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?