Career Portfolio fileCareer Portfolio | Teacher Guide 1 Copyright © by The McGraw-Hill Companies,...

Career Portfolio

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Career Portfolio | Teacher Guide iii

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TABLE OF CONTENTS

Career Portfolio Teacher’s Management GuideAbout the Career Portfolio ............................................................................1Getting Started .............................................................................................1Managing the Process...................................................................................2Portfolio Assessment ....................................................................................3Student Responsibility ..................................................................................3Teacher Resources ........................................................................................4Student Resources ........................................................................................5

Teacher ResourcesCompetencies and Skills Employers Seek in Employees ..................................8Types of Entry-Level Jobs in Business and Finance by Carreer Application......9List of Possible Interview Questions.............................................................10Questions You Might Ask an Interviewer......................................................11Steps in Identifying Career Goals.................................................................12Career Planning Worksheet .........................................................................13Planning for Career Goals ...........................................................................15

Student ResourcesJob Search CorrespondenceSample Letter of Inquiry .............................................................................16Sample Letter of Application .......................................................................17Sample Interview Follow-Up Letter ..............................................................18Sample Acceptance Letter ...........................................................................19Sample Reference LettersSample Letter to a Potential Reference .........................................................20Sample Business Reference Letter ................................................................21Sample Personal Reference Letter ................................................................22Sample Résumés and Job ApplicationSample Print Résumé..................................................................................23Sample Electronic Résumé ..........................................................................24Sample Job Application ..............................................................................25Service and Leadership RecognitionDECA Achievement Certificate ....................................................................26Certificate of Merit......................................................................................27Sample Commendation Letter .....................................................................28Sample Clip from Local Newspaper ............................................................29

Career Portfolio | Teacher Guide 1

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CAREER PORTFOLIO

About the Career Portfolio

An employability portfolio is one of many alternate forms of assessment youcan use to measure students’ progress. It is particularly valuable because it pro-vides the dual benefit of measuring what students have learned and providingthem with specific, useful job search tools. Building this portfolio will also helpstudents draw a correlation between what they are learning in school and skillsthey will need to succeed on the job. When they have completed the project, stu-dents will have a functional résumé that they can use in their job search.

As the teacher, you benefit from this exercise by having an additional meansof assessing students’ performance; you also have a vehicle that you can use toclearly articulate the connection between school and work. Portfolios show thatyour school is interested in meeting the career preparation needs of students.Portfolios also allow both teachers and prospective employers to evaluate a student’s abilities. The carefully arranged portfolio is a showcase of employabilityskills that helps students prepare for entry-level positions.

In this section, you will find teacher resources that will help you guide students in their portfolio preparation and career search, as well as studentresources—such as samples of appropriate job search letters and samplerésumés—to help students prepare their portfolios. The sample letters will guidestudents in creating appropriate job search letters. Since employment lettersshould give an indication of skills and knowledge, you may want to wait untilnear the end of the course to have students write their own model letters. Whilewe have provided samples of several employment letters, you may also want touse examples from current reference books on employment letter writing avail-able at your school or local library.

Getting Started

How you introduce the portfolio will make a significant difference in how recep-tive students will be to its many uses. Introduce the portfolio assignment at thebeginning of the course, offering specific objectives and examples in writing. Moststudents will need help getting their ideas organized and preparing the portfolio doc-uments. Students are ultimately responsible for completing their portfolios; your roleis to encourage and facilitate the completion of professional-quality portfolios.

We have included a page listing basic workplace competencies for you to printout and give to students or print on a transparency. Through class discussion, youcan help students relate what they learn during the course to the skills that areimportant for career development.

You will need to explain that the portfolio is a presentation package that willbe used to show a prospective employer that the student has mastered skills thatemployers seek. Students will learn to write professional job search letters tomake the best possible first impression. Students will not send most portfoliodocuments when they first apply for a job; they will have it to present in aninterview to prove they have mastered the skills needed in the job.


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In this portfolio, students have the opportunity to include documents andactivities that show them in their best light. Career development entails alengthy process of developing values, skills, personal qualities, and knowledge of one’s chosen vocation. The student’s portfolio is intended to demonstratethose values, skills, personal qualities, and knowledge.

Students might also want to include in their portfolios other projects that showtheir abilities, such as independent study projects, computer exercises, or a list ofcourses completed in the program. The most important factor is that the classroomwork included in the portfolio should demonstrate the student’s problem-solving abil-ity, personal management skills, communication skills, and critical-thinking skills.

You may want students to keep a log explaining why they selected a particular document to include in the portfolio. Near the end of the school year,have students write a letter, either to you or to a prospective employer, describ-ing the purpose of the portfolio, the documents included, and why those particu-lar documents were chosen. In describing why documents were chosen, studentsshould focus on the skills their documents demonstrate and how those skillsmight be useful.

Managing the Process

Before implementing portfolios in the course, think through the physicalmanagement of the process. Will students keep their portfolios in three-ringbinders, large portfolio-style envelopes, folders, or something else? Where willthese materials be stored, and how will you provide regular access to them forthe students?

One method that has worked well in the past is to provide a plastic packingcrate with a hanging file for each student. Each hanging file should accommo-date several file folders, which can be used to house the different types of docu-ments students choose for their portfolios. If you think students will want toinclude oversize documents, such as art boards for an advertising campaign,consider legal size hanging files.

Determine at the beginning of the school year whether you will allow stu-dents to remove their portfolios from the classroom. Students may want to workon a portfolio in the library or take it home to show their parents. If studentsremove their materials from the classroom, you may want to use some type ofcheckout procedure to help you keep track of the location of each student’s port-folio. Such a procedure communicates that the portfolio belongs to the student,who is responsible for its care and maintenance.

Helping students learn about the portfolio process will require some extraclass time. Be sure to allow time to:

• Explain the portfolio process to students • Explain the criteria that will be used to assess the portfolios• Help students compile portfolio documents• Manage the logistics of portfolio development (such as maintaining

records, and storing and retrieving portfolios and documents)• Assess portfolio contents


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You will also need to monitor students’ selections and coach those studentswho need extra help finding ideas or developing ways to express their knowledgeand skills.

Portfolio Assessment

To assign a letter grade to the portfolio each grading period, you will need toestablish some tangible method of evaluation. We recommend that you grade theportfolio in at least four categories, with point values assigned to each category.In the following example, the total evaluation is worth 50 points.

Organization and introductory statement . . . . . . 15 pointsPresentation of items in acceptable format . . . . . 15 pointsContent (creativity and credibility of items) . . . . 10 pointsApplicability to a business career . . . . . . . . . . . . 10 points

You may want to add other criteria to your evaluation or change the allocation of points for each item. You will also need to decide how much weightto assign the portfolio in relation to the student’s overall course grade. Forinstance, in a vocational setting, the portfolio would be only one portion of theentire “related” grade.

Consider having someone from outside the school, such as a parent or mem-ber of a business advisory committee, do an unofficial evaluation of the portfo-lios. Parents will want to see the development of their child’s skills, and are morelikely to support the endeavor if they are part of the process. Members of an advi-sory committee could critique the portfolios from a prospective employer’s pointof view.

Some teachers involve students in the portfolio process from the beginning byhaving students help determine how their work will be evaluated. With the class,reach a consensus on the evaluation criteria, such as:

• Logical organization of documents• Neatness• Content• Breadth of types of documents• Growth in a student’s skills over a period (e.g., improved writing,

spelling, math, problem solving)• Student’s reasons for including documents

(e.g., Do the documents demonstrate skills? Does the student adequately explain the connection?)

Determine how often you will evaluate the portfolios—every six weeks orevery nine weeks, for example. At the beginning, you may want to look atstudents’ portfolios once a week to ensure that they understand the purpose andare not confused in their decisions of what to include.

Student Responsibility

Since the portfolio process is conducted over a lengthy period of time (e.g., asemester or an entire school year), determine a system of reminders you will usethroughout the course. For example, early in the portfolio process, you may want


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to remind students each week to do a portfolio activity. Gradually stop yourreminders, informing students that it is their responsibility to remember to com-plete portfolio activities, just as it will be their responsibility to remember to perform certain job duties as employees.

During each grading period, students will collect several documents for possi-ble inclusion in their portfolios. Have students review the contents of their port-folios two weeks before the end of each grading period and select the new mate-rial they want to include in the portfolio for that period. Students who keep adiary or journal throughout the entire collection process will find it easier to listnew portfolio additions and perhaps to write a short introductory statementabout the new additions.

You may want to set up a portfolio assessment folder for each student inwhich you keep documents related to your evaluation of each student’s portfoliowork. Such documents might include a list of work the student completed dur-ing the last evaluation period, comments on revisions to previous work, and alist of work added for the current evaluation period. Students can be heldresponsible for preparing the lists of work completed for each evaluation period.

One of the primary requirements in using portfolio assessment is to connectthe work students do to the skills that are being assessed. Students may needhelp understanding the relationship between what they demonstrate or do(through portfolio documents) and what that work shows about specific skills.Monitor students’ selections of portfolio documents to ensure that they not onlyare demonstrating improvement in their skills, but also are selecting appropriatedocuments to demonstrate their skills.

Allow students to personalize their portfolios. Students with interests in specific business areas may choose documents that focus on those areas. Forexample, students with interests in computer technology might include printouts showing reports, graphics, or charts done on the computer for a particular assignment.

TEACHER RESOURCES

List of Workplace Competencies: The work in each student’s portfolio shoulddemonstrate mastery of basic workplace competencies, although there will prob-ably not be a direct corollary between a specific skill and a specific document.Clearly written letters and concise projects will both demonstrate a student’sability to communicate. Certificates will give employers a general sense that thestudent has leadership abilities and has learned critical thinking. Participation incompetitive events, such as DECA, will show a student knows how to work aspart of a team and how to evaluate information.

Types of Entry-Level Business Jobs by Career Application: Help students choosethe path to a business career by showing them entry-level jobs that can be thefirst step on that path. Brainstorm with students about other jobs that might leadto a business career.

List of Possible Interview Questions: Although a portfolio will be a useful tool inproving a student’s abilities, ultimately each student will have an interview with


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a prospective employer. Knowing what questions to expect and preparinganswers ahead of time will help students show their best side in an interview.Role-play an interview—with one student acting as the employer and another acting as the interviewee—to help students make the best impression.

Steps in Identifying Career Goals: Very few people decide quickly what their careerwill be. Identifying career goals is a process that starts with understanding yourown interests and skills and identifying careers in which you will succeed. Thispage outlines steps students can take to narrow the wide field of careers availableto them, and helps them decide what is best.

Career Planning Worksheet: Used in conjunction with “Steps in Identifying CareerGoals,” this worksheet provides space for each student to identify specific stepsthey can take to move from school to the career of their choice. Encourage stu-dents to write down their goals and the specific steps they will take to get there.

Planning for Career Goals: Once students have identified a career goal, they needto plan how they will get there. This sheet lays out several possible ways to meetthose goals. Encourage students to create their own worksheet, with their goalsand the steps they will take to meet those goals.

STUDENT RESOURCES

Letter of Inquiry: Although students will usually find job openings in a newspaperor online job bank, sometimes a letter of inquiry can produce an invitation for aninterview. The company may be contemplating hiring for a particular position ormay be planning a new position. At the very least, the company will keep theapplicant’s letter on file for a few months to review should an opening occur. Inthis type of letter, the applicant should explain his or her background anddescribe why he or she is interested in working for the company. Finally, the letter should close with a positive comment about the company and a reaffirma-tion of interest.

Letter of Application: The letter of application is usually the first impression acompany has of the applicant. In an application letter the applicant should identi-fy the position being applied for and where the advertisement was seen. The nextparagraph should present a brief overview of the applicant’s background, empha-sizing education and experience and how those factors will help the student function effectively in the position. In the final paragraph, the applicantshould restate interest in the position and request an interview. Have studentsread the local newspaper help-wanted ads and write an application letter for aposition for which they want to apply. Evaluate letters not only on how well theyare written and prepared, but also on how effectively they present the student’s knowledge and skills in relation to the requirements of the position.Letters should concentrate on why the student is the best candidate for the job,rather than why the student wants the job.

Interview Follow-Up Letter: Although many people neglect to follow-up an inter-view with a letter, a follow-up letter is a sure-fire way to leave a prospectiveemployer with a good impression and reaffirm a candidate’s interest and abilities.The follow-up letter should be addressed to the interviewer and should thankthat person for their time and the interview. The letter should address some point


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of importance noted in the interview, such as a specific job requirement, indicat-ing how the applicant’s skills fit the requirement. The letter should express theapplicant’s confidence in her or his ability to perform the responsibilities of thejob. The follow-up letter sets the applicant apart from other applicants andreminds the interviewer of the applicant’s strong points. If an interview was con-ducted by several people, the applicant should mention all of the interviewers byname, even though the letter should be sent to the primary interviewer.

Acceptance Letter: Job offers often come via a phone call rather than a formal letter; however, even in an informal setting, a letter of acceptance shows that astudent understands professional business practices. In an acceptance letter, thestudent should restate when he or she expects to start work, in what job posi-tion, the agreed-upon wage, and any other known terms of employment.

Reference Letters: All employers ask future employees for references from peoplewho will attest to the applicant’s abilities and character. It is very important thata student be able to provide names and contact information for teachers, formeremployers, or others who will speak highly of the student’s abilities. A letter is avery polite way to ask a potential reference for a recommendation. In the sampleletter requesting a recommendation, the student reminds the reference of their long association and is polite in the request. Students should never assume thatsomeone will be comfortable providing them with a recommendation, butshould respectfully request a reference. Students should ask their employers fora letter of recommendation upon leaving a position and should keep it as part ofa permanent portfolio file for use in future job applications. We have providedsamples of personal and business reference letters so that students can see whatto expect from such letters.

Print and Electronic Résumés: The résumé is a very important document in theemployment process. This is how applicants present themselves to an employer.Students should pay particular attention to their résumé, because the résuméand letter of application should be the only things sent to an employer whenthey are applying for a job. The rest of the portfolio should be used in an inter-view to show a candidate’s capabilities. Because many jobs today are listed andapplied for online, we have provided both a print and an electronic résumé. Theelectronic résumé leaves out the formatting that makes the print résumé visuallyappealing, but the electronic résumé will be more easily read by a computerizedrésumé scanner. A résumé should be separated into major sections, whichinclude work experience, education, accomplishments, activities, honors, and references.

• The work experience section should include all gainful employment held(part-time, full-time and temporary jobs), listing the most recent job first.Include a brief description of the student’s duties, using active verbs (say, "stockshelves," rather than "responsible for shelf stocking") and including the same terminology used in the job advertisement.

• The education section should list the student’s major field of study and grade point average, if favorable. Also include any specialized training, such aswith computer software or hardware, particularly if the student is applying for acomputer-related position.


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• The accomplishments, activities, and/or honors section should be specificallytailored to showcase the student’s outstanding achievements.

• The résumé should be printed on quality bond paper (the same as the appli-cation letter). A résumé generally should not be longer than one page, and mustalways be free of spelling, grammatical, and punctuation errors. Many employerswill discard a résumé with such errors, even if the applicant has good experience.

• References should be listed on a separate document, including each person’stitle, address, and phone number. Students should offer a list of references whenit is requested by the employer, but usually not with a letter of application.

Job Application: The sample job application asks for the kind of information students should be prepared to provide to an employer. Have students fill out asample job application as practice, then offer critiques on neatness, clarity ofinformation, and how well it reflects the student’s abilities.

Service and Leadership Recognition: We have provided examples of certificates ofachievement and merit, as well as a commendation letter and a newspaper clip-ping. These are examples of the types of extra documentation students mightwant to provide to show their abilities and achievements. Certificates should gobeyond demonstrating a student’s participation to show a student’s achievement.Students might want to include a certificate showing they won a DECA competi-tion, a certificate for recognition as employee of the month, or an award for out-standing service to the community.

8Career Portfolio

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Competencies and Skills Employers Seek in Employees

Workplace Competencies

Resources

Allocates TimeAllocates MoneyAllocates Material and Facility Resources

Information

Acquires and Evaluates InformationOrganizes and Maintains InformationInterprets and Communicates InformationUses Computers to Process Information

Interpersonal Skills

Participates as a Member of a TeamTeaches OthersServes Clients/CustomersExercises LeadershipNegotiates to Arrive at a DecisionWorks with Cultural Diversity

Systems

Understands SystemsMonitors and Corrects PerformanceImproves and Designs Systems

Technology

Selects TechnologyApplies Technology to TaskMaintains and Troubleshoots Technology

Foundation Skills

Basic Skills

ReadingWritingArithmeticMathematicsListening

Thinking Skills

Creative ThinkingDecision MakingProblem SolvingSeeing Things in the Mind’s EyeKnowing How to LearnReasoning

Personal Qualities

ResponsibilitySelf-EsteemSociabilitySelf-ManagementIntegrity/Honesty

CommunicationsMediaFact Checker

Real EstateReal Estate BrokerOffice Staff

Retail ManagementCashier

Professional SalesCashier

Restaurant ManagementCashier

Sports and EntertainmentTicket Agent

AccountingAccounting AssistantOperations AssistantPayroll Officer

BankingBank TellerLoan Processing Clerk

FinanceFinance SpecialistOperations AnalystFinancial Planner

InvestmentMarket AnalystInvestment Broker

InsuranceInsurance Adjuster

FashionMerchandising Assistant

Human ResourcesRecruiter

9Career Portfolio

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Types of Entry-Level Jobs in Business and Financeby Career Application

10Career Portfolio

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?List of Possible Interview Questions

• Why do you want to work here?

• What do you know about our company?

• What kind of experience do you have for this job?

• Why do you think you can do this job?

• What did you like or dislike about your last job?

• Why did you leave your last job?

• How long would you like to stay with this company?

• What are your qualifications for this position?

• What is your greatest strength? Weakness?

• How well do you work under pressure?

• How do you feel about working overtime?

• Do you prefer working alone or with others?

• How do you spend your spare time?

• What classes do you enjoy most in school?

• What grades have you received?

• How many days last year were you absent from school?

• What school activities did you participate in?

• What would you like to be doing five years from now?

• Why should we hire you instead of someone else?

11Career Portfolio

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?Questions You Might Ask an Interviewer

• What are the key traits that you are looking for in a person to fill this job?

• What are the responsibilities of this job?

• How does this job fit with other jobs in the department? The company?

• What are the criteria you use to evaluate whether a person in this position is doing a good job?

• How do you think the skills needed for this job will change in the

future?

• Does the company have training programs to help employees obtain additional job skills?

• What is a typical career path in this company for someone who starts in this job?

Steps in Identifying Career Goals

I. Self-EvaluationA. Personal interestsB. Careers that would fulfill interests

II. Career CounselingA. Meet with teachersB. Meet with guidance counselorsC. Take occupational interest testsD. Have parent conference

III. Identifying Career OptionsA. Occupational Outlook HandbookB. Dictionary of Occupational Titles

IV. Learning About a CareerA. Interview with a mentorB. Industry books and magazines

V. Identifying Job SpecificsA. Salary rangesB. Job locationsC. Supply and demand for jobD. Education/skill requirements

VI. Setting Career GoalsA. Career goals worksheetB. Follow-upC. Letters of inquiry to prospective employers

12Career Portfolio

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13Career Portfolio

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Self-Evaluation1. List your interests.

2. List careers that fulfill these interests.

Career Counseling3. List names of program teachers.

4. List names of guidance counselors.

5. List occupational test application and test date.

6. Schedule date and time for family conference.

Career Planning Worksheet

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Identify Career7. List growth careers that are of interest.

8. List major duties of occupations selected.

Learn About Career9. Date and time set for mentor interview.

10. List companies to send inquiry letters.

Identify Job Specifics11. List salary ranges for occupations selected.

12.Match list with job locations.

13. Identify occupations by growth and demand in descending order.

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Planningfor Career Goals

Goal Ways to Meet Goal

Education

• Vocational school• Technical or community college• Adult education classes• Four-year college

Financial Assistance with Education

• Scholarships• Student loans• Parental assistance• Grants/work-study programs• Savings from jobs

Special Training

• Company training• Internship programs• Military service

Work Experience

• Related part-time job in high school (for example, in a department store or small business)

• Entry-level job after high school in chosen occupational field

Community Service

• Member of community organization• Leadership role in community group

Career Portfolio

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Sample Letter of Inquiry

1400 Royal Oak CourtNorwalk, OH 54487

May 15, 20--

Ms. Alison JohnsonAccounts ManagerABC Suppliers224 Market StreetNorwalk, OH 54486

Dear Ms. Johnson:

I am writing to ask if there are any entry-level positions available on your accounting team. In June, I will graduate from Norton High School where I havebeen a member of the business program, actively involved in the DistributiveEducation Clubs of America (DECA), and have competed in several DECA-sponsored student competitions. These competitions have required me to put my financial knowledge into practice.

As a lifelong resident of Norwalk, I have always been interested in ABC Suppliers,where several of my friends’ parents worked. They always seemed to enjoy thework environment there, and ABC Suppliers has a reputation as a strong and honorable company.

I have worked at part-time jobs during the school year and on summer breaks.These jobs and their related business experience are listed on the enclosed résumé.I believe that my studies and my job experience would serve me well in theaccounts area in a company such as ABC Suppliers.

I hope you will consider me for a position on your team should an opening occurin the near future, and I am available for an interview at your convenience. Thankyou for your time. I look forward to hearing from you soon.

Sincerely,

Lorenzo Cosilla

16

17Career Portfolio

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Sample Letter of Application


May 15, 20--

Personnel DirectorCumberland National Bank332 Industrial ParkwayNorwalk, OH 54489

Dear Personnel Director:

I am applying for the position of loan officer that you advertised in Sunday’sNorwalk City Journal.

I am currently a senior at Norton High School, where I am enrolled in the businessprogram. My course work has included the study of all facets of business finance,including basic accounting and loan management. I have some financial experiencethrough my work as a sales assistant for The Viking Shop.

Prior to accepting my part-time sales position at the Viking Shop, I worked at the Best Seller Factory Outlet as a stock person last summer. To gain additional business experience, I have also participated in competitions sponsored by theDistributive Education Clubs of America (DECA). Through these competitions, Ihave learned how to apply the knowledge gained from my course work. In a recentcompetition, I placed first in Financial Planning.

With my experience, I believe that I would be an asset to your organization. I haveenclosed a résumé outlining my course work and my work experience. I am availablefor an interview at your convenience, and I look forward to hearing from you soon.

Sincerely,

Lorenzo Cosilla

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Sample Interview Follow-Up Letter


May 20, 20--

Mr. Charles KimCumberland National Bank332 Industrial ParkwayNorwalk OH 54489

Dear Mr. Kim,

Thank you for the opportunity to interview with you yesterday for the loan officerposition. I was very impressed by your state-of-the-art operation and the speed andease with which you are able to serve your customers.

I believe my successful business experience would benefit Cumberland Bank’sfinancial team. As we discussed, my computer applications training would be help-ful in preparing and analyzing loan documents and in screening applications.

Please call if you would like additional information or wish to see me again. Again, thank you for your time. I look forward to hearing from you soon.

Sincerely,

Lorenzo Cosilla

Career Portfolio 18

19Career Portfolio

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Sample Acceptance Letter


May 23, 20--

Mr. Charles KimCumberland National Bank332 Industrial ParkwayNorwalk OH 54489

Dear Mr. Kim,

I am pleased to accept your offer for the position of loan officer withCumberland National Bank.

I understand that I will start work on May 27, 20--, at the rate of $18 per hour.My employment will be at-will, meaning that either Cumberland National Bankor I may end my employment at any time.

Thank you for the opportunity to join the Cumberland team. I look forward tothe challenge ahead and am certain that I can be a valuable addition to yourfinancial team.

I look forward to seeing you on the 27th.

Sincerely,

Lorenzo Cosilla

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Sample Letter to a Potential Reference


May 12, 20--

Keith RaseyUnited Youth Volunteers15 Park StreetNorwalk, OH 54488

Dear Mr. Rasey:

Graduation time is approaching and I will soon be looking for business positions inthe Norwalk area. As part of my job search, I would like to provide potentialemployers with both personal and work references.

I am writing to ask whether you would consider serving as a personal reference for me. As you know, I have been a member of the United Youth Volunteers forseven years. My active involvement in the organization has been a positive experi-ence in my life.

I would greatly appreciate a letter of recommendation from you that I could sharewith prospective employers. If you would like to speak with me personally aboutthis request, please don’t hesitate to call; I am available at your convenience. Myphone number is 555-1919. Thank you for your time. I look forward to hearingfrom you soon.

Sincerely,

Lorenzo Cosilla

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Sample Business Reference Letter

May 1, 20--

To Whom It May Concern:

Lorenzo Cosilla was an employee in our store, The Book Seller Factory Outlet, in the summer of 2000. During this time, he worked as a stock person and wasresponsible for product stocking and retrieval.

Lorenzo was a conscientious employee who performed his duties well. His attendance was excellent, and his attitude was one of cooperation and respect for his co-workers.

In my opinion, Lorenzo's work habits and personal characteristics will help him be successful in any career he chooses. I am pleased to recommend Lorenzo for an entry-level finance position.

Sincerely,

Rich EdwardsManager

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May 18, 20--

To Whom It May Concern:

This letter is a personal recommendation for Lorenzo Cosilla. Lorenzo has been amember of United Youth Volunteers for the past seven years. During that time, Ihave come to know Lorenzo very well.

Lorenzo has been actively involved in our youth volunteer program. He has made a fine contribution to the organization and has assisted in fund-raising projects during the past five years. When Lorenzo began studying business finance at hisschool, he showed a real enthusiasm for his studies. Using the skills he was learn-ing in school, he became an organizer for the organization’s fund-raising projects.His advertising efforts for these projects helped them become far more successfulthan we had anticipated.

I believe that Lorenzo’s excellent character and his desire to succeed in his chosen career will make him an excellent employee.

Sincerely,

Keith Rasey

Sample Personal Reference Letter

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Print RésuméLORENZO COSILLA


(619) [email protected]

OBJECTIVE: A position in a bank or financial firm in which business andadministrative skills can be used to increase profitability.

EXPERIENCE: September, 2010–PresentSales Assistant The Viking Shop, Norwalk, Ohio,Sell clothing and accessories. Assist in closing register including reconciliation of cash and receipts. Assist in preparing and delivering bank deposits.

June–September, 2010Stock PersonBook Seller Factory Outlet, Norwalk, OhioStock and retrieve products in bookstore.

EDUCATION: High School Diploma, June, 2010Honor Roll, 2008–2010. National Honor Society. Full-time Business and Finance Student.

COMPUTER SKILLS: Proficiency in word processing and spreadsheet software includingMicrosoft Excel and Microsoft Word. Key 45 words per minute.

OTHER ACTIVITIES: President of Norton DECA chapter. Member of Youth for the Environment Club. Volunteer for Norwalk Muscular Dystrophy campaign.

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Electronic RésuméLORENZO COSILLA1400 Royal Oak CourtNorwalk, OH 54487(619) 555-1919 [email protected]

OBJECTIVE:A position in a bank or financial firm in which business and adminis-trative skills can be used to increase profitability.

EXPERIENCE:September, 2010–PresentSales AssistantThe Viking Shop, Norwalk, OhioSell clothing and accessories. Assist in closing register including recon-ciliation of cash and receipts. Assist in preparing and delivering bankdeposits.

June–September, 2010Stock PersonBook Seller Factory Outlet, Norwalk, OhioStock and retrieve products in bookstore.

EDUCATION:High School Diploma, June, 2010Honor Roll, Three years. National Honor Society. Full-time Businessand Finance Student.

COMPUTER SKILLS:Proficiency in word processing and spreadsheet software includingMicrosoft Excel and Microsoft Word. Key 45 words per minute.

OTHER ACTIVITIES:President of Norton DECA chapter. Member of Youth for theEnvironment Club. Volunteer for Norwalk Muscular Dystrophy cam-paign.

Sample Job ApplicationQUEST CORPORATION • 123 Corporate Way • Norwalk, OH 54488 • (619) 555-8806

PERSONAL INFORMATION

First Name M.I. LastAddressCity State Zip TelephoneSocial Security Number Do you have transportation? (circle one) Yes NoAre you seeking full-time or part-time employment?

EDUCATION (List schools most recently attended first)

NameAddressCity State Zip TelephoneGraduation Date GPA Last grade completed

NameAddressCity State Zip TelephoneGraduation Date GPA Last grade completed

EMPLOYMENT HISTORY (List most recent employment first)

CompanyAddressCity State Zip TelephonePosition SupervisorReason for leaving Salary $Dates employed: From To



PERSONAL INFORMATION (Circle the appropriate response)

1. Are you a U.S. citizen? Yes No2. Have you served in the military? Yes No3. Do you have any health concerns or physical limitations that might prohibit you from carrying out the full responsibilities

of your employment? Yes No4. If your answer to Question No. 3 was Yes, please specify the exact nature of your limitation:

5. Have you ever been bonded? Yes No6. Has any company ever refused to bond you? Yes No

I certify that the information contained in this application for employment is true and correct to the best of my knowledgeand that any misstatement of information is grounds for dismissal.

APPLICANT’S SIGNATURE DATE

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Awarded to

Lorenzo Cosilla

for

FirFirst Placest Placein

State Parliamentary Procedure Competition

Presented byNorton High School Chapter of DECA

April 12, 20--

Pat McKee

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Certificate of MeritCertificate of Merit

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Sample Commendation Letter

January 30, 2000

Mr. Lorenzo Cosilla1400 Royal Oak CourtNorwalk, OH 54487

Dear Lorenzo:

Thank you for participating in this year’s Walk-a-Thon for Muscular Dystrophy.Your efforts brought in more than $1,250 in pledges. This money will help to provide services for people here in our own community who are afflicted withmuscular dystrophy.

Both we and the people who will benefit from your pledges appreciate your workfor the Walk-a-Thon. We hope you will continue to be an active part of our localcommunity service efforts. We need your support!

Sincerely,

Davita WaltersChairperson

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Local MarketingTeam Wins StateCompetitionBy JUANITA GABRIELNORTON GAZETTE

HOMETOWN—Last week a team of fourNorton High School students participated ina competition sponsored by the DistributiveEducation Clubs of America (DECA) andcame home with the winning trophy in theParliamentary Procedures Team Event.

The team, made up of Andrea Blackmon,Lorenzo Cosilla, Jamar Thompson, andJuanita Gabriel, mastered the rules of parlia-mentary procedure during hours of rehears-al. They placed first in the state and wereawarded an impressive trophy, which is nowdisplayed in the school showcase at the main entrance.

Many hours of Parliamentary Procedurerules review and rehearsal were needed forthe Norton team to be the best. Led by coordinator Cosilla, the team had alreadywon the district competition, competingagainst teams from other local high schools.

For the state event, the team demonstratedbefore a panel of educators and local busi-nesspeople their ability to conduct a formalbusiness meeting using complete and properparliamentary procedure.

State DECA Chairman Ryan Schick presented each team member with a certifi-cate of merit as well as a photo of the teamwith their first-place trophy. Each teammember recognized a Norton High Schoolteacher for assistance in preparing for theDECA competitions.

The Norton High School ParliamentaryProcedure team is now working with theMarketing I class to prepare them for theircompetitive events for the next school year.

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