skills for each of the selected occupations. O*NET categorizes occupations using one or more of the categories Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (i.e. RIASEC) based on the daily tasks involved in the occupation.<sup>13</sup> In the second step, which we call the reverse audit study, we collaborated with a private company that allowed us to include solicitation of specific socioemotional skills in two of their vacancy ads, and then provided the research team with anonymized CV information of the received applications. This enabled us to understand the ways in which candidates tend to signal their socioemotional skills (more information on both steps is provided in Appendix B).

Using these two steps, we were able to identify and construct realistic socioemotional skill signals that match the socioemotional skill descriptors in the literature as well as the O*NET. Although a rather long list of socioemotional skills is provided in O*NET for each occupation, we selected three socioemotional skills for each occupational cluster based on their usage in real CVs. These skills are given in Table 3.

_Table 3: Selected socioemotional skills for each cluster_

|**Occupational cluster**|**Socioemotional skill**|
|---|---|
|Accounting|Detail orientation, Organization, Communication|
|Marketing|Dynamism, Teamwork, Persuasion|
|Sales|Persuasion, Networking, Teamwork|
|IT|Detail orientation, Perseverance, Teamwork|

We signal all the selected socioemotional skills through activities performed in the context of job-related tasks, through extracurricular activities during undergraduate studies, and in the profile summaries (or “taglines”). We selected to signal socioemotional skills through activities and not as mere collection of adjectives after conducting a discrete choice experiment with senior undergraduate students of psychology and MBA students. This experiment demonstrated that socioemotional skills are salient features in the CV, but that they matter only when signaled through activities and not as mere adjectives (Nas Ozen, 2018).

We include signals of socioemotional skills in three different places in the CV: 1) job descriptions within the listed current job experience, 2) in a section called “Scholarships and projects” including extracurricular activities, and 3) in the CV tagline that is shown at the top of the CV on the online job portal. For the job descriptions, we create sentences of neutral job descriptions for control CVs and alternative sentences for

> 13 Definitions for these categories are as follows (from www.onetonline.org): _Realistic_ occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and realworld materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. _Investigative_ occupations frequently involve working with ideas and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. _Artistic_ occupations frequently involve working with forms, designs and patterns. They often require selfexpression and the work can be done without following a clear set of rules. _Social_ occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. _Enterprising_ occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. _Conventional_ occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

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