CREATING YOUR OWN MARKETING PLAN I: CVS, Stephanie K. Eberle Career Transition Planning 2011, Session 4

Transcription

1 CREATING YOUR OWN MARKETING PLAN I: CVS, RESUMES & COVER LETTERS Stephanie K. Eberle Career Transition Planning 2011, Session 4

2 Career Transition Planning I. ID info about yourself Work-setting Preferences Personal Skills Inventory Motivational Factors III. Targeting your employer Narrowing the field Aligning credentials Optimizing documents II. ID info options Researching Industries & Companies (e.g. s) Identifying Prospects Informational Interviews & Networking IV. Securing an offer Determining Fit Submitting Materials & Refs Interview Preparation Negotiation

3 On our agenda today: Applying for jobs a marketing perspective Understanding requirements in various sectors CV and cover letter construction expectations and common mistakes Anything else?

4 Applying for Jobs - A Marketing Perspective

5 Keys to Marketing Success Show a fit Genuiness Know yourself Know them

6 Know yourself (3 questions): 1. Why do you want to work here? 2. Why should we hire you? 3. How well will you fit in here?

7 Know them: What is this job/organization, exactly? Who works there/went there How? Wbi Website, publications, i jb job description i

8 Show a fit: Use similar terminology Organize materials appropriately p Refer to relevant skill sets Tell/show them what you think they already know

9 Tell them what you think they already know (e.g.1) Education Stanford University, Stanford, CA June 2006-present PhD, Biochemistry, Expected: 6/11 Departmental Coursework Includes: Developmental Biology, Biochemistry, Environmental Sciences, and Psychology Dissertation The Effect of Biohazard Exposure on Childhood Cognitive Development Committee members: Robert Sapolsky, Christopher Gardner Explored the likelihood of cognitive abnormalities in developing children exposed to biohazardous materials. Used..

10 Tell them what you think they already know (e.g. 2) Research Interests Cause and effect of biohazard exposure on childhood development Early onset mental health disorders and cognitive dysfunction Use of biodegradeable nanoparticles blood cleansing agents as a post-exposure treatment modality; implications of treatment in children

11 Tell them what you think they already know (e.g. 3) Leadership Experience: Elected Student Representative, Biomedical Informatics (BMI) Faculty Committee. Fall 2010 present One of 2 students elected from 45 BMI Ph.D. and Master s students Interviewed and planned recruitment activities for 25 prospective p BMI Ph.D. students (7 admitted), held decisive role on admissions committee of 9 faculty and 2 students Created new BMI course and planned social and peer-advising activities for current BMI students Successfully lobbied for granting of Master s degrees to students that have passed qualifying exams

12 Show a fit: Use similar terminology Organize materials appropriately p Refer to relevant skill sets Tell/show them what you think they already know Rethink experiences

13 Rethink experiences (e.g. 1) Teaching Experience Adjunct Professor, Summer 2009 Intermediate Algebra, Mathematics Department, XYZ College VS. Adjunct Professor, Mathematics Department, XYZ College Summer 2009 Intermediate Algebra: developed and presented course content for 48 undergraduate students; held regular office hours and pre-exam preparatory sessions; evaluated course performance.

14 Rethink experiences (e.g. 2) Teaching-related Experience Mentor, University of XF, City, State 9/01-5/02 Assisted 4 students with mathematics homework through VIGRE, an outreach program for underprivileged high school students. Developed problem sets and coached around successful test- taking skills. Teaching Interests - Computational Biology - Interdisciplinary Biosciences

15 CV Construction Expectations ti and Common Mistakes

16 Expectations Focus of the CV/resume/curriculum resume Appropriate identifiers Length, font and detail Order, pagination Optional sections Lists and descriptions Recommendations

17 Common Mistakes Applying randomly Not proofreading Too much/too little detail References/Publications available upon request Illogical l formatting and highlighting; hli h i templates

18 Formatting g( (e.g.1) Comments? Stephanie K. Eberle, PhD Stanford University School of Medicine Career Center 300 Pasteur Dr. Grant, S-005c Stanford, CA Work telephone: address: Comments? Stephanie K. Eberle, PhD Stanford School of Medicine Career Center 300 Pasteur Dr., Grant, S005c, Stanford, CA (650) ,

19 Formatting g( (e.g. 2) Research Emotion o and music I studied the effect ec of expressive ess timing and loudness variations a in performed ed music on emotional responses in musicians and non-musicians and correlated fmri data with emotion ratings. My duties included experimental design, data collection, data management, data analysis, manuscript writing, and presenting results. Aug Sensorimotor synchronization and rhythm perception I completed an EEG/fMRI project studying the perception, rehearsal, and reproduction of complex rhythmic sequences. I also investigated subjects abilities to synchronize to the beat of a complex patterned stimulus. My duties included experimental design, data collection, data management, data analysis, manuscript writing, and presenting results. Center for Complex Systems and Brain Sciences, Particular University, Aug VS. Research Assistant, Department of Neurology, Particular University 8/03-present Emotion and music investigated the effect of expressive timing and loudness variations in performed music on emotional responses in musicians and non-musicians; correlated fmri data with emotion ratings. Designed original experiments, wrote and received funding from xyz, analyzed and reported results at national conference and in Nature. (J.D. Salinger Lab, 8/06-8/09) Sensorimotor synchronization and rhythm perception designed original experiment exploring the perception, rehearsal, and reproduction of complex rhythmic sequences using EEG/fMRI. Investigated subjects abilities to synchronize to the beat of a complex patterned stimulus. (Mic Vox Lab, 8/03-8/06)

20 Common Mistakes Applying randomly Not proofreading Too much/too little detail References/Publications available upon request Illogical l formatting and highlighting; hli h i templates Vague or no terminology

21 Terminology E.gs: Good Organized Developed Created Collaborated Initiated Maintained Explained Not so good Helped Managed Taught Duties included: Responsible for:

22 Cover letters - Letting yours speak for you

23 Expectations Purpose Convey key information Provide a presentable document

24 Levels of Engagement: I m writing because. 1) I want a job I have done xyz 2) I want a job 3) I want a this job doing what you do at this institution You want xyz Here s what I have done As an expert in xyz I would enjoy working with you on

25 Did You Really Mean to Say That? I believe my research and teaching experiences make me well qualified for an academic position at XY University at this time. Although I have never taught before. I think I could contribute to your department by I would love to work for BCG to better understand the consulting field. I am interested in Stanford because it is one of the top universities in the country for my field.

26 Say What You Mean, Mean What You Say My graduate research on A and experiences teaching both B and C courses coincide well with the academic offerings at XY University, it is this fit that. I have developed my teaching skills via taking on valuable mentoring experiences and I look forward to Student feedback has consistently shown me to be 1, which I find particularly helpful in 2 The opportunity at BCG gives me an opportunity to further hone the XYZ skills I began developing in my PhD program; in turn, I look forward to brining. I am interested in Stanford because of its reputation for innovation and faculty support.

27 Common Mistakes Thesis state Huh? Let your science speak for itself Transitions Self-focused Length My resume in prose

28 Field Specifics Academia, Biotechnology/Medical l Devices, and Consulting

29 Academia R1 & Teaching Teaching/Research Statements e.g.- University of San Francisco, School of Education Organization and Leadership Doctoral Program Adjunct Faculty, Organizational Theory Spring 2009, 2008 Used metaphor as a framework for teaching students the historical and contemporary ways in which organizations have been theorized over time. Emphasized ways in which organizations can be used for the purposes of privilege or emancipation based on our collective understanding of and leadership within them.

30 Biotechnology/Medical Devices Scientist, Project Development, etc. Industry science & management terms Skills sections, qualifications, statement of intent E.g. Selected Interests and Skills Interests: SCUBA certified (research); finisher, Boston Marathon Language: Fluent in English and Spanish, American Sign Language (basic) Computer: Microsoft Word, Excel, Power Point, Project (basic), R statistical software (basic), GenPix Research: Microarray setup and analysis Tissue Culture (including human embryonic stem cells), In situ DNA / RNA sequencing Immunoprecipitation, DNA/RNA isolation Immunohistochemistry & miscroscopy, single-molecule PCR & qpcr Southern/Western blotting, DNA electrophoretic mobility shift assay Cloning in soft agar, recombinant DNA applications using micro spheres

31 Consulting Length, sections A word about communication & analytical skills Eg E.g. Leadership Experience President, Stanford Biologically Affiliated Students 8/10-present *Organized marketing plan to increase attendance by 15% at social and educational programs. *Collaborated with student leaders, faculty and staff to develop and distribute a survey assessment of curricula and programming satisfaction

32 Questions? Sh School of Mdii Medicine Career Center