If You're Just Graduating, Here Are Some Tips For Your Resume

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Here is a list of points to consider when writing your resume. These suggestions reflect the new practice of scanning resumes into a database. Resumes are easily managed in a database and keyword sorts are used to select candidates with specific skills and experience. You’ll want make your resume scanner friendly and increase your chances of being selected for consideration by using keywords.

Things to avoid on your resume:

• Never put anything above your name on your resume. No contact information/address above your name. Scanned resumes assume that your name is on top.
• Unless you think your dates are your most important selling point do not put dates in the left column. We read from left to right – save the left edge for the most important points/words.
• Do not use italics, underlining, unusual fonts, or tabs – they confuse scanners.
• Do not list your High School diploma, unless specifically asked to do so.
• Do not use a resume template unless you know how to modify it they are not scanner friendly.
• Do not use cute graphics when applying for professional positions unless you are applying to be a graphic designer – in which case you’ll want a sophisticated graphic.
• The word “major” doesn’t belong on your resume – name your degree: BS in Accounting etc. If you earned a minor you want to draw attention to, say: Information Systems minor.
• Do not give a starting date for your Education. Employers want to know when you will be available to go to work. They will know that from your graduation date: May 2011. For graduation dates more than a year out use “Anticipated Graduation May 2012."

Ideas to enhance your resume:

• Use which ever is highest, your overall GPA or your major GPA. If your GPA is not noteworthy, leave it off unless specifically requested to include.
• If your GPA is lower than you wish, using a statement like: Worked full time to support education. Or, Worked 30+ hours, may be effective.
• Sell yourself by quantifying your experience, using specific examples. Paint brief word pictures of what you contributed/accomplished in each position.
• Use the language of your major/degree – select verbs carefully.
• Create a “Reference Sheet” and use the same header/contact information that you use on your resume. Include: name & job title; company; city & state; phone & email of contacts.
• If your address will change after graduation you might list an “After 5/20/11” address.
• Put your highest degree on top:

           Your University, Some City

          Masters of Accountancy May, 2011

          BS, Accounting May 2009

          GPA 3.7

• Use Keywords in your resume to increase your chances of being selected for consideration. The Keywords you noticed in the job description/job posting are your best clues.
• Use standard fonts on your resume, and bolding and CAPITALIZATION to highlight items. 

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What Resume Style Should I be Using?

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The resume style will depend on your work history and objective in your search. If you are looking to change career directions, a functional style resume will focus on skill sets rather than past work history. A functional style resume can also be a good choice if you have worked at different organizations but have done similar duties in each company, because this resume style will allow you to illustrate your duties and accomplishments in a more concise way. The various resume styles are:

Functional

A functional resume cites experiences and accomplishments in specific functional areas that are critical to the applied-for job. The experiences and accomplishments are written for each function without regard to when they occurred in the career. If you've been in the workforce for a number of years, you'll have had a wide variety of assignments during your careers. Functional resumes best highlight those skills if the author has a work history that generally is unrelated to the job he or she seeks.

Advantages:

• It draws attention to what you've done rather than when or where you did it
• It allows you greater flexibility in presenting skills gained through personal experience or through low-paying or unpaid jobs
• It is useful for entry-level or reentry employees whose employment history is brief or scattered

Example:

Public Relations

• Created multi-faceted communications program to inform impacted municipalities and residents of a major capital improvement project.
• Conceived and executed direct mail campaigns to public opinion leaders.
• Wrote, photographed and designed brochures and newsletters.
• Represented organization to the public and media.

Marketing Communications

• Conceived, wrote and oversaw development of print, electronic and website sales and marketing communications.
•  Developed executive and corporate print and electronic communications.
•  Initiated and developed direct mail and advertising campaigns.
•  Created and managed marketing databases for information storage and retrieval.
•  Developed marketing plans and managed marketing teams.
•  Re-organized marketing operation to heighten productivity and employee satisfaction.
•  Made sales calls on prospects and customers.

Executive

•  Reorganized operations to improve profitability by 35% as president and C.O.O.
•  Shored up weaknesses and capitalized on strengths and opportunities.
•  Managed company assets and developed corporate plans, reporting directly to equity holders.

Financial Management

•  Reorganized and managed accounting department.
•  Provided periodic financial analyses to executive management.
•  Played a critical role in negotiating a shift of corporate financial assets.
•  Developed billing and collections team performance goals and metrics.

Technology

• Used common software in innovative ways to develop business goals for website application and to effectively communicate requirements to programmers.
• Conceived and enhanced marketing, sales and informational websites and consulted on development of customer service website.
•  Developed electronic marketing materials catalog using common software.

Chronological

A chronological resume is chosen when past experiences and accomplishments match or are directly related to the job you seek. The chronology should show a track record of progressively more responsible assignments. A chronological resume starts with the most recent job and works backwards through the career history.

Advantages:

• Employers are comfortable with it - it is the most widely used of all the styles
• It is easy to write

Example:

2009-present    Sales Associate, Acme Travel, Sometown, HI

• Develop and market individual and group travel programs for executives, employees, groups, and organizations.
• Responsible for selecting best vehicles for copy and promotion.
• Utilize demographic information and readership data of trade publications.
• Write advertising copy for major ads.
• Conduct marketing surveys to determine favorable travel facilities and destinations.
• Prepare and present marketing research at regional conferences.
• Budget out advertising expenditures from copywriting to final printing and placement stages. Reduced operational costs by 20% in first year of program.

2007-2009       Customer Service Rep, Michael' Formal Wear, Somecity, UT

• Responsible for merchandise pricing and general sales.
• Worked on all phases of company advertising.

Combination

Some resumes combine both the functional and chronological resume formats. Normally, the first two-thirds of the resume is written in the functional style and the last one-third includes a short chronology of the work history. The chronology starts with the most recent position and works backward, emphasizing the last 10-15 years.

Accomplishment

While all good resumes cite accomplishments, an accomplishment resume differs from the others because it has a separate accomplishments section. It normally is listed on page one below the professional qualifications section, and zeroes in on a list of career accomplishments using impressive figures and quantifiable results. The resume is then completed using one of the resume styles mentioned above.

Example:

• Chaired ribbon-cutting ceremony for major campaign and co-chaired groundbreaking event. RESULT: Events attracted more than 600 attendees, and gained live and dominant media exposure.
• Prepared speeches, talking points and releases for supervisors and worked with members of the media and the general public in order to position the organization. RESULT: The project was properly and accurately positioned for public opinion leaders.
• Successfully pitched nine articles in a trade publication in order to gain exposure in regional market. RESULT: The project was prominently featured, reaching 360,000 readers.
• Conceived and created a series of print, electronic and website communications in order to provide salespeople with a consistent and clear marketing approach. RESULT: Communications were used in $10 million of new sales, including the company's best year ever.
• Led a team that designed a direct mail campaign that reached the chairmen of Panda Express, Marshalls, Orion among others in order to make Fortune 500 CEOs and CFOs aware of company's products. RESULT: Led to a new $1.8 million account.
• Developed a marketing plan, oversaw its implementation and managed a profit center in order to successfully sell a product. RESULT: Revenue exceeded corporate goals by 60%, even though the market consolidated by 40%.

Targeted

Focuses on a specific position or job target, presenting your capabilities and accomplishments supporting this position eliminating all unrelated data. A job target or objective is required.

Advantages:

• It is very powerful because it is focused - you look like a natural for the position if you have done the necessary background research
• It allows you to project your abilities to do the job even if you don't have directly related experience
• It is easy to prepare a different version for each different position to which you apply

Example:

JOB TARGET            ACCOUNT EXECUTIVE

CAPABILITIES  

• Service customers and deliver sales presentations.  
• Perform advertising research for media selection.
• Develop and implement marketing research programs.
• Utilize word processing and desktop publishing programs.
• Develop and write advertising copy and promotional material.
• Utilize strong verbal and writing skills.

ACCOMPLISHMENTS     

• Wrote advertising copy for major retail ads.                                    
• Prepared and presented marketing research at regional travel conferences.
• Selecting best vehicles for retail copy and promotion.
• Budgeted out retail advertising expenditures from copywriting to final printing and placement stages. Reduced operational costs by 20% in first year of program.
• Developed a comprehensive marketing and advertising campaign for Dodge Neon for campaign's course

 For additional resume samples written by professional writers, visit http://www.dreamfedjob.com/

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Choosing the Right Resume can Make a Big Difference in your Results

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New job seekers have a tendency to believe the first and most important step he or she must take is to sit down and write a resume. The next step is to have some folks look at and critique it, then personally refine it, and subsequently send it to hundreds of employers and await a huge response from those who received it. Those who take that course waste precious time, money, and are most often highly frustrated by the lack of response. Why? The reason is simple. They don’t understand the different kinds of resumes they must be prepared to write, nor do they understand how tough it is to get a job in today’s market.

Choosing the Right Resume

Not all resumes are equal. There are several different kinds of resumes that you should consider throughout your job hunt. They are used in very different situations and are designed to generate slightly different results.

Networking Resume

The networking Resume is the one you give to people with whom you network. You hope that they will pass it along to someone in their organization who might be filling a position, or they will give it to someone outside their organization who is about to hire.

It is usually a generic document. Why? Because when you write it, you don’t know that any specific job exists for you. You are simply hoping your Resume is passed along to someone who is hiring for a position. It may or may not list a career objective, and it tells about your background in general, with emphasis on the last 15 years. It cites what you have done and accomplished in the experience section.

It must be written in a language that any reader can understand. Keep it ambiguous. For example, if you have military experience but have no interest in working in a DoD-related business, don’t load up your networking resume with military jargon and acronyms.

When a potential employer receives your resume through someone with whom you have networked, that employer is not much concerned with the specifics in the resume. Rather, the employer is interested far more in the fact you have been recommended to him. Most people only recommend strong candidates to fellow professionals. They don’t recommend people who would make them look foolish. The bottom line of the networking resume is that it is a detailed business card, passed along from one professional to another.

Never send a networking resume to a potential employer for a specific job. Instead send the second kind of resume—the job-specific resume.

Job-Specific Resume

The job-specific resume is exactly what its name implies. It is written for a specific job. The rules for it are different from those of the networking resume:

• It focuses on the needs of the employer and not necessarily on your work history.
• It lists an objective. The objective can be the job title (as expressed by the employer, not as invented by you), or a line or two that highlights the job title.
• It lists your career history (or a summary) in three to five lines that directly supports the objective.
• It includes an experience section that is full of accomplishments and is not just a list of job descriptions.

Internet Resume

Many job seekers today post their resume on the Internet. The good news is you can do this on many Web sites for free, and some employers and executive recruiters search these sites looking for job candidates. Although it may seem smart to post your resume on as many job banks as possible in order to gain maximum exposure to employers, beware. Some job-search services are open sites, and anyone can access and browse the resume bank.

Do you really want everyone to have access to your resume? If you’re working, do you want your boss or co-workers to stumble upon your resume and learn you’re in the job market? Do you care if your resume is copied to another site without your permission? Even more serious, is the possibility that someone who reads your resume might steal your identity. Personal information such as home address, phone numbers, and e-mail addresses may aid the identity predator. Also, once your resume is on the Web, there is a good possibility you’ll experience a significant increase in junk mail.

The bottom line is, do your homework and weigh the risks versus the rewards of indiscriminately putting a resume into cyberspace. You may want to limit your exposure and choose sites where passwords are required to view your resume. Or, better yet, use a site where you must give approval before an employer can see your full resume.

As far as the rules for Internet resumes are concerned, there seems to be only one: THERE ARE NO RULES. Do anything you want with your resume regarding length, content, or configuration.

Electronic Resumes

It wasn’t that long ago that a resume referred only to a sheet or two of paper. Today, resumes also include electronic documents or interfaces that can be sent via e-mail or posted on the Internet. Although there are several kinds of electronic resumes, they all have one thing in common. They are optimized for presentation and retrieval on a computer.

E-mail Resume

Bypass the paper phase, and write an e-mail resume using plain text, rich text format, or hypertext markup language (HTML). You can cut and paste your resume directly into the body of your e-mail.

Online Resume E-form

These electronic forms are posted on Web sites. Most frequently, if you know you want to work for one company in particular, you can apply for jobs directly on their Web site. Either type in the information, or cut and paste it from another digital document. This information is then entered into a database where potential employers search for job candidates using keywords.

Personal Web Site, Home Page, or Multimedia Resume

These contain all the bells and whistles, and can be posted on the Internet or put on a CD, allowing for convenient perusal by employers. This is a good format for computer programmers, Web developers, graphic designers, and other professionals, where multimedia presentations containing images, sound, color, and movement would be of benefit.

For additional information about resumes, feel free to search our blog for articles suchs as, 101 Resume Tips, The Scannable Resume, etc., or visit http://www.dreamfedjob.com/

The Scannable Resume

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A scan of the paper version of your Resume, which is saved as a digital file on your computer, such as a PDF file, and can easily be opened. A majority of resumes submitted in response to an ad will eventually be screened and read by people, many initially may be scanned or placed into a computer database. To get your “font” in the door, you must ensure your resume is compatible with the company’s scanning process. Follow these tips to design a resume that improves your chances of passing the electronic scan:

• Describe yourself and qualifications using job-specific keywords that are common to the target industry, occupation, and organization.
• Use white or light-colored 8-1/2" x 11" paper, printed on one side only.
• Have laser-printed originals if possible, but a typewritten original or a quality photocopy will work. Avoid dot matrix printer originals and poor copies.
• Use standard typefaces such as Helvetica, Futura, Optima, Universe, Times New Roman, Palatino, New Century Schoolbook, or Courier.
• Use a font size of 10 to 14 points.
• Don’t condense spacing between letters or use compressed line of print.
• Left justify the entire document.
• Use boldface and/or all capital letters for section headings, as long as the letters don’t touch each other.
• Avoid italics and script, underlining, bold face, parentheses and brackets, black/white reversals, tabs, vertical and horizontal lines, graphics, and boxes.
• Avoid a two-column format or a resume that looks like newspapers or newsletters.
• Put your name at the top of the page on its own line. You also can put your name on a single line at the top of any pages that follow.  Use a standard address format below your name. List each phone number on a separate line.
• Do not fold or staple.
• Do not send your Resume as an attachment because many employers will not receive them due to the company’s virus protection software. Cut and paste to the body of your message or application.
• Avoid faxing. If you must, set the fax machine to “Fine Mode” to improve the image quality.
• Do a test drive. Send your resume to a friend, and review it before shooting it off to an employer.

Remember: Although computers scan, store, and receive resumes, recruiting and hiring is still a PEOPLE business, and a person ultimately will read your resume to decide whether you will be interviewed.

For examples of proven resumes written by professional writers visit http://www.dreamfedjob.com/

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Focus the Resume

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Imagine playing darts while blindfolded, how accurate would you be? Now imagine that you had darts specifically designed to hit the bull’s-eye? Now how accurate would you be?

This analogy is directly applicable to the design of a resume. If the objective is simply to get any job available, and have a very general "one size fits all" resume the results would not be satisfying. In all likelihood this type of resume would be found minimally qualified for many jobs and highly qualified for none.

There is another reason why resume should be focused. Most applicants cannot qualify for more than two or three different occupational fields. If the truth were known, most are experts in only one or two distinct specialties within all of the occupations minimally qualified. The objective of submitting a resume for a government job (or any job for that matter) is to obtain the highest possible rating so the resume is within reach to be referred for consideration for a vacant position.

The preparation of a "one size fits all" resume almost certainly ensures a low rating and negates any effort devoted to the development of a government application package.

Narrowing the scope of the resume to support legitimate career objectives provides the opportunity to highlight those areas possessing in-depth knowledge and experience, and coincidentally, those general occupational areas most likely to be successful in obtaining another position. Enough said. Although not mandatory, it is strongly suggested to compile a resume directly supporting the attainment of near-term career goals. Doing so only enhances chances of success.

Be Concise: Include in the resume only those items of experience, education and training that directly support the qualifications for the specific position you are applying for.

Think about it: If applying for a position as a General Schedule (GS)-12 budget analyst, previous experience as an insurance claims processor or as a salesperson for a major electronic outlet is not directly related to the budget analysis field. It will not support your qualifications (or a high rating) for a budget analyst job. While this conclusion is fairly apparent, it is also based on the nature of federal qualification standards applied by the job announcement to determine basic eligibility for further rating and placement on a valid register of job applicants. For every position in the government at the GS-5 level or above, candidates must demonstrate in applications that they possess:

• At least one year of specialized experiences that directly related to the duties of the position for which they seek consideration, and also appropriate.
• Quality of experience equivalent to a position comparable to that of the next lowest grade of the position for which an application is being submitted.

Let's look at another example. If preparing a resume to respond to a vacancy announcement for a GS-7 accounting technician position, experience gained in a prior position as a general administrative clerk will not help qualify for the accounting technician job because it will not demonstrate possession of specialized experience directly related to the primary duties of an accounting technician.

There are other ways of ensuring the resume is concise, but meaningful. For example, if applying for a secretarial position, it is not necessary to specifically name and describe four previous and distinct word processing systems used. Just state, "a substantive knowledge of" and "have used word processing skills and systems."

Don't be repetitive; get to the point. This same basic principle applies to education and training. If the objective is to obtain a GS-12 position, a one-half day seminar on business writing six years ago will be of no significant value in determining your overall rating. Leave this fact off.

Don't use "flowery" language: Avoid adjectives and adverbs. No additional points are received for descriptive terms, use the following description as an example:

"I was responsible for the processing of a wide variety of extremely complex financial transactions using two technically advanced automated accounting systems."

It would be more productive to simply and clearly state the facts

 "I was responsible for the processing of a variety of financial transactions using two automated accounting systems."

 

A resume should be completely free of unneeded details that are not materially contributing to the overall occupational qualifications.

Remember:

• For any position at the GS-5 level or above one year of specialized experience in the duties of the position to be filled are necessary, or in a position the duties of which are directly related to those of the position to be filled.
• For any position at the GS-5 level or above, there is also a quality of experience requirement. In order to be creditable for qualification purposes, any specialized experience possessed must have been gained in a position equivalent to the next lower grade of the position of interest.

With these points in mind, it should be clear when interested in being considered for any position at the GS-5 level or above, prior experience, education and training does not have to be included on the resume. It has no bearing and will in no way support qualifications for the positions of interest.

This same logic is also basically applicable to awards and honors. If the award or honor was received far in the past, or if it was received in a position not used to support your qualifications, there is no good and substantive reason to include the award or honor in the resume. For the same reasons, minor or outdated training received in the past should not be listed.

Use Clear Language:

Write the resume as though it is being submitting for review by someone who has no technical understanding of the specific kind of work. Let's look at several examples of how to better describe experience and the ways in which "technical jargon" is translated into something understandable for both the automated resume processing system and  personnel staffing specialists:

• “I use IATS to process travel vouchers.” Would be better:
  “I use the Integrated Automated Travel System (IATS), an automated financial system, to compute and process travel reimbursements for transportation, meals, lodging and similar entitlements.”
• “I process vouchers and issue a variety of disbursements using SRD1.” Would be better:
  “Using knowledge of disbursing principles and procedures, I examine requests for payments to individual military and civilian employees, private sector vendors, and other public agencies. I perform a quality control review to ensure that these requests are in order, assign appropriate accounting classifications and prepare checks or electronic transfer payments. I use the Standard Finance System Redesign Subsystem 1 (SRD1), an automated financial system, to accomplish these actions.”
  (NOTE: This straightforward three-sentence paragraph might well be sufficient to describe all of the major duties performed by a disbursing clerk or technician position).
• “I assist functionals in writing SCRs. I develop interfaces and am the POC for all EC initiatives.” Would be better:
  To help identify needed changes and to write system change requests (SCRs). I write computer programs to enable automated systems to interface and to communicate with each other. I am the primary contact for automated electronic commerce (EC) systems and improvements.”

The point is that descriptions of duties performed, and knowledge and skills applied in accomplishing those duties, should be simple and straightforward but descriptive and reduced to only essential information. When finished writing a paragraph, it is helpful to stop and ask the following questions:

• Would a third party not familiar with the occupational background understand this kind of work?
• Is there any nonessential information included?
• Are any unique but relevant special experience of skills been omitted?
• Have major characteristics of occupation or background and skills most common to the occupation and/or field been included?

Paint a Clear Picture:

Here are some more helpful questions to ask if applying for an accountant GS-12 position, and there is prior, relevant experience as an accountant.

• What are the primary characteristics of professional accounting work, processes and procedures?




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• What major skills, knowledge or abilities are generally accepted as necessary in the performance of this work?
• What portions of the working background best demonstrate accounting tasks performed using recognized accounting skills?

When these questions have been answered, the resume narrative is ready for development. Be sure to construct the narrative in a logical manner, adding each descriptive "piece" until the full picture of an accountant is painted. The process can be like putting together a puzzle. A reference to one skill or a single job task is incomplete and may not lend itself to an obvious conclusion as to the occupation being described.

 As additional commonly recognized tasks or skills are added, the picture becomes clearer. Finally, at some point, a knowledgeable observer will be in a position to hazard an educated guess as to the end product being described. Provide sufficient pieces of the puzzle to leave no reasonable doubt about the occupational or job profile being built, and the demonstrated possession of and ability to use the skills and competencies commonly associated with that occupation.

Describing "Soft" Skills in a Resume

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Soft skills are generally described as intangible personal characteristics or attributes more generic in nature and not identifiable with any particular occupation. Conversely, many soft skills are useful and desirable in the performance of tasks and functions found in a wide variety of jobs. Examples of soft skills include traits such as analytical ability, communication skills, creativity, being customer oriented, leadership and other, similar, intangible skills.

When applying for a position, consider whether or not any soft skills are integral to successful performance in the job. If the answer is "yes," plan on addressing appropriate soft skills in resume submissions.

Make a substantive effort to include examples in the narrative resume content that describe and demonstrate instances where soft skill(s) are employed in performing tasks related to the position of interest. Since soft skills are inherently generic and "fuzzy" in nature, they are more difficult to clearly describe in a narrative fashion than "hard" skills, which are clearly related to recognized occupational categories and functions. These “hard" skills (e.g., accounting, information technology, civilian pay, secretary, etc.) lend themselves to ready analysis because of the direct, unmistakable relationship between major, core tasks associated with the occupations in which they are embodied and the skills needed to perform these tasks.

Examples:

Actitivities 09/07-06/10 Sports Club, Mathematics and Statistics Faculty, Washington DC, Female basketball team coordinator

• 07/08-07/09 Board of European Students of Technology (BEST), Barcelona, Spain, Course: “Ways of Comunication in the 3rd Millenium”
• Arts: Μember of the Theatre Club and the Forensics Club, in George Mason University, Farifax, VA (1998-2001).
• Participated in a 15day educational trip to England, dedicated to the life and deeds of Shakespeare, organized by George Mason University (March 2001)
• Environment: Member of the organization “Friends of the Blue Ridge Forest”
• Travelling: Italy, Austria, Switzerland, Germany, Netherlands, England, Spain, Cyprus, Italy, Scotland.

Social and Voluntary Work

• 2009 SPEAR (Society for Promotion of Education and Research) Charlottesville, VA
• 2009 Publicity Coordinator, Virginia Chapter, SPEAR is a non profit society with presence in 30 countries and with more than 250 centers worldwide.
• Responsible for publicity and coordination of the events held on campus and for UVA's SPEAR bash (April 2010), the annual SPEAR festival featuring professor and researchers from across the country; responsible for increasing involvement from other students for the society.
• Volunteer for ‘A Tribute to George Harrison’ featuring performances of  Paul Simon, Crosby and Grahm Nash at John F. Kennedy Stadium in Philadelphia.

Leadership

• Initiated on-campus recruiting and information sessions 2008- present
• Selected and worked with recruiters and potential employees from diverse backgrounds
• Karate Instructor , La Plata, MD
• Established own branch of karate dojo; taught women’s karate classes 2003 - 2006
• Volunteer Mentor: Tutored disadvantaged children, ensuring a strong work ethic and study skills 2007 - 2009
• Varsity Women’s Crew Fall 2009- Spring 2010 Baltimore, MD
• Varsity Boat Fall 2006 and Spring 2007, NCAA Division I program
• The Johns Hopkins University Student Athlete Advisory Committee Spring 2005- Spring 2007
• Led student athlete fundraiser for local food bank, exceeded food drive goals and raised enough food and money for the entire holiday season for the Food Bank of the Southern Tier
• Coordinated National Girls and Women in Sports day 2007-2009, over one hundred young girls came from the community to participate; more than 10 varsity women’s teams showcased their sports
• Ivy League Student Athlete Advisory Committee Fall 2007- Spring 2009
• Represented The Johns Hopkins University at Pan Ivy conferences and determined the policy of student athletes on Ivy league athletic legislation
• Student Athlete Mentors Program Fall 2005- Spring 2007
• Nominated as one of 15 for program, underwent training to counsel student athletes; mentored younger athletes

KSA Sample for an Administrative Assistant: Ability to communicate both orally and in writing.

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The Defense Language Institute (DLI) is a United States Department of Defense (DoD) educational and research institution, which provides linguistic and cultural instruction to the Department of Defense, other Federal Agencies and numerous and varied other customers. The DLI is responsible for the Defense Language Program, and the bulk of the Defense Language Institute's activities involve educating DOD members in assigned languages. Other functions include planning, curriculum development, and research in second-language acquisition.

As a Staff Operations and Training Specialist with the Department of the Navy working in the Language Resource Center I am responsible for a myriad of tasks.  These include issuing written and oral instructions to prospective students, guidance materials and furnishing informative material for the preparation of foreign language classes, examinations, and schedules. One of my assignments is to coordinate and create an annual Satellite Video Training and Mobile Training Team schedule with DLI in Presidio of Monterey, California. I am also the training lead for information on new classes and new location rollouts.

The schedule needed to include classes for a range of proficiency levels of all linguistic instructors and students, with a focus on Russian, Arabic, Persian Farsi, Serbian-Croatian, Spanish, Chinese and Korean.  There were approximately 45 instructors, and I coordinated up to 30 week-long classes and 10 onsite classes, per year, for more than 500 students. I was also responsible for tracking training requests and history, coordinating training with outside vendors, and providing written input in department memos and updates.     

One of the challenges in creating this yearly schedule was the distance between my office at the Naval Air Station Brunswick, Brunswick, Maine and DLI in California.  This challenge required that all planning and coordination was accomplished through correspondence in writing via email or orally via telephone.  I was also required to coordinate via email and telephone with the actual language instructors from DLI regarding what level of curriculum they would be teaching for their classes.  If the instructors were scheduled for onsite training, I was required to correspond with them regarding needed supplies, and required teaching technology they would need to instruct the class.

The biggest challenge I had to overcome was not only reserving the class and instructors through DLI, but ensuring there was a class of linguist students at the Naval Air Station Brunswick who would be at a point in their curriculum that they could take a week off to come to our center for training.  To ensure enrollment, I sent out emails to all linguistic instructors indicating what classes were available from DLI, and asking if they would be available and interested in attending a class.  I also stressed in my communications to the instructors that once they requested a class and I reserved it, that they were committed to attending, or paying for the class.

By utilizing my verbal and oral communication skills, I was effectively able to ensure all information exchanged was accurate, and that all linguistic curriculum needs were met.  As a result, I could then reserve time slots and classes based on their availability. Based on my effective use of written and verbal communications, a schedule for calendar year 2006 and a jump start on the scheduling process for the next year's classes. Because other U.S. Naval bases around the world use this service, class times are scheduled and reserved months ahead of time.  After implementing the scheduling system we were better able to evaluate our needs and reserve classes from DLI sooner. 

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Using a Resume That Best Displays Your Talent

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Preparing a one to three page, substantive resume is a radical departure for many, who, for years have frequently had the luxury of submitting lengthy, immensely detailed "life histories" of prior working background.

Prepare now to totally change the mind set to the task of preparing an employment application. To facilitate the transition to the world of concise resume preparation we offer the following, very basic pointers:

• Be focused: Decide upon the two or three positions that are desirable to have during the next six to 12 months. Compose the resume to address the knowledge and skills possessed that might be compatible with those of the positions of interest.
• Be realistic: Rationally and objectively assess skills, as well as strengths and weaknesses. See if the conclusions reached are a match with the expectations established in accordance with the job choices previously identified.
• Be concise: Avoid crowding the resume with unnecessary details or descriptions of skills or training not significant in nature or directly related to the qualifications for the positions of interest.
• Be aware: Write the resume as if submitting for review by someone who has no technical understanding of the kind of work done in positions previously held. Imagine explaining the skills used to a friend or a next door neighbor who has never worked in that type of position. Minimize the use of acronyms, if must be used, explain what it represents, what processes or systems it describes, and the knowledge, skills or abilities associated with it.
• Be specific: Concentrate on describing only specific and significant knowledge and skills in the background. Be sure they are related to the positions of interest.
• Be open: Describe skills and experience in universally accepted terms readily understood in both the public and private sectors.

 Download the 20 Resume Sample Book today!

Government New Hires Tell What They Did to Get the Job

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The job search experience plays a key role in who is selected for Federal positions. It determines who hears about job vacancies, what steps they take to apply for jobs and how long they must wait to be hired (or not). Some of the most common complaints about the Federal hiring process are that it is excessively long, complicated and bureaucratic. To learn from their job hunt experiences and identify ways to improve the process, a government survey asked Federal new hires what steps they took to get their job and what obstacles they faced.

Learning About Jobs
Here, we take a close look at how new hires first learned about their Federal job to identify how specific recruitment strategies can be used more effectively.

Friends and Relatives
When asked how they first learned about their Federal job, new hires’ top answer (31 percent) was that a friend or relative told them about it (see Fig. 1), particularly one who works for the Federal Government. The importance of personal contacts and referrals in recruitment plays a major role in the hiring process. In fact, a 2006 Booz Allen Hamilton recruitment-trends survey found that recruitment practitioners rated employee referrals as the top source not only in terms of applicant quantity but also in terms of applicant quality (Booz Allen Hamilton, 2006 DirectEmployers Association Recruiting Trends Survey, February 2006, pp. 6, 8.).

USAJOBs
Does anyone remember what it was like trying to find out about Federal vacancies before the advent of the Internet? For the most part, an applicant had to locate and go to the closest Office of Personnel Management (OPM) office to look through vacancy announcements, call individual agencies to find out about opportunities or pay to subscribe to periodicals that provided a list of Federal vacancies open at the time of publication.

Now, OPM sponsors USAJOBs—the official Federal job site that provides potential applicants with full vacancy announcements for all competitive service and some excepted service job openings. With 20 percent of new hires reporting that USAJOBs was how they first heard of their job, the Web site is obviously an important recruitment source.

USAJOBs has many advantages. It is open 24/7, is updated in real time and is available to anyone who can access the Internet. Applicants can search job opportunities using a variety of criteria, such as job title or key word, agency, location and pay. Applicants can create a Federal resume, store it on the site and, in many instances, use that one resume to apply online for multiple Federal jobs.

Agency Web Sites
Only 7 percent identified the agency Web site as the first place they learned of their job. While some agency Web sites may not be the first place a potential applicant will go to find a Federal job, they are probably a valuable secondary source of information. Once potential applicants have identified a specific job that interests them, they are likely to go to the agency Web site for more information about the agency, including its mission, organizational culture, career advancement opportunities, workplace flexibilities and other features.

College Fairs and Related Sources
College fairs and school placement officials proved to be a significant employment source for recently graduated new hires. Fifty-one percent of new hires who came to Government directly from school heard about their first job in this way. It appears that agencies are increasing their campus recruitment efforts.

For additional information regarding careers in the federal government, visit http://www.dreamfedjob.com/

5 Tips to Network Better

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1. You have 2 ears and 1 mouth; use them in that proportion. People like being asked questions and listened to and this will enable you to find out more about them, so when you respond, it is from an informed position.
2. Think of networking as serving others and exploring what their needs are and how you can help them. Find out the issues and needs of your target audience and become an expert  .
3. Set goals for any networking opportunity. Imagine the occasion is over. What have you done or achieved? Who have you spoken with and what is the next step? Are you information gathering or sourcing relevant business cards to follow up?  
4. For major networking events, do some research and prepare key points or questions to ask your target contacts. Take a look at their web site, annual report or recent press coverage. Forewarned is forearmed.  
5. Networking is an 'important but non-urgent' activity. Plan it in your diary regularly to ensure it happens. Set aside specific times of day, days of the week or month to catch up with your contacts.

Give it a try!!

Good news... If you're graduating this year you'll make more than the class of 2010

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A Spring 2011 Salary Survey conducted by the National Association of Colleges and Employers (NACE) show that the average salary offer to all Class of 2011 graduates now stands at $50,462, which is up 5.9 percent over the overall average of $47,673 to Class of 2010 graduates.

Among the college Class of 2011, engineering dominates the list of top-paid majors, according to NACE’s Spring 2011 Salary Survey. 

Survey results indicate that engineering majors account for seven of the top 10 spots on the list. In fact, the only non-engineering major among the top-five highest-paid is computer science ($63,017), which is second on the list. (See Figure 1.)

That four of the top five top-paid majors are engineering and all received average starting salary offers in excess of $60,000 strongly indicates the continued high demand for these graduates. Furthermore, the entire top-10 list underscores the interest employers have in hiring technical majors.

For additional information about a career in enginnering stop by http://dreamfedjob.com/careers/0801_General_Engineering.html

Do you know any person ages 16 to 24 who's in need of free career training?

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If you do, then pass the word.... Job Corps is a free education and training program that helps young people learn a career, earn a high school diploma or GED, and find and keep a good job. For eligible young people at least 16 years of age that qualify as low income, Job Corps provides the all-around skills needed to succeed in a career and in life. This great program is administered by the U.S. Department of Labor.

Through a nationwide network of campuses, Job Corps offers a comprehensive array of career development services to at-risk young women and men, ages 16 to 24, to prepare them for successful careers. Education, training, and support services are provided to students at 124 Job Corps center campuses located throughout the United States and Puerto Rico. Job Corps centers are operated for the U.S. Department of Labor by private companies through competitive contracting processes, and by other Federal Agencies through interagency agreements.

Job Corps offers hands-on training in more than 100 career technical areas, including: automotive and machine repair, construction, finance and business services, health care, hospitality, information technology, manufacturing, renewable resources, and many more. All training programs are aligned with industry certifications and are designed to meet the requirements of today's careers.

Job Corps also offers the opportunity to earn a high school diploma or a GED for those youth who don't have either. For youth who already have a high school diploma, Job Corps can help them prepare for college through partnerships with local colleges. Resources are also available for English Language Learners.
Courses in independent living, employability skills, and social skills are offered to all Job Corps students in order to help them make the transition into the workplace.

If you or someone you know is interested in joining Job Corps, call (800) 733-JOBS or (800) 733-5627 where an operator will provide you with general information about Job Corps, refer you to the admissions counselor closest to where you live, and mail you an information packet. Good luck!!!

If you're looking for a career with the Federal government, don't forget to stop by http://www.dreamfedjob.com/ 

Employment Opportunities for Students with Disabilities

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The Workforce Recruitment Program for College Students with Disabilities

What Is the Workforce Recruitment Program?
The Workforce Recruitment Program for College Students with Disabilities (WRP) is a resource to connect public and private sector employers nationwide with highly motivated postsecondary students and recent graduates with disabilities who are eager to prove their abilities in the workforce. Employers seek to fill both temporary and permanent positions in a variety of fields.
Myths, stereotypes, and misconceptions about people with disabilities often stand in the way when people with disabilities look for jobs, resulting in a high rate of unemployment. Statistics show that people with disabilities from minority backgrounds encounter even greater difficulty in obtaining work. The WRP aims to eliminate this workplace discrimination one student, one employer, and one job at a time.

Who Is Eligible to Participate in the WRP?
An applicant for the program must

• have a substantial disability
• be a United States citizen
• be enrolled in an accredited institution of higher learning on a substantially full-time basis (unless the severity of the disability precludes the student from taking a substantially full-time load) to seek a degree OR
• be enrolled in such an institution as a degree-seeking student taking less than a substantially full-time load in the enrollment period immediately prior to graduation OR
• have graduated from such an institution within the past year

What Does the WRP Offer to Colleges and Universities?
The WRP provides a unique opportunity for colleges and universities to

• tap into a system that has been successfully placing students with disabilities in summer and permanent positions in the public and private sectors for over 15 years, at no cost to the school, the student, or the employer
• bring together the resources of their disability services, career services, and veteran services offices to promote more effectively the job seeking skills and career readiness of their students with disabilities
• provide their students with disabilities a chance to grow personally and professionally through participation in this nationwide program

What Does the WRP Offer to Eligible Students?
The WRP is an excellent way for students with disabilities in all fields of study to

• market their abilities to a wide variety of potential employers across the United States
• sharpen their interviewing skills during a required one-on-one meeting with a WRP recruiter
• gain valuable skills, experience, and contacts on the job
• prove that people with disabilities can be excellent employees

How Does the Program Work?
The WRP operates on the following timeline:

• By early August, the schedule of recruitment visits to schools is confirmed and posted online under the Resources section of the website (www.wrp.gov).
• From September through November, recruitment visits, which include 30-minute personal interviews with individual candidates, are conducted.
• By early December, a database composed of student applications and profiles are made available to employers in the public and private sectors.
• Once the database is released, interested employers make direct contact with students about temporary and permanent job offers. The database is active for one year.

The WRP is co-sponsored by the Office of Disability Employment Policy and the Department of Defense, with support from other federal agencies.
How Can You Participate?

• If you want to be the coordinator for WRP on your campus and you are an employee in a disability services office, career services office, or other faculty or staff member please contact the WRP Coordinator at wrp@dol.gov.
• If you are an eligible student, share this information with your school's disability services coordinator, career services coordinator, or other faculty and staff member and ask him or her to contact the WRP Coordinator. Please understand that we work directly with campus coordinators, and cannot respond to inquiries from individual students.

Great Career Choices for Students - Working for the State Department

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Have you ever considered getting a jump start on your career while you're still in school? Then the Student Career Education Program (SCEP), also known as the Cooperative Education Program (Co-Op) could be your answer.

This forward-thinking partnership between you, your school and the U.S. Department of State puts you at an advantage by combining your academic studies with on-the-job training and relevant career experience.

You'll apply theories and work on projects that give real-life meaning to your classroom instruction. You'll have the choice to work full- or part-time. And you'll earn a paycheck as you serve your nation. Due to the unique partnership between the student, the school and the Department of State, the student is paid a government salary and is expected to work either part or full time in a capacity that is compatible with the student’s course load. Students are required to work in areas that are directly related to their academic program and career goals. Participants provide support to bureaus in the Washington D.C. area and some regional areas.

Eligibility requirements

You must be:

• At least 16 years of age
• A U.S. citizen
• Enrolled in a degree, certificate or diploma (full- or part-time) program
• In good academic standing at your school
• Able to meet security requirements

Compensation & Benefits

• Accrue annual and sick leave
• Sick Leave accrued at a rate of 4 hours per pay period, 13 days per leave year
• Eligible for pro-rated health and life insurance coverage
• Paid federal holidays
• Flexible work schedule
• Thrift Savings Plan (equivalent to 401(k)) with Government matching
• May qualify for credit towards degree requirements

How to Apply

Applications are accepted on a rolling basis and placements are made throughout the year. The State Department keeps applications on file for 6 months in hopes of matching you with a bureau. In order to apply, you should electronically send your resume and cover letter if possible to coop@state.gov.

To qualify, you must be pursuing a degree, certificate or diploma (full time or part time), and at least 16 years of age. You also need to be in good academic standing at your school, a U.S. citizen, and able to meet security requirements.

What is the Work Schedule?

Students typically work part-time while school is in session and full time during breaks. There are no limitations on the number of hours a student can work per week. A specific work schedule will be submitted that fits with the student’s academic schedule as well as the bureau’s need. This program is the perfect work-study combination.

How are Students Paid?

Students are paid at regular government salary rates (typically GS-1 through GS-5). Pay is dependent on the level of education and experience the candidate may possess, based on the qualification standard of the job the applicant is seeking.

What is the Application Process?

An application is a student’s resume, cover letter and most recent (unofficial) transcript. All items need to be electronically submitted to coop@state.gov identifying the subject as “Cooperative Education Applicant Resume.” Please attach documents using Microsoft Word.

1. Be sure to include in your resume:
2. School and Degree Pursuit
3. Security Clearances (If Applicable)
4. Veterans Preference (If Applicable)
5. Location Preference

Washington DC - Metro Area; Arizona – Phoenix; California – Los Angeles, San Francisco, and San Diego; Colorado – Denver; Connecticut – Bridgeport; Florida – Miami; Georgia – Atlanta; Hawaii – Honolulu; Illinois – Chicago Louisiana – New Orleans; Massachusetts – Boston; Missouri – Saint Louis New Hampshire – Portsmouth; New York – New York City; North Carolina – Greensboro; Pennsylvania – Philadelphia, Puerto Rico – San Juan; South Carolina – Charleston; Texas – Dallas and Houston; Washington – Seattle

When is the Application Due?

Applications are accepted on a rolling basis and placements are made throughout the year.

Contact Information for Student Programs

If you have any questions or concerns:

Email: coop@state.gov identifying the subject as “Cooperative Education Program Inquiry”

Phone: (202) 261-8888 (Ask for the Co-op Coordinator)

What to Expect as a Cooperative Education Applicant

Before submitting your resume and cover letter to coop@state.gov we suggest you bring it to a school counselor or career services to look over. You want to make sure these items have all your information, are formatted well and have no spelling errors, since this is your first impression with managers.

After you submit your application, you should receive a receipt of application email, no later than one week from when you applied. If you do not get a response, please resubmit your application.

As we said before, once the State Department receives your application, they keep your resume on file for 6 months in hopes that they will find you a placement in that time. They are unable to tell applicants the status of their application because these positions are need based, and they become available as needed.

Placements are made when:

1. A bureau coordinator or manager contacts the Cooperative Education coordinator, requesting the need for a student with certain characteristics, for example: a certain major or work experience background.
2. Next the Co-op coordinator goes through the file of applicants and sends the best matches to the bureau coordinator or manager.
3. The bureau coordinator or manager then goes through the applications and sets up interviews with those they are interested in hiring.

What to Expect if You Have Been Appointed to a Cooperative Education Position

     A. Once a bureau coordinator or manager has interviewed you and given you a verbal offer for the Co-op  position, you will need to provide them with the following materials:

1. An updated resume that includes your birth date and social security number.
2. A current official transcript. (If you are just beginning a term in school and do not have a transcript yet,   please submit a proof of enrollment.)
3. Completed Co-op agreement.

     B. Once your bureau coordinator or manager has received all these materials they will send them to  Human Resources – Student Programs to process your appointment.

     C. Student Programs will contact you with information regarding your tentative offer for the Co-op position as well as the security clearance process.

     D. Students tentatively selected for the program must undergo a background investigation and receive either a Secret or Top Secret security clearance.

     E. The security clearance process takes approximately 90-120 days to complete from the time the forms are received. Investigations may take substantially longer than 120 days if you have had extensive travel, education, residence and/or employment overseas, or if you have dual citizenship, foreign contacts, immediate family or relatives who are not citizens of the United States and/or a foreign born spouse or if there is a security, suitability or medical issue to resolve. These issues could include a current or past history of drugs or alcohol abuse, as well as a recent history of credit problems. Although these problems will not necessarily preclude you from receiving a security clearance, they will lengthen the time required to complete the clearance process. It is important to be completely honest when filling out your security questionnaire.

Note: It is possible that you could receive an interim clearance, which would allow you to work at the Department of State while your investigation is still taking place.

      F. Your offer is not official until you receive written notification from Student Programs. Once you receive that, you will be able to schedule a time for orientation.

Non-Competitive Conversion into the Civil Service

A great benefit of the Cooperative Education Program is that after the completion of certain requirements, it is possible that the participant be converted to a civil service position. However, a non-competitive conversion is not guaranteed.

Requirements

     A. Participants in the Co-op program may be non-competitively converted to a career or career-conditional appointment when students have:

1. Completed, within the preceding 120 days, at an accredited school, course requirements conferring a certificate or degree;
2. Completed at least 640 hours of career-related work before completion of, or concurrently with, the course requirements;
3. Been recommended by the employing agency in which the career-related work was performed; and
4. Met the qualification standard for the targeted position to which the student is appointed.

    B. Conversions must be an occupation related to the student’s academic training and career related work experience.

    C. The non-competitive conversion may be to a position with the same agency or any other agency within the Federal Government.

Frequently Asked Questions

Q: Are all the positions in the Washington D.C. area?

A: Co-op positions are typically only in the Washington D.C. area. Most students go to schools that are located in the Washington D.C area and then commute to work. There are very few instances that a student is placed in another city. However, in the rare cases that they are, they are typically at passport agencies. If you are interested in working outside of the D.C. area please specify that on your resume and cover letter.

Q: What type of work will I be doing?

A: Every Co-op placement is different. As long as the position is directly related to your academic major and/or career goals.

Q: I can’t attach an unofficial transcript, what should I do?

A: If you are unable to attach an unofficial transcript to your application, you may submit your resume without it. Please note that if you do receive a placement you will need to send in your current official transcript.

Q: What should I do if I want to update my resume?

A: Updating your resume whenever you have made changes is encouraged. This way they will be sending your most current resume to managers. If you would like to update your resume, please electronically submit it to coop@state.gov identifying the subject as “Updated Resume - last name”

Q: Do Co-op students receive benefits?

A: Yes, Co-op students receive several types of benefits. Students earn annual and sick leave based on a prorated basis of how many hours worked per pay period. They are also eligible for both health and life insurance coverage.

Q: Can my work experience while on the Student Temporary Employment Program count towards the required 640 hours necessary for noncompetitive conversion career conditional employment?

A: Yes, if the work performed is related to the student’s academic studies and career goals. There should be clear documentation showing the “relatedness” between the work, actual duties/tasks/assignments, performed while on a STEP appointment to the work that will be performed while on a SCEP appointment.

For detail information about federal careers, visit http://www.dreamfedjob.com/.