SPRING 2026 CDPI CONFERENCE�EVOLVING CAREER SERVICES TOGETHER

Shelly Trent, SPHR, SHRM-SCP, CDF, CMCS, JCTC, JCDC, CAE

HR Professional, Career Coach, Career Writer, Career Instructor

Founding Board Member of CDPI

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Agenda

• Career Services from the ‘90s to today
• Resumes from the ‘90s to today
• Employer expectations for current and future students 

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Evolution of Career Services During CDPI

and Into the Future

Role of Career Services in the 1990s

• Giving and interpreting interest inventories (Strong, Holland SDS)
• Reviewing resumes
• Placing interns
• Tracking “placement” in professional jobs
• Teaching about professional dress and modeling same
• Doing mass mailings to employers to list jobs with colleges

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• Using the Occupational Outlook Handbook, which was a GIANT book that was updated annually
• Gathering a library of books about careers in many majors – “what can I do with a degree in ?”
• Using “new” relational databases, like Disc Resume
• Uploading (typing in) jobs to the system that came in via mail or fax

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Resumes in the 1990s

Paper Resumes

• Chronological list of past employment (functional resumes seen as suspicious)
• Educational history
• Linen-type resume paper with a watermark was required; some used gray or ivory to stand out
• Objectives were common, but usually not meaningful
• Lengthy resumes were acceptable, sometimes extending beyond two pages; most resumes went back to the first job rather than back ten years
• Always closed with “References Available Upon Request” to show “the end”
• Distributed primarily through mail, fax, or hand-delivery
• Either typed on a typewriter or typed/printed using a “word processor” (WordPerfect)
• Could only use bold, italic, and underline; not many options for “design”
• One resume was used for any applications; only one version

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AreaTalent.com

Role of Career Services in the Early 2000s

• Still using interest inventories (Strong, Holland SDS, some adding MBTI)
• Still doing resume prep and review
• Internship listings, but students found them on their own sometimes
• Tracking “acceptance” of professional jobs rather than “placement”
• Still teaching about professional dress and modeling same, but workplaces started having “casual Fridays,” which today would be “business casual”

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• At the end of the 1990s, the Occupational Outlook Handbook went online only and changed to O*NET; much more information
• Office career libraries began switching to digital/online resources
• Relational databases were upgraded
• Employers began entering jobs into shared systems, like Symplicity

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Resumes in the Early 2000s

Emailed or Faxed Resumes

• Resumes started to focus on achievements, accomplishments, and soft skills/technical skills rather than job duties; resumes began to be targeted to job postings
• Objectives were still used, but “Summary of Skills” was also typical
• Email became the primary method of submission, as Applicant Tracking Systems were still new
• Online job boards and company websites began using online applications
• Advanced word processing software allowed for more creative designs, such as boxes, lines, and fancy bullets
• Personal branding emerged, influencing how individuals presented themselves on resumes
• LinkedIn was launched in 2003

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AreaTalent.com

Role of Career Services in the 2010s

• Interest inventories moved online and were interpreted online
• Still doing resume prep and review
• Internship listings, but students found them on their own sometimes
• Tracking “acceptance” of professional jobs rather than “placement”
• Workplaces were becoming more “business casual” than “business professional;” many students think it’s okay to be more casually dressed for interviews

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• Employers moved to Symplicity and Handshake to fully integrate their recruiting with universities
• Colleges began using StrengthsFinder with students

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Resumes in the 2010s

The Rise of Social Media and Applicant Tracking Systems

• LinkedIn became essential to the job search process. Many employers started viewing LinkedIn profiles as digital resumes.
• Applicant Tracking Systems (ATS) reshaped resume content, emphasizing keyword optimization.
• Online applications dominated, with ATS integration becoming standard.
• Networking through social media for job opportunities became increasingly important.
• Resumes needed to be ATS-friendly, often leading to simpler formats.
• Personal websites and online portfolios gained popularity, especially in creative fields.

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AreaTalent.com

Role of Career Services in the 2020s

• 2020 saw mass interruptions for students visiting Career Centers as classes moved online
• Still doing resume prep and review, but the focus is on getting resumes past the ATS
• Interviews are online via Zoom and other virtual platforms; need to teach students about the differences in phone/virtual interviews vs. in-person

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• Employers admit in surveys that they have concerns about hiring students and new grads due to lack of work ethic and skills, the inability to accept critical feedback, and quitting soon after training
• Employers say they want new grads to improve their application and interview skills and complete internships before graduation

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Resumes in the 2020s

AI and Personalization to Match Job Postings

• AI-driven resume builders and reviewers are mainstream, helping candidates optimize their resumes; however, employers still want to see that students can write and not use AI.
• Video resumes and introductions started to emerge, though not universally accepted. LinkedIn offers the ability to record and post video intros.
• Emphasis on soft skills and adaptability, due to the changing work environment post-Covid.
• Continued reliance on ATS, with increasing use of mobile applications for job searches.
• Direct outreach via professional networks and LinkedIn intensified.
• Highly personalized resumes, with interactive elements and links to digital portfolios, became more common.
• Diversity, inclusion, and social responsibility aspects started to be highlighted in resumes.

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AreaTalent.com

Preparing Students for the Future�Based on Employer �Needs & Expectations

What Employers Want from New Grads

Published 2025 by Intelligent.com

Intelligent.com survey of 966 U.S. hiring managers

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Key Concerns About Recent Graduates

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Recent grads can increase their chances of success by:

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• Researching the company before interviews.

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• Demonstrating adaptability and willingness to learn.

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• Seeking feedback and applying it.

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• Showing initiative and professionalism from day one.

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What Employers Want from New Grads

Published May 2025 by the National Association of Colleges and Employers (NACE)

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NACE study said employers are looking for PROOF of transferable competencies:

• Problem-solving
• Teamwork
• Communication skills
• Initiative
• Strong work ethic
• Technical literacy

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World Economic Forum study said that employers want:

• Analytical thinking
• Creative problem-solving
• AI and big data familiarity 
• Microcredentials -- short, stackable, skill-focused certifications considered immediate proof of competency
• Willingness to adapt to company culture and work�environments 

AACSB (2025) highlights that future-ready business graduates will need targeted certifications in areas like AI, analytics, and sustainability.

What Employers Want from New Grads

Published 2025 by Cengage

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A 2025 Report by Cengage revealed that employers consider skills gaps to be the most significant impediment to business transformation; 63% cited these skills gaps as a major barrier between 2025 and 2030.

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Educators, institutions (universities), and employers prioritize different career readiness skillsets – and often don’t agree on who should be responsible for helping develop them.�They’re sending mixed signals to learners and graduates about what matters most.

What Employers Want from New Grads

Published 2025 by Cengage

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A 2025 Report by Cengage

Over 1/3 of graduates wish they’d received more help from their educational institution getting a job after graduation (36%) and working more closely with employers to build career-relevant courses and skills (35%)

What Employers Want from New Grads

Published 2025 by Strada Education Foundation

Strada Education Foundation State Opportunity Index 2025

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Employers say students need a skills portfolio capturing reflections on teamwork, leadership, and problem-solving. Employers want proof in stories and evidence, not just claims on resumes.

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Educators need to provide students with projects, client briefs, and capstone assignments that generate evidence students can use in interviews.

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A college degree usually delivers on the promise of economic security and mobility. But too many learners invest substantial time and money without achieving strong career and earnings outcomes.

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What Employers Want from New Grads

Published 2025 by Inside HigherEd

Inside HigherEd, May 2025

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Recent college graduates who participated in experiential learning (internships) while in college earn on average $59,059, compared to their peers without internships, who earn an average of $44,048.

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98% of employers say their organization is struggling to find talent, but nearly 90 percent say they avoid hiring recent grads—because they lack real-world experience.

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Over 30% of hiring managers say recent graduates lack a strong work ethic, and 25% say graduates are underprepared for interviews.

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25% of young adults are struggling to find jobs in their intended career fields; 62% aren’t employed in the career they intended to pursue after graduation.

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What Employers Want from New Grads

Published 2025 by Resume.org

Survey of over 1000 hiring managers showed:

• 87% said recent grads are on their phones during work hours
• 72% say these employees often/sometimes struggle to manage their workload
• 60% say they turn in assignments late
• 66% say recent grads are late to work
• 55% say they are late to meetings
• 62% say they deliver poor quality work
• 59% find them difficult to manage
• 58% say recent grads fail to dress appropriately
• 56% say they don’t always use proper workplace language

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What Employers Want from New Grads

Published 2025 by Resume.org

Survey of over 1000 hiring managers showed:

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When asked what would make them more inclined to hire Gen Z candidates, hiring managers want:

• showing initiative (57%)
• exhibiting a positive attitude (53%)
• demonstrating a strong work ethic (52%)
• being adaptable (51%)
• being open to constructive/negative feedback (50%)

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Other appealing traits include:

• punctuality & reliability
• strong interpersonal skills
• solid technical abilities

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What Employers Want from New Grads

Published 2025 by Intelligent.com

Intelligent.com survey of 966 U.S. hiring managers

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Key Concerns About Recent Graduates

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1. Poor Performance & High Turnover

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• 75% of companies reported that some or all recent graduate hires in 2024 were unsatisfactory.

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• 60% of businesses have fired at least one recent grad this year, highlighting issues with retention and performance.

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• 79% of companies have placed underperforming hires on performance improvement plans, suggesting that many graduates struggle to meet expectations even after initial hiring.

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What Employers Want from New Grads

Published 2025 by Intelligent.com

Intelligent.com survey of 966 U.S. hiring managers

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Key Concerns About Recent Graduates

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2. Top Complaints from Employers

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• Lack of motivation/initiative (50%)
• Unprofessional behavior (46%)
• Poor communication skills (39%)
• Struggles with feedback (38%)
• Inability to problem-solve (34%)

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3. Workplace Struggles

• 21% of managers indicate that recent grads cannot handle the workload
• 20% report that grads are frequently late to work
• 18% of recent graduates miss meetings
• 19% have been noted for dressing inappropriately or using unprofessional language, which can tarnish their professional image

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What Employers Want from New Grads

Published 2025 by Intelligent.com

Intelligent.com survey of 966 U.S. hiring managers

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Key Concerns About Recent Graduates

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4. Why Are Companies Hesitant to Hire Gen Z?

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It's not just about job performance - employers are questioning Gen Z's entire approach to work.

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• 65% believe recent grads are "entitled”
• 63% feel they "get offended too easily"
• 55% criticize their work ethic
• 54% say they resist feedback
• 53% feel they are unprepared for the workforce

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Thank you!

Shelly Trent, SPHR, SHRM-SCP, CDF, CMCS, JCTC, JCDC, CAE

shellytrent@live.com