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Creating a Targeted Resume
Kristin Conner
Jozsef Horvath
L&I 798
May, 7, 2011
Executive Summary
75 applications on average for each opening (CareerBuilder, 2009).
38% spend less than a minute reviewing a resume ( 18%>.30s).
The biggest mistake is a lack of customization.
79% of human resource managers said they pay a lot more attention to resumes that are tailored to their open positions (CareerBuilder, 2010).
70% of seniors would use a career centers to develop their resumes (NACE, 2010).
Majority of Stanford undergraduates can not create a targeted resume but would attend resume workshop (SUCDC Learner Survey, 2011).
The purpose of REIW is to bridge that GAP.
SUCDC Learner Survey2011
3 part Likert-3 type instrument (Y, S, N).
Given to students, experts and employers
Purpose: to measure students ability:
• Describe experiences in AVF sentences
• Create AVF sentences
• Create targeted resume.
• Willingness to attend workshop
Target Group Background Information
Student SurveySurvey sent to 50 undergraduate students at Stanford University
Men 21 (42%)Women 29 (58%)
School of Earth Sciences 1 (2 %)School of Engineering 7 (14%)School of Humanities and Sciences 21 (42%)Undeclared 21 (42%)
Stanford Undergraduate Population
Stanford undergraduate population 10-11 - 6,887 matriculated
Women 3,334 (48%) Men 3,553 (52%)
School of Earth Sciences 134 (2%) School of Engineering 883 (13%) School of Humanities and Sciences 2,320 (34%) Undeclared 3,550 (51%)
Sample is an accurate representation of the total undergraduate population (Stanford University website)
Expert in the Field Information: Six Career Counselors from the Career Development Center
Employer who Hire Student: Four employers at Stanford University who regularly hire undergraduates
Needs AssessmentAction Verb Question – Student
Response
Needs AssessmentAction Verb Question
Employer Response
Field Expert Response
Needs AssessmentTargeted Resume Question – Student Response
Learner AnalysisEntry Behaviors - English, computer, recall activities and coursework from the last 4-8 years.
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.
Motivation – Anxious yet motivated
Education and Ability Levels - High ability. Developmentally, still perfecting critical thinking and creativity skills.
General Learning Preferences - Laptops
Context AnalysisServices at SUCDC - one-on-one additional training and feedback through counseling appointments.
Post graduation - Learners can use the skills independently, also seek feedback through resume adviser or private practice career counselor.
Skill Use - Resume should be updated as soon as a new experience occurs
Instruction - 2 hour workshop in first floor conference room of the SUCDC, room holds 30 people.
Media for Instruction - Powerpoint, individual and peer-to-peer work, lecture
Course & Unit Design (Macro-Instructional Design)
Choose to attend resume
workshop A Create a Targeted Resume
Analyze and choose resume format
Target skills to job/internship
description
Identify and list skills
Course Instructional Curriculum Map
Unit and Lesson Instructional Objectives
Lesson Title & Objective1 Title: Choose experience or activity and generate skill focused sentences
Objective: Students will identify skills used in past experiences and activities and use the skills to write at least two sentences per activity or experience.
2 Title: Generate resume-style sentences Objective: Students will develop three resume-style (skill focused and short) sentences
Unit 1 Lesson Objectives
Unit Title & Objective
1Title: Identify and list skillsObjective: Students will describe their experiences and activities using action verbs in sentences structured for resumes.
2Title: Target skills to job/internship descriptionObjective: Students will modify their action verb statements based on the skills required in their chosen career
3Title: Analyze and choose resume formatObjective: Students will analyze their experiences and choose the best resume format for their chosen career.
Unit Instructional Objectives
Lesson Design (Micro-Instructional Design
Choose to create skill
focused sentences on resume
Students will describe their experiences and activities using action verbs in sentences structured for resumes
1 - Choose experience or activity and generate skill focued sentences
1.1 - Gemerate at least 2 sentences
sentences describing responsibilities and
duties
1.2A - Name skills by reviewing skills list
of action verbs
1.2 - Determine skills used for duties and responsibilities
1.3 - Modify sentences to include up to two skills for
each responsibility
or duty
2- Generate resume-style (skill focused and short) sentences
2.1 - Generate new sentences so action verb is first word of
sentence
2.2 - Generate shorter sentences
that fit on one line of word processed
document by removing connector words such as "an", or "is" (as needed)
A
V
Able to use word processing
software
Able to classify dates into reverse
chronological order
Able to identify verbs
Prerequisites
Formative Evaluation
Field Test of Resume Essentials Interactive Workshop: conducted at SUCDC with 4 undergraduate students; 2 men, 2 women, 1 freshman, 1 junior, 2 seniors
Evaluations:
pre- and post-field test resume evaluation based on rubric
student satisfaction questionnaire after instruction
observations about learner impact during instruction
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
cdcStanford Career Development Center
Résumé Essentials: Interactive Workshop
Sample Slides from Workshop
Find the Fruit
Targeted Resume Sentences - Before
9/08 - present Teaching Assistant, Stanford English Dept.
• Assisted professor with teaching class and helped grade papers
• Met with students who needed help
Libellule Magazine, Advertising Manager & Writer, Paris, France 4/09 –
8/10
Called potential advertising clients, processed sales paper work.
Wrote and translated articles.
Targeted Resume Sentences - After
9/08 - present Teaching Assistant, Stanford English Dept.
• Led group of 12 through course curriculum.
• Analyzed and evaluated course papers.
• Met individually with peers to manage problems with course work.
Libellule Magazine, Advertising Manager & Writer, Paris, France 4/09 – 8/10
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.
Formative Evaluation
1. Resume Sections
2. Resume Sentences
3. Focus of resume sentence to career field
4. Resume Format and Length
5. Resume Text Formatting
0% 20% 40% 60% 80% 100%
Post-Field Test Resume Evaluation
DOES meet Criteria
Meets Criteria Somewhat
Does NOT meet criteria
Percentage of Participants
Ele
men
ts o
f Res
um
e E
valu
ated
1. Resume Sections
3. Focus of resume sentence to career field
5. Resume Text Formatting
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Pre-Field Test Resume Evaluation
DOES meet Criteria
Meets Criteria Somewhat
Does NOT meet criteria
Percentage of Participants
Ele
men
ts o
f Res
um
e E
valu
ated
Formative Evaluation
0%20%40%60%80%
100%
0% responded
2 for
these three
questions
0% responded
1 for
these three
questions
50%25% 25%
25%50%
25%
25% 25%50%
1 - Not Confident 2 3 - Moderately Confident4 5 - Very Confident
Student Satisfaction Questionnaire
RevisionsInstruction Length
Peer–to–Peer Feedback
Targeting Resume to Career Field Portion of Workshop
Materials
Questions?