Recruiters spend only 6 seconds reviewing an individual resume, despite therecruiters reporting that they spend longer.
The ‘gaze tracking’ technology used in the survey shows that recruiters spent nearly 80% of their time reviewing the following information.
Name
Current title/company
Previous title/company
Previous position start and end dates
Current position start and end dates
Education
Decisions were very much based on these 6 data points (shown above) and the “resume/CV detail and explanatory copy” had “little to no impact on the initial decision making process.
recruiters spend about 6 seconds making their initial “fit/no fit”decision.
Optimizing Your Resume/CV
have an organized layout
have a strong visual hierarchy
Prepare a tabulated personal data summary for the top of your resume/CV which summarizes the 6 key elements of data
Ensure the sections of your resume/CV, e.g. profile, key skills, professional experience and education are well delineated and each heading is in bold so recruiters can easily navigate your resume/CV
Ensure that your job titles are clearly highlighted, either in bold or underlined.
Tools for Teaching, by Barbara Gross Davis, offers a wealth of pragmatic and insightful tactics for designing, revising, and communicating with students about a course:
Preparing or Revising a Course includes sections on defining and limiting course content, selecting textbooks and readings, setting course policies, and other administrative tasks.
Creating a Syllabus lists twenty categories of information to consider including in a syllabus.
Radical Course Revision: A Case Study. In this article from the National Teaching and Learning Forum, Professor Julie Stout (Psychology, Indiana University) adapts principles from behavioral psychology in re-thinking course design, and includes sections on syllabus-building, linking grading to course goals, setting the right tone, and providing a safety net.
Course Planning and Teaching. This chapter, from Teaching at Carolina (University of North Carolina-Chapel Hill), offers two particularly useful templates: and Instructional Planning Chart (Figure 1), and a Taxonomy of Educated Objectives (Figure 2), based on Benjamin Bloom’s classic taxonomy. Additionally, the Focus of the Course section offers contrasting cases (Examples A and B) that distinguish between simply describing what will be covered in a course, and articulating specific learning outcomes.
Teaching Goals Inventory. This tool, originally created by Patricia Cross and Thomas Angelo, contains 53 prompts to help instructors identify their goals for a particular course. This on-line version offers rapid self-scoring and data comparisons across goal areas and disciplines.
Make life easier by building up a library of ready-made lessons for yourself or your teaching staff to copy and cut as required.
Though relatively easy, it can prove a godsend during the busy season when time is short, or when standing in for absent colleagues.