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Monday, June 17, 2013
Sunday, June 16, 2013
Happy Father's Day!
The idea of Father's Day was
conceived slightly more than a century ago by Sonora Dodd of Spokane, Wash.,
while she listened to a Mother's Day sermon in 1909. Dodd wanted a special day
to honor her father, William Smart, a widowed Civil War veteran who was left to
raise his six children on a farm. A day in June was chosen for the first
Father's Day celebration, June 17, 1910, proclaimed by Spokane's mayor because
it was the month of Smart's birth. The first presidential proclamation honoring
fathers was issued in 1966 when President Lyndon Johnson designated the third
Sunday in June as Father's Day. Father's Day has been celebrated annually since
1972 when President Richard Nixon signed the public law that made it permanent.
How Many Fathers?
70.1 million
Estimated number of fathers
across the nation in 2008, the most recent year for which data are available.
Source: Unpublished data from the 2008 Survey of Income and Program Participation
Source: Unpublished data from the 2008 Survey of Income and Program Participation
24.4 million
Number of fathers who were part
of married-couple families with children younger than 18 in 2012.
--21 percent were raising
three or more children younger than 18 (among married-couple family households
only).
--3 percent were a subfamily living in
someone else's home.
Source: America's Families and Living
Arrangements <http://www.census.gov/hhes/families/data/cps2012.html> Tables FG1 and FG3
1.96 million
Number of single fathers in
2012; 16 percent of single parents were men.
--Nine percent were raising
three or more children younger than 18.
--About 44 percent were
divorced, 31 percent were never married, 20 percent were separated, and 5
percent were widowed.
--42 percent had an annual
family income of $50,000 or more.
Source: America's Families and
Living Arrangements <http://www.census.gov/hhes/families/data/cps2012.html> Table FG6.
Thinking of You, Dad
7,368
The number of men's clothing
stores around the country (as of 2010), a good place to buy dad a tie or shirt.
Source: U.S. Census Bureau, County Business Patterns, NAICS code (44811), <http://www.census.gov/econ/cbp/>
Source: U.S. Census Bureau, County Business Patterns, NAICS code (44811), <http://www.census.gov/econ/cbp/>
15,542
The number of hardware stores
(as of 2010), a place to buy hammers, wrenches, screwdrivers and other items
high on the list of Father's Day gifts. Additionally, there were 6,764 home
centers across the country in 2010.
Source: U.S. Census Bureau, County Business Patterns, NAICS codes (444130) and (444110), <http://www.census.gov/econ/cbp/>
Source: U.S. Census Bureau, County Business Patterns, NAICS codes (444130) and (444110), <http://www.census.gov/econ/cbp/>
21,418
Number of sporting goods
stores in 2010. These stores are good places to purchase traditional gifts for
dad, such as fishing rods and golf clubs. Source: U.S. Census Bureau, County Business Patterns, NAICS code (451110),
<http://www.census.gov/econ/cbp/>
79.1 million
The number of Americans who participated
in a barbecue in 2010. It’s probably safe to assume many of these barbecues
took place on Father's Day. Source: GFK Mediamark Research and Intelligence as
cited in the Statistical Abstract of the United States: 2012, Table 1240.
Stay at Home Dads
189,000
Estimated number of
stay-at-home dads in 2012. These married fathers with children younger than 15
have remained out of the labor force for at least one year primarily so they
can care for the family while their wife works outside the home. These fathers
cared for upward of 369,000 children. Source: America's Families and Living
Arrangements <http://www.census.gov/hhes/families/data/cps2012.html> Tables FG8 and C3
18%
In spring 2011, the percentage
of preschoolers regularly cared for by their father during their mother's
working hours.
Source: Who's Minding the Kids? Child Care Arrangements: Spring 2011
<http://www.census.gov/hhes/childcare/data/sipp/2011/tables.html>
Source: Who's Minding the Kids? Child Care Arrangements: Spring 2011
<http://www.census.gov/hhes/childcare/data/sipp/2011/tables.html>
Child-Support Payments
$1.9 billion
Amount of child support
received by custodial fathers in 2009; they were due $3.5 billion. In contrast,
custodial mothers received $19.5 billion of the $31.7 billion in support that
was due.
Source: Custodial Mothers and Fathers and Their Child Support: 2009
Source: Custodial Mothers and Fathers and Their Child Support: 2009
34%
Percentage of custodial
fathers who received all child support that was due in 2009, not significantly
different from the corresponding percentage for custodial mothers, 42 percent.
Source: Custodial Mothers and Fathers and Their Child Support: 2009
70%
Percentage of custodial
fathers receiving noncash support, such as gifts or coverage of expenses, on
behalf of their children. The corresponding proportion for mothers was 58
percent. Source: Custodial Mothers and Fathers and Their Child Support: 2009
Sunday, May 26, 2013
Best Resume Writing Tips
So much of our success is simply determined by how well we clearly communicate, that we owe it to ourselves and our prospective employers to buff up our abilities, preferably with minimum pain and maximum gain.
Here are six sure-fire ways to liven up your resume and cover letter and keep your human resources staff or hiring manager engaged. Even better, not a single writing suggestion mentions the words
grammar, spelling or punctuation!
Tip 1)
Use resonant flesh-and-blood characters rather than boring old nouns. We understand the need to quantify items on a resume but if we were writing a job description about sales, my characters would be clients and customers with less emphasis projections and results.
Tip 2)
Use action words that propel your readers along. We love to see verbs that power us visually from one place to another, rather than just sit there.
Tip 3)
Perform the 8-word test. Keep your characters and actions within 8 words of each other, so your reader can easily follow who is doing what. The fewer words between the nouns and verbs the better.
Tip 4)
Link complex sentences and phrases with connectors to help your reader navigate through the text. Good connector words, for example, are however, because of this, therefore, thus, and so on.
Tip 5)
Lead your resume readers from old information (first) to new information (second). Establish common ground in your message development, gently nudging your prospective employer from comfortable familiar territory into the strange and new.
Tip 6)
Use the Problem-Solution-Action paradigm. One of the most common resume writing complaints we hear from our clients is they don't know where to begin. If you start with a problem statement, followed by a solution proposal, and wrap it up with an action plan, the resume can write itself!
There you go -- give the tips a try the next time you are editing or writing a resume, and see if you get a call back. For samples of well written samples check out our most popular guide, "The New Federal KSA."
Thursday, May 23, 2013
Interviewing Communication Techniques
All the tools and efforts of the person going out for an interview come down to how effectively they communicate with the interviewer and potential boss, both verbally and non verbally.
With verbal communication, we can make our meaning understood through syntax (word order and phrasing) and semantics (word choice and meaning). Are you being clear with your word choice? Are you speaking at a proper pace and volume? Does your voice sound friendly and calm?
With nonverbal communication, we can make our attitude understood. Are you standing in a self-assured yet non-threatening way? Are you maintaining a comfortable level of eye contact? Are you engaging with your gestures? Do you project warmth and concern?
Verbal Techniques
Not everyone has the voice of a broadcast reporter, but everyone can employ tactics to help hold the attention of an interviewer. Speak with short words: the person or persons conducting the interview may be highly educated, but when it comes to their particular needs, you are the expert and should gently help them understand potentially confusing concepts.
You may encounter someone who is hard of hearing, and this can be difficult to know, especially if your interview is over the telephone. If they tilt their head or frequently ask you to repeat yourself, they may not be hearing you well, and you can try speaking a little louder. If they back away, or move their head back, you may be speaking too loudly. The interviewer may also prefer to converse in quieter tones if he or she is discussing sensitive information or is concerned about privacy when other people are nearby.
Another important aspect is your speech rate. A good speech rate is about 120–150 words a minute; that comes to about two words a second. This may sound fast, but it really isn’t. If you count the to 30 seconds using the one-one-thousand, two-one-thousand, three-one-thousand method, you will be speaking about four syllables (or two words) a second. Try it, and that will simulate an appropriate rate of speech when explaining important or challenging information to an interviewer or client.
A good general rule is to mimic the interviewer’s volume and speech rate, both of which might help you understand your interviewer’s communicative preferences. It is a matter of being sensitive to an interviewer’s reaction, and gauging your own volume and rate accordingly.
Nonverbal Techniques
It is not so much what you say but how you say it. For effective nonverbal communication, you want to convey that you are self-confident, capable, and in control of the situation. You don’t want to communicate that you are aggressive, superior, or domineering.
You can express yourself best by using effective nonverbal and physical techniques. Present a calm relaxed face, especially if your interviewer seems agitated or confused. Smile warmly and try to put some friendliness in your eyes. Maintain intermittent eye contact, although it is important to understand that the meaning of this varies by culture: some people may hold longer eye contact to demonstrate openness and sincerity, while other cultures don’t hold eye contact at all, and may see an attempt to do so as a threatening gesture.
Adjust your approach based on your observations of your interviewer and your understanding of the questions he or she is asking. Set erect and respect their personal space. Use gentle and open-handed gestures, rather than gestures that may be abrupt or aggressively close handed.
There is also paralanguage, which you can use to engage your interviewer. This means the sounds you make, rather than spoken words, such as uh-huh, ahh, and huh? These sounds encourage your interviewers, and assure them that you’re listening and engaged. This is especially important if your interview is on the telephone, and your interviewer is unable to confirm visually that he or she has your attention. And when answering your questions over the phone don’t forget, the tone of your voice can be very expressive.
The most important aspects of both verbal and nonverbal communication during an interview are to work toward a mutual understanding, make your interviewer feel at ease, and ultimately ensure your interaction has a productive and satisfying end, like a job!
With verbal communication, we can make our meaning understood through syntax (word order and phrasing) and semantics (word choice and meaning). Are you being clear with your word choice? Are you speaking at a proper pace and volume? Does your voice sound friendly and calm?
With nonverbal communication, we can make our attitude understood. Are you standing in a self-assured yet non-threatening way? Are you maintaining a comfortable level of eye contact? Are you engaging with your gestures? Do you project warmth and concern?
Verbal Techniques
Not everyone has the voice of a broadcast reporter, but everyone can employ tactics to help hold the attention of an interviewer. Speak with short words: the person or persons conducting the interview may be highly educated, but when it comes to their particular needs, you are the expert and should gently help them understand potentially confusing concepts.
You may encounter someone who is hard of hearing, and this can be difficult to know, especially if your interview is over the telephone. If they tilt their head or frequently ask you to repeat yourself, they may not be hearing you well, and you can try speaking a little louder. If they back away, or move their head back, you may be speaking too loudly. The interviewer may also prefer to converse in quieter tones if he or she is discussing sensitive information or is concerned about privacy when other people are nearby.
Another important aspect is your speech rate. A good speech rate is about 120–150 words a minute; that comes to about two words a second. This may sound fast, but it really isn’t. If you count the to 30 seconds using the one-one-thousand, two-one-thousand, three-one-thousand method, you will be speaking about four syllables (or two words) a second. Try it, and that will simulate an appropriate rate of speech when explaining important or challenging information to an interviewer or client.
A good general rule is to mimic the interviewer’s volume and speech rate, both of which might help you understand your interviewer’s communicative preferences. It is a matter of being sensitive to an interviewer’s reaction, and gauging your own volume and rate accordingly.
Nonverbal Techniques
It is not so much what you say but how you say it. For effective nonverbal communication, you want to convey that you are self-confident, capable, and in control of the situation. You don’t want to communicate that you are aggressive, superior, or domineering.
You can express yourself best by using effective nonverbal and physical techniques. Present a calm relaxed face, especially if your interviewer seems agitated or confused. Smile warmly and try to put some friendliness in your eyes. Maintain intermittent eye contact, although it is important to understand that the meaning of this varies by culture: some people may hold longer eye contact to demonstrate openness and sincerity, while other cultures don’t hold eye contact at all, and may see an attempt to do so as a threatening gesture.
Adjust your approach based on your observations of your interviewer and your understanding of the questions he or she is asking. Set erect and respect their personal space. Use gentle and open-handed gestures, rather than gestures that may be abrupt or aggressively close handed.
There is also paralanguage, which you can use to engage your interviewer. This means the sounds you make, rather than spoken words, such as uh-huh, ahh, and huh? These sounds encourage your interviewers, and assure them that you’re listening and engaged. This is especially important if your interview is on the telephone, and your interviewer is unable to confirm visually that he or she has your attention. And when answering your questions over the phone don’t forget, the tone of your voice can be very expressive.
The most important aspects of both verbal and nonverbal communication during an interview are to work toward a mutual understanding, make your interviewer feel at ease, and ultimately ensure your interaction has a productive and satisfying end, like a job!
Tuesday, April 16, 2013
What is the percentage of degrees conferred by sex and race?
From 1999–2000 to 2009–10, the percentage of degrees earned by
females remained between approximately 60 and 62 percent for associate's
degrees and between 57 and 58 percent for bachelor's degrees. In
contrast, the percentages of both master's and doctor's degrees earned
by females increased from 1999–2000 to 2009–10 (from 58 to 60 percent
and from 45 to 52 percent, respectively). Within each racial/ethnic
group, women earned the majority of degrees at all levels in 2009–10.
For example, among U.S. residents, Black females earned 68 percent of
associate's degrees, 66 percent of bachelor's degrees, 71 percent of
master's degrees, and 65 percent of all doctor's degrees awarded to
Black students. Hispanic females earned 62 percent of associate's
degrees, 61 percent of bachelor's degrees, 64 percent of master's
degrees, and 55 percent of all doctor's degrees awarded to Hispanic
students.
From 1999–2000 to 2009–10, the number of degrees earned among U.S. residents increased for students of all racial/ethnic groups for each level of degree, but at varying rates. For associate's, bachelor's, and master's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Black and Hispanic students. For doctor's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Hispanic and Asian/Pacific Islander students.
Among U.S. residents, the number of associate's degrees earned by Hispanic students more than doubled from academic years 1999–2000 to 2009–10 (increasing by 118 percent), and the number earned by Black students increased by 89 percent. As a result, Blacks earned 14 percent and Hispanics earned 13 percent of all associate's degrees awarded in 2009–10, up from 11 percent and 9 percent, respectively, in 1999–2000. During the same time period, the number of bachelor's degrees awarded to Black students increased by 53 percent, and the number awarded to Hispanic students increased by 87 percent. In 2009–10, Black students earned 10 percent and Hispanics earned 9 percent of all bachelor's degrees conferred, versus the 9 and 6 percent, respectively, earned in 1999–2000. Similarly, the numbers of master's degrees earned by Black and Hispanic students more than doubled from 1999–2000 to 2009–10 (increasing by 109 percent and 125 percent, respectively). As a result, among U.S. residents in 2009–10, Black students earned 12 percent and Hispanics earned 7 percent of all master's degrees conferred, up from 9 percent and 5 percent, respectively, in 1999–2000. In addition, the number of doctor's degrees awarded increased by 60 percent for Hispanic students and by 47 percent for Black students.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2012 (NCES 2012-045),
Indicator 47.
1 Includes Ph.D., Ed.D., and comparable degrees at the doctoral level. Includes most degrees formerly classified as first-professional, such as M.D., D.D.S., and law degrees.
NOTE: NOTE: Degree-granting institutions grant associate's or higher degrees and participate in Title IV federal financial aid programs. Reported racial/ethnic distributions of students by type of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported. Race categories exclude persons of Hispanic ethnicity. Nonresident aliens are excluded because information about their race/ethnicity is not available. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012).
From 1999–2000 to 2009–10, the number of degrees earned among U.S. residents increased for students of all racial/ethnic groups for each level of degree, but at varying rates. For associate's, bachelor's, and master's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Black and Hispanic students. For doctor's degrees, the change in percentage distribution of degree recipients was characterized by an increase in the numbers of degrees conferred to Hispanic and Asian/Pacific Islander students.
Among U.S. residents, the number of associate's degrees earned by Hispanic students more than doubled from academic years 1999–2000 to 2009–10 (increasing by 118 percent), and the number earned by Black students increased by 89 percent. As a result, Blacks earned 14 percent and Hispanics earned 13 percent of all associate's degrees awarded in 2009–10, up from 11 percent and 9 percent, respectively, in 1999–2000. During the same time period, the number of bachelor's degrees awarded to Black students increased by 53 percent, and the number awarded to Hispanic students increased by 87 percent. In 2009–10, Black students earned 10 percent and Hispanics earned 9 percent of all bachelor's degrees conferred, versus the 9 and 6 percent, respectively, earned in 1999–2000. Similarly, the numbers of master's degrees earned by Black and Hispanic students more than doubled from 1999–2000 to 2009–10 (increasing by 109 percent and 125 percent, respectively). As a result, among U.S. residents in 2009–10, Black students earned 12 percent and Hispanics earned 7 percent of all master's degrees conferred, up from 9 percent and 5 percent, respectively, in 1999–2000. In addition, the number of doctor's degrees awarded increased by 60 percent for Hispanic students and by 47 percent for Black students.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2012 (NCES 2012-045),
Indicator 47.
| Number of degrees conferred to U.S. residents by degree-granting institutions, percentage distribution of degrees conferred, and percentage of degrees conferred to females, by level of degree and race/ethnicity: Academic years 1999–2000 and 2009–10 | ||||||
| Level of degree and race/ethnicity | Number | Percentage distribution | Percent conferred to females | |||
| 1999–2000 | 2009–10 | 1999–2000 | 2009–10 | 1999–2000 | 2009–10 | |
| Associate's | 554,845 | 833,337 | 100.0 | 100.0 | 60.3 | 62.0 |
| White | 408,772 | 552,863 | 73.7 | 66.3 | 59.8 | 60.9 |
| Black | 60,221 | 113,905 | 10.9 | 13.7 | 65.2 | 68.3 |
| Hispanic | 51,573 | 112,211 | 9.3 | 13.5 | 59.4 | 62.4 |
| Asian/Pacific Islander | 27,782 | 44,021 | 5.0 | 5.3 | 56.8 | 58.5 |
| American Indian/Alaska Native | 6,497 | 10,337 | 1.2 | 1.2 | 65.8 | 64.9 |
| Bachelor's | 1,198,809 | 1,602,480 | 100.0 | 100.0 | 57.5 | 57.4 |
| White | 929,106 | 1,167,499 | 77.5 | 72.9 | 56.6 | 56.0 |
| Black | 108,013 | 164,844 | 9.0 | 10.3 | 65.7 | 65.9 |
| Hispanic | 75,059 | 140,316 | 6.3 | 8.8 | 59.6 | 60.7 |
| Asian/Pacific Islander | 77,912 | 117,422 | 6.5 | 7.3 | 54.0 | 54.5 |
| American Indian/Alaska Native | 8,719 | 12,399 | 0.7 | 0.8 | 60.3 | 60.7 |
| Master's | 406,761 | 611,693 | 100.0 | 100.0 | 60.0 | 62.6 |
| White | 324,981 | 445,038 | 79.9 | 72.8 | 59.6 | 61.8 |
| Black | 36,595 | 76,458 | 9.0 | 12.5 | 68.2 | 71.1 |
| Hispanic | 19,384 | 43,535 | 4.8 | 7.1 | 60.1 | 64.3 |
| Asian/Pacific Islander | 23,538 | 42,072 | 5.8 | 7.0 | 52.0 | 54.3 |
| American Indian/Alaska Native | 2,263 | 3,960 | 0.6 | 0.6 | 62.7 | 64.3 |
| Doctor's1 | 106,494 | 140,505 | 100.0 | 100.0 | 47.0 | 53.3 |
| White | 82,984 | 104,426 | 77.9 | 74.3 | 45.4 | 51.4 |
| Black | 7,080 | 10,417 | 6.6 | 7.4 | 61.0 | 65.2 |
| Hispanic | 5,039 | 8,085 | 4.7 | 5.8 | 48.4 | 55.0 |
| Asian/Pacific Islander | 10,684 | 16,625 | 10.0 | 11.8 | 48.8 | 56.5 |
| American Indian/Alaska Native | 707 | 952 | 0.7 | 0.7 | 52.9 | 54.8 |
1 Includes Ph.D., Ed.D., and comparable degrees at the doctoral level. Includes most degrees formerly classified as first-professional, such as M.D., D.D.S., and law degrees.
NOTE: NOTE: Degree-granting institutions grant associate's or higher degrees and participate in Title IV federal financial aid programs. Reported racial/ethnic distributions of students by type of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported. Race categories exclude persons of Hispanic ethnicity. Nonresident aliens are excluded because information about their race/ethnicity is not available. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012).
Monday, April 15, 2013
What is Sequestration?
Sequestration, sometimes called the sequester, is a
process that automatically cuts the federal budget across most
departments and agencies.
Congress included the threat of sequestration in the Budget Control Act of 2011 as a way to encourage compromise on deficit reduction efforts.
Congress couldn’t agree on a budget by the deadline set in the Budget Control Act, so mandatory budget cuts were scheduled to go into effect on January 2, 2013.
Congress stopped the cuts from happening by passing the American Taxpayer Relief Act on January 2. This law pushed the budget cuts back until March 1, 2013.
If Congress cannot agree on a budget to reduce the deficit by March 1, then sequestration would happen and $85 billion in spending cuts would go into effect.
These reports give detailed information about the amount that programs may be cut and which programs are exempt from sequestration:
Congress included the threat of sequestration in the Budget Control Act of 2011 as a way to encourage compromise on deficit reduction efforts.
Congress couldn’t agree on a budget by the deadline set in the Budget Control Act, so mandatory budget cuts were scheduled to go into effect on January 2, 2013.
Congress stopped the cuts from happening by passing the American Taxpayer Relief Act on January 2. This law pushed the budget cuts back until March 1, 2013.
If Congress cannot agree on a budget to reduce the deficit by March 1, then sequestration would happen and $85 billion in spending cuts would go into effect.
These reports give detailed information about the amount that programs may be cut and which programs are exempt from sequestration:
- White House Office of Management and Budget Sequestration Reports to the President and Congress
- Congressional Budget Office Report on Estimated Impact of Automatic Budget Enforcement Procedures Specified in the Budget Control Act
- Congressional Research Service Report on Budget “’Sequestration’ and Selected Program Exemptions and Special Rules” (PDF)
Friday, April 5, 2013
How to Stage an Occupational Comeback
Raising a family, recovering from an injury or illness, taking time to travel abroad -- there are many reasons to take a month-long or even a year-long absence from the workforce. Just as many are the reasons for wanting to get back in. You could be a stay-at-home parent eager for a change of pace or in want of a new direction in life. Perhaps you need the money or you're just bored.
Regardless of the reasons behind it, the prospect of going back to work can be intimidating or downright scary. At the speed with which the world moves these days, you might think yourself unable to keep up with the latest technological skills needed in today’s workforce. If you've been traveling a lot you might be worried about having to integrate back into a sedentary work life. Or maybe you're anxious about having to explain those long gaps in your resume to potential employers.
Before you even start, the most important thing to keep in mind is that returning to work is hardly impossible. There is no shortage of people who've resumed careers or started entirely new ones after lengthy periods away from the workplace. As with most things in life, a little self-confidence is the greatest asset you can have when undergoing the process of getting back to work. The following these tips should help out, too.
Assess your skills
Without recent work experience to back you up, it's your skills that are really going to end up selling you. If you're wondering how you're going to parlay two years of backpacking around the world into an office-applicable context, remember that skills are built on experience, and you earn experience whether you're on the clock or not.
Employers look for two different types of skills: 'hard' skills are job specific and entail more technical abilities, such as programming or mechanical knowledge, while 'soft' skills are personal attributes that relate to your ability to interact in social and professional scenarios, like leadership and effective communication.
While you've been away from work you've most likely developed skills that any employer would find attractive. Raising kids shows that you're adept in the ways of organization, negotiation, and time management. And that you possess no small amount of patience as well. Learning a different language makes traveling overseas easier, but it also looks irresistible on a resume. Remember: there is no difference between life skills and work skills. Ask your family and friends what they think you've got to offer.
Explaining the gaps in your resume
If you're worried about how gaps in your work history look on you CV, consider a functional resume instead of the more traditional reverse chronological format. A functional resume focuses on your skills and calls attention to your accomplishments rather than a continuous work history. If you don't have your heart set on resuming a previous career, functional resumes are ideal as they can be made applicable to multiple job fields. Many job search websites have functional resume templates available for free. (Microsoft Word even has one in their template selection.)
As these gaps will inevitably be brought up during the interview process, be ready to summarize your time off. Be calm and concise. Provide the highlights of your experiences while listing the skills you picked up as a result. Don't accentuate the negative; focus instead on why you're ready to get back to work.
Networking and support systems
The value of networking can never be overstated. If you know someone in a sector you're interested in, let them know. They can offer indispensable advice, and if you show what you're capable of they might just put in a good word somewhere it counts. Take advantage of the internet and find online communities of other people in your situation. And learn from what they’re doing.
Don't forget that reentering the workforce will not just affect you, but your family as well, especially if you're returning from being an at-home parent. It's important to share your job search with those you're close to. It secures support and prepares everyone, particularly the kids, for drastic and sudden changes should an opportunity present itself.
Be proactive
You might recall from your first time around that finding work is not a quick task -- you could be waiting another year before you land that ideal gig. Spend that time wisely. Start with what kind of career you want, and go from there. A basic IT class can open up a host of new job opportunities – skills like programming, data analysis, and digital marketing are in high-demand because of the role computers now play in our daily lives. Make sure that, if your field involves the use of computers, you’re up-to-speed with core functionalities (like social media and job-specific applications).
Volunteering, as well, can ease you into old work habits without the pressure of paid employment, but can introduce you to new contacts and improve any resume. Attend your university’s alumni events, or join a business-oriented social group. Sites like Meetup.com are perfect for networking in a fun, friendly fashion.
It's too easy to lose confidence when you stumble into those first few blocks. As long as you stay positive, you'll have no trouble bearing in mind that every contact made, every resume sent, and every job posting investigated is a step in the right direction.
Angie Picardo is a staff writer for NerdWallet. Her mission is to help consumers stay financially savvy, and save some money with Crate and Barrel coupons.
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