The document provides guidance on writing job descriptions and identifying skills for youth work experiences using the Massachusetts Work-Based Learning Plan. It discusses including a job description, foundation skills, and customized workplace and career specific skills. Examples of effective job descriptions and skills are provided, highlighting the importance of context, projects, and expanding on foundation skills. Youth development concepts should be considered in experience design for learning and productivity. Resources for examples and ideas are suggested.
This document provides information about a workshop on basic interviewing skills and development to be held on November 13, 2012. The workshop aims to teach managers how to properly screen candidates, ask the right questions during interviews, and evaluate interviews more objectively in order to make better hiring decisions. It will cover topics such as defining job fit, scanning resumes, using aptitude tests, preparing for and conducting interviews, and important dos and don'ts. The facilitator, Patricia Pascua, is an experienced HR practitioner and trainer with over 15 years of experience in recruitment and training.
The document provides guidance on writing a good curriculum vitae or CV, including tips on structure, formatting, content and the use of power words. It recommends keeping a CV to no more than two sides of A4 paper and including sections for personal details, education, employment history, skills, references and interests. Formatting tips include using a simple layout that is easy to read, as well as clear and plain fonts on good quality white paper.
The document provides an overview of career development workshops held each day of the week focusing on topics like career assessment, the hiring process, conflict resolution, resumes and cover letters, and interviews. It also discusses the importance of self-knowledge, attitude, exploring career options, deciding on a career path, and gaining the necessary experience, skills, education, and qualifications for a chosen career field. The five pillars of career development are identified as experience, education, skills, qualifications, and goals.
This document provides information about an 8-session course on Level 1 Award in Business Administration. The sessions will take place on Thursdays from January 11th to March 8th, excluding half term on February 15th. The document outlines the course content, expectations, and activities for the first session. It introduces key concepts like business administration, administrator roles and goals. The first session will include icebreakers, setting group rules, and initial assessments. Students are expected to complete homework assignments outside of class.
This document provides guidance on refocusing employment skills and choosing an occupation that is a good fit. It advises analyzing past accomplishments to identify skills gained from life experiences. These skills should then be compared to the specific skills employers are looking for in targeted jobs. The document also notes that addressing any deficits through education and training may help qualify for supportive funds. In the end, choosing an occupation requires considering personal preferences as well as the skills demanded by the job market.
SmartVT is a nonprofit organization dedicated to providing affordable virtual tutoring services to students worldwide. They offer one-on-one tutoring sessions via video chat with professional tutors who have degrees in a variety of subjects. Students can sign up for individual tutoring sessions or packages of multiple sessions tailored to their specific academic needs and goals.
This document provides advice for soft skills needed for your first job. It emphasizes networking to open doors, differentiating yourself, and creating your own future rather than predicting it. It advises working hard, embracing change, avoiding toxic people, having humility, adapting to different situations, and maintaining a positive attitude. The key is balancing your professional and personal life like a marathon, and maintaining a good luck mindset.
The document discusses how most people need money from a job to afford things they need, though sometimes finding a job can be difficult or unsatisfying. It expresses a need for employment to support oneself and one's girlfriend, and offers skills in languages, travel systems, computers, software, and a willingness to work passionately. The writer requests help finding a job.
This document provides information about a workshop on basic interviewing skills and development to be held on November 13, 2012. The workshop aims to teach managers how to properly screen candidates, ask the right questions during interviews, and evaluate interviews more objectively in order to make better hiring decisions. It will cover topics such as defining job fit, scanning resumes, using aptitude tests, preparing for and conducting interviews, and important dos and don'ts. The facilitator, Patricia Pascua, is an experienced HR practitioner and trainer with over 15 years of experience in recruitment and training.
The document provides guidance on writing a good curriculum vitae or CV, including tips on structure, formatting, content and the use of power words. It recommends keeping a CV to no more than two sides of A4 paper and including sections for personal details, education, employment history, skills, references and interests. Formatting tips include using a simple layout that is easy to read, as well as clear and plain fonts on good quality white paper.
The document provides an overview of career development workshops held each day of the week focusing on topics like career assessment, the hiring process, conflict resolution, resumes and cover letters, and interviews. It also discusses the importance of self-knowledge, attitude, exploring career options, deciding on a career path, and gaining the necessary experience, skills, education, and qualifications for a chosen career field. The five pillars of career development are identified as experience, education, skills, qualifications, and goals.
This document provides information about an 8-session course on Level 1 Award in Business Administration. The sessions will take place on Thursdays from January 11th to March 8th, excluding half term on February 15th. The document outlines the course content, expectations, and activities for the first session. It introduces key concepts like business administration, administrator roles and goals. The first session will include icebreakers, setting group rules, and initial assessments. Students are expected to complete homework assignments outside of class.
This document provides guidance on refocusing employment skills and choosing an occupation that is a good fit. It advises analyzing past accomplishments to identify skills gained from life experiences. These skills should then be compared to the specific skills employers are looking for in targeted jobs. The document also notes that addressing any deficits through education and training may help qualify for supportive funds. In the end, choosing an occupation requires considering personal preferences as well as the skills demanded by the job market.
SmartVT is a nonprofit organization dedicated to providing affordable virtual tutoring services to students worldwide. They offer one-on-one tutoring sessions via video chat with professional tutors who have degrees in a variety of subjects. Students can sign up for individual tutoring sessions or packages of multiple sessions tailored to their specific academic needs and goals.
This document provides advice for soft skills needed for your first job. It emphasizes networking to open doors, differentiating yourself, and creating your own future rather than predicting it. It advises working hard, embracing change, avoiding toxic people, having humility, adapting to different situations, and maintaining a positive attitude. The key is balancing your professional and personal life like a marathon, and maintaining a good luck mindset.
The document discusses how most people need money from a job to afford things they need, though sometimes finding a job can be difficult or unsatisfying. It expresses a need for employment to support oneself and one's girlfriend, and offers skills in languages, travel systems, computers, software, and a willingness to work passionately. The writer requests help finding a job.
OB presentation on Multitasking from the concept of MotivationPinaki Ranjan Bhakat
This topic is on 'Multitasking is the good use of your time or not'. It also helps to describe the concept of motivation and different job design technique to improve the satisfaction level of employee of the organization.
This presentation explains the importance of knowing your three skills sets: occupational skills, transferrable skills, and soft skills. Included are skills checklists and resources so you can know your skills and communicate your value to any employer.
The document provides guidance on writing a rationale essay, which explains and justifies a student's degree plan. It discusses that the rationale essay is unique to the college and differs from other types of college writing. The document outlines the purpose and structure of the rationale essay, including introducing goals and degree plans, explaining how the degree meets area of study and concentration guidelines, and demonstrating depth and breadth of learning. It emphasizes organizing the essay clearly and using it to communicate how the degree plan will provide a sound educational experience and help achieve goals.
Training bertujuan me-refresh pengetahuan dan ketrampilan merumuskan suatu job description secara akurat, dilengkapi juga berbagai perbandingan job description.
The document discusses building and maintaining a pay structure with grades and ranges. It provides guidance on key steps:
1) Identify multiple pay schedules to group labor markets and streamline the structure.
2) Determine pay grades by deciding the number of grades and job levels within each grade.
3) Develop pay ranges by setting the minimum, midpoint, and maximum for each grade using common differentials and spreads.
4) Assign positions to grades based on market pay and internal alignment. Maintain the structure by annually benchmarking grades and hot jobs against the market.
Job characteristic model: a great tool to design jobs an important step to find right match between you and your employer. it helps to motivate and encourage employee to complete his task and responsibilities. Helps to solve some vital issues of HR
Soft skills refer to personality traits, social skills, and behaviors that characterize a person's relationships with other people. Soft skills complement hard skills, which are the technical requirements of a job. Some key soft skills include communication, courtesy, honesty, flexibility, teamwork, and a positive work ethic. Employers highly value soft skills and seek candidates who demonstrate traits like responsibility, self-management, integrity, and the ability to get along with others. Developing strong soft skills can help job seekers stand out from other candidates and increase their chances of career success.
This document provides biographical information about Dr. Kathryn Green, including her educational background, career experience, areas of expertise, and workshop topics. Dr. Green has a Master's in Career Counseling, a Doctorate in Education, and is a certified resume writer. She has worked as a career counselor, instructor, and recruiter. Her workshop will cover resume writing tips and the resume writing process, including career assessment, identifying relevant job descriptions, and developing competencies to include on a resume.
How to write an internship report. Format of internship report. This report h...Payaamvohra1
This ppt gives you a format for writing an internship report. Do avoid some common mistakes while writing the report. Following this format will make your report more professional and captivating. It will help you to get a good CV
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
How to write a winning resume and cover letter: Stand out by telling your storyIdealist Careers
Get one step closer to your dream job by crafting a resume and cover letter that not only showcase your personality, but also tell the hiring manager why you'd be a great fit for the job. In this presentation, we offer step-by-step guidance on how to stand out by telling your story and offer examples of resumes and cover letters from successful job seekers.
The document provides information and guidance for students on their professional practice assessment. It outlines feedback from student presentations, encourages students to reflect on their experience, and briefs students on the requirements of their Personal Development Plan package assignment. The assignment requires students to create a comprehensive personal development plan documenting their professional goals, skills, experiences and continuous learning. It is to be visually presented and include reflective elements supported by professional theories. The document reviews learning outcomes focusing on employability skills and professional networking.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
The Nuts & Bolts Of Constructing An Effective Individual Development Planguestfa9236
The document provides guidance on constructing an effective individual development plan (IDP). It discusses identifying development needs, setting objectives, choosing appropriate development activities, and measuring progress. Development activities should primarily be on-the-job, with some classroom training and readings. Regular feedback is important for monitoring an employee's progress on their IDP goals.
The document provides information about writing an effective resume, including sections to include, formatting tips, how to highlight accomplishments and skills, and common mistakes to avoid. It emphasizes using keywords that employers search for, focusing the resume on the job target, and ensuring it is tidy and passes the "30 second test" to effectively convey the applicant's qualifications in a brief review. Tips are given for writing accomplishment-oriented statements using action verbs and quantifying results.
This document provides guidance on using the STAR technique to prepare for job applications and interviews. It begins with learning outcomes around unpacking job ads, understanding the STAR approach, and practicing its use. It then covers an overview of a presentation on using STAR effectively in interviews, how to read job ads and selection criteria, and student activities to identify skills and practice the STAR method. Finally, it discusses the application process, types of interview questions, and tips for assessing fit with an employer.
Contextualized Instruction Impacts the WorkplaceVera Grishkina
Here are some initial steps I would recommend based on this scenario:
1. Conduct interviews with managers, supervisors and employees to identify specific language skills needed to use the electronic timesheet system. This will help determine learning objectives.
2. Observe employees using the system to identify where language or process breakdowns typically occur. Note vocabulary, instructions or interfaces that seem unclear.
3. Develop targeted language and cultural lessons focusing on the key tasks, using authentic materials from the system and workplace. Teach in small, contextualized units.
4. Pilot test lessons with a small group and refine based on their feedback and performance. Provide ongoing support and assessment after full implementation.
The goal is to make the
The document discusses the purpose and contents of a professional portfolio. A professional portfolio is an organized collection of work samples, accomplishments, skills, experiences, and qualifications that demonstrates an individual's talents and abilities. It can be used to assess professional development, support career transitions, and showcase qualifications for potential employers or educational opportunities. When preparing a portfolio, individuals should consider including sections that highlight their personal information, values, goals, accomplishments, skills, education, references, and work samples along with reflective statements. The portfolio allows individuals to curate the best representation of themselves and their qualifications for different opportunities and audiences.
Lecture: Final current needs on portfolio development Dr Ajith Karawita
The document discusses the purpose and contents of a professional portfolio. A professional portfolio is an organized collection of work samples, accomplishments, skills, experiences, and qualifications that demonstrates an individual's talents and abilities. It can be used to assess professional development, support career transitions, and showcase qualifications for potential employers or educational opportunities. When preparing a portfolio, individuals should consider including sections that highlight their personal information, values, goals, accomplishments, skills, education, references, and work samples along with reflective statements. The portfolio allows individuals to curate the best representation of themselves and their qualifications for different opportunities and audiences.
The document summarizes a workshop on major/career changer resumes. It covers goals of transferring skills, choosing a resume format, identifying transferable skills, using power verbs and professional jargon, and providing examples of chronological and functional resume formats. Key topics include identifying transferable skills from prior work/courses, choosing between chronological and functional resume styles, and how to write effective bullet points highlighting achievements and results.
OB presentation on Multitasking from the concept of MotivationPinaki Ranjan Bhakat
This topic is on 'Multitasking is the good use of your time or not'. It also helps to describe the concept of motivation and different job design technique to improve the satisfaction level of employee of the organization.
This presentation explains the importance of knowing your three skills sets: occupational skills, transferrable skills, and soft skills. Included are skills checklists and resources so you can know your skills and communicate your value to any employer.
The document provides guidance on writing a rationale essay, which explains and justifies a student's degree plan. It discusses that the rationale essay is unique to the college and differs from other types of college writing. The document outlines the purpose and structure of the rationale essay, including introducing goals and degree plans, explaining how the degree meets area of study and concentration guidelines, and demonstrating depth and breadth of learning. It emphasizes organizing the essay clearly and using it to communicate how the degree plan will provide a sound educational experience and help achieve goals.
Training bertujuan me-refresh pengetahuan dan ketrampilan merumuskan suatu job description secara akurat, dilengkapi juga berbagai perbandingan job description.
The document discusses building and maintaining a pay structure with grades and ranges. It provides guidance on key steps:
1) Identify multiple pay schedules to group labor markets and streamline the structure.
2) Determine pay grades by deciding the number of grades and job levels within each grade.
3) Develop pay ranges by setting the minimum, midpoint, and maximum for each grade using common differentials and spreads.
4) Assign positions to grades based on market pay and internal alignment. Maintain the structure by annually benchmarking grades and hot jobs against the market.
Job characteristic model: a great tool to design jobs an important step to find right match between you and your employer. it helps to motivate and encourage employee to complete his task and responsibilities. Helps to solve some vital issues of HR
Soft skills refer to personality traits, social skills, and behaviors that characterize a person's relationships with other people. Soft skills complement hard skills, which are the technical requirements of a job. Some key soft skills include communication, courtesy, honesty, flexibility, teamwork, and a positive work ethic. Employers highly value soft skills and seek candidates who demonstrate traits like responsibility, self-management, integrity, and the ability to get along with others. Developing strong soft skills can help job seekers stand out from other candidates and increase their chances of career success.
This document provides biographical information about Dr. Kathryn Green, including her educational background, career experience, areas of expertise, and workshop topics. Dr. Green has a Master's in Career Counseling, a Doctorate in Education, and is a certified resume writer. She has worked as a career counselor, instructor, and recruiter. Her workshop will cover resume writing tips and the resume writing process, including career assessment, identifying relevant job descriptions, and developing competencies to include on a resume.
How to write an internship report. Format of internship report. This report h...Payaamvohra1
This ppt gives you a format for writing an internship report. Do avoid some common mistakes while writing the report. Following this format will make your report more professional and captivating. It will help you to get a good CV
This document provides an overview of the process approach to instructional design. It discusses examining past learning experiences and identifying the major features of instructional activities. Instructional design is defined as systematically analyzing learner needs and addressing those needs. A needs assessment involves identifying the instructional problem, participants, context, and generating goals. The document also discusses developing mission statements and considering the characteristics of learners for an instructional design project.
How to write a winning resume and cover letter: Stand out by telling your storyIdealist Careers
Get one step closer to your dream job by crafting a resume and cover letter that not only showcase your personality, but also tell the hiring manager why you'd be a great fit for the job. In this presentation, we offer step-by-step guidance on how to stand out by telling your story and offer examples of resumes and cover letters from successful job seekers.
The document provides information and guidance for students on their professional practice assessment. It outlines feedback from student presentations, encourages students to reflect on their experience, and briefs students on the requirements of their Personal Development Plan package assignment. The assignment requires students to create a comprehensive personal development plan documenting their professional goals, skills, experiences and continuous learning. It is to be visually presented and include reflective elements supported by professional theories. The document reviews learning outcomes focusing on employability skills and professional networking.
Being a learning organization, we are addressing the training and development needs of our employees on regular basis. Majority of trainings are being conducted in house by our own employees.
For all of in house trainers, it is imperative to understand that training is more than just presentations. So to make in house trainers more effective, the need for Train the trainer was felt.
So i have prepared this module keeping above points in mind for our in house trainers.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
The Nuts & Bolts Of Constructing An Effective Individual Development Planguestfa9236
The document provides guidance on constructing an effective individual development plan (IDP). It discusses identifying development needs, setting objectives, choosing appropriate development activities, and measuring progress. Development activities should primarily be on-the-job, with some classroom training and readings. Regular feedback is important for monitoring an employee's progress on their IDP goals.
The document provides information about writing an effective resume, including sections to include, formatting tips, how to highlight accomplishments and skills, and common mistakes to avoid. It emphasizes using keywords that employers search for, focusing the resume on the job target, and ensuring it is tidy and passes the "30 second test" to effectively convey the applicant's qualifications in a brief review. Tips are given for writing accomplishment-oriented statements using action verbs and quantifying results.
This document provides guidance on using the STAR technique to prepare for job applications and interviews. It begins with learning outcomes around unpacking job ads, understanding the STAR approach, and practicing its use. It then covers an overview of a presentation on using STAR effectively in interviews, how to read job ads and selection criteria, and student activities to identify skills and practice the STAR method. Finally, it discusses the application process, types of interview questions, and tips for assessing fit with an employer.
Contextualized Instruction Impacts the WorkplaceVera Grishkina
Here are some initial steps I would recommend based on this scenario:
1. Conduct interviews with managers, supervisors and employees to identify specific language skills needed to use the electronic timesheet system. This will help determine learning objectives.
2. Observe employees using the system to identify where language or process breakdowns typically occur. Note vocabulary, instructions or interfaces that seem unclear.
3. Develop targeted language and cultural lessons focusing on the key tasks, using authentic materials from the system and workplace. Teach in small, contextualized units.
4. Pilot test lessons with a small group and refine based on their feedback and performance. Provide ongoing support and assessment after full implementation.
The goal is to make the
The document discusses the purpose and contents of a professional portfolio. A professional portfolio is an organized collection of work samples, accomplishments, skills, experiences, and qualifications that demonstrates an individual's talents and abilities. It can be used to assess professional development, support career transitions, and showcase qualifications for potential employers or educational opportunities. When preparing a portfolio, individuals should consider including sections that highlight their personal information, values, goals, accomplishments, skills, education, references, and work samples along with reflective statements. The portfolio allows individuals to curate the best representation of themselves and their qualifications for different opportunities and audiences.
Lecture: Final current needs on portfolio development Dr Ajith Karawita
The document discusses the purpose and contents of a professional portfolio. A professional portfolio is an organized collection of work samples, accomplishments, skills, experiences, and qualifications that demonstrates an individual's talents and abilities. It can be used to assess professional development, support career transitions, and showcase qualifications for potential employers or educational opportunities. When preparing a portfolio, individuals should consider including sections that highlight their personal information, values, goals, accomplishments, skills, education, references, and work samples along with reflective statements. The portfolio allows individuals to curate the best representation of themselves and their qualifications for different opportunities and audiences.
The document summarizes a workshop on major/career changer resumes. It covers goals of transferring skills, choosing a resume format, identifying transferable skills, using power verbs and professional jargon, and providing examples of chronological and functional resume formats. Key topics include identifying transferable skills from prior work/courses, choosing between chronological and functional resume styles, and how to write effective bullet points highlighting achievements and results.
This document provides guidance on writing job descriptions for administrative staff positions. It covers key sections of a job description including position information, knowledge/skills/abilities, job duties, and physical requirements. For each section, the guide lists what information should be included and provides examples. It also includes two appendices with a list of common action verbs and instructions for calculating the percentage of time spent on each duty.
This document provides guidance on creating a résumé that is tailored for Project RISE, which is sponsored by the National Science Foundation. It recommends including more detailed experiences and skills than a typical résumé. The guide outlines specific sections to include, such as education, work experience, extracurricular activities, and skills. It emphasizes using action verbs and quantifying achievements. Sample résumés are provided for applicants to model. By creating a RISE-ready résumé, students can participate in paid interviews to share their experiences and help improve STEM education.
Module 15 career planning and portfolio developmentJigba
This document outlines a module on career planning and portfolio development. The module aims to help students understand career planning, the job application process, and developing a portfolio. It is 10 hours long and covers topics like career planning basics, applying for jobs, interview skills, and maintaining employment. Students will complete worksheets on their skills and attributes. They will also develop the framework for a personal portfolio to organize their experience and qualifications. The goal is for students to have the skills needed to pursue jobs or contracts after completing the program.
The document provides information and tips about resume writing from the Duke Career Center. It discusses the purpose of a resume, tips for formatting and structuring resumes, and ways to improve verbs used to describe experiences. The document emphasizes highlighting accomplishments, using active verbs and quantitative results to showcase impact. It also discusses keeping resumes to one page and the difference between resumes and CVs.
Similar to Writing job descriptions_skills_tasks (1) (20)
2. Warm-up
Question
What Makes a Great Work Experience?
What was the best summer or after-school job you had
as a teen/young adult? What did you learn from this
job?
What was the most unexciting or unglamorous job you
have ever had? What did you learn from this job?
3. Introduction
How can you use the Work-Based
Learning Plan’s Job Description and the
list of Workplace and Career Specific
Skills to create high quality work
experiences for youth?
4. One of the advantages of
Introduction using the Massachusetts
Work-Based Learning Plan is
that it was developed and is
used by a network of youth
employment programs across
the state. By connecting with
this network and the WBLP
resources, you can get ideas
and inspiration for your
work.
5. Introduction The Work-Based Learning
Plan includes a job
description, a list of
foundation skills (pre-written)
and a list of career and
workplace specific skills
(which you customize for the
specific placement).
There are online resources to
support you in writing high-
quality job descriptions and
identifying skills.
6. Job
Description
The job
description
should be a
brief
description of
the work,
along with
background
about the
organization.
7. Foundation
Skills
The foundation skills,
which are pre-written,
describe basic
professional skills
required by all jobs.
This list provides
a guide for orienting
students to the
workplace and for
defining expectations.
8. Workplace
and Career
Specific Skills
The Career and Workplace
Specific Skills section
allows you to define
specific skills for the work
experience. You can list up
to seven skills in this
section, or focus on just a
few.
Put the skill name in the first
Some suggestions are column of the grid (one or
provided at the top of the two words, generally) and
page, or you can identify write a brief description of
other skills. tasks or performance goals
in the second column.
9. Orientation – Setting Expectations:
Three The job description and the list of
skills/tasks are used to guide formal or
Purposes… informal, group or one-on-one
orientation to the work experience.
Performance Review: The list of skills
is used as the basis for the performance
reviews that are provided at least twice
during the work experience.
Reflecting: Youth may refer to the job
description, skills and tasks in the future
when they are developing portfolios,
writing resumes and applying for jobs
and colleges.
10. About Job Descriptions
• Job descriptions should be
brief, but with enough As hostess in a friendly
information to provide the
“flavor” of the job. restaurant, greet
customers and seat them
• Include details about “who, as soon as possible. Make
what, where and why” them feel comfortable
information in the job and welcomed. Operate
description. cash register and clear
and set tables.
• The job description might
mention the job title, a few
words describing the
organization, a brief list of
tasks, and a few words about
the customers or goals of the
work.
11. Job Descriptions - Sharing Background
• In the job descriptions,
share brief information Work as a landscaping
assistant in the XYZ Park,
about:
which is a 100-year old
- history park designed by landscape
- goals architect Harold Harrison,
- customers visited by thousands of
- or other interesting city residents each
summer. Tasks include
background information maintaining walkways,
about the organization weeding, and providing
and about the work. water for plants during dry
periods of the summer.
12. Job Descriptions - Identifying Projects
Job descriptions may
As a Summer Parks Intern,
include both routine assist Parks Department
daily tasks and staff in daily park
opportunities for maintenance and special
projects. Park maintenance
special projects. tasks include weeding,
watering plants and
maintaining walkways.
Special projects may include
preparing the soil for a new
garden and working on a
signage project.
13. Job Descriptions - Project Ideas
• Projects may provide As a Classroom Assistant,
a chance to build intern will assist with daily
career awareness, try tasks in the classroom and will
prepare and present at least
out skills, and make a one lesson plan during each
longer-term semester.
contribution to the
work of the As a Curatorial Intern,
student will assist in the
organization. development of a new exhibit
to be displayed in the museum.
14. Workplace and Career Specific Skills
The list of workplace and career
specific skills can include: Project Management:
Create a display for the Visitor Center
• Broad skills (project
management, collecting and
organizing information,
applied math, reading); Food Preparation:
Student will plan, prepare and serve
• Specific task-oriented skills healthy and nutritious suppers to
(weeding, park maintenance, children.
food preparation, filing
medical records…);
• Career awareness skills Medical Knowledge (Animal Care)
(career development, To understand a few common medical
understanding all aspects of problems/complications, in order to
the industry, reading about learn to monitor hospital patients. (Ex.
the industry, active learning) signs of low blood sugar in a diabetic
pet).
15. Skills - Expanding on Foundation Skills
The career and workplace specific Health and Safety: Things to
skills should go beyond the know about health and safety
Foundation Skills, providing a while working outdoors include:
focus on more specific and higher
order skills. You do not need to
repeat any of the foundation skills • Water and hydration
in the workplace and career • Sun and sunscreen
specific skills section. • Preventing heat stroke
• When to seek First Aid
However, you may want to expand • Lifting techniques
on some foundation skill areas, • Use of tools, rakes, shovels
such as health and safety
awareness or confidentiality or a • Handling trash
specific dress code for the •Understanding time management,
organization, if there are including a healthy pace of work
particular foundation skill areas and taking breaks
that need expansion or
clarification.
16. Skills - Providing Context
• Wherever possible, when Animal Care:
describing skills, mention the Intern will reassure orphaned animals
goals of the work, the thru petting, walking and talking to
them. This stimulus helps maintain
customer served, or other healthy animals.
information that gives the
“context” of the work. Administrative Skills:
• Like the job descriptions, the - Assist with organization of client
files, copying and faxing.
skill descriptions are - Take initiative to answer phones and
strongest when they include direct calls appropriately.
information about “who, - Provide walk-in clients with
appropriate travel brochures.
what, where and why.”
17. Skills - Resumes and Applications
• Youth can refer to this list of
skills in the future as a guide
for developing portfolios,
resumes or college
applications.
• Generally, the skills listed in
the first column of the grid Will include
should be 1-3 words long and screenshot and link
“resume-friendly” such as: here
– Accounting skills
– Animal care
– Blueprint reading
– Customer service skills
– Critical thinking
– Data analysis
– Etc.
18. What Career and Workplace
Specific skills are selected most?
1. Time Management
2. Project Management
3. Collecting and Organizing Information Most common skills from
4. Interacting with Customers or Clients WBLPs, July 1, 2009
5. Equipment Operation through June 30, 2010.
6. Teaching and Instructing
Project
7. ManagementTechnology
Computer
8. Leadership
9. Collecting and
Problem Solving
Organizing
10. Understanding All Aspects of the Industry
Information
11.Teaching and Analysis
Research and
Instructing
12. Interacting with Children
19. Career and Workplace Specific
Skills – More Examples
1. Web Design Principles
2. Gardening Techniques
Selected examples from
3. Human Rights and Dignity WBLPs, July 1, 2009
4. Hand Tool Nomenclature through June 30, 2010.
5. Animal Care Skills
6. Project Evaluation
7. Installing Computer Software
8. Creativity and Inventiveness
9. Color Choice
10. Community Interaction
21. Who Writes the The job description and
Job Description skills/tasks can be written by
the employer or program staff
and Skills/Tasks?
or both in collaboration.
In some programs, the interns
work with a teacher or
program staff to write their
job descriptions and
skills/tasks.
The Online WBL Database
allows staff, interns and
employers to collaborate on
developing a WBLP.
22. Where Can I Ideas for writing are available
Find Examples in several places:
• In the Online WBL Database in
and Ideas?
the bank of sample job
descriptions and skills/tasks;
• Online in articles in the resource
pages at http:// skillspages.com;
• From the employer from written
job postings, job descriptions,
company profiles, websites or
other materials.
• Definitions of many of the skills
are available in the “youth”
PowerPoint in this series.
23. Studies of samples of Work-Based
Learning Plans show that youth
How Long whose Work-Based Learning
Should It Be? Plans had longer-than-average
word counts, on average, had
higher levels of skill gain.
This doesn’t mean that you should
just “write more” when
developing a Work-Based
Learning Plan.
But it DOES suggest that a
thoughtfully-written job
description and list of skills/tasks
will result in a better work
experience for the youth.
24. Youth Consider youth development
concepts when designing
Development youth employment
Concepts experiences.
Teens and young adults are
generally in a period of rapid
growth in areas such as
creative and critical thinking,
problem solving,
communication, interpersonal
skills and technology skills
and more…
25. Youth ….while also needing guidance
Development as they develop basic
foundation skills as they enter
Concepts professional workplaces for
the first time.
26. Youth development theory emphasizes
Youth assets rather than deficits. It makes the
point that too many social programs
Development today are “deficit-based” and focus
attention on deficits and risk factors in
Concepts the lives of youth and their
communities. (i.e., focusing on lack of
opportunities, lack of work skills, or on
summer jobs as a way of “keeping kids
off the streets.”)
But youth employment programs
are especially well-positioned to
be “asset-based,” emphasizing the
positive impact of work experience as
an opportunity for youth to develop
skills, gain experience, explore career
options, build resumes, and contribute
to the work of the organization and the
community.
27. Youth Therefore youth development theory
suggests some important ideas
Development about job design, suggesting that a
Concepts diverse blend of tasks, skills and
responsibilities make the best
work experiences.
The exact mix of tasks and skills
used will depend on the type of
job, length of the placement, pay
status (paid, unpaid, etc.), and
other factors.
But in all cases, the work experience
can follow these basic youth
development concepts.
28. Job Design for In unpaid internships, in lieu of
pay, employers are required
Paid and Unpaid by law to provide an
Experiences equivalent value of
supervision, mentoring and
training as compensation for
the work done by the intern.
In paid experiences, employers
are encouraged to provide a
blend of tasks and
opportunities, so that the
experience provides
opportunities for both
learning and productivity.
29. Building When you are designing a
Learning and work experience, think about
what the youth can do during
Productivity the work experience both to
productively contribute to the
work of the organization and
to have a rich learning
experience.
30. Supporting Think about how the youth
Skill can be supported in
developing and practicing the
Development basic foundation skills needed
in the workplace while also
exercising higher order,
technical, academic and
career-related skills.
31. Where to Look for 2.) In the resource pages
at http:// skillspages.com/masswbl
Examples and Ideas look for the article on
“Characteristics of Quality Youth
Employment Programs.” This
article describes real examples of
work experiences, with examples of
skills and tasks.
1.) While using the online WBLP,
look for the navigation buttons for
“Bank of Sample Job 3.) Read the Skills Pages Youth
Descriptions” and “Bank of Employment Blog at http://
Sample Skills/Tasks.” You can skillspages.com/blog for articles
click on the examples, copy into about workplace skills. There are
the WBLP you are writing, and articles about leadership, problem
modify as needed. solving, time management, customer
service, active learning, health and
safety, creativity, critical thinking,
and other workplace skills.
32. What Makes a Great Work Experience?
Work
Experience
Thinking about the warm-up questions….
what do you think makes a great work experience?
33. What Makes a Great Work Experience?
Sense of
Interesting Formal and
accomplishment
challenges informal Image of
(customers, mentoring the job
technology, etc.) conversations
An awareness of
Work what you learned
Building relationships and what you
Experience accomplished
Getting a glimpse
Feeling like part of of what you want
a community. (or don’t want) in
the future Building a
resume
Some of the elements of a quality work experience