Summary for Educators

“How One Job Seeker Learned How to Stop Being Too Humble in Interviews” by Thea Kelley | October 23, 2025

In her article, Thea Kelley describes how one young professional—“JS”—transformed from underselling her accomplishments in job interviews to confidently demonstrating her value, resulting in a new role with greater opportunity and a significant salary increase. The article provides a useful case study with clear strategies applicable not only to job seekers but also to educators preparing students or adult learners for interview success. The piece is accessible here:  jobsearchandinterviewcoach.com

Key Challenge: Humility as a Barrier. JS began the coaching process believing that highlighting her achievements would feel like boasting or being selfish. She admitted to downplaying her experience in interviews, believing that a strong outcome would “speak for itself.” Kelley reframes this mindset: interviews are not about bragging but about educating the interviewer on one’s knowledge, skills, and fit for the role. JS said: “This was just the process of educating… providing a fair chance for the interviewer to understand my knowledge and skills.” The shift from self-doubt to advocacy is central.

Mindset Shift: From Passive to Proactive. Kelley’s coaching encouraged JS to adopt a proactive stance: instead of waiting for the interviewer to ask, she prepared to share key accomplishments clearly and memorably. JS created a catalog of her stories, sorted by relevance to likely interview questions, and even color-coded them. She practiced her “tell me about yourself” response out loud with her partner and used mindfulness and breathing techniques to calm nerves. This preparation enabled her to present herself with clarity, purpose, and confidence.

Differentiation and Storytelling Matter. A major turning point for JS was realizing that interviews are competitive: candidates must stand out. She worked with Thea to identify what made her different—not just what she did, but why it mattered. She prepared to tell concise, vivid, behavior-based stories (using the STAR method) that aligned with the employer’s needs. Kelley emphasizes that storytelling, grounded in real accomplishments, is more compelling than bland lists of skills.

Practice, Practice, Practice. JS devoted rigorous homework to her transformation. She wrote out numerous stories of her accomplishments, then prioritized them for each interview based on anticipated questions. She rehearsed aloud, gained comfort in the language of success, and iterated her delivery. The article conveys that interview success is not only about having the right content but also delivering it confidently, with calm, deliberate pace and language that reflects ownership of achievement.

Application for Educators and Students. While the article is framed for job-seekers, educational leaders and teachers can use its lessons in several ways. First, when preparing students for internships or first job interviews, help them build a story bank of accomplishments, including non-traditional ones (club leadership, service projects, digital initiatives). Encourage them to see these as credentials—not trivial, but worthy of being shared. Second, embed rehearsal practices: mock interviews, peer practice, video recording, and mindfulness techniques to reduce interview anxiety. Third, shift students’ mindset: emphasize that interviews are conversations for educating the employer about their fit, not simply answering questions. Fourth, differentiate: help students articulate their unique contributions—what makes them memorable.

Implications for Leadership. School leaders can integrate these insights into career-readiness programs and professional development. Encouraging staff and students to frame their success in terms of impact, relevance, and story makes interview communication stronger. For adult educators and coaching programs, using the language of “educating the interviewer” may reduce self-effacement and encourage more assertive professional narratives. This aligns with equity aims: many underrepresented candidates undervalue their achievements; structured support and practice help them claim space with confidence.

Conclusion. Kelley’s article illustrates a powerful transformation: from humility that hides talent to prepared storytelling that reveals it. For educators guiding learners into work-readiness, the lessons are clear: build story-driven narratives, rehearse explicitly, shift the mindset from self-doubt to proactive representation, and differentiate purposefully. Coaching learners to share their full value—not modestly, but appropriately—becomes a crucial skill in today’s environment of competitive hiring and fewer ideal “first opportunities.” As JS’s success shows, confidence rooted in preparation can open doors.

Original Article

“How One Job Seeker Learned How to Stop Being Too Humble in Interviews” by Thea Kelley | October 23, 2025

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com