Tips On Finding Your True Career Calling By Brian Tracy, Author of "21 Ways To Get The Job You Really Want"

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In my courses on time management, I point out that the very worst use of time in life is to spend months and years at a job for which you are completely unsuited. Over time, people who are not following their true career callings begin to feel helpless.

Your aim is to become everything you are capable of becoming. Your job is to develop yourself to the point where every day is a source of joy and satisfaction. Your goal is to continually hold up a mirror to yourself and refuse to work at a job that doesn't allow you to utilize your natural talents and skills, while challenging you to work harder and advance in your career goals.

Success comes from being excellent at what you do. The market only pays excellent rewards for excellent performance. It pays average rewards for average performance. But excellence is a journey, not a destination. The market is always changing and what constitutes excellence today will be different tomorrow. So stay on top of the changes in your industry!

All really successful and happy people know that they are very good at what they do. If you are doing what you really enjoy, if you are following your true career calling, you will know because of your attitude toward excellence.

When you have found your dream career, nothing but the best will do. You will go any distance, pay any price, overcome any obstacle to develop yourself to the point where you are really good at your occupation.

When you find your dream career, you will have a continuous desire to learn more about it. You will be determined to join the top 10% of people in your field. You will be willing to pay any price that is necessary to rise to the top. You will be willing to start a little earlier, work a little harder, and stay a little later.

You will take additional courses on the evenings and weekends. You will see technology as an opportunity to do your job better. You will be interested in the various learning programs that you can install on your computer that can help you learn better and faster. You will be hungry for new knowledge in your quest to move upward in your chosen field.

But the fact is that you are where you are and who you are because you have chosen to be there. Nobody can help you or change your situation for you.

The one thing I tell people over and over again is that they must become very good at doing what they are doing if they want to move up. And if they don't have the inner desire to be very good at their jobs, it means they are probably in the wrong jobs.

If you're still not sure about your true career calling, ask the people who are closest to you. Ask them, "What do you think I would be the very best at doing with my life?"

Remember, you have within you talents and abilities so vast that you could never use them all if you lived to be a thousand. You have the natural skills and talents that can enable you to overcome any obstacle and achieve any career goals you set for yourself. There are no limits on what you can be, have, or do if you can find your true career calling.

Brian Tracy is the most listened to audio author on personal and business success in the world today. His fast-moving talks and seminars on leadership, sales, managerial effectiveness and business strategy are loaded with powerful, proven ideas and strategies that people can immediately apply to get better results in every area. For more info go to: "21 Ways To Get The Job You Really Want".

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Focus the Resume

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Imagine playing darts while blindfolded, how accurate would you be? Now imagine that you had darts specifically designed to hit the bull’s-eye? Now how accurate would you be?

This analogy is directly applicable to the design of a resume. If the objective is simply to get any job available, and have a very general "one size fits all" resume the results would not be satisfying. In all likelihood this type of resume would be found minimally qualified for many jobs and highly qualified for none.

There is another reason why resume should be focused. Most applicants cannot qualify for more than two or three different occupational fields. If the truth were known, most are experts in only one or two distinct specialties within all of the occupations minimally qualified. The objective of submitting a resume for a government job (or any job for that matter) is to obtain the highest possible rating so the resume is within reach to be referred for consideration for a vacant position.

The preparation of a "one size fits all" resume almost certainly ensures a low rating and negates any effort devoted to the development of a government application package.

Narrowing the scope of the resume to support legitimate career objectives provides the opportunity to highlight those areas possessing in-depth knowledge and experience, and coincidentally, those general occupational areas most likely to be successful in obtaining another position. Enough said. Although not mandatory, it is strongly suggested to compile a resume directly supporting the attainment of near-term career goals. Doing so only enhances chances of success.

Be Concise: Include in the resume only those items of experience, education and training that directly support the qualifications for the specific position you are applying for.

Think about it: If applying for a position as a General Schedule (GS)-12 budget analyst, previous experience as an insurance claims processor or as a salesperson for a major electronic outlet is not directly related to the budget analysis field. It will not support your qualifications (or a high rating) for a budget analyst job. While this conclusion is fairly apparent, it is also based on the nature of federal qualification standards applied by the job announcement to determine basic eligibility for further rating and placement on a valid register of job applicants. For every position in the government at the GS-5 level or above, candidates must demonstrate in applications that they possess:

• At least one year of specialized experiences that directly related to the duties of the position for which they seek consideration, and also appropriate.
• Quality of experience equivalent to a position comparable to that of the next lowest grade of the position for which an application is being submitted.

Let's look at another example. If preparing a resume to respond to a vacancy announcement for a GS-7 accounting technician position, experience gained in a prior position as a general administrative clerk will not help qualify for the accounting technician job because it will not demonstrate possession of specialized experience directly related to the primary duties of an accounting technician.

There are other ways of ensuring the resume is concise, but meaningful. For example, if applying for a secretarial position, it is not necessary to specifically name and describe four previous and distinct word processing systems used. Just state, "a substantive knowledge of" and "have used word processing skills and systems."

Don't be repetitive; get to the point. This same basic principle applies to education and training. If the objective is to obtain a GS-12 position, a one-half day seminar on business writing six years ago will be of no significant value in determining your overall rating. Leave this fact off.

Don't use "flowery" language: Avoid adjectives and adverbs. No additional points are received for descriptive terms, use the following description as an example:

"I was responsible for the processing of a wide variety of extremely complex financial transactions using two technically advanced automated accounting systems."

It would be more productive to simply and clearly state the facts

 "I was responsible for the processing of a variety of financial transactions using two automated accounting systems."

 

A resume should be completely free of unneeded details that are not materially contributing to the overall occupational qualifications.

Remember:

• For any position at the GS-5 level or above one year of specialized experience in the duties of the position to be filled are necessary, or in a position the duties of which are directly related to those of the position to be filled.
• For any position at the GS-5 level or above, there is also a quality of experience requirement. In order to be creditable for qualification purposes, any specialized experience possessed must have been gained in a position equivalent to the next lower grade of the position of interest.

With these points in mind, it should be clear when interested in being considered for any position at the GS-5 level or above, prior experience, education and training does not have to be included on the resume. It has no bearing and will in no way support qualifications for the positions of interest.

This same logic is also basically applicable to awards and honors. If the award or honor was received far in the past, or if it was received in a position not used to support your qualifications, there is no good and substantive reason to include the award or honor in the resume. For the same reasons, minor or outdated training received in the past should not be listed.

Use Clear Language:

Write the resume as though it is being submitting for review by someone who has no technical understanding of the specific kind of work. Let's look at several examples of how to better describe experience and the ways in which "technical jargon" is translated into something understandable for both the automated resume processing system and  personnel staffing specialists:

• “I use IATS to process travel vouchers.” Would be better:
  “I use the Integrated Automated Travel System (IATS), an automated financial system, to compute and process travel reimbursements for transportation, meals, lodging and similar entitlements.”
• “I process vouchers and issue a variety of disbursements using SRD1.” Would be better:
  “Using knowledge of disbursing principles and procedures, I examine requests for payments to individual military and civilian employees, private sector vendors, and other public agencies. I perform a quality control review to ensure that these requests are in order, assign appropriate accounting classifications and prepare checks or electronic transfer payments. I use the Standard Finance System Redesign Subsystem 1 (SRD1), an automated financial system, to accomplish these actions.”
  (NOTE: This straightforward three-sentence paragraph might well be sufficient to describe all of the major duties performed by a disbursing clerk or technician position).
• “I assist functionals in writing SCRs. I develop interfaces and am the POC for all EC initiatives.” Would be better:
  To help identify needed changes and to write system change requests (SCRs). I write computer programs to enable automated systems to interface and to communicate with each other. I am the primary contact for automated electronic commerce (EC) systems and improvements.”

The point is that descriptions of duties performed, and knowledge and skills applied in accomplishing those duties, should be simple and straightforward but descriptive and reduced to only essential information. When finished writing a paragraph, it is helpful to stop and ask the following questions:

• Would a third party not familiar with the occupational background understand this kind of work?
• Is there any nonessential information included?
• Are any unique but relevant special experience of skills been omitted?
• Have major characteristics of occupation or background and skills most common to the occupation and/or field been included?

Paint a Clear Picture:

Here are some more helpful questions to ask if applying for an accountant GS-12 position, and there is prior, relevant experience as an accountant.

• What are the primary characteristics of professional accounting work, processes and procedures?




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• What major skills, knowledge or abilities are generally accepted as necessary in the performance of this work?
• What portions of the working background best demonstrate accounting tasks performed using recognized accounting skills?

When these questions have been answered, the resume narrative is ready for development. Be sure to construct the narrative in a logical manner, adding each descriptive "piece" until the full picture of an accountant is painted. The process can be like putting together a puzzle. A reference to one skill or a single job task is incomplete and may not lend itself to an obvious conclusion as to the occupation being described.

 As additional commonly recognized tasks or skills are added, the picture becomes clearer. Finally, at some point, a knowledgeable observer will be in a position to hazard an educated guess as to the end product being described. Provide sufficient pieces of the puzzle to leave no reasonable doubt about the occupational or job profile being built, and the demonstrated possession of and ability to use the skills and competencies commonly associated with that occupation.

Describing "Soft" Skills in a Resume

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Soft skills are generally described as intangible personal characteristics or attributes more generic in nature and not identifiable with any particular occupation. Conversely, many soft skills are useful and desirable in the performance of tasks and functions found in a wide variety of jobs. Examples of soft skills include traits such as analytical ability, communication skills, creativity, being customer oriented, leadership and other, similar, intangible skills.

When applying for a position, consider whether or not any soft skills are integral to successful performance in the job. If the answer is "yes," plan on addressing appropriate soft skills in resume submissions.

Make a substantive effort to include examples in the narrative resume content that describe and demonstrate instances where soft skill(s) are employed in performing tasks related to the position of interest. Since soft skills are inherently generic and "fuzzy" in nature, they are more difficult to clearly describe in a narrative fashion than "hard" skills, which are clearly related to recognized occupational categories and functions. These “hard" skills (e.g., accounting, information technology, civilian pay, secretary, etc.) lend themselves to ready analysis because of the direct, unmistakable relationship between major, core tasks associated with the occupations in which they are embodied and the skills needed to perform these tasks.

Examples:

Actitivities 09/07-06/10 Sports Club, Mathematics and Statistics Faculty, Washington DC, Female basketball team coordinator

• 07/08-07/09 Board of European Students of Technology (BEST), Barcelona, Spain, Course: “Ways of Comunication in the 3rd Millenium”
• Arts: Μember of the Theatre Club and the Forensics Club, in George Mason University, Farifax, VA (1998-2001).
• Participated in a 15day educational trip to England, dedicated to the life and deeds of Shakespeare, organized by George Mason University (March 2001)
• Environment: Member of the organization “Friends of the Blue Ridge Forest”
• Travelling: Italy, Austria, Switzerland, Germany, Netherlands, England, Spain, Cyprus, Italy, Scotland.

Social and Voluntary Work

• 2009 SPEAR (Society for Promotion of Education and Research) Charlottesville, VA
• 2009 Publicity Coordinator, Virginia Chapter, SPEAR is a non profit society with presence in 30 countries and with more than 250 centers worldwide.
• Responsible for publicity and coordination of the events held on campus and for UVA's SPEAR bash (April 2010), the annual SPEAR festival featuring professor and researchers from across the country; responsible for increasing involvement from other students for the society.
• Volunteer for ‘A Tribute to George Harrison’ featuring performances of  Paul Simon, Crosby and Grahm Nash at John F. Kennedy Stadium in Philadelphia.

Leadership

• Initiated on-campus recruiting and information sessions 2008- present
• Selected and worked with recruiters and potential employees from diverse backgrounds
• Karate Instructor , La Plata, MD
• Established own branch of karate dojo; taught women’s karate classes 2003 - 2006
• Volunteer Mentor: Tutored disadvantaged children, ensuring a strong work ethic and study skills 2007 - 2009
• Varsity Women’s Crew Fall 2009- Spring 2010 Baltimore, MD
• Varsity Boat Fall 2006 and Spring 2007, NCAA Division I program
• The Johns Hopkins University Student Athlete Advisory Committee Spring 2005- Spring 2007
• Led student athlete fundraiser for local food bank, exceeded food drive goals and raised enough food and money for the entire holiday season for the Food Bank of the Southern Tier
• Coordinated National Girls and Women in Sports day 2007-2009, over one hundred young girls came from the community to participate; more than 10 varsity women’s teams showcased their sports
• Ivy League Student Athlete Advisory Committee Fall 2007- Spring 2009
• Represented The Johns Hopkins University at Pan Ivy conferences and determined the policy of student athletes on Ivy league athletic legislation
• Student Athlete Mentors Program Fall 2005- Spring 2007
• Nominated as one of 15 for program, underwent training to counsel student athletes; mentored younger athletes

KSA Sample for an Administrative Assistant: Ability to communicate both orally and in writing.

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The Defense Language Institute (DLI) is a United States Department of Defense (DoD) educational and research institution, which provides linguistic and cultural instruction to the Department of Defense, other Federal Agencies and numerous and varied other customers. The DLI is responsible for the Defense Language Program, and the bulk of the Defense Language Institute's activities involve educating DOD members in assigned languages. Other functions include planning, curriculum development, and research in second-language acquisition.

As a Staff Operations and Training Specialist with the Department of the Navy working in the Language Resource Center I am responsible for a myriad of tasks.  These include issuing written and oral instructions to prospective students, guidance materials and furnishing informative material for the preparation of foreign language classes, examinations, and schedules. One of my assignments is to coordinate and create an annual Satellite Video Training and Mobile Training Team schedule with DLI in Presidio of Monterey, California. I am also the training lead for information on new classes and new location rollouts.

The schedule needed to include classes for a range of proficiency levels of all linguistic instructors and students, with a focus on Russian, Arabic, Persian Farsi, Serbian-Croatian, Spanish, Chinese and Korean.  There were approximately 45 instructors, and I coordinated up to 30 week-long classes and 10 onsite classes, per year, for more than 500 students. I was also responsible for tracking training requests and history, coordinating training with outside vendors, and providing written input in department memos and updates.     

One of the challenges in creating this yearly schedule was the distance between my office at the Naval Air Station Brunswick, Brunswick, Maine and DLI in California.  This challenge required that all planning and coordination was accomplished through correspondence in writing via email or orally via telephone.  I was also required to coordinate via email and telephone with the actual language instructors from DLI regarding what level of curriculum they would be teaching for their classes.  If the instructors were scheduled for onsite training, I was required to correspond with them regarding needed supplies, and required teaching technology they would need to instruct the class.

The biggest challenge I had to overcome was not only reserving the class and instructors through DLI, but ensuring there was a class of linguist students at the Naval Air Station Brunswick who would be at a point in their curriculum that they could take a week off to come to our center for training.  To ensure enrollment, I sent out emails to all linguistic instructors indicating what classes were available from DLI, and asking if they would be available and interested in attending a class.  I also stressed in my communications to the instructors that once they requested a class and I reserved it, that they were committed to attending, or paying for the class.

By utilizing my verbal and oral communication skills, I was effectively able to ensure all information exchanged was accurate, and that all linguistic curriculum needs were met.  As a result, I could then reserve time slots and classes based on their availability. Based on my effective use of written and verbal communications, a schedule for calendar year 2006 and a jump start on the scheduling process for the next year's classes. Because other U.S. Naval bases around the world use this service, class times are scheduled and reserved months ahead of time.  After implementing the scheduling system we were better able to evaluate our needs and reserve classes from DLI sooner. 

You could be reading 60 KSA samples like this one in less than a minute. Download the NEW FEDERAL KSA BOOK now!!

Using a Resume That Best Displays Your Talent

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Preparing a one to three page, substantive resume is a radical departure for many, who, for years have frequently had the luxury of submitting lengthy, immensely detailed "life histories" of prior working background.

Prepare now to totally change the mind set to the task of preparing an employment application. To facilitate the transition to the world of concise resume preparation we offer the following, very basic pointers:

• Be focused: Decide upon the two or three positions that are desirable to have during the next six to 12 months. Compose the resume to address the knowledge and skills possessed that might be compatible with those of the positions of interest.
• Be realistic: Rationally and objectively assess skills, as well as strengths and weaknesses. See if the conclusions reached are a match with the expectations established in accordance with the job choices previously identified.
• Be concise: Avoid crowding the resume with unnecessary details or descriptions of skills or training not significant in nature or directly related to the qualifications for the positions of interest.
• Be aware: Write the resume as if submitting for review by someone who has no technical understanding of the kind of work done in positions previously held. Imagine explaining the skills used to a friend or a next door neighbor who has never worked in that type of position. Minimize the use of acronyms, if must be used, explain what it represents, what processes or systems it describes, and the knowledge, skills or abilities associated with it.
• Be specific: Concentrate on describing only specific and significant knowledge and skills in the background. Be sure they are related to the positions of interest.
• Be open: Describe skills and experience in universally accepted terms readily understood in both the public and private sectors.

 Download the 20 Resume Sample Book today!

Government New Hires Tell What They Did to Get the Job

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The job search experience plays a key role in who is selected for Federal positions. It determines who hears about job vacancies, what steps they take to apply for jobs and how long they must wait to be hired (or not). Some of the most common complaints about the Federal hiring process are that it is excessively long, complicated and bureaucratic. To learn from their job hunt experiences and identify ways to improve the process, a government survey asked Federal new hires what steps they took to get their job and what obstacles they faced.

Learning About Jobs
Here, we take a close look at how new hires first learned about their Federal job to identify how specific recruitment strategies can be used more effectively.

Friends and Relatives
When asked how they first learned about their Federal job, new hires’ top answer (31 percent) was that a friend or relative told them about it (see Fig. 1), particularly one who works for the Federal Government. The importance of personal contacts and referrals in recruitment plays a major role in the hiring process. In fact, a 2006 Booz Allen Hamilton recruitment-trends survey found that recruitment practitioners rated employee referrals as the top source not only in terms of applicant quantity but also in terms of applicant quality (Booz Allen Hamilton, 2006 DirectEmployers Association Recruiting Trends Survey, February 2006, pp. 6, 8.).

USAJOBs
Does anyone remember what it was like trying to find out about Federal vacancies before the advent of the Internet? For the most part, an applicant had to locate and go to the closest Office of Personnel Management (OPM) office to look through vacancy announcements, call individual agencies to find out about opportunities or pay to subscribe to periodicals that provided a list of Federal vacancies open at the time of publication.

Now, OPM sponsors USAJOBs—the official Federal job site that provides potential applicants with full vacancy announcements for all competitive service and some excepted service job openings. With 20 percent of new hires reporting that USAJOBs was how they first heard of their job, the Web site is obviously an important recruitment source.

USAJOBs has many advantages. It is open 24/7, is updated in real time and is available to anyone who can access the Internet. Applicants can search job opportunities using a variety of criteria, such as job title or key word, agency, location and pay. Applicants can create a Federal resume, store it on the site and, in many instances, use that one resume to apply online for multiple Federal jobs.

Agency Web Sites
Only 7 percent identified the agency Web site as the first place they learned of their job. While some agency Web sites may not be the first place a potential applicant will go to find a Federal job, they are probably a valuable secondary source of information. Once potential applicants have identified a specific job that interests them, they are likely to go to the agency Web site for more information about the agency, including its mission, organizational culture, career advancement opportunities, workplace flexibilities and other features.

College Fairs and Related Sources
College fairs and school placement officials proved to be a significant employment source for recently graduated new hires. Fifty-one percent of new hires who came to Government directly from school heard about their first job in this way. It appears that agencies are increasing their campus recruitment efforts.

For additional information regarding careers in the federal government, visit http://www.dreamfedjob.com/

5 Tips to Network Better

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1. You have 2 ears and 1 mouth; use them in that proportion. People like being asked questions and listened to and this will enable you to find out more about them, so when you respond, it is from an informed position.
2. Think of networking as serving others and exploring what their needs are and how you can help them. Find out the issues and needs of your target audience and become an expert  .
3. Set goals for any networking opportunity. Imagine the occasion is over. What have you done or achieved? Who have you spoken with and what is the next step? Are you information gathering or sourcing relevant business cards to follow up?  
4. For major networking events, do some research and prepare key points or questions to ask your target contacts. Take a look at their web site, annual report or recent press coverage. Forewarned is forearmed.  
5. Networking is an 'important but non-urgent' activity. Plan it in your diary regularly to ensure it happens. Set aside specific times of day, days of the week or month to catch up with your contacts.

Give it a try!!

Good news... If you're graduating this year you'll make more than the class of 2010

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A Spring 2011 Salary Survey conducted by the National Association of Colleges and Employers (NACE) show that the average salary offer to all Class of 2011 graduates now stands at $50,462, which is up 5.9 percent over the overall average of $47,673 to Class of 2010 graduates.

Among the college Class of 2011, engineering dominates the list of top-paid majors, according to NACE’s Spring 2011 Salary Survey. 

Survey results indicate that engineering majors account for seven of the top 10 spots on the list. In fact, the only non-engineering major among the top-five highest-paid is computer science ($63,017), which is second on the list. (See Figure 1.)

That four of the top five top-paid majors are engineering and all received average starting salary offers in excess of $60,000 strongly indicates the continued high demand for these graduates. Furthermore, the entire top-10 list underscores the interest employers have in hiring technical majors.

For additional information about a career in enginnering stop by http://dreamfedjob.com/careers/0801_General_Engineering.html

Do you know any person ages 16 to 24 who's in need of free career training?

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If you do, then pass the word.... Job Corps is a free education and training program that helps young people learn a career, earn a high school diploma or GED, and find and keep a good job. For eligible young people at least 16 years of age that qualify as low income, Job Corps provides the all-around skills needed to succeed in a career and in life. This great program is administered by the U.S. Department of Labor.

Through a nationwide network of campuses, Job Corps offers a comprehensive array of career development services to at-risk young women and men, ages 16 to 24, to prepare them for successful careers. Education, training, and support services are provided to students at 124 Job Corps center campuses located throughout the United States and Puerto Rico. Job Corps centers are operated for the U.S. Department of Labor by private companies through competitive contracting processes, and by other Federal Agencies through interagency agreements.

Job Corps offers hands-on training in more than 100 career technical areas, including: automotive and machine repair, construction, finance and business services, health care, hospitality, information technology, manufacturing, renewable resources, and many more. All training programs are aligned with industry certifications and are designed to meet the requirements of today's careers.

Job Corps also offers the opportunity to earn a high school diploma or a GED for those youth who don't have either. For youth who already have a high school diploma, Job Corps can help them prepare for college through partnerships with local colleges. Resources are also available for English Language Learners.
Courses in independent living, employability skills, and social skills are offered to all Job Corps students in order to help them make the transition into the workplace.

If you or someone you know is interested in joining Job Corps, call (800) 733-JOBS or (800) 733-5627 where an operator will provide you with general information about Job Corps, refer you to the admissions counselor closest to where you live, and mail you an information packet. Good luck!!!

If you're looking for a career with the Federal government, don't forget to stop by http://www.dreamfedjob.com/ 

Employment Opportunities for Students with Disabilities

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The Workforce Recruitment Program for College Students with Disabilities

What Is the Workforce Recruitment Program?
The Workforce Recruitment Program for College Students with Disabilities (WRP) is a resource to connect public and private sector employers nationwide with highly motivated postsecondary students and recent graduates with disabilities who are eager to prove their abilities in the workforce. Employers seek to fill both temporary and permanent positions in a variety of fields.
Myths, stereotypes, and misconceptions about people with disabilities often stand in the way when people with disabilities look for jobs, resulting in a high rate of unemployment. Statistics show that people with disabilities from minority backgrounds encounter even greater difficulty in obtaining work. The WRP aims to eliminate this workplace discrimination one student, one employer, and one job at a time.

Who Is Eligible to Participate in the WRP?
An applicant for the program must

• have a substantial disability
• be a United States citizen
• be enrolled in an accredited institution of higher learning on a substantially full-time basis (unless the severity of the disability precludes the student from taking a substantially full-time load) to seek a degree OR
• be enrolled in such an institution as a degree-seeking student taking less than a substantially full-time load in the enrollment period immediately prior to graduation OR
• have graduated from such an institution within the past year

What Does the WRP Offer to Colleges and Universities?
The WRP provides a unique opportunity for colleges and universities to

• tap into a system that has been successfully placing students with disabilities in summer and permanent positions in the public and private sectors for over 15 years, at no cost to the school, the student, or the employer
• bring together the resources of their disability services, career services, and veteran services offices to promote more effectively the job seeking skills and career readiness of their students with disabilities
• provide their students with disabilities a chance to grow personally and professionally through participation in this nationwide program

What Does the WRP Offer to Eligible Students?
The WRP is an excellent way for students with disabilities in all fields of study to

• market their abilities to a wide variety of potential employers across the United States
• sharpen their interviewing skills during a required one-on-one meeting with a WRP recruiter
• gain valuable skills, experience, and contacts on the job
• prove that people with disabilities can be excellent employees

How Does the Program Work?
The WRP operates on the following timeline:

• By early August, the schedule of recruitment visits to schools is confirmed and posted online under the Resources section of the website (www.wrp.gov).
• From September through November, recruitment visits, which include 30-minute personal interviews with individual candidates, are conducted.
• By early December, a database composed of student applications and profiles are made available to employers in the public and private sectors.
• Once the database is released, interested employers make direct contact with students about temporary and permanent job offers. The database is active for one year.

The WRP is co-sponsored by the Office of Disability Employment Policy and the Department of Defense, with support from other federal agencies.
How Can You Participate?

• If you want to be the coordinator for WRP on your campus and you are an employee in a disability services office, career services office, or other faculty or staff member please contact the WRP Coordinator at wrp@dol.gov.
• If you are an eligible student, share this information with your school's disability services coordinator, career services coordinator, or other faculty and staff member and ask him or her to contact the WRP Coordinator. Please understand that we work directly with campus coordinators, and cannot respond to inquiries from individual students.

Great Career Choices for Students - Working for the State Department

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Have you ever considered getting a jump start on your career while you're still in school? Then the Student Career Education Program (SCEP), also known as the Cooperative Education Program (Co-Op) could be your answer.

This forward-thinking partnership between you, your school and the U.S. Department of State puts you at an advantage by combining your academic studies with on-the-job training and relevant career experience.

You'll apply theories and work on projects that give real-life meaning to your classroom instruction. You'll have the choice to work full- or part-time. And you'll earn a paycheck as you serve your nation. Due to the unique partnership between the student, the school and the Department of State, the student is paid a government salary and is expected to work either part or full time in a capacity that is compatible with the student’s course load. Students are required to work in areas that are directly related to their academic program and career goals. Participants provide support to bureaus in the Washington D.C. area and some regional areas.

Eligibility requirements

You must be:

• At least 16 years of age
• A U.S. citizen
• Enrolled in a degree, certificate or diploma (full- or part-time) program
• In good academic standing at your school
• Able to meet security requirements

Compensation & Benefits

• Accrue annual and sick leave
• Sick Leave accrued at a rate of 4 hours per pay period, 13 days per leave year
• Eligible for pro-rated health and life insurance coverage
• Paid federal holidays
• Flexible work schedule
• Thrift Savings Plan (equivalent to 401(k)) with Government matching
• May qualify for credit towards degree requirements

How to Apply

Applications are accepted on a rolling basis and placements are made throughout the year. The State Department keeps applications on file for 6 months in hopes of matching you with a bureau. In order to apply, you should electronically send your resume and cover letter if possible to coop@state.gov.

To qualify, you must be pursuing a degree, certificate or diploma (full time or part time), and at least 16 years of age. You also need to be in good academic standing at your school, a U.S. citizen, and able to meet security requirements.

What is the Work Schedule?

Students typically work part-time while school is in session and full time during breaks. There are no limitations on the number of hours a student can work per week. A specific work schedule will be submitted that fits with the student’s academic schedule as well as the bureau’s need. This program is the perfect work-study combination.

How are Students Paid?

Students are paid at regular government salary rates (typically GS-1 through GS-5). Pay is dependent on the level of education and experience the candidate may possess, based on the qualification standard of the job the applicant is seeking.

What is the Application Process?

An application is a student’s resume, cover letter and most recent (unofficial) transcript. All items need to be electronically submitted to coop@state.gov identifying the subject as “Cooperative Education Applicant Resume.” Please attach documents using Microsoft Word.

1. Be sure to include in your resume:
2. School and Degree Pursuit
3. Security Clearances (If Applicable)
4. Veterans Preference (If Applicable)
5. Location Preference

Washington DC - Metro Area; Arizona – Phoenix; California – Los Angeles, San Francisco, and San Diego; Colorado – Denver; Connecticut – Bridgeport; Florida – Miami; Georgia – Atlanta; Hawaii – Honolulu; Illinois – Chicago Louisiana – New Orleans; Massachusetts – Boston; Missouri – Saint Louis New Hampshire – Portsmouth; New York – New York City; North Carolina – Greensboro; Pennsylvania – Philadelphia, Puerto Rico – San Juan; South Carolina – Charleston; Texas – Dallas and Houston; Washington – Seattle

When is the Application Due?

Applications are accepted on a rolling basis and placements are made throughout the year.

Contact Information for Student Programs

If you have any questions or concerns:

Email: coop@state.gov identifying the subject as “Cooperative Education Program Inquiry”

Phone: (202) 261-8888 (Ask for the Co-op Coordinator)

What to Expect as a Cooperative Education Applicant

Before submitting your resume and cover letter to coop@state.gov we suggest you bring it to a school counselor or career services to look over. You want to make sure these items have all your information, are formatted well and have no spelling errors, since this is your first impression with managers.

After you submit your application, you should receive a receipt of application email, no later than one week from when you applied. If you do not get a response, please resubmit your application.

As we said before, once the State Department receives your application, they keep your resume on file for 6 months in hopes that they will find you a placement in that time. They are unable to tell applicants the status of their application because these positions are need based, and they become available as needed.

Placements are made when:

1. A bureau coordinator or manager contacts the Cooperative Education coordinator, requesting the need for a student with certain characteristics, for example: a certain major or work experience background.
2. Next the Co-op coordinator goes through the file of applicants and sends the best matches to the bureau coordinator or manager.
3. The bureau coordinator or manager then goes through the applications and sets up interviews with those they are interested in hiring.

What to Expect if You Have Been Appointed to a Cooperative Education Position

     A. Once a bureau coordinator or manager has interviewed you and given you a verbal offer for the Co-op  position, you will need to provide them with the following materials:

1. An updated resume that includes your birth date and social security number.
2. A current official transcript. (If you are just beginning a term in school and do not have a transcript yet,   please submit a proof of enrollment.)
3. Completed Co-op agreement.

     B. Once your bureau coordinator or manager has received all these materials they will send them to  Human Resources – Student Programs to process your appointment.

     C. Student Programs will contact you with information regarding your tentative offer for the Co-op position as well as the security clearance process.

     D. Students tentatively selected for the program must undergo a background investigation and receive either a Secret or Top Secret security clearance.

     E. The security clearance process takes approximately 90-120 days to complete from the time the forms are received. Investigations may take substantially longer than 120 days if you have had extensive travel, education, residence and/or employment overseas, or if you have dual citizenship, foreign contacts, immediate family or relatives who are not citizens of the United States and/or a foreign born spouse or if there is a security, suitability or medical issue to resolve. These issues could include a current or past history of drugs or alcohol abuse, as well as a recent history of credit problems. Although these problems will not necessarily preclude you from receiving a security clearance, they will lengthen the time required to complete the clearance process. It is important to be completely honest when filling out your security questionnaire.

Note: It is possible that you could receive an interim clearance, which would allow you to work at the Department of State while your investigation is still taking place.

      F. Your offer is not official until you receive written notification from Student Programs. Once you receive that, you will be able to schedule a time for orientation.

Non-Competitive Conversion into the Civil Service

A great benefit of the Cooperative Education Program is that after the completion of certain requirements, it is possible that the participant be converted to a civil service position. However, a non-competitive conversion is not guaranteed.

Requirements

     A. Participants in the Co-op program may be non-competitively converted to a career or career-conditional appointment when students have:

1. Completed, within the preceding 120 days, at an accredited school, course requirements conferring a certificate or degree;
2. Completed at least 640 hours of career-related work before completion of, or concurrently with, the course requirements;
3. Been recommended by the employing agency in which the career-related work was performed; and
4. Met the qualification standard for the targeted position to which the student is appointed.

    B. Conversions must be an occupation related to the student’s academic training and career related work experience.

    C. The non-competitive conversion may be to a position with the same agency or any other agency within the Federal Government.

Frequently Asked Questions

Q: Are all the positions in the Washington D.C. area?

A: Co-op positions are typically only in the Washington D.C. area. Most students go to schools that are located in the Washington D.C area and then commute to work. There are very few instances that a student is placed in another city. However, in the rare cases that they are, they are typically at passport agencies. If you are interested in working outside of the D.C. area please specify that on your resume and cover letter.

Q: What type of work will I be doing?

A: Every Co-op placement is different. As long as the position is directly related to your academic major and/or career goals.

Q: I can’t attach an unofficial transcript, what should I do?

A: If you are unable to attach an unofficial transcript to your application, you may submit your resume without it. Please note that if you do receive a placement you will need to send in your current official transcript.

Q: What should I do if I want to update my resume?

A: Updating your resume whenever you have made changes is encouraged. This way they will be sending your most current resume to managers. If you would like to update your resume, please electronically submit it to coop@state.gov identifying the subject as “Updated Resume - last name”

Q: Do Co-op students receive benefits?

A: Yes, Co-op students receive several types of benefits. Students earn annual and sick leave based on a prorated basis of how many hours worked per pay period. They are also eligible for both health and life insurance coverage.

Q: Can my work experience while on the Student Temporary Employment Program count towards the required 640 hours necessary for noncompetitive conversion career conditional employment?

A: Yes, if the work performed is related to the student’s academic studies and career goals. There should be clear documentation showing the “relatedness” between the work, actual duties/tasks/assignments, performed while on a STEP appointment to the work that will be performed while on a SCEP appointment.

For detail information about federal careers, visit http://www.dreamfedjob.com/.

Happy Earth Day 2011...Four Awesome Green Jobs

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Take nothing but pictures.
Leave nothing but footprints.
Kill nothing but time.
~Motto of the Baltimore Grotto, a caving society

It’s hard to avoid the word “green” these days. From policies to programs, it seems that green is cool—and red hot. Green is often used as a synonym for environmental or ecological, especially as it relates to products and activities aimed at minimizing damage to our planet. Scientists and engineers have long had important roles in the environmental movement. Their expertise is focused on a variety of issues, including increasing energy efficiency, improving air and water quality, and sustaining natural resources. And, with interest in such projects growing, there should be additional opportunities for these scientists and engineers in the future.

This blog describes the job duties, employment, outlook, wages, and training requirements for conservation scientists, environmental engineers, environmental scientists, and hydrologists. Conservation scientists, environmental scientists, environmental engineers, and hydrologists are among the workers who apply their specialized knowledge to a variety of environmental issues. This specialized knowledge comes from college study in math and sciences, including biology, chemistry, geography, and statistics. In addition, good communications skills are essential for writing reports and sharing project results with employers, colleagues, or the public.

These workers gather and analyze information to create solutions to the problems they study. Conservation scientists usually work independently, but environmental engineers, environmental scientists, and hydrologists are often part of a team.

Conservation scientists

Conservation scientists develop strategies to help manage, improve, and protect the Earth’s resources. To devise these protective strategies, conservation scientists often collect samples of soil, water, and plants, as well as record data on plant and animal life. After they have analyzed the samples and data, these workers create a conservation plan. Their plan offers strategies for optimizing resources while minimizing damage to the surrounding environment.

There are several types of conservation scientists, and they often have different job titles. One of the most common types is range manager. These workers study and care for rangelands—the open expanses of land located primarily in the Western States and Alaska that contain natural resources, such as wildlife habitats, watersheds, and mineral and energy sources. Another type of conservation scientist is soil and water conservationist. These workers study soil and water conditions and offer advice about maintaining or improving the quality of these and related resources. Soil conservationists help identify causes of soil erosion and develop plans to correct them.

Conservation scientists held about 15,800 jobs in May 2008, according to the U.S. Bureau of Labor Statistics (BLS). Federal, State, and local governments employed nearly 75 percent of these workers. Other conservation scientists are employed by social advocacy groups, including nonprofit organizations, and by consulting firms. A small portion is self-employed.

The mean annual wages of conservation scientists in May 2008 were $60,170, according to BLS. Mean wages were $69,090 for conservation scientists in the Federal Government and $51,520 in local government. (BLS does not have wage data for these workers in State government.) Those employed by social advocacy groups had mean wages of $54,540; those employed in management, scientific, and technical consulting services had mean wages of $55,320.

Environmental engineers

Environmental engineers develop methods, systems, and products to prevent or repair environmental harm. Environmental engineers may specialize in the types of problems they solve. Some assess the likely impact of different projects on air and water quality, animal habitats, and other aspects of the natural and human environment and then devise ways to avoid or minimize harm. Others study watersheds and other natural water systems and develop processes, policies, and machinery for maintaining and supplying clean water to the public. Still others develop wastewater treatment or other systems to control or reduce problems associated with disposal of pollutants.

Environmental engineers held about 52,590 jobs in May 2008, according to BLS. About 30 percent worked for Federal, State, or local governments. An additional 30 percent worked for engineering services firms. The remaining environmental engineers were employed by management, scientific, and technical consulting services; scientific research and were $77,970. Environmental engineers who worked for the Federal Government had mean wages of $92,750. State government workers had mean wages of $65,320, and local government workers had mean wages of $66,510. Workers employed by engineering services firms had mean annual wages of $80,450.

Environmental scientists

Environmental scientists conduct research to help identify and lessen environmental hazards that affect both humans and wildlife. This research involves collecting and analyzing samples of air, food, water, and soil to determine the state of the environment. Using their skills and training, these scientists attempt to solve problems ranging from reduction of carbon dioxide emissions to preventing the loss of habitats to monitoring waste disposal. After environmental scientists identify a problem, they come up with ways to reduce or eliminate its negative effects.

In May 2008, according to BLS, environmental scientists and specialists, including health, held about 80,100 jobs. About 45 percent of environmental scientists worked for Federal, State, and local governments. BLS data show that in May 2008, the mean annual wages for environmental scientists were $65,280. Mean wages were $58,040 for these scientists in local government; $70,450 in management, scientific, and technical consulting services; and $63,990 in engineering services.

Hydrologists

Hydrologists find ways to optimize our use of water, protect it from contamination, and improve water sources that have been damaged or polluted. Their work helps ensure easy access to safe water for households, businesses, crop irrigation, power generation, and more.

Hydrologists study the quality, quantity, location, and movement of water. They follow water as it travels through rivers, estuaries, and streams; as it seeps into the ground; and as it evaporates into the atmosphere and returns to Earth as precipitation. Hydrologists typically split their time between the office and the outdoors, frequently traveling to field sites and working in all types of weather, climates, and terrain.
Hydrologists held about 7,600 jobs in May 2008, according to BLS. Federal, State, and local governments employed about half of these workers. In May 2008, according to BLS, hydrologists had mean annual wages of $73,540. Those in architectural, engineering, and related services had mean wages of $75,830; workers in management, scientific, and technical consulting services had mean wages of $74,760. Hydrologists employed by the Federal Government had mean wages of $78,470.

Get general information about environmental careers from the Green Careers Center, formerly the Environmental Career Center. Its employment resources include information about training and degree programs, workshops, and environmental associations. Contact the career center at:
Green Careers Center
2 Eaton St., Suite 711
Hampton, VA 23669
Toll-free: 1 (800) 745–0639
(757) 727–7895
eccinfo@environmentalcareer.com
http://www.environmentalcareer.com/

For online listings of green jobs, searchable by sector (such as climate change or renewable energy), city, or State, visit the Green Jobs Network at http://www.greenjobs.net/.

To learn more about the occupations featured in this blog, contact the professional association of the ones that interest you.

For information about conservation scientists, contact:
Society for Range Management
10030 W. 27th Ave.
Wheat Ridge, CO 80215
(303) 986–3309
srmweb@rangelands.org
www.rangelands.org/srm.shtml

For information about environmental scientists, contact:
American Geological Institute
4220 King St.
Alexandria, VA 22302
(703) 379–2480
http://www.agiweb.org/

For information about environmental engineers, contact:
American Academy of
Environmental Engineers
130 Holiday Ct., Suite 100
Annapolis, MD 21401
(410) 266–3311
info@aaee.net
http://www.aaee.net/

For information about hydrologists, contact:
American Institute of Hydrology
Engineering D—Mail Code 6603
Southern Illinois University Carbondale
1230 Lincoln Dr.
Carbondale, IL 62901
(618) 453–7809
http://www.aihydrology.org/

For additional information about careers in the federal government visit http://www.dreamfedjob.com/

2011 Featured Summer jobs: Department of Defense.

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Student Employment Programs

Washington Headquarters Services (WHS) is searching for top performing interns in nearly all disciplines from administrative through highly technical to place in over 50 different areas of The Office of the Secretary of Defense (OSD). OSD is the principal staff element of the Secretary in the exercise of policy development, planning, resource management, fiscal, and program evaluation responsibilities.

Some of the areas available for internships are:

IT and Network Security	Intelligence
Acquisitions & Procurement	Graphic Design
Public Affairs & Communications	Test & Evaluation
International Affairs	Congressional Liaisons
Human Resources	Legal (General Counsel)
Defense Policy	Administration & Management
Logistics	Facilities Management
Finance (Accounting, Comptroller)	Engineering
Economics	Over 750 Career Areas…

Student Summer Contract Program

This program provides students a 10-week summer work experience to work as a contractor in assigned OSD organizations related to their academic course of study.  Although applications are generally accepted by the contractors for summer contract positions from mid-December through the end of February, it might not be too late, if you're interested email specialprograms@whs.mil for more specific information about the application process. 

Unsalaried Internship Program

The Department of Defense (DoD) offers unpaid training opportunities to students in high school and college. These opportunities provide work experience related to your academic program. The program allows you to explore career options as well as develop your personal and professional skills. As a student volunteer, you will be exposed to the DoD work environment and learn about the missions and responsibilities of the Office of the Secretary of Defense and other Defense Agencies.

Eligibility Criteria

To qualify for consideration in this program, you must be at least 16 years of age at the time of appointment and enrolled, at least half-time, in one of the following: an accredited high school/trade school; a technical/vocational school; a junior/community college; a four-year college/university; or any other accredited educational institution.
 

Work schedules for students in this program vary. Some student volunteers work an alternating schedule, three to four months on the job, and then return to school the following semester, quarter, or term. Others choose to work part-time and attend school during the regular school year or during the summer or other school vacation periods.

How to Apply

To apply for a Unsalaried Intern position with the OSD/WHS or a Defense Agency, you must meet the eligibility criteria. All applicants are required to submit:

• A letter from the academic institution's counselor/advisor in support of the internship.
• An official academic transcript.
• A current resume (no special format required).
• A cover letter identifying yourself as an applicant for the Unsalaried Intern Program.

To apply for this program, mail all required application documents to:

Attn. Unsalaried Intern Program Coordinator
Washington Headquarters Services
Human Resource Directorate
Polk Building - Suite 4000
2521 South Clark Street
Arlington, VA 22202-3918

Student Career Experience Program (SCEP)

The Federal Government has always looked to educational institutions to find students who have the skills needed to meet its future employment needs. The SCEP was created to attract talented students to Federal public service. Selected students work in careers associated with  their academic disciplines. Upon completion, most students are converted to full time employment.

Eligibility CriteriaTo qualify for consideration in SCEP, you must be a least 16 years of age at the time of appointment and be:

• A student enrolled or accepted for enrollment as a degree-seeking student (diploma, certificate, etc.).
• Enrolled at least half-time with an academic or vocational/technical course load in an accredited high school, technical/vocational school, 2 or 4 year college/university, or graduate/professional school.
• A U.S. citizen.

How to Apply

To apply for a SCEP position with one of the OSD/WHS organizations, you must meet the eligibility criteria.  Occasionally, specific SCEP opportunities are advertised on our website under the "Student Career Experience Internship Program" link in the "Other Job Announcements" box on the Employment Opportunities page, https://storm.psd.whs.mil/cgi-bin/apply.pl. All applicants are required to submit:

• A current resume (no specific format required).
• An official academic transcript.
• A copy of your current class registration.
• A cover letter identifying yourself as a SCEP applicant that includes information about your interests and career-related goals.

To be considered in the general applicant pool for SCEP positions, mail your application to:

Attn. SCEP Coordinator
Washington Headquarters Services
Human Resources Directorate
Polk Building - Suite 4000
2521 South Clark Street
Arlington, VA 22202-3918

Workforce Recruitment Program

The Workforce Recruitment Program (WRP) aims to provide summer work experience, and in some cases full-time employment, for college students with disabilities. The program develops partnerships with other Federal agencies, each of whom makes a commitment to provide summer jobs and a staff recruiter. Each year, recruiters interview more than 1,500 students with disabilities at college and university campuses across the nation, and develop a data base listing the qualifications of each student. Interviews are arranged from November to January. College career counselors or disability student services providers who would like to schedule a recruitment trip to their campuses should also contact wrp@dol.gov. Students interested in the program must work through their colleges. Due to imited staff resources, the Office of Disability Employment Policy cannot respond to direct student inquiries.

For consideration specific to the Office if the Secretary of Defense and associated agencies, contact the WRP coordinator by e-mail specialprograms@whs.mil or U.S. mail:

WRP Intern Coordinator
Washington Headquarters Services
2521 South Clark Street, Suite 3000 Arlington, VA 22202

Student Temporary Employment Program (STEP)

Temporary positions giving students the opportunity to work year round, part time during school semesters and full time during breaks.  Positions in this program are managed by private contractor, and are not federal positions.

How to Apply

To obtain a student contract position with the Office of the Secretary of Defense/Washington Headquarters Services, you must apply directly to the private sector contractor responsible for the program's management and the employment process.  Applications are accepted for this program on a continuous basis.  Positions are filled from an applicant pool as needed.  Email specialprograms@whs.mil for more specific information about the application process

2011 Featured Summer jobs: The Environmental Protection Agency (EPA).

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The U.S. Environmental Protection Agency is looking for energetic and highly motivated students for summer employment.  Numerous opportunities are available within EPA for students to gain valuable work experience while contributing to the mission of protecting human health and safeguarding the environment.  Student summer employment opportunities are available at EPA’s headquarters in Washington, D.C., and at regional office and laboratory locations nationwide. 

The Student Summer Employment Program will be used for most of EPA's summer hiring.  EPA primarily hires high school and college students for administrative/clerical positions as well as technical positions in areas such as life sciences, program or policy analysis, and engineering.  Most summer positions have salaries ranging from the GS-2 to GS-7 level (a base hourly rate of $9.59 to $16.28, excluding locality pay).  Students must meet the qualifications described below plus additional requirements, dependent upon the grade level of the position and needs of the organization. 

Basic Eligibility Qualifications:

• You must be a student.  A student is an individual who is enrolled or accepted for enrollment in an accredited high school, college, university, or technical or vocational school.
• Students must be in good academic standing with at least a GPA of “C” or its equivalent.
• You must be a U.S. Citizen.
• You must be age 16 at time of employment. 
• A work permit is required for students age 16.
• In addition to a resume, eligible veterans should submit a copy of their DD Form 214 as part of the USAJobs application.
• You will need to provide your transcripts and a letter from your educational institution that you are in good academic standing.

Summer Employment Application Process

 

How and Where to Apply:

 

EPA summer positions will be posted on USAJobs throughout April & May. You must apply directly to USAJobs using the following link:

All Job Openings at EPA  

 

Once on the USAJobs website, review the opportunities that are available. After locating a position to apply for, you will need to create an account. Be prepared before starting the application process.  Please have ready an updated resume and any additional required documents.

When creating a resume on USAJobs provide details that reflect the type and scope of work you have performed including volunteer work.  Be sure to save it. The list provided below will assist you in getting prepared.

You will need to upload the following documents:

 

     Requirements  from Graduate Students          

          Official Transcript
          Acceptance Letter from Graduate School
          Updated Resume

     Requirements from College Students          

          Official Transcript
          Letter of Good Academic Standing & Verification of Enrollment (on official school letterhead)
          Fall/Spring Registration (on the official school letterhead)
          Updated Resume

     Requirements from High School Students          

          Report Card
          Letter of Good Standing (if graduating from high school - Acceptance Letter from university/college)
          Work Permit (in order to work in the DC area, you must obtain a DC Work Permit)
          Updated Resume

Now you are ready to apply.  Return to the position you are applying for and click "APPLY."

Follow the steps through the application process; be sure to answer each question.

For information on what it takes to be an Environmental Protection Specialist, click here!

The Best 2011 Jobs for College Students

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These days, a good job is hard to find. But that won't be a decent excuse for a slim resume when you're sitting across from the recruiter next year. Like it or not, college students are expected to be capable of pulling good grades in tough classes while gaining professional experience on the side. Hiring managers want to know that they won't need to train new employees in the basics of life on the job. The 10 jobs listed below are great choices for students because they look good on a resume, work around class schedules, offer decent pay, or--if they're really great--all of the above.

On-campus IT support job: This is one of the best work-study jobs you'll find if you are working on a degree in a relevant area. You'll be able to gain real-world experience without leaving campus. Technology-services work can involve solving technical problems for other students and teachers as well as installing and setting up computer systems on campus. If you're in school... get as much career experience as possible. Plus, such jobs are more convenient and lucrative than unpaid, off-campus internships.

On-campus career services: Let's face it, it isn't easy to learn the ins and outs of the professional world while keeping up your grades. Working in career services can help you become familiar with the job-hunting process and become comfortable talking with employers and recruiters. Learn to give presentations to fellow students about the career services and resources offered by your school. What other job can you think of that you have an opportunity to change someone's life?

Paid internship: This is the gold standard of college jobs: You get professional experience and working-world connections, you build knowledge in a real-world work setting, and someone wants to pay you for it. If the work is relevant to the career field you're likely to pursue, even better. This is the best way to test the waters and find out if a particular field is right for you. Recruiters like to see students showing an active--and early--interest in their industry, and they look for students who demonstrate a passion for their work.

Unpaid internship: This is obviously not as great for your wallet as a paid internship, but the good news is that recruiters don't care. If you're in a financial position to take this work, it will pay off later. And if you're having a tough time finding work, consider proposing an unpaid internship to a company you're interested in. While summer internships are great, a part-time internship during the school year might be even better. It shows you can handle a lot of work. Employers know and appreciate that it's not easy to work while you're in school full time.

Waiter or waitress: Don't turn up your nose. This is honest work, you can earn a good amount of money, and employers will typically work around your school schedule. Even better, you can often return to a restaurant after taking time off, and consistency looks good to a hiring manager. The bottom line for your pocketbook and for your future job interviews: Working while you go to school is always going to be more beneficial than not working. In part, that's because the millennial generation has the unfortunate reputation of seeming "entitled," and a history of hard work shows that you're not taking much for granted.

Lab assistant: This can be a great choice if you're a student seeking a career in the laboratory sciences. Off-campus lab assistant positions are often part time and may require only a high school degree. Colleges often employ lab assistants in campus research labs, sometimes through work-study programs. Research experience can be very appealing to employers.

Professor's research assistant: If you're having a tough time finding a job, consider working closely with a professor as a research assistant. You might propose a position to a professor in your discipline. Not only will the skills you learn improve your career prospects, you'll forge an advantageous connection. The recommendation you're going to get from that professor is better than from one who knows you solely in the classroom setting.

Home health aide: If you're considering a career in healthcare--a solid choice in this economy--working part time as a home health aide could provide some valuable insight. Home health aides often work with the elderly, helping them take their medicines, work through physical exercises, and perform basic grooming. Healthcare jobs have held up during this recession, and the number of home health aide positions is expected to grow much faster than the average for all occupations.

Writer: If you're headed for a career that involves communications--and most do--you may gain advantages working, paid or not, as a writer. You might find work with a campus publication or the school paper. You might even find online editing work.

Bank teller: About 1 in 4 tellers work part time, so college students might find flexibility in a bank job. You'll gain customer service experience, and you'll be forced to become familiar with numbers. Sometimes students who are interested in working in the financial industry get their feet wet as tellers. Remember, when searching for a job, you're ideally looking for something that's relevant to your future career.

For information on careers, visit our Careers page on Dreamfedjob.com.