School of Social Work

College of Health & Social Services

The NMSU School of Social Work

Field Placements Tips

A. Resume Writing

• What is a resume?
• Tips for Writing Resumes
• Using Active Language in Resumes
• Social Work-Related Skills
• Career Center Resume Resources

B. Tips on Interviewing

C. Tips on Dressing for Field

D. Tips for Success in Field Placements

What is a Resume?

The resume is a selling tool that outlines your skills and experiences so an employer can see, at a glance, how you can contribute to the employer's workplace.Your resume has to sell you in short order. While you may have all the requirements for a particular position, your resume is a failure if the employer does not instantly come to the conclusion that you "have what it takes." The first hurdle your resume has to pass - whether it ends up in the "consider file" or the "reject file" - may take less than thirty seconds.

The most effective resumes are clearly focused on a specific job title and address the employer's stated requirements for the position. The more you know about the duties and skills required for the job - and organize your resume around these points - the more effective the resume.

You will need information to write a good resume. Not just information about jobs you've held in the past but also information to select the most relevant accomplishments, skills and experience for this position. The more you know about the employer and the position, the more you can tailor your resume to fit the job.

Resume Tips from Yana Parker
Yana Parker is great resume writer. She has authored Resume Catalog, Ready to Go Resumes and Blue Collar & Beyond. She has a web site (www.damngood.com/index.html) that provides more guidelines.

5 Key Concepts for Powerful, Effective Resumes

• Your resume is your marketing tool, not a personal document.
• It is about you the job hunter, not just about the jobs you've held.
• It focuses on your future, not your past.
• It emphasizes your accomplishments, not on your past job duties or job descriptions.
• It documents skills you enjoy using, not skills you used just because you had to.

10 Steps in Creating Good Resumes

• Choose a target job (also called a "job objective"). An actual job title works best.
• Find out what skills, knowledge, and experience are needed to do that target job.
• Make a list of your 2, 3, or 4 strongest skills or abilities or knowledge that makes you a good candidate for the target job.
• For each key skill, think of several accomplishments from you past work history that illustrates that skill.
• Describe each accomplishment in a simple, powerful, action statement that emphasizes the results that benefited your employer.
• Make a list of the primary jobs you have held, in chronological order. Include any unpaid work that fills a gap or that shows you have the skills for the job.
• Make a list of your training and education that is related to the new job you want.
• Choose a resume format that fits your situation - either chronological or functional. Functional works best if you are changing fields; while chronological works well if you are moving up in the same field.
• Arrange your action statement according to the format you choose.
• Summarize your key points at the top of your resume.

According to Yana Parker, in real-life resume writing we do skip around. As long as you do steps 1 and 2, do not worry if your resume comes together in some other sequence.

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Tips for Writing Resumes

Your resume should be compelling to the reader. Its appearance, wording and content should compel the reader to read it. The following tips will help you to develop a compelling resume:

• Use good quality laid or linen paper of at least 20-pound bond and no larger than 8.5 by 11 inches.
• Your resume should be laser printed or type set and professionally photocopied.
• Put you name, address, city and state, and a telephone number at the top of the page.
• Your job objective should appear directly under your name and address so that the reader's eye is led to it immediately.
• Your job objective should state clearly the specific job or job field are in which you seek employment.
• Whenever possible use the exact position title for which you are applying.
• Use Real Life Examples of achievements to emphasize results produced, significant accomplishments and recognition from others.
• Do not list duties and responsibilities. Write about your specific skills and accomplishments.
• Include only items directly related to your specific job objective.
• Include education and training which supports your job objective.
• Make sure your resume is attractive and pleasing to the eye with adequate white space between the lines.
• Specify awards and community or social activities that support you job objective.
• Mention accomplishments that reflect your energy, versatility, success orientation, and excellent qualities.
• Write positively of past employment.
• Avoid listing controversial activities or associations that might tend to screen you out such as political groups.
• Understand everything in your resume.
• Exclude your marital status, social security number, religion, race, salary, references' names, age, weight, state of health, and height.
• Spell every word correctly.
• All grammar and punctuation must be correct.
• Present all statements in the same tense.
• Do not use pronouns such as "I", "he", "she", "me", etc. Begin you statements with active verbs.
• Tell the truth.
• Get feedback on your resume from people you respect.
• Proofread your resume several times before the final printing.
• When responding to a newspaper ad or a job posting, use key works from the position description in your resume.

Begin statements with active verbs (led, managed, coordinated, etc.)


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Using Active Language in Resumes

Active language will be effective for you in any job search letter or liquid resume. Use active statements, not lists of duties performed to describe your work history.
Anyone can use active language in a resume. The following examples concern a custodian whose primary job responsibility was cleaning floors in a mid-size department store.
Custodian: Directed and implemented all cleaning activities, researched and evaluated cleaning products, initiated new procedures to create greater efficiency, contributed to customer satisfaction and improved profits by consistently providing a clean, attractive shopping environment.
Refer to this list when writing your liquid resume or job search letters.

Active Language Verbs

Accomplished	Achieved	Acted
Acquired	Adapted	Adopted
Adjusted	Administered	Advertised
Advised	Analyzed	Approved
Arbitrated	Arranged	Assembled
Assisted	Audited	Authorized
Balanced	Budgeted	Built
Calculated	Changed	Charted
Checked	Classified	Coached
Collected	Communicated	Compiled
Completed	Composed	Computed
Conceived	Conducted	Connected
Consolidated	Constructed	Conserved
Controlled	Coordinated	Counseled
Created	Defined	Delivered
Designed	Detected	Determined
Developed	Devised	Diagnosed
Directed	Discovered	Dispensed
Displayed	Distributed	Documented
Drafted	Edited	Educated
Eliminated	Enforced	Engineered
Enlarged	Established	Estimated
Evaluated	Examined	Expanded
Experimented	Extended	Facilitated
Financed	Forecasted	Formed
Formulated	Founded	Generated
Governed	Guided	Headed
Helped	Hired	Identified
Illustrated	Implemented	Improved
Improvised	Increased	Influenced
Informed	Initiated	Innovated
Inspected	Installed	Instituted
Instructed	Integrated	Interpreted
Interviewed	Invented	Inventoried
Investigated	Issued	Judged
Lectured	Led	Maintained
Managed	Manufactured	Marketed
Mediated	Mentored	Merchandised
Medoled	Obtained	Offered
Operated	Ordered	Organized
Originated	Performed	Persuaded
Planned	Presided	Prepared
Produced	Projected	Promoted
Provided	Publicized	Purchased
Realized	Received	Reconciled
Recommended	Recorded	Recruited
Rectified	Reduced	Referred
Regulated	Rehabilitated	Reorganized
Reported	Represented	Researched
Resolved	Resorted	Restructured
Reviewed	Revised	Routed
Scheduled	Screened	Secured
Selected	Served	Serviced
Shaped	Solved	Sorted
Structured	Summarized	Supervised
Supplied	Synthesized	Systematized
Tailored	Taught	Tested
Trained	Transcribed	Translated
Tutored	Unified	United
Upgraded	Utilized	Wrote
Won

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Social Work-Related Skills

Administration		Job designing
Advocacy		Leading others
Anchoring		Limit setting
Budgeting		Listening (active)
Case management		Lobbying
Clarification		Marketing
Clinical work with individuals		Mediating
Clinical work with groups		Modeling
Clinical work with families		Motivating
Clinical work with aging population		Multicultural clinical social work treatment
Clinical work for clients with sexual dysfunction		Neighborhood development
Clinical treatment skill with abused and neglected children and youths		Negotiating
Clinical work with domestic violence victims		Persuading
Clinical work with eating disorders		Personnel recruitment and selection
Clinical work with developmentally disabled people		Planned action system implementation
Clinical work with incarcerated people		Play therapy
Clinical work with couples		Policy development
Cognitive mapping		Presenting
Collaboration		Program design/development
Community organizing		Program evaluation
Community support building		Provision of concrete services
Coordinating		Public relations
Court reporting		Public speaking
Crisis intervention		Recruiting
Diagnosis		Referral
Crisis intervention		Recruiting
Discharge planning		Reframing
Documenting		Reinforcing
Educating		Research
Empathizing		School social work skills
Gatekeeping		Scientific analysis
Genograms		Sculpting
Goal setting		Structuring
Grant writing		Summarizing
Home visiting		Supervising
Hospital social work skills		Teaching
Imagery		Training
Insight		Treatment planning
Information system management		Time limited clinical treatment
Initiating projects		Writing
Interagency liaison

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Field Education Office
Tips for Interviewing For a Field Placement

 

A key element involved in securing a field placement is the interview with your potential field instructor. It is an opportunity for you to learn about the agency and for them to learn about you. This interview gives you a chance to share your interests, your previous experiences, and discuss the skills you would like to acquire. The outcome of your interview will determine if the agency will be able to meet your learning goals and if this placement will be a good “fit” for the field instructor and for you. Some tips do not apply to telephone interviews.

I.BEFORE THE INTERVIEW

A. Research the Agency
1. Review the agency website and understand their mission, programs, history, philosophy, client system served, location, etc.
2. Perform electronic/web searches on the agency and keep abreast of current happenings in the field/organization.
3. Read staff biographies and familiarize yourself with the staff organizational chart.

B. Plan to Wear Professional Attire
1. Dress as you would for a job interview.
2. Dressing tips: http://www.career.vt.edu/JOBSERC/interview/APPEARNC.html

C. ARRIVE AT LEAST 15 MINUTES.

D. Practice Your Interviewing Skills & Prepare Questions
1. Introduce yourself in a professional manner. First impressions are key.
2. Establish rapport with the interviewer and showcase your personality.
3. Prepare the main points you want to communicate about your skills, experiences, and interests. Be proactive about sharing your strengths.
4. Prepare questions for the interviewer (sample questions below).
5. Use concrete examples to highlight your skills/experiences.
6. Practice out loud with a friend or in front of a mirror.

E.  Bring copies of your résumé and introduction letter

II. DURING THE INTERVIEW

A. Student Questions Regarding Field Placement Experience
1. What is the philosophy and mission of the fieldwork site?
2. What fieldwork site programs and services areas are available to students?
3. What is the fieldwork site’s staff composition?
4. Are there opportunities to work with a variety of cultural groups and populations at risk?
5. What types of experiences will student interns be exposed to? What are some examples of student assignments?
6. Are there opportunities for association, consultation, and networking with other professionals, and other fieldwork sites?
7. What experiences and personal characteristics does your fieldwork site look for in an intern?
8. What skills are minimally required and valued most?
9. Are there regular opportunities for student supervision, feedback, and support?
How is supervision handled and how much time is allotted? Will we meet face-to-         face?
10. Will students be encouraged to explore ethical and value related issues with support?
11. How does the fieldwork site help students integrate academic learning and assignments with field placement activities?
12. Is there a work area set aside for students (desk, computer, phone, etc.)?
13. How many students has the fieldwork site hosted over the years?
14. Does the fieldwork site provide students with orientation activities that include site specific security arrangements and other procedures designed to ensure safety at the agency?
15. Does the fieldwork site offer a stipend? If yes, what amount and payment schedule?

B. Student Questions Regarding Agency Expectations
1. What is the dress code/expectations for personal appearance (visible tattoos/body piercings)?
2. Are there health tests required (TB, other immunizations, drugs, etc.)? If yes, who is responsible for payment?
3. Are security and criminal background checks required? If yes, who is responsible for payment?
4. Are students required to use their personally owned vehicles for fieldwork site business? If yes, will mileage be reimbursed? (Evaluate whether your individual insurance will cover this responsibility by checking directly with your insurance company.)
5. Is there ample parking or a fee to park?
6. What are the hours of operation and what are the expectations regarding the student’s schedule? Be sure to talk about the hours you will need to log per term.

C. Agency Questions for the Student
1. Tell me about yourself
2. What educational opportunities are you seeking in this field placement?
3. Why are you interested in this field placement?
4. What previous experiences do you have that make you a competitive candidate for this field placement?
5. What is your understanding of our organization and its mission? How does this fit with your interests?
6. What are your strengths? What are your areas for improvement?
7. What are your long-range career goals?

III. END OF INTERVIEW
A. Student Clarification of Placement Decision Process
1. How and when will you be contacted regarding the decision to accept you?
2. If you are accepted, when should you notify them of your final decision?
(If you decide not to accept the field placement, it is your responsibility to notify the fieldwork site)

IV. AFTER THE INTERVIEW
A. Write a professional thank you note or e-mail thanking the interviewer and all others involved in the interview process for their time and efforts.
B. YOU ARE REQUIRED TO NOTIFIY YOUR FIELD EDUCATOR REGARDING ALL DECISIONS ABOUT YOUR FIELD PLACEMENT.

V. ADDITIONAL RESOUCES
A. The Career Center at New Mexico State University http://careerservices.nmsu.edu/

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 Dress for Success Tips: Creating a Professional Impression

As students begin their field placement experiences, it is important that they dress in appropriate attire. Students will be representing the field of social work to clients, community members, organizations and other professionals. Projecting a professional image is a key to success.

Students can learn about the organization’s dress code by consulting with their field instructor during the placement interview. Another source of information is the organization’s policies and procedures manual. No dress code can address all contingencies, so students must consult with their field instructors regarding the organization’s guidelines for their general appearance and choice of clothing to wear to their field placement, especially in the area of visible tattoos and body piercings. Clothing should not be distracting or offensive.

The majority of our field placements have adopted a business casual dress code. In a casual work environment, students should wear clothing that is comfortable and practical for the setting. For guidelines regarding business casual attire, please read http://humanresources.about.com/od/workrelationships/a/dresscode.

Certain work days may be designated as dress down days, generally Fridays. On these days, staff and students are allowed to wear jeans and other casual clothing. Students should consult with their field instructor regarding specific guidelines for appropriate attire for dress down days.

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This is the only time in your career you will have the opportunity to have someone supervising and mentoring you to be a competent social worker with a clear understanding that your main goal is to learn how to be an effective social worker.

• goals and expectations

• Identify clear goals and expectations for your placement experience before you enter the field.
• You should have an idea what you want to learn before you start. This way you’ll know where you’re going and the progress you make. 
• Communicate these with your supervisor.
• Communicate - Your supervisor will not know what you don’t know unless you ask.
• Make sure you have somewhere to work, like a desk or a table – Be flexible.
• Dare to speak up or question something that you don’t understand or agree with, and express ideas you have to improve the situation. Talk to your supervisor and field liaison.
• Don’t wait until it is too late: Communicate problems and unresolved agency issues with your Field Liaison and the Field Coordinator before you are asked to leave the agency or before you decide to leave yourself.
• Ask for articles or other resources pertaining to a particular subject matter of interest.
• Train yourself to ask lots of questions and network: Ask other social workers at the agency, other professionals. The more that you learn, the better the experience will be. Remember, people usually enjoy talking about themselves and what they do.
• Be ready to learn. If you hear of some creative group, program, etc. going on at the agency, ask if you can observe or participate or talk to the person doing it. You may need to flex your schedule to be around when these opportunities are available.
• Professional behavior
• Dress Professionally. Your appearance to staff and clients matters. Some agencies will ask that you be removed if you don’t dress appropriately.
• Initiative and Work Ethic: Use practicum time productively. A good work ethic will take you very far, and you may need a reference letter from your Field Instructor. Do field work activities not personal work. 
• Professional Ethics: Read and practice the NASW Code of Ethics conscientiously. .
• Boundaries: Remember that having clear boundaries between you and your clients, supervisors, and coworker will help you avoid serious mistakes.
  
• Reflection – Supervision, supervision - feelings and reactions are normal.
• Look inside and examine your feelings and reactions about your experiences with your cases. This will allow you to help your clients more.
• Use supervision to process your feelings even if it conflicts with your need to appear competent. Field Placement is one of the few times you can do this.
• Be open-minded and nonjudgmental. You will see and hear things that will be new to you, your personal experience, and value system. Recognize this, process it and move on.
• Take care of yourself
• Personal Safety: If you don’t feel safe going on a home visit, seeing a client or going to dangerous places, speak up and ask for help.
• Field Work + Work + Family + School = A lot. Find corners of time to do those little things you need to do for yourself.

   

  Very loosely Adapted from State University of New York at Albany School of Social Work