• Here is a link to my CF profile and recent posts.
  
  
• Here is ... (I'll add to this later)
  
  

Thanks to an amazing membership with Career Directors International I had the distinct pleasure of a booth at the most recent National Careers Job Fair. Three hours of job seekers pouring in through the doors and me and my assistant providing free resume analyses. I spoke to 100+ job seekers and found one common thread among them all. They had no idea who they were… on paper.

I must have repeated the phrase ‘what do you want to do?’ a hundred times. I know I asked all but two job seekers that question. I remember the two I didn’t ask because their resume’s stood out. They professionally branded themselves and it was very obvious exactly who they were and what they wanted.

Do you know who you are on paper? When I look at the resume the first third of it is the most important to me. Why? Because It has all the information I need to know. What do you want to do, where do I put you? How good are you at your job? Do you know who you are?
I can gather all that from the first third of your resume. Scary isn’t it? I bet it makes you wonder what your resume is saying…doesn’t it?

Listen, if you look at your resume right now and you have an objective on there and it reads: To obtain a position with an organization that utilizes my experience and education. You have no idea who you are or what you want. At least that is what your resume is telling me.

Do you have a one line introductory/positioning/branding statement on your resume? Is it followed by keywords underneath? No… well, that’s probably why you’re not getting any interviews. People like me (HR managers, recruiters, hiring managers, and decision makers) have no idea where to put you, what you’re applying to, what you want to do, and what you are qualified to do.

Enter: Professional branding statement. Get one!

As an expert resume writer my job is two fold. First, to help you figure out what your unique professional brand and value proposition are and how that aligns with your talent, passion, and vision. Secondly, to gather all of the above stated information and strategically position you as a leader and make you stand out in the crowd of thousands of other job seekers vying for the same position.

If your resume lacks a professional brand, you don’t know what professional branding is or you just know your resume needs a pick me up send it to info@greatresumesfast.com for a free resume analysis or if you are ready to take the plunge, amp up your job search and start getting interviews visit Great Resumes Fast today to order our professional resume writing service.

Jessica Holbrook is an expert resume writer, career and personal branding strategist, author, speaker and President/CEO of Great Resumes Fast. She creates high-impact, best-in-class, resumes and cover letters that win interviews. For a free resume analysis visit http://www.greatresumesfast.com or for a free phone consultation call 1.877.875.7706.

1. wish to collaborate with me on the development of LWPS,


2. are PHP programmers,
   


3. have explored other platforms and have found LWPS to be the best for my LifeWork planning needs and are willing to pay for an LWPS account.
   

1. Blog posts - Pete Hubbard's


2. My EXCEL file at DM/hph/lwps/lwp


3. O*NET Occupation Descriptor for


4. Articles -


5. Wkipedia - skill


6. Books -
   
   
   
   1. WCIYP for Teens, p.11
   
   
   2. See WCIYP: 1991, p.232-237; 276-283 | 1992, p.248-253; 293-300.
   
   
   3. Sturman's -
      
   
   
   
   

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• My Skills: Functional Transferable Skills (FTS) 

Develop understanding of yourself to build and maintain a positive self-concept.

UNderstanding/knowing yourself is extremely important. It is your research project on yourself. You should spend a lot of time reflecting upon all of your choices here.

Everything you say here should be substantiated in supporting/references posts. Each of the interests, likes and dislikes you prioritize here should reside in a post that you created, maintain and review periodically to determine if the interest and priority is still true. For instance, many of my interests come from from "My vision", "My mission", "My passion", and "My goals" posts.

Each interest and like (and dislike) should have one of these associated codes: V = "My vision"; M = "My mission"; P = "My passions"; G = "My goals"
(Jump to Top, Bottom, K - Knowledge Acquisition, A - Application, R - Reflection)

Identify your interests, likes and dislikes.

Consider either adding your interest, likes, and dislikes to your LWPS Profile, or provide a link in those sections of your LWPS Profile to this post.

Likes and interests: What's the difference?. Download these sorted lists of sample interests, likes, and dislikes. Browse through Yahoo Groups categories to trigger names of interests you may not have considered.

My interests are (in this priority)

1, design P
1, e-collaboration P
1, e-connections P
1, Elgg V
1, eportfolio V
1, ePortfolios V
1, learners creating their own learning communities
1, LifeWork Planning
1, Web 2.0
2, blogs
2, e-learning
2, e-portfolios
2, Internet
2, music
2, networks of knowledge transfer
2, online learning communities
2, reading
2, social networking
3, books
3, learning landscape
3, science fiction
3, singing
3, systems thinking
3, tag
3, tagging
3, tags
3, weblogs
4, hypertext
4, Internet technologies
4, LIfIA
4, weblogs
4, wikis
5, blogging
5, blogs
5, EIfEL
5, social learning
5, space

My likes are (in this priority)

My dislikes are (in this priority)

1, hunger
1, war
1, waste
2, poverty
2, the digital gap
3, breakdowns on the road
3, emergency rooms
3, Internet down time
3, intolerance
4, cucumbers

(Jump to Top, Bottom, K - Knowledge Acquisition, A - Application, R - Reflection)

Demonstrate behavior and decisions that reflect your interest, likes and dislikes.

My interests

My likes

My dislikes

Assess how your interest and preferences are reflected in your career goals.

My interests

My likes

My dislikes

Additional resources (links)

1. Indicators for all Goals
   


2. Activities for all goals starting with Goal PS1
   


3. Indicators for Goal PS1
   


4. ACRN webpage
   


5. "Mark as interesting" this post to learn of any changes to this goal. Set your email option to "Yes".
   

My top five (5) tasks: creating/inventing; designing/developing; gathering information/researching; analyzing/dissecting

Tasks are ...

1. What we (like to) do with what we know (what I (like to) do with my Work Content (WC) skills)


2. What we (like to) do with data, people or things


3. Normally verbs or gerunds showing action


4. General skills that can be useful in a variety of jobs (ie. "transferable" from one job - or even one career - to another).

There are a total of 69 FTS divided into the following three (3) groups. Prioritize each group then list your top five (5) FTS (from all groups) below.

Top ten (10) tasks selected from O*NET's description of the following occupations:

1. Correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced.


2. Conduct trial runs o

A. 15-1021.00 - Computer Programmer

1. Correct errors by making appropriate changes and rechecking the program to ensure that the desired results are produced.


2. Conduct trial runs of programs and software applications to be sure they will produce the desired information and that the instructions are correct.


3. Write, update, and maintain computer programs or software packages to handle specific jobs such as tracking inventory, storing or retrieving data, or controlling other equipment.


4. Write, analyze, review, and rewrite programs, using workflow chart and diagram, and applying knowledge of computer capabilities, subject matter, and symbolic logic.


5. Perform or direct revision, repair, or expansion of existing programs to increase operating efficiency or adapt to new requirements.


6. Consult with managerial, engineering, and technical personnel to clarify program intent, identify problems, and suggest changes.


7. Perform systems analysis and programming tasks to maintain and control the use of computer systems software as a systems programmer.


8. Compile and write documentation of program development and subsequent revisions, inserting comments in the coded instructions so others can understand the program.


9. Prepare detailed workflow charts and diagrams that describe input, output, and logical operation, and convert them into a series of instructions coded in a computer language.


10. Consult with and assist computer operators or system analysts to define and resolve problems in running computer programs.

B. 15-1051.00 - Computer Systems Analysts

1. Expand or modify system to serve new purposes or improve work flow.


2. Test, maintain, and monitor computer programs and systems, including coordinating the installation of computer programs and systems.


3. Develop, document and revise system design procedures, test procedures, and quality standards.


4. Provide staff and users with assistance solving computer related problems, such as malfunctions and program problems.


5. Review and analyze computer printouts and performance indicators to locate code problems, and correct errors by correcting codes.


6. Consult with management to ensure agreement on system principles.


7. Confer with clients regarding the nature of the information processing or computation needs a computer program is to address.


8. Read manuals, periodicals, and technical reports to learn how to develop programs that meet staff and user requirements.


9. Coordinate and link the computer systems within an organization to increase compatibility and so information can be shared.


10. Determine computer software or hardware needed to set up or alter system.

C. 11-3021.00 - Computer and Information Systems Managers

1. Review project plans to plan and coordinate project activity.


2. Manage backup, security and user help systems.


3. Develop and interpret organizational goals, policies, and procedures.


4. Develop computer information resources, providing for data security and control, strategic computing, and disaster recovery.


5. Consult with users, management, vendors, and technicians to assess computing needs and system requirements.


6. Stay abreast of advances in technology.


7. Meet with department heads, managers, supervisors, vendors, and others, to solicit cooperation and resolve problems.


8. Provide users with technical support for computer problems.


9. Recruit, hire, train and supervise staff, or participate in staffing decisions.


10. Evaluate data processing proposals to assess project feasibility and requirements.