10 Tips tips for writing a good cv

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Résumé and CV Guide   260 University Center www.gsu.edu/career 404-413-1820 8/10/2011 Revised Revision Team: Dr. Kevin Gaw, Nastassia Norris and Ramona Simien. Special acknowledgement to student assistant Valerie Stone 1   Table of Contents Section I:  Résumé Writing Instructions Introduction 6 Types of Résumés 7 CV vs. Résumé 8 Objective Statement 9 Transferable Skills 10 Creating Effective Bullet Points 13 Sample Action Verbs 14 Common Résumé Mistakes 15 Résumé Matrix: The Core Elements of a Tight Résumé 16-19 Section II:  Résumé Samples Andrew Young School of Policy Studies Joe Student 20 Leah Kennedy 21 Ernie Economics 22 Peter Policy 24 College of Arts and Sciences Anthony Writer 25 Antsy Anthropology 26 Arts Lane 27 Carla Furman 28 Chemie Applicant 29 Chris Smith 30 Darcy Sanders 31 Direct Video 32 Fernando Film 33 Mike Freshman, III 34 Missy Relations 35 My Freshman Résumé 36 Liberal Business 37 Noreen Nontraditional 38 Sara Alum 39 Sally Science 41 Technical Programmer 42 College of Education Jessica (Jesse) Janes 43 Tinisha Teacher 45 Tracy Education 46 Kaia Olson 47 College of Health and Human Sciences Judy Justice 48 Nancy Nurse 49 Social Patty 50 Robinson College of Business Franklin Smith 51 Jeanie D. Waters 52 James N. Degree (MBA) 53 2   Table of Contents Section III:  CV Instructions and Samples  The CV 55 Jane Smith 59 Fred Flint 63 Joe Friday 66 The Résumé Scoring Matrix on pages 13-18 was inspired by and adapted from “Will your Résumé Open the Door to an Interview?”, Amy Diepenbrock, (Spring, 2009). Job Choices, p. 35. 3   Index of Special Résumés 2-Page Résumés Ernie Economics 22 Jessica Janes 43 Franklin Smith 51 James N. Degree (MBA) 53 Alumni with Work Experience Jeanie D. Waters 52 Jessica (Jesse) Janes 43 Basic Format Example Joe Student 20 Educational Certifications Jessica Janes 43 Tracy Education (MS Counseling) 46 Education Outside the US (Study Abroad, Colleges/Universities) Jessica (Jesse) Janes 43 Sally Science 41 Technical Programmer 42 Freshman Résumé My Freshman Résumé 36 Mike Freshman, III 33 Functional Résumés Anthony Writer 25 Leah Kennedy 21 Mike Freshman, III 34 Sara Alum 39 Leadership, Volunteer, and Honors Ernie Economics 22 Jessica (Jesse) Janes 43 Mike Freshman, III 34 No Work Experience Mike Freshman, III 34 Nontraditional Students James N. Degree (MBA) 53 Noreen Nontraditional (BA Psychology) 38 Tracy Education (MS Counseling) 46 Objective Statements and Relevant Courses Samples Ernie Economics 22 4   Franklin Smith 51 Leah Kennedy 21 Social Patty 50 Online Portfolio References Arts Lane 27 Preferred Name D. Darcy Sanders (bartender) 31 Jessica (Jesse) Janes 43 Professional and Social Media Sara Alum 39 D. Darcy Sanders (bartender) 31 Other Work Experience Résumés Carla Furman (dancer) 28 D. Darcy Sanders (bartender) 31 Profiles (Professional, Skills, and Qualifications) Antsy Anthropology 26 Arts Lane 27 Chris Smith 30 Missy Relations 35 Jessica (Jesse)Janes 43 Judy Justice 48 Social Patty 50 Noreen Nontraditional (BA Psychology) 38 James N. Degree (MBA) 53 Technical Training Chemie Applicant 29 Sally Science 41 Technical Programmer 42 Willing to Relocate Jessica (Jesse) Janes 43 5   Introduction Do you need to write a Résumé or CV? Whether you are a freshman or graduate student, at some point in your academic career you will need a résumé or CV to present your education, skills and experiences to a potential employer or graduate school. Writing a résumé takes time and requires a summary of what you have accomplished within the last 5 to 10 years. A CV covers more years when appropriate. University Career Services has created this resource packet to assist you in writing an effective résumé or CV, which is your marketing tool for jobs, internships and graduate school. Carefully read through the suggested instructions and sample formats before writing your résumé or CV. Remember, you are marketing yourself on paper. To help you get started using this packet, here are some tips: 1. Remember, the résumé and CV are used to get you an interview, not the job 2. Know the type of job or school you are seeking (part-time, full-time, internship, or graduate/professional school) 3. Consider your background which can be comprised of: education, work experience, accomplishments, volunteer, leadership, activities, skills, computer or language abilities 4. Have a copy of the job description before writing a targeted résumé 5. Select a format that fits your major, professional background, and your intent 6. Create your document free form in Microsoft Word as internet and software templates often inhibit formatting and editing and make future updates almost impossible 7. Use action verbs in bullet statements that demonstrate your transferable skills Once you have completed your résumé, ask yourself if your résumé will sell you for the opportunity you are seeking. Review the job description again before sending any résumé. If your résumé does not demonstrate how you have the required skills stated in the employer’s job description, you are limiting your chances for receiving an interview. It is up to the job seeker to tell the reader how he or she meets the requirements. The CV (or Curriculum Vitae – and some people say “curriculum vita”) is typically used by researchers in industry and almost always used by college academics (professors, lecturers, part-time teachers). The CV is also commonly used by administrators on college/university campuses, especially if they have an advanced degree. Many people have both, a CV and a résumé. The logic is that the CV can be very long and will document all of one’s professional preparation while a résumé is one or two pages only and summarizes one’s preparation. Both are good to have if one ever plans to apply to academic or research settings. For further instruction on writing a CV, please refer to page 49 of this packet. Résumé Effectiveness and Disclaimer: University Career Services makes every effort to ensure that the information in this packet is accurate and the packet is a helpful resource for students and alumni. The attached samples can be modified based on personal preference and are not inclusive of all résumé examples. UCS believes there are many effective résumé styles; UCS does not promote one specific style. Résumé effectiveness is partly based on format, clarity, information accuracy, readability, and knowledge of professional standards associated with one’s academic discipline. Effectiveness also relies on the reader’s (i.e., a recruiter) résumé review skills. Therefore, a lot goes into an effective résumé. Please feel free to consult the UCS staff in room 260 Monday-Friday between 9:00am – 3:00pm for assistance regarding your individual work experience and academic background. 6   Types of Résumés There are several basic types of résumés used to apply for job openings. Depending on your personal circumstances, you may choose a chronological, functional, combination, or a targeted résumé. Chronological Résumé: A chronological résumé starts by listing your work history with the most recent position listed first. Your jobs are listed in reverse chronological order with your current, or most recent job, first. This type of résumé works well for job seekers with a strong, solid work history. Sample Chronological Résumé Page 18 Functional Résumé: A functional résumé focuses on your skills and experience. It is used most often by people who are changing careers or who have gaps in their employment history. A functional résumé can also be effective for students who have never worked; it focuses on transferable skills. Sample Functional Résumé Pages 19, 20 Combination Résumé: A combination résumé lists your skills and experience first. Your employment history is listed next. With this type of résumé you can highlight the skills you have that are relevant to the job you are applying for, and also provide the chronological work history. Sample Combination Résumé Page 26 Targeted Résumé: A targeted résumé is a résumé that is customized so that it specifically highlights the experience and skills you have that are relevant to the job you are applying for. It definitely takes more work to write a targeted résumé than to just click to apply with your existing résumé. However, it's well worth the effort, especially when applying for jobs that are a perfect match for your qualifications and experience. Sample Targeted Résumé Page 27 7   When to Write a CV or Résumé A CV is primarily used for academic or research positions. It is usually longer and more comprehensive and lists your academic experiences and accomplishments. You will include research interests, papers published and academic conferences attended. If you are applying for a teaching or research position, you will be asked for a CV. If you need to write a CV, samples begin on page 54. A résumé is a summary of your skills, education, and experience. You can choose from a variety of formats beginning on page 19. The chart below will help you decide which one to use. CV  Situation  Résumé    Undergraduate student applying for an entry‐level career    position in a corporation or non‐profit.  X    Education student applying for a teaching job. X    Undergrad applying for an internship. X    Masters level student seeking a teaching job in the public  X  schools.    Undergrad applying for a government internship. X  X  Graduate student applying for a government internship. X    Chemistry student (undergrad) with some lab research    experience and one presentation, seeking a new job in a    lab.  X  X  Chemistry student(graduate) with lab research and    presentation experience, seeking a new job in a lab.  X  PhD student seeking a teaching position.     Masters student applying to get into a graduate program –  X  non‐research  X  Masters student applying to get into a graduate program –    research  X  Graduate student applying for a GRA position on campus. X  X  Grad student applying for a research grant.   X  Just completed doctoral degree –applying for a research  X  position with Dow Chemicals.  8   Objective Statement When to have an objective: If you are writing a cover letter for a job application, you often do not need to have an objective because sufficient detail beyond the objective is clearly stated in your cover letter. If you will be distributing your résumé at a career fair or networking event, then it is wise to include an objective because, if not included, the employer will have to guess what you want. What is an objective? What is the Georgia State Panthers’ objective in a football game? To score points or to win the game. This objective is simple, easy to understand, and focused. Your objective should be this way too When you write run-on sentences and verbose prose, it does not impress and rather leaves the reader a bit confused. The following are examples of POORLY written objectives: Seeking a challenging position where I can use my skills and degree in a growing company that has opportunity for advancement To obtain a responsible (as opposed to irresponsible?) and challenging (what, you don't like dull work?) position where my education and work experience will have valuable application (like finding a cure for cancer?) Below are examples of effective objective statements: To obtain a full-time position in the hospitality industry involving event planning, international customer service and business operations To obtain a part-time position involving customer service and administrative duties Tips on writing effective objective statements: You do not need to state the specific job and company you are applying to; however, you do want to at least describe the type of position (full-time, part-time, internship) and the general tasks you would like to perform. Remember to keep the objective statement concise (no longer than two lines). If you would like further assistance, please consult a University Career Services staff member in room 260 University Center Monday – Friday between 9:00am – 3:00pm. 9   Transferable Skills Transferable skills are skills that can be used across most (if not all) jobs – hence calling them “transferable.” As such, these skills are not specific to a particular training program or major. Below is a list of the top transferable skills employers and graduate schools like to see expressed on a résumé, in addition to profession-specific skills and experiences. Of course, you won’t be able to document them all – but highlighting your top transferrable skills is very wise. The chart also provides some suggestions as to where and how you might develop these skills. Getting formally involved in student organizations, activities, and campus life are very good approaches to developing these skills. One of the essential “résumé-to-interview” skills is knowing how to talk about your transferable skills in a developmental way. That is, using the STAR interview method (Situation, Task, Action, Result), know how to talk about the skill as it relates to you, how you developed the skill, and the importance of the skill. This sort of dialogue occurs during the interview, but preparing as you write your résumé makes it easier to discuss. Note: Transferable skills are also called: employability skills, soft skills, work-place skills… The skills sometimes have different formal names, but the concepts are similar.   What it may mean to a    prospective employer  Skill Area  Some suggestions as to how you could develop  (why it is important)  this skill area at GSU (there are more)  Able to follow instructions  You can be supervised and  On the job experience, work with a professor on a  enjoy the mentoring  project, seek a mentor in your career area, student  supervision can provide  employment, internship  Able to write clearly  You can write email  Write essays/stories and receive feedback, take  messages, memos and  writing classes, write for the Signal, write with a  letters that effectively  professor  convey the message  Compromise  You know it’s not “My way  Be an active committee member, be part of student  or the highway” to make  government, student employment, internship –  things work  learn that it takes a village   Critical thinking  You can solve difficult  Model UN, officer for a student org or SGA, student  problems using logic and  employment, internship   inquiry while avoiding  subjectivity and bias  Dependable  You are reliable: always  Group projects, team activities, you use a calendar  prepared, always on time,  daily, student employment, internship, reputation  and always ready to work  for getting things done  10   Ethical  You don’t lie, cheat, or  Student org/SGA role, social justice work, student  steal – you care about the  employment, internship, service projects  welfare of others and the  org/office’s image  External vs internal   You know who is  SGA, student orgs, leadership opportunities, service  responsible and you  projects, committee work  loci of control  appropriately and honestly  allocate responsibility to  self (not everything is  someone else’s fault)  Failure  You know failure is a great  Not everything works out – you learn you’re your  teacher from which to  experiences on and off campus  learn  Good communication skills  You can write and speak  Toastmasters, public speaking practice, SGA, Model  well, you can articulate  UN, writing classes, presentations, student  ideas well  employment, internship  Honest with self and others  You know and can share  Self reflection, invite supervisor feedback from  your limitations and areas  work or activities, relationships, Intercultural  for growth  Dialogues, Intercultural Workplace Series  Leadership and  You know your strengths &  Student orgs, SGA, service projects, work  Followership  weaknesses, and there are  experience, student employment, internship  times others are more  capable and when it is time  to follow  Life‐long Learner  You know that education  Read newspapers, e‐zines, novels, take interesting  never ends and we are  classes, develop hobbies, try new things    always learning  Limits of self  You know how to ask for  Student orgs, SGA, work experience, student  help, when to ask, and  employment, internship  when you need to step  aside  Math and Statistics  You know the basics are  Math classes, puzzles, research projects, work  essential for all types of job  experience, internship  success and you  demonstrate core  competencies  Money Skills  You know how to manage  Treasurer for a student org/club, use a personal  11   money (yours and other’s),  budget planning system, maintain a savings  and you understand basic  account, maintain good credit  budgeting issues  Perseverance  You know that sticking  Research projects, writing classes, challenge self  with it can pay off  with new skills    Reading  You know how to read and  Read all class material, read magazines,  comprehend difficult  newspapers, and paper novels and discuss with  material  others  Respect  You respect others and  Self‐care, care for others – service projects, seek  yourself  supervision at work, resolve interpersonal conflicts  Strong work ethic  You work hard to get the  Group projects, take on new opportunities to learn,  job done, sometimes  student employment, internship  beyond the expected  norms  Team player  You know it takes a village  Group projects, intramural team sports, service  to make things happen and  projects  you engage with  enthusiasm  Tech literacy  You know appropriate  Full MS Office competency, software within your  software systems well and  discipline, stat software, hardware knowledge  how to operate computers  Time management  You are on time and you  Use a calendar actively, understand and practice  can plan your work and  the 168 model: Fixed, Flex, Fun, student  leisure time well  employment, internship  Willing to work extra  Without complaining, you  Group projects, student employment, internship  will go the extra mile,  knowing it supports the  team’s success  12   Creating Effective Bullet Points What are bullet statements? How you describe your work experience is critical to your ability to market yourself effectively and obtain an interview. Beginning with action verbs, the bullet statement format is often the best way to demonstrate skills based on your experience in a job. Even though your work experience may not be related to the kind of job you want, you still have relevant, transferable skills that can be applied to almost any job. While industry knowledge is important, demonstrating your skills is absolutely essential for an employer to assess your ability to perform in a specific position. How do I write a bullet statement? Think about what you did most of the time in your job. What was most significant? What resulted in a positive outcome? How did you stand out on the job? What did you learn or accomplish? Consider how you developed and used common transferable skills: communication, time management, multi-tasking, leadership, analytical ability, problem-solving, negotiation, working in a fast-paced environment. Bullet statements should begin with an action verb. Please see page 14 of this packet for sample action verbs. If you are no longer working in a position, use a past tense verb. If you are presently working in a position, you may choose either present or past tense. Some experts suggest using past tense verbs for all bullet statements for consistency and to eliminate the possibility that you may forget to go back and change the tense when you end employment. You do not need to use punctuations such as periods when making bullet statements. This frees you up to include all kinds of information in a short format, as opposed to full sentences and paragraphs, which take up space. The following are examples of poorly written bullet statements that have been revised to be more effective: Poor:  Inventory duties Revised:  Receive, store, and inventory pharmaceutical supplies and medications, and notify pharmacist when inventory levels are low Poor:  Guard duties Revised:  Monitor and authorize entrance and departure of employees, visitors, and other persons to guard against theft and maintain security of premises Poor:  Greet customers Revised:  Greet persons entering establishment, determine nature and purpose of visit, and direct them to specific destinations 13     Sample Action Verbs For Résumés and Cover Letters Management Skills Communication Skills Clerical Skills Administered Improved Addressed Lectured Approved Operated Analyzed Increased Arbitrated Mediated Arranged Prepared Assigned Organized Arranged Moderated Catalogued Processed Attained Oversaw Authored Motivated Classified Purchased Chaired Planned Corresponded Negotiated Collected Recorded Coordinated Prioritized Developed Persuaded Complied Retrieved Consolidated Produced Drafted Promoted Dispatched Screened Contracted Recommended Directed Publicized Executed Specified Delegated Reviewed Edited Reconciled Generated Systematized Developed Scheduled Enlisted Recruited Implemented Tabulated Directed Strengthened Formulated Spoke Inspected Monitored Evaluated Supervised Influenced Translated Organized Validated Executed Interpreted Wrote Financial Skills Creative Skills Helping Skills Administered Forecasted Acted Introduced Assessed Facilitated Allocated Managed Conceptualized Instituted Assisted Familiarized Analyzed Marketed Created Invented Clarified Guided Appraised Planned Designed Integrated Coached Referred Audited Projected Developed Originated Counseled Rehabilitated Balanced Researched Directed Performed Demonstrated Represented Budgeted Established Planned Diagnosed Calculated Fashioned Revitalized Educated Computed Founded Shaped Expedited Developed Illustrated Research Skills Technical Skills Teaching Skills Clarified Interpreted Assembled Overhauled Adapted Explained Collected Interviewed Built Programmed Advised Facilitated Critiqued Investigated Calculated Remodeled Clarified Guided Diagnosed Organized Computed Repaired Coached Informed Evaluated Reviewed Designed Solved Communicated Initiated Examined Summarized Devised Trained Developed Persuaded Extracted Surveyed Engineered Upgraded Enabled Set goals Identified Systematized Fabricated Maintained Encouraged Stimulated Inspected Operated Evaluated 14     Common Résumé Mistakes Below are examples of résumé errors made by twenty different job seekers who did not effectively edit or use critical thinking before submitting their résumés. 1. Skills: "Strong Work Ethic, Attention to Detail, Team Player, Self Motivated, Attention to Detail." 2. Candidate included a letter of reference from his mother. 3. Woman who sent her résumé and cover letter without deleting someone else's editing, including such comments as, "I don't think you want to say this about yourself here." 4. Candidate misspelled the word "proofreading" in her skill set. 5. Candidate submitted a résumé with several grease stains and a smudge of chocolate on it. 6. Candidate submitted a nine-page cover letter accompanied by a four-page résumé. 7. Skills: "Am a perfectionist and rarely if if ever forget details." 8. Other: "You will want me to be Head Honcho in no time." 9. Additional Information: "I am loyal to my employer at all costs...Please feel free to respond to my résumé on my office voice mail." 10. Skills: "I can type without looking at thekeyboard." 11. Additional skills: "I am a Notary Republic." 12. Skills: "Written communication = 3 years; verbal communication = 5 years." 13. Reason for leaving: "Pushed aside so the vice president's girlfriend could steal my job." 14. Work experience: "Responsibilities included checking customers out." 15. Emergency Contact Number: "911." 16. Candidate included clip art on their résumé of two cartoons shaking hands. 17. Experience: "My father is a computer programmer, so I have 15 years of computer experience." 18. Objective: "Student today. Vice president tomarrow." 19. Skills: "I have integrity so I will not steal office supplies and take them home." 20. Bad traits: "I am very bad about time and don't mind admitting it. Having to arrive at a certain hour doesn't make sense to me. What does make sense is that I do the job. Any company that insists upon rigid time schedules will find me a nightmare." 15     E l em e n ts o f a T i g h t Ré su m é ‐SCORING MATRIX‐ TheRésumé  Matrix CONTACT INFO _____ EDUCATION _____ FORMAT _____ Core   Headings Has appropriate spacing, borders, line spacing, and  3 no spelling or grammar errors. Headings bolded & in  Honors, study abroad, formal internship, related  proper sequence –from top to bottom, important  Name larger and bolded, balanced contact  coursework ALL relate to objective, appropriate  of  to less important. Clean, easy to read on white, off‐ information, appropriate email, one address and  relevant courses listed, minimum amount of  white, or cream color paper. Good balance between  one or two phone numbers identified as  bolding, university/college spelled out, degree and  text and blank space. No wasted space – balances  (home)&(cell)  (full area code is used), on campus  major spelled out, GPA (overall or major) listed  GOOD JOB look with half to 1” margins all around. If 2 pages,  addresses have PO Box listed appropriately (3.0 or higher) relevant information; not just history. Does not  exceed 10 years experience.  2 One spelling or grammar error, line spacing  appropriate, one to two pages –depending on  Hmmm…  Everything is present but is congested (columnar),  University/College spelled out, degree and major  traditional/non‐traditional student , limited use of  using too much space, making unnecessarily two  spelled out, city and state provided, appropriate  you canimprove italics, heading font one size larger, use of industry  pages, should be balanced, restructured for clarity  GPA (3.0 or higher) or Major GPA (3.0 or higher) standard fonts (Times New Roman, Arial), limited  this résumé white space Spelling and grammar errors minimal, use of  1 abbreviations, varying of fonts, effective use of  headings (capitalized, bolded, one font size larger  No area code or 7), 6), 4).  If using an on campus  3 to 5 relevant courses or a number appropriate to  Average effort and  than the rest of the text, use of margins,  address there is no PO Box listed. Name not bolded.  major, degree and/or major missing, limited use of  this needs Unnecessarily runs 2 pages, balanced use of  Use of underscore in e‐mail  bold, appropriate degree stated improvement formatting and spacing needed.  One/two personal  pronouns  0 No defined headings, name not listed, education not  High school or previous college listed first, (listing of  listed, no margins, spelling/grammar errors  college, no degree) listing personal financing of  Your résumé needs  (including punctuation), unbalanced use of white  No email, inappropriate email, partial email, too  education, graduation dates missing from most  LOTS  space, font size too small, excessive use of italics  many addresses and phone numbers  recent degree, not completely spelling our degree  and bold, 3 or more personal pronouns,  (ex. BS, BA, BBA) or major (ex. Bio, MIS, CS) too  of work unnecessarily 2 pages (traditional student)3 many relevant courses listed, too much bold   16     E l eme n ts o f a T i g h t Résu m é ‐SCORING MATRIX‐ The Résumé  EXPERIENCE  _____ Matrix SKILLS_____ Core   (or SKILLS, if never worked) Headings Very easy to review, information presented in a clear  3 and concise manner that relates to objective  (including internships/coops) dates in order, job titles  Hard skills, relevant and detailed transferable skills – accurate, locations clear, excellent use of bullets &  including proficiency or basic second language and  action verbs, good brief descriptive statements which  writing skills include accomplishments, quantified  GOOD JOB accomplishments and outcomes, clearly relates  transferrable skills to objective  2 Identifies employer ,title, and date, consistent in  Hmmm…  listing employer and title throughout experience  Listed some hard skills and transferable skills, basic  nd heading, correctly use bullets as opposed to   or conversational 2 language not relating it to the  you canimprove asterisks, stars, squares, arrows, action verbs used  objective of the résumé this résumé appropriately, missing  accomplishment 1 3 to 5 bullets for most recent employment,  consistent use of phrases or sentences, good use of  Average effort and  action verbs, not all job experiences relate to  Lists only soft skills and/or basic computer skills  this needs objective, describes experiences related to  improvement transferrable skills vs. duties 0 Too many bullets, only listing duties and  responsibilities, dates out of order (chronological),  Your résumé needs  not identifying job titles and locations, personal  Nothing is listed LOTS  pronouns used, overuse of adjectives and verbs,  inappropriate bullets used (asterisks, stars, squares,  of work arrows) 17     ‐SCORING MATRIX‐ E l eme n ts o f a T i g h t Résu m é TheRésumé  ACADEMIC ACHIEVEMENT &  Matrix OBJECTIVE_____ LEADERSHIP ACTIVITIES_____ RECOGNITION_____ Optional   Headings (if present) (if present) (if present) 3 Meaningful  experiences listed, reverse  1 line, short, succinct‐names target position for  chronological order, format matches experience  Meaningful awards and/or recognitions listed  traditional student. Non‐traditional student may  section with use of short bullet statements that  including dates in reverse chronological order have “Profile or Summary” statement. (generally  5  focus on transferable skills, clearly identifies any  GOOD JOB yrs in same profession)  leadership titles and quantitative outcomes if  applicable 2 Name or organizations, dates, activity statements  Hmmm…  Information is listed in a paragraph format , difficult  Objective states part‐time, full‐time or internship  and transferable skills clearly noted. Missing  to grasp quickly , needs better use of white space of  you canimprove job type. Objective is vague.  mention of leadership titles and/or quantitative   this area outcomes this résumé 1 Has 1 or 2 statements of skills learned Reflecting college related achievements and  Average effort and  Objective is in narrative form discussing career goals  recognitions,  not in reverse chronological order,  Not in reverse chronological order. Missing dates,  and not job parameters.  this needs descriptions are unclear title improvement 0 Objective is not present for résumé posting or  High School information is  noted on résumés of  Your résumé needs  distribution purposes. Or, objective is listed in  Sophomores –Seniors, achievements listed are not  Vague titles or use of acronyms only . No dates. addition to a cover letter.  LOTS  relevant to the objective of the résumé.  If relevant,  can be listed in the Education area. of work   18     ‐SCORING MATRIX‐ Ele m e n t s of a T i ght R é s u m é The Résumé  Matrix OVERALL AVERAGE SCORE REFERENCES/RELOCATION_____ OTHER RELEVANT INFO_____ Optional   Headings (if Present) (if present) Résumé SCORED BY: ________________________________ 3 Certifications, related travel , outside related  Correctly does not mention references or their  HIGHLIGHT POSITIVE AREAS OF THIS Résumé: training, professional training relationships, tests  availability. passed: Real Estate, NCC etc… (Relevant to  objective or career direction) Willingness to relocate may be noted/  or nothing  GOOD JOB Recent related conferences, continuing education  is noted at all and special interests. (Dates organized) 2 No mention of references Hmmm…  Relevant items listed with dates when  appropriate, but still too many items. Needs  you canimprove condensing. “Relocation Negotiable” is stated this résumé KEY AREAS OF IMPROVEMENT NEEDED: 1 Average effort and  “References available upon request” is stated but  No dates (when needed), at least one relevant  no contact information is listed. item but unclear, or too many items listed. this needs improvement 0 Your résumé  needs  References are listed with or without contact  No relevance to objective or stated career  information.  direction LOTS  of work PCN    Résumé APPROVED BY: _____________________________ 19     Joe Student 1234 Creekside Terrace (404) 587-2585 Smyrna, GA 30082 jstudent1hotmail.com OBJECTIVE: Part-time on-campus position involving customer service and administrative duties EDUCATION Georgia State University, Atlanta GA Expected graduation 2010 Undecided GPA 3.5 WORK EXPERIENCE Before and After Professional Organizing, Atlanta GA 6/09 – Present Personal Organizer & Assistant  Planned and managed large scale events  Organized every room in offices, homes, closets, garages, kitchens, etc  Set up computer systems, office files, financial documents, scrapbooks, and photo albums Professional Working Attorneys, Atlanta GA 10/08 – 5/09 Household Manager  Provided household management for two prominent attorneys for over eight years including: childcare, pet care, housekeeping, laundry, complete meals, grocery shopping, personal and business errands  Maintained files, records, and mail to prepare two attorneys for trial Recovery Specialists, Atlanta GA 5/07 – 9/08 Claims Technician/Administrative Assistant  Prepared reimbursement requests and filed Notice of Claims  Wrote medical providers for narratives  Performed extensive computer work, all office mail, telephones, organizing/filing Associated Credit Union, Atlanta GA 6/05 – 4/07 Loan Service Representative & Front-line Teller  Counseled members on credit building & complete loan process  Exceeded extended warranty sales goals by 20% in 2007  Managed/balanced ATM, coin vault, night drop & performed all teller transactions SKILLS: Bilingual English/Spanish, Microsoft Office, type 90 wpm 20   

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