Targeted resume study

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  • A resume is a brief summary of your qualifications, skills and experience that represents EVERYTHING you have done to become desirable in the employment marketplace.
  • Explain different formats for entry headings
  • Explain different formats for entry headings
  • Targeted resume study

    1. 1. Creating a Targeted Resume<br />Kristin Conner<br />Jozsef Horvath<br />L&I 798<br />May, 7, 2011<br />
    2. 2. Executive Summary<br />75 applications on average for each opening (CareerBuilder, 2009).<br />38% spend less than a minute reviewing a resume ( 18%>.30s). <br />The biggest mistake is a lack of customization.<br /> 79% of human resource managers said they pay a lot more attention to resumes that are tailored to their open positions(CareerBuilder, 2010).<br />70% of seniors would use a career centers to develop their resumes (NACE, 2010).<br />Majority of Stanford undergraduates can not create a targeted resume but would attend resume workshop (SUCDC Learner Survey, 2011). <br />The purpose of REIW is to bridge that GAP.<br />
    3. 3. SUCDC Learner Survey2011<br />3 part Likert-3 type instrument (Y, S, N).<br />Given to students, experts and employers<br />Purpose: to measure students ability:<br /><ul><li>Describe experiences in AVF sentences
    4. 4. Create AVF sentences
    5. 5. Create targeted resume.
    6. 6. Willingness to attend workshop</li></li></ul><li>Target Group Background Information<br />Student Survey<br />Stanford Undergraduate Population<br />Survey sent to 50 undergraduate students at Stanford University<br />Men 21 (42%)Women 29 (58%)<br />School of Earth Sciences 1 (2 %)School of Engineering 7 (14%)School of Humanities and Sciences 21 (42%)Undeclared 21 (42%)<br />Stanford undergraduate population 10-11 - 6,887 matriculated<br />Women 3,334 (48%) Men 3,553 (52%)<br />School of Earth Sciences 134 (2%) School of Engineering 883 (13%) School of Humanities and Sciences 2,320 (34%) Undeclared 3,550 (51%)<br />Sample is an accurate representation of the total undergraduate population (Stanford University website)<br />Expert in the Field Information: Six Career Counselors from the Career Development Center<br />Employer who Hire Student: Four employers at Stanford University who regularly hire undergraduates<br />
    7. 7. Needs AssessmentAction Verb Question – Student Response<br />
    8. 8. Needs AssessmentAction Verb Question<br />Field Expert Response<br />Employer Response<br />
    9. 9. Needs AssessmentTargeted Resume Question – Student Response<br />
    10. 10. Learner Analysis<br />Entry Behaviors - English, computer, recall activities and coursework from the last 4-8 years.<br />Prior Knowledge of Topic Area - Exposure varied, but likely will have General Understanding of resume concept. Misconceptions regarding format, method of creating a resume, and acceptable content for the resume. <br />Motivation – Anxious yet motivated<br />Education and Ability Levels - High ability. Developmentally, still perfecting critical thinking and creativity skills.<br />General Learning Preferences - Laptops<br />
    11. 11. Context Analysis<br />Services at SUCDC - one-on-one additional training and feedback through counseling appointments. <br />Post graduation - Learners can use the skills independently, also seek feedback through resume adviser or private practice career counselor. <br />Skill Use - Resume should be updated as soon as a new experience occurs<br />Instruction - 2 hour workshop in first floor conference room of the SUCDC, room holds 30 people. <br />Media for Instruction - Powerpoint, individual and peer-to-peer work, lecture<br />
    12. 12. Course & Unit Design (Macro-Instructional Design)<br />Course Instructional Curriculum Map<br />
    13. 13. Unit and Lesson Instructional Objectives<br />Unit Instructional Objectives<br />Unit 1 Lesson Objectives<br />
    14. 14. Lesson Design (Micro-Instructional Design<br />A<br />V<br />Prerequisites<br />Able to classify dates into reverse chronological order<br />Able to use word processing software<br />Able to identify verbs<br />
    15. 15. Formative Evaluation <br />Field Test of Resume Essentials Interactive Workshop: conducted at SUCDC with 4 undergraduate students; 2 men, 2 women, 1 freshman, 1 junior, 2 seniors<br />Evaluations:<br />pre- and post-field test resume evaluation based on rubric<br />student satisfaction questionnaire after instruction<br />observations about learner impact during instruction<br />Media and Instruction Methods: powerpoint slides, examples of properly formatted and targeted resume elements, individual learner practice, peer-to-peer feedback and quick evaluation by instructor<br />
    16. 16. Résumé Essentials: Interactive Workshop<br />
    17. 17. Sample Slides from Workshop<br />
    18. 18. Find the Fruit<br />
    19. 19. Targeted Resume Sentences - Before<br />9/08 - present Teaching Assistant, Stanford English Dept.<br /> • Assisted professor with teaching class and helped grade papers<br /> • Met with students who needed help<br />Libellule Magazine, Advertising Manager & Writer, Paris, France 4/09 – 8/10<br />Called potential advertising clients, processed sales paper work.<br />Wrote and translated articles. <br />
    20. 20. Targeted Resume Sentences - After<br />9/08 - present Teaching Assistant, Stanford English Dept.<br /> • Led group of 12 through course curriculum.<br /> • Analyzed and evaluated course papers.<br /> • Met individually with peers to manage problems with course work.<br />Libellule Magazine, Advertising Manager & Writer, Paris, France 4/09 – 8/10<br />Managed advertisement business development for Franco-Chinese magazine. Developed client network, signed contracts with Cognacs Rémy Martin and France Telecom. Translated Chinese articles into French. Wrote French articles for culture section.<br />
    21. 21.
    22. 22. Formative Evaluation <br />
    23. 23. Formative Evaluation <br />Student Satisfaction Questionnaire<br />
    24. 24. Revisions<br />Instruction Length<br />Peer–to–Peer Feedback<br />Targeting Resume to Career Field Portion of Workshop<br />Materials<br />
    25. 25. Questions?<br />

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