placed an emphasis on the shortness of time until the second
coming of Christ and the end of the world. Any attachment to physical things of the
world or striving to accumulate excessive wealth was frowned upon. As time passed
and the world did not end, the Christian church began to turn its attention to social
structure and the organization of the believers on earth. Monasteries were formed
where monks performed the religious and intellectual work of the church (reading,
copying manuscripts, etc.), but lay people tended to the manual labor needed to supply
the needs of the community. People who were wealthy were expected to meet their own
needs, but to give the excess of their riches to charity. Handicraft, farming, and small
scale commerce were acceptable for people of moderate means, but receiving interest
for money loaned, charging more than a "just" price, and big business were not
acceptable (Tilgher, 1930).

As was the case for the Greeks and the Romans, social status within the medieval
culture was related to the work a person did. Aristotelianism was also evident in the
system of divine law taught by the Catholic church during this time (Anthony, 1977). A
hierarchy of professions and trades was developed by St. Thomas Aquinas as part

of his encyclopedic consideration of all things human and divine (Tilgher, 1930).
Agriculture was ranked first, followed by the handicrafts and then commerce. These
were considered to be the work of the world, however, and the work of the church was
in a higher category (Rose, 1985). The ideal occupation was the monastic life of prayer
and contemplation of God (Braude, 1975; Tilgher, 1930). Whether as a cleric or in some
worldly occupation, each person embarked on a particular work course as a result of the
calling of God, and it was the duty of a worker to remain in his class, passing on his
family work from father to son.

In the culture of the medieval period, work still held no intrinsic value. The function of
work was to meet the physical needs of one's family and community, and to avoid
idleness which would lead to sin (Tilgher, 1930). Work was a part of the economic
structure of human society which, like all other things, was ordered by God.  

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4. The Work Ethic and the Industrial Revolution

Roger B. Hill, Ph.D. © 1992, 1996

As work in America was being dramatically affected by the industrial revolution in the
mid-nineteenth century, the work ethic had become secularized in a number of ways.
The idea of work as a calling had been replaced by the concept of public usefulness.
Economists warned of the poverty and decay that would befall the country if people
failed to work hard, and moralists stressed the social duty of each person to be
productive (Rodgers, 1978). Schools taught, along with the alphabet and the spelling
book, that idleness was a disgrace. The work ethic also provided a sociological as well
as an ideological explanation for the origins of social hierarchy through the corollary that
effort expended in work would be rewarded (Gilbert, 1977).

Some elements of the work ethic, however, did not bode well with the industrial age.
One of the central themes of the work ethic was that an individual could be the master
of his own fate through hard work. Within the context of the craft and agricultural society
this was true. A person could advance his position in life through manual labor and the
economic benefits it would produce. Manual labor, however, began to be replaced by
machine manufacture and intensive division of labor came with the industrial age. As a
result, individual control over the quantity and methods of personal production began to
be removed (Gilbert, 1977).

The impact of industrialization and the speed with which it spread during the second half
of the nineteenth century was notable. Rodgers (1978) reported that as late as 1850
most American manufacturing was still being done in homes and workshops. This
pattern was not confined to rural areas, but was found in cities also where all varieties of
craftsmen plied their trades. Some division of labor was utilized, but most work was
performed using time-honored hand methods. A certain measure of independence and
creativity could be taken for granted in the workplace. No one directly supervised home
workers or farmers, and in the small shops and mills, supervision was mostly
unstructured. The cotton textile industry of New England was the major exception.

Rodgers (1978) described the founding, in the early 1820's, of Lowell, Massachusetts
as the real beginning of the industrial age in America. By the end of the decade,
nineteen textile mills were in operation in the city, and 5,000 workers were employed in
the mills. During the years that followed, factories were built in other towns as
competition in the industry grew. These cotton mills were distinguished from other
factories of the day by their size, the discipline demanded of their workers, and the
paternalistic regulations imposed on employees (Rodgers, 1978). Gradually the patterns
of employment and management initiated in the cotton mills spread to other industries,

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and during the later half of the nineteenth century, the home and workshop trades were
essentially replaced by the mass production of factories.

In the factories, skill and craftsmanship were replaced by discipline and anonymity. A
host of carefully preserved hand trades--tailoring, barrel making, glass blowing, felt-hat
making, pottery making, and shoe making--disappeared as they were replaced by new
inventions and specialization of labor (Rodgers, 1978). Although new skills were needed
in some factories, the trend was toward a semiskilled labor force, typically operating one
machine to perform one small piece of a manufacturing process. The sense of control
over one's destiny was missing in the new workplace, and the emptiness and lack of
intellectual stimulation in work threatened the work ethic (Gilbert, 1977). In the
secularized attitudes which comprised the work ethic up until that time, a central
component was the promise of psychological reward for efforts in one's work, but the
factory system did little to support a sense of purpose or self-fulfillment for those who
were on the assembly lines.

The factory system also threatened the promise of economic reward--another key
premise of the work ethic. The output of products manufactured by factories was so
great that by the 1880's industrial capacity exceeded that which the economy could
absorb (Rodgers, 1978). Under the system of home and workshop industries,
production had been a virtue, and excess goods were not a problem. Now that factories
could produce more than the nation could use, hard work and production no longer
always provided assurance of prosperity.

In the first half of the twentieth century, the industrial system continued to dominate
work in America and much of the rest of the world. Technology continued to advance,
but innovation tended to be focused on those areas of manufacture which had not yet
been mastered by machines. Little was done to change the routine tasks of feeding
materials into automated equipment or other forms of semiskilled labor which were
more economically done by low wage workers (Rodgers, 1978).

5. The Work Ethic and Industrial Management

Roger B. Hill, Ph.D. © 1992, 1996

Management of industries became more stematic and structured as increased

competition forced factory owners to hold costs down. The model of management which
developed, the traditional model, was characterized by a very authoritarian style which
did not acknowledge the work ethic. To the contrary, Daft and Steers (1986) described
this model as holding "that the average worker was basically lazy and was motivated
almost entirely by money (p. 93)." Workers were assumed to

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neither desire nor be capable of autonomous or self-directed work. As a result, the

scientific management concept was developed, predicated on specialization and
division of jobs into simple tasks. Scientific management was claimed to increase
worker production and result in increased pay. It was therefore seen as beneficial to
workers, as well as to the company, since monetary gain was viewed as the primary
motivating factor for both.

As use of scientific management became more widespread in the early 1900's, it

became apparent that factors other than pay were significant to worker motivation.
Some workers were self-starters and didn't respond well to close supervision and others
became distrustful of management when pay increases failed to keep pace with
improved productivity (Daft and Steers, 1986). Although unacknowledged in
management practice, these were indicators of continued viability of the work ethic in
employees.

By the end of World War II scientific management was considered inadequate and
outdated to deal with the needs of industry (Jaggi, 1988). At this point the behaviorist
school of thought emerged to provide alternative theories for guiding the management
of workers. Contrary to the principles of scientific management, the behaviorists argued
that workers were not intrinsically lazy. They were adaptive. If the environment failed to
provide a challenge, workers became lazy, but if appropriate opportunities were
provided, workers would become creative and motivated.

In response to the new theories, managers turned their attention to finding various ways
to make jobs more fulfilling for workers. Human relations became an important issue
and efforts were made to make people feel useful and important at work. Company
newspapers, employee awards, and company social events were among the tools used
by management to enhance the job environment (Daft and Steers, 1986), but the basic
nature of the workplace remained unchanged. The adversarial relationship between
employee and employer persisted.

In the late 1950's job enrichment theories began to provide the basis for fundamental
changes in employer-employee relationships. Herzberg, Mausner, and Snyderman
(1959) identified factors such as achievement, recognition, responsibility, advancement,
and personal growth which, when provided as an intrinsic component of a job, tended to
motivate workers to perform better. Factors such as salary, company policies,
supervisory style, working conditions, and relations with fellow workers tended to impair
worker performance if inadequately provided for, but did not particularly improve worker
motivation when present.

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In 1960, when the concepts of theory "X" and theory "Y" were introduced by McGregor,
the basis for a management style conducive to achieving job enrichment for workers
was provided (Jaggi, 1988). Theory "X" referred to the authoritarian management style
characteristic of scientific management but theory "Y" supported a participatory style of
management.

Jaggi (1988) defined participatory management as "a cooperative process in which

management and workers work together to accomplish a common goal (p. 446)." Unlike
authoritarian styles of management, which provided top-down, directive control over
workers assumed to be unmotivated and in need of guidance, participatory
management asserted that worker involvement in decision-making provided valuable
input and enhanced employee satisfaction and morale. Yankelovich and Immerwahr
(1984) described participatory management as a system which would open the way for
the work ethic to be a powerful resource in the workplace. They stated, however, that
the persistence of the traditional model in American management discouraged workers,
even though many wanted to work hard and do good work for its own sake.

6. The Work Ethic in the Information Age

Roger B. Hill, Ph.D. © 1992, 1996

Just as the people of the mid-nineteenth century encountered tremendous cultural and
social change with the dawn of the industrial age, the people of the late twentieth
century experienced tremendous cultural and social shifts with the advent of the
information age. Toffler (1980) likened these times of change to waves washing over
the culture, bringing with it changes in norms and expectations, as well as uncertainty
about the future.

Since 1956 (Naisbitt, 1984) white-collar workers in technical, managerial, and clerical
positions have outnumbered workers in blue-collar jobs. Porat (1977), in a study for the
U.S. Department of Commerce, examined over 400 occupations in 201 industries. He
determined that in 1967, the economic contribution of jobs primarily dealing with
production of information, as compared with goods-producing jobs, accounted for 46%
of the GNP and more than 53% of the income earned. Some jobs in manufacturing and
industry also became more technical and necessitated a higher level of thinking on the
job as machines were interfaced with computers and control systems became more
complex.

Yankelovich and Immerwahr (1984) contrasted the work required of most people during
the industrial age with the work of the information age. Industrial age jobs were typically
low-discretion, required little decision making, and were analyzed and broken into
simple tasks which required very little thinking or judgment on the part of workers.

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Information age jobs, in contrast, were high-discretion and required considerable

thinking and decision making on the part of workers (Miller, 1986). In the workplace
characterized by high-discretion, the work ethic became a much more important
construct than it was during the manipulative era of machines. Maccoby (1988)
emphasized the importance, in this setting, of giving employees authority to make
decisions which would meet the needs of customers as well as support the goals of
their own companies.

As high-discretion, information age jobs provided opportunities for greater self-

expression by workers, people began to find more self-fulfillment in their work.
Yankelovich and Harmon (1988) reported that a significant transformation in the
meaning of the work ethic resulted. Throughout history, work had been associated with
pain, sacrifice, and drudgery. The previously mentioned Greek word for work, ponos,
also meant "pain." For the Hebrews as well as for the medieval Christians, the
unpleasantness of work was associated with Divine punishment for man's sin. The
Protestant ethic maintained that work was a sacrifice that demonstrated moral
worthiness, and it stressed the importance of postponed gratification. With the
information age, however, came work which was perceived as good and rewarding in
itself. Most workers were satisfied with their work and wanted to be successful in it
(Wattenberg, 1984).

According the Yankelovich and Harmon (1988), the work ethic of the 1980's stressed
skill, challenge, autonomy, recognition, and the quality of work produced. Autonomy
was identified as a particularly important factor in worker satisfaction with their jobs.
Motivation to work involved trust, caring, meaning, self-knowledge, challenge,
opportunity for personal growth, and dignity (Maccoby, 1988; Walton, 1974). Workers
were seeking control over their work and a sense of empowerment and many
information age jobs were conducive to meeting these needs. As a result, the work ethic
was not abandoned during the information age, but was transformed to a state of
relevance not found in most industrial age occupations.

Even though the information age was well established by the 1980's and 1990's, not all
jobs were high-discretion. Some occupations continued to consist primarily of manual
labor and allowed minimal opportunity for worker involvement in decisionmaking. In
addition, authoritarian forms of management continued to be utilized and the potential of
the work ethic was wasted. Statistics reported by Yankelovich and Immerwahr (1984)
indicated that by the early 1980's, 43% of the workforce perceived their jobs as high-
discretion and 21% of the workforce perceived their jobs as low-discretion. The high-
discretion workers were likely to be better educated, to be in white-collar or service jobs,
and to have experienced technological changes in their work. The low-discretion

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workers were more likely to be union members, to be in blue-collar jobs, and to be

working in positions characterized by dirt, noise, and pollution.

7. The Work Ethic and Empowerment

Roger B. Hill, Ph.D. © 1992, 1996

As a result of the rapid changes associated with the Information Age workplace, codified
and systematized knowledge not limited to a specific organizational context was
important during the 1980's and 1990's (Maccoby, 1983). Higher levels of education
became necessary along with skills at solving problems, managing people, and applying
the latest information to the tasks at hand. With increased education, higher
expectations and aspirations for careers emerged.

Young people, in particular, entering the workforce with high school and college
educations, expected opportunities for advancement (Maccoby, 1983; Sheehy, 1990).
They anticipated that talent and hard work would be the basis for success rather than
chance or luck. In essence, information age workers expected application of a positive
work ethic to result in rewards, and they sometimes became impatient if progress was
not experienced in a relatively short period of time (Sheehy, 1990).

For workers who acquired positions of supervision or ownership, motivation to

accomplish personal goals through success in the organization enhanced the
expression of work ethic attributes. Barnard (1938) identified the process of persons in
an organization coordinating their activities to attain common goals as important to the
well-being of the organization. One of the essential elements for this process was the
creation and allocation of satisfaction among individuals (Barnard, 1938).

Further explanation for organizational behavior was provided by a model developed by

Getzels and Guba (Getzels, 1968). The major elements of the model were institution,
role, and expectation which formed the normative dimension of activity in a social
system; and individual, personality, and need-disposition which constituted the personal
dimension of activity in a social system (Getzels, 1968). To the extent that a person's
work ethic beliefs influenced personality and need-disposition, the observed behavior of
that individual within the context of the workplace would be affected. Particularly in the
high-discretion workplace of the information age, role and expectations found within the
workplace would tend to be reinforced by a strong work ethic.

8. Other Changes in the Workplace

Roger B. Hill, Ph.D. © 1992, 1996

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Besides changes in the jobs people performed, changes in the levels of education
required for those jobs, and changes in the extent to which people were given control or
empowerment in their work, the workforce of the 1980's and 1990's reflected a larger
number of women and a reduced number of workers older than 65. Changes in gender
and age of workers had a significant impact on the culture of the later twentieth century
and influenced the pattern of work related norms such as the work ethic.

Rodgers (1978) told of the growing restlessness of women in the late 1800's and the
early 1900's. As the economic center of society was moved out of the home or
workshop and into the factory, women were left behind. Some women became
operatives in textile mills, office workers, or salesclerks, and increased numbers were
employed as teachers (Sawhill, 1974). Women comprised a relatively small percentage
of the workforce, however, and their wages were about half that of men. Those who
labored at housework and child-rearing received no pay at all and often were afforded
little respect or appreciation for what they did.

It was not until World War II and the years following that women began to enter the
workplace in great numbers. In 1900 women made up 18% of the nation's workforce,
but by 1947 they comprised 28% of the workforce (Levitan & Johnson, 1983). By 1980
42.5% of the nation's workers were women (Stencel, 1981). In 1990 the number of
women workers was approaching 50% of the workforce, and Naisbitt and Aburdene
(1990) reported that women held 39.3% of all executive, administrative, and
management jobs. Due to the increase in the number of women working outside the
home, their attitudes about work have become a significant influence on the work ethic
in the contemporary workplace.

Comparisons of attitudes of men and women in the workplace have shown that men
tended to be more concerned with earning a good income, having freedom from close
supervision, having leadership opportunities, and having a job that enhanced their
social status. Women were inclined to seek job characteristics which allowed them to
help others, to be original and creative, to progress steadily in their work, and to work
with people rather than things (Lyson, 1984). Women, more than men, also tended to
seek personal benefits such as enjoyment, pride, fulfillment, and personal challenge
(Bridges, 1989).

Another trend which shaped the workforce of the later twentieth century was an
increase in the number of older workers who retired from their jobs. Statistics reported
by Quinn (1983) showed that in 1950, persons 65 years old and older comprised 45.8%
of the workforce as compared to 18.4% in 1981. Part of this trend can be explained by
the continued shift away from agriculture and self-employment--occupations which
traditionally had high older worker participation rates. In addition, increased provision for

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retirement income, as a result of pensions or other retirement plans, has removed the
financial burden which necessitated work for many older adults in the past.

Deans (1972) noted a trend on the part of younger workers to view work differently than
older workers. He found fewer acceptances, among young people entering the
workforce, of the concept that hard work was a virtue and a duty and less upward
striving by young workers compared to that of their parents and grandparents.
Yankelovich (1981) reported findings which contradicted the view that younger workers
were less committed to the work ethic, but he did find a decline in belief that hard work
would pay off. This was a significant shift because pay and "getting ahead" were the
primary incentives management used to encourage productivity during the industrial
age. If economic reward had lost its ability to motivate workers, then productivity could
be expected to decline, in the absence of some other reason for working hard
(Yankelovich, 1981). Within this context, the work ethic, and a management style which
unfettered it, was a significant factor for maintaining and increasing performance.

9. Influences Shaping the Contemporary Work Ethic

Roger B. Hill, Ph.D. © 1992, 1996

The work ethic is a cultural norm that places a positive moral value on doing a good job
and is based on a belief that work has intrinsic value for its own sake (Cherrington,
1980; Quinn, 1983; Yankelovich & Immerwahr, 1984). Like other cultural norms, a
person's adherence to or belief in the work ethic is principally influenced by socialization
experiences during childhood and adolescence. Through interaction with family, peers,
and significant adults, a person "learns to place a value on work behavior as others
approach him in situations demanding increasing responsibility for productivity" (Braude,
1975, p. 134). Based on praise or blame and affection or anger, a child appraises his or
her performance in household chores, or later in part-time jobs, but this appraisal is
based on the perspective of others. As a child matures, these attitudes toward work
become internalized, and work performance is less dependent on the reactions of
others.

Children are also influenced by the attitudes of others toward work (Braude, 1975). If a
parent demonstrates a dislike for a job or a fear of unemployment, children will tend to
assimilate these attitudes. Parents who demonstrate a strong work ethic tend to impart
a strong work ethic to their children.

Another significant factor shaping the work attitudes of people is the socialization which
occurs in the workplace. As a person enters the workplace, the perceptions and
reactions of others tend to confirm or contradict the work attitudes shaped in childhood
(Braude, 1975). The occupational culture, especially the influence of an "inner fraternity"

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of colleagues, has a significant impact on the attitudes toward work and the work ethic
which form part of each person's belief system.

Among the mechanisms provided by society to transfer the culture to young people is
the public school. One of the functions of schools is to foster student understanding of
cultural norms, and in some cases to recognize the merits of accepting them. Vocational
education, for example, has as a stated goal that it will promote the work ethic
(Gregson, 1991; Miller, 1985). Reubens (1974) listed "inculcation of good work
attitudes" as one of the highest priorities for high school education. In the absence of
early socialization which supports good work attitudes, schools should not be expected
to completely transform a young person's work ethic orientation, but enlightening
students about what the work ethic is, and why it is important to success in the
contemporary workplace, should be a component of secondary education.

Lesson 2 - What is Work Ethic?

Learning Goal: To understand what work ethic is and to recognize related worker
characteristics that employers are seeking.

Definition

The work ethic is a cultural norm that advocates being personally accountable and
responsible for the work that one does and is based on a belief that work has intrinsic
value. The term is often applied to characteristics of people, both at work and at play. In
sports, for example, work ethic is frequently mentioned as a characteristic of good
players. Regardless of the context, work ethic is usually associated with people who
work hard and do a good job.

Research has shown that the many characteristics of work ethic can be summarized
using three terms -- interpersonal skills, initiative, and being dependable. These terms
serve to organize the instructional materials presented by this web site. They also can
provide a concise way to remember what work ethic is all about.

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How is your work ethic?

An instrument that has been developed to measure work ethic is the Occupational Work
Ethic Inventory (OWEI). This instrument has been used extensively in research and the
electronic version is available to provide a basis for comparing your work ethic to that of
others. The inventory provides scores for interpersonal skills, initiative, and being
dependable will allow you to determine how you rate on these important areas.

Assignment 1:

Complete and click the submit button to electronically take the OWEI. Copy or print out
your scores for use in class discussion. Try to be honest as you answer and consider
carefully how you are now at work or how you expect to be if you do not have a job at
this time.

Lesson 3 - Interpersonal Skills

Learning Goal: To examine the role of interpersonal skills as an aspect of work ethic,
to better appreciate its importance in the workplace, and to develop strategies for
improving interpersonal skills.

Introduction

Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors
we use around other people which affect how we get along with other people. We
sometimes do not understand how important interpersonal skills really are. It's easy to
laugh and make jokes about people who obviously lack interpersonal skills, but
sometimes we need to examine our own impressions on others to better prepare for
success in life as well as for a productive career.

The development of interpersonal skills begins early in life and is influenced by family,
friends, and our observations of the world around us. Television and movies also
influence this area, but most of these characteristics are passed along to us by our
parents or guardians. Some aspects of interpersonal skills are even inherited.
Appearance and some personality traits are largely influenced by our genes.

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For us to improve our interpersonal skills, we must first be aware of

what we are like from the perspective of other people who interact with
us. Habits we are unaware of, actions we think go unnoticed, and other
things about us that might affect other people are impossible for us to
change if we are not aware of them. One of the things that teachers try
to do, starting in the early grades, is to help students correct bad habits
and to develop good interpersonal skills.

As we become adults, it increasingly becomes our own responsibility to initiate any

changes in interpersonal skills that might be needed. They are more important than ever
and they greatly influence both opportunities and success. It's just that rather than trying
to change interpersonal skills, as is the case when we are children, adults tend to make
judgements about one another based on interpersonal skills without explicitly saying
that is the case.

Assignment 1:

Examine the pictures below and answer the questions for each of them. Write down
your responses so that they can be used during a class discussion.

1. How important are interpersonal skills for this line of work?

2. What will happen if this person has poor interpersonal skills?
3. Would the education and training this person had in preparing for
their career help them improve interpersonal skills?

   

1. Are interpersonal skills important in the careers that these people

are practicing?
2. What happens if interpersonal skills are lacking?
3. If you were going to employ the person on the left, what kind of
interpersonal skills would you want him to have?

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1. Do you think this person has good interpersonal skills?
2. What kinds of interpersonal skills would be important in his work?
3. What happens if interpersonal skills are lacking?    

  

   
1. List some of the kinds of interpersonal skills that are needed in this
work.
2. Have you ever visited someone in this occupation who did not
have good interpersonal skills? If so, what was it like?
3. Are interpersonal skills in this work optional or do they play a role
in the actual success of the job being performed?    
 

 
1.Is this person likely to have good interpersonal skills?
2.What opportunities have you had to observe the interpersonal skills of someone in this line of
work?
3.Based on what is shown on television, how are good interpersonal skills helpful in this job?
Does television provide an accurate portrayal of this job?     

Assignment 2:

What about your own interpersonal skills? Being able to

manage relationships with other people is a large part of
being successful in the workplace. Often this requires
sensitivity and understanding of other people. Sometimes
the decisions you make will impact the success of other
people who work with you also.

Take the Communication Style Test and record your results.  This inventory will
indicate what your preferred communication style is like.  When people with differing
communication styles work with each other, the potential for misunderstanding and
miscommunication increases.  Bringing the results of your style test with you, spend
some time in a small group comparing your scores and discuss how these differences
might play a roll in workplace interpersonal skills problems.

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Assignment 3:

Courtesy and manners also play a role in interpersonal skills. These societal norms are
intended to make it more pleasant for other people to be around us. How are your
manners? Respond to the items on this Interpersonal Skills Questionnaire and write
your answers on a piece of paper to be used in a class discussion.

Lesson 4 - Initiative

Learning Goal: To understand initiative as a part of work ethic, to evaluate one's own
initiative, and to learn to use initiative in appropriate and productive ways.

Introduction

Initiative is a very important characteristic for information age

workers. Direct supervision is often not a feature of the
modern workplace. Without initiative, procrastination and
missed opportunities can become a real problem.
Sometimes poor performance results and leads to loss of a
job, without any second chances.

Consider the salesperson who works out of a home office or the small business owner
who works out of the house. If these people do not exercise initiative, there will probably
not be anyone to say anything about it. As performance declines, however, the results
will reflect what has been happening with the job.  

Assignment 1:

Contemporary occupations are often divided into several categories for research
purposes. These categories likely include the type of occupation you either have right
now or are considering for the future. For each type of job, initiative plays an important
role. Select the category which best represents your choice for a job and consider the
situation described. Write responses to the questions provided and be prepared to talk
about them in a small group.

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 Medical Professionals (doctor, surgeon, dentist)

 Professional (teacher, lawyer, accountant)
 Service (waitress, construction worker, cashier)
 Sales (insurance, sales in a department store)
 Full-time Homemaker
 Unemployed

Drive and effort are both components of initiative. Quite often we hear commentary
about how naturally gifted someone is in sports, the arts, or in educational endeavors.
Yet, no matter how gifted someone is, unless they work harder, longer, and smarter
than their colleagues, they will not be the best. Being successful in the activities you
participate in such as education, sports, extracurricular clubs, and work is highly
dependent on your skills and your attitudes. However, the amount of drive and effort you
put forth in each of these activities could make the difference between average
performance and high performance.

Medical Professionals (doctor, surgeon, dentist):

"I'm sorry, I can't go on that Spring Break trip anymore. You know, my mom was in that
car accident about three months ago and our whole life has turned upside down. She
hasn't been able to go back to work; who am I kidding, she can't even get out of bed
most days. Anyway, instead of Daytona Beach, I'll be watching my little brother and
sister. Every time I think about it, I get so mad. We've been told that if my mom had
seen an orthopedic specialist while she was in the emergency room instead of the
regular doctor she would be okay by now. The emergency room guy just looked her
over and ignored the bruising on her back and side. He didn't even ask for x-rays. The
nurse sort of mentioned to my dad that my mom was pretty banged up but she didn't
say anything to the doctor when he was dismissing my mom. Heck, my dad didn't know
any different so he brought her home. She just seemed to get worse over the next few
days until my dad finally took her back to the hospital. Finally, the same doctor got a
bone specialist to examine her. She will be okay, but it'll be at least six more weeks. In
the meantime, I'm the baby-sitter/cook/maid."
 What could have been done differently to prevent the mother's long-term injury?
 Who's responsibility was it to determine how serious the injury was?
 How many people were affected by this scenario?
 What all could have been done to prevent this scenario?

Professional (teacher, lawyer, accountant):

"Did you hear about the accident at the new mall? The architects invited a bunch of
people to look at the inside now that the building is enclosed. Except, when they went to
ride the escalator, the steps flattened out like a ramp and everybody slid down. No one
was injured, but the architects are in big trouble. My dad is a building inspector and I

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heard him talking to my mom last night. He said that the two architects did not test any
of the escalators or elevator equipment for safety because they were behind schedule
and wanted to save money. Now they are responsible for the mayor, the city council,
and the store owners sliding down two flights of stairs! Plus, because of all the safety
checks that have to be done the stores won't be opening until August instead of June.
So, the really bad news is that our plans for summer jobs went down the escalator, too!"

 What led to the series of events in this story?

 Who should take responsibility for the extra money that will be spent plus the time it will
take to repair the damage?
 What actions could have been taken to prevent the accident?

Service (waitress, construction worker, cashier):

You will never guess what happened today! My boss threatened to fire me if I don't
'shape up' as he put it. What does he expect? I come to work on time and I only take the
breaks that are scheduled. I always make sure I clock out at exactly the right time - not
one minute before or one minute after. Sure, I don't always come to those stupid
employee meetings, but what more do I possibly need to know about hitting the right
button on the cash register and giving change to the customer. And what about those
silly incentive contests we have. Who cares if I win a CD player or gift certificates to the
mall? I'll keep saving money to get what I want; I'm not going to act like Susan. Did you
hear that she got promoted to head cashier? Like it's some big deal to get a $1.50 extra
per hour and a college tuition award. She thinks she's better than everybody else. She's
always doing stuff like restocking shelves or asking customers if they need help. Give
me a break, if someone wants help, I'm standing right at the front of the store. The boss
can go ahead and fire me if he wants. There are other stores in this town that hire
people like me."

 Does this employee's boss have any real reasons to fire him/her?
 Have you ever been waited on by someone with this attitude?
 What are the chances that this employee would get a good reference from the current
boss?
 What characteristics make Susan the type of employee who is most likely to be
promoted?

Sales (insurance, sales in a department store):

Did you hear about the contest for the athletic department at school? They are selling
boxes of oranges and grapefruit to finance new equipment for sports equipment. The
fruit will be shipped in three weeks and it's supposed to be the best in Florida. The
prices are better than at the grocery so it should be easy to sell. The best part is that

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there are cash prizes for the top three salespeople. Imagine winning up to $300.00 for
selling the most fruit! This should be a piece of cake; everybody likes fresh oranges and
grapefruit. I'm going to go home and make signs and put them up around the street
corners. Just imagine all the people who will see them when they're driving by. My
phone should start ringing off the hook with people wanting to place orders. In less than
a month, I should be on my way to a great shopping spree!!"

 How successful do you think this aspiring salesperson will be?

 Can you think of other actions this person could have taken to sell the most fruit boxes?
 What characteristics do you like to see in a salesperson, for example, in your favorite
clothing store or at the stereo equipment store?

Full-time Homemaker

"You know Jay, when everybody was sitting at lunch last week
talking about their parents'
jobs, I was pretty embarrassed to admit that my mom is just a
housewife. I mean, Steve's mom
is an attorney, Lauren's mom and dad own the video store,
Craig's mom sells real
estate, and your mom is a school teacher. How important is it if your mom just stays
home all day waiting for her family to get home from work or school? But, since I was
home most of the week with the flu, I think I've changed my mind. My mom never sits
still all day, she has to keep the house clean, the laundry done, the food stocked, the
meals cooked, and the car-pool going. Plus, on Tuesday our next-
door neighbor's daughter fell off the playscape at school and
broke her arm and guess who they called? My mom! Her parents
couldn't be reached at their jobs immediately and my mom is
listed on her emergency call list. I had forgotten how my mom was
always the room mother for school parties, and she always
chaperoned our field trips. She still does all that for my little
brother. So, I've decided my mom really does have a career. It
may not sound very important, but that doesn't mean it isn't!

 How would you decide what to pay someone who was performing all of these duties at
your home?
 Who does all this work at your house?
 What role does initiative play in completing the daily tasks?

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 If you do end up working and having a family, how will you divide all of the homemaking
chores so that you are not solely responsible?

Unemployed

"Mom, I was thinking, I know dad got me the best car he could for my sixteenth birthday,
but a lot of my friends drive really cool stuff like Broncos or Dodge Stealths. I figured
that if I clean up my car, get it detailed and everything, I could trade it in and then get a
loan for say 8-10 thousand dollars and make payments each month. Why are you rolling
your eyes?!? John has a '95 and he's making the payments plus insurance each month.
I know he has a job after school and on weekends, but I bet if he had to quit his mom
would help him out. So will you do it? Will you go to the bank with me and help me get a
loan to buy something new? I promise I'll try to get a job once I'm finished with sports
and my after school clubs. But, I'll have to wait until after we take our vacation this
summer. By the way, where are we going this year? I'm really tired of the plain old
beach, I was hoping we'd do something really different like go out west and rent a cabin
at some national park. Maybe we could stay three or four weeks. But, in the meantime, I
really could use a new car."

 Do you see any problems in this scenario?

 Does this person have a realistic view of life?
 Could you suggest any activities to help this person?
 Do you have any friends with this type of attitude?

Lesson 5 - Being Dependable

Learning Goal: To understand the importance of being dependable, to identify areas

for improving personal dependability, and to further develop the characteristic of being
dependable.

Introduction
Being dependable is one of the most highly sought after traits for
workers in the modern workplace. This work ethic construct includes honesty, reliability,
and being on time. People who are not dependable often are very expensive to keep
around because of the wasted time and resources their behavior causes. In some
cases, even peoples' lives can be lost if another person is not dependable.

Assignment 1:
Think of the various roles you engage in on any given day. For example, you may have
responsibilities as a student, a worker, an athlete, a club member, a church member, or

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as a member of some type of team. Answer the following questions with these roles in
mind. Once you have completed the questions, take a few minutes to discuss them in a
small group.
 What personal traits can you list that make you dependable in these roles?
 What traits would you like to develop to make you more dependable?
 What are the most important characteristics of being dependable that will help you in
your future studies and/or careers?

Assignment 2:
Select from the following roles a description that might apply to yourself. Click on the
link and read the scenario provided. How would dependability be important to the
outcome? Write a paragraph or two about the potential problems that might arise and
be prepared to talk about your thoughts with others in a small group discussion.
 Baby Sitter
 Soccer Team Member
 Rock Climber
 Part-time Construction Worker
 Store Clerk

Baby Sitter
You are baby-sitting and it is time to cook dinner. You are heating some spaghetti in a
pan and the phone rings. It is your best friend calling to tell you the big gossip of the
day. You tell three year old Tommy to watch television while his dinner is heating.
Soccer Player
You are a member of your high school soccer team. Your team is in an out-of-town
tournament today. You've won the first two matches and have made it to the finals
which start in 25 minutes. Three of your teammates left the fields to go get lunch almost
two hours ago. No one has seen them since, and it is time to turn in the final roster for
the championship match. Coach is really mad on the one hand, but also worried that
something has happened.

Rock Climber
During spring break, you and your friends decide to go to the mountains and take some
rock climbing lessons. Your guide is really knowledgeable and you listen to everything
he says about equipment and safety and always being able to count on your partner.
The Number 1 rule is that you should never climb alone. You choose to partner with
your best friend. You have been through everything together. After setting up the belay
point for your rope, you begin to climb with your partner holding the safety rope. As you
reach a spot approximately twenty feet above the bottom of the start of the climb, your

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instructor tells you to deliberately fall back on the safety rope. If your partner does not
hold you with the safety rope, you will be seriously injured.
Part-time Construction Worker
You and two of your friends are working part-time for your father in his construction
business. Your job is to assist the brick masons while they finish the front of a new
office building. They are working from a scaffold which often has to be moved. Your job
is to secure the bracing on the scaffold each time it is moved so that it is sturdy. This job
gets boring and pretty soon you are thinking of plans for the evening and the shopping
you will do with your paycheck. Suddenly it's time for lunch and the brick masons have
just finished moving the scaffold over again. They ask you to secure the bracing before
you leave for lunch. Your friends are yelling at you to hurry up, and you have the
bracing on one side already secured. You leave without getting the rear bracing and
plan to do that as soon as you return from lunch.
Store Clerk
You have been working at the new store at the mall for two months. Responsibilities
have increased over this time and now you have started closing the store two nights
each week. Tonight is one of the nights you are responsible to close up, but you have
just gotten a phone call from a family member that needs a ride home. You ask one of
your fellow workers to close the store for you. This worker has not closed before, but
you are certain that this person can handle the job.

Lesson 6 - Other Employability Skills

Learning Goal: To examine employability skills related to work ethic and to identify key
characteristics which are important for success in the information age workplace.

Introduction
Three primary components of work ethic have been identified as interpersonal skills,
initiative, and dependability. This lesson will focus on specific employability skills and
personal characteristics which are drawn from all three work ethic components. Some of
these are very practical like learning to prepare a resume. Others are more difficult to
describe or develop like not being overly shy, looking people in the eye when talking
with them, and proper ways to greet someone you meet. Learning about these types of
skills and practicing them are certain to enhance your ability to seek, secure, and be
successful on the job!
Think for a moment about the steps necessary when you start a new job; filling out an
application, going for your first interview, and spending your first day on the job. This will

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have already happened for some people, but for others it is on the horizon. Think about
your answers to the following questions: How do you decide where you would like to
work? When, where, and how should you pick up the application? Do you fill it out there
or should you take it with you? How do you schedule your first interview? What was
expected of you at the interview? What types of skills are employers looking for? How
should you present yourself? What is the first day of work like? What should you do if
the job is not what you expected? How do interpersonal skills, initiative, and
dependability skills influence success in the work you do now or the work you will do in
the future?
Many employers have been asked over the years to list the most important skills and
characteristics they look for when hiring new employees. Among the more common
answers are good communication skills, positive attitude, and the ability to be
dependable, punctual, and responsible. Personal characteristics which are important
include dressing properly, being polite, and displaying self-confidence.

Assignment 1:
Certain skills are important for filling out applications, interviewing for jobs, and handling
your self on the job. Read the bulleted points and think of how each of these relate to
your own practices.

 Dress appropriately when applying, interviewing, and arriving for work.

 Apply for jobs alone.
 Write down pertinent information regarding your personal and work-related references,
the types of job skills you possess, and your personal information (i.e. SS#) to have
ready when applying for a job.
 Seek out someone to help you practice interviewing skills such as handshakes, eye
contact, manners, and verbally expressing yourself.
 BE ON TIME!

Consider the following scenarios. What actions are helpful and which ones could have
been done better? Click on the links to compare your responses with those that are
provided.  

Scenario 1

John was driving two friends home from school when he remembered that he wanted to
fill out an application at the Builda Bigger Burger restaurant. He had seen a want ad
posted in the front window. Since the restaurant looked busy, John's friends came
inside with him to get a sandwich while he asked for an application. A couple of their

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friends showed up and they all got to laughing and goofing around. Finally, the counter
was clear, so John asked for an application and he left with his friends.
 The Good
 The Bad
 The Ugly

The Good
John did several things correctly. He took note of the advertisement for the job in the
first place for starters. It was appropriate for him to apply for the job after school as long
as he was dressed properly. It was also a good idea to wait until the counter was clear
to ask for an application.

The Bad
What should John have done differently? First of all, he should have taken his buddies
home or asked them to stay in the car. It would have been better to sit quietly while
waiting for the counter to clear. If other friends arrived, he should have been friendly but
should have told them he was there to apply for a job and said he would visit with them
later. It would also have been better to ask whether the application should be filled out
immediately or brought back after completing it at home.

The Ugly
It is not a certainty that anything was wrong with the clothes John was wearing or the
way he was dressed, but that possibility certainly exists. Consider that the clothes a
students might wear to school are often more casual than what would make the best
impression on a prospective employer. In addition, if John was taking physical
education, his clothes might be wrinkled from being in a locker while he was "dressed
out." The possibility even exists that there would be an olfactory problem (good
vocabulary word if it's unfamiliar).
In general, it is usually better to bathe and dress especially for the purpose of going to
talk to someone about a new job. The old saying about first impressions being very
important is very true.
Scenario 2

Kim has arrived for her first job interview wondering why she scheduled her
appointment so close to the time for her dental appointment. The work she had done at
the dentist took longer than expected and her mouth is so numb from the anesthesia
that her speech is slurred and she keeps accidentally biting her tongue. Now she is
nervous, thinking about what will happen during the interview. She is already five
minutes late and is considering either calling to reschedule the appointment or just not
showing up at all. Perhaps she can call tomorrow and say she had the appointment

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written down incorrectly on her calendar. She decides to go ahead to the interview
anyway and arrives ten minutes late.
 The Good
 The Bad
 The Ugly

The Good
Kim keeps her appointment even though she is running late. This would probably be
better than not showing up at all or canceling the appointment at the last minute. She
also is thinking about what will be said in the interview even though she is nervous. It is
good practice to organize one's thoughts and try to be prepared in advance for what will
be said.

The Bad
Much of what Kim could have done to improve this situation is obvious, but is out of her
control at the time of the scenario. One of the key things she could still have done,
however, was to call from the dentist's office earlier when she first discovered that she
would be running late. This would have required some initiative on her part, but likely
would have been possible to do.
The whole scenario could have been avoided by scheduling the interview at a time
which would not conflict with other planned activities. In the event that a problem should
arise unexpectedly, the potential employer should be contacted as early as possible. It
is best to arrive for an interview approximately five minutes early and to be prepared to
provide information or materials which might be requested.

The Ugly
Kim considered being dishonest about what happened with the appointment. If she had
missed the appointment and then called with a false excuse, her actions would have
been much worse. While Kim might have thought she was fooling the person she had
scheduled the interview with, actions like being irresponsible and not telling the truth are
usually discovered by others.
Scenario 3

Tyler is meeting the Vice-President for Operations of the company for the first time. He
is somewhat nervous about meeting her because he knows she is a very influential
person in the company. The franchise has several restaurants in it and Tyler hopes to
someday become the manager of one of them. In particular, he has his eye on one that
is planned for the community near his home. He now has to travel about thirty minutes
each way to reach the restaurant where he works right now.

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As the V.P. arrives and enters the building, Tyler has just come from the kitchen. His
hands are damp because the paper towel dispenser was empty and is on his way to get
another roll from the storage room. His manager stops him and introduces the V.P. She
reaches her hand out to greet him with a handshake.
 The Good
 The Bad
 The Ugly

The Good
Realizing his hands are still damp, Tyler quickly explains that his hands are damp and
excuses himself momentarily to retrieve the towels from the storage room and dry them.
He then steps back over and introduces himself to the V.P., looking her squarely in the
eye and giving a firm handshake to greet her. He speaks with her briefly, welcoming her
to the restaurant, and then continues on to the kitchen to install the new roll of towels.

The Bad
Not wanting to leave the V.P. in the embarrassing position of reaching out to shake
hands and not receiving a handshake in return, Tyler quickly shakes her hand. He
knows his hands are wet, however, so he is somewhat timid in his approach and ends
up with her grip around his fingers. The result is a limp, wet handshake that registers
with a less than favorable expression on the face of the V.P. Tyler is embarrassed from
the outset and avoids eye contact with her also. He then quickly returns to the kitchen
and tries to stay out of sight for the remainder of the V.P.'s visit.

The Ugly
Not wanting to leave the V.P. in the embarrassing position of reaching out to shake
hands and not receiving a handshake in return, Tyler quickly wipes his hands on his
slacks and reaches for her hand. In his haste, he grasps the V.P.'s fingers before
managing a proper grip and the pressure he applies causes one of her rings to press
painfully against her little finger. As he continues to shake her hand, he explains how
happy he is to meet her, but his eyes glance back and forth from her eyes to the ground
since he is nervous about talking with her. As he moves on to get back to the cash
register, he winks at the V.P. and says he is glad to meet her.

Assignment 2:
One of the key elements in successfully seeking employment is preparation of an
effective resume. This document can take a variety of forms, but one of the most
common types is the one page resume which summarizes personal information,
education, work experience, and other relevant facts.

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If you do not have a single page resume, begin preparing one now. If you already have
one, bring it in and review it for potential improvements. Some suggestions for preparing
this document can be found at the Resume Workshop.

Your Resume contains general information about building an effective resume

such as overall organization, font selection, and a rationale for resumes.

Contact Information steps through the necessary information that allows you to
be contacted by your prospective employer.

Education discusses how to best display your educational background.

Experience presents strategies to help you tailor this section to each job
opportunity.

Honors and Activities helps you select which honors and activities are best to
include for each job opportunity and how to present this information.

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Your Resume: General Concerns

What is a resume?

Some people think of a resume as their "life on a page," but how could anyone put
everything important about herself on a single piece of paper (or two)? Actually,
resumes are much more specific, including only relevant information about yourself for
specific employers.

Like a life, however, a resume is always growing and changing. As your career goals
shift or the job market changes--as you grow personally and professionally--chances
are you will need to re-write your resume or at least create new versions. Writing a
resume is a lifelong process.

How do you know what in your life--past, present, and future--is most relevant to
prospective employers? How do you select which information to include? The quick
answer to both these questions is "it depends." It depends on your individual career
goals as well as on the professional goals of the companies hiring in your area or field
of interest. In the end, only you, through research, planning, questioning and self-
reflection, can determine the shape and content of your resume, but the strategies
below along with those on the job search, can help you ask the right questions and
begin exploring your options.

Why write a resume?

A silly question--to get a job of course! But why else?

 to persuade your readers you are the best person for the job
 to construct a professional image of yourself and establish your credibility

 to provide a sample of your written communication skills

 to convince prospective employers you deserve an interview

What kind of resume should you write?

This is a trick question. You will likely need to create more than one kind of resume.
Moreover, your resume(s) will grow and change dramatically as you travel down your
career paths. What are the most common kinds of resumes? Which ones are right for
you given your career goals? To help answer these questions, you will need to think

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about your overall job search strategy and make some decisions about current resume
technologies. 

 Overall job search strategies: main approaches

 Technological considerations

 Questions to ask

Overall job search strategies: main approaches

Approach When to use Drawbacks

 large number of  casts you as a "generic
applications applicant" with
undefined career goals
 placing a resume on
the Internet or in a job  makes it difficult for
A generic approach to search database recruiters to decide
writing a resume involves
whether you are the
creating one version for a
broad range of readers.  creating a resume for right person for the job
an employment
portfolio  implies you are not
especially interested in
the organization or
position
 whenever possible!  takes more time to
research each
 for "top choice" company/position and
A tailored approach to positions customize each resume
writing a resume involves
creating multiple versions,  for small number of  increases chances to
each one customized for a applications make mistakes with
single company or position. multiple versions
 previous contacts or
connections with the
organization
A combined approach to  when you want to  can be difficult to
writing a resume integrates maximize your chances keep organized
the above two approaches, for success
creating tailored resumes for
"top choices" and creating a

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generic resume for all others.

Technological Considerations

Type Advantages Disadvantages

Traditional print resumes  allows you to use  difficult for
are printed on paper, usually page design and computers to scan
to be mailed or hand- formatting to your resume
delivered. emphasize your
qualifications and
 requires knowledge
skills
of advanced
formatting features
in word-processing
or desktop
publishing
programs
Scannable resumes are  can be scanned by  limits options for page
often printed on paper as a computer so that design and layout
well, but they are designed to employers can
be scanned first by a search for
computer rather than a keywords
human eye; they include little
visual and textual formatting
(i.e. columns, varied font  required by some
styles and sizes, etc.). prospective
employers (check
job ad)

 can be easily sent

via e-mail
 adds many  often not easily
On-line web resumes are design/layout printable
placed on a web options
server/site so they can be  requires basic web
accessed by web  allows links to other design and
browsers such as Internet sites/files authoring skills, an
Explorer or Netscape. Internet connection,
and server space

Questions to ask

About you About the company or organization

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How much time and energy can you dedicate

to finding the right job for you? Which companies/positions would be
your top choices? Which would be
second choices? Which jobs are most
worth tailoring your resume for?

Which writing technologies are you

What kind(s) of resume do companies in
comfortable using? Which could you
your area of interest request? What
learn given the time you have available?
writing and computer technologies do
What resources are available to help you
they typically use?
learn?

Tailoring for your audience

A tailored resume shines light on those qualifications a particular employer most wants
to see. As you might expect, tailored resumes are most likely to get you an interview. To
tailor your resume, though, you'll need to do some research into specific companies and
positions. If you are unsure how to conduct research or what to look for, please see
read more about the job search.

Regardless of the approach you take to writing your resume (generic or tailored), if you
are creating a traditional print resume, you should write with two kinds of readers in
mind: 

1. Skimmers: Resume readers are usually very busy and will probably not read
every word. Especially on their first reading, busy readers will scan for desired
information. Try to make such information easy to find "at a glance." Give your
resume the 15-second test: What information stands out? What information gets
lost in the rush

2. Skeptics: Once your resume has been skimmed, resume readers will look more
closely and critically. Your resume may leave a good first impression on readers,
but how will it look on closer inspection? Do you provide evidence and details for
the careful reader? How can you make your resume look convincing "under the
microscope"?

How can you write for both kinds of readers at once? A key strategy involves using
organization and page design to create a resume that can be skimmed easily and read
critically.

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Developing your content

After completing a job search self-analysis and researching the company and position,
you can begin identifying which of your experiences and goals are most relevant for
your tailored resume. To help identify which of your credentials are most relevant,
create two columns on a blank piece of paper. In one column list your general
qualifications, skills, or experiences. In the other column, write down the qualifications
most desired by the company that interests you.

The goal, of course, is to identify matches

between the two columns. Once you have
identified some matches, you can begin
developing each of these qualifications in your
resume. For example, if you listed good
communication skills in both columns, then you'd
start listing different experiences you've had that
prove you have these skills. Maybe you worked as a customer service representative or
took a class in business writing. In either case, you'll want to start listing the details of
these experiences. Try to answer all the "journalistic questions" for each experience.

Use the journalistic questions

who? write down position titles, names of your supervisors, leaders, etc.

list your responsibilities and duties, special projects, etc.; describe the
what?
nature of your experience (volunteer, intern, academic, work, etc.)

indicate place where you acquired such experience (the organization,

where?
program, department, division, etc.)

write down important dates (starting date, ending date, dates of

when?
promotion, etc.)

write down the goals--personal, professional, or organizational--you

why?
were trying to achieve

itemize different procedures, techniques, technologies, etc. you used to

how?
achieve goals

Use the skills list

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Another way to generate content for your resume is to look over the skills list. Go
through the entire list of action words and put a checkmark next to all those that apply to
you. Next go through the list again and check all those you think are most desired by
employers hiring in your field. All those skills checked twice are the ones you want to
develop and emphasize most in your resume. Apply the journalistic questions (above) to
each skills word that was double-checked.

Organizing your sections

Now you can begin to cluster your experiences, skills, and goals into separate sections
and begin to think about how to arrange your sections on your page. If you were simply
to list all your various qualifications, nothing would stand out and readers would have a
difficult time finding specific information.

To make your resume readers' job a little easier, you should consider developing a two-
level text, using

1. headings to help skimmers find what they are looking for, and
2. details to convince skeptical readers you really have the qualifications you say
you do.

Sample:

One of your first steps involves finding the right

headings for your resume, those which will enable
you to organize the content you've generated.

A common approach to organizing sections is to use the following scheme: 

 Objective Statement (or Career Goal, Professional Objective, etc.) 

 Education

 Work Experience (or Work History, Professional History, Experience, etc.)

 Honors and Activities (or Activities, Hobbies, etc.)

However, what if you want to emphasize your extracurricular leadership activities, your
language proficiency, volunteer work, publications, or technical skills? The above
scheme doesn't leave a space for you to emphasize such qualifications. What should
you do? Simply create your own headings to match the content of your resume and the
job ad. You can do this by modifying; for example, Experience or Activities with

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descriptive adjectives that describe your skills more accurately (like Supervisory
Experience, Leadership Activities, etc.).
Or you may use altogether different headings. Here are some others to consider:

Alternative Headings

honors and awards continuing education

publications advanced career training
language proficiency specialization
presentations special projects
in-house seminars career-related skills
achievements familiar computer applications
internships technical training
military experience licenses and certification
qualifications accomplishments
career profile skills summary
community service volunteer work
relevant coursework memberships

Your next step is to determine the right order for your sections. Generally speaking, for
tailored resumes, the most important or impressive sections go closer to the top of the
page. For example, if you have a great deal of relevant work experience, you might
place work experience right below your objective statement; or, if your language
proficiency will help your resume stand out from the crowd, place it closer to the top.

Designing your page

After you have developed some content for your resume and begun organizing your
sections, you'll want to start experimenting with page design to help draw the eye to the
right places and make your resume easy to read.
By force of habit, most readers begin reading in the top left corner of a page. So how
can you improve the chances that something on your resume will be seen? Simply
place it toward the top and/or left of your page (or of a specific section of your page).
Using the page design strategies listed below, you can draw the eye to other parts of
your page as well:

Creating a visual hierarchy Using the whole page

Using a consistent format Choosing the right paper

Creating a visual hierarchy

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Options Sample Tips

using headings Managerial Experience  customize headings if possible
and subheadings Assistant Manager  (see "Organizing your
to make it easier Management Intern  sections")
for readers to find Education  make sure headings match
desired information B.S. in Aviation section content
Technology  use subsections and
 Relevant Coursework  subheadings, if necessary (for
example, if you held two jobs at
the same place, create a
subsection listing each position
beneath)
using bullets to  developed department  try to limit to 2-5 bullets if
break up dense inventory database possible (6 or more reduces
prose passages system effectiveness)
that slow down the  assisted students with  use descriptive phrases rather
eye and make it technical problems than complete sentences
difficult for readers (periods, caps, etc.
to process unnecessary)
information  experiment with other kinds of
bullets besides the standard
ones used here
using indents Field Experience  minimize punctuation when
and line breaks to Westminster Village using line breaks and indents
indicate your (white space "punctuates"
organizational Planned Activities instead)
scheme  play with margins or tabs to
indent more or less than the
standard 5 spaces
varying fonts-font WORK EXPERIENCE  limit to a couple font choices:
choice (Times Research Assistant one for headings (sans serif
Roman, Geneva, New Crops and Plants Products fonts-that is, fonts like this-work
Arial, Helvetica, well because they stand out)
etc.) font size (12 and one for rest (serif fonts like
pt., 10 pt., etc.) this are a great choice because
and font style they are more readable)
(bold, italics,  avoid font sizes much smaller
underline, caps, than 9 or 10 pt.
etc.)  avoid over-highlighting by, for
example, using caps, boldface,
italics and underline all on the

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same text

Using the whole page

When resumes fill only three-quarters or half a page, leaving white space to the right or
bottom of the page, they seem underdeveloped. By using the whole page, you give
prospective employers the impression you have much to offer. However, if you put too
much on your page, readers will likely get frustrated trying to read it. With the one-page
resume now nearly standard, your challenge is to get the most into an 8 1/2" X 11"
space without bogging down your reader.
Try the following test: fold your resume draft from top to bottom and then from left to
right. Your page will now be divided into four equal sections or quadrants, like this:
Each of these quadrants should be as "full" as possible without appearing crowded. If
you find, for example, that quadrants 3 and 4 are mostly white space, you may need to
work on developing content (see above) or designing your page so that information is
distributed more evenly. What are some strategies for balancing your page?

The single best strategy is to use columns. You might use one narrow column for
headings, for instance, and a wide column for the body of your resume.
 

Purdue University, West Lafayette, Indiana

Education Bachelor of Science in Child Development and Family Studies

Or you may use columns within sections that include lists of information.

Relevant Coursework
Finite Element Methods Hydraulic Control Systems
Professional Selling Skills Design of Machine Components
Irrigation Management and Design  Soil and Water Resource Engineering

Note: Depending on the word-processing program you are using, you may find it easier
to set up columns by inserting a table (with no borders).

Using a consistent format

No matter which combination of page design strategies you use, try to use it
consistently for all sections of your resume. Create a template for your resume or simply
jot down your design choices for

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 Major Headings
 Subheadings (and sub-subheadings, if used)
 Text/Body Sections (and subsections, if used) 

For example, you may decide you want to use 11pt.

Helvetica Boldface Caps for major headings, 10pt.
Palatino Underline for subheadings, and 10pt.
Palatino Normal Indented for Text/Body Sections. In a
similar vein, if you use bulleted lists for Text/Body
Sections, then you'll want to do so for all sections that
contain similar lists. Also, if you are using columns in
more than one section of your resume, make sure
they are aligned across sections, if at all possible.

With so many design choices, it's easy to make mistakes here and there, accidentally
switching font sizes, using boldface on a bullet, indenting a space too much, etc. When
you proofread your resume, checking for spelling and accuracy overall, don't forget to
proofread for page design as well.

Choosing the right paper

You may want to purchase a special paper for your resume. While white and off-white
colors are fairly standard, other papers may work as long as they do not distract from
the text of your resume. If you use a textured paper or one with a background pattern,
check to see what your resume looks like photocopied. (Some papers photocopy very
poorly). One last tip: try to coordinate your resume paper with your cover letter paper
(and envelope) for a more professional application.

down and click on any of the questions.

MAKING THE COVER LETTER

What is a cover letter? How do I organize my cover How do I format my cover letter?
letter?

Section overview
 What is a cover letter?
 What should I include in my cover letter?
 How can I learn what will impress prospective employers?

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 How do I read a job advertisement carefully?

 How can I learn what my qualifications are?
 What if I don't have a qualification the employer is seeking?
 Why is it important to learn about companies before preparing my cover letter?
 How do I format my cover letter?
 How do I organize my cover letter?
 What do I include in my heading?
 To whom should I address my letter?
 What do I write in my introduction?
 How do I approach writing my argument?
 What should I include in my argument?
 In my argument, should I show off my knowledge of the company?
 What do I include in my closing?
 Is there anything I should do before sending my cover letter to potential employers?

What is a cover letter?

A cover letter introduces you and your resume to an employer, and you should send a
cover letter with every resume you submit. In your cover letter, state why you are
writing, why you are the best person for the job, and when you plan to contact your
prospective employer.

Many people think that a cover letter is not as important as a resume. Actually, a cover
letter is very important, because it gives you the opportunity to draw your readers'
attention to specific qualifications. A resume presents a lot of information about your
past employment and education, while a cover letter features specific qualifications that
you think will impress your readers the most.

A cover letter is also important because it provides a sample of your written

communications skills. Showing you can write well will demonstrate your intelligence
and help to establish your credibility. Always write cover letters with care, because, like
resumes, cover letters create an image of who you are as a professional.

You should plan to write a new cover letter for every position you apply for, because
cover letters should be tailored to the needs of your readers. An employer seeking an
electrical engineer, for instance, will be impressed by a different letter than an employer
seeking a mechanic. Always bear in mind that the content of your cover letter should
change from job to job.

This hypertext will provide you with guidelines for writing persuasive letters that
demonstrate who you are as a professional. It addresses the following questions: What

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do I include in my cover letter? How do I organize it? How do I read job advertisements
carefully?

What should I include in my cover letter?

Cover letters should be tailored to the needs of specific employers. For this reason, you
should aim to include information in your cover letter that is related to the position for
which you are applying. This information should persuade your readers you are the best
person for the job.

Before writing your letter, it is important to know that employers desire different kinds of
people for different positions. For instance, an employer seeking an accountant may
desire someone with bookkeeping abilities and an accounting degree, while an
employer seeking a human relations coordinator may desire someone who works with
other people and has proven leadership skills. Applicants for these jobs should highlight
in their cover letters qualifications related to these positions.

Further, different employers hiring for the same type of position may not desire the
same kind of applicant. For instance, two companies may advertise a position in public
relations. One company may desire someone with a public relations degree and strong
communications skills, while the other company may desire someone with the ability to
work with people from different cultures. A person applying for the first company should
include information about his or her degree and communications skills, while a person
applying for the second company should include proof that he or she can work with all
kinds of people.

How can I learn what will impress prospective employers?

Because your cover letter is an advertisement of your abilities, this question may be the
most important one you will ask before preparing your letter. Your ability to learn the
desires of your readers will help you to write a cover letter effectively.
Consider the following: producers of TV programs must know their viewers to win the
highest ratings. They must know the age range of their audience and what kinds of
programs their viewers want to see. Any decision to cancel a program or air a new one
is informed by audience awareness. For instance, a network may learn that its audience
is comprised of people age 25 and older, and that "reality television" is popular among
these viewers. The producers of this network may want to schedule reality TV shows
their audience will want to watch. A network's awareness of its viewers' desires,
therefore, is important for attracting as many viewers as possible.

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Like TV producers, you should learn as much as you can about your audience (your
potential employer) before writing your cover letter. Your goal is to learn what kind of
employee the employer desires. After reading a job advertisement, ask as many
questions as you can to learn what your prospective employer wants. Some questions
to begin with are: What skills would the best person for the job have? What kind of
personality? What level of education? What kind of work experience?
To learn what a company is
looking for, it is essential to
read their job advertisement
carefully. Before reading the
advertisement, look for what
information is included. Most
advertisements are divided
into two sections, a
qualifications section, and an
explanation of what duties the
hired candidate will perform.
The following example
illustrates this point. Note that
the advertisement begins with
a description of the hired
candidate's duties, followed
by a description of the
required qualifications for the
position.

We encourage you to view

both sections of job advertisements as equally important, because the combination of
the two will help you to learn as much as possible about what the prospective employer
desires.

Another way to learn about the best person for the job is by contacting someone with
"inside information" (insiders). This person may be a professor, your potential employer,
an expert in your field, or someone who holds the position you want at a different
company. Insiders may be able to tell you what a job entails, and what kind of person an
employer is likely to hire.

If you decide to call insiders, keep in mind that it is essential for you to be kind and
truthful at all times, even to employees who do not possess the authority to hire you.
Being kind will help you to avoid offending someone with whom you might work in the

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future. It is best for you to see each contact with a company as an opportunity to make a
good impression.

When calling insiders, try to plan the flow of your conversation ahead of time. You may
want to start by explaining who you are and why you are calling. Following this brief
introduction, ask questions that will facilitate an informative, friendly conversation. It may
prove beneficial for you to write questions before calling; this way, you may be able to
avoid a lull in the conversation.

Questions such as the following will help you to start an effective conversation:

 "What kind of person is your company looking for?"

 "What qualifications are most important for this position?"
 "Is there anyone else I can contact to learn more about your company?"
 "Is there anything you think someone with my experience should do to improve my
qualifications?"

Try to keep the conversation rolling, and maintain a pleasant tone at all times. Also
remember to thank your contact whole-heartedly for speaking with you, even if he or
she was unable to provide you with helpful information.

How do I read a job advertisement carefully?

Identifying key words is an important aspect of reading job advertisements carefully.

Key words are words that signal what an employer considers important or essential in
hiring for a position. Look carefully at any words that give you insight into the skills,
accomplishments, personality traits, and levels of education and experience your
employer desires.

Consider this example:

A company posts the following job description. Can you identify the key words?
"Looking for a highly motivated, customer oriented individual to work full-time at the
customer service desk."

Reading this advertisement for key words would help you see that the employer is
looking for a person who is highly motivated, with customer service skills. If you were
applying for this position, you would want to stress in your cover letter experiences you
have had with customer relations.

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To help you decide what information to include in your cover letter, you may want to try
the following exercise. In the left column below, write the qualifications your potential
employer desires, either from your job advertisement or from information you've
received from another person. Next, write in the adjacent column proof that you have
these qualifications. For example, if your potential employer desires someone who can
meet deadlines under pressure, show you have done this in the past.

Employer’s Desired Qualification Proof of Your Qualification

After you have completed the above table, rank each qualification in order of
importance. For instance, are leadership skills more important than interpersonal skills?
Is a degree more important than work experience? Is computer expertise more
important than analytical skills?

Once you have identified the most important qualifications (from the left column), be
sure to include proof that you have these qualifications (from the right column) in your
cover letter. Demonstrating proof of your qualifications will help convince an employer
you are the best person for the job.

Consider the following example.

A job advertisement asks for a candidate who has leadership skills, oral
communications skills, and proficiency in Word and Powerpoint.

Joseph Smith decides to apply for the position, and he writes the following:

Employer’s desired qualification Proof of your qualification

Worked as process team leader for FedEx Express.

Helped to create and design work process maps.
Leadership skills Many of the team’s suggestions are being considered
by both companies and have the potential to greatly
impact the safety of employees.

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At KT Web Consulting, worked as a web consultant.

Served as liaison between team and clients.
Oral communications skills Communicated directly with vice president on our
progress. Cold called businesses to set up
appointments.
Have used Word for six years. Used PowerPoint to
Proficiency in Word and create presentations for KT Web consulting. Using
PowerPoint PowerPoint, presented web recommendations to
colleagues before submitting formal reports to clients.

How can I learn what my qualifications are?

In order to market your abilities in a cover letter, you must know not only what your
prospective employer desires, but also what you have to offer prospective employers.
One way to build awareness of your qualifications is by thinking carefully about your
past. Ask yourself what skills you have used at school or work that can be used at your
next place of employment.

For example, if you worked a lot with people for a previous job, you can show you have
interpersonal skills that may help you at your next job. These skills are transferable;
they are, therefore, transferable skills. A transferable skill is an ability you utilized in your
past that can be used at your next place of employment.

When building awareness of your qualifications, keep in mind that there are several
transferable skills that are common among most job advertisements. These
qualifications include:

 Leadership qualities
 Ability to complete multiple tasks at the same time (employers often call this "multi-
tasking")
 Teamwork skills
 Ability to meet deadlines
 Interpersonal skills
 Initiative to complete projects without supervision (employers sometimes refer to this as
the "ability to work independently")
 Written communications skills
 Oral communications skills
 Computer skills
 To learn what you have to offer employers, you may want to think of ways you
can prove you have each of the above skills. Focus on specific instances from
your academic and work history that demonstrate you have these abilities.

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
 For example, if you want to know whether you have strong written
communications skills, think about your experiences with writing. Have you done
any writing at a previous workplace? If so, what kind of writing? Memos, business
letters, manuals, reports? Have you taken writing classes at college? Have you
won any writing awards?

 Before deciding to highlight specific skills in your cover letter, it is essential for
you to learn which skills are most relevant to the job for which you are applying.
The reason for this is that you should include in your cover letter proof you have
the most important qualifications for a position.

 What if I don't have a qualification the employer is seeking?

 Job applicants often decide not to apply for jobs because they feel they do not
have an important qualification. While one should be realistic in a job search, we
encourage you to apply for all positions you desire, because job searches are
routinely unpredictable.

 Consider the following scenario. You apply for two positions at the same time,
thinking yourself an excellent candidate for one position, but a lesser candidate
for the other. After submitting employment documents for both jobs, you receive
an interview for the position you thought difficult to obtain, but received no
response from the other employer. This scenario is common among job seekers,
revealing that you should apply for any job you want, within reason.
 It is also typical for people to think they don't have a specific qualification their
employer desires, when in fact they do. Before deciding you do not have an
important qualification, carefully consider your past accomplishments and
employment history, with the intention of discovering what skills your have used
at a previous place of employment that you can utilize at your next place of
employment.

 For example, your potential employer may desire someone with retail
experience, but you've never held a retail job. This should not discourage you,
because you may possess skills someone with retail experience would have.
Consider what kinds of skills and personality traits a person who has held a retail
job would have, and then think about your past experiences to see if you have
comparable skills, as demonstrated by your own work and academic history.

 One skill a person with retail experience might have is oral communications. You
may not think you have oral communications skills, but before deciding this,

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reflect on ways in which you have communicated with others in the past. Focus
on teamwork experience, presentations you've given, or any other experience
that proves you can communicate verbally. After you think carefully about your
past, you are likely to find you have skills you did not realize you had.

Why is it important to learn about companies before preparing my

cover letter?

Learning about companies is valuable because knowing what a company values will
help you prepare your cover letter. Job applicants often find that their personal attributes
match what a company values; when this occurs, you should highlight these attributes
in your cover letter.

For example, you may find that a company values creativity, making its hiring
professionals more likely to hire creative job applicants. If you were applying to this
company, it would be advisable to include in your cover letter proof of your creativity.

There are several things you can do to learn more about a company:
 Read a corporate website.
 Call the company for more information.
 Talk to employees at the company.
 If you are in college, refer to your university's career center.

CORPORATE WEBSITES
It is important to read corporate websites because they can give you a strong idea of
what a company values. Once you have found the site, read its contents carefully. Look
for words that describe the company and its employees, such as progressive, energetic,
caring, or conservative. Words repeated throughout the website reveal particularly
important values.
If you do not know a corporation's web address, you can use as a search engine such
as google.com or yahoo.com to find the site. Type the name of the company into the
search engine, and it should take you to the appropriate site.

CALLING THE COMPANY

For corporations that do not have websites, it would be best to call the company to ask
for more information. Explain that you plan to apply for a job there, and you want to
know more about the company. Most contacts will be more than happy to provide you
with information such as brochures and letters. In these documents, look for words that
reveal what is important to a company, in the same way that you would for a corporate
website.

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It is also a good idea to talk with employees of a company to develop an understanding

of what kinds of people the company employs. You may want to call someone you know
at a company, or even someone you don't know. Ask your family, friends, colleagues,
and teachers if they know someone at the company. If they do, you can use this
connection to learn more about the company.

CAREER CENTERS
If you are in college, it would be worthwhile to see what information is available at your
university's career center. Ask the employees there if they know anything about the
company you're interested in, and see if the university has any connections to this
company. For example, companies often visit career fairs that may be held in your town.
A career center should have this information.

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How do I format my cover letter?

 Single-space your cover letter.

 Leave a space between each paragraph.

 Leave a space between your heading (contact information) and greeting (such
as, "Dear Mr. Roberts").

 Leave three spaces between your salutation (such as "Sincerely" or "Sincerely

Yours") and typed name.

 Sign your name in ink between your salutation and typed name.

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 Use standard margins for your cover letter, such as one-inch margins on all sides
of the document.

 Center your letter in the middle of the page; in other words, make sure that the
space at the top and bottom of the page is the same.

 Either align all paragraphs to the left of the page, or indent the first line of each
paragraph to the right.

 SAMPLE COVER 1


 Myshiel Joyce N. Sibal
 762 Ridge Road
 Lafayette, IN 47905
 myshjoynsibal3398@e-mail-link.com
 765-555-8493

 June 21, 2001

 Nancy Thompson
 Human Resources Manager
 Galvan Group
 374 Tomsdale Ave.
 Chicago, IL 60614

 Dear Ms. Thompson:

 As an experienced professional in the building service contracting industry, I am applying for the position of
Customer Service Manager, advertised on your website (galvangroup12.com). A successful background in
the areas of customer service and operations would make me a valuable asset to your company.

 Providing quality customer service is a major focus of my present position with MKC Associates. Galvan
Group is known as a top-notch company in many areas, especially customer service. I would like to put my
customer service experience to work for you. As we both know, it is a competitive market today, and
superior customer service is what makes the difference. Managing a customer base of 75 facilities
throughout Indiana for the past seven years has sharpened my customer service skills tremendously.

 In the last seven years, our employee turnover rate has gone from 150% to 55%. Part of that can be
attributed to the development and recognition programs I have instituted, including Christmas parties and
summer picnics. Employees need to feel they are part of a “team,” and at Galvan Group, that would be one
of my goals.

 Six years ago, I set a personal goal to continue my education at Purdue University. In December of this
year, that goal will be achieved, and I will receive a Bachelor of Science in Organizational Leadership and
Supervision. I am proud of this accomplishment, as I have worked full-time while attending Purdue part-time;

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my GPA is 3.6/4.0. B my skills with Galvan Group would be a great opportunity for me to take on a new
challenge while fulfilling my commitment to customer service.

 I am anxious to talk with you and discuss my potential to contribute to your organization. I will contact you in
three days to discuss my application. You can reach me at 765-555-8493, or by email at peggysmith843@e-
mail-link.com. Thank you for your time and consideration.

 Sincerely,


 ________
 Peggy S. Smith



 SAMPLE COVER 2


 Myshiel Josephene N. Sibal
 762 Ridge Road
 Lafayette, IN 47905
 Mysjhonsibal912@e-mail-link.com
 765-555-8493

 June 21, 2001

 Nancy Thompson
 Human Resources Manager
 Galvan Group
 374 Tomsdale Ave.
 Chicago, IL 60614

 Dear Ms. Thompson:

 As an experienced professional in the building service contracting industry, I am applying for the position of
Customer Service Manager, advertised on your website (galvangroup12.com). A successful background in
the areas of customer service and operations would make me a valuable asset to your company.

 Providing quality customer service is a major focus of my present position with MKC Associates. Galvan
Group is known as a top-notch company in many areas, especially customer service. I would like to put my
customer service experience to work for you. As we both know, it is a competitive market today, and
superior customer service is what makes the difference. Managing a customer base of 75 facilities
throughout Indiana for the past seven years has sharpened my customer service skills tremendously.

 In the last seven years, our employee turnover rate has gone from 150% to 55%. Part of that can be
attributed to the development and recognition programs I have instituted, including Christmas parties and

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summer picnics. Employees need to feel they are part of a “team,” and at Galvan Group, that would be one
of my goals.

 Six years ago, I set a personal goal to continue my education at Purdue University. In December of this
year, that goal will be achieved, and I will receive a Bachelor of Science in Organizational Leadership and
Supervision. I am proud of this accomplishment, as I have worked full-time while attending Purdue part-time;
my GPA is 3.6/4.0. B my skills with Galvan Group would be a great opportunity for me to take on a new
challenge while fulfilling my commitment to customer service.

 I am anxious to talk with you and discuss my potential to contribute to your organization. I will contact you in
three days to discuss my application. You can reach me at 765-555-8493, or by email at peggysmith843@e-
mail-link.com. Thank you for your time and consideration.

 Sincerely,

 ________________
 Peggy S. Smith
How do I organize my cover letter?
A cover letter has four essential parts: heading, introduction, argument, and closing.

A heading provides your contact information (your name, address, phone number, and
e-mail address), the date you're writing, and the address of the company to which you
are applying.

An introduction begins with a greeting, such as "Dear Ms. Dawson," followed by a

statement of who you are and why you're writing.

In your argument, you should describe the most important qualifications that prove why
you are the best person for the job.

A closing reveals what you plan to do after your readers have received your resume
and cover letter. Your letter ends with a salutation and signature, such as "Sincerely," or
"Sincerely Yours."

What do I include in my heading?

In your heading, include your contact information, such as your name, address, phone
number, fax number, and e-mail address. Do not forget to include your e-mail address
and phone number, because employers will often call you at home or contact you via e-
mail.

After you have included your contact information, skip a space, and then write the date,
such as "September 12, 2002." Skip another space, and write the contact information of

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the company to which you are applying. If you are writing to a specific person, be sure
to include both his/her name and title, if the title is available. For example, "Catherine
Lennox, Vice President of Public Relations." Follow this line with the address of the
company.

For example:

Gina E. Pastoli
503 Bridge St.
Homewood, IL 60430
708-555-0293
gpastoli@e-mail-link.com

September 12, 2002

Catherine Lennox, Vice President of Public Relations

Taylor, Krammer, & Smith Associates
43 Westminster Ave.
Madawaska, ME 04756
To whom should I address my letter?
Whenever possible, you should address your letter to a specific individual, the person in
charge of interviewing and hiring (the hiring authority). The reason for this is that larger
companies often have standard procedures for dealing with solicited and unsolicited
resumes and cover letters. To avoid having your materials filed away, it would be best
to send them directly to a hiring authority.

When a job advertisement does not provide you with the name of the hiring authority,
call the company to ask for more information. Even if your contact cannot tell you the
name of the hiring authority, you can use this time to find out more about the company.

If you cannot find out the name of the hiring authority, you may address your letter to
"hiring professionals" - e.g., "Dear Hiring Professionals."

What do I write in my introduction?

Begin your introduction with a greeting, such as "Dear Mr. Roberts." If your contact has
a name like "Randie Owens" or "Pat Jenkins," and you are uncertain of his/her gender,
address the letter "Dear Randie Owens."

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In your introduction, begin by stating who you are and why you're writing. For example,
if you're a student, state what university you're attending, what your major is, followed
by the position you seek.

When you know your reader or have a connection to your reader, use your introduction
to personalize your cover letter. You may mention the name of a professor who
suggested you apply to the company, or a family member who works there. For
example, "Professor Smith speaks highly of Turner Construction, and he advised me to
write directly to you." If you drop any names, however, be sure that your reader has a
positive relationship with the person you mention.

You can also bring up any previous conversations or meetings you've had with your
reader. If you met your reader only once at a career fair, for instance, refer to a specific
topic of conversation to remind him or her who you are, and then show your reader that
you've been thinking about the conversation. For instance, "I've been thinking about our
conversation at Purdue's Career Fair on Monday, February 12. I agree that a friendly
disposition and strong work ethic are essential to success, and I believe I can bring
these attributes to your corporation."

How do I approach writing my argument?

Your argument is the most important part of your cover letter, because it allows you to
persuade your reader why you are the best person for the job. Carefully choose what to
include in your argument, because you don't have much space. You want your
argument to be as powerful as possible, but you don't want to bog down your reader in
excessive details about your past.

In your argument, you should aim to:

 Show your reader you possess the most important skills s/he seeks.
 Convince your reader that the company will benefit from hiring you.
 Write two to three short, well-written paragraphs.
 Include in each paragraph a strong reason why your employer should hire you.
 Avoid explaining your resume.
 Maintain a friendly tone.

When writing your argument, remember that it is essential for you to learn as much as
possible about the best person for the job. What kind of individual is your potential
employer most likely to hire? What kind of skills, work experience, and degrees would
this person have? Once you have answered these questions, ask yourself how you can
show in your argument that you are the person your prospective employer seeks.

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To learn about the best person for the job, you should read your job advertisement
carefully, learn what a company values, and talk to people with "inside
information." Through completing these steps, you should learn what qualifications are
most important for a specific position.

In my argument, should I show off my knowledge of the company?

It is useful to feature knowledge of a company, as it will show you've done your
research and you feel you're a good match for the corporation. For example, "Indiana
Midwestern Insurance values a commitment to customer satisfaction. My experience
shows I can work with people from different backgrounds and cultures, which
demonstrates that I know how to put customer satisfaction first."

However, we advise you not to let knowledge of a company overwhelm your cover
letter. You have very little space to show why you are the best person for the job, and it
is best to use this space to focus on transferable skills, accomplishments, awards, and
special projects.

What should I include in my argument?

When writing your argument, try to answer the following three questions:

1. Why am I qualified for this position?

2. How can I prove I'm qualified for this position?

3. What have I done that sets me apart from other candidates?

1. Why am I qualified for this position?

Once you know what the most important qualifications are for a position, you should
show your reader you possess these qualifications. This will help you to accomplish
your primary goal: to convince your reader you are the best person for the job.

When proving you're qualified for a position, we recommend highlighting your

transferable skills. A transferable skill is an ability you utilized in your past that can be
used at your next place of employment. For example, if you learned to use specific
technical applications through a previous job, and a potential employer seeks a
candidate who can use these applications, your ability to use them is a transferable skill.

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Transferable skills are worth featuring in your cover letter because they demonstrate
why you are right for the position. They show you can meet your reader's expectations,
because you have used the skills he or she seeks at a previous place of employment.

Before deciding which transferable skills to include in your argument, make sure that the
skills you wish to feature are important to the position for which you are applying. For
instance, if you used interpersonal skills at a previous place of employment, but these
skills are not essential to the position you seek, we suggest highlighting other skills your
reader would be more interested in.

Let's look closely at Deborah Jones, an individual applying for a position in human
resources. The most important qualifications for this position are three years of
experience in the field, the ability to work independently, and written communication
skills. We recommend that Ms. Jones prove to her reader she possesses these
qualifications. Perhaps she would write the following in her argument:

I worked for the city of Lafayette's department of human resources for four years. My supervisor (Jacob
Seymour) often gave me independent projects without deadlines, so I set my own schedule. I always
finished my projects within two weeks of receiving them, demonstrating my ability to work independently.
Mr. Seymour also made me his 'personal editor,' as he gave me copies of reports to edit for content,
grammar, and punctuation. Combined with my experience writing memos and letters, this experience
shows strong written communication skills.

2. How can I prove I'm qualified for this position?

Think of your argument as a series of statements about your abilities, followed by proof
that your claims are true. For example, if you claim to have expertise in a specific field,
show how you gained this expertise. Did you gain it through obtaining a degree, working
in your field, or both?

It is common for cover letter writers to make claims about their abilities without proving
their claims are true. For instance, a job applicant may write, "I have strong
interpersonal and written communications skills." If the author does not go on to discuss
these qualifications in more detail, a reader will not know whether these claims are true.

To persuade a reader that the author has these skills, she might want to write the
following:

I have strong interpersonal skills, which I gained from working as a server at Tom's American Restaurant
while going to school. At Tom's, I learned to work well with other employees, while putting the needs of
customers first. I also have experience with writing in the workplace. When I was an intern at Newberry &
Jones, I wrote memos and letters to customers and colleagues on a daily basis. This experience taught
me to write professionally and to-the-point.

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Note that the author of this paragraph uses transferable skills to demonstrate her
interpersonal and written communication skills. She focuses on her experience working
with colleagues and customers at a previous place of employment, and then she
features her familiarity with writing day-to-day business correspondence.

3. What have I done that sets me apart from other candidates?

To capture your potential employer's interest, it is important to know what sets you apart
from other candidates. Before writing your argument, it is important to think carefully
about everything you've done that makes you impressive. Try to focus on
accomplishments, awards, and special projects.

ACCOMPLISHMENTS

An accomplishment is something you've done that most other individuals with your level
of experience have not. Accomplishments can be professional, academic, or personal.

The best kind of achievement to mention in your cover letter is a professional

accomplishment. These accomplishments are impressive to potential employers
because they demonstrate you can make decisions that will improve their business. A
professional accomplishment is something you did at a former place of employment that
helped to improve your employer's efficiency and productivity.

If you claim to have improved a former employer's productivity, however, be sure to

show how you achieved this goal, and explain the outcome in precise numbers. For
instance, if you instituted a program that improved the rate of employee retention,
describe the program, and give the figures that prove the retention rate improved.

Another kind of professional accomplishment involves working part- or full-time while

going to school. Employers are enthusiastic about college graduates who financed their
own education, because this experience demonstrates an ability to work hard, to set
and achieve goals, and to handle multiple tasks. If you paid for your own education,
consider mentioning this in your cover letter.

If you are a student who does not yet have professional accomplishments, focus on
academic and personal accomplishments. An academic accomplishment is something
you did in school that shows you have skills your employer seeks. For example, you
may have attained a high GPA while participating in multiple activities, demonstrating
your ability to complete multiple tasks with excellence. Or you may have organized a

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formal event for your sorority or fraternity, demonstrating leadership skills. Try to focus
on anything you did in school that your potential employer would be interested in.

Another kind of achievement you can feature is a personal accomplishment, something

you did that you're proud of. It can be a goal you set and accomplished, or a passion
you have for your work. For example, you may have played on your basketball team in
college, and you set out to give your best efforts to the team. You may want to mention
in your argument that your commitment to playing well improved the team's success.
Or, perhaps you dreamed of working in the fashion industry since you were a child, and
you were able to realize this dream through studying fashion. Featuring these items in
your cover letter will help to give your reader confidence that you have a desire to carry
out goals, and that you are capable of outshining others.

AWARDS
Awards are important to feature in cover letters because they show that others have
recognized the high quality of your work. If you mention an award in your cover letter,
however, do not assume that your reader knows anything about the award or the
context in which you won it. Be sure to say something about the competition and the
number of competitors.

The best kind of award to feature in a cover letter is one related to the position you
seek. For instance, a candidate applying to law school may want to mention that she
was selected by her undergraduate professors as the best student in pre-law, and that
this award was announced at her graduation ceremony.

Be careful, however, not to mention awards that are completely irrelevant or outdated.
Employers seeking a retail manager, for example, will probably not be interested in a
beauty pageant a job seeker won six years ago.

SPECIAL PROJECTS
For some fields, such as engineering, aviation, and building construction management,
it is essential to include in your cover letter information about special projects you've
completed. Your potential employer will want to know exactly what you're capable of
doing, and in what capacities you've worked. Remember, however, that the projects you
include should be relevant to the position you seek.

If you are still a student, feel free to include information about projects you've completed
for your courses. The experience many students gain in the classroom is as valid as on-
the-job experience, and most employers know this.

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To illustrate how to include information about special projects, let's take a student
applying for a position as a web consultant. This student has classroom experience
working as a web consultant for a local business in her college town.
While at Purdue University, I participated in a web-consulting project, a collaborative assignment for
English 421: Technical Writing. With two of my peers, I served as a web consultant for a local business,
Patters' Painters. In order to make feasible recommendations for revisions, additions, and deletions to
Patters' Painters' website, we conducted interviews, observed the workplace, and completed multiple web
analyses. William Patters, the manager of Patters' Painters, took my team's recommendations to heart.
Since receiving our recommendation report, he has implemented all of our recommendations.

What do I include in my closing?

Your closing reveals what you plan to do after your readers have received your resume
and cover letter. We recommend you do the following in your closing:

 Inform your readers when you will contact them.

 Include your phone number and e-mail address.
 Thank your readers for their consideration.

A sample closing follows.

I will contact you before June 5th to discuss my application. I look forward to speaking with you at that
time. If you wish to contact me, I may be reached at 765-555-6473, or by e-mail at jwillis3@e-mail-
link.com. Thank you for your time and consideration.

This approach may seem bold at first; you may be wondering why you should contact
potential employers rather than wait for them to call you. We recommend this approach
because potential employers will read your employment materials with more interest if
they know you will be calling. Another reason is that many employment professionals
prefer candidates who take the initiative to call.

Most importantly, we endorse this approach because it is imperative to follow up on

every company that receives your employment materials. Otherwise, your resume and
cover letter may end up filed away by the department of human resources. By following
up, you can inform prospective employers you're still interested in the position and
discover where you are in the hiring process.

When you tell readers you will contact them, be sure to do so. It will not reflect well on
you if you forget to call a potential employer when you said you would. It's best to
demonstrate your punctuality and interest in the company by calling when you say you
will.

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If you do not feel comfortable informing your readers when you will contact them, ask
your readers to contact you, and thank them for their time. For example:

Please contact me at 765-555-6473, or by e-mail at jwillis3@e-mail-link.com. I look forward to speaking

with you. Thank you for your time and consideration.
Is there anything I should do before sending my cover letter to
potential employers?
Always proofread your cover letter carefully. After you've finished it, put it aside for a
couple of days, and then reread it. You'll be sure to discover sentences that could be
improved or grammatical errors that could otherwise prove to be uncharacteristic of your
writing abilities.

We also recommend giving your cover letter to friends and colleagues. Ask them for
ways to improve it, and they should be able to give you useful feedback.

Assignment 3:
Jonathan was hired to answer phones and take messages in a small business for the
summer. How could you improve the following conversation?
Jonathan: "Aldrich and Sons."
Caller: "Is Mr. Aldrich in?"
Jonathan: "No, but you can leave a message."
Caller: "Fine, please tell him to call Mr. Rowden."
Jonathan: "Who?"
Caller: "Mr. Rowden, R-O-W-D-E-N."
Jonathan: "Okay."

Write out an alternative to this conversation which improves the responses Michael
makes to the caller. Then compare your version to the conversation described below. 

Improved Phone Conversation

Jonathan: "Good morning, Aldrich and Sons."
Caller: "Is Mr. Aldrich in?"
Jonathan: "He isn't in right now. May I take a message?"

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Caller: "Fine, please tell him to call Mr. Rowden."

Jonathan: "Could you spell your last name, please?"
Caller: "R-o-w-d-e-n."
Jonathan: "Thank you! Good-bye."

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