A Study of the Application Letter and Data Sheet for Recent College Graduates Entering Industry

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A gray OF THE APPLICATION LETTER AND DATA SHEET FOR RECENT COLLEGE GRADUATES ENTKRIMG INDUSTRY

byCharles Elwin Peck

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Department of Commerce, in the Graduate College of the State University of Iowa August, 1950 State IJrih^'-'^y of Iowa USrSAri Y

ProQuest Number: 10902184

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t o t h e memory

OF MI MOTHER

BESSE B* PECK

Hi

ACKNOMJ^GWff The writer wishes to express his appreciation to the following men and women for their guidance and encouragement in the preparation of this manuscript: Dr# William J* Masson, Chairman of the Department of Office Management and Business Education, State University of Iowa# Dr# Wendell R# Smith, Chairman of the Department of Marketing, State University of Iowa. Dr# Daniel R. Lang, Professor of Business Writing, Northwestern University# Professor Louis W* MeKelvey, Chairman of the Department of Business Writing, Northwestern University# i Dr. C. R. Anderson, Chairman of the Division of Business English, University of Illinois# Professor 0# W# Wilkinson, Division of Business English, University of Illinois# Miss Helen Barnes, Director of the Business and Industrial Placement Office, State University of Iowa# Miss Mamie M# Meredith, Department of English, University of Nebraska# A sincere word of thanks also goes to the 556 personnel men who participated in the survey# The time they spent on the detailed ques­ tionnaires and their supplementary letters and comments made possible the writing of this dissertation*

iv

TABLE OF OONTEffl'S Chapter

X

Page

Introduction • * • • • * » • « • • • • • * • • . • • * • •

X

Need for the Study........... . • #♦ ............. 2 Purpose of the Study* • • • * ♦ * • • • * ♦ * * * * • h Scope • • • * • • • • • * « • • • • * • « * • • • • • 5 Approach to the Problem • • • • * • « • • • « • * • • 5 Procedure • • • • • • • • « • • « • • • • • • • • • • 6 Facts about Respondents and their Companies * * • • « 15 Outline of the Following Chapters and Appendixes* * * 21* II

Desirable Qualities in the Recent College Graduate for Industry • • • • • • * * * • • • * • • • • • • • • • •

26

Proper Attitude toward Employment • • • • • • • • • • 3 2 Willingness to Learn and Work* • * * • • • • • • 3 2 Interest in Field* • • • * • « • « • • • • • • • 35 Interest in Company* • * • • * • • • • • • • • • 3 3 Interest in Salary * * • « • • * • • • • • * • • 39 Evidence of Intelligence and Education* . * • • * • . 1*0 Evidence of Social Development* * * • • • • • * • • • 1 * 2 Work Experience * * • • • • • • • • • • • • • • • • • 1 * 6 Physical Fitness* • • • « » • • « . • • • * • • • • • 50 Appearance and Manners* • , * • • • • • • • • • • • • • 5 1 Miscellaneous Personal Traits • • • • • * • • • • • • 5 2 III

Personnel Ifen's Likes and Dislikes in the Application Letter and Data Sheet* • • * • • • • • # • • « • • • • • •

57

Mechanics • • • • • • * • « • « • • • • ♦ • • • • • • 53 Neatness • • • • • • • • • • • • * • • • • • • • 5 3 Placement on the Page* • • • • • • « • • • • • • 62 Typewritten vs* Duplicated Material* * * • * * • 62 Spelling, Punctuation, and Grammar * • * • • • • 63 Presentation* • • • • * • • * • • * • • • • • • • • • 6 3 Organisation • • • • • • • • • • • • • • • • • • 6 I * Completeness and Conciseness • • * • • • • • • • 6 1 * Businesslike Letters vs, "Clever" Letters* • • • 66 Specific Information vs. Generalities* • • • • • 69 Individuality vs* "Canned" Letters • * • • • * • 7 3 Education • • * • * • • • • • • • • * • • • • • • • • 7 5 Work Experience • • • • • • • • • » • • • • • • « • • 73 Extracurricular Activities* • • • « * * • • • • • • • ?9

V

Chapter

Page Attitude toward Employment • » • • • • < > « * • « . * 79 Mention of Position Wanted* ....... » . « • 30 Mention of Goal • • • • « • • • « • * • • • • • 999 people— 4*2*3 per cent, to be exact* 7* the largest percentage of responding companies is located in cities with a metropolitan population of more than 1,000,000* 3, more than half the respondents have been with their company for ten years or longer— 5b*l P©r cent*

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* What is the arrangement regarding the traveling expenses? Because I am graduating from the College of Commerce on February h, 1950, I will appreciate any answer to the questions listed above; plus any additional information which you may have* Sincerely youre,

85 Letter VI Letter with the Proper Attitude (heading)

(inside address)

(salutation) During the past year I have been following your ads for Pillsbury, Santa Fe and the American Meat Institute and others and have dis­ cussed them with the fellows here at Iowa* That1s why I am taking the liberty of writing to you* They tell me you are interested in developing realtalent out of the Twiddle West, rather than going to New York for it* 7/ell, I like to think that I have some real creative ability in my blood and it seems to have cropped out in my work on the University publications, as well as in the advertising work I have done during the summer. I realise that in an agency like yours you mist have a lot of mainline art directors, but I am willing to start at the bottom as one of the "tract hands •" I really believe I have a package to offer you and I am sure that after talking to me for about five minutes and looking atsome of my samples, you will be able to judge* As soon as I get out of my rented cap and gown early in June, I want to get behind a drawing board in a progressive agency (yours preferred) and wonder if you'll let me know if and when you or one of your associates could see me* FjjLncerely,

86 Interest in field or Type of Work A roan who has interest in his chosen field or occupation will put forth more enthusiasm than an individual who is passive. Industry realizes this fact*

One question the applicant roust answer

on the application blank or in the interview these days is "Briefly explain why you have developed an interest in the type of work you have indicated*" This factor has the highest frequency of any subdivision under "proper attitude toward employment." Willingness to Learn Personnel men included both the favorable and unfavorable aspects of this attitude in their replies.-* Because the usual graduate has little or no practical experi­ ence related to the work he wants to get into, he will probably have to start at the bottom of the ladder.

The period necessary to turn

him into a profitable employee is usually both expensive and time consuming. Willingness to learn also includes the eagerness for an opportunity instead of an immediate reward. Unwillingness to start moderately creates an unfavorable impression within the employer.

Examples of this negative attitude

X. hee breakdown for group 7 of question 20 and group £ of question 19— both in Questionnaire ttC,n Appendix IV.

87 that the replies include are 1. Unwillingness to start at the bottom 2. Desire for top position 3* Interest in a "position’1 One respondent offered a specific case about this point that explains what can happen -when a man gives the wrong impressiont I ran an ad for some Time Study Engineers. One of the applicants sent in a four or five page letter telling of his capabilities and was very emphatic that he wanted in a plant where there was an opportunity to soon become an executive. Our first impulse was to file the whole thing in the waste basket, but did have him come in for an inter­ view on second thought. Mien we met him personally, we found he had a wonderful personality, good judgment, and good attitude— nothing as his letter implied. However, you can see how his letter almost cost him the opportunity of even an interview. Salary Employers are divided in opinion on whether a graduate should include expected remuneration in the application letter.

This survey

shows that k3»9 per cent want this information in the initial written contact; 5^3.5 per cent do not consider it wise to mention money. Reasons for preferring the inclusion of salary fall into p five classificationsi 1* Personal evaluation 2. Time saver for applicant and personnel manager IV 2.1 per cent did not respond; .5 per cent consider this factor immate­ rial. See tabulation of question li in Questionnaire HC," Appendix IV. 2. See tabulation and comments for "why" part of question li in Question­ naire "C," Appendix IV.

88 3# Necessary data— a basic point of consideration 1*. Indication of financial expectations and needs

5* Others "Time saver for applicant and personnel manager" comprises 33 per cent of the reasons for wanting salary mentioned. The employers who consider it unwise to state salary give reasons that fall into six groupst 1. Salary is fixed 2. Neither time nor place for discussion of salary 3. Starting rate should be secondary li. Disadvantageous to applicant $• Confidence that company will pay adequate salary 6. Others The first two classifications— "salary is fixed” and "neither time nor place for discussion of salary"— have the highest frequencies. Another confirmation of this disagreement among interviewers about salary is evidenced in two other questions'*’ that fall within the study. Personal Data Table XXI shows the weight of importance of various personal data.

In a list of twenty-six items, personnel men indicated the

XV Refer to breakdown for group £ of question 19 and group 7 of question 20— both in Questionnaire "C,” Appendix IV.

89 significance which they attach to the following information about the applicanti Number of dependents

3rd place

Photograph

5th place

Telephone

12th place

Height

13th place

Weight

19th place

Information about parents

20th place

Place of birth

22nd place

Financial standing

23rd place

Race

2lj.th place

Ancestry

25th place

Religion

26th place

Questions about name, ago, health, and address were not asked in this survey because of their obvious importance* Table XVIII points out that personal data are essential in the application for employment*

The breakdown for group EP* gives

age and/or marital status the highest frequency for specified facts* "Name, address, and/or telephone number” and "family background” are two other classifications that indicate importance* Literature on employment gives some interesting opinions and survey results on the following personal data*

IV see group 3 of question 20 in-Questionnaire nC,n Appendix IV*

90 Name, Address, and Age A study of B5 organizations showed that 3i* used application blanks as part of the employment procedure#1- These three entries appeared on all the blanks# Marital Status and Dependents this'sake doctoral dissertation considers these two factors essential on the application blank to provide information for the interview# ^ Race, Religion# and Ancestry A few of the I40 states have passed legislation that makes it illegal for the employer to inquire about a prospective employee’s color, religion, and ancestry# The purpose of this Fair Snployment Practices Commission is to outlaw dis­ crimination* As a result, many concerns are eliminating these factors on their application blanks# Photograph Horning *s survey3 of 35> large firms disclosed that the majority of the companies want the photograph included with the first letter# Health . A survey last year** revealed that personnel men want to know the existence or non-existence of impairments or defects, as well as condition of health# Family Background The replies in this research project show that the per­ sonnel men who are interested in the applicant’s family background place stress on environment# The father's occupation and number of brothers and sisters are two common examples# Geil’s report reveals that $9 per cent of the employment managers feel family background is 1# lari Clevenger, "Selection Procedure for Office Employees," Unpub­ lished Doctoral Dissertation, State University of Oklahoma, 19li6, p# 26# 2* Ibid,, p# Itl# 3# Kenneth Baker Homing, "lhat Personnel Men Want in the Application Letter," Balance Sheet, March, 19hk, p# 307# k* Survey made by the business letter writing classes in the College of Commerce at the State University of Iowa#

91 helpful in forming an intelligent opinion about the candidate*1

Pergonal Traitg

The small firms with a few employees, and the age of production characteristic of the last century and before, are giving way to mass production in large organizations that hire many employees, and to an era of distribution* Employers are looking for men who can sell themselves and the products of the firm*

For this reason, personality is one essential

that business is looking for in a potential employee--espeeially a college graduate*

The respondents in this survey mention this quality

not once, but many times* Certain aspects of personality have already been discussed— i*e., ability to meet people, attitude toward employment, and appear­ ance*

In addition, the personnel men mention other traits that influence

them both favorably and unfavorably* The breakdown of miscellaneous personal trait

that these

employers consider essential in a written application shows that sin­ cerity and ability to sell self have the highest frequencies*

Out­

standing unfavorable qualities that react negatively on the reader 1* Lloyd H» Qeil, ,fWhat Makes Letters of Application Click,” American Business Writing Association Bulletin, March, 19U2* 2* See breakdown for group 9 of question 20 in Questionnaire ”C,W Appendix IV*

92 when the writer reveals them in an application letter are egotism, insincerity, timidity, "ballyhoo,1* high pressure salesmanship, and presumptuous attitude*1 Sincerity vs* Insincerity Sincerity instills confidence*

No personnel director can

become interested in a man who is dishonest*

One of the greatest

violations of this quality in a letter is insincerely praising a company or mechanically stating a desire to work only for that particu­ lar firm*

The reader can usually detect this artificial enthusiasm*

In addition, two or more identical letters to branches or associate corporations may end up on the same desk for consideration* Another aspect of insincerity is questionable details of personal accomplishments*

Exaggeration and padding of qualifications

fall in tills category* Ability to Sell Self vs* Timidity or High Pressure Salesmanship Ability to sell self in this discussion conveys the opposite to timidity and overselling*

It includes "sparkle” and healthy self-

confidence* One respondent explains how an individual should soil himself in both the data sheet and letter*

His comments are worth mentioning

here* l, 3ee groups 3,9, and 11 of question 19 in Questionnaire wC,rt Appendix IV.

93 Salesmanship in the Date Sheet One of the overall things to remember, I think, is the old salesmanship rule*— "Sell the sizzle, not the steak*" In other words, When writing your application, you don't dare say you are a wonder boy, but at the same time you have to prove it anyhow* Get everything in that data shoot that will help in any way at all to show you are outstanding* It doesn't do any good to say that certain items of infor­ mation should be listed, and then go down the line, listing those thing® with equal emphasis whether they are good, bad, or indifferent. If you have recent .job accomplishments to point to, I would do so. If you haven't any, or very few, then of course point to scholastic aocomplisiizaents— extra­ curricular accomplishments, etc. If you can give outstanding men as references, do so. That will make an Impression— whether or not somebody said references should or should not be on a data sheet . . . * When you don't have one thing to point out, you just point out something else that will prove the same thing. Salesmanship in the Letter A college graduate should know all the mechanics of sentence structure and letter writing) but that in itself won't create a letter that will get bin a job; it won't create letters that will sell his product for him after he gets the job. Knowing the information that personnel men want on applica­ tion blanks and data shoots should be a big helpj still, that in itself won't do the trick, either* You never in your life saw an apple advertisement that went down the line and listed how many apples were big, how many small, how many bruised, how many wormy, and how many rotten) but I am willing to bet last year's fedora that if you asked the consumers about it they would want to know some of those things that were not emphasized in the advertisement— and at the same time I will lay a further wage that they were motivated by the ad to go inspect the apples and buy. To continue using the same example, if the apple advertising is conducted on a local basis, you can easily conceive of an ad showing a picture of Aunt Lucybelle Jones over on Elm Street making cider and apple pies all over the place and giving her plain homespun version of how everybody is simply crazy about them apple pies— until you almost feel apple juice running down your own chin.

94 To translate all this— there is a knack of pointing out these things you have done and selling your capabilities— a knack of doing it with simple convincing sincerity. Instead of creating doubts with vague generalized state-* merits, or making them say MphooeyM because your letter sounds artificial— leave the apple juice running down their chins# Ordinarily you don’t get too far with fancy statements— you do it with the actual things you have accomplished— show them big juicy apple pies all over the place* Timidity and high pressure salesmanship, include overselling and the attempt to pressure by ’’contacts'’ or ’’pull#” These negative factors certainly do not impress an employer* Modesty vs* Egotism. Conceit, and Boastfulness Egotism, conceit, and boastfulness comprise hi of the 71 miscellaneous unfavorable traits#

These qualities include the follow­

ing attitudesi 1# "I have a college degree," 2* "Here I amj what will you pay me?” 3* "I know you need me.” U* nI am doing you a favor#” $# ”1 know everything.” 6* "Look at who I am#” 7* "I am the answer to your prayers and problems#” 8# ”Iour company cannot continue without my services* * 9# nI am indispensable to you*” Preoumptuousnese is part of the ’’big-Hie” attitude*

This

95 factor includes the demanding approach*

Examples are the request

for immediate answer and the demand for interview. The ”1" complex and highly original letter also imply egotism. As one respondent said, "The word ’I* is used so frequently that we get the general idea the applicant has become overawed by his accomplish­ ment of having earned a degree." References Literature on employment within the last fifteen years has been questioning the need for including references in the application blank or initial application letter. The following excerpts verify this statements 1* Probably they (references) will not be used until after the interviewj as a rule, it is just as well to give them to the employer at that time, if asked for** 2, There is evidence from the many remarks made about references and letters of recommendation by employers that they have little value except when obtained from personal friends or acquaintances of the prospective employer 3. Comment by employer* Though we ask for references, we rarely investigate them. Unless we know the person named as a reference, we will not know how to evaluate what he tells us*3

1* Howard Lee Davis, Preparation for Socking Employment, John Wiley & Sons, Inc., New York,"1937, P# 33# 2. Earl Clevenger, ©j>. cit., p. 73. 3. Ibid., p. 73.

96 ii« MelSUrry prefers to check with an applicant *s previous employer rather than with the usual references given by an applicant *^ 5* Revere Copper and Brass Incorporated checks references after the applicant has passed his physical examination* In the case of Western Electric Company (Baltimore) and two ilidweart food product companies, tiio reference check is the last step in hiring.*

6* Mary personnel men question seriously the value of the type of references which are generally given by applicants for jobs. They consider them of such dubious value they are all in favor of omitting requests for references from the application blank entirely* The reason that informa­ tion obtained from such sources is bound to be unreliable is that friends and acquaintances of the applicant are quite unlikely to give any information out to a prospective employer which might jeopardize any chances of securing a job. Why then, they ask, take the time and trouble to check such references?^ The respondents in this survey say they want references^— and U3.9 per cent suggest their being on the data sheet*h These same men prefer previous employers and college professors to high school teachers and professional references*^ Furthermore, tho majority of these participants— 51*5 per cent— suggest the listing of three refer­ ences, ^ because they do not want to rtdig out” their own.7 1. Interview Procedures and ISioloyce Testing Methods, Report no* 537» comg>‘ lT ed’"^id 19U3, p. 31* 2* Ibid*, p* hS^*50* 3* See question 7b in Questionnaire MC,M Appendix IV. iu See question 7c-l in Questionnaire nC," Appendix IV* 5* See question 7c-2 in Questionnaire MC,n Appendix IV.

6* See question 7c-3 in 'Questionnaire nC,11 Appendix IV. 7* See question 7d in Questionnaire MC,W Appendix IV.

On the other hand, 66.2 per cent of theso men check same or all of the references after the interview. Another 19.2 per cent do not check.

Furthermore, in Table XVIII only Ik of the 990 essentials

that the respondents look for in the Initial application are references. The next chapter will continue the discussion of references and attempt to prove that this section on the data sheet is usually not necessary* Military Record Military record— if duties relate to the job— definitely is important.

It ranks seventh among 26 kinds of data in Table XXI.

If the duties in the Army, Navy, or other branches of the service have no bearing on the requested position, tho information has less significance; Table XXI has this latter entry i» seventeenth place. One respondent summed up'the value of military record whan he said, “It should be used simply as any other experience.

If it

reveals some qualification or capacity of th© applicant, he should use it." A survey last year-** showed that this background information also has value in the following points: 1. Permits employer to account for applicant1s time in service* 2. Reveals any advancement in rank or rate. 1* Survey made by the business letter writing classes in the College of Commerce at the State University of Icrraa*

This factor doe® not seem important in this surveybecause the individual who makes application for employment is usually ready to start to work inmediately or at th© end of the current semester* Ueyiest for Interview This entry falls in thirteenth place among 26 kinds of data in Table XXI*

Its significance is obvious, because a firm does not

hire an individual without an interview*

Hr* 0©il*s report considers

this request rather inportant 5 60 per cont of th© personnel men in his survey want the applicant to ask specifically for the interview*2 Enclosures An initial written application for employment varies in volume from a brief letter of request for an interview to a lengthy letter and data sheet5 samples of work; self-addressed,, stamped envelope; postal card; stamp; and recommendations* Personnel men in this survey— 81*3 per cent, to be exact— definitely prefer a brief letter that describes one or two important

I# Cfcily 7 men listed this point essential; see breakdown for group 12 of question 20 in Questionnaire MC,W Appendix IV* Also, only 2 men mentioned omission of this factor as an unfavorable impression; see group ii of question 1? in Questionnaire nC,w Appendix IV*

99 qualifications and that is accompanied by a well-organized one-page data sheet -with photo.^ These employers do not want an elaborate presentation.^ Enclosures of postal cards, envelopes, and stamps make little impression on the employers, as the following tabulation? indicates5 m Favorable Unfavorable Neutral Response Self-addressed postal card Self-addrossed, stamped envelope Stamp

9.6*

1|3.9*

!il.9*

!*.6*

29.3* 5.1*

20.7* 37.8*

U3.5* 52.0*

1.5* 5.1*

Literature on employment agrees with this finding.

Usually

the larger companies consider these enclosures a nuisance in a modern office#

Smaller firms seem more receptive to them. Recommendations in an initial application carry little or

no weight with the employer. of recommendations

in

Replies to this survey rank four types

the followingorder of importance

1. Check reference by telephone or personal call 2. Answer to an inquiry that the employer sends to a reference 1.' See question 23 in Questionnaire "C," Appendix IV. 2* Ibid. 3. See

question 13 in

Questionnairef,C, n Appendix IV.

h• See

question lit in

QuestionnaireWB,M Appendix III.

100 3* Letter that is sailed* at the request of the applicant* directly to the employer U* To whoa it may concern A recent Dartnell publication?- on interview procedure© con* firms this finding by saying* The more modern school of thought on the subject of references tends toward securing information by telephone* It is believed that the person being called will give more information than might be the case if he were ashed to put such information in writing and to sign his name to it* In hiring men for higher wage brackets, long distance calls will be found to be well worth their cost* This chapter has attempted to list the likes and dislikes that personnel men have expressed, regarding information usually found in the letter of application and data sheet*

Chapter IV and Chapter

V will discuss the compiled results of an inquiry concerning three data sheets and tliree letter© of application sent to employers for their examination*

1* Interview Procedures and Eb^loyee Testing Methods* op* cit*, page 19*

101 Cliapter IV A STUDY OF THREE DATA SHEETS The inclusion of a date sheet with the message in the initial application for employment is practically a requirement*

E m p l o y e r s

have neither time nor inclination to "wade through" a three- or fourpage letter or an elaborate presentation*

This study*- and three other

surveys^ confirm this statement* Two essential factors an applicant has to know before he makes his resume are arrangement and contents.*

To obtain opinions

on these two points, three data sheets were sent to leading firms throughout the United States*

Returns from 17? respondents form

the basis for interpretation of the findings in this chapter* These three one-page resumes on the following pag©3 contain identical information*

The only variable is placement on the page

of various data— ©specially personal data and picture* Criticism of the Data Sheets The 177 employers surveyed criticized both favorably and unfavorably the following three data sheets— "A," "B," and "C." On I* Refer to question 23 in Questionnaire "C," Appendix IV* 2* Kenneth Baker Homing, "What Personnel Men Want in the Application Letter," Itelance Sheet, ilarch, 19hu9 p* 307* Vernon C. Bashaw, Successful Application Letters for Business Positions, faster* g Thes'fs1*,' State l/niverslTy '"of Iowa, Summer, l?l$* Lloyd H# Coil, "What Makes Letters of Application Click?" American Business Writing Association Bulletin, March, 1?2*2*

feta Sheet 1

Sample "A" Used in Survey

A

Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company

basic qualifications College degree in Commerce 6| years of business experience

FIELDS OF SPECIALIZATION Sales "" Industrial Management (picture) DATE OF AVAILABILITY

Hy IT 1^3----

Present Address ?05>'Ei Burlington St Iowa City, Iowa

Home Address 1231? Bridge St Redwood Falls, Minn John A Jones EDUCATION

State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce liberal Arts

2 yrs 1 yr

19^8-50 19lt7-U8

PRACTICAL TRAINING AND EXPERIENCE Grader Field Man Agency Manager Sales Clerk Carrier Salesman

College of Commerce Minneapolis Star Minneapolis Star A & L Variety Store Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

191#--Jime 19U3— Jhn 19U2— Oct 19U0— Dec 1938— Apr

1950 19U5 19k3 19hl 19U0

EXTRA-CURRICULAR ACTIVITIES President— -Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club Member— Athletics (Varsity and Intramural) PERSONAL DATA Age— 25 Married— No Children Height— 5' 11" Weight— 165 pounds

Ancestry— English German Religion— Protestant Health— Excellent

Other Data U. S, Army Air Force. • • .Jan 19L5— June 19b7 (2 years, 5 months), • • • . Sergeant Portion of College expenses earned. . . . by working— 1/3 . • • • < by G I Bill— 2/3 Aptitude Tests showed I am best fitted for contact work— sales or personnel activity Scholastic standing in college— Upper 25$ Father's occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel Location desired— Preferably Midwest

Data Sheet 2

Sample *'B" Used in Survey Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company 25 years of age

Married— No Children 165 pounds Excellent Health Protestant

5' 11w tall English-German

Degree . .............. .Bachelor of Science in Commerce iState University of I o w a .................Iowa City, Iowa Date of degree........................... June 10, 1950 Present Address 705 E Burlington St Iowa City, Iowa

Home Address 123 W Bridge St Redwood Falls, Minn

DATE OF AVAILABILITY July 1, 1950

MILITARY SERVICE U. S. Army Air Force 2 years, 5 months Sergeant

BASIC QUALIFICATIONS College degree in Commerce 6j years of business experience

FIELDS OF SPECIALIZATION

(picture)

John A Jones

Industrial Management Sales

EDUCATION State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce Liberal Arts

2 yrs . 1 yr

191*8-50 191*7-1*8

PRACTICAL TRAINING AND EXPERIENCE Grader Field Man Agency Manager Sales Clerk Carrier Salesman

College of Commerce Minneapolis Star Minneapolis Star A & L Variety Store Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

191*9— 191*3— 191*2— 191*0— 1938—

June 1950 Jan 191*5 Oct 19i*3 Dec 19l*l Apr 191*0

EXTRA-CURRICULAR ACTIVITIES President— Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club Member— Athletics' (Varsity and Intramural) MISCELLANEOUS FACTS Portion of college expenses earned , . . .by working— 1/2. . . . . .by G I Bill— 2/3 Aptitude tests showed I am best fitted for contact work— sales or personnel activity Scholastic standing in college— Upper 25$ Father’s occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel Location desired— Preferably Midwest

Data Sheet 3

Sample "C” Used in Survey

C

Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company

Bachelor of Science in Commerce State University of Iowa Iowa City, Iowa June 10, 1950

j I ! j

Age— 25 Married— No Children 5’ 11” tall 165 pounds Excellent Health English-German Protestant

Fields of Specialization Industrial Management Sales

(picture)

Present Address 705 E Burlington St Iowa City, Iowa

John A

Military Service U. S. Army Air Force 2 years, 5 months I Sergeant ? I | Home Address ] 123 W Bridge St I Redwood Falls, Minn

Jones

Basic Qualifications College degree in Commerce 6| years of business experience

Date of Availability July 1, 1950 Other Personal Data

Portion of College expenses earned . . . . by working— 1/3 . . . . . by G I Bill— 2/3 Aptitude tests showed I am best fitted for contact work— sales or personnel activity Scholastic standing in college— Upper 25$ Father’s occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel Location desired— Preferably Midwest Education State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce Liberal Arts

2 yrs 1 yr

191*8-50 191*7- 1*8

Practical Training and Experience Grader Field Man Agency Ifenager Sales Clerk Carrier Salesman

College of Commerce Minneapolis Star Minneapolis Star A & L Variety Store Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

191*9— 191*3— 191*2— 191*0— 1938—

June Jan Oct Dec Apr

1950 191*5 191*3 19l*l 19l*0

Extra-Curricular Activities President— Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club ^ Member— Athletics (Varsity and Intramural)

105 the whole the participants thought these sheets user® above average. The following material is a summary of th© suggestions* Choice of Data Sheets Table XXII shows that data sheets "AH and ,fBM impressed the personnel men more favorably than data sheet ”C*H Also, manufacturing preferred resume **Att to resume "B,” The reverse was true for non-^manufacturing or the combination of manufacturing and non-manufacturing. Over 9h per cent of the respondents thought that the facts on their first choice of data sheet were presented both logically1 and effectively. ^ Three replies suggested altering sample ”13” by grouping degree, college, and date with the other entries under "Education.”1 Irrelevant Facts Over 75 per cent of the participants did not find irrelevant facts

chi

their first choice of data sheets, ^

On the other hand, 22,6

per cent noticed insignificant information* The portion of the latter group who made known the facts they considered irrelevant listed 6k iteras,£ Religion and ancestry comprise 23 of the 61;• The rest are numerous with a low frequency, 1. &ee question 2a in Questionnaire "A,” Appendix II* 2, See question 2b in Questionnaire "A,” Appendix II. 3* See comments for questions 2a and 2b in Questionnaire WA," Appendix II, h* See question 2c in Questionnaire "A,* Appendix II, 5, See tabulation for question 2d in Questionnaire

" A , "

Appendix II.

lOfi Table m i Weighted Choice of Three Bata Sheets*

kairofacturihg 1st Choice 2nd Choice 3rd Choice Bata Sheet «A» Bata Sheet "B* Data Sheet HCn

h.6% 33$ 17$

36$ 38$ 15$

Weighted Total** Sank

11$ 20$

2a

ao

1 2

59$

HiO

3

l^n^aiTufa!cttiringr let Choice Data Sheet **A" Data Sheet »B« Bata Sheet «*c*

39$ 51$

10$

2nd Choice 3rd Choloe 32$ 25$ 35$

23$

20$

20U 223

1

50$

150

3

Bata Sheet »A» Data Sheet Data Sheet "C«

m

12$

2nd Choice 3rd Choice 33$ 30$ 23$

2

(combined)

Itaufacturing and fion-sa let Choice

Weighted Total** Rank

13$ 20$ 53$

Weighted Total** Rank 207 213 3ii5

2 1 ,3

* Table XXII is a digest of question 1 in Questionnaire wA*tt See Appendix II for details* ** The weight for each factor is computed in the following manner* The percentage is changed to the closest whole number (i.e.,, 10.1$ is 10$5 10.5$ is 11$) • This number is then multiplied by the arbitrary ily assigned weight (3 for first choice, 2 for second choice, and 1 for third choice)* The sum of th© converted amounts is th© figure shown in the weighted column*

107 Missing Facts

Over 50 per cent— 51**3 per cent to be exact— of the personnel men did not notice any vital facts missing on their choice of data sheetsi1 yet, 1*0,7 per cent considered the resume incomplete in certain respects* The list of missing data2 is composed of 1*2 entries*

The

nine entries that have a frequency of five or more are as follows* References

26

Description of job duties

10

Salary expected

3

College courses, types of

3

Salaries earned on previous jobs

7

Reason for leaving any permanent jobs

7

More information about Array service

6

Maine and location of grade and high school

5

Birthplace

5

“Miscellaneous Facts* vs* “References* In Chapter III the majority of the personnel men said they wanted references in the initial application, preferred these refer­ ences on the data sheet, and selected a brief letter with accompanying one-page data sheet as their choice*

I* See question 2e in Questionnaire *A,tt Appendix II. 2. See question 2f in Questionnaire "A,* Appendix II.

108 When these employers had the resumes before them for con­ sideration and were asked whether they preferred th© section labeled "Miscellaneous Facts" or "References,” 73 per cent expressed their choice of th© former*^

Only 8*5 per cent selected th© latter

Because the majority of the respondents do not check refer­ ences until after the interview and because of th© supporting data given, the applicant is justified in omitting references on the resume that accompanies the initial application letter* Other Points Several respondents criticised "6 1/2 years of business experience," because of its vagueness* As one man said, N3 years of college, 6 1/2 years of business, 2 years of military equal 11 1/2 years $ 25 (age of person) minus 11 1/2 years equals 13 1/2*

Did he

enter college when 13 1/2?** Clarification requires designation of part-time or full-time work* A previous

survey-*

showed that naming the exact months and

years (i.e., "Januaxy, 19h$— June, 191*7" instead of ”2 years, 5 months”) permits the recipient to account for the applicant’s time. One outstanding fault with data sheets "A" and "B” is the placement of the picture*

If the applicant pastes a photograph where

1. See question 2g in Questionnaire "A,” Appendix II* 2* Thirteen per cent of the respondents said they wanted both the "Miscellaneous Facts" and "References” sections. 3. Survey xaade last year by students in the business letter writing classes at the State University of Iowa*

109 the rectangle is located, he will crease the attachment*

The revision

of data sheet WBB in Chapter VI shows how to avoid this situation. Chapters II and III pointed out the desirable traits that employers look for in a graduate, and the factors that impress these men in the initial written application for enploynent*

Ho attempt

was made to indicate which facts should go in the resume and vdiich should be included in the letter. Chapter IV has allotted the greater share of this essential information to the data sheet*

Furthermore, discussion ha® shown an

effective arrangement of the contents of this accompanying sheet* The following chapter covers the application letter*

This

discussion will explain an effective organization of the remaining essentials, length of th© letter, and pertinent comments which the respondents made about three letters of application they criticized*

110 Chapter V A STUDY OF THREE LETTERS OF APPLICATION The purpose of the application letter is to introduce the data sheet and to give evidence of personality through self-expressive­ ness with regard to the individual job situation.1 Although personnel men judge the applicant by his data sheet more than by his letter,^ th© letter plays an essential role in the initial application*2 The message makes the first impression about the individual! it mentions or discusses points that the sender wants the reader to notice* The majority of the interviewers prefer a one-page data sheet and a "brief" letter of application*^ To learn the length of message and to obtain criticism of the contents, the following three letters of varying lengths accompanied the three data sheets— "A," "B,H and "C"— that were discussed in Chapter IV* The only variable in these letters is the amount of specific detail*

IV llore than per cent of the participants confirmed this statement* See question $£ in Questionnaire "A," Appendix II* 2* More than half (£6*6$) of the respondents agreed with this state­ ment! 1*2*9 per cent refuted this point or considered both the letter and data sheet of equal importance* See question 6 and comments in Questionnaire #0," Appendix IV.

3* See question 23 in Questionnaire "C," Appendix IV.

70$ East Burlington St* Iowa City,. Iowa April 3, 19$0

Mr. J. C* Olsen Personnel Director Brown & Doe Company St. Louis, Missouri Dear Mr* Olsen Please consider me for a position in your sales organization^ Your company! s reputation as a leader in menfs clothing and your personnel policy have convinced me that Brown & Doe Company is the type of firm in which to invest my college educa­ tion and 6 1/2 years of business experience* As you can see from my practical experience on the enclosed data sheet, my interest in sales began in 1938. May I have an interview to discuss my qualifica­ tions with you more fully? I can come to St* Louis any time you suggest. Sincerely yours

Enclosure

John A . Jones

705 East Burlington Street Iowa City, Iowa April 3, 1950

Mr* J* C. Olson Personnel Director Brown & Doe Company St* Louis, Missouri

'

Dear Mr* Olsen Please consider me for a position in your sales organization. Your company*s reputation as a leader in men's clothing arid your personnel policy have convinced me that Brown & Doe Company is the type of firm in which to invest my college education and 6 l/2 years of business expedience. On June 10 I will graduate from the State University of Iowa with a Bachelor of Science degree in Commerce* My grades are in the upper 25 per cent of the class* All through school, during my vacations, and in my extracurricular activities I have been interested in sales and related work. With experi­ ence, time, and effort I want to qualify for a managerial position* My practical training with the Minneapolis Star and A & L Variety Store has pemitted me to complete my schooling and to prove to myself what phase of business holds my greatest interest. On the enclosed data sheet you will find additional information concerning my background* I will appreciate an opportunity to discuss my qualifications with you more fully. May I have an interview? I can come to St. Louis any time you suggest. Sincerely yours

Enclosure

John A. Jones

113 705> East Burlington Street Iowa City, Iowa April 3, 1950

Mr* J. C* Olsen Personnel Director Brown & Doe Company St, Louis, Missouri Dear Mr* Olsen Please consider me for a position in your sales organization* Your company* s reputation as a leader in men*s clothing and your personnel policy have con­ vinced me that Brown & Doe Company is the type of firm in which to invest my college education and 6 1/2 years of business experience. On June 10 I will graduate from the State University of Iowa with a Bachelor of Science degree in Commerce. MY fields of specialization and interest have been sales and industrial management* My grades are in the upper 25 per cent of the class* Among the courses taken which have better prepared me for a selling job are salesmanship, advertising, speech, psychology, marketing, business law, sales management, and merchandising* Working part time through­ out high school and college has permitted me to finish my education* In college I am completing the requirements for a degree in 3 years* Before entering college, I worked for 2 1/2 years for the Minneapolis Star. My duties there consisted of organizing and supervising the carrier and dealer circulation force in my assigned territory* My the time I left to start college, I had advanced to the position of State fieldman for South Dakota. The close contact with many types of people and problems in this work has taught me the meaning of cooperation and the value of getting along with others* On the enclosed data sheet you will find additional information concerning my background* With experience, time, and effort I want to qualify myself for a managerial position* I will appreciate an opportunity to discuss my qualifications with you more fully. May I have an interview? I can come to St* Louis any time you suggest* Sincerely yours

Enclosure

John A* Jones

114 Criticism of the Letters The 177 men who gave their impression of the letters criti­ cized them more unfavorably than they did the data sheets*

The follow*

ing material is the summary of the findings* Choice of Letters Table XXIII reveals that the participants considered Letter 2 their second choice*

Letter 1— with the percentage of frequency as

large for first as third choice— signifies that it has two different impressions with employers*

Letter 3— like Letter 1— has a M g h per­

centage for both first and third choices; however, the greater number for third choice indicates it is less acceptable than Letter 1* The following reply by one respondent gives a clue to the peculiar pattern in Table XXIIIs Letter 1 is nothing but Letter 3 with all the facts taken out and just the framework of rubber stamp statements remaining* These statements sound as if they were lifted from a text book, and they don*t give a good impression* They are camouflaged to a certain extent in Letter 2 with som personalized state­ ments of the particular facts involved, which is an improvement, or perhaps we should say that it makes the letter less objec­ tionable* This Is carried further in Letter 3, making Letter 3 still less objectionable* Also, Letter 3 does a better job of bringing attention to what Mr* Jones lias accomplished in his school work and getting promoted with the Minneapolis Star* This does not mean that I think longer letters are better than shorter letters* In this case the length of the letter was less disturbing than other factors* Brevity in a letter is definitely important*

The men who

designated Letter 1 as their first choice revealed that point; so do their remarks*

115 Table m i l Weighted Choice of Three Letters of Application*

Letter 1 Letter 2 Letter 3

1st Choice

2nd Choice

3rd Choice

Weighted Total**

Rank

35? 32? 33?

21? 59? 11?

36? 5? 50?

103 219 171

2 1 3

Non-Mannfacturing 1st Choice Letter 1 Letter 2 Letter 3

35? 31? 33?

2nd Choice 3rd Choice 19? 60? 10?

37$ h% m

Weighted Total** Rank 180 217 167

2 1 3

Uamfaeturing and Mon-JJaimfacturing (combined)

Letter 1 Letter 2 Letter 3

1st Choice

2nd Choice

3rd Choice

35? 31? 33?

20? 60? 10?

37? It? h9%

Weighted Total** Hank 182 217 163

2 1 3

* Table XXIII is a digest of question 3 in Questionnaire nA#w See Appendix II for details* ** The weight for each factor is confuted in the following mannert The percentage is changed to the closest whole number (i.e., 10*1$ is 10$j 10*$$ is 11$)« This number is then multiplied by the arbitrar­ ily assigned weight (3 for first choice, 2 for second choice, and one for third choice). The sum of the converted amounts is the figure shown in the weighted column*

UK 1* When data sheet is presented, letter of application need not be detailed to the extent that it duplicates information given in data sheet* 2* Well done— short and pertinent* 3* Brevity of Letter 1 is reason for preference* lu The letter is brief, to the point, and is entirely adequate when accompanied by the data sheet* £* To the point* If person needs additional facts, he can go to the data sheet* 6* I like them short— don* t read long letters— the man would talk too much* ?. A letter transmitting the data sheet should be as brief as possible, because all facts are covered in the data sheet* Analysis of Table XXIII also indicates that the letter is more than just an impersonal letter of transmittal*

The message must create

Interest in the reader to interview the applicant*

The high percentage

of frequency for first and second choices of Letter 2 and Letter 3 indicates that Letter 1 is too brief to arouse this enthusiasm* Letter 2 is preferred above the other two messages*

Its

weighted total surpasses that for Letter 1 and Letter 3 in both the manufacturing and non-manufacturing groups*

This fact suggests that

any letter longer than Letter 2 declines in favorable acceptance* First Paragraph^Although 61 per cent of the respondents considered the first paragraph of the letter effective, 2 the other 36 per cent objected to lTTffsT7"p, aragraph of all three letters is identical*

2* See question he and comments in Questionnaire “A ," Appendix II*

117 it emphatically— especlally th© second sentonc©*-^Th© first sentence ("Please consider me for a position in your sales organisation") received unfavorable criticism from six men* Their following remarks explain the objections! 1* Trite— may not hold the reader1s attention! better to show interest in the other fellow 2# It is difficult to be original, but "Please consider me" seems a trifle trite* 3. Omit lu Omit 5* Too forward and gives impression of over-aggressiveness 6* Pleading The second sentence*1' received the severest dissent of any point in the entire survey*

Fifty-seven of the 62 objections to the

first paragraph pertain to this portion of the opening *2 Hie respondents labeled "your company's reputation, etc*" "invest icy college education, etc*" and especially "your personnel policy" as flattering, insincere, selfish, and stereotyped* The following remarks about these three phrases give an insight into the reasoning of these men*

1* The second sentence of paragraph 1 is as follows: "Your company's reputation as a leader in men's clothing and your personnel policy have convinced me that Brown and Doe Company is the type of firm in which to invest my college education and 6 1/2 years of business experience*"

2* See comments for question be in Questionnaire "A," Appendix II*

118 Comments about "your oompaqy’s reputation” 1# It is not always sufficient to say "your firm is a leader, etc*” but an attempt should be made in sincerity to indicate how and by what means you arrived at your conclusion. 2. Suggest elaboration of that point. 3* Is the applicant sincere? lw We know our company’s reputation. Reference to it may be interpreted either as flattery or condescension. J>. Let the first sentence comprise the first paragraph; begin the second paragraph with items touching upon the company’s reputation. Comments about "your personnel policy” 1. When referring to a company’s policy, be sure it is known to the applicant. Show interest; arouse interest; don’t pretend to be informed. 2. Reference to personnel policy is questionable. Applicant usually knows little or nothing of the company’s per­ sonnel policy. 3. Is he saying nice things about us or has he looked into the facts? it. This phrase has little meaning to the recipient, because the company’s personnel policy is not commonly known; it shows a tendency for "over doing.” J>* If application were received by someone who, I felt, knew about our policies the idea is OK. If applica­ tion were received from someone else, I would consider it to be merely "blowing smoke.” 6. This phrase is liable to Indicate what-is-thero-init-for-ne attitude, which we are so alergic to. 7. Does he know personnel policy of the company? bad if h© is ’’soft soaping."

Very

3. I would not like reference to personnel policy unless I felt sure applicant was more familiar with it.

119 9# "lour personnel policy** is too general— sounds like window dressing* Comments about "invest my education* etc#** 1* "Would like to have the opportunity" rather than "invest, etc*** 2# "1 feel that vty college education, etc#" instead of "invest, etc#" 3# Do not like "investment" angle# h# "Invest ay college education" is an unfortunate phrase# It will hardly be an investment if the man is unable to apply his knowledge# Ctenerai comments about the second sentence 1# Sounds artificial# 2# Second sentence probably would be considered insincere as addressee would feel that the same letter was sent to several other companieG# 3# Patronizing and insincere# I have noted it in any number of letters in recent months# km Flattering and stereotyped* 5# The implied flattery is a questionable technique. 6* Omit# 7# Too much lard* 3# Sounds a little phony— needs revision# 9# Suggest elaboration of each point presented rather than the combination; concise, however# 10# The shoe is on the other foot* The lack of unfavorable criticism to the first sentence indicates that it is acceptable.

Replies to another question in

120 the survey1 confirm this statement*

The majority of these men want

a simple businesslike request for employment— -not the promotional, "eyecatcher, ” or unusual beginning*

The few who labeled the first

sentence trite agree with many of the authorities in the field of business letter writing* The remarks about the second sentence suggest that the applicant must prove what he says in a letter#

Generalities lead

to misunderstanding* Last Paragraph More than 30 per cent of these same men considered the last paragraph both effective and complete*^

The objections for the minority

who disliked this part of the letter centered their criticism on two points:^ 1* Question of whether the applicant intends to come for interview at his own expense* 2* The request, *May I have an interview#« Irrelevant Facts Over 30 per cent of the participants did not find irrelevant facte in their choice of letter when it is accompanied by the data sheet *3

The 17*5 per cent of the respondents who did consider unneces­

sary material in the body listed the following th© most often *3 1* See question 5 in Questionnaire MC,M Appendix IV# 2* See questions Ud and he and comments in Questionnaire "A,*1 Appendix II* 3* See question 5a and comments in Questionnaire HA,” Appendix II*

121 1*

grades are in the upper 2C J per cent of the class*”

2* ”6 1/2 years of business experience*” 3* "State University of Iowa with a Bachelor of Science degree in Commerce** h. "With experience, time, and effort I want to qualify for a managerial position* * Missing Facts Ninety-two per cent of the personnel men did not find any vital facts missing in their choice of application letter when it is accompanied by the data sheet*-*- Three respondent® thought a brief job description of previous experiences would be helpful in Letter 2 and Letter 3j two men wanted clarification of the individual’s status in school*

The other thirteen entries had a frequency of one*

Other Points The rest of the letter received no unfavorable criticism* The employers said that in their choice of letter the facts were presented logically^ and effectively,3 and did not sound egotistical*** With the assumption that no objection is acceptable, it is possible to ascertain what employers like in the body of these letters* The following points seem desirables 1* See question 5c and comments in Questionnaire ”A,rt Appendix II* 2* See question Uf in Questionnaire "A," Appendix II* 3* See question Ub in Questionnaire "A," Appendix II* 1* See question Ua in Questionnaire "A," Appendix II.

122 Opening Paragraph 1* Businesslike beginning. In general the best openings steer between the novel and the stereotyped. As one employer added, "It should be admitted that not a great deal of variation is possible in this middle ground, but if the applicant were to use an opening so routine that it would not distinguish itself from the others, he should make some attempt to vary it. 2. Summary of qualifications. If the employer reads only the first paragraph, he knows the basic qualifications of the applicant. 3. Mention of specific job or field of interest*1 h. Accuracy of facts.

Vagueness leads to raisunderstanding•

Intervening Paragraphs 1# Mention of major or specialization in college. 2. Proof of interest in requested work. 3. Indication of any work experience*—related or unrelated. b« Reference to data sheet. Closing Paragraph 1. Indication of interest to discuss qualifications more fully in an interview. 2. Suggestion of ability to come to the office at employer’s convenience and perhaps at applicant’s expense* Comments for the entire body of the letter The letter must possess individuality and sincerity. The applicant who leans heavily on an example conceals his personality*— and

1* 'The applicant must indicate a realistic attitude toward the requested work. This factor includes conception of beginning job and possible existing openings.

the interview will reveal this deception.

Also, the employer can

easily detect any note of insincerity in the message* The college graduate making an initial application for employment to industry must realise that the material discussed in this dissertation is a compilation of opinions of the majority*

In

practically all instances the suggested contents for the data sheet and application letter w i H be effective* Yet, the applicant cannot afford to follow blindly all concluding statements.

Personnel men— being human— have their idio­

syncrasies and "pet" likes and dislikes*

The wisest plan is to study

the employer of the particular firm and the requirements for the job— and then construct the application*

134 Chapter n Sm'AKl with' suggest© cohteots FOR THE APPLICATION LETTER AMD DATA SHEET FOR INDUSTRf

The application letter is probably one of the most important business letters a graduate will ever write.

This letter may convince

the prospective employer that the individual should be requested to come to the office for an interview* At the time of commencement the graduating senior lias lived some twenty-odd years, completed sixteen years of formal academic training, and supposedly prepared himself for the business world. In many cases, he has denied himself numerous pleasures and material wants to obtain his degree. After four years of college training he becomes a graduate for a day#

The following morning he joins the ranks of the unemployed#

At this moment in his life span— or maybe a few weeks earlier— he starts writing his application letter(s)# The unplanned letter to a personnel manager will not sell the 1950 graduate. The applicant must gear his qualifications to the requirements for the requested work# qualities industry is looking for.

He must know what desirable

125 Desirable Qualities in the Recent College Graduate for Industry The personnel men who participated in this survey emphasise seven characteristics that they want to find in a graduate.

Knowledge

and understanding of these factors are essential for the individual who finds that replacements in industry cannot absorb the over-supply of college men and women. Proper Attitude toward Employment w w n p m m m m m im

m m w h m m

This quality has four component parts— willingness to learn and work* interest in the field, interest in the company, and interest in salary. Willingness to learn and Work Personnel men are impressed by a man or woman who has a realistic conception of a college degree and the initial job. The average graduate has obtained only a general academic training in college* experience*

In addition, he has little or no related practical

To make the novice a profitable employee, industry must

train the Individual for the specific duties, acquaint him with the peculiarities of the particular organisation, and mold (or remold) him for the assigned work*

In many instances, this supplementary

education is both expensive and lengthy* fet, many applicants refuse or are reluctant to start at the bottom*

They expect supervisory jobs immediately*

126 Th© wise graduate will realize he mist start in beginning or routine work# program#

If he is lucky, he may be accepted for a training

The important step is to "get his foot in the door#w Interest in Field The man who has an Interest in his occupation will put forth

greater effort; and the greater the effort, the greater the accomplish­ ment#

Industry realises this fact and wants the applicant who is

enthusiastic about his field# Naturally the graduate must know what his goal or specific job is before he can become interested#

Unfortunately, nearly two

out of three personnel men say that a college man does not know the type of work lie is beet qualified for# Interest in t o p any Interest in the Company is a two-way proposition#

The

prospective employee will be more satisfied to work for an organization that has the requirements he expects; the employer will be more certain to hire a man who will be a profitable investment and a goodwill ambassador# Interest in Salary Industry wants a graduate who is looking for an opportunity rather than for large wages at the beginning# definitely creates an unfavorable impression#

tophasis on remuneration

127 Evidence of Intelligence and Education Intelligence, to personnel men, Implies mental alertness, adaptability, facility for absorbing what is said, ability to think, sound judgment, and imagination#

Indication of these mental attributes

will be favorably received# Education signifies a good academic background— specific and/or general# Employers stress two main factors that fall within both education and intelligences 1# Knowledge of basic tools— ability to gather facts, evaluate them, and reason objectively to a conclusion on basis of those facts; ability to think clearly and concisely; and ability to express self# 2# Greater emphasis on practical application of theoretical knowledge— exchange of ideas with industry, closer contact with actual business operations and conditions, lectures by businessmen, visits to factories# Specific education content is especially important for re­ search, accounting, secretarial work, and advertising#

It is less

significant for soiling and manager training# Grades alone do not cany special emphasis for most occupa­ tions*

Research and accounting are two exceptions which require high

scholarship.

Personnel men arc "scared" of a man who lias nothing but

high marks to offer#

128 Evidence of Social Development Tills quality implies emotional stability, ability to meet and work with others, and leadership# Extracurricular activities are an excellent clue to an applicant’s social development#

Personnel men consider the following

activities most important to insight regarding the college graduate— speaking (as debating), writing (as journalism), athletics, and professional fraternities#

These four affiliations indicate ability

to speak and write effectively} team work, cooperation, and stamina} . and interest in the field# Employers prefer a leader or active participant in one activity to a dormant member in numerous organisations# Although extracurricular activities are valuable %videneew for every graduate, this training is not the most important factor# Mien compared with personality, high grades, education, and work experience, it ranks fourth or fifth for six selected occupations— research, accounting, secretarial, advertising, sailing, and manager training*

Furthermore, participation in activities can be overdone#

Work Experience Any kind of work experience— related or unrelated?— is important to personnel managers* These men prefer a graduate who has had related work* Their reasoning along this line is that evidence of a similar kind

129 of work shortens the necessary training program, indicates to them whether the individual likes that particular type of work, and reveals personality#

Actual experience mixed with education is desirable#

These employers are interested in any odd jobs which offer pertinent clues concerning the applicant#

Unrelated work reveals

facts about the person’s work habits and personality, gives a source for references, introduces the individual to the world of reality, helps in transition from college to business, and may show job preference. Personnel men are favorably impressed by anyone who has helped finance his m y through college# Physical Fitness Industry wants an employee who is physically fit# Good health usually means greater safety against accidents, insures reduced absenteeism, lowers compensation costs, and provides for higher health standards in the entire group. Appearance and Manners Favorable appearance and manners rank second to "proper attitude toward employment" as an essential in a recent college gradu­ ate*

The old story about significance of the first impression is

certainly true#

130 Miscellaneous Personal Traits More people lose their jobs .because of personality than ability*

Personality may be defined as the sum total of the distinc­

tive characteristics by which the Individual impresses himself upon the consciousness of others* Personality— when compared with education, work experience, high grades, and extracurricular activities— ranks first for selling, manager training, and secretarial work*

It has less significance for

research, accounting, and advertising* Many of the qualities that industry looks for in a graduate are certain aspects of personality#

Other personal characteristics

have been categorised in a group called "miscellaneous personal traits•" This compilation lists sincerity, determination, healthy self-confidence, friendliness, dependability, punctuality, integrity, responsibility, and ability to sell self with the highest frequencies*

Sincerity,

healthy self-confidence, and determination head the list*

The out­

standing unfavorable (miscellaneous) traits mentioned are egotism, inability to sell self, insincerity, argumentivcness, over-confidence, boastfulness, and lack of self-confidonce* Knowledge of these desirable qualities will permit the graduate to weigh Ids assets against hia liabilities, improve or subordinate his weaknesses, and emphasize his strong points*

131 Personnel Mian1a Likes and Dislikes In the Application Letter and Data Sheet

2355 535333 53B2353S58S3535S3533* 2552552C5C5 23525 23555353 23523SS53

Because the applicant is interested in writing th© most effective application for employment# he must be conscious of the factors in the message and accompanying resum that impress the per­ sonnel men favorably and unfavorably* Listed below are the likes and dislikes that th© participants in this survey stressed.

Understanding these points will be helpful

to the graduate, in the composition of his initial application. Personnel Hen* s Likes in the Application Letter and Data Sheet Mechanics TJeatness Correct placement on the page Typewritten letter of application Correct spelling Correct grammar Correct punctuation Presentation Organisation Completeness Conciseness Businesslike letter Specific information Clarity Factual information Accuracy Individuality Education Major and related courses Scholarship— class standing and/or grad© point average

132 Education (continued) Major or specialization Name of high school(s) and years attended Aptitude teste Work Experience Reason for leaving job(s) Listing of jobs chronologically (beginning with present) Salaries earned Percentage of college expenses earned Extracurricular Activities College activities High school activities Hobbies Attitude toward Employment Request for specific job Mention of goal Interest in company Interest in field or type of work Willingness to learn Personal Data Number of dependents Photograph Telephone number Height Weight Information about parents— *ospecially father* s occupation and number of brothers and sisters m m Age Health Address Marital status Personal Traits Sincerity Ability to sell self Healthy self-confidence

133 Military Record Date of Availability Request for Interview Personnel Men*g Dislikes in the Application letter and Data Sheet Mechanics Illegibility (including poor handwriting) Poor erasing Smudges Strike overs Cheap (also colored and perfumed) stationery Poor placement on the page Duplicated letter of application Carbon copy of data sheet Misspellings Misuse of grammar Misuse of punctuation Presentation Poor organisation Incompleteness— lack of pertinent information Verbosity Irrelevant material “Clever" letter— novelty, saart-aleck, and snappy approach Generalities Lack of clarity "Canned* letter Stereotyped expressions Education Mention of grade school data Work Experience Division of related and unrelated work into separate groups Attitude toward Employment No mention of type of work wanted or goal No interest in or knowledge of company

134 Attitude toward Employment (continued) Self-interest-*-emphasis on hours, vacation schedule, security, general benefits Ho interest in field or type of work Unwillingness to start moderately Salary ERf>haslB on salary Personal Traits Egotism, conceit, boastfulness Timidity *Ballyhoo” High pressure salesmanship Presumptuous attitude Insincerity Insincerely praising the company Mechanically stating a desire to work only for a particular fira Questionable details of personal accomplishments Exaggeration Padding of qualifications Attest to pressure by "contacts11 or "pull" Enclosures Postal cards Envelopes Stamps Recommendations

135 Suggested Contents for the Application letter and Data Sheet for Industry Th© next step that the applicant must take is that of arranging the material effectively in th© letter and resume# Contents of the Data Sheet It is advisable to draw up the resume first. lists the personal history of the individual.

This sheet

Its outline form allows

inclusion of pertinent facts that would clutter and lengthen the letter. A study of thro© data sheets by 177 personnel managers shows that these men favor a one-page resume with the picture in the upper right hand comer*

Because of limited space on one sheet and because

of the preference of "iEscellaneouB Facts" over "References," the applicant is justified in omitting the proverbial reference section. The revision of data sheet "B"— -the choice of the three resumes— on the following page retains the arrangement and contents that these men liked* The following revisions include suggested main points that irrprovc the accrptarce of this data sheet* 1. Addition of "no defects*" 2* Relocation of the picture. 3. Combination of degree, college, and date of graduation with other entries already under "Education."

{'Example of a Satisfactory Data Sheet Qualifications of John A Jones Zi years of age $i 11« tall %6$ pounds English-German ancestry Present Address 705 E Burlington St Iowa City, lavra DATE OF AVA LIABILITY July 1, 1950

?iarried— Ho Children Protestant Excellent health Jto defects Home Address 123 W Bridge Street Redwood Falls, Minn

(picture)

MILITARY SERVICE U S Array Air Force Jan, 19^!?——June, 19lr7 Sergeant

BASIC QUALIFICATIONS FIELDS OF SPECIALIZATION College degree in Commerce Industrial Management 6a years of part-time experience Sales

John A Jones

EDUCATION Bachelor of Science in Commerce ....... * ♦ . . June 10, 1950

Degree* • ♦ . « Date of degree < State University of Iowa Carleton College High School

Iowa City, Iowa Commerce Hbrthfield, Minn Liberal Arts Redwood Palls, Minn College Prep

2 yrs h yrs

19h3-$Q 19hl-h% 1933-h2

PRACTICAL TRAINING aiL EXPERIENCE Grader* Field Man Agency Manager* Sales Clerk* Carrier Salesman* * Part-time ■work

College of Commerce Minneapolis Star Minneapolis Star A ,t. I, Variety Store Minneapolis Star

lovrn City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

19149 19a3 I9I4.2— 19h0— 1933—

June Jan Oct Dqc Apr

1?5>0 19kS

19143 19l|l

I9I4O

EXTRACURRICULAR ACTIVITIES President— Economics Club -Secretary— Mathematics Club T-Iember— Phi Gamma Delta (Social Fraternity) Iteaber— Camera Club Member^Atlxletics (Varsity and Intramural) MISCELLANEOUS FACTS Portion of college expenses earned • • . *by working— 1/3 • . • * .by .1 I Bill— 2/3 Aptitude tests show I am best fitted for contact work— —sales or personnel activity Scholastic standing in college— r-opci- 2^* Father*e occupation— Salesman Bobbies and recreational activity— Reading, woodworking, photography, and sports filling to travel Location desired— Preferably Midwest

137 li* Specific tenure for Array service# 5># Accurate labeling of business experience under "Basic Qualifications*1 and "Practical Training and Experience." 6* Addition of entry for high school under "Education#" For the moot satisfactory results, the applicant should "put his best foot forward#" This approach applies to tho data sheet, as well as to th© letter of application and the interview# Because everyone has a different background, the contents and arrangement of this accompanying sheet become a unique project for every individual#

If a man with several years of experience is

applying for a job in which experience is more important than academic training, he should place "Practical Training and Experience" above "Education” and "Extracurricular Activities#" Also, the summary of information in "Miscellaneous Facts" trill differ for each occupation# An applicant must decide what his selling points are for the particular job, arrange these facts in the most effective manner, and see that the sheet is pleasing in appearance. Cluttering with nonessential details or crowding of space does not impress the recip­ ient.

The applicant must remember that the resume is a helpful instru­

ment for obtaining an interview— not a eonplete life history or a detailed application blank# Contents of the Application Letter The outline and composition of the letter follow tho draft of the data sheet.

138 Every word in the message is important, because a letter of application that exceeds a mediuifr-longth letter declines in favorable acceptance* The letter must be written by the applicant himself.

Other­

wise the contents will convey the personality of the original ownerarid the employer can easily detect the deception in the interview. Listed below is a suggested outline for an effective letter of application.

Perhaps this pattern should not be mentioned, because

common usage of it will produce "canned* letters— letters that sound alike.

Yet some form must be given.

These suggested points round

out the information that personnel men want to know about the recent college graduate. Opening Paragraph 1. Businesslike beginning. In general the best openings steer between the novel and the stereotyped# 2. Perhaps a summary statement of two or three outstanding qualifications (i.e., education, work experience, and willingness to learn and work)* 3* Mention of specific job or field of interest. Intervening Paragraphs 1* Expansion of qualifications mentioned in the summary beginning or/including some or all of the following points 2. Mention of major or specialization in college. 3. Discussion of duties of previous work experience. #

h» Reason for wanting to work for company— substantiated by proof and sincerity.

139 Intervening Paragraph* (continued) *>• Proof of interest in requested work*

6* Reaeon for leaving job (usually not necessary for parttime work)* ?• Reference to data sheet* Closing Paragraph 1* Indication of desire to discuss qualifications more fully in an interview* 2* Suggestion of ability to come to the office at employer's convenience and perhaps at applicant's expense* Because every personnel man has his own idiosyncrasies about mechanics, the letter must be neat 5 well placed on the page) typewritten) and correct in spelling, grammar, and punctuation*

Violations of these

points will distract the reader's attention from the message* The presentation reveals the individual's ability to express" himself*— an essential factor that employers look for in a graduate* The letter must be organised so that the contents stress the outstanding points in a clear, concise, factual, and businesslike manner* One of the best ways that an individual can sell himself is to be sincerely interested in the reader and his corrpany,

Gearing

his qualifications to the job requirements in warn, natural language and with a feeling of healthy self-confidence will arouse the personnel man's interest in the applicant. The satisfactory application letter on the following page illustrates the points in the preceding pattern*

The message was

written by a student in a recent letter writing class at the State

140 Letter 10 Example of a Satisfactory Application Letter 11*02 Finkbin© Park Iowa City, Iowa August 1*# 19£0 Mr* John A* Doe Blank Bros. Transportation Co#, Inc. 1^10 West Fifteenth Street Chicago 9» Illinois Dear Mr# Doe* Mr* Harold Jones has recently informed me that you may have an opening in your OS&D Department. Please consider my qualifications for this job. For the past nine months I have been employed by your Iowa City terminal. My approximate LO-hour week lias consisted of freight, service, and office duties. Since the resignation of Mr. Glen Smith, I have been put in charge of the office# This job con­ sists of billing, teletypewriting, QS&D, and all other work peculiar to a station of this size# f$y basic interest in transportation is solicitation. I realize that an applicant for this position must have a broad background in the field and that a college education is only incidental. Tou will notice from the enclosed data sheet that I will graduate from college next month; my major is transportation# '%y past experience with your company, together with this academic train­ ing, has made me want to make a career in the motor carrier industry. Blank Brothers is a growing organization, and I want to "grow" with it. May I have the opportunity to discuss my qualifications with you more fully? I can drive to Omaha any weekend you suggest# Sincerely yours,

Enclosure

Joseph A. Martin

141 University* of Iowa*

This letter* together with an accompanying data

sheet, was received favorably by the recipient, who asked the applicant to cotme for an interview. The suggested outline for the application letter and data sheet includes the facts that the majority of the personnel men sur­ veyed want and need to know when they are screening the individual for an interview.

The initial written application that contains

these suggestions should interest the employer in the applicant and ought to win the necessary interview.

142

APMBKftQC X

S t a t e U niversity o f COLLEGE OF C O M M E R C E

Io w a

I OWA CITY

October 11, 19^9

143

Gentlemen During my years of teaching letter writing in the College of Commerce at the State University of Iowa, I have found that everyone has his own idea on the length and contents of the application letter and data sheet. To be a better instructor in my field, I come for advice on thi£ subject to a selected number of you personnelmen in leading firms. From the material on the enclosed data sheets and letters of application, I shall appreciate your filling out the attached, short questionnaire. Assume that these application letters and data sheets are typewritten— not duplicated. The few minutes you devote to this research project will help a future college gradate present more effectively his quali­ fications by letter~$hen he requests an interview. The results of your suggestions I shall incorporate in my doctoral dissertation and use in my lecture notes. For your assistance in this survey, I shall be glad to send you a summary of the returns. Sincerely yours

Charles E. Peck, Instructor Business Correspondence Enclosures Application letters and data sheets Questionnaire

144 QUESTIONNAIRE CONCERNING THE ENCLOSED LETTERS OF APPLICATION AND DATA SHEETS Data Sheets I* The first 3 pages of the enclosed stapled material are data sheets with identical information* The only variable is placement on the page* Rank in order of your preference— i.e., 1-2-3— these 3 data sheets. _____ Data Sheet wA n ; Data Sheet »»B« Data Sheet nC" 2* Please consider now only your first choice of datasheets. a* Are the facts presented logically? ______ Yes No _____ b. Are the facts presented effectively? Yes No c. Do you find irrelevant facts on this data sheet? ~ Yes N o _____ d. If your answer to 2c is yes, what are the irrelevant facts in the data sheet? 1. _ _ _ _ _ _

2. ___________________ ;___________ ______________________________ 3. ____________________________________________________

u* _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ e. Are any vital facts missing on the data sheet? Yes N o _____ f. If your answer to 2e is yes, what are the missing data on the data sheet? 1.

, .

2. ______________________________________________________________ ' 3* _________ h . _________________________________________________________________

g* Additional comments you wish to make about your first choice of data sheets.

Application Letters 3* The last 3 pages of the enclosed stapled material are 3 letters that can accompany any one of the 3 data sheets. The only variable is length of letter* Rank in order of your preference— i«e*, 1-2-3— these 3 letters. _______ Letter 1 _______ Letter 2 Letter 3

1

145 Please consider now only your first choice of the application letters« a# b* c. d.

Are the facts presented logically? Are the facts presented effectively? Is the first paragraph of the letter effective? Do you think the tone of the letter is egotistical?

^es No ______ Yes No ‘ _____ Yes No * . Yes No ;

e# Additional comments you wish to make about your first choice of the application letters*

Application Letter with Data Sheet Now assume you have received from a recent college graduate his letter of application that is accompanied by a data sheet* The application letter is the first choice you indicated on page one of this questionnaire* His accompanying data sheet is also the first choice you listed on page one* a# With the data sheet, do you find irrelevant facts in the letter? _____ Yes

No

b* If your answer to 5a is yes, what are the irrelevant facts in the letter? 1.

2* 3. _

_

;

;________________________________________

________________________________ _____________________________

h.______ ; ____

_____ _

c* With the data sheet, do you find vital facts missing in the letter? Yes No d* If your answer to 5c is yes, what are the missing data in the letter? _ _ _ _ _

•

2.

3.

__

, ___________________________________________

k.__________________________________________________________________

e* Additional comments you wish to make about your first choice of the application letter when it is accompanied by your first choice of the data sheets*

146 COROLLARY INFORHATIOH With a few additional facts about you and your company, you will have finished this questionnaire. Naturally I shall keep this corollary information confidential. Your title length of service in this type or work (in years) ______ length of service with your present company (in years) Years of schooling _ _ _ _ _ _ Your age _ _ _ _ _ _ Name of your firm

______________ _______ ____

Classification of your firm: Department store

Public utility (tele,, gas, lights,water, etc.)

Mail-order house

Professional service— i.e., Accounting,etc.,

Chain store system Banking and other finance Wholesale

Advertising agency

Insurance

Printing and/or publishing house

Hotel

Transportation service

Manufacture

Construction Other (please add) __________________________

Number of employees in your company ___________________ Population of town or city in which your company is located ____________ Percentage

of the following types of employees in your firm (roughly):

________ Clerical

Accounting _ _ _ _ _

______ Sales

Research

______ Managerial and adm.

Other (please add) ______________

______

state

U n iv e r s it y

of

Io w

a

IO W A C IT Y

October 11, X9U9

Gentlemen Seniors and graduates in my letter writing classes at the State University of Iowa often ask what type of recent college graduate you businessmen consider most desirable for employment* To be certain I am offering sound and practical facts, X come for advice to a selected number of you personnelmen in leading firms. Please fill out and return to me the enclosed ques­ tionnaire. The few minutes you devote to the various, easily-answered questions will help a future graduate plan more effectively his preparation for the business world. For your assistance in this research project, I shall be glad to send you a summary of the returns. Sincerely yours

Enclosures 2

Charles E, Peck, Instructor Business Correspondence

147

148 Questionnaire to Personnel Men to Learn What Type of Recent College Graduate Is Most Desirable for Employment 1* Do you believe that the average college graduate really knows the type of work he is best qualified for? Yes No _ _ 2. Recent college graduates sometime seek jobs which require years of service with your company. Name 2 of these positions.

3* What is your reaction to a college student who requests information about the qualifications for the job before he sends you his formal application letter and data sheet? Favorable ______ Unfavorable Immaterial____ It. a. Do you prefer a recent college graduate who has work experience that relates to the job for which he applies? Yes ___ N o _____ Depends on job ______ b. If your answer in 3a is yes, what is the reason for your preferring the individual with work experience that relates to the job for which he applies? Reveals personality ______ Shortens training period Both____ 5. In selecting applicants with the following background, indicate your choice for employment on a 1-2-3 basis. a. Applicant who participated in many extra-curricular activities and maintained a passing grade in his studies. ______ b. Applicant who participated in a few extra-curricular activities and maintained a high scholastic average in his studies. ______ c. Applicant who participated in few extra-curricular activities, maintained a passing grade in his studies and helped finance his way through college. 6. What are your first and second choices of a graduate with the following educational backgrounds? _______ a. Liberal arts degree (h years) _______ b. Business administration (U years) _______ c. Business administration degree plus one year of post-graduate work in liberal arts (5> years) d. Liberal arts degree plus one year of post-graduate work in business administration (*> years) 7* Do you give tests to recent college graduates in the process of selection? Yes

No ____

8. If your answer to #7 is yes, please check the following types of tests you give a recent college graduate in the process of selection. a. Physical d. Interest b. Aptitude e* Personality _______ c. Intelligence ______ f. Achievement ~ g. Other (please add) _______________

9, What is one of the most important things that a college man should get from a college training? 1457 a. 10. What is the relative importance of the following factors in considering college graduates for employment in the fields listed below? Please rank in order of preference— i.e., 1~2-3~lj.-5>— only the fields in which you hire. Manager _ Adver-.. Factors Research* Selling draining** Acc!ting Secretarial tising*** ac Personality b. Extra-curricular activities c. High grades d. Education e. Work experience _______ ________________"ZZZ____________________ ;_ * Technical work like chemical engineering, etc*. Managerial and administrative work. *#* Advertising, journalism, and other types of r'creative" writing. 11. Indicate the amount of importance you attach to the following kinds of recommendations by ranking on a 1-2-3-U basis. . a. _______ b. ________ c. ________ d.

"To Whom It May Concern11 that the applicant carries to show you. Letter that is mailed, at the request of the applicant, directly to you. Answer to an inquiry that you send to a reference., Check on your choice of reference by telephone or personal call.

12 • In your opinion what is the main reason for many recent college graduates not being hired? Personality ________ Ability ____

Other (please add) _____________________

13. Name £ personal traits you look for in a college graduate when you are considering him for employment. a. b. c. d. e.

_______________

11*. Name 5 personal traits which will cause you to eliminate a college graduate for employment. a. , b. c. d. ______________________ e.

.______________

15. Do you consider college graduates future leaders in industry? Yes _____ No

150

COROLLARY INFORMATION With a few additional facts about you and your company, you will have finished this questionnaire„ Naturally I shall keep this corollary information confidential. Tour title Length of service in this type of work (in years) Length of service with your present company (in years) Years of schooling Your age

__

Name of your firm Classification of your firm: Department store ___ Mail-order house ______ Chain store system Wholesale _____ Insurance _____ Hotel . Manufacture „

Public utility (tele., gas, lights, water, etc.) Professional service— i.e., Accounting, etc. Banking and other finance Advertising agency Printing and/or publishing house Transportation service Construction Other (please add) . _

Number of employees in your company

,

Population of town or city in which your company is located_________ Percentage of the following types of employees in your firm (roughly)* ________ Clerical

Accounting_______

—

Research

Sales

______ Managerial and adm.

Other (please add) _____________

St a t e U niversity o f Co ll e g e

of

C

ommerce

Io w a

IOWA CITY

October 11, 19h9

Gentlemen You have probably wished many times that recent college graduates would send you better organized letters of applica­ tion and data sheets. As an instructor of business letter writing in the College of Commerce at the State University of Iowa, I am also interested in improving the written application for employment. And with your assistance perhaps you and I can save ourselves a few gray hairs. To keep posted on the recent trends in asking for an interview by letter, I am seeking advice by questionnaire from a selected number of you personnelmen in leading firms* The results of your suggestions I shall incorporate in my doctoral disserta­ tion and use in my lecture notes. Please fill out and return to me the enclosed questionnaire. The few minutes on the various, easily-answered questions will help a future graduate present more effectively his qualifica­ tions for employment by letter. For your assistance in this research project, I shall be glad to send you a summary of the returns, Sincerely yours

Enclosure

Charles E. Peck, Instructor Business Correspondence

152 Questionnaire to Personnel Men to Learn How a Recent College Graduate Should Write His Application Letter and Data Sheet for Employment 1* Is the letter more effective if the applicant addresses his letter to you by name rather than to the company with attention to "Personnel Manager"? Yes ___ N o _____

Immaterial

2. When a well-qualified graduate requests a specific job in his letter of application, do you consider him for another position in case no opening exists in the specified work? Yes ____

No

3. Should an applicant mention beginning salary in his initial letter of application or data sheet? Yes ______ No _______ Why? lu What is your impression to the following types of openings for the application letter? Please rank in order of preference— i.e., 1-2-3 "If it*s TOBIN, itfs the BEST I" is what my father always told me.I want to work for a company that insists on the BEST— not only the bestproduct but the best work that I can do. Please consider my qualifications for a position in your traffic depart­ ment. The three which may be of value to you for this type of work are ______ experience in ship procedure, college education, and knowledge of tariffs _______ I would like to apply for a position with your company in sales work. Mr. Alan McGregor (assume that you know Mr. McGregor) told me about the opening you have in the wage and salary division and suggested that I send you my qualifications for the job* 5. Do you judge the applicant by his data sheet more than by his application letter? Yes _____ N o ____ 6. On many data sheets, the applicant lists under a caption labelled "References."

2 or

3

specific references— usually

a. Do you check some or all of these references before the interview? Some , All None____ b. Do you want this reference section included on the data sheet and/or letter? Yes ____ N o __ c. Do you prefer to "dig out" your own references? Yes N o ____ 7. Does listing of major and related college courses add value to the data sheet? Yes ______ No _____ Onlyfor technical positions ____ 8. Does a college graduate add value to his data sheet when he includes: a. Name of high school(s) and years attended? b. Name of grade school(s) and years attended?

Yes _____ Yes _____

No ______ No____

9. What weight of importance do you attach to the following types of meiii&SSs found in a letter of application and data sheet? a* Spelling b. Grammar c. Punctuation d. Organization e. Clarity of expression f. Letter placement g. Neatness

Very Very Very Very Very Very Very

Important Important Important Important Important Important Important

important important important important important important important

Little Little Little Little Little Little Little

value value value value value value value

10* a. What is your impression of a mimeographed data sheet? Favorable ^ Unfavorable ______ Immaterial ______ b. What is your impression of a printed data sheet? Favorable Unfavorable ______ Immaterial____ 11* What is your reaction to the following kinds of enclosures with the application? a. Self-addressedpostal card Favorable_Unfavorable Neutral_________ b. Self-addressedstamped envelope Favorable _____Unfavorable ______ Neutral_____ c. Stamp Favorable_Unfavorable Neutral________ 12. What portion of the application letters you receive sell the applicants effectively? Below 25%

25% to 50%

50% to 75JS

Above 75%

13* Do you acknowledge receipt of all unsolicited letters of application? Yes N o ____ Hi. After the applicant has mailed you his application letter and data sheet, what is your reaction to his sending a follow up within a reasonable length of time? Good (shows persistence) ______ Annoying

___

Immaterial________

15. How long do you keep on active file an application letter and data sheet of a qualified person? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ How long do you keep on active file an application letter and data sheet of an unqualified person? • 16. Listed below are various kinds of information that have appeared in letters of application and data sheets. Draw a line through any of these items that you think should not be included in either the application letter or the enclosed data sheet* . n. List of major and related courses & • Degrees and date of studied in college b. Interest in company and/or product Request for Interview c. Personal data (age, weight, etc.) d. Work experience P* Request for application blank Major interests e. References r* Salary expected f. Type of work desired s. Military record g. Date of Availability t. Basic qualifications h. Education u. Physical condition i. Extra-curricular activities Academic standing Family background jw. Habits k. Reason for applying X . Photograph 1. Goal in applicant's business life Name m. Financial standing z. Address

0. q«

V*

y*

154 17. If you notice essential information that should be included in a letter of application and data sheet but is not mentioned in #16, please list that information on the following blank lines.

18. After reading many application letters and data sheets as a personnel manager, you probably have built up a mental list of unfavorable criticisms. Name a few of these pet peeves concerning the initial written application for employment. a. b. c. d. e. 19, Name five essentials you look for in a letter of application and data sheet when you are considering calling the applicant in for an interview. a.

.

b. _______________________________________________ c. _ _ _ _ _ __________ _ d. _____ ___________________ e. _______

.

20, During years of depression, which of the following ways do applicants use most extensively in the initial approach for employment? _______ a. Application letter b. Visit to office _______ c. Telephone 21, Listed below are 3 types of written applications you have received. order of your preference— i.e., 1-2-3.

Rank in

a. An elaborate presentation, including a cover, samples of work, and U or 5 pages of copy which give a detailed, well-organized description of the qualifications. b. A well-organized letter, one or more pages in length, describing the applicant's qualifications in detail, with a picture attached but no data sheet. c. A brief letter, describing one or two important qualifications accompanied by a well-organized data sheet, including a photograph.

155 COROLLARY INFORMATION With a few additional facts about you and your company, you will have finished this questionnaire. Naturally I shall keep this corollary information confidential. Your title ^

^

Length of service in this type or work (in years) Length of service with your present company (in years) _________________________ Years of schooling Your age _ _ _ _ _ Name of your firm Classification of your firm: Department store

Public utility (tele., gas, lights, water, etc.)

Mail-order house

Professional service— i.e., Accounting, etc.

Chain store system

Banking and other finance

______ Wholesale

Advertising agency

_____ Insurance

Printing and/or publishing house

Hotel

Transportation service

Manufacture

Construction Other (please add)

Number of employees in your company_____________ Population of town or city in which your company is located_________ Percentage

of the following types of employees in your firm (roughly):

________ Clerical

Accounting _ _ _ _ _

______ Sales

Research

______ Managerial and adm.

Other (please add) ____ __________

_ _ _

S t a t e U n i v e r s i t y o f Io w a co lleg e o p

Com

merce

IO W A C IT Y

218 University Hall

February 13, 1950

Gentlemen During my years of teaching letter writing in the College of Commerce at the State University of Iowa, I have found that everyone has his own idea on the length and contents of the application letter and data sheet. To be a better instructor in my field, I come for advice on this subject to a selected number of you personnel men in leading firms* From the material on the enclosed data sheets and letters of application, I shall appreciate your filling out and return­ ing only the attached questionnaire. Assume that these application letters and data sheets are typewritten— not duplicated. The few minutes you devote to this research project will help many future college graduates present more effectively their qualifications by letter when they request an interview* The results of your suggestions I shall incorporate in my doctoral dissertation and use in my lecture notes. Naturally, names of individuals and firms will remain confidential. For your assistance in this survey, I shall be glad to send you a summary of the returns. Sincerely yours

Charles E. Peck, Instructor Business Correspondence Enclosures Questionnaire Application letters and data sheets

156

157 Questionnaire Concerning the Enclosed Letters of Application and Data Sheets From a Hypothetical Recent College Graduate Data Sheets 1. The first 3 pages of the enclosed stapled material are data sheets with identical information. The only variable is placement on the page. Ranlj in order of your preference— i.e., 1-2-3— these 3data sheets. Please show all 3 choices. Data Sheet “A" Data Sheet "B" Data Sheet «C" 2, Please consider now only your first choice of data sheets. a. Are the facts presented logically?

Yes No

b. Are the facts presented effectively? c. Do you find irrelevant facts on this datasheet?

______ Yes No ______ ______ Yes No ______

d. If your answer to 2c is yes, what are the irrelevant facts on the data sheet? 1. _____________________________________________________________

2.

.

_______________

3t _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .

e. Are any vital facts missing on the data sheet? _______ Yes No ______ f. If your answer to 2e is yes, what are the missing data on the data sheet? 1.

_

.

2

3.

g. Do you prefer the section labelled "Miscellaneous Facts" (also called "Other Data" and "Other Personal Data") to a reference section that lists names and addresses of 3 or k people, The assumption isthat facts in this "Miscellaneous Facts" section will bepertinent to the job sought, ______ I prefer "Miscellaneous Facts" section I prefer "Reference" section

h. In what order do you want listed previous jobs in ’Work Experience"*-® the data sheet? a.

Chronologically, beginning with present

b*

Chronologically, beginning with earliest

c.

__ Immaterial

i* If a recent college graduate has held, jobs that both relate and do not relate to the work that he is applying for, do you favor his dividing them into 2 groups and designating them under separate captions— probably "Related Jobs" and "Other Jobs"? _____ Yes

No

3• Additional comments you wish to make about your first choice of data sheets.

Application Letters 3. The last 3 pages of the enclosed stapled material are 3 letters that can accompany any one of the 3 data sheets. The only variable is amount of specific details. Rank in order of your preference— i.e •, 1-2-3— these 3 letters. Please show all 3 choices. ____ Letter 1 _____ Letter 2 _____ Letter 3 I*. Consider now only your first choice of the application letters. a. b. c. d. e.

Are the facts presented logically? Are the facts presented effectively? Is the first paragraph of the letter effective? Is the last paragraph of the lettereffective? Is the last paragraph complete?

f. Do

you think the tone of the letteris egotistical?

______ Yes No ______ Yes No _____ Yes No No Yes No ______ Yes No

g. Additional comments you wish to make about your first choice of the application letters.

159

Application Letter with Data Sheet

5. Now assume you have received from a recent college graduate his letter of application that is accompanied by a data sheet. The application letter is the first choice you indicated on page two of this questionnaire. His accompanying data sheet is also the first choice you listed on page one. a. With the data sheet, do you find irrelevant facts in the letter? Yes N o ____ b. If your answer to £a is yes, what are the irrelevant facts in the letter? 1. __________________________ 2

.

3.

_ ___________

,

U . ______________________ _______________________________________ c. With the data sheet, do you find vital facts missing in the letter? ,

Yes No ____

d. If your answer to 3>c is yes, what are the missing data in the letter? ________________ .

1. 2

. .

______________________

' 3.

. ___________________

U.

.

e. Do you prefer this one-page data sheet to a two-page data sheet that includes additional facts about the applicant and his background. Yes N o ____ f. Do you think the purpose of the application letter is to introduce the data sheet and to add personality through self-expressiveness with regard to the individual job situation? Yes NO ____ g. Additional comments you wish to make about your first choice of the application letter when it is accompanied by your first choice of the data sheets.

Note:

Please turn to the next page for the corollary information.

1 6 0

COROLLARY INFORMATION With a few additional facts about you and your company, you will have finished this questionnaire. For proper interpretation of the questions you have just answered, this corollary information is essential. Naturally I shall -keep confidential individual names of men and firms. Your title Length of service in this type of work (in years) Length of service with your present company (in years) Years of education (including college) Your age Classification of your firms a.

Department store

Public utility (excluding transportation)___ _g

b.

Chain store system or mail-order house

Accounting. • • • • •

c.

Wholesale

d.

Insurance

e*

Hotel

f.

Manufacture (including processing)

........... ..

h,

Banking and other finance . .........

i,

Advertising agency. . . . . .

.......

j k,

Printing and/or publishing house. . • . Transportation service.

.

Construction................... .

1, m,

Number of employees in your company or organization Population of town or city in which your company is located___________________ Percentage of the following types of employees in your firm. Rough estimates will be satisfactory. I realize this is a big request, especially if you are a chain— but please try. a.

Clerical

Accounting

e.

b.

Sales

Research

f.

c.

Managerialand adm.

d.

Advertising

Engineering Factory orshop

_____ g. h.

A

Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company

161 BASIC -QUALIFICATIONS College degree in Commerce 6| years of business experience FIELDS OF SPECIALIZATION Sales " Industrial Management (picture) DATE OF AVAILABILITY

my T7I555----

Present Address 7o5 E Burlington St Iowa City, Iowa

Home Address 123 W Bridge St Redwood Falls, Minn John A Jones EDUCATION

State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce liberal Arts

2 yrs 1 yr

19L8-50 19ii7-h8

PRACTICAL TRAINING AND EXPERIENCE College of Commerce Grader Field Man Minneapolis Star Minneapolis Star Agency Manager Sales Clerk A & L Variety Store Carrier Salesman Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May JUne

19L9--June 19U3~JSn 19L2— Oct 19U0— Dec 1938— Apr

1950 19U5 19U3 19i*l 19^0

EXTRA-CURRICULAR ACTIVITIES President— Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club Member— Athletics (Varsity and Intramural) PERSONAL DATA Age— 25 Married— No Children Height— 51 lltt Weight— 165 pounds

Ancestry— English German Religion— Protestant Health— Excellent

Other Data U. S. Army Air Force. * • .Jan 19L5— June 19^7 (2 years, 5 months)........ Sergeant Portion of College expenses earned. . . . by working— 1/3 ., . . . . by G I Bill— 2/3 Aptitude Tests showed I am best fitted for contact work--sales or personnel activity Scholastic standing in college— Upper 25# Father's occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel Location desired— Preferably Midwest

Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company _ 162 25 years of age 5‘ 11" tall English-German

Married— No Children 165 pounds Excellent Health Protestant

Degree.................. Bachelor of Science in Commerce State University of Iowa ........ .Iowa City, Iowa Date of degree........................... June 10, 1950 Present Address 705 E Burlington St Iowa City, Iowa

Home Address 123 W Bridge St Redwood Falls, Minn

DATE OF AVAILABILITY July 1, 1950

MILITARY SERVICE U. S. Army Air Force 2 years, 5 months Sergeant

BASIC QUALIFICATIONS College degree in Commerce 6|- years of business experience

FIELDS OF SPECIALIZATION

(picture)

John A Jones

Industrial Management Sales

EDUCATION State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce Liberal Arts

2 yrs 1 yr

19148-50 191*7-1*8

PRACTICAL TRAINING AND EXPERIENCE Grader Field Man Agency Manager Sales Clerk Carrier Salesman

College of Commerce Minneapolis Star Minneapolis Star A & L Variety Store Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

191*9— 191*3— 191*2— 191*0— 1938—

June Jan Oct Dec Apr

1950 191*5 191*3 19hl 191*0

EXTRA-CURRICULAR ACTIVITIES President— Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club Member— Athletics (Varsity and Intramural) MISCELLANEOUS FACTS Portion of college expenses earned . • . .by working— 1/2. . . . . .by G I Bill— 2/3 Aptitude tests showed I am best fitted for contact work— sales or personnel activity Scholastic standing in college— Upper 25# Father's occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel . Location desired— Preferably Midwest

Qualifications of John A Jones In Application for a Job as Salesman in the Brown & Doe Company .

163

Bachelor of Science in Commerce State University of Iowa Iowa City, Iowa June 10, 1950 Fields of Specialisation Industrial Management Sales

Age— 25 Married— No Children 51 11” tall 165 pounds Excellent Health English-German Protestant (picture)

Present Address 705 E Burlington St Iowa City, Iowa

Military Service U* S. Army Air Force 2 years, 5 months Sergeant Home Address 123 W Bridge St Redwood Falls, Minn

John A

Jones

Basic Qualifications College degree in Commerce 6§ years of business experience

Date of Availability July 1, 1950 Other Personal Data

Portion of College expenses earned • • • ♦ by working— 1/3 • • » ♦ by G I Bill— 2/3 Aptitude tests showed I am best fitted for contact work— sales or personnel activity Scholastic standing in college— Upper 25# Father*s occupation— Salesman Hobbies and recreational activity— Reading, woodworking, photography, and sports Willing to travel Location desired— Preferably Midwest Education State University of Iowa Carleton College

Iowa City, Iowa Northfield, Minn

Commerce Liberal Arts

2 yrs 1 yr

19U8-50 19L7-L8

Practical Training and Experience Field Man Agency Manager Sales Clerk Carrier Salesman

College of Commerce Minneapolis Star Minneapolis Star A & L Variety Store Minneapolis Star

Iowa City, Iowa Minneapolis, Minn Redwood Falls, Minn Redwood Falls, Minn Redwood Falls, Minn

Sept Nov Jan May June

19h9— 1?1*3— 191*2— 191*0— 1938—

June Jan Oct Dec Apr

1950 191*5 19U3 191*1 19h0

Extra-Curricular Activities President— Economics Club Secretary— Mathematics Club Member— Phi Gamma Delta (Social Fraternity) Member— Camera Club Member— Athletics (Varsity and Intramural)

164

705 East Burlington St, Iowa City, Iowa April 3, 1950

Mr. J. C. Olsen Personnel Director Brown & Doe Company St, Louis, Missouri Dear Mr. Olsen Please consider me for a position in your sales organization. Tour company* s reputation as a leader in xnenfs clothing and your personnel policy have convinced me that Brown & Doe Company is the type of firm in which to invest my college educa­ tion and 6 1/2 years of business experience. As you can see from my practical experience on the enclosed data sheet, my interest in sales began in 1938. May I have an interview to discuss my qualifica­ tions with you more fully? I can come to St. Louis any time you suggest. Sincerely yours

Enclosure

John A . Jones

1

705 East Burlington Street Iowa City, Iowa April 3> 1950

Mr. J. C. Olsen Personnel Director Brown & Doe Con?)any St. Louis, Missouri Dear Mr. Olsen Please consider me for a position in your sales organization. Your company* s reputation as a leader in men*s clothing and your personnel policy have convinced me that Brown & Doe Company is the type of firm in which to invest my college education and 6 1/2 years of business experience. On June 10 I will graduate from the State University of Iowa with a Bachelor of Science degree in Commerce. My grades are in the upper 25 per cent of the class. All through school, during my vacations, and in my extracurricular activities I have been interested in sales and related work. With experi­ ence, time, and effort I want to qualify for a managerial position. My practical training with the Minneapolis Star and A & L Variety Store has permitted me to complete my schooling and to prove to myself what phase of business holds my greatest interest. On the enclosed data sheet you will find additional information concerning my background. I will appreciate an opportunity to discuss my qualifications with you more fully. May I have an interview? I can come to St. Louis any time you suggest. Sincerely yours

Enclosure

John A. Jones

3 166 705 East Burlington Street Iowa City, IoWa April 3, 1950

Mr, J. C* Olsen Personnel Director Brown & Doe Company St, Louis, Missouri Dear Mr. Olsen Please consider me for a position in your sales organization. Your company’s reputation as a leader in men’s clothing and your personnel policy have con­ vinced me that Brown & Doe Company is the type of firm in which to invest my college education and 6 1/2 years of business experience. On June 10 I will graduate from the State University of Iowa with a Bachelor of Science degree in Commerce. My fields of specialization and interest have been sales and industrial management. My grades are in the upper 25 per cent of the class. Among the courses taken which have better prepared me for a selling job are salesmanship, advertising, speech, psychology, marketing, business law, sales management, and merchandising. Working part time through­ out high school and college has permitted me to finish my education. In college I am completing the requirements for a degree in 3 years. Before entering college^ I worked for 2 1/2 years for the Minneapolis Star. My duties there consisted of organizing and supervising the carrier and dealer circulation force in my assigned territory. By the time I left to start college, I had advanced to the position of State fieldman for South Dakota. The close contact with many types of people and problems in this work has taught me the meaning of cooperation and the value of getting along with others. On the enclosed data sheet you will find additional information concerning my background. With experience, time, and effort I want to qualify myself for a managerial position, I will appreciate an opportunity to discuss my qualifications with you more fully. May I have an interview? I can come to St. Louis any time you suggest. Sincerely yours

Enclosure

John A. Jones

St a t e U niversity o f Co lleg e

of

C

ommerce

Io w a

IO W A C IT Y

218 University Hall

February 13, 1950

Gentlemen Seniors and graduates in my letter writing classes at the State University of Iowa often ask what type of recent college graduate you businessmen consider most desirable for employment. To be certain that I am offering sound and practical facts, I come for advice to a selected number of you personnel men in leading firms. Please fill out and return to me the enclosed questionnaire. The time you devote to the various, easily-answered questions will help many future graduates plan more effectively their preparation for the business world, and perhaps help you get more nearly the kind of men you want. Naturally, names of individuals and firms will remain confidential. For your assistance in this research project, I shall be glad to send you a summary of the returns. Sincerely yours

Enclosure

Charles E. Peck, Instructor Business Correspondence

167

Questionnaire to Personnel Men to Learn What Type of Recent College Gra Is Most Desirable for Employment 1. Do you believe that the average college graduate really knows the type of work he is best qualified for? Usually yes Usually n o ____ 2» Do you place any importance on a student's statement that he has taken place­ ment or aptitude tests at college? Yes N o ____ 3. Recent college graduates sometimes seek jobs which require years of service with your company. Name 2 of these positions. a. b. k* What is your reaction to a college student who requests information about the qualifications for the job before he sends you his formal application letter and data sheet? Favorable ___ Unfavorable_____ Immaterial ______ 5. a. Do you prefer a recent college graduate who has work experience that relates to the job for which he applies? Yes ______ N o Depends on job ______ b. If your answer to 5a is "yes," what is the primary reason or reasons for your preferring the individual with work experience that relates to the job for which he applies? ________ Reveals personality _______ Shortens training period ______ Knows whether he likes that type of work Other (please add) c. If your answer to 5a is "no11 or "depends on job," name one job in which work eaqoerience that relates to the job is not important.

d. Many college students have worked part-time on jobs that don't relate to the position for which they apply. When considering these people for employment, do you want to know about these odd jobs? Yes _____ No ______ 6. When you employ a recent college graduate, do you usually select him ____ a. for an existing vacancy for a specific job? b. as an apprentice to learn the work of a particular department? _____ c. for an extensive training program (6 months to 2 years) to acquaint him with the overall picture of company operations? At the end of this training, you determine the most suitable place for him. d. for an extensive training program (6 months to 2 years) as a back­ ground for the specific assignment or field that you have originally employed him?

7. As you know, recent college graduates entering the business world possess an assortment of academic degrees. Please check your first choice of degree for applicants seeking employment in the following types of occupations. Consider only the fields in which you hire. g-K -*

lfl Market research 2. Selling 3. Manager training 4. Accounting Secretarial

0-SHHS-

—

'

____

—

6. Advertising____________ ____

____

____

A* Liberal arts degree (U years) — - B. A,, etc. B** Business administration degree — B. S. C., etc. C*** Graduate degree — M. A. etc.

8. In selecting applicants with the following background, indicate your choice fop? employment on a 1-2-3-h basis. '

Please show all k choices.

a. Applicant who participated in many extracurricular activities and maintained a passing grade in his studies. b. Applicant who participated in a few extracurricular activities and maintained a high scholastic average in his studies. c. Applicant who participated in few extracurricular activities, main­ tained a passing grade in his studies and helped finance his way through college. d. Applicant who participated in no extracurricular activities and maintained hor.or grades in his studies.

9. Do you give tests to recent college graduates in the process of selection? Yes

No

Occasionally_____

10. If your answer to #9 is Myesw or ’’occasionally,” please check the following types of tests you give a recent college graduate in the process of selection. a. Physical___________________ d. Interest ____ b. Aptitude_______________ ____ e. Personality ,

c. Intelligence

_ _

f • Achievement g. Other (please add) _ _ _ _ _ _ _ _ _

11. li?hat is one of the most important things that a college man should get from a college training? Please be as specific as possible.

12. Many of you personnel men look at extracurricular activities of the applicant when you consider him for employment, a. Do you want to know about his activities in high school as well as in college? Yes _____ No _____ Neither high school nor college _____ b. What type of extracurricular activities of the college graduate have you found most helpful in determining a worth-while applicant for employment. Check one or more of the following list. Athletics • Writing (as journalism) _____ Speaking (as debating) _____ Campus politics _____ Social fraternities Professional fraternities Collegiate Chamber of Commerce _____ Religious groups _____ Departmental clubs (as Math Club) _____ Fraternal organizations (as American Legion) ______ Hobby clubs (as Camera Club) Other (please add)

.

13# What is the relative importance of the following factors in considering college graduates for employment in the fields listed below? Please rank in order of preference— i.e., l-2-3-h-S>— only the fields in which you hire.

Factors a. Personality

Manager AdverResearch* Selling Training** Acc’ting Secretarial tlsing*** _______ _____ ________ ' _____________

b. Extracurricular activities _______ ______________________ _______________ ______ c. High grades

_______ __________________________________________

d. Education______________________ _______ __________________________ e. Work experience _______

______ _

_________________

^Technical work like chemical engineering, etc. ^Managerial and administrative work. Advertising, journalism, and other types of "creative” writing. lli. Indicate the amount of importance you attach to the following kinds of recommendations by ranking on a 1-2-3-h basis. a. "To Whom It May Concern" that the applicant carries to show you. b. Letter that is mailed, at the request of the applicant, directly to you. _______ c. Answer to an inquiry that you send to a reference. d. Check on your choice of reference by telephone or personal call.

1J>» In your opinion what is the main reason (or one of the main reasons) for many recent college graduates NOT being hired?

16. Name J? personal traits you look for in a college graduate -when you are considering him for employment. a. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ c.

.

d. _____________________________________' e.

____________ •

17* Name 5 personal traits which will cause you to eliminate a college graduate for employment* a. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ b. __________________________________________________________________

d . __________________________________________________________________ e. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 18. Many recent college graduates have difficulty bridging the gap between education and useful* profitable employment. Give one specific suggestion how colleges can correct— or at least improve— this weakness.

19* Do you consider college graduates the main source of future leaders in your industry? Y e s N o ____ NOTE— Please turn to the next page for the corollary information.

172 COROLLARY INFORMATION lith a few additional facts about you and your company, you will have finished this questionnaire. For proper interpretation of the questions you have just answered, this corollary information is essential. Naturally I shall keep confidential individual names of men and firms. Your title Length of service in this type of work (in years) Length of service with your present company (in years) Years of education (including college) Your age Classification of your firms a.

Department store

Public utility (excluding transportation)___ g*

b.

Chain store system or mail-order house

Accounting. .................... . .

h.

Banking and other finance ...........

i.

c*

Wholesale Insurance

Advertising agency. . . . . . . . . . . • Printing and/or publishing house. . • .

j.

d.

k.

e.

Hotel Transportation service....... .

1.

f.

Manufacture (including processing)

Construction. ............... .

m.

Number of employees in your company or organization_________________ _________ Population of town or city in which your company is located___________________ Percentage of the following types of employees in your firm. Rough estimates will be satisfactory. I realize this is a big request, especially if you are a chain— but please try. a. b.

Clerical Sales

Accounting

e*

Research

f. g.

c.

Managerial and adm.

Engineering

d.

Advertising

Factory or shop

. h.

STATE UNIVERSITY O F I O W A Colleg e

of

C

ommerce

IO W A C IT Y

218 University Hall

February 13, 1950

Gentlemen You have probably wished many times that recent college graduates would send you better organized letters of applica­ tion and data sheets. As. an instructor of business letter writing in the College of Commerce at the State University of Iowa, I am also interested in improving the written application for employment. And with your assistance perhaps you and I can save ourselves a few gray hairs• To keep posted on the recent trends in asking for an interview by letter, I am seeking advice by questionnaire from a selected number of you personnel men in leading firms. The results of your suggestions I shall incorporate in my doctoral disserta­ tion and use in my lecture notes. Naturally, names of individual men and firms will remain confidential. Please fill out and return to me the enclosed questionnaire. The time you spend on the various, easily-answered questions will help many future graduates present more effectively their qualifications for employment by letter. Also, I shall appre­ ciate your filling out the corollary page at the end of the questionnaire. For proper interpretation of the questions you answer, this information is essential. For your assistance in this research project, I shall be glad to send you a summary of the returns. Sincerely yours

Enclosure

Charles E. Peck, Instructor Business Correspondence

173

174 Questionnaire to Personnel Men to Learn How a Recent College Graduate Should Write His Application Letter:and Data Sheet for Employment 1. Is the letter more effective if the applicant addresses his letter to you by name rather than to the company with attention to "Personnel Manager11? Yes

No ____

Immaterial

2. When a well-qualified graduate requests a specific job in his letter of application, do you consider him for another position in case no opening exists in the specified work? - - ■-

..

3. When recent College graduates makfe Written application for employment, they use the Words "job" and "position.1' Do you have a preference? a* ,. ., I prefer they use the Word "job %

1,11,1v%

nonHaxg

%

Total

95*5

91u9 li.O 1*1 100*

fee 116 Bo response

62 2 2

9h*0 3*0 3*0

106 5 0

00*0

168 7 2

Total

66

100*

HI

100*

177

Question 2b— Please consider now only your first choice of data sheets* Are the facts presented effectively? Classification of Finn m

...T . rWon—Iflfg .X "

"isEar-

*

Tee No No response

60 $ 1

90*9 7*6 1.5

108 2 1

97.3 1*8 ♦9

168

91**9

7 2

IwO 1*1

Total

66

100*

111

100*

177

100*

Various individual comments about Bata Sheet "A" 1* Place portion of college expenses earned in first place* 2* Suggest "Personal Data" be moved to apace above "Education*" 3* Hearrange sequence to place "Personal Data" above "Education." lw Underline heading, "Qualifications of etc." Otherwise the eye misses it and starts with "Basic Qualifications.M £. I dislike omission of periods after abbreviations; also a colum­ nar arrangement mould make "Other Data" more readable# 6* Applicant's name and address should be shown at the upper left comer— the first information to be shown on the sheet#

184 Questions 2a and 2b (continued)

Various individual comments about Data Sheet "B" 1* Place "Education" immediately under "Practical Training and Experience* and thereby just over "Extracurricular Activities** 2* Place "Extracurricular Activities11 at the end* 3* I prefer name* address, age at top of sheet; height, national­ ity, etc* under "Other Personal Data*" U* Put all education together* £* Include graduation place, date, and degree under education* 6* Education references should be grouped together— degree, date, college* 7* Picture may be too large* 8* Suggest a printed form and typed information; hard to read if no contrast (underlining helps)* 9* Under "Education" show that b~year course was completed in 3 years* 10* Better grouping of personal data* 11* "Other Personal Data" would be superior to "Miscellaneous Facts*" Data sheet is too compressed— 2 sheets would help* 12* Move "Practical Training and Experience" and "Education" higher on the sheet and place "Availability" and "Military Service" lower* 13* Label information concerning the personal features of the appli­ cant* lit.* Arrange information under "Miscellaneous Facts" so it will stand out more distinctly— such as boxing it* 15* "Miscellaneous Facts" Should be placed before "Extracurricular Activities*" 16* I would prefer to see the picture of the applicant centered with the data arranged around it* Various individual comments about Data Sheet "C" 1* The infomation is divided by the picture and one has to look up one side of the picture and down the other— one has to chase the facts around the picture* 2* More effective presentation of material on each side of the photograph would be accomplished if the vital statistics such as age, marital status, etc* were the third Item on left side; on right side, it Is suggested that order of listing be military service, present address, and home address* 3* Might prove helpful if it could be Indicated adjacent to name "John A. Jones" that he is willing to travel and that he prefers a location in the Midwest*

185 Question 2c*~Please consider now only your first choice of data sheets* Do you find irrelevant facts on this data sheet? Classification of Firm

ife

,

#, TSSBT IM; T

1 Total

.r

19«3 30.2 00.0

ho

22.6

39 0

133

h

27*3 66*7 6*0

75.1 2.3

66

100#

hi

100#

177

100*

Tea No No response

18 hh

Total

n

It

186 Question 2d~»Mhat are the Irrelevant facts on your choice of data sheets? Irrelevant Facts Religion Rationality - ancestry Basic qualifications Fields of specialisation Home address Extracurricular activities Hobbies Father's occupation Health Masse of company Too much detail on experience Too much detail on extracurricular activities Too much detail on education Picture Experience before entering Aray Aptitude tests Social fraternity Exact portion of college expenses earned Membership in camera club, math club Bate of availability Manner in tshich education is received

»A» 5 k 2 0 1 2 1 3 2 1 1 0 1 0 0 1 0 0 0 2 0

Frequency »Bt» «c» 1 9 0 h 0 2 1 0 0 1 1 2 1 3 0 2 0 1 0 0 0 1 0 1 0 0 0 1 0 1 0 1 0 1 1 0 0 1 0 1 0 1

Total

26

33

5

Total 15 8 h 1 2 5 5 5 3 1 2 1 1 1 l 2 1 l l 3 1

6U

Question 2e-wKL©ase consider ixwr only your first choice of data sheets* Are ary vital facts missing on the data sheet? Classification of Firm Mg.

itan-Wg

'

,

*'

'Total T

Yes No No response

28 36 2

1*2*1* 51**5 3*1

2*1* 61 6

39.6 55.0 5.1*

72 91 8

I10.7 51**8 1**5

Total

66

100#

111

100#

177

100#

188 Question 2f— -What are th© missing data on your choice of data sheets? Hissing Data »A" College courses, types of Plans for continued study Foreign languages spoken Current reading in the field Articles written College courses enjoyed most Grade average Present status (still in college) Reason for specialising in this field Objective Pertinent evidence of test results Skill abilities (typing, machines, etc*) Accounting for l&fJ-l# Type of athletics (captain?) Description of job duties Salaries earned on previous jobs Reason for leaving any permanent jobs Accomplishment on previous jobs Part-time or full-time employment? Salary expected Willingness to serve in apprenticeship

6 0 0 0 0 1 1 0 0 0 1 1 0 0

Frequency "B" "C" Total 2 0 8 0 1 1 0 3 3 0 1 1 0 1 1 0 0 1 2 0 3 1 2 1 0 1 1 2 0 2 0 0 1 2 0 1 0 1 1 2 0 2 10 7 7 3

2 h 0

0 0 0 0 0 1 0

6

h

h

3

3 2 0 3 1

h 1

2 8 1

High school graduation and date Name and location of grade and high school

0 1

1 h

1 0

2 *

More information about Army service Honorable discharge from Army?

2 0

h 1

0 0

6 1

12

12

h

28

1 0 0

1

0 0 1 0 0

2 2 1 5 1 2 2 1 3 1

References Information concerning outstanding financial obligations Dependents Social security number Birthplace Wife*s occupation Date of birth (in addition to age) Physical defects or impairment Condition of eyesight Number and/or ages of brothers and sisters Date of marriage

h 0 1 0 0 1 1

2 0 1 1 1 2 1 2 0

0 0 0 0 0

189 Question 2f (continued)

R&oe Telephone number Demonstrated ability to get along with people Date of photo Owner of oar? Is mother living?

"A» 0 0 0 1 1 0

Frequency »»B» t*Q» Total 1 0 1 1 0 1 0 1 1 0 1 0 2 0 1 1 1 0

Total

A

68

Missing Data

lh

136

190 Question 2g-«*Flease consider now only your first choice of data sheets* Do you prefer the section labelled "Miscellaneous Facts" (also called "Other Data" and "Other Personal Data") to a reference section that lists names and addresses of 3 or U people* The assumption is that facts in this "Miscellaneous Facts" section will be pertinent to the job sought* Classification of Firm w :

r $

tfbh44fg .J ' "

Total .. r;

Preference of "Miscellaneous Facts" Preference of "References" Preference of Both* No response

h9 5 11 1

Ik.2 7.6 16*7 US

89 10 12 0

80*2 9.0 10*8 00*0

138 IS 23 1

78.0 8*5 13.0 •5

Total

66

i m

131

100$

177

100$

♦Respondents added this choice Question zh— In what order do you want listed previous jobs in "Work Sbsperienee on the data sheet? Classification of Firm W Chronologically, beginning with present Chronologically, beginning with earliest Immaterial Total

Ifelfe ..% .. Total ... $

h6

69.7

76

68.5

122

68*9

12 8

18.2 12.1

20 15

18.0 13.5

32 23

18.1 33.0

66

100$

111

100$

177

100$

191 Question 2i— I f a recent college graduate has held jobs that both relate and do not relate to the work that he is applying for, do you favor his dividing them into 2 groups and designat­ ing them under separate captions— probably “Related Jobs* and “Other Jobs”? Classification of Firm W f .

i rr IJon-Mfe

Tea No Iomaterial No response

21 U3 1 1

31.8 65*2 1*5 1.5

Total

66

100*

27 82 1 1 HI

i

Total

&*3 73.9 .9 .9

h* 125 2 2

27.1 70.7 1.1 1.1

100*

177

100*

192 Question 2j— Additional comments you wish to make about your first choice of data sheets* Favorable comments — mr&esr*K*~ 1* Presents minimum information for initial application* 2* 1 like it because you can see the applicant's batting average without effort— saves time* 3* A good one* lu Data Sheet contains detailed information needed* £• Clearly and logically presented* 6* A very fine presentation"-the layout is attractive and easy to read*— the facts are presented in the order of most inter" set to the personnel man# 7* Summary at top left— i*e«, "Basic Qualifications, ” "Fields of Specialisation," "Date of Availability"— is good; also like "Education" and "Experience" where indicated in data sheets "A" and #B*" Data Sheet "B" 1* Data sheet seems complete enough for first contact* 2* Data sheet answers moat questions as to qualifications« 3* Quite complete and good* U* We have applicants complete a data sheet for us which in reality is a personality inventory* The data contained on your sheet certainly suffices as an introduction, a tabula­ tion of facts by the applicant* Data Sheet "C« 1* Presents essential data in proper order of my concept of its importance* Unfavorable comments and suggestions — bata "asawn g * -----1* Experience and job accomplishments should be emphasized and everything else subordinated* Purpose of summaiy is to obtain interview, not the job or life history* 2* References should be supplied only after Initial application is given serious consideration by prospective employer*

193 Question 2j (continued) Unfavorable comments and suggestions (continued) ^bata ^heet "Wfef* 1* In Hew York and New Jersey the employer is not allowed to inquire about religious or racial origi»~*but likes to have applicant volunteer it* 2* Three years of college, 6 1/2 years of business, 2 years of military equal 11 1/2 years; 25 minus 11 1/2 equals 13 1/2* Did he enter college when 13 1/2? 3* It is considered good practice for those out of college a few years to break their experience into "since graduation* and "prior to graduation*" 1*« Data sheet shows more than 2 1/2 years with Minneapolis Star* Data Sheet «C" 1* In the realm of honesty, let's admit several data sheets come into an office that really are not reviewed* In a situation where there are several applicants and few jobs the attractive, well-written letter of application is often the item that keeps the application active* 2* Cheek your legality (nationality, religion, etc*)* 3* TOiat do you mean by "Fields of Specialisation"? I suppose in education* h* Be sure not to ovex^-eaphasise your time at work* 5* Was education obtained at night school? 6* Three years of college, 6 1/2 years of business, 2 years of military equal 11 1/2 years; 25 minus 11 1/2 equals 13 1/2* Did he enter college when 13 1/2?

194 Question 3— The last 3 pages of the enclosed stapled material are 3 letters that can accompany ary one of the 3 data sheets* The only variable is amount of specific details. Rank in order of your preference*— !.©,, l-2~3*~theB© 3 letters* Please show all 3 choices* Classification of Firm rSonrStfg

W Letter 1 1st choice 2nd choice 3rd choice No response Total Letter 2 1st choice 2nd choice 3rd choice No response Total Letter 3 1st choice 2nd choice 3rd choice No response Total

’i

11M a i

39 21 111 10

35.2 18.9 36.9 9.0

62 35 65 15

35.0 19.8 36.7 8.5

xm

111

100*

177

100*

39 3 3

31.9 59.1 b.5 b*5

3b 67 b 6

30.6 60.b 3.6 5.b

55 106 7

31.1 59.9 3.9 5.1

66

100*

111

100*

177

100*

22 7 33 b

33.3 10.6 50*0 6.1

37 11 53 10

33.3 9*9 b7.8 9.0

59 18 86 lb

33.3 10.2 bO.6 7.9

66

100*

HI

.100*

177

100*

23 12* 2b 5

3b.8 21*2 36.b 7.6

66

a

9

195 Question Ija— Consider now only your first choice of the application letters* Are the facts presented logically? Classification of T i m

BBT * j

HEgagg

I

f0&»T

T

Tes No No response

63 0 3

95*5 00.0 k*5

10? 3 1

96.h 2*7 •9

1?0 3 h

96*0 1.7 2*3

Total

66

100%

in

100%'

177

100$

Question kb— Consider now only your first choice of the application letters* Are the facts presented effectively? Classification of Pina « r

.......

*

'

T B B S T ■;.. r

• » r r

Tea Mo Ho response

58 2 6

87*9 3*0 9.1

102 7 2

91*9 6*3 1.8

160 9 8

90»h 5*1 iu5

Total

66

100$

111

100$

177

100$

Comments tetter 1 1* In my opinion, letters are not effective* A much sought for job is certainly worth at least one personal call after which a letter can be written referring to this can* Lesser jobs rarely are placed in the hands of a letter applicant. 2* For a salesman's job he could easily write a more Informal letter-selling himself more effectively* 3* Letter should stress how applicant might benefit company rather than how company will help applicant* Too many appli­ cants use the following approach, "I want to work for your company because 1 want the security you can give me*11 in Suggest letter be written to Sales Manager.

196 Questions ita and lib (continued) Comments (continued)

1"rtester 2 X#

Reference to enclosed data sheet should he included after first sentence of paragraph 1. 2* The data sheet night be mentioned earlier; it is an impor­ tant enclosure, and now seems buried*

Letter c 1* For the most part, these questions can*t be answered yes or no* Effectiveness is a matter of degree— that is, it is a question of how effective* The thoughts being conveyed, X believe, are logical and would tend to be effective* How* ever, the effectiveness of all 3 letters is reduced by the rubber stamp sentences used* Letter 1 is nothing but Letter 3 with all the facts taken out and just the framework of rubber stamp statements remaining* These statements sound as if they were lifted from a text book, and they don*t give a good impression* They are camouflaged to a certain extent in Letter 2 with some personalised statements of the particu­ lar facts involved, which is an improvement, or perhaps we should say that it makes the letter less objectionable • This is carried further in Letter 3, making Letter 3 still less objectionable. Also, Letter 3 does a better job of bring­ ing attention to what Mr* Jones has accomplished in his school work and getting promoted with the Miimeapolis Star* This does not mean that X think longer letters are better than shorter letters* Xn this case the length of the letter was less disturbing than other factors* Two changes could quickly be made in Letter 3 that would Improve it* A tremendous improvement could be made in the second sentence in the first paragraph to keep it from sounding artificial. The same applies to the next to the last paragraph* If those 2 changes were made, the letter would make a fairly good impression on me* Some refinement could of course be made to shorten it somewhat and make a few of the other sentences sound a little less vague and more personalised, but after you get the objectionable features out, you at least have a £0-50 chance of keeping it out of the waste basket* 2* I believe a more logical presentation would be accomplished by reversing second and third paragraphs* If this is done the last sentence of present third paragraph should be the last sentence of the second paragraph*

197, Qaestlonai tat and 2«b (continued) Comments (continued) Letter 3 (continued) 3* Don*t like next to last paragraph) work la idea In the last paragraph or before, iu We suggest a revision of the first sentence in the third paragraph to read, "While with the Minneapolis Star, nor duties consisted of etc*"

198 Question l*c— -Consider now only your first choice of the application letters* Is the first paragraph of the letter effective? (Note— First paragraph of all 3 letters is identical*) Classification of Firm

■~i.“ Tosa:

..r

72 36 3

61**9 32*U 2-7

108 % 5

61*0 36.2 2*8

111

IOC#

177

100#

s&~.

4

Hon-iffg

Yes No No response

36 23 2

it2*U 3*1

Total

66

100#

Unfavorable comments 1* I would amend, radically the first paragraph of letter* 2* A tremendous improvement could he made in the second sentence to keep It from sounding artificial* 3* Do not believe flattering company necessary* It* First sentence may not hold the reader* s attention— trite $ better to sheer interest in the other fellow* 5* "Your personnel policy1* liable to indicate what-is-there~in-itfor-rae attitude which we are so allergic to* 6* Sincerity of the applicant? 7* "The type of fins that I would like an opportunity to demonstrate ay ability" is a better wording* 8* Second sentence probably would be considered Insincere as ad­ dressee would feel that the same letter was sent to several other companies* 9* "would like to have opportunity" rather than "invest my college education and business experience,” 10* The second sentence is patronising and insincere* I have noted it in any number of letters in recent months* 11* The second sentence sounds a little too flattering and stereo­ typed* 12* Change to read* "Your company's position as a leader In men*s clothing* your personnel policies, and the general reputation your company maintains have prompted me to write you* I feel that my college education and 6 1/2 years of business experi­ ence could be useful to you* and I would like to be considered for a position in your sales organization*" 13* TWe know our company's reputation* Reference to it may be inter­ preted as either flattery or condescension*

199 Question be (continued) Unfavorable comments (continued) lb. d H E Hrsi sentence* 1^ • The implied flattery is a questionable technique* 16. Second sentence is unnecessary# 17* Dees first paragraph appear obviously to flatter? 18. 1 feel the letter might be improved slightly by permitting the first sentence to comprise the first paragraph, then beginning the second paragraph with items touching upon the company's reputation. 19. Second sentence is not effective— doesn't appeal to ms. 20. Gives an impression of a faint pat on the back. 21. Does he know personnel policy of company? Very bad if he is soft soaping. 22. Paragraph should stop at end of first sentence. 23. Some people might interpret this as being insincere (too much flattery)# 2b. Is first paragraph sincere? 25• I would not like reference to personnel policy unless I felt sure applicant was more familiar with it. 26* Too much lard# 27. Second sentence is too long. 28. Tour personnel policy0 is too general— sounds like window dressing# 29. Substitute "future" instead of "college education and 6 1/2 years of business experience#” 30. Omit reference to "your company's reputation as a leader." Simply say that you are convinced you want to get in that particular line of work and would like to have an opportunity to become connected with the company. 31. Omit first paragraph through "to invest." 32. The first sentence might be followed by this thoughts "Or in seme related work which would offer effective background in this field. 33* I prefer the opening Sentence of paragraph 2 as a beginning for the letter, followed by an inquiry as to possibilities for employment (unless it Is known that a specific Job is open). 3b. In referring to a company's policy, be sure it is known to the applicant• Show interest, arouse interest, don't pretend to be informed. 35. Leave out "your company's reputation, etc." 36. Sounds a little phony— needs revision. 37. "Please consider me" is too forward and gives impression of overaggressiveness •

200 Question he (continued) Unfavorable comments (continued) 38* It is not always euffioient to say that "your firm is a leader etc," but an attempt should be made in sincerity to indicate how and by what means you arrived at your conclusion* 39* Reference to personnel policy la questionable. Applicant usu­ ally knows little or nothing of the company's personnel policy, UO, "four personnel policy" is irrelevant* UX« Too much flattery and poorly constructed, U2, Omit first paragraph— tone is poor (pleading and flattery), 143* Here pertinent first paragraph— his opinion of personnel policy— how formed? Is he saying nice things about us or has he looked into the facts? However, this paragraph is better than most, itU, Suggest elaboration of each point presented in second sentence, rather than the combination! concise and brief, however, li£* Eliminate second sentence of first paragraph, U6, It is difficult always to be original, but the "please consider me" opening does seem a trifle trite* U7* First paragraph can be improved, 1*8• Omit second sentence, 2i9« First paragraph is egotistical, £0, Do not like "investment" angle, £1, First paragraph is trite— does not prove sincerity; start with paragraph 2, £2, What you think of Brown & Doe is irrelevant, £3, Sincerity of first paragraph might be questioned unless applicant logically had opportunities to be familiar with personnel poll** cies of firm, £1*. The second sentence seems out to me* The shoe is on the other foot, ££, The first sentence should be a separate paragraph for quick reference purposes, £6, It can be assumed that the average college man, through trade journals and other sources of information, is in a position to familiarise himself with the reputation of a company's position in the industry* Where such comments have included "your per­ sonnel policy" has little meaning to the recipient since that Is not commonly known, and in my opinion shows a tendency for "over doing,"

201 Question Uo (continued) Unfavorable comments (continued) 5 7 * First paragraph is collegiate* Employer assumes applicant de~ sires employment with him * » • whether he is a leader or not • • » and the applicant can have little knowledge of personnel policy • « * "Invest ray college education9 is an unfortunate phrase# It will hardly be an investment if the man is unable to apply his knowledge • . • if the applicant is Interested in selling men's clothing— thinks he can sell roan's clothing let him say so* 58* Egotistical only in first paragraph* 59# Tone down first paragraph slightly* 60* Very poor opening paragraph* 61. Effectiveness of first paragraph might be questionable* First sentence is OK* If application were received by someone who, I felt, knew about our policies, balance is OK* If application were received from someone else, I would consider it to be merely "blowing smoke*11 62* The first paragraph seems egotistical— i*e•, *6 l/2 years of business experience9 sounds as if he's overselling a bit| I'd be more impressed by the phrase "college education and previous business experience9 or something similar*

202 Question 1** 6* 7*

3* 9* 10* 11* 12* 13* lin 15>*

16* 17* 18* 19* 20*

When data sheet is presented, letter of application need not be detailed to the extent that it duplicates information given In data sheet* Well done— -short and pertinent* Composed of 3 paragraphs} this is excellent* First paragraph arouses interest immediately* You have opened the door* Brevity of Letter 1 is reason for preference* Selected because of brevity— a letter of this type needs to be only an accompaniment to the resume* The brevity of the letter is appealing* With an accompany­ ing data sheet a long, detailed letter is unnecessary* The letter is brief and to the point and is entirely adequate when accompanied with the data sheet* There is no necessity for repetition In the letter of facts embodied in the data sheet* To the point* If person needed additional facts, he could go to the data sheet* I like its brevity* The letter presents all the facte in the shortest space} I believe most business men prefer a concise letter to the point* Brief and to the point if accompanied by the data sheet* The letter is relatively brief and to the point and does not repeat facts already given in the data sheet* It's short and to the point* I like them short* I like them short— don*t read long letters— the man would talk too much* I would grant interview. Brevity expressing only the pertinent information is impor­ tant* The letter should only serve as an introduction to the data sheet, which lists the details* One does not want to wade through a long dissertation when he is confronted with many applications* Short and to the point* Very direct and succinct* The letter is short enough to be read* If read and Interest is aroused, then a complete data sheet is in order* Indicates direction which all employers are looking for in a prospective employee* The letter should be concise and merely serve to let the prospective employer know the applicant is available and the kind of work he want® to do*

306 Question 2ig (continued) Favorable comments — ------ (continued) 21* 22*

It commends Itself by its brevity* The primary reason I selected this letter is that the letter is brief and did not duplicate the facts included in the data sheet* 23, The letter should be more than just a transmittal, but it should be brief, to the point, and free from high pressure salesmanship* 2lw A letter transmitting the data should be as brief as possible, because all facts are covered In data sheet*

tetter 2 1* Concise, comprehensive and when taken in conjunction with the data sheet, should "get his feet in the door*” 2* Good compromise between letter length and number of facts presented* 3* I like this letter because it points out that practical experi­ ence has convinced him where his business interests lie* 2u It is complete enough to Intrigue my interest* The first letter Is much too brief* 5>* There is duplication, but the letter provides a desirable summary* 6* The letter tells enough about the man to attract the reader’s interest without becoming bookish* 7* Letter 3 actually contains most of the supplementary informa­ tion I consider desirable, but lacks the warmth and modesty of Letter 2* Letter 3 1* Very good— shows he has been successful in previous work* 2* It gives the employer abundant information to request a per­ sonal Interview if he is at all interested* 3. Excellent letter— third paragraph gives just enough of his experience background to allow one to visualize the man* h. Gives complete data* 5* By all means use a one-page data sheet— don’t try to include all that information in the application letter* 6* We look for individuality and personality in a letter* 7* I expect many will select Letter 1 because it is short and requires little time to read* Time is now more important than ever, but so are good applicants* 8* If we employ a man, he fills in a form for bonding insurance which gives us considerable detail in regard to his finances, his father’s occupation, etc*

207 Question lig (continued) Unfavorable comments and suggested changes Letter 1 1* Do not attach much -weight tosuch letters which may or may not have been constructed by the applicant independently* Prefer to judge applicant*s facility of expression and capa­ city to sell himself from other sources* 2* The letter is too cold, formal, and doesn’t sell* Letter 2 1* 1 do not consider any of these letters as particularly good; they impress me as being too stereotyped* Letter 3 1* I believe thesentence "With experience, time, etc" is better left out* It seems to me the thought of it is expected and may give an egotistical twist to the application. 2* Could you honestly call this 6 1/2 years of business experi­ ence? 3* Would prefer it somewhat shorter*

208 Question 5a~~With the data sheet, do you find irrelevant facte on the letter? Classification of Firm

BBT

t

K5S3BB’ T —

T

Yes No NO response

11 S3 2

16.7 30.3 3.0

20 90 1

18.0 31.1 .9

31 Ui3 3

17.S 30.8 1.7

Total

66

xooje

111

lOOJt

177

loose

209 Question £b— What are the irrelevant facts in the letter? Notes

Frequency is one unlees otherwise indicated*

Letter 1* 2, 3, 2s, 5,

1 Grades in the upper 2$%m Second paragraph,— 2 Our company as a leader* Six and one-half years ofbusiness experience, I question whether an employer would accept the 6 1/2 years of listed business experience— not accepted in type of work desired.

Letter 2 1, Third paragraph could be deleted with exception of the last sentence. This sentence could Introduce the last paragraph, 2, Grades in upper 2$% of class,— 3 3* Six and one-half years ofbusiness experience,— 2 km State University of Iowa with a B, S, degree inCommerce, 5« Date of graduation,— 2 6, Second paragraph could be somewhat condensed to avoid repetition, 7, Grades or tests, 3, College degree, 9m First 2 sentences of second paragraph (On June 10 I will graduate from the State University of Iowa with a Bachelor of Science degree in Commerce, Uy grades are in the upper 2%% of the class), — 2 10, Eliminate last sentence of paragraph 2 (With experience, time, and effort I want to qualify for a managerial position), 11, The last sentence in the second paragraph is superfluous (With experience, time, and effort I want to qualify for a managerial position). It can be reasonably assumed that college graduate hopes to attain a goal higher than that Included in his original application with any company* The concern of an original con­ tact letter in regard to employment should be confined to the starting point. The matter of future goals should be left to interview. Letter 3 1, Gait paragraph U (With experience, time, and effort I want to qualify myself for a managerial position), 2, Much of the information is a repetition of that contained in data sheet, 3, Six and one-half years of experience. This is evident from "Training and Experience" section* 2u Description of courses, S>* My grades are in the upper 2J$, 6, Grades and practical training.

210 Question 5c— *With the data sheet, do you find vital facts missing In the letter? Classification of Firm

gis— r

TissqflB— jr

fosar T

lee No No response

k 61 1

6.1 92.U 1.5

8 102 1

7.2 91.9 .9

12 163 2

6.8 92.1 1.1

Total

66

100£

111

100#

177

IOC#

211 Question £d— What are the missing data in the letter? Letter 1 1* Should have an additional paragraph stating briefly what I can do for you. 2* That the candidate has not yet graduated* 3. Seems to be attending school now— -not explained* Letter 1* 2« 3.

2 How about salary? Ask for company*s application blanks; shows Interest* Salary for specific jobs oftentimes helpful to gauge responsi­ bility of job— particularly where high sounding job titles are used* h* Brief job description of previous experiences are helpful. *>• Exact details of work experience— what did he do? 6* Exact details of military history* 7. Courses covered in college curriculum*

Letter 3 1* If willing to travel I always like to know for what period of time away from home and how far* 2* Reference names and addresses* 3* Place of birth* U* Grammar school* £• Moire information about Army service* 5* We would be interested in a paragraph about his family and early life background* 7* Hsxb to last paragraph should state he expects to start at the bottom* 8* I believe the letter should be more explanatory of types of duties in various jobs held*

212 Question 5®— Bo you prefer this one-page data sheet to a two-page data sheet that Includes additional facts about the applicant and his background* Classification of Firm

BTg

T""TE£lBg-- T — toCT-- 1

Yes Ho Ho response

52 tk 0

78*8 21*2 00*0

95 13 3

85*6 11.7 2*7

1U7 27 3

83.1 15*2 1.7

Total

66

100$

211

100$

177

100$

Question 5>f«~Do you think the purpose of the application letter is to introduce the data sheet and to add personality through self-expressiveness with regard to the individual job situation! Classification of Firm Mfg

---%

.....

.' m j u s r

.......

*

.

total .. '%

Yes No No response

62 h 0

93.9 6a 00.0

105 h 2

9lu6 3.6 1.8

167 6 2

9U.U lu5 1.1

Total

66

100$

111

100$

177

100$

213 Question £>g— Additional comments you wish to make about your first choice of the application letter when it la accompanied by your first choice of the data sheets* Letter 1* 2* Letter 1*

1 and Data Sheet *AW A nice combination Very good* 1 and Data Sheet "B" More college graduates would get more jobs more quickly if they would present their data as you suggest* 2* It shows the employer that there must have been some research on the part of the applicant in regard to the organisation that he is applying to.

Letter 2 and Data Sheet "B" 1* Be sure all information is neatly typed or handwritten; make all as personal as possible; if it looks like the man mailed a great many letters, it falls flat* Letter 3 and Data Sheet nkn 1* Letter and data sheet have presented his qualifications to best advantage« Letter 3 and Data Sheet "8" 1. Both are well prepared, but it is suggested that repetition of the information contained in the data sheet be avoided in the letter unless It is Intended for clarification purposes* 2* Both are typical examples of the average letter of application. They are helpful in screening unqualified applicants* 3* Excellent— very well prepared* Letter 3 and Data Sheet *C« 1* I think this combination makes a very well balanced presentation.

214

AjNflOHflEE H I

215 Question 1— -Do you believe that the average college graduate really knows the type of work he is best qualified for?

C l a s s i f i c a t i o n

i

F i r m

itfjr

'f "

26 31

IS.6 5b*U

39 85

31*5 68.5

65 116

35*9 6b.1

57

100#

12b

100#

181

100#

T e e N o

T o t a l

•Yes" In we to

o f

$on4lfg

'

%

T o t a l

comment; connection with public accounting, 2h but of 25 applications receive from college graduates arc from those who have majored some extent in accounting and tax courses#

w:1on comment: U n l e s s

t h e y

h a v e

s p e c i a l i z e d

216 Q u e s t i o n

2—

D o

y o u

p l a c e

any

h e

h a s

t a k e n

p l a c e m e n t

i m p o r t a n c e o r

o n

a

s t u d e n t * s

a p t i t u d e

t e s t s

a t

s t a t e m e n t

t h a t

c o l l e g e ?

Classification of Firm ---tr— ..... f i

1..V#' 1 ”~C— _/J T s r a r - JL..

__r_

,

...r .

Yes No No response

bl 15 1

71.9 26.3 1.8

91 32 1

73.b 25.3 .3

132 hi 2

72*9 26.0 1.1

Total

57

100#

12b

100#

181

100#

"Yesn 1. 2* 3. b. 5* 6. ?•

commentsi His statement that he has taken placement or aptitude tests* Some prominent colleges don’t even give it. If American Institute of Accountant orientation and achievement tests. We ask to see his record of marks received. We request results of tests, if taken. If results are furnished. To a limited extent only.

"No* comments s 1. His verbal account of the appraisal of his test scores. 2. Unless he has details. 3* Only as a guide. iu We give our awn.

217 Question 3— Recent college graduates sometimes seek jobs which require years of service with your company. Name 2 of these posi­ tions. Classification of Firm Mfg

r—

( /a

—,—

non-Mfg

Total

t

Answered Not- answered

U3 9

3tu 2 15*3

103 21

33,1 16.9

151 30

33.1+ 16*6

Total

$1

100%

12h

100%

181

100%

Notes

The frequency is one unless otherwise indicated

D e p a r t m e n t B u y e r —

s t o r e I I

Personnel director— 3 Wholesale outside salesman Accountant Department Manager— 3 Almost any executive classification Merchandise man Office manager Chain store Store manager— h Assistant store manager Buyer— 6 Assistant buyer Supervisor General manager District superintendent Accounting department Personnel work Labor relations Comptroller Personnel director Insurance Insurance adjuster Underwriting manager Office manager Underwriter— 5 Special agent— 2

218 Question 3 (continued) Investments Work involving title and benefits of policy contracts Personnel Actuarial--2 Claims adjuster Comptroller Home office positions Security analyst Mathematician— actuarial Investigator Claim approver Administrative training course Sales and sales management Auditor of field reports Senior administrative work Supervisory or managerial positions Hotel Sales manager Assistant manager Manager Auditor Hotel accounting Management Any department head of managerial work Assistant manager— 2 Head bookkeeper Stewards Pood and beverage director Building superintendent Manufacture Salesman— 3 Sales— 6 Production (manufacturing) Administrative and supervisory positions— 13 Assistant treasurer Plant engineer— 2 Electrical design engineer Methods and time study engineer Production engineer— 2 Design engineer— 2 Research engineer Some phases of engineering

219 Question 3 (continued) Research— 4t Staff engineer Senior accountant— 2 Engineering— 3 Factory management Cost accountant Mechanical engineer Production management Sales research Chemical Administrative assistant— 2 Sales promotion Forester Engineer— 2 Sales engineer—4* Accounting executive Methods engineer (senior level) Industrial engineer Departmental supervisor Personnel and labor relations— 9 Public relations Auditor Buyer Dye technician Designing Plant metallurgist Designs and technical Quality control Food supervisor Machine shop supervisor Plant supervisor Accountant— -2 Route sales supervisor Zone manager— sales E x p e r i m e n t a l M a n u f a c t u r i n g

a n d

d e v e l o p m e n t

p l a n t

e n g i n e e r s

m a n a g e r

Credit Public Utility Personnel department— 3 Public relations Cadet—training— liew York office Executive work Labor relations

220 Question 3 (continued) Administrative or supervisory positions— 2 Auditor Administrative position Television or radio production Purchasing agent Business administration Mobile radio engineer Industrial relations supervisor Staff Accounting Supervising accountant— 2 Senior accountant— 3 Certified public accountant— 2 Tax consultant Banking and other finance Security analyst— 2 Trust administrator— 2 Trainee Collector Credit department— 3 Personnel department— 2 Discount department Public relations Foreign trade Loan work Statistician Administrative officer Credit analyst— 3 Mew business representative Accounting and control Mortgage negotiator Mortgage appraiser Foreign exchange Advertising agency Account executive— h Artist Copywriter— 2 Radio director Production department Experienced copyman

221 Question 3 (continued) Printing and/or publishing house Advertising, selling, and copy preparation— 2 Editorial— reporting, etc.— 3 Advertising salesman Advertising manager of publication Promotion manager Editor Research Any supervisory position— 2 Foreign correspondent Labor relations Transportation Traffic management— 2 Personnel Engineering department Traffic solicitor Passenger representative Personnel assistants Trainmaster Superintendent of transportation Assistant general manager Professional— engineering, draftsmen, etc. Craftsmen— machinists, electricians— requiring apprenticeships Accountant— 2 Design engineer Roadmaster Traffic dispatcher Field representative Rate and traffic work Agent Administrative assistant to a department head Supervisory work Dispatcher S a l e s

m a n a g e r

Freight solicitor Buyer Comptroller Construction Sales engineer Construction superintendent— 2 Estimator— 2 Supervisor

222 Question 3 (continued) Engineer Accountant Job superintendent— 2 General comments: 1. Hot applicable to public accounting— 2 2. College men usually seek a career in public accounting or wish to remain in the profession long enough to qualify for a cor­ porate position. 3. Hfe do not have this experience because all graduates who make application to us are aware that they must start at the bottom as a junior accountant. iw Hot our experience. *>. This is rare; almost without exception they're willing to start at bottom in advertising.

223 Question li— *V2hat is your reaction to a college student who requests information about the qualifications for the job before he sends you his formal application letter and data sheet? Classification of Firm ' %

%

'Non-Mfg

1 jr .foial

.... r

Favorable Unfavorable Immaterial No response

17 20 20 0

29.6 3S.1 35>*1 00.0

h3 30 U3 3

3lu? 2l|.2 33.7 2mh

60 £0 63 3

33.1 27.6 37.6 1.7

Total

$7

1002

12ii

1002

131

1002

"Favorable” comments: 1* But it has never happened* 2. If it is a well-written letter* "Immaterial" comments: 1* Never has been done* 2* Don*t recall any student ever doing this. General comments: 1. It has never happened.

224 Question 5>a— -Do you prefer a recent college graduate who has work experience that relates to the job for which he applies? Classification of Firm "TotaT”.

Mfg

T

Non*-M?g

'•*

Yes No Depends on job

31 3 23

$k.k 5*3 U0.3

30 u* 30

6k+5 11.3 2U.2

m 17 53

61.3 9.1t 29.3

Total

57

1002

12U

1002

181

100£

**YeaH coraaaents: 1. Just work experience is fine; related work experience is slightly better. 2. We prefer a recent college graduate (accountant) irtio has had some clerical or timekeeping experience. "No** comment: Our company prefers to teach our methods. "Depends on Job” comments: 1. Men without previous experience are more easily trained in our method of operation* 2. In research and sales work, yes; in accounting, no.

225 Question 5b— -If your answer to 5a is "yes," what is the primary reason or reasons for your prefcrriiig the individual with work experience that relates to the job for which lie applies? Classification of Firm

T

m Reveals personality Shortens training program Knows whether he likes that type of work Other* Ho response Total

" " ' 3 5

t '“'""fol’al'

J

i* 23

iu9 27*7

9 56

M 29.3

13 79

li.3 29.2

31

69 17 37

36.7 9.0 19.7

100 19

36.9 7.0

23

37.3 2.2i 27*7

60

22.1

33

100$

188

100$

271

100$

2

*Other— 19 1* Offers opportunity to get a previous employerfsopinion— 6 2. Learns something about the practical problems inbusiness life 5 helps in transition from college to business* 3. He has made some initial adjustments to a working environment. U« Shows sense of direction in applicant* 5* He knows hardships of job, 6* Affords proof of adaptability to the job* 7* May enable him to do a better job* 3* Work experience or college courses related to the job contribute to the understanding of that job* 9. Better indication of type of man he is* 10* More likely to stay with thejob* 11* Beveal3 he is grown up* 12* He knows whether lieis fitted for it* 13* Better preparation* lit.* Desire to succeed in that position is highly important* "Shortens training period" comment: He can become productive almost at once with less cost to the company. "Knows whether he likes that type of work" comment: This applies especially in sales work (has he sold anything?). General comments Some accounting graduates are unfamiliar with adding machines.

22« Question 5o— Name one job in which work experience that relates to the job is not important. Note t The frequency is one unless otherwise indicated. Department store Any iron-technical department store job College training squad Saleswork in some departments Chain store Selling Drug clerks Registered pharmacists Insurance Trainee for insurance adjusters Trainee for insurance underwriters Underwriter— 2 Accountant-— 2 Any elementary or trainee jobs— -i.e., map clerk Agent Bookkeeper (our records and routines differ widely) Group sales representative Hotel Food and beverage control analyst Bus boy Manufacture Research chemist Management trainees Salesmen— 2 Personnel interviewer Sales trainees Candidate for general training program of cadet engineers Assistant to a section head (so that we may do our own training) Industrial engineer General clerk (a minor position) Junior chemist Engineering Accounting (we prefer to train our accountants from the beginning)— 2 Accountant— 2 Trainee positions Junior industrial engineer Junior practice engineer

227 Question 5c (continued) Manufacturing apprentice Some engineering jobs Purchasing Chemist Public utility Commercialrepresentative Trainee for supervisory work in several departments Engineering assistant Engineer trainee Trainee Junior engineer Accounting Beginner in public accounting' Ordinary clerical work— entering cash receipts and some timekeep­ ing work Junior staff accountant with C* P. A* firm Junior accountant (prefer to train them in our methods and procedures) Banking Credit investigator (because we like to train them in our own methods) Anything not directly connected with banking Accountant Any trainee Advertising agency Trainee Printing and/or publishing house Messenger boy— 2 Salesman (ours is very specialized) Trainee Stock clerk Junior clerk Transportation service In all positions where training is of short duration Trainee position Bookkeeper clerk

Question 5c (continued) Construction Sales engineer General comments: 1. Any experience relating to any job is important. 2. Prefer that they have their preliminary experience in our organi­ sation. 3* I would say that not all work experience is necessarily good, so I would not name any one job* lu I prefer experience on any job. 5. We prefer student with willingness to work and apparent ability* 6. Prefer to teach a trainee than unteach him. 7* In selecting a college graduate, we look for basic abilities and personal qualities, as well as sources of training. Those who qualify will be trained for the job* 3. New college graduates are picked for intelligence, personality, college background, etc 5 previous experience generally not re­ quired* 9. Vfe do our own training. 10. As is common with most accounting firms, we prefer to train junior accountants in our methods aid procedures*

iMl) Question 5d*-4lany college students have worked part-time on jobs that donft relate to the position for which they apply* When considering these people for employment, do you want to know about these odd jobs? Classification of Firm —y Total Non«4th choice No response Total Secretarial a. Personality 1st choice 2nd choice 3rd choice lith choice 5th choice No response

...'%..-,r a a r

18 59

11.0 18.8 18.8 8.8 10.0 32.6

100$ '

181

100$

15.3

32 19 27 8 1 9li

17.7 10.i1 lit.9 ii.li •6

n

8.9 13.7 ii.8 00.0 57.3

52.0

7 12 11 5 8 Hi

12*3 21.0 19.3 8.8 liuO 2U.6

13 22 23 11 10 U5

> 10.5 17.7 18.6 8.9 8.1 36.2

57

100$

12l|

13 8 10 2 1 23

22.8 Hi.O

19 U 17 6 0

17.6 3.5 1.8 li0.3

20

%

3li 3li

16

Total b* Sxtracurricular activities 1st choice 2nd choice 3rd choice Uth choice 5th choice No response

57

100$

12k

100$

181

100$

0 1 2 8 22 21*

00.0 1.8 3.5 Hi.O 38.6 U2.1

0 1 il Hi 32 73

00.0 .8 3.2 11.3 25.8 58.9

0 2 6 22 5U 97

00.0 1.1 3.3 12.2 29.8 53.6

Total c. High grades 1st Choice 2nd choice 3rd choice lith choice 5th choice Ho response

57

100$

12li

100$

161

100$

2 3 3 18 7 21;

3.5 5.2 5.2 31.6 12.3 li2.2

1 7 8 20 15 73

.8 5.6 6.5 16.1 12*1 58.9

3 10 11 33 22 97

1.7 5.5 12.2 53.5

57

100$

12li

100$

131

100$

Total

6.1 21.0

248 Question 13 (continued) Classification of Firm

i Secretarial (continued) d. Education 1st choice 2nd choice 3rd choice lith choice 5th choice No response Total e. Work experience 1st choice 2nd choice 3rd choice lith choice 5th choice No response Total Advertising a* Personality 1st choice 2nd choice 3rd choice Uth choice 5th choice No response Total b. Extracurricular activities 1st choice 2nd choice 3rd choice Uth choice 5th choice No response Total

9 15.3 21*1 11 19.3 2 3.5 0 00.0 23 Uo.3 57 loo* 12

10 10 8

17.6 17.6

1U.0

3 5.2 3 5.2 23 Uo.U 57 1002 5 3 9 7 2

31 $7 2 1

3

11 9

31 57

8.3 5.2 15.3 12.3 3.5 5U.U 100$ * 3.5 1.8 5.2 19.3 15.8 5U.U 100$

■ 1y 1 $onr-Mfg .. /».. Total .. %

20 21

13 1

0 69 12U

16.1

16.9 10.5 .8 00.0

55.7 100$

15 13

12.1

U 72

3.2

10 10

10.5 8.1 8.1

58.0

12U

100$

lU

11.3

5 13 5 U 83

U.o 10.5 U.o 3.2

12U

29 33 2U 3 0 92 181

25

23 18

13 7 95 181

19 8

16.0 13.3 1.7

18.2

00.0 50.8

100$ 13.8

12.7 9.9 7.2 3.9 52.5 100$ 10.5 U.U

67.0

22 12 6 11U

12.2 6.6

.3.3

100$

181

100$

63.0

12 12 3U

2.U 6.5 U.o 9.7 9.7 67.7

21 315

2.3 5.0 U.U 12.7 31.6 63.5

12U

100$

131

100$

3 8 5

5 9 8 23

249

Question 13 (continued) Classification of Pirn

Advertising (continued) c. High grades 1st choice 2nd choice 3rd choice Uth choice 5th choice No response Total d. Education 1st choice 2nd choice 3rd choice Uth choice 5th choice No response Total e. Work experience 1st choice 2nd choice 3rd choice Uth choice 5th choice No response Total

sr

i

ion-Mfg

2 3 6 U 11 • 31

3.5 5*2 10.6 7*0 19*3 5U*U

3 0 5 11 19 86

2mb 00.0 U.o 3.9 15.3 69.U

5 3 11 15 30 117

2.8 1.7 6.0 8.3 16.6 6U.6

57

10Q$

12U

100$

laL

100$

7 11 5 2 1 31

12*3 19*3 8*7 3.5 1*8 5U.U

15 13 9 U 0 83

12.1 10.5 7*2 3.2 00.0 67.0

22 2U 6 1 nU

12.2 13.3 7.7 3.3 62.9

57

100$

12U

100$

131

100^

10 7 U 2 3 31

17*6 12.3 7*0 3*5 5.2 5U*U

15 8 7 3 83

6.5 12.1 6.U 5.6 2.U 67.0

18 22 12 9 6

nU

9.9 12.2 6.6 5.0 3.3 63*0

57

100$

12U

100$

181

100$

“ 9?

General comments* 1. All are important— impossible to rank* 2. I can't— 'they’re all important.

3

---------

p

'

iu

%

*6

250 Q u e s t i o n

lU—

- I n d i c a t e i n g a *

”T o t o

b *

t h e

k i n d s

o f

M i o m s h o w

L e t t e r

A n s w e r

d *

C h e c k

o f

i m p o r t a n c e

r e c o m m e n d a t i o n s I t

M a y

C o n c e r n ”

b y t h a t

y o u

a t t a c h

r a n k i n g t h e

o n

t o o n

p e r s o n a l

t o

i s

m a i l e d ,

a t

t h e

r e q u e s t

t h a t

y o u

s e n d

o f

t h e

a n

i n q u i r y

y o u r

c h o i c e

o f

r e f e r e n c e

t o b y

b a s i s *

c a r r i e s

a p p l i c a n t ,

a

r e f e r e n c e ,

t e l e p h o n e

o r

c a l l *

.(H

Sfon-Mfe

'

o f

F i r m

J T .Totsr

0 1 7 U7 2

00*0 1.7 12.3 32*5 3*5

1 2 10 103 8

.8 1.6 3.1 83.1 6*U

Total Choice b 1st choice 2nd choice 3rd choice Uth choice No response

57

100$

12U

5

iu

6 2

3*3 7.0 70*2 10.5 3.5

Total Choice c 1st choice 2nd choice 3rd choice Uth choice No response

57 13 33

Total

f o l l o w ­

y o u *

!ifp

Total Choice d 1st choice 2nd choice 3rd choice Uth choice No response

t h e

1— 2-3-1*

a p p l i c a n t

C l a s s i f i c a t i o n

Choice a 1st choice 2nd choice 3rd choice Uth choice Ho response

t o

a

y o u * t h a t

d i r e c t l y c *

a m o u n t

i 3 17

.. f

10

.5 1.7 9.U 82.9 5.5

100$

131

100$

7

11.3 12.9 66.9 3.2 5.7

19 20 123 10 9

io*5 11.0 63.0 5.5 5.0

100$

12U

100$

131

100$

1 1

31*6 57.9 7.1 1.7 1.7

36 70 12 2 U

29.0 56*5 9.7 1*6 3*2

5U 103 16 3 5

29.8 56.9 3.3 1.7 2.3

57

100$

12U

100$

131

100$

3U 17 1 1

59.7 29.8 7a 1.7 1*7

70 31 31 7 5

56.5 25.0 3.9 5.6 U.O

1OU US 15 3 6

57.5 26.5 3.3 U.U 3.3

57

100$

12U

100$

131

100$

U Uo

U

U

16 83

U

150

251 Question lit (continued)

C o m m e n t s

a b o u t

1 .

N o

**To

2 .

A n y o n e

3 .

V a l u e l e s s *

It.

N o

* .

O u t .

6 .

L i t t l e

C o m m e n t

G e n e r a l I t o

p a y m e

u s e

a b o u t

L i t t l e

W h o m

I t

M a y

C o n c e r n * 1

g o o d *

o r

c a n

c a r r y

a

r e c o m m e n d a t i o n ,

w h a t s o e v e r *

o r

n o

i m p o r t a n c e .

" L e t t e r n o

t h a t

i s

m a i l e d

« « • • * *

i B g > o r t a a c e *

c o m m e n t s v e r y b y

l i t t l e

s o m e b o d y

a t t e n t i o n w e l l

k n o w n

t o t o

a n y m e *

r e f e r e n c e

u n l e s s

i t

i s

p e r s o n a l

252 Question 15— In your opinion what is the main reason (or one of the main reasons) for many recent college graduates not being hired? Group 1— Poor or incorrect attitude toward employment Group 2— -Miscellaneous unfavorable personal traits Group 3— Intelligence, education, and aptitude Group 1*~~Law of demand and supply Group 5— "Other factors Classification of Firm

1%

$

Won4fe '“" 7 . T R K H T

Group 1 Group 2 Group 3 Group h Group 5 Ho response

Ik 16 5 16 1 $

21*.5 28.1 8.3 28.1 1.7 8.8

$L * 3 21* 2* 13

iii.i 19*h 6.5 19.3 3.2 io.5

65 1*0 13 1*0 5 18

35.9 22.1 7.2 22.1 2.3 9.9

Total

57

1005?

121*

1005?

181

1005?

#1— Poor or incorrect attitude toward employment 1. Unwillingness to start moderately Examples i a. Desire to start too high b. Unwillingness to accept beginning jobs c* An unrealistic attitude toward the type of beginning job they are qualified to fill d. Too high a goal for immediate capabilities e. Desire top jobs without working up to them f • Unwillingness to depend on their own abilities for advancement g. Failure to realise they are worth no more to the employer than any other untrained applicant until they prove ability h« Impatience 2. Emphasis on salary 3- lack of qualifications for the job Examples* a* Not right kind of background b. Looking for a position beyond their training

65 33

13 2

Question 15 (continued) #1— Poor or incorrect attitude toward employment (continued) lu tack of (or interest in) job or goal Examplest a* Vagueness la objective b* lack of ambition, seal c. Lack of interest or purpose d. Lack of direction e* Hot qualified for work of any particular sort 5. Others a» Idea that a college education is all that *s necessary—*2 b* l&nployer's fear that graduate won't adjust to modest jobs available c* Expect promotion too fast #2— 'Miscellaneous unfavorable personal traits 1* Egotism Examplesi a. Attitude of superiority b« World-owes-me-a-livlng attitude Cm Inflated idea of their value or capabilities d* K©re-is«-what-ycu*have-been^waitir3g--for attitude 2* Inability to sell self Examples* a* Lack of self-confidence b* Poor impression at interview c. Lack of aggressiveness dm Poor presentation of capabilities 3# Personality (general— and too vague to classify elsewhere) U« Other a* Lack of motivation b. Poor appearance #3— Intelligence, education, and aptitude 1* Intelligence Examples; a* Not above average intelligence b. Have not absorbed the education to which they have been exposed Cm Comparatively large number of people who should have never gone to college, but did so because of 0* I* M i l

Question 15 (continued} #3— Intelligence, education* and aptitude (continued) 2* Education Examples; a* Too much theory>*~not practical enough b* They are book worms; they do not understand life outside their school books; every honor student that I have ever hired has been a flop* e« Lack of training d* Poor grades e« Lack of practical experience along the lines of the job applied for 3* Aptitude Example* Lack of aptitude— probably resulting from free college education given to many who can not use it #U— Law of supply and demand Examplest Hot a sufficient number of suitable openings In accounting there have been too many candidates for the number of jobs Flooded labor market Lack of ez$>loymont possibilities Hesitation on part of management as to business trends in near future More men available than jobs The law of supply and demand Labor market not abreast college grads More college graduates tlian jobs available suitable to their liking Mot enough jobs for the satisfactory candidates we see Large numbers graduating at present No positions available for which trained Too many graduates on the market for industry to absorb in a relatively short time As to public accounting-other fields offer higher initial compensation at present Unusual supply of graduates relative to requirements Caution on the part of banks in adding staff; reduced turnover In our area— no vacancies

255 Question 1$ (continued) #U— Law of supply demand (continued) Conparatlvely few openings requiring college graduates and justifying the higher salaries vhich must be paid them General economic conditions Inability of industry to absorb additional employees Over-education of a mass for few openings No job openings Supply exceeds demand because most all graduate at same time of year Limited number of spots for trainees— and they are in the main trainees Progression within organisation Few positions open; many experienced persons available Reduction of training programs and general leveling off of most industries Few vacancies occur that cannot be filled by untrained men Limited needs Economic 5 2

H H H

#5— Other factors 1* Immaturity 2* Lack of screening by college professors and admin­ istrators* I hope some day the same care will be exercised in the selection of candidates for profes­ sional accounting courses as is presently the case in selecting men for premedic and medical courses* 3* Have no opinion on this It* Lack of vocational direction

256 Question 16— Name 5 personal traits you look for in a college graduate when you are considering him for en$)loyment Group 1— Evidence of appearance and manner® Group 2— Evidence of self-eapressiort Group 3— ’Evidence of social development Group li?—-Evidence of intelligence and education Group J?— Attitude toward employment Group 6— Knowledge of work and/or company Group 7— Personality (too vague to classify elsewhere) Group 8— Miscellaneous personal qualities Group Other factors Classification of Flra — y,,.i ' .-./» --

•TBS8S"'

Group 1 Group 2 Group 3 Group b Group 5 Group 6 Group 7 Group 8 Group 9 Ho response total

51 20 21 38

h6 6

n

bo 16 26

17*9 7.0 7*b 13.3 16*1 2*1 7*b lb.1 5*6 9*1

285* 100$

16.1

■'foEa

" t; 16.7 8.0 8.2 11.9 I8.b 2.0 6.2 lb.9 3.9 9.8

100 53 93 70 120 12 35 95 19 63

8*5 8*5 11.3 19*b 1.9 5*7 15*3 3*1 10.2

151 7? 7b 108 166 18 56 135 35 89

620**

100$

905*** 100$

* $7 questionnaires times 5 traits equals 285 *» 12b questionnaires times 5 traits equals 520 *** 131 questionnaires times 5 traits equals 905 Notes

Complete omission of this question on 12 questionnaires.

#1— Evidence of appearance and manners 1. Heat appearance (including cleanliness) 2. Manners a* Good manners (general)— *15 b. Courtesy— 7 c. Firm handshake (but not bone crusher)— 2

l5i 122 2b

257 Question 16 (continued) A*— Evidence of appearance and manners (continued) 3. Others a* Pleasantness

£

b« &alle C. Physical characteristics d* Ability to create a favorable Impression e* An appearance of clothes consciousness #2— Evidence of self-expression 1* Poise 2« Ability to express himself Examplesj a* Good conversationalist b* Clear direct speech Cm Responsiveness to questions d* Ease of speaking e. Ability to speak intelligently and audibly f* Clear* presentation of facts g« Ability to express qualifications concisely h« Ability to talk about himself in the interview #3— Evidence of social development 1» Ehotlonal stability 2. Ability to meet and work with others Examples* a* Ability to get along with people b» Sociability o* Llkability dm Cooperative attitude e« Activities f« Extrovert personality ...... cple

73 13 £*>

7h 22 1*2

10 #1*— ‘Evidence of intelligence and education 1« Education a« Education (general)— l£ b* Class standing in scholarship e* Grades relevant to work applied for d* Reason for selection of course studied e« Grades— J* f. College g * Knowledge of current affairs h* Good memory

108

Question 3.6 (continued) $b— Evidence of intelligence end education (continued) 2. Intelligence a* Intelligence (general)— -18 b» Adaptability— 9 c. Mental alertnessr-21 d* Common sense— 3 e« Ability to make a decision f f Basic intellectual capacity— 2 g« Facility in absorbing what is told, him— # h* Ability to think— 8 i* Iimglnation— ij, J. Sound Judgment— h k* Maturity— 3 #5— Attitude toward employment 1, Willingness to learn and work a* Attitude (toward employment)— 20 b* Realistic knowledge of a beginning Job— 2 c« Willingness to learn— lli d. Willingness to work— 12 e« Patience, self-restraint— I), f* Proper amount of humbleness— 3 g# Modesty— 2 h* Initiative, drive, industry— 31 1« Willingness to start at bottom— 2 2* Interest in field or type of work a* Enthusiasm, ambition, eagerness— 23 b* Interests in field or type of work (general)— 2$ o« Curiosity— 2 d* Seriousness 3* Interest in company h. Goal, aim, objective £• Other a* Attitude toward previous employment b« Loyalty— 3 c# Tenacity as shown by previous employment record #6— Knowledge of work and/or company 1» Knowledge of work a* Yfork experience— 1* b« Experience acquired in M s field— It c« Good work luablta— 3 d» Awareness of the problems in the Job e* Ability to fill vacant Job— it

259 Question 16 (continued) #6— -Knowledge of work and/or company (continued) 2. Knowledge of cojjpany a* Knowledge of company b* Reason for seeking our company as an employer

#7«~Personality (too vaguo to classify

2

elsewhere)

56

#3— Miscellaneous personal traits 1* Honesty, sincerity, frankness,straightforwardness k2 2* Sense of humor 6 3# Optimistic, cheerfbl, friendliness 3 Healthy self-confidence 20 5* Aggressiveness, forceful manner 6 6* Promptness, punctuality 5 7* Motivation, determination, ability to follow through, perseverence 111 8# Integrity 9 9. Dependability, reliability 8 10* Resourcefulness 3 11* Courage 1 12* Sense of responsibility 6 13* Manner of approach 3 111. Ability to sell self U # 9 —

O t h e r

1* 2. 3*

h*

f a c t o r s

H e a l t h , G e n e r a l

7* 8 «

f i t n e s s

b a c k g r o u n d

d a t a

( m a r i t a l

11 5

h a b i t s

6

7

C h a r a c t e r P e r s o n a l

6 *

3 5

p h y s i c a l

P e r s o n a l

s t a t u s , d e p e n d e n t s )

2

R e f e r e n c e s

i

G o o d

1

p e n m a n s h i p

F i n a n c i a l

135

s t a t u s

2

260 Question 17— ■Name 5 personal traits which will cause you to eliminate a college graduate for employment* Group 1— Negative aspects of appearance and manners Group 2— Negative aspects of s©If-expression Group 3— Negative aspects of social development Group 1*— Negative aspects of intelligence and education Group 5—-Negative aspects toward employment Group 6— Lack of knowledge of work and/or company Group 7*— Poor personality (too vague to classify else­ where; Group 8— -Lack of (or extremes of) miscellaneous personal qualities Group 9— Negative aspects of other factors Classification of Firm Ufg G r o u p

1

G r o u p

2

G r o u p

3

G r o u p

1*

G r o u p

9

G r o u p

6

G r o u p

7

G r o u p

8

G r o u p

9

N o

r e s p o n s e

1»9 21 23 23 36 k 12 1*6 7 61*

,.I*'1" Won-lfe

17.2 7.3 8*1 8*1 12.6 l.i* h.2 16.1 2.5 22.5

285* 100$

T o t a l

i

"Total

.. 55

109 1*6 bo 90 91 9 19 131* 16 111*

17.6 7.1* 6.5 8.0 li*.7 .8 2.1* 21.6 2.6 18.1*

153 67 63 73 127 9 27 130 23 178

620*#

10055

905*** 100?

17.5 7 7.0 3.1 1U.0

1.0 3.0 19.9 2.5 19.6

5 traits equals 285 p wmva *** 131 questionnaires times 5 traits equals 905 XALf.

Notes

quesvxonnairwis o-uauw

Complete omission of this question on 20 questionnaires*

Breakdown of each group* #1— Negative aspects of appearance and manners 1. Poor appearance Examplest a* Carelessness in dress b* lack of neatness c* Unhealthy appearance d. Appearance of dissipation e. Extravagance

Frequency 153 120

Question 17 (continued) #1— Negative aspects of appearance and manners (continued) 2* Poor manners Examplesi a* Gouraenese b* Fish-tail handshake c# Grandoise manners d. Failure to leave after interviewer indicates the interview is over e* Affected mannerisms f ♦ Rudeness g* Cigarette in mouth or hand while talking 3* Others a* Dieagreeableneas— h b* Sour-pues impression— -1 c# Inability to smile**-! d# Unfavorable physical characteristics— 3 #2— Negative aspects of self-expression 1* Inability to express self correctly, concisely, and clearly Examples* a. Poor presentation b» Inability to outline qualifications clearly c. Vagueness d* Poor diction e« Incorrect grammar 2« Talkativeness and/or loudness 3. Poor voice and speech defects Lack of poise #3— Negative aspects of social development 1* Instability 2* Inability to get along with people Examples s a« Chip-on-shoulder attitude b« Inability to get along with others c* Uncooperative attitude 3* Lack of miscellaneous leadership qualities a» Lack of leadership qualities (general)— 6 b* Poor extracurricular activity record— 1 c* Lack of gregariousness— b d* Inferiority complex— 1 e* Introversion— 1* f * Timidity— 1 g* Revolutionary type— 1

262 Question 17 (continued) #U— Negative aspects of Intelligence and education 1* Intelligence a. Loir Intelligence (general)— 7 b. lack of adaptability1 — 3 ©• Mental dullness— 12 d. Lack of common sense— 2 ©♦ Lawk of clear thinking— 6 t• Unsound judgment— 2 g« Immaturity— 10 2» Education a* Education (general)— 7 b* Lon grades*— ! c« Opinionated individual— 7 d« Lack of attention to detail— 1 e« Poor test results— 1 f ♦ Marrow breadth of interests— 2 g* Prejudice— 2 h* Impraotloality— 3 !• Inattentiveness— 7 #5— -Negative aspects toward employment 1. Unwillingness to learn and work a. Unwillingness to start at the bottom— 3 b* Laziness, lack of initiative— l£ c. Impatience— 3 d* Unrealistic view of employment as a beginner— 3 e. Attitude (toward employment)— 15 f* Unwillingness to learn and work (general)— 9 2m Lack of (or vagueness in) goal, aim, objectivea* Lack of definite goal or job— lh b« Indecisiveness— 6 3m Little or no interest in field or type of work a* Non-chalance, indifference— 7 bm Lack of interest (general)— 13 e« Lack of ambition, enthusiasm— 12 d« Lack of seriousness— 2 km Emphasis cm salary

73

U2

31

1|8

20 3k

6

127

263 Question 17 (continued) #5— Negative aspects toward employment (continued) 5. Self-interest Instead of company interest a* I 'm^icking-c^-own-job attitude— 1 b* Me-first individual— 3 c. Desire for special favors— 1 d. Emphasis on security, hours, vacations, etc.— 3 e. Feeling that company should have him— 1 f• looking for a job because he *has to work*— 1 g. Unwillingness to make sacrifices necessary to succeed— 1 h. Looking for an easy job— 1 6. Other a. Over critical— 2 b. Ambitions beyond capacity— 2 c. Poor sense of loyalty— 1 d« Eagerness— 2 #6— Lack of knowledge of work and/or company 1. Lack of qualifications 2. Poor past record of work experience 3* No experience A too active program *>• Lack of knowledge 6. Tendency to coast on education 7. Poor work habits S. Unfamilarity with our business

12

7

9 1 1 2 1 1 1 1 1

#7— Poor personality (too vague to classify elsewhere) #8— Lack of (or extremes of) miscellaneous personal qualities 1. Insincerity, dishonesty, evasiveness, lack of frankness 2. No sense of humor 3. Arrogancy, surliness, belligerency, argumentativeness lu Lack of punctuality 5. Undependability, unreliability 6 m Unwillingness to accept responsibility 7. Inability to sell self 3. Lack of solf-"confidence, self-reliance 9. Timidity, shyness, self-consciousness 10. Lack of motivation, perseverenee, determination, follow through U . Egotism, smart aleck, conceit, boastfulness

27 180 32 2 lU 5» h 6 1 12 9 9 61

264 Question 17 (continued) #3— Lack of (or extremes of) miscellaneous personal qualities (continued) 12. Qvejv&ggresaiveness, overconfidence lb 13« Lack of resourcefulness 1 lb* Lack of integrity 1 !$• Over-assertiveness 2 16. Femininity 1 17* ^orld-owesco-a-OJLving attitude 6 #9— Negative aspects of other factors 1* Bad habits a* Drinking— b b« Cursing— 1 c* Intemperance— 1 d* tobacco smell— 1 e# Bad habits (general)— 1 f. Expensive habits— 1 2* Poor health 3* Character (general) b* Lack of personal hygiene *>• Poor penmanship 6* Poor spelling

23 9

3 2 1 2 1

365 Question 18— -Mary recent college graduates have difficulty bridging the gap between education and useful, profitable employ­ ment* Give one specific suggestion hovr colleges can correct— or at least improve— this weakness* Group 1— Better counseling Group 2—-More attention to details of practical business and application of education to it Group 3— Actual experience mixed with education Group h— Realisation that college "commencement* means "beginning" to further training Group $— -Hiring of teachers with both business experience and academic training Group 6— Other factors Classification of Firm

Wf"

i f b & W g

...

f .. '

T o i a l

...i

G r o u p

1

7

1 2 * 3

1 7

1 3 * 7

2k

1 3 . 3

G r o u p

2

1 2

2 3

2 2 . 6

UO

2 2 . 1

G r o u p

3

n

2 1 . 1 1 5 . 3

2 b

19*lt

3 5

1 9 . 3

G r o u p

I*

1 3

2 2 * 3

3 3

2 6 * 6

2*6

2 5 . U

G r o u p

5

3

5 . 3

2

1 * 6

5

2 * 3

G r o u p

6

2

3 * 5

6

14.8

8

k.k

9

1 5 . 7

Ik

1 1 . 3

2 3

1 2 * 7

$7

1005?

1 0 0 $

1 8 1

1 0 0 $

N o

r e s p o n s e

T o t a l

12if.

Breakdown of each groups #1-— Better counseling 1* Through a real effort to guide them toward a definite objective; i.e., toward teaching business (what branch) etc* The graduate who has a real objective doesnH notice such a gap* 2* Better system of eliminating non-college material before actual admission or by systematic weeding out* Mere sub­ jection to college education does not necessarily improve one's basic intellectual capacity* 3* Give sophomore students aptitude teste to guide further study and endeavor* k. Contacting business regularly for employment opportunities* £• Provide for tests arranged by American Institute of Accountants*

2h

26fi

Question 13 (continued) #1*— 'Better counseling (continued) 6# I have felt that a good many college courses have been too theoretical* I als© feel quite strongly that a good many students* having taken a course with atone fine name, feel that they are definitely specialists who ought to be able to walk right into top-flight jobs and who resent the fact that they are not welcomed with open asms* 1 am inclined to fear that some departments* or at least some of the instructors in those departments, have foe-* tered this feeling by the undergraduates • ♦ * at least by implication* I would suggest that an effort be mode on the part of the colleges to instill in their graduat­ ing students the fact that those individuals are not entitled to a good job simply because they have graduated from college) but that* by what they have learned in college* they have been given certain advantages in back­ ground knowledge and in mental training so that they should be able to move ahead and progress faster to top-flight positions * « • that they ought to be thank­ ful for that advantage rather than to boast about it* 7* Possibly a short orientation course in freshman year on **Why a College Education as a Foundation for Business Life** This course might point up the value of trained thinking as a background for development in the business world and might show hoar certain courses would serve as background for later business experience* 8* Acquaint them more specifically with the types of work available* 9* Kuch better pre-college counseling in proper selection of course* 10* Colleges do not give students enough training in what to look for after graduation* 11, Bon a career counseling course# 12* Maintenance of Job placement bureau— as many business schools have# 13* Try to steer students away from overcrowded fields* lli# Provide more realistic information about various job opportunities• 15* Individual attention where needed to correct wrong attitudes*

267 Question 13 (continued) #3>-Better counseling (continued) 16* Indoctrinate students more thoroughly on what they will run into in business# Average grades are no longer acceptable# Industry must expect honor grades all the time if individual expects to advance# 17* Improve advice on course selection and major field# 13# Try to have college counseling staff as fully informed as possible about the actual requirements of business in the various fields in which they recommend students for placements# 19# Ilave good, well-coordinated placement service# 20# College placement services# 21# Have grads pick a couple of jobs they'd like to have— find out what is required on these jobs and shat qual­ ifications they have for them* 22# More and more effective vocational guidance# 23* By giving accepted aptitude and temperament tests# 2li# Make known to college students the needs of industry (and the nation) and the way they can best prepare to f U l these needs# #2— More attention to details of practical business and application of education to it ItQ 1# Be more practical in the senior year; Invite businessmen in to tell their story to seniors and to hold weekly seminars, etc# 2. By closer contact with actual business operations and conditions and by less following of a cut-and-dried pattern from books# 3# Stop emphasizing preparation for business* Teach a man to think, speak, and write first; then teach him the fundamentals of bookkeeping and economics later# If the colleges would start giving their students complete educations and quit trying to make supex^duper techni­ cians out of them, college graduates would have far less trouble adjusting themselves to a job and to an adult life# Give a man more than a casual acquaintance with literature, the art of self-expression, philosophy, and (except for engineering students) mathematics, and I will welcome him into my organisation with open aims# it# Exchange ideas with industry by working closer* 5* lectures by industrial relation men#

268 Question 18 (continued) #2— More attention to details of practical business and application of education to it (continued) 6* Sot up business and education committees in an effort to determine each other*a problems and needs* As a whole it Is ay personal opinion that our educational Institutions are doing a good job* 7* Have seminar in choosing future work*-*addressed by business managers; perhaps have students go through mock Interviews and write letters of application. 8* Give student a clearer picture of what is coming byhaving more frequent contacts with employers— -through classroom talks by business leaders and through plant visits* 9* Teach an applicant how to conduct a business Interview with a busy executive and how to sell himself on his applicability to a specific job* College instructors, as well as students, should read Gale Carnegie's How to Make Friends and Influence People* Ten lessons on 3£ would discount 1* years of 'romance languages and philosophy. 10* Teach the ideas and concepts of business and industry— not merely a professor's own thinking how it should be run* 11* Visit factories, businesses, etc* 12* Classroom role playing of actual interview techniques* 13* Base more on fundamentals of course* Generally, last 2 years of college are on higher things of a specific field* Graduate usually takes years to reach this stage in industry. 111. Arrange field trips and lab work so students and employer can become acquainted* l£* Too much emphasis is placed on quantity production Instead of quality in the answering of questions of many courses— speed instead of accuracy— quick thinking or little think­ ing instead of careful thinking) also teachers in most oases do not refuse to accept papers in examinations where the spelling, the English generally, and the penmanship are impossible* 16. Place more emphasis on practical application of theoretical knowledge* The case method should be used whenever possible* 17* More emphasis on work management— increased production per man hour* 18* Teach them the "facts of life" economically*

269

Question 18 (continued) #2— More attention to details of practical business and application of education to it (continued) 19* lore attention to detail of practical business and applica­ tion of education to it* 20* Let us personnel men iwrfc more closely with your staff and let us give these boys an opportunity to find out just what we have available for them* 21* Colleges can, and some do, work more closely with busi­ ness and professional men before graduation* 22* 1 have always had the opinion that colleges do not fully prepare a student for the outside world* If more onthe-job training were inserted and less book work, I think this would help* 23* lore discussion groups by businessmen— less formal lectures* 2b* Work with business organisations to set up training courses within industry* 2*>* More practice than theory* 26, Talks by businessmen on commercial subjects that bear on what the students are studying* 2?, Give mors practical training for the job in mind. Gen­ erally, all college graduates should be better grounded in the 3 23* Have more personnel people from industry visit and explain recruitment and promotion procedure* 29* More realistic (as vs, theoretical) approach by instructors— use of laboratory courses in preparation for future prob­ lems* 30, Teach them how to look for a job, 31* Practical application of theory through work laboratories, 32, Active coordination between educational institutions and employers, 33* Closer relations between business firms and college instruc­ tors, department heads, placement officers, student coun­ selors— so that the latter will be in better position to advise students on career opportunities* 3b, More emphasis on fundamentals! self-expression, written and oral? importance of punctuality, neatness} necessity for extra effort* 35>, More contacts between industry and education, 36, Require, as part of the curriculum, study in specialized fields applicable to profitable employment, 37, Stress practical and actual application of theories learned from text books.

Question 18 (continued) #2— More attention to details of practical business and application of education to it (continued) 33* By generally* doing what you are doing and imparting this information to the students* 39# By* leading to courses best suited to the individual. 1*0. Lectures by competent people in various industries pur­ pose— to give the student a proper perspective of idiat it takes to make a success in that particular industry* #3— Actual experience mixed with education 1* In accounting profession the internship idea of full­ time employment for senior® in January, February, and March should be promoted more aggressively* 2* Internship in last year* 3* Experience during schooling* 2w Encourage summer employment* *>• More stress on his own to find out if he really is in­ terested in the career that he has decided to choose* Part-time summer employment in that field, if possible* 6* Adopt co-op training* 7* Internship* 8* Incorporate actual on-the-job training in courses* 9* Practical business experience as a part of college educa­ tion* 10* Co-op education* 11* With respect to the public accounting profession, adopt the quarterly basis and send qualified seniors to firms during the winter quarter (Ohio State has followed this practice for many years)* 12* Arrangements with industry for part-time intern training while attending school* 13* Allow opportunity for practical experience* lit* Cooperative educational plans* 15* Encourage students to work during summer months or part time during school* 16* By arranging to have students work in industry during their college training* 17* Work periods in relation to their training for practical application in putting “theory** to work* 18* Combination job and educational training programs* 19* Actual 'experience mixed with education?— like the Univer­ sity of Cincinnati* 20* Cooperative plans*

Question 18 (continued) #3*— Actual experience mixed with education (continued) 21* Encourage students to seek employment during vacation periods* 22* Encourage part-time and summer practical experience* 23* Training on the Job in conjunction with college educa­ tion* 2b* Secure employment during summer vacations— preferably in major field* 25* Have students work in their field as trainees during the summer* 26, Summer employment or a program of In-service training* 27« Cooperative program with industry of choice for part of last year* 28* Make practical experience in business houses of college town a requirement— a part of course* 29m Sponsor summer employment in the field concerned* 30* Onr-the-job training as part of their education* 31* 3y use of cooperative study and work plan* 32* Vocational training* 33* Part-time employment in industry during schooling* 3b, Summer work* 35>* Apprenticeship during school term* #b— Realization that college "commencement** moans ^beginning® to further training 1* Impress on students that colleges provide educational training which is preliminary to further education and training required for progress in the business world* 2* Teach them that education is a life-time job, 3* By impressing upon students how much there is yet to learn after leaving college* b« Help graduate to understand that with greater competi­ tion for the better positions, growth comes from care­ fully planned, ambitious, friendly cooperation* Be patient, but diligent \ be alert and prepared. Oppor­ tunity comes at strange times and frequently as a result of seemingly uninportant activities* 5, Emphasise a realistic attitude toward the beginning jobs open to college graduates* 6* Teach them that their diplomas only give them the privi­ lege of applying for a position— not the right or ability per se to have or to hold a position* 7* So many schools make the mistake of telling students that big wages are easy to obtain after graduation.

272 Question 18 (continued) #b— Realization that college "commencement11 means ’’beginning” to further training (continued) 8, Make the graduate realise that the gap exists* 9• Have all graduates have patience with the job* 10* Be sure the student finds out early that there is plenty of competition* 11* A college grad is no smarter than another employee at time of employment* 12* Inpress upon students that a few years of drudgery and uninspiring work must be gone through before a new em­ ployee can expect to advance in a business. 13* Stress that the college degree does not warrant a job without effort* lb* Establishment of the feeling that their training is train­ ing only to be applied toward the practical aspects of the positions which they are performing after they are working in industry* l£* Prepare students to accept idea that foothold in busi­ ness is the important thing— not pay rate, hours, or job title* 16* They must be willing to learn the job the hard way* 17* Teach students that education is only a primary aid to success* Work and application are more essential* Ex­ perience is necessary before responsibility* 18* Condition students attitudes to realize that industrial progress takes time* 19* Inform them what will be expected of them in starting jobs* 20* Tell them that they don’t know a thing, and education and degree give no basis for high salary at beginning* 21* Encourage attitude in students that they will have to start at bottom and reach top positions only through hard work and heavy competition# 22* Impress students that a degree does not mean automatic success; they should still be willing to start at the bottom and use their education to prove thoir ability. 23* Teach students they must be willing to work for what • they get# 2b* Teach a full realization of the fact that a gap exist© and that it is hard* 2S>• Be realistic* 26. Make it clear that college education is not job experi­ ence*

27:\ Question 13 (continued) #U— Realization that college "commencement* means ’’beginning” to further training (continued) 27# Thoroughly submerge any attitude of superiority because of a degree* 28# They should not worry too much about where they start or in what line; but if willing to work and apply what they have, eventually they will be on top— but it takes time* 29* Impress upon student facts (1) that in most fields capa­ ble men are already working, (2) that the students are not prepared to take over upon graduation, and (3) that they should be prepared to learn and perform their jobs with greater ease and speed than would be possible with­ out a collegiate educational background* 30* Better understanding of free enterprise system and will­ ingness to start at what level is necessary# 31* Teach them to evaluate correctly a college education* 32. Teach graduates they must start at bottom* 33# Convince students of the necessity of possible further study in their chosen field* 3ii* Make them realise that coming out of college they have no practical experience which must be acquired and there­ fore oannot be placed in top positions which require considerable experience* 35* Train them that Mcommencement” really means the beginning* They must realise that their training will come from those "on the job® | therefor© they should not assume a superior attitude because of their college background* 36* Have students ask for a job where they can go to work and learn the business from the bottom up* 37* Emphasize that they still have much to learn and that the diploma is not a guarantee of success* 33* Stress importance of settling down to do any job well; to succeed it takes work and cooperation with fellow men* 39, Student should be taught that certain amount of train­ ing and experience is necessary when entering business and before attaining profitable employment* hO* Mary college graduates expect too much in the way of financial remuneration and job assignment when they enter the business world* College0 should inpress upon their graduating classes the fact that in most Instances they will have to start at the bottom in relatively the same position as younger high school graduates* Their college training, of course, will help them advance*

Question 18 {continued) ^ — Realization that college "cwDSQcemot1* means "beginning" to further training (continued) I4I• Willingness to accept job offered, mther than hie first choice* 1*2* Proper attitude toward work* ii3« Prepare student for adjustment from position of senior student to junior employee* I&* By convincing graduates that an education is only a means to an end and that only hard work and self-sacrifice will attain success* Far too many graduates com© out of school with the opinion that they are fully equipped to immediately take over positions of major responsibility* U5* Develop understanding that much can be learned from other people as a person gains business experience* 1*6* Realization that college training is a foundation which must be added to by actual work experience* #5— Hiring of teachers with both business experience and academic training 1* Have more persons on staff Who have been out in the busi­ ness world and are acquainted with some of the practical problems. 2* Require instructors to take "refreshers" in industry* 3* By hiring instructors with as much practical business experience as theory* k* By maintaining on the faculty one or more who have hod a record of practical business success and who have the native ability to counsel and advise a series of talks to seniors on the subject, "Bridging the Gap#* 5>* Have more practical, down-to-earth professors who have had business experience* #6— Other factors 1* Help the student to learn more about himself and how to get along with other people* 2. Evaluate college education for benefit to self rather than immediate job* 3* Throw more weight on self-control and self-government« U. Graduate at different times of year* £>* Study at school (nights)* 6* Learn to live and cooperate with others* 7* Have no concrete suggestion*

275 Question 18 (continued) #6— Other factors (continued) Q. I have yet to see a letter from a faculty member intro­ ducing a star graduate in this maimer, **I believe John Jonos can be an asset to your organization* He has the elements of a good advertising copy man . * « he wants advertising as his life’s work . « . I believe he will go far • • • etc#" Sincere discretion would have to be shown in choosing outstanding grads*

276 Question 19‘— Do you consider college graduates the main source of future leaders in your industry? Classification of Firm %

. F

fton-Ws

i

~TotS£~... *'

Yes Ho Ho response

U6 9 2

80*7 1^8 3*5

83 30 U

66*9 2h*2 8*9

129 39 13

71.3 21.5 7.2

Total

$7

1002

12ii

1002

181

100?

"Yes" commentss 1* Only because of this being an accepted supposition* 2* Ely reason of availability to a greater extent than heretofore* 3* For customer contact, business development, etc* lu Although many leaders In the construction industry will not be college graduates* 5* Our industry (retail drugs) must make extensive use of pharma­ cists as store managers* In terms of successful operation of retail stores, college graduation is not a particularly impor­ tant factor* 6* Perhaps— "Educated men*— yesl There is a vast gap between educated men— mature men, and "graduates* * "No" comments* 1* But an important source* 2. For running the operating, day-by-day routine of the business* 3* Has not been true, but probably will become true within 15 years* It* Based on fact that the majority of college men shy away from banking* 5* Only if they measure up in other qualifications* "Didn’t answer" comments:

1* 2* 3*

Only the future can answer this* Depends on the position* Don’t know.

277

u m a u xv

278 Question 1— -Is the letter more effective if the applicant addresses hie letter to you by name rather than to the company with attention to “Personnel Manager"? Classification of Firm

w

f

$On*m£Ig k9 7

.. ..

T ~ TBGBT ' 1 83 33*6 Ui.ii

fes Ho Immaterial

39

&.9

23

39*5

n

5*5 55*9

11 99

5.6 5o*o

Total

71

100$

127

100$

198

100$

I

5.6

“lea11 comments* !• Only because it shoes he has enough interest and resourcefulness to look up the name* 2* He*s done something* 3* General address usually lost in shuffle, especially If received at a busy time of month* lw Shows interest by procuring information not readily available* "No" comments« 1* UShile the personal approach may be more appealing, I do not believe it is of general practical use* "Immaterial" comments t 1* If the applicant lives out of tom, it might not be possible for M m to find out my name* 2* But it provides better mail delivery in a large company* 3* Hour can he know my name? Anyway, I might get promoted; he still oan’i know* it* Everyone doesn’t know the name of the personnel manager* 5* The letters all come to me anyway*

279 Question 2— When a well-qualified graduate requests a specific Job in hie letter of application* do you consider him for another position in case no opening exists in the specified work? Classification of Firm

iff.

"n rn fiB JB T’‘ 'i

..r

" fofcai 'T

Jos No Depends

55 12 k

77*5 16.9 5.6

99 20 8

78.0 15.7 6.3

15U 32 12

77.7 16.2 6.1

Total

71

100$

127

100$

198

100$

"Yes” oaBsaentet 1. Hoot recent graduates without experience are hired for one of our training programs* 2* if the applicant has a specific field of interest* we would prefer that he state it; also it helps If he states his willing­ ness or unwillingness to be considered for other fields. 3. Unless he has restricted his choice in his application. lu Unless he is set on one type of Job. 5 * Applicant should state h e would accept alternative position. c o m m e n t s i 1. Our own organisation is too small for diversified positions. 2. Unless we have a personal interview. 3. Only one type of Job available (accounting).

" H o "

"Depends” comments! 1. It would depend entirely upon the nature of the otherposition and upon how soon there might be an opening in his field* were it highly specialised. 2* If it is related work. 3. If training indicates proper background and if he has stressed second choice* etc. lu If the applicant seems to have above-average qualifications and there is a possibility of a further opening in his more specific line. 5 * It depends on nature o f position desired. 6. It depends on information in letter; if not much* no I

280 Question 3— When recent college graduates make written application for employment, they use the words "job” and "position*" Do you have a preference? Classification of Firm T 1;T 5 M H T '.. jT. fetal

t,

Job Position Immaterial Other

9 17 1*5 0

12*7 23*9 63*U 00.0

11 1*9 65 2

3.6 33*5 51*1 1.8

20 66 110 2

10.1 33.3 55*6 1.0

Total

71

100$

127

100$

198

100$

"Job” comments: 1« But varies! shop or lab— job; office— position* 2* I think the word "job” indicates more dearly the applicant's willingness to roll up his sleeves and go to work* Only a matter of opinion* "Immaterial" comments: 1* Personally it would make little difference— merely a psychologi­ cal approach. 2* It is determined by the tempo$ the type of the letter. 3. The man and his qualifications are the important thing. General comments: 1. "Employment* preferred.

281 Question U-*Should an applicant mention beginning salary in his initial letter of application or data sheet? Classification of Firm fetal

iff ’

-

.r

Yes No Immaterial No response

31 39 0 1

1*3.7 5U.9 00*0 1 >h

56 67 1 3

1*1*«1 52.7 .8 2.U

37 106 1 h

1*3.9 53.9 .5 2.1

Total

71

100$

127

100$

198

100$

Reasons for Group 1 Group 2 Group 3 Group U Group $

"yes” Personal evaluation Time saver for applicant and personnel manager Necessary data-~a basic point of consideration Indication of financial expectations and needs Others

Reasons for Group 6 Group 7 Group 8 Group 9 Group 10 Group 11

*noM Salary is fixed Not time and place for discussion of salary Starting rate should be secondary Disadvantageous to applicant Confidence company will pay adequate salary Others

382 Question li (continued) GlassifleatIon of Firm % Group 1 Group 2 Group 3 Group h Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 No response

10 10 2 5 1 5 8 9

Total

Non-Mfg 8 26

"i.."foEST

1 k 11

H*.l lii.i 2*3 7.1 1.1* 7.0 11.2 12.7 7.1 1.1* 5*6 15.5

6 11 11* H* 11* 2 7 15

11.0 n.o 1.6 5.5 11.8

71

10. 6. 7* 8.

To let us know more of what he expects* Indicates whether he would be satisfied in our salary scale* Indicates what he needs to live on* Gives idea as what he expects* To compare requirements with our job evaluation range. Aids in determining his salary requirements* Minimum salary expected might be helpful* Gives indication of his financial expectations and their relation to the position available. 9* A satisfied employee is a necessity* 10. Indicates financial needs*

285 Question h (continued) &*

Others-— 7 1. 2. 3* U. £• 6. 7.

reasons 6.

This essential subject must arise* Helps place beginners. Sometimes has a bearing on type of position. To determine suitable openings. Might as sell find out as soon as possible. It is easier to set a base salary -whereby the employee m y receive salary advances periodically. It is an aid in considering him for various openings.

mn m

Salary is flaced— 16 1. 2. 3* lu

£. 6. 7. 8. 9. 10. H. 12. 13* 111. 15*

We have a standard salary for all college graduates. To ask him for this information is unfair and a method of securing cheap labor. We start all employees for a particular job at same salary; college graduates advance more rapidly. A H positions are classified and noted according to evaluation. A H our coHege graduates' start in our training program at a fixed salary with automatic progression. During the first year as trainees, they actually do not merit the salariesthey re­ ceive. They are investing in their futures. In a large organisation, salaries are set. Mention of & higher salary might preclude him from consideration. The market establishes going starting rates; the applicant knows these rates as well as we do. Salaries are fixed for each position. A regular salary goes with the job. We are guided by company policy as to what wewillpayan individual• Each company has its own salary schedule; reserve mention of salary for formal application blank. Beginning rates are pretty well set up. Most companies have an entry salary established and this is generally what is offered. Position has already been rated. starting salary governed by position. We have a salary plan which predetermines the rate for a specific job*

286 Question 1* (continued) 16.

7#

Our classification system predetermines value of specific job.

Hot time and place for discussion of salary— 22 1* This item should be open for negotiation. 2. Leave for interview— can’t always tell whether qualifica­ tions will meet specifications. 3. Can be discussed In interview. U. Should be worked out in personal interview. £>• Jobs are evaluated and sklary is among last items to be discussed. 6. It can always be worked out. 7. A letter could never be the final determination of salary. 8. Salary values on both the applicant’s and company’s sides should be established later when both have more knowledge on which to judge. 9* This is a matter to be discussed personally. 10. It is not to his interest to do so. Preliminary interview will develop what his past salaries have been. 11. Should be covered in personal interview. 12. HO feel this is a matter to be discussed with the applicant after his qualifications have been considered. 13# For later consideration. ill. If we had opportunity, we would quote salary and he could give opinion at the time. 15. Neither of us can predetermine what salary should be. 16. Not necessary at that early stage. 17. Should be discussed at interview. 18. We prefer to discuss salary personally with applicant • 19. Prefer to discuss in later interview. 20. Mutual evaluations are determined at interview. 21. This can be discussed very early in any interview. 22. Wot in initial} in a follow-up letter, yes.

3.

Starting rate should be secondary— 23 1. Salary should be secondary consideration. 2. Starting salary is much less important than opportunity. 3. The first interest is the job; salary talk comes later. k. Generally, starting rate should be secondary to opportunity.

287 Question U (continued) S* 6* 7* 3* 9# 10# 11#’ 12* 13* lit# 1£# 16* 17# 18# 19# 20#

21# ' 22* 23# 9*

He should first ascertain what is available* We want the man who is Interested in an opportunity* Opportunities offered should be considered rather than salary# If he wants a job, salary should be secondary# Indicates primary interest in money rather than type of work# If applicant is inexperienced, it should not be a primary consideration# We think a college graduate *e primary interest should be in getting suitably placed rather than salary* Emphasis in initial letter should be on type of company and position he seeks# Least Important factor from long range viewpoint« Opportunity should be the motivating factor# Gives Impression individual is more concerned with pay than with opportunity# We want men primarily interested in opportunity# The job opportunity offered is fully as importantas initial salary consideration# Gives impression that primary interest is salazy# Salazy should be secondary to a satisfactory location# Generally we prefer a person whois looking for a job with a future# To start out by stating a specific salary wanted spoils the effect of the impression he actually wants to create# Position is paramount— salifications and adaptlbility will determine salary# Future more important# Should not be his first consideration#

Disadvantageous to applicant— 19 1# 2# 3* U# 2>#

Bad impression— limits job possibilities* I might pay more-— he sets hie price# Not Hot Hot If too high, might hinder consideration* May dose the door to hint* rang© varies with qualifications* May preclude consideration by asking more than labor market rate; best to leave door open# 6# Disadvantageous to prospective applicant# 7* It may leave a wrong opinion# 3# Unless very well technically trained, a recent college graduate should soft-pedal the salary question until he has had at least one or two jobs and experience to offer#

5288 Question li (continued)

9* 10*. 11, 12, 13* lit* 15, 16* 17* 13, 19* 10,

Confidence company will pay adequate salary— 3 1, 2* 3*

11.

A salary request, if high, attached to an unknown quantity applicant can cause some resentment among old-time hiring executives, Limits opportunity, It looks as if he is more interested in immediate financial return than in opportunity} it may also eliminate his con­ sideration for a position he xrould want, May bar him from consideration• Particularly beginners tend to shoot too high} letter request­ ing too much money goes into waste basket* It might preclude consideration} salaries are usually negotiable, Might eliminate him from consideration* If it seems unreasonably high, he would receive no further consideration* Precludes inflexibility, Might give impression that he is more interested in salary than in possibilities of the job* He may be eliminated before he has had a chance to consider the job* Best not to make positive commitments*

He should assume that this company pays fairsalaries* The company should makejust offer* If he hasconfidence in our organisation, we feel he should know that the salary we offer would be in proper relation to the job and would enable him to maintain a respectable standard of living.

Others— II

1. Beginning workers not expected to know salary ranges. 2* In this eompary, salary depends on too many factors, 3. Applicant does not know value of his service, U* There are too many items to be considered. 5* Dependent on position and how well applicant is qualified* 6, Recent college grads considered inexperienced* 7* We arrive at a beginning salary on basis of personality, etc. 3, It would seem to be the firm's choice to make the offer. 9, Salary standards will vary in companies.

289 Question it (continued) 10* II#

Salary contingent on qualification and experience. Our application fora takes care of this#

Question 5— What is your impression of the following types of openings for the application letter? Rank in order of preference*—* i.e., l**2**,3"*it♦ #1 "If it’s TOBBJ, it’s the BEST I" is what ray father always told me# I want to work for a company that insists on the BEST— not only the best product, but the best work that I can do* #2 Please consider ray qualifications for a position in your traffic department. The three which m y be of value to you for this type of work are experience in ship proce­ dure, college education, and knowledge of tariffs# #3 I would like to apply for a position with your company in sales work# #U Mr# Alan McGregor (assume that you know Mr. McGregor) told me about the opening you have in the wage and salary divi­ sion and suggested that I send you my qualifications for the job*

390 Question 5 (continued) Classification of Firm .r - n s s s a s r „ !• i #1 (If it’s TOBIN# * # #) 1st choice 2nd choice 3rd choice Uth choice no response Total #2 (Please consider* . . .) 1st choice 2nd choice 3rd choice lith choice no response Total #3 (I would lllce# • • «) 1st choice 2nd choice 3rd choice lith choice no response Total

0k (Mr# Alan McGregor*

Total

:r

3 2 h 58 k

lt.2 2*3 5*6 81.8 5.6

5 *3 9 95 15

3.9 2.1 7*1 71**3 11.8

3 5 13 153 19

it.O 2.5 6.6 77.3 9.6

71

100#

127

1005?

198

100$

28 25 lit 1 3

39.1* 35*2 19.7 1.1* lt.3

33 20 1 9

5o.it 26*0 15.7 .8 7.1

92 58 3it 2 12

1*6.5 29.3 17.2 1.0 6.0

71

100$

127

100$

198

100$

22 21 18 6

31.0' 29.6 25.it 8*lt 5.6

29 l*o 37 8 33

22*8 31.5 29.2 6.3 10*2

51 61 lit 17

25.3 30.8 27.8 7.1 8.5

10055

127

1005?

193

100$

.

h n

6k

55

• # #)

1st choice 2nd choice 3rd choice lith choice no response

17 18 30 2

k

23.9 25.1* 1*2.3 2.8 5.6

25 35 it5 3 lit

19*7 27.6 35.it 6.3 11.0

it2 53 75 10 18

21.2 26.8 37.9 5.0 9.1

Total

71

100J?

127

100$

193

100$

391 Question $ (continued) Oosoments on "If it»s TOBIN, it's the SEST1" 1® what my father always told zoe# I want to work for a company that insists on the BEST-— not only the beet product, but the beet work that I oan do* 1* Fourth choice— perhaps bankers are ultraconservative# 2* Fourth choice— terrible# 3* First choice— *good, but unusual— more for sales or executive group. lu Last sentence is good* $• Third choice— This type of thing is good if worded so as to sound sincere and worked into the letter so the continuity is good* 6* First choice— as a type of original rather than static approach* CoB&Bsnbd on Please consider my qualifications for a position in your traffic department* The three which may be of value to you for this type of work are experience in ship proce­ dure, college education, and knowledge of tariffs# 1* Good* 2* First choice— if not solicited* 3* Second choice— good* Comments on I would like to apply for a position with your company in sales work* 1* Fourth choice— negative* Comments on Hr* Alan me about sion and the job* 1# First choice— 2* Third choice— 3. D# K. lu Third choice—

McGregor (assume that you know Mr* McGregor) told the opening you have in the wage and salary divi­ suggested that I send you my qualifications for if solicited. prefer to use own merit and not friendly connection* usual, but rather negative*

General comments about the h choices: 1* Hone of these aregood. 2. This would depend upon kindofjob appliedfor* 3* Difficult to rank since differentpositionslend themselves to different approaches. 1*. Sorry— no choice of these#

292

Question 6— »Do you Judge the applicant by hi® data sheet more than by his application letter? Classification of Firm

Sfe ^"t ' "j " '"^on4ifg' ' Te«

"j' r"

^qtal ,rr''Y

$9*2 28.2 12.6 00.0

70 la 15 1

55*1 32.3 11.8 .8

112

56.6

61

30.8

Squally 80 response

la 20 9 0

2b 1

12.1 .5

Total

71

100*

127

100*

198

100*

"Tea" comments* 1. For the reason* perhaps, that it contains more factual data. But If his letter of application sere poor* It would be a strong negative Influence. 2. If hie application letter impresses you enough for an interview* 3. The letter acts as a good supplement to the data sheet. 2*. However, a weak letter may break down average qualifications. "No" cossnents t 1. A letter demonstrates sales ability. 2. Opinion formed from interview only. 3. If the person puts his accomplishments in the data sheet and has had enough experience so that they amount to something* the answer is yes. Otherwise* it is mostly a matter of which he does the best Job on. I*. But the data sheet with picture is a big help. "Both” cements t 1. The data sheet would carry more weight if the position were highly specialised! the manner of expression in a more general position. 2. Depends on position he is wanting— data sheet for clerical; letter for sales. 3. An outstanding letter may receive more attention* but in all instances the data sheet will be carefully reviewed. I*. Letter makes initial good or bad impression.

Question 7a— Do you check some or all of these references before or after the interview? Classification of Firm .. r Before After Don’t cheek No response

9 hQ 13 1

12.7 67.6 18.3

Total

71

WornJUg'' J

Xmk

17 83 25 2

100%

127

.fotsr .y

19*7 1.6

26 131 38 3

13.1 66.2 19.2 1.5

100£

198

100%

13.3

6$mk

"Before" comments t 1. A great deal depends on %iiether a technical or sales position* 2* If we are interested in the applicant (from his letter and data sheet) we send our own form to obtain additional information* "After" commentst 1* If we are immediately interested in the applicant* 2* If he is being seriously considered* 3* Only if applicant looks promising enough to hire. 1*. If still interested. 5* Seldom time enough before* 6* Sometimes references are cheeked— not always— depends upon posi­ tion* reaction to interview* etc* 7* If applicant is to be offered a Job. 3. If employment is offered. 9m If definitely interested* 10* Until definite offer of position is made. 11* If deemed employable. "I don’t cheek these references" comments I 1* We check references from application form. 2. Don’t as a rule. They may be helpful on occasion. 3. Most of our investigation occurs after initial screening and while the employee is working a probationary period (generally limited to 60 days). li* Don’t check until we actually decide to hire* 5* Wot for personal references*

294

Question ?a (continued) General coesaents* 1* We cheek the references* but it defends upon the situation in­ volved as to whether we do it before or after* Question 7b— Do you want this reference.section included on the data sheet and/or letter? Classification of Firm ■

Yes Ho taaterlal

1*3

Total

* .......

.

#ori-4wg

i

"■roar

79

122 8 63

61,6 lul 3k.3

198

100$

3

23

60*6 7*0 32#i*

h$

62*2 2.1* 3S*k

71

100$

127

10C$

6

t,

"Yes* commentst 1* However before applicant is hired* he is required to complete company1s standard application blank which Includes a listing of 3 references* 2* Only job references! I don*t believe in personal references* 3* Personal references are worthless for an applicant would not give the name of a person who would give him a poor reference# A former teacher or professor are* I consider* the only worth while references# "Bamaterlal*1 comments* 1* A l£-mimte talk with the applicant usually eliminates or in­ cludes using references* 2* Prior to serious consideration* we require all applicants to complete a formal application* We provide space for references* They are required and checked* 3* Only important after interview# km If interested in applicant* we send him a formal application blank which is used by our company* General comments t 1 # A b s e n c e of references can indicate definite attempt to avoid checkup*

295 Question 7cl-— If your answer to 7b is yes, where do you want these references? Classification of Firm %"TI'"Wr^tfe

,n %

foial

j

Data sheet Application letter Immaterial Ho response

32 2 16 21

hS.l 2,8 22.5 29.6

55 6 28 38

U3.3 1».7 22.1 29.9

87 6 hh 59

Ii3.9 li.O 22.2 29.9

Total

71

100*

127

100*

198

100*

296 Question 7o2— -If yomr answer to 7b is yea, ishat types of references do you prefer?

Classification of Firm w r Previous employers High school teachers College professors Others Business & professional No response total

5? 6 35 6 7 12 123

.... r

, ...

tfcn^fg

ni.

1

r fotal

5.7 9*1

102 12 m 29 1h 19

k&*Q 5*k 20*7 13a 6*3 8*5

159 18 81 35 21 31

1*6*0 5.2 23.5 10.2 6*1 9*0

100%

222

lOOg

3lt5

IOC#

h6*3 k+9 23*5

Others (please add)— *35 a* Character references Examples 1* Minister 2* Physician 3. Anyone I (personnel manager) might know km Friends and enemies 5. From home town 6* Persons of high standing in conraunity 7* Personal (if not previously employed) 8. Official school references 9* Not friend of family 10. Close associates 11* Personal acquaintances 12* Substantial people not related to applicant Professional or business references— 21 a* Exangjles 1. Banker 2* Family' doctor 3# Heads of business h, Business friends General comments* 1* Reason for college professors as references» a* for specific abilities or tendencies by character and association*

297

Question 7c2 (continued)

2*

b* pointed toward ability and personality* High school teachers and college professors don’t mean much because they are hand picked*

Question 74£fg

i

■T'o&aT... r

Do not file 3 months or less 4 - 6 months 7 months - 1 year Several years Inactive file Other No response

20 14 7 11 5 6 4 4

28.2 19.7 9*9 15.5 7.1 8.4 5.6 5.6

38 15 20 24 8 9 5 4

29.9 15.0 15.7 13.9 6.3 7.1 3.9 3.2

53 33 27 35 13 15 9 8

29.3 16.7 13.6 17.7 6.6 7.6 • 4.5 4.0

Total

71

100#

127

100#

198

100#

313 Question 18-— listed below are various kinds of information that have appeared on letters of application and data sheets* What Importance do you attach to the following points?

Classification of Firm

a* Interest in company Very important Important Little value Exclude lib response Total b* Weight Very important Important Little value Exclude Ho response

Total c* Height Very important Important Little value Exclude Ho response Total d« Religion Very important Important Little value Exclude Ho response Total

. Total

^on-l^g'

' “T

w „

iT

25 3h 10 2 0

35.2 U7.9 ilul 2*8 00*0

hi 56 15 5 1*

37.0 hU.l 11*8 3.9 3*2

71

100$

127

100$

198

100$

2 1*3 21 k 1

2*8 60*6 29*6 5.6 I.lt

7 66 1*0 11 3

5.5 52*0 31.5 8*7 2*3

9 109 61 15 h

U.5 55*1 30.8 7*6 2*0

71

x 31 72* 13 3 1

i

2L.lt 53.3 llt.l 2.1* .8

2*2* 123 27 3 1

22.2 62*1 13.7 1.5 .5

71

lOOg

127

1002

193

1002

1*7 22 2 0 0

66*2 31.0 2.3 00.0 00.0

81 1*3 2 1 0

63.8 33.9 1.5 .8 00*0

123 65 2* 1 0

62*.7 32.8 2.0 .5 00.0

71

1002

127

1002

193

100£

16 1*7 8 0 0

22.5 66.2 11.3 00.0 00.0

32 81 11 3 0

25.2 63.3 3*7 2.3 00.0

1*3 128 19 3 0

. 2l*.2 61*.6 9.7 1.5 00.0

71

100%

127

100£

193

100£

Consents r a. Interest in company and/or product 1* Important when applying for a professional job* 2. Little value until interview* 3. Genuineness of information and honest interest of person in this are difficult to appraise; hence there is a tendency to disregard it initially as "puffing b* Weight 1* Depends on job or opening* 2* Depends on type of job and those with whom he has to work* 3* Little value— only for help in identification after interview* lu Little value— unless entirely too heavy* 5. Depends on job*

319 Question 18 (continued) c. Height 1. Depends on Job or opening* 2* Little value— unless entirely too tall* 3* This depends on type of Job and those with whom he has to

work* lw Little value-— only for help in identification after interview* *>• Depends on Job*

d* Religion 1* Little value unless applicant places too ouch stress on it* 2. It is illegal in New York State to ask an applicant this question* 3* This depends on type of job and those with whom he has to work* hm Employer not allowed to ask this question under New York State law and we never have asked it anyway; it does not affect our judgment and I believe it better for applicant to assume that it will not count for or against him* e. Ancestry 1* This depends on type of job and those with whom he has to work* 2* Employer not allowed to ask this question under New York State law and we never have asked it anyway; it does not affect our judgment and I believe it better for applicant to assume that it will not count for or against him* 3* Little value unless applicant places too much stress on it* U* It is illegal in New York State to ask an applicant this question* f • Place of birth 1* This depends on type of job and those with whom he has to work* 2* It is illegal in New York State to ask an applicant this question* h* Race 1. Employer not allowed to ask this question under New York State law and we never have asked it anyway; it does not affect our judgment and 1 believe It better for applicant to assume that it will not count for or against him* 2* Depends on job or opening* i* Information about parents 1* Very important— ^whether parents are living; father* s occupation*

320 Question 18 (continued) j* Request for specific job lv Important only to Indicate major interest* 2f Important— specific field— not job necessarily. 3* Very important— if applicant has specialized training, lu Depends on type of job and qualifications for same as to its importance* *>* Important— if he knows what he's talking about* 6* Genuineness of information and honest interest of person in this are difficult to appraise; hence there is a tendency to disregard it initially as "puffing." k. Goal 1* Genuineness of information and honest interest of person in this are difficult to appraise; hence there is a tendency to disregard it initially as "puffing." 1. Financial standing 1. Omitted— depends upon other factors. 2. Little value*— except that he must not be heavily in debt. q* Military record (if duties relate to job) 1* Important— interested in dates of service* r. Military record (if duties don’t relate) 1* Important— interested in dates of service. 2. Exclude— use only to account for period of time if it is felt necessary. s. Grade point average 1. Not too helpful because colleges have varying standards. t. Class standing (%) 1. Very important— if good. u. Photograph 1. States having FJ3PC laws consider request possibly discrimina­ tory. 2. Cannot request it in certain states; excellent for remembrance value— especially after interview. w. Telephone number (if within 100 miles) 1. Very important— 11ve called from Michigan to Texas. 2. Little practical value.

321 Question Id (continued) z* Number of dependents !• Very iiaportant«--if a man has 3 dependents* you don’t offer ■ him a $50 job* General comments: 1* Obviously this list is too lengthy and too all inclusive; however most of the items are good* A letter of application in our minds should include enough information to interest prospective employer in arranging an interview.

322 Question 19— After reading many application letters and data sheets as a personnel manager, you probably have built up a mental list of unfavorable criticisms. Name 5 of these pet peeves concerning the initial -written application for employment* Group Group Group Group Group Group Group

1 2 3 U 5 6 7

Group Group Group Group Group

8 9 10 11 12

Unfavorable appearance Mass-produced letters "Clever" letters Lack of pertinent information in data sheet and/or letter Poor or incorrect attitude toward employment Lengthy data sheet and/or letter Inability to use good English and/or organize material in dear, concise and interesting form Ballyhoo High pressure salesmanship Little or no knowledge of work and/or company Miscellaneous unfavorable personal traits Other factors Classification of Firm M£g

.""T. Non-Mfjg /* ...

.

Group 1 Group 2 Group 3 Group h Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 No response

31 17 37 11 10 7 26 2* 125

Total

355* 1005?

23 11 10

h3

6*5 3*1 2.3 12*2 8.7 2u8 10.lt 3*1 2.8 2.0 7*3 1.1 35.2

i

h*5

reca*""

'

5 278

1.6 2.5 7.1 9*9 5.2 8.5 2.2 U.3 2.5 7.1 .8 U3.8

52 21 26 88 9h 50 91 25 37 23 71 9 it03

635**

100$

990*** 100%

29 10 16 U5 63 33

5k Hi 27 16

U5

*71 questionnaires times 5 pet peeves equals 355 **127 questionnaires times 5 pet peeves equals 635 ***198 questionnaires times 5 pet- peeves equals 990

Notes Complete amission of this question on 1*6 questionnaires.

5.3 2.1 2.6 3.9 9.5 5.1 9.2 2.5 3.7 2.3 7.2 .9 U0.7

323 Question 19 (continued) Breakdown of each group* #1— Unfavorable appearance 1* Sloppiness, untidiness, lack of neatness, carelessness 2. IJon-typewritten letters 3* Poor handwriting k. Illegibility 5. Poor duplication 6. Poorly set up letter or resume 7* Social stationery 8. A John Hancock signature 9. Picture with girl playing drums, etc* 10. Printed applications (own handwriting required) #2— Mass-produced letters 1* Duplicated letters 2* letters sent on mass-produced basis 3* Carbon copies U« Form letters #3— "Clever" letters 1* Novelty or unique (i.e., check list) 2* Sraart-aleck, "clever," wisecracking 3* Snappy, breezy, original

Frequency $2 22 6 9 8 2 1 1 1 1 1 21 7 3 1 5 26 6 13 7

Lack of pertinent information in data sheet and/or letter 1* Omission of or insufficient information concerning specific data mentioned 1*3 a. Work history— 5 1* Reasons for leaving past employment— 1 2. Use of meaningless titles with no explanation of work performed— 1 3* Salaries earned— 1 h* Type and extent of work history— 1 5* Past employment (general)— 1 b* Education— 6 1. Grades— 1 2* Date of graduation and degree— 1 3. Type and extent of education— 3 k* Analysis of subjects taken to duties of requested job— 1

38

324 Question 19 (continued) c« Personal history— 9 1. Age— 1 2* Health— 1 3, Address— 2 i. Personal history (general)— k $. Marital status— 1 6* Sex— 1 dm Extracurricular ctivities— 2 e. Pacts pertaining to requested Job— 9 !• Geographic preference— 2 2m Ability to travel— 1 3. Reason for applying— 1 2»* Date of availability— 2 $m Salary expected— 2 6» Analysis of qualifications to requested job— 1 f • Other— 17 1* Undated letter— 1 2« Picture— 3 3* No letter to accompany data sheet or application blank— 1 lw Qualifications and background (general)— 9 5>» Bata sheet— 1 6m Stamped returned envelope— 1 7* References— 1 2m Omission of (unspecified) essential information 3* Other (unspecified) omissions a* A perfunctory letter that assumes the data sheet will do the job— 1 bm Letter that asks to be considered— ;with no information— I* Cm The 2 or 3-sentence shot in the dark— 1 dm Brevity— *> e. Letter that requests information, but gives none— 1 f. Says nothing— only asks for interview— 1 #5— Poor or incorrect attitude toward employment 1, Unwillingness to start moderately Examples} a« Seeking too high level job b* Unwillingness to start at bottom c» Desire for top position d. Seeking a junior executive position

27 13

9k

Question 19 (continued) e« Failure to realise employer knows nothing of untried individual's ability f« Interest in a “position* gm Demand for the president's job (practically) h. Unrealistic as to beginning jobs 2* Lack of or vagueness in goal, aim, objective Example* "Well, I majored in xxxxxx, but I don't want to follow that field" 3* Lack of or failure to mention specific job request

Examples* a* b« o* d* e» f« g.

Request for vague position No specific job in mind "Am applying for a position with your company* "Any kind of job you may have open* "I ©an do scything— what do you have?1' "What have you got?* Heguest Information about all openings in the company U* Emphasis on salary instead of opportunity Examples: a* Demand high salary with no experience b* Setting a specific minimum figure as a starting salary c* Demand top salary without proving it d, Request for minimum salary in excess of current or previous income Sm Self-interest instead of company interest x Examples* a* Too much emphasis upon what ean be offered applicant b. "I am seeking an opportunity* instead of "I feel I would be more valuable to you* c* No interest shown in company d, Stressing need for a job e* Letter stating time convenient with writer to come for interview instead of waiting for aclmcFwledgment f* Primary concern— hours, vacation schedule, security, general benefits g. Applicant's desire to "try* banking as a career h* Desire for fast promotion ±. Desire for easiest job

Question 1? (continued) 3# Inconclusive evidence of interest in banking k. "Right now I am looking around" 6. Other &» Lack of understanding that a personal interview is necessary—-2 b* Emphasis on wrong points— 1 c« Criticism of former employer— 1 d* Parents or friends applying for applicant— 1 e. Request company pay transportation for interview— 1 f • Laziness— 1 §6— Lengthy data sheet and/or letter 1* Length (general) 2. Over-emphasis on non-essential material (general) 3* Irrelevant or detailed information (specified) a* Recommendations— 1 b. Reference enclosures— 3 c. Lengthy explanation of previous performances— 2 d. Copious details about hobbies and social clubs— 2 e« Listing of all college courses— 1 f• Complete military record— 1 #7— Inability to use good English and/or organize material in a clear, concise, and interesting form !• Poor grammar and/or spelling 2. Lack of conciseness 3* Poor organization It. Generalities Examples? a* "I want personnel work because I like people* b. Lack of definite information Lack of clarity Examples s a. "Mutual acquaintance suggested that I write" without reference to name of individual b. A statement that could be interpreted to mean that applicant is currently employed or unemployed c. Vague request for interview d. Inconsistencies and ambiguities

Question 19 (continued) 6# Uninteresting writing Examples: a. Letter devoid of personality b« Drabness c* Stereotyped expressions d* Horatio Alger earnestness # 8 —

B a l l y h o o

1* Undue flattery of company and/or product Examples: a* Gushiness b* Obvious flattery 2* Questionable details of personal accomplishments Examples* a. Inclination to overrate b. Padding experience c. Adjectives instead of facts to describe qualifications d. High claims of accomplishment with unmatched salary e* Exaggeration of qualifications 3* flowery language #9— High-^pressure salesmanship 1* Overselling, excess salesmanship Examples: a* Sales type of application letter b» Promotional type c* Applicant who tries to impress you with his personality dm Excessive aggressiveness 2m Attempt to pressure by ”contactsH #10— Little or no knowledge of work and/or company 1* Little or no knowledge of work Examplest Cm Request for work unrelated to background b. Religious affiliation given as a job qualification Cm Qualifications don't match requested work 2m Little or no knowledge of company Examplest a* Has experience and desires only one type of job; i.e., in personnel work. We have no Personnel Department. I'm it I

328 Question 19 (continued) b. Cm d» e«

No understanding of employer's problems ’ Request for specific jobs that are few in number Letters addressed to the president Request work in Personnel Department as a starter f • Unsuited to organisation

#11— Miscellaneous unfavorable personal traits 1» Egotism, conceit, boastfulness 1*1 Examples! a. Impression applicant is doing us a favor b. Applicant who. thinks he knows everything c. Here-I-aiiHWi»tHrill~you-pay-^ attitude d* Applicant who talks about what and who he is rather than what he wants to do or hopes to do for us e* Answer to company's prayers and problems f • Over-confidence gm Overrating importance to company h» Assumption that a short note will bring a hurried response I* Too much brass j« I-have-a-college-degree attitude k« Your company cannot continue without a§r services 1. Lack of modesty m. Boasting about his good personality, poise, and efficiency iw Overworking the pronoun, »I« o« Assumption that the company has been a total failure without him p. ”1 saved $$0,000 for ay previous employer and know I can do the same for you" q* I-know-you-need-me introduction r. Cocksureness Sm Lack of dignity t* Too positive u* I-am-indispensable-to-you type v* I-am-doing-you-a-favor type 2. Insincerity, dishonesty $ 3. Timidity, negative $ Examples! a* So businesslike that courtesy commensurate with situation as applicant not shown b. Inability to sell self c. #1 know I won't get a job, but will try"

71

Question 19 (continued) 2u Presumptuous attitude Examples: a* Request for immediate answer b« Demand for interview c. WI am qualified for a job and think I should have one with your company” d* "1*11 call your secretary on Wednesday for an appointment” before ^permission granted e* Brashness f* Demanding 5* Instability Examples: a* The habitual job changer b* Too many positions in a short period of time c. Broken appointments without explanation 6* Other a* Too choosey in job preference b. Condescension #12— Other unfavorable factors 1. Sot currently informed 2. Character references rather than qualification references 3. Asking for assorted bits of information it* Using references that are relatives 5* Women who indicate they are chain smokers 6* Requests return of data sheet ?* Coming in for interview without appointment 3* Rudeness to receptionist

330 Question 20— Name 5 essentials you look for in a letter of application and data sheet when you are considering calling the applicant in for an interview* Group i

Group Group Group Group Group Group Group Group Group Group Group

Ability to present a coisplcte picture of essential informa­ tion in a clear, concise, factual, and mil-organised form! and/or use of good English (spelling, punctuation, and

2 Education 3 Work experience h Extracurricular activities (including hobbies) 5 Good appearance 6 Knowledge of company and/or product 7 Proper attitude toward employment 8 Personal data 9 Personal traits 10 References 11 Military record 12 Other factors Classification of Firm

, Group 1 Group 2 Group 3 Group k Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group U Group 12 No response

37

12.1 10.7 10.2 U.2 2.3 *3 Hull. 10.lt 5.6 1.7 .8 2.3 2U.5

355* 1GQ%

Total * 71 #*• 127 **•* 198

Motes

h3 33 36 15 8 1 51 37 20 6 *9 10

i

fatal

i'

115 110 103 32 29 3 lij.2 9k hh 1u 7 3U 263

11.6 11.1

176

11.3 10.6 2.7 3.3 .3 Ht.3 9.0 3.8 1.3 .6 3.3 27.7

635**

100^

990*** IOC#

Hon-SCfg 72 72 67 17 a 2 91 57 2U 3 k

f»

11.3

questionnairestimes 5 essentials equals 355 questionnairestimes 5 essentials equals 635 questionnairestimes 5 essentials equals 990

Complete omission of this question on 38 questionnaires,

i o .U

3.2 2.9 .3 lU.li 9.5 U5 l.U .7 3.U 26.6

331 Question 20 (continued) Breakdown of each group: #1— Ability to present a complete picture of essential, information in a clear, concise, factual, and wellorganised form; and/or use of good English (spelling, punctuation, and grammar) !• Good organisation 2* Completeness and conciseness. 3* Factual information b* Clarity and accuracy 5. Spelling, punctuation, and grammar 6. Intelligent and interesting letter #2— Education 1* Educational background (general) 2m Specified factors relating to education a« Grades— 5> , b. Subjects taken— 3 c* Thesis topic— 1 dm College degrees— 2 e* Major or specialisation— £> f• Class standing— 9 g* Skills and speeds— 2 h* Good university— 1 #3— Work experience 1. Previous work experience (general) 2, Specified factors relating to work experience a« Reason for leaving job(s)— 10 b» Salary previously earned— 2 c* How stunners have been spent— 1 dm Whether applicant has taken some lowly jobs— 1 e» How steady has employment been— 2 f» Background of related positions— 1 g* Progress— 2 h. Continuity of work record— 1 #li— Extracurricular activities 1* Extracurricular activities (general) 2 m Evidences of leadership 3. Ability to meet people — Q0od appearance 1. Neatness 2m Legibility

Frequency

11*? 23 b£ k 20 12 10 110 77 33

103 83 20

32 30 1 1 29 23 1

332 Question 20 (continued) 3» Appearance (general) b« Handwriting #6— Knowledge of company and/or product #7— Proper attitude toward employment 1* Mention of position wanted 2# Mention of goal, objective 3* Interest in company Examples: a« Reason for applying b, Statement of what he can do for us c* Interest in something we do d, Indication that he wants to be called in e* Applicant *s concern as to how he can best serve company f • Reason for wanting to come into our organisation b* Interest in his field or type of work Examples* a* Enthusiasm, ambition b* Reason for wanting specific job 5* Willingness to learn Examples! a* Realistic knowledge of beginning jobs b« Willingness to start at bottom c*-Willingness to start at a reasonable salary d. Desire to work e* Interest in opportunity rather than immediate reward f« Reasonable attitude 6, Salary expected 7* Indication of competency #3— Personal data 1. Personal data (general) 2m Personal data (specified) a* Age and/or marital status— 30 b. Photograph— 6 Cm Name, address, and/or telephone number— 1£ d. Family background#— 13 e* Health— b fm Financial condition— 1 ♦Includes dependents, parents, place of origin

3

lb2 2b 27 2b

32

16

17 2 9b 21 73

333 Question 20 (continued) g. Sex— 1 h. Ancestry— 1 i* Height— 2 #9— -Personal traits 1. Truthfulness, sincerity 2m Stability 3. C-raciousness it. Responsibility 5. Adaptability 6. Personality (general) 7* Sparkle, ability to sell self, forcefulness 8* Tact 9* Dependability 10. Icyalty 11. Poise 12. Open-mindedness 13 • Maturity lit. Modesty 15. Straightforwardness 16. Dignity

llJ^ 18 2 1 2 2 2 5 1 1 2 1 1 1 3 1 1

#10— References

lit

#ll-~4filitary Record #12— Other factors 1. Background needed in company 2. Qualifications (general) 3. Date of availability U. Indications of knowing housing conditions 5. Need for help (timing) 6. Sufficient notice concerning the date preferred for appointment 7. Request for interview

7 3it 2 20 7 1 1 1 2

334 Question 21— During years of depression, what approach do applicants use most extensively in the initial request for employ­ ment?

Classification of Firm 3*'

%— TotaT' *.mmTTm

f .. "nssms~

Visit and/or telephone Letter Other*

14* 15 12

62*0 21.1 16.9

92 12 23

72.1* 9.5 13.1

136 27 35

63.7 13*6 17.7

Total

71

100$

127

100$

193

100$

^Didn’t knov/, not qualified to answer, or didn,t reply# Question 22— During years of prosperity, what approach do applicants use most extensively in the initial request for employ­ ment? Classification of Firm c f s*

itan-llfg

TotjOT

-gr/>>

Visit Letter Other*

7 59 5

9*9 33*1 7.0

1*2 67 13

33.1 52.7 1U.2

1*9 126 23

21**7 63.6 11.7

Total

71

100$

127

100$

193

100$

*Didn»t know, not qualified to answer, or di&ndt reply# General comments on questions 21 and 221 1. Vie prefer office visits; man has a better chance to sell himself* 2. Variable with type of work desired* Probably 95$ visit office for clerical positions* Probably the same percentage write for sales management positions* 3* Telephone is the general practice— and I have never employed an applicant in this manner*

335 Question 23— Listed below are 3 types of written applications you have received* Rank in order of your preference— i.e., 1-2-3* Group 1 An elaborate presentation, including a cover, samples of work, and U or 5 pages of copy which give a detailed, wellorganized description of the qualifications. Group 2 A well-organized letter, one or more pages in length, describ­ ing the applicant's qualifications in detail, with a picture attached, but no data sheet* Group 3 A brief letter, describing one or two important qualifica­ tions accompanied by a well-organized one-page data sheet, including a photo* Classification of Firm tton4&- —

m Group 1 1st choice 2nd choice 3rd choice !!o response Total Group 2 1st choice 2nd choice 3rd choice No response Total Group 3 1st choice 2nd choice 3rd choice No response Total

f—

fotal

t

3 53 5

7.0 11*3 7iu7 7.0

2 10 97 18

1*6 7.9 76.ii lii.l

7 13 150 23

n.6

?1

100$

127

100$

193

100$

13 U3

18*3

10.2 70.9 7.1

26 133

13.1

k

15.5 5.6

13 90 9 15

n.3

19

10.1 9.6

71

100%

127

100$

193

100$

51 15

21.1

71.3

no

31.3

3

2*3 Iu3

56.6 7.1 2*ii 3.9

161

9 3 5

71

100$

5

11

2

60*6

12?

100$

20

3.5 9.1 75.3

67.2

12.1 2.5 3 lt.1 100$ 19-3 2U 5

General comments* 1. I don't rate an applicant down for making an elaborate presentation, but I do think he should remember personnel people are busy and that a long presentation takes time to rend and is inconclusive* Decision to employ depends on result of interviews and tests % therefore a short presentation of major facts seems better to me.

336 Question 23 (continued) 2. (a) is preferable in case of certain typo jobs. If (b) and (c) are equally well prepared, I doubt if I would have much prefer­ ence. 3. tfo preference between (a) and (b). (c) may be inadequate to be properly descriptive.

337

338 BimiOOBAPHT

Directories 1* Advertising Agencies, 19U8n 2. American Institute of Accountants, 19l*8*4i9. 3* The Associated General Contractors of America, Inc. Directory of Membership^ JSly, k* 2* 2* Ayer

So**1® Directory, 19U9.

5# Census^l9itO*^Populntion; Vol• III, the Labor Force; Part If United States Suamryj Table "fb— 'Detailed Industry of Employed Persons for the United States* 6, Chain Store Guide, Directory of Drug Chains, 191*3• 7. Chain Store Guide, Directory of Grocery and Super Market Chains, 19U8* 3, Chain Store Guide, Director}/’of 5d~$l,0Q Variety and General Merchandise dShalns, llffiiff.'1 9. Moody1s Industrials, 19^9* 10. Moody1s Investments, 19l[9» 11 • The Official Guide of the Railways, November, 19lt9. 12. The Official Hotel Red Book and Directory, 19h9~195Q. 13. Rand McNally Commercial Atlas and Marketing Guide, 31st Edition, 1950. ll*. Thomas Register, 19h9* 15. World Almanac, 1950. Books 16. Batten, II. A.; Goodrich, Marcus; Toogood, Granville; The Written Word, Greenberg (Publisher), 1932.

339 17* Boynton. Paul W*, Six Ways to Set a Job, Second Edition, Harper and Brothers, New lork anci 13* Brown, Lyndon 0*, Market Research and Analysis, Ronald Press Company, New York,"13577 "mr 19 • Burtt, Harold Ernest, Principles of Employment Psychology* Revised Edition, Harper and Brothers, l$ewTork and London, X9kz7 20* Flesch, Rudolf, The Art of Plain Talk, Harper fit Brothers, 19l*6» 21* Gaum, Oarl G*j Graves, Harold F*j and Hoffman, Lyne S* S*; Report Writing, Revised Edition, Prenfcice-Hall, Inc*, Hew York, 1 S 0 ? 22* Heidingsfield, Myron S*, and Blankenship, Albert B*, Market and Marketing Analysis, Henry Holt and Company, New York, 23* Interview Procedures and Employee Testing Methods, Report No* 537, dompiled and Released T y the fiart'n^ dorporation, Chicago, 191$ * 2h* Lyons, George J*, and Martin, Mamon C*, The Strategy of Job Finding, Prentiee-Hall, Inc*, Hew York, 25* Yoder, Dale, Personnel Management and Industrial Relations, PrenticeHall, Inc*, ' Pamphlets 26* "Analysing and Building Personality,* Louis P* Thorpe, Business Education World Sear/ice Booklet No* lh, a Reprint of a Series of Articles on the Psychological Foundations of Personality Published in the Business Education World, Vol* 20, 1939~19hO* 27* ,,Do,s and Don’ts for Job Seekers," A Series of Articles Reprinted from the Chicago Tribune, 1936* 23* "Modern Business Letters for Dictation and Typewriting Practice,” Portfolio No* U, Published by Manufacturers* Institute, 75 Westminster Street, Providence, Rhode Island, 1939* 29* "Preparation for Seeking Employment, * Howard Lee Davis, John Wiley fit Sons, Inc*, New York, 1937*

310 30. Abrams, Ray, ’'Business Demands Personality," Balance Sheet, Vol* 23, No. 3, November, 191*1, pp. 10li-10? and 135* 31* Amsbary, George S., "Application Advertising," American Business . Writing Association Bulletin, March, 191*8. 'n 32. Dartnell, George, "The Furore About Religion on Application Blanks," Industrial Relations, August, 19l*l*, pp. 8, 9, and 33. 33* Dooley, 0. R., Jones, A. M», Dwinell, J. F., "What Does Industry Seek in the College Graduate?" Personnel, Vol* 8, Nos. 3-b, February-May, 1932, pp. 35-95* ..... 3k* Erickaen, E, G., "Personal Data Sheets," Business Mueation World, February, 19^3, pp. 376-373* 35* Everett, Allen, "A Study of Employment Application Forms," Personnel, Vol. 15, No. Up Shy, 1939, pp. 19U-207. 36. Geil, Lloyd H., "What Makes Letters of Application Click?" American Business Writing Association Bulletin, March, 19l*2. 37* Hay, Edward >!., "Sizing Up Job Applicants," Personnel Journal, Vol. 13, Wo. 7, January, 19l*0, pp. 253-261, 38. Homing, Kenneth Baker, "What Personnel Men Want in theApplication Letter," Balance Sheet, March, 19bU, pp. 30? and 336. 39. Horning, Kenneth Baker, "A Note for JobHunters," Business Mueation ........— — — World, December, 191*6, pp. 196-197* 1*0. Hurst, John F., "How to Get a Job," Printers Ink, Vol. 177, No* it, October 22, 1936. hi. Kornhauser, A. Vf. and Mclfiarry, R* N«, "Ratings from Photographs," Personnel Journal, Vol, 17, No. 1, May, 1933, pp. 21-2h. h2. McMurry, Robert W., "The Knack of Interviewing Applicants," Industrial Relations, March, 19h5, pp. 8, 9, and 26. h3* McMurry, Robert H., "Following Thru on the Interview," Industrial Relations, July, 19h5, PP* 9> 10, and 11. hh. Mee, John F., "What the Employer Seeks in College Graduates," Deltasig, May, 19l*l, pp. 115-116.

341 1x5. Miteel, M« Adele, "The Application Blank in Employee Selection," Personnel Journal, Vol. 26, No. 1, Itey, 191x7, pp. 6-3. 1x6. Naether, Oarl, "Correspondence Between 1312 and 161x0," Business Education World, Vol. 19, No. 3, November, 191x3, pp. 16ix-l67* 1x7. Naethor, Carl, "Correspondence Between i860 and 1371," Business Education World, Vol. 19, No# 5, January, 19h9, PP* 29WSS. 1x8. Naether, Carl, "Correspondence Between 1372 and 1383,” Business Education World, Vol. 19, No. 6, February-, 191x9, pp. 36Jx~367. 1x9. Stephens, Eugene tf., "Coordination of Colleges with Business and Industry," Personnel, Vol. Ux, Ho. h, May, 1933, pp. 172-179. 50. Transport Topics, Monthly Publication© between January, 19U0, and December, 191x9. 51. Unger, Hunt H., "The Past-Employmerct-Reference-lnquiry Form," Personnel, Vol. 20, No. 6, May, 19lxlx, pp. 357-368. 52.

Wells, John & Enid, "How to Get the Job You Want," Coronet, March, 191x7, pp. 1x7-51x.

53. Wright, H. G., "This Business of Getting a Job," Deltasig, May, 19lxl, pp. lOlx-lllx. Newspapers 5lx. Chicago Daily News, "Tips to Job f&mters," June 22, 19lx9. 55.

Daily Iowan (lorn City, Iowa), "labor Experts Predict Few Jobs for Spring Graduates,” March 26, 1950.

56. Des Moines Sunday Register, "Why Employees lose Their Jobs," September 13, 19lx9. 57. Des Moines Register, "Jobs for Graduates," March 29, 1950* 53. Iowa City Press-Citiaen, "This is the Season of Graduates,” May 25, 19ix9.

342 Manuscripts 59* "An Analysis of English Errors fvSade by Selected College Students in the Writing of Business Letters,” Ruth Arlowine Aaro, Unpublished Master*s Thesis, State University of Iowa, 19l*it. 60• ”An Analysis of Factors Relating to the Employability of College Graduates in Business and Industry," Frank 5* Endicott, Director of Placement, ISorthwestern University, Mimeographed Bulletin, May, 19liU# 61* ”An Analysis of Factors Relating to the Employability of College Graduates as Beginning Teachers in the Elementary and Secondary Schools,” Frank S* Endicott, Director of Placement, Mortirvrestern University, Mimeographed Bulletin, June, 19^5* 62. ”An Analytical Study of Four Hundred Letters of Application," Juanita Raffety Wine, Unpublished Master* s Thesis, University of Tennessee, August, 19kk*

63, "Selection Procedure for Office Employees,” Earl Clevenger, Unpublished Doctoral Dissertation, State University of Oklahoma, 19h6. 6h. "Successful Application Letters for Business Positions, "Vernon C. Bashaw, Unpublished Master* s Thesis, State University of Iowa, 19U3.