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Resumes: What You Need to Know

The resume is an opportunity to market yourself to a prospective employer. It should be succinct, target an employer's needs, and distinguish you from your competitors. Before you get started, think about your strengths, weaknesses, personal preferences, and motivations. You should also consider the company's needs, who your competition might be, and your unique skill set. The best way to convince employers that you will add value is to show them that you've done it before.

Alumni Resume Book

Our Alumni Resume Book connects you with organizations looking for talent. Visit 12twenty (our recruiting platform) and upload your resume to get started. You should complete your Profile in 12twenty by updating your Background tab which contains information about your career experience, skills, preferences and more. Ensuring your Background tab is complete and accurate will greatly improve your chance of being contacted by an organization. Looking to connect with fellow HBS alumni? Upload your resume to the Alumni Networking Resume Book to kick start those connections.

Resume Makeover Using VMock and Aspire

Gain instant feedback on your resume and LinkedIn Profile

VMock is a smart career platform that provides instant personalized feedback on your resume and LinkedIn Profile to help improve aspects like presentation, language, and skills.

VMock Smart Editor tool will enable you to:

• Receive an objective score on your resume based on recruiter criteria
• Review line-for-line targeted feedback on your resume
• Re-upload your resume up to 10 times to track improvement

Sign up using your HBS email address. Account requests are granted within 24 business hours. During holidays and winter break (December 24th – January 1st) turnaround time will be delayed until the CPD office reopens. Please note, we recommend you review your resume before considering it final.

Resumes: Sections, Templates & Examples

• Contact details - Let others know who you are and how to get in touch with you. In addition to your name, you should list your mailing address, phone number, and email address. It is expected to be found at the top of the page. No need to include it on additional pages.
• Professional history - Start with your most recent role and list in descending chronology. For each role, provide a sentence or two that describes the scope of your responsibility. Then in bullet format, provide accomplishment statements. To write an accomplishment statement, state the problem you encountered, the action you took and the result or impact of your actions. For example, "Led team in implementing a new general ledger package by providing expertise and encouragement, which contributed to a successful, on-time project completion."
• Education - Spell out your degree so it will stand out better. It is not necessary to include your GPA or GMAT score. Do not list courses. Do list any leadership roles or study abroad experiences.
• Summary/Profile - A great opportunity to tell the reader exactly what you want them to know. It should be 3-4 sentences in paragraph form following your contact information. Be careful not to load up on overused resume jargon and avoid listing previous jobs/education as it is redundant. Instead, focus on your branding statement, unique themes in your career path, and skills.
• Key skills - Listing your skills is a great way for the reader to quickly evaluate your skill set. List skills that are relevant to your next position. For each skill, you will need a proof statement in the form of an accomplishment stated in the professional experience section. A good way to set up this section is in 2 or 3 columns with 3-4 skills in each column. The heading could be "Key Areas of Expertise" or "Core Competencies".
• Personal/Interests - Only include if it helps tell your story.
• Additional roles - If you participate in organizations outside of your professional employment, you may list these in a separate section. Headings are typically "Volunteer Leadership Roles" or "Community Service".
• Licenses and Professional Certifications - If you possess a license or certification, these should be called out in a separate section.
• Objective - No longer in style. Do not include in your resume.
• References available upon request - No longer in style. Do not include in your resume.
• Zip file of all resume templates (login required)

Chronological - This is the most commonly used layout. Recommended for a mostly consistent record of employment showing progression/growth from position to position. Not recommended for gaps in employment dates, those out of job market for some time, or changing careers.

• Template 1 (login required)
• Template 2 (login required)
• Template 3 (login required)
• Template 4 (login required)
• Sample 1: C-Level Resume (login required)
• Sample 2: Consulting to Operating Company Resume (login required)
• Sample 3: VP with Long Tenure Resume (login required)
• Sample 4: C-Level Biotech resume (login required)
• Sample 5: Exec. Ed. with Long Tenure Resume (login required)
• Sample 6: Financial Services Resume (login required)

Streamlined Chronological - This layout also shows progression from one job to the next, but does not include extra sections such as Summary/Profile or Areas of Expertise. Recommended for recent alumni.

• Template: Streamlined Chronological (login required)

Chronological/Functional Hybrid Resume - In this layout, you can highlight your employment history in a straight chronological manner, but also make it immediately clear you have filled a variety of roles that use different but related skill sets. This is useful to provide a few accomplishments in the beginning to show a theme. Each role would also have specific accomplishment statements.

• Template: Chronological/Functional Hybrid (login required)
• Sample: Accomplishment Focus Resume (login required)

Cover Letter Writing

It is essential to send a cover letter with your resume to provide a recruiter with insight into your qualifications, experience, and motivation for seeking a position. The letter also conveys your personal communication style, tone, and professionalism. An effective employment letter should:

• Be targeted and personalized
• State why you are interested in the company
• Explain how you can fill a need
• Convey your enthusiasm about the opportunity
• Suggest next steps for communication and action

Guidelines & Examples

Investigate your target company. What is the company's "breaking news?" What drives their business? What are their greatest challenges and opportunities? How can you contribute? eBaker can help with your research.

Outline your objectives using relevant information that attracts the attention of the reader.

• Salutation Address the letter to a specific person. Capture the reader's attention and briefly introduce yourself. Mention the referral/company contact, if applicable. State the purpose of your letter.
• Body Describe relevant information you discovered about the company. Discuss the position offered or the position you are looking for. Detail how your skills will benefit the company.
• Closing Convey your enthusiasm. Anticipate response.

Pay close attention to sentence structure, spelling, and punctuation. Always print your letter to check for typographical errors. Have a friend, colleague, or family member review your letter whenever possible.

Cover letters are the place to briefly and directly address the gap in your career. For example, "I am returning to the workforce after a period of raising children." Then address your strengths, qualifications and goals. Emphasize your excitement and preparedness to re-enter the workforce now.

Response to Identified Advertisement (pdf)

Branding You

Resume writing tips  , creating visual impact.

A concise, visually appealing resume will make a stronger impression than a dense, text-laden document. Respect page margins and properly space the text. Learn to appreciate the value of "white space." Limit a resume to one or two pages but not one and ¼. Ensure content is balanced on both pages. A CV is typically longer because it includes additional sections such as publications and research.

Use Parallel Construction

Select a consistent order of information, format, and spacing. If one experience starts with a brief overview followed by bullet points, subsequent experiences should follow a similar form. Parallel construction—including the use of action verbs (pdf) (login required) to start all phrases—greatly enhances a resume's readability.

Always Proofread

Pay close attention to margin alignment, spelling, punctuation, and dates. Read your resume backward to check for typographical errors. (You will focus on individual words, rather than the meaning of the text.) Better yet, have a friend, colleague, or family member review your resume.

Use Action Verbs

Action Verbs List (login required)

Improve Your Writing

Common questions, past program resources  .

How to Build a Resume that Stands Above the Competition

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How to Write a Cover Letter

Advice for tackling one of the toughest parts of the job-hunting process.

Perhaps the most challenging part of the job application process is writing an effective cover letter. And yes, you should send one. Even if only one in two cover letters gets read, that’s still a 50% chance that including one could help you. Before you start writing, find out more about the company and the specific job you want. Next, catch the attention of the hiring manager or recruiter with a strong opening line. If you have a personal connection with the company or someone who works there, mention it in the first sentence or two, and try to address your letter to someone directly. Hiring managers are looking for people who can help them solve problems, so show that you know what the company does and some of the challenges it faces. Then explain how your experience has equipped you to meet those needs. If the online application doesn’t allow you to submit a cover letter, use the format you’re given to demonstrate your ability to do the job and your enthusiasm for the role.

No one likes job hunting. Scouring through online job listings, spiffing up your résumé , prepping for grueling interviews  — none of it is fun. For many, the most challenging part of the process is writing an effective cover letter. There’s so much conflicting advice out there, it’s hard to know where to start. Do you even need one, especially if you’re applying through an online system?

• Amy Gallo is a contributing editor at Harvard Business Review, cohost of the Women at Work podcast , and the author of two books: Getting Along: How to Work with Anyone (Even Difficult People) and the HBR Guide to Dealing with Conflict . She writes and speaks about workplace dynamics. Watch her TEDx talk on conflict and follow her on LinkedIn . amyegallo

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How to Write a Great Resume and Cover Letter

Linda Spencer offers helpful tips and resources to help you write your resumé and cover letter.

What makes a great résumé and cover letter? Linda Spencer, associate director and coordinator of career advising at Harvard Extension School, shares examples of a few strong résumés and explains what makes them stand out.

Perfect Your Marketing Documents

Spencer stresses it’s important to know that your résumé and cover letter are marketing documents. Also keep in mind that the average employer takes about seven seconds to review these documents. They’re not reading: they’re skimming. So you need to make it clear right off the bat how you can add value.

Strong résumés don’t have to be lengthy. One to two pages that feature your most top accomplishments works well.

Use Action Words and Customize Your Pitch

When highlighting your professional experience, use accomplishment statements rather than descriptions of your role. Start with an action verb. Then detail the impact that action had: Did you increase, decrease, modify, or change anything in your work? Finally, be sure to quantify the accomplishments. Data helps.

Your cover letter should be one page, highly customized to each position you’re applying for. It answers two questions: why are you the right fit for the position? And how will you add value to the organization?

While it’s important to have a strong résumé and cover letter, it’s also important to remember that the number one job search strategy is networking. You don’t want to simply be reactive, applying blindly to job postings. You want to conduct a series of informational meetings so that you build a network of people you can reach out to when it comes time to start your job search.

Any Extension student can attend first-come, first-served 15-minute call-ins (via phone or Skype) with Linda. See Career Services for more information.

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• Resumes, CV's, Portfolios

Resume vs. CV?

Most students at the undergraduate level write resumes (even though they may call it a CV).  When you get to grad school, you need to decide whether you should write a CV, a resume, or both. A CV is appropriate if you are seeking an academic positions - postdoc, professor, and, possibly, some positions at government labs (e.g., DOE national labs and NIST).  But for most non-academic positions, go with a resume.  

So, what's the difference?  If you do a simple web search of "CV vs. resume," you'll find lots of explanations.  The MIT career office web site has a nice chart , highlighting some of the differences.  One huge difference is the length, CV's being several pages and resumes being limited to one or two.  But the content also differs.  If you don't know whether you will aim for an academic or industrial job, make up two separate documents. You will be continuously revising both documents, as you move through your graduate career and beyond, so get both started now.

A CV is a several-page document in which you demonstrate your accomplishments that are essential for academic appointments - research, publishing, and teaching.  Details are important.  The professors who read these will certainly develop strategies for sifting through the many applications they receive for any given position, but expect them to spend time going over the details on any that they consider possible. 

OCS has a detailed guide that you can download from the GSAS tab on their Resumes, CV's, Cover Letters web page.  In addition to the several examples within that document, I suggest that you look at the examples on the MIT Career Office website.

Resumes and Cover Letters

A resume is often the first document that you will send or hand to a potential employer or even someone who might advise you.  You may (and should) spend time revising it continually, but you should always assume that the person seeing it for the first time may only spend 10-15 seconds looking at it.  Think of the hiring manager who has been given a stack of 100 resumes (which have already been filtered beforehand by someone in HR), who is trying to fill one or two slots.  You have a very short time to catch that hiring manager's attention to be one of the few resumes to survive her/his first pass through that stack.

It is quite tempting to try to pack as much information as possible into your resume.  But always think about that brief time to make a first impression.  While it is quite reasonable for a graduate student to have a two-page resume (postdocs even longer), pay particular attention to the first page. 

What will a hiring manager (who could be an individual engineer, scientist, programmer, etc. or a manager of a group who is hiring a summer intern) look for in that initial pass through the resumes.  This can differ by organization, which is one reason we encourage students to connect to alumni for advice. However, let me emphasize one concept - what the hiring manager is trying to accomplish by hiring you.

The hiring manager will usually be hiring you to solve a problem during your internship or a broader, yet focused, set of problems in your post-graduate employment.  She/he will want to know if you have the skills necessary to solve that problem.  You want to convey the message that you have such skills, even though your particular thesis research may be focused on a different problem than hers/his.  Hence, make sure that you have skills section on the first page of your resume. List programming languages, expertise with fabrication or measurement tools, machining skills, etc. It is also important for you to show how you used those skills.  You may have several undergraduate and graduate research experiences that you can list.  Don't just focus on the goal of the research; make sure that you also mention the skills that you used in conducting the research projects.

There are several items that are critical parts of a CV, but have little or no importance on a resume. 

• Don't put references on a resume.  There may be an occasional job that will ask for them with your application, but most companies will only ask for them, when you are much closer to be hired.
• You can put teaching positions on the resume, but don't use too much space on them.  They mainly signify that you know the material for that class.
• Publications are often not nearly as important for an industrial job as an academic job.  If you have several publications, you can save space with a couple of techniques.  You could list one or two selected publications.  Or you could simply state the number of publications and provide a link to an online portfolio, where you list them.

There are many guides to writing a resume available online.  OCS has two guides that you can download from the GSAS tab on their Resumes, CV's, Cover Letters web page.   The first one is more general, aimed at the wide cross-section of Harvard PhD fields.  That one contains a page of action verbs that may prove helpful in composing your resume and a few example resumes.  Then there is also a guide (really a set of slides) aimed at Scientists, which will most likely apply to you.  The basics of writing a resume will be similar at most schools, but you may glean some additional ideas by checking out sample resumes elsewhere.  For example, I often encourage students to check out the sample resumes on MIT's career office website.  (Scroll down to the PhD resumes.) 

Portfolios and Github

Let's say that the hiring manager has put your resume into the small group of resumes to be examined in more depth.  At this point, if you have an online portfolio or github, they will likely want to spend extra time to look at your accomplishments and work/project history in more depth. 

If you are applying for a back-end programming job, have a well-organized github account that the hiring manager can search.  Don't put anything online that you don't want the outside world to see.  Obviously, if you did some work for a company, they will likely consider that proprietary.  But this caution may also hold for research work under a professor, as he/she may want to keep it secret until published.

For most other types of jobs - front-end programming, engineering, design, etc. - a portfolio is a better choice for demonstrating your skills and activities in a format that is much more extensive than a resume. 

Most students use templates provided commercial website companies such as Squarespace, WIX, Wordpress, Start Bootstrap, etc. - there are many out there.  A free alternative available to Harvard students is OpenScholar .

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Local News | Nearly 500 Harvard faculty and staff call…

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Breaking News

Local news | jaylen brown forces ot, then celtics capture game 1 in thriller over pacers, local news | nearly 500 harvard faculty and staff call administration to drop sanctions against pro-palestine protesters.

“We, the undersigned Harvard faculty and staff, are alarmed that Harvard undergraduate students who engaged in peaceful protest are being sanctioned in an unprecedented, disproportionate, and arbitrary manner compared to students engaging in similar acts of civil disobedience in Harvard’s history,” stated the letter, signed by 494 faculty and staff members Monday and addressed to Harvard President Alan Garber, Dean Rakesh Khurana and Dean Hopi Hoekstra.

About 35 students are facing academic sanctions, including measures preventing students from graduating and making some withdraw for multiple semesters, for taking part in the pro-Palestine protest encampment in Harvard Yard, Harvard Out of Occupied Palestine (HOOP) and other student groups said over the weekend .

Student protesters have said that the disciplinary measures violate the agreement between HOOP and Harvard leadership to end the encampment last Tuesday. In the agreement, the president agreed to urge the Administrative Board to follow “existing practices and precedents” regarding pending disciplinary cases against protesters.

“These sanctions undermine trust,” the letter stated. “Students and faculty acted based on the widespread understanding that the university would facilitate prompt graduation, as had been stated in direct communications from the President.”

Students have called the punitive measures “extraordinary” and cited multiple peaceful protest at Harvard that resulted in minor or no disciplinary actions for students, including the 1986 South Africa Apartheid encampment, 2001 Progressive Student Labor movement sit-in, Fossil Fuel divestment sit-ins and blockades from 2014-2017 and 2016 Belinda Hall occupation.

The proceedings threaten to keep at least 12 students, including multiple Rhodes Scholars, from graduating on Thursday, the group of faculty and staff said. The letter called the leadership to allow all students who engaged in peaceful protest to be “allowed to graduate with the degrees they have earned.”

“The primary outcome of these highly irregular Administrative Board proceedings will be to unduly harm these students’ future employment and current livelihood and to create further division on campus at a time when we should come together to honor our graduates,” the letter said.

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More Than 180 Harvard Faculty Sign Letter Urging Garber to End Pro-Palestine Encampment

More than 180 Harvard faculty urged interim University President Alan M. Garber ’76 and interim Provost John F. Manning ’82 to end the pro-Palestine encampment in Harvard Yard in an open letter.

The letter — which asked Harvard to enforce its conduct rules against protesters and described the occupation’s continued presence as “an atmosphere of lawlessness” — was sent to Garber’s office Thursday afternoon.

Since the letter was sent, protesters revealed they met with Garber Wednesday evening to discuss ending the encampment. Protesters refused to accept an off-ramp to end the encampment and avoid involuntary leave of absence notices. On Friday morning, the University began placing encampment participants on involuntary leaves of absence.

Though Garber remained mostly silent on the encampment until his threat of leaves of absences in a Monday email, his offer to the protesters — made during the Wednesday meeting — is precisely the type of approach the letter urged against.

“Prompt removal of the encampment should be followed by civil dialogue with those representing the views of the protesters who remain in good standing with the university,” the letter read. “The sooner the encampment is removed, the sooner a meaningful conversation can begin.”

The letter also urged Harvard not to “make concessions to protesters that would have not been granted had they followed the rules,” arguing that to do so would violate the principles of “civil discourse” and encourage future disruptions.

University spokesperson Jonathan L. Swain declined to comment on the letter.

College and University officials have repeatedly told the students in the encampment that they are violating Harvard policy since it began late last month. At least 30 students have been called before the Harvard College Administrative Board and are likely to face disciplinary action.

But Garber offered a meeting with more top University officials and said students would not be put on involuntary leave if they immediately dismantled the encampment in the Yard.

Harvard Out of Occupied Palestine — the organization staging the encampment — said they rejected the demands in an announcement early on Friday, and by Friday morning, students had begun receiving notices that they were placed on leave. Students placed on involuntary leave may not complete final exams, stay in Harvard housing, or be present on Harvard’s campus until they are reinstated.

The letter encouraged protesters to accept disciplinary consequences, arguing that a willingness to do so is the “difference between civil disobedience and mob rule.”

The letter represents a growing rift among Harvard’s faculty over how the University ought to handle the encampment as Commencement approaches. It follows a Tuesday open letter from more than 300 faculty members urging Garber to negotiate with the students.

However, Harvard officials — Garber included — have been unwilling to engage with the students’ demands, which include disclosing and divesting from all companies and institutions with ties to Israel. Swain said the Wednesday meeting was “not a negotiation of protesters’ demands.”

Garber “reaffirmed the University’s commitment, as an institution where debate and discussion are central to our mission, that there would be more opportunities for constructive dialogue on these issues across our community in the coming months,” Swain wrote in a statement early Friday.

The Thursday letter’s signatories include psychology professor Steven A. Pinker and former Harvard Medical School dean Jeffrey S. Flier — both leaders of the Council on Academic Freedom at Harvard, a faculty group whose members have been prominent in free speech debates following Oct. 7.

Three members of Harvard’s task force on combating antisemitism — Medical School professor Jerome E. Groopman, Harvard Law School professor Jesse M. Fried, and Computer Science professor Boaz Barak — also signed. Law School professor emeritus Laurence H. Tribe ’62 joined both Thursday’s letter and the open letter on Monday urging Garber to hold conversations with protesters.

In addition to faculty signatories, the letter was signed by several other Harvard affiliates, including Shabbos “Alexander” Kestenbaum, a Harvard Divinity School student who is a plaintiff in a federal lawsuit accusing Harvard of failing to address campus antisemitism.

Its authors cast the encampment as a threat to academic freedom and a burden on University operations, writing that Harvard police and administrators “have been stretched to the breaking point.”

The letter contended that the encampment has “prevented the use of a central campus space by many students” and displaced rule-abiding student groups from activities they might otherwise conduct in Harvard Yard.

Removal of the encampment would be consistent with time, place, and manner restrictions on free speech, the letter argued.

“We fully support your efforts to end the encampment swiftly and as peacefully as possible, so that the academic missions of our community, including exams and commencement, can go forward without further disturbance,” the letter concluded.

—Staff writer Tilly R. Robinson can be reached at [email protected] . Follow her on X @tillyrobin .

—Staff writer Neil H. Shah can be reached at [email protected] . Follow him on X @neilhshah15 .

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Timing of warning letter to Olentangy Liberty High School baseball coach questioned

A day after The Dispatch requested records about a Liberty High School varsity baseball trip to Georgia that resulted in suspensions for alcohol and drug violations, Olentangy Local School District officials revised a written warning to the coach to reflect a harsher punishment.

Just after 3 p.m. May 2, district treasurer Timothy "Ryan" Jenkins emailed The Dispatch an April 24 warning letter to varsity baseball head coach Ty Brenning that admonished him for his behavior during an unrelated team meeting — not the Georgia trip that one parent described as "a drunken drug fest."

In the original written warning, which Brenning signed, he explained that he was responsible for "letting his emotions get the better of him" when he responded to a player who apparently was joking around. "His word choice and tenner (sic) were both inappropriate and charged with emotion," according to the letter, which refers only in passing to "the recent baseball trip" and does not hold Brenning responsible for leaving the trip early, failing to monitor the team or the multiple nights of alcohol and drug use.

The same day The Dispatch published its initial story , May 3, Brenning signed a revised version of the original that included specifics of the Georgia trip and scolded Brenning for being irresponsible.

Jenkins explained this week that the revised version likely didn't exist when The Dispatch requested it and that the district's revision, which added the Georgia trip problems, was drafted shortly after The Dispatch request was fulfilled.

"My understanding is that this action was enacted AFTER your request—my search did not turn up any drafts, so I can only assume it did not exist in any draft form," Jenkins said. On Friday, Jenkins said that the unsigned draft letter did exist and that he had failed to find it.

According to several parents of players who attended the sports camp, coaches left the players alone in hotel rooms and failed to check in on them nightly . The Dispatch previously reported that a large majority of the team — as many as 19 of 24 varsity team members — were suspended for violating the district's alcohol and drug abuse policy, and one student was taken to a Georgia hospital after overdosing on cannabis gummies.

Jenkins, "out of an abundance of caution" also emailed The Dispatch an email to Brenning from Darin Meeker, Liberty's athletic director, admonishing Brenning for leaving Georgia early and ordering him to get permission if he alters future travel plans. However, none of that detail was included in Brenning's signed April 24 warning letter nor was it included in The Dispatch May 3 reporting.

The Dispatch obtained the May 3 letter signed by Brenning that included specific references to the Georgia trip and Brenning leaving early only from a parent who had requested it after The Dispatch story was published.

In response to questions about why the more detailed letter, even a draft copy, to Brenning was not included in the May 2 Dispatch request, one parent replied:

"The change happened … the day of your article. Seems like a coverup."

Christian Ross, director of district communications, denies that.

"The answer to your question is emphatically no; this (Dispatch) story had no impact on the district’s investigation or any resulting disciplinary action."

The district, citing federal student privacy laws, hasn't commented on Brenning or the Georgia trip, refused to say how many players were suspended and why, and won't acknowledge that there is an ongoing investigation into the matter.

The parents of several players have met as recently as this week with school district officials, seeking more information on Brenning's status and that of his assistants. They are angry that so many students were punished while coaches have not. Not satisfied with answers, they have been told to file official complaints.

Parent and student complaints were responsible for the resignations of the entire coaching staff of the Liberty High School varsity hockey team in early March.

Parents accused Kevin Alexander and his assistants, Darwin McClelland and Richard Smith, of forging an "extremely toxic environment" with belittling and abusive language, including repeated use of the F word and derogatory references to women.

[email protected]