Transcript Options and Opportunities for Getting a Good Job with Your

Earning Strong Letters of
Recommendation
R. Eric Landrum
Department of Psychology
Boise State University
Rocky Mountain Psychological Association
Phoenix, AZ
April 14-16, 2005
Psychology Degrees Conferred in
the United States, 2000-2001
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Doctoral: 4,659
– Men: 1,475
– Women: 3,184 (68.3%)
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Master’s: 15,196
– Men: 3,615
– Women: 11,581 (76.2%)
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Bachelor’s: 73,534
– Men: 16,572
– Women: 56,962 (77.4%)
Number of Psychology Bachelor's Level Graduates
80000
60000
40000
20000
0
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Year
Letters of
Recommendation
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In many job application situations, you
may be asked for one or more letters
of recommendation. Letters of
recommendation are a standard
requirement graduate school
applications.
What Employers Want: Top 20
Qualities, Skills, and Abilities
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Listening skills
Ability to work with others as
part of a work team
Getting along with others
Desire and ability to learn
Willingness to learn new,
important skills
Focus on customers/clients
Interpersonal relationship skills
Adaptability to changing
situations
Ability to suggest solutions to
problem
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Problem solving skills
Ethical decision making
Critical thinking
Ability to see the big picture
Flexibility/shifting gears
Being able to identify problems
Working smarter to improve
productivity
Timely decision making
Time management
Problem-definition skills
Personality
Graduate School
Selection Criteria
 Primary: GPA, GRE, Letters of
Recommendation
 Secondary: (1) Research Leading to
Publication, (2) Match/Fit with Program, (3)
Research Leading to Conference Presentation,
(4) Member of Selection Committee Showing
Interest, (5) Clarity and Focus of Statement
of Purpose
Letters of
Recommendation
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When you ask a faculty member
or other professional for a letter
of recommendation, ask for a
strong letter of recommendation.
Most faculty members would rather not write a
letter than write a weak letter of recommendation.
Who Do You Ask?
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If you are a student in one class with
me, do the bare minimum work, never
speak up in class, and never have a
conversation with me outside of class
or during office hours, then I will have
a difficult time writing you a strong
letter of recommendation.
Who Do You Ask?
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Those faculty who
– have worked closely with you
– have known you long enough to know you fairly
well
– are senior and well-known, if possible
– have a positive opinion of you and your abilities
– have a warm and supportive personal style
Get to Know the Faculty
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Your professors and supervisors have direct
influence over your letters of recommendation.
You are going to need to choose people who know
your professional development, skills, and abilities
and know them well. For a faculty member to get
to know you this well, you are going to have to get
involved outside of the classroom.
It takes more than being a good book student to
get superb letters of recommendation. You have to
interact personally with faculty members for them
to recognize your talents.
Information to Provide
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Ask your references if they have any special
requests before they begin writing your
letter. Some of the items you might be
asked to provide include:
– Current copy of your academic transcript; usually
an unofficial or “student” copy is fine.
– Copy of your academic vita that lists your
achievements and accomplishments in the
discipline or a resume that summarizes your job
history, skills, and abilities.
Information to Provide
– Pre-addressed (stamped) envelope for each
letter, whether it goes back to you (the student),
or goes directly to the place of employment (or
graduate school); does this envelope need to be
signed on the back?
– Any (completed) forms that the letter writer
might be asked to submit with the letter.
Information to Provide
– Cover sheet to the letter writer that includes
contact information if your letter writer needs to
reach you, when you will submit your application
(you don’t want the letters to arrive before your
application), and the deadline for each letter.
Possible Characteristics To Describe
in Letters of Recommendation
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Academic achievement
Research ability, experience, or
potential
Teaching potential or experience
Verbal skills, public speaking ability
Writing skills, level of writing proficiency
Industriousness, motivation,
perseverance, energy level, drive
Quantitative abilities
Creativity, originality, imagination
Analytical ability
Leadership skills, level of respect
accorded by others
Sociability, social skills, ability to get
along with peers
Emotional stability, level of emotional
adjustment
Judgment, ability to make sound
decisions, ability to reason
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Flexibility, adaptiveness
Ability to work independently
Knowledge of the field
General knowledge base
Desire to achieve, seriousness of
purpose, initiative
Professionalism, maturity
Social awareness, level of concern for
others
Physical grooming, personal appearance
Character, honesty, integrity, ethical and
moral standards
Ability to work with others, teamwork
potential, cooperativeness
Dependability, level of responsibility
Potential as a teacher
Potential as a practitioner
Do You Get to See Your
Letters?
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Faculty differ on their practices of releasing letters
to students. For very good students with very good
letters, faculty may be inclined to give the student a
copy of the letter. Other faculty members never
release letters to students, no matter how good the
letter (or the student). A direct conversation with
the faculty member can resolve any of these
concerns.
Also, don’t assume that the lack of access means a
bad letter—faculty may be following their own
personal policy, or even a departmental or
university policy.
Letters of Recommendation
(NOT)
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As Appleby (1997) states, “you cannot
expect your teachers and advisor to write
you good letters of recommendation if you
do not treat them with courtesy and
respect” (p. 68).
How NOT to Receive Good
Letters of Recommendation
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Barely tolerate your instructors and classes
Be consistently late to class
Don’t ask questions of the instructor, even when asked
Don’t read assignments before class
Try to be the exception to the rule
Disagree with instructors in a condescending manner,
especially in public
Label assignments you do not understand as boring,
irrelevant, or busy work
Be the classroom lawyer
Never help plan or participate in departmental activities
Avoid using an instructor’s office hours
Strategies to Secure Strong
Letters of Recommendation
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Deal effectively with a variety
of people.
Display appropriate
interpersonal skills.
Listen carefully and accurately.
Show initiative and
persistence.
Exhibit effective time
management.
Hold high ethical standards
and expect the same of others.
Handle conflict successfully.
Speak articulately and
persuasively.
Work productively as a
member of a team.
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Plan and carry out projects
successfully.
Think logically and creatively.
Remain open-minded during
controversies.
Identify and actualize personal
potential.
Write clearly and precisely.
Adapt to organizational rules
and procedures.
Comprehend and retain key
points from written materials.
Gather and organize
information from multiple
sources.
More information
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psych.boisestate.edu/EricLandrum.htm
[email protected]