ADVANCED: What You Offer the World

By Richard N. Bolles

Life planning expert Richard N. Bolles, author of What Color Is Your Parachute?, offers
some advice on how to identify the skills you have that will lead you to the career you want.

For years, I’ve taught workshops attended by people from around the world – poor, rich,
young, old, schooled, and unschooled. I’ve discovered that everyone – and I mean everyone –
has at least 500 skills. The questions are: Which kind, and what are they?

We are all born gifted; we are all born “skilled,” even those with severe disabilities. Watch a
baby learn, digest, and put information to use. The skills every child has are astounding!

Look at your skills, examine them, and recognize they are talents you offer the world.

Basically there are three kinds of skills, and it is useful to think of them in three categories:
verbs, nouns, and adjectives.

Some of your skills are verbs, things you do. Like: healing, sewing, constructing, driving,
communicating, persuading, motivating, negotiating, calculating, organizing, planning,
memorizing, researching, synthesizing, etc. These are your Transferable or Functional Skills.
They are also called talents, gifts, and “natural skills.”
They are strengths you have, often from birth. Some people, for example, are born knowing
how to negotiate; but if you weren’t, you often can learn how to do it as you grow. So, some
of these skills are “acquired.” You rarely ever lose these skills.

They are called your Transferable Skills because they can be transferred from one occupation
to another and used in a variety of fields, no matter how often you change careers.

These skills are things you are good at doing in one of three universes: people, things, or
data/information/ideas. Most of us lean toward preferring work that is primarily with either
people, things, or data. And why? Because that’s where we use the skills we most love to use.

Some of your skills are nouns, subjects and objects you acquire and understand
well. Like: computers, English, antiques, flowers, colors, fashion, Microsoft Word, music,
farm equipment, data, graphics, Asia, Japanese, the stock market, etc.

These are called your Subject Skills or Knowledge Skills. They are subjects that you know
something about and love to use in your work. They are often called “your expertises.”

You have learned these, over the years, through apprenticeships (formal or informal), school,
life experience, or books, or from a mentor. Which ones do you absolutely love to use? This
is the second set of skills you have to offer the world.

Adjectives or adverbs are the third kind of skills.

Like: accurate, adaptable, creative, dependable, flexible, methodical, persistent, punctual,

responsible, self-reliant, tactful, courteous, kind, etc.
 These are your Personal Trait Skills. Traits are the ways you manage yourself, the way you
discipline yourself. They give a style to your transferable skills. Often these are developed
only through experience.

In everyday conversation, we speak of our traits as though they floated freely in the air: “I am
dependable; I am creative; I am punctual.” But in reality, traits are always attached to your
transferable skills, as adjectives or adverbs.

For example, if your favorite transferable skill is “researching,” then your traits describe or
modify how you do your “researching.” Is it methodically, or creatively, or dependably?

These styles, these self-disciplines, are the third thing you have to offer to the world.

How you combine these three kinds of skills is what makes you unique.

It is important, then, that you figure out what kinds of jobs need the transferable skills, and
the expertises, and the traits that you most like to use. After all, you were born because the
world needs what you uniquely have to offer.

Set SMART goals to get ahead in your career.

Where would you like to be in one year? In five years? What experiences will help you
achieve that? What interests and skills would you like to use in your career? Setting a career
goal is about deciding where you want to head in your career, and identifying the smaller
steps needed to reach that goal.

What are examples of common career goals?

1. Increase professional knowledge and training. This is a common goal for

many people who are looking for work or those who have a job. Some ways to increase
training are taking a college class, going to a workshop offered by an employer, or getting a
certification.

2. Increase salary. Being underpaid often makes people less interested in their
work. Making changes to earn more money increases excitement for most jobs, and motivates
a job search.

3. Improve a difficult process or relationship. This goal area can make the daily
work experience more positive and rewarding.

4. Have new experiences. Whether volunteering in your community or at work,

joining a professional association to meet new people in your field, or introducing yourself to
people you never talk with, new experiences create interest in your career.

5. Be a leader. Many people feel their biggest goal is to lead in their career or
organization. Establishing the steps to achieve a leadership role makes it possible.
 How to set goals

To help you write effective goals, try the SMART system for each career goal. Each letter in
the word represents an important part of your goal.

Specific – Make a specific, clear focus for your goal or steps. For example, “make ten job
search calls after the conference in April” is much more specific than “make some
networking connections.”

Measurable – To see if your goal is measurable, ask questions such as: how much? How
many? How will I know when it is accomplished? These questions usually focus on
something that can be counted, for example, time, people, or specific things.

Attainable – Goals are attainable, or possible, when steps are planned clearly and allow
enough time. How do you plan to complete your goal? Which actions follow on other
actions? Is the goal realistic from your starting point? It should be a challenge, but also
achievable.

Relevant – A relevant goal is one that really matters to you and is important. Is it worth the
effort? Is this the right time? Does your goal relate to other efforts or timelines? Does it
require resources or things that are currently available?

Timely - A goal should be set within a certain time period to be clear and to keep you
focused on the goal. When do you want to begin? When do you want to complete each step?

Tips to reach your goal

o Write down the steps. Write down your career goal and the steps to get there.
This will help you remember and achieve each step. Put your list where you will see it often.

o Set deadlines. Give yourself a date to complete your goals. Write the date
when you actually finish each step.

o Reward yourself. Taking steps toward goals is hard work. Think of small

rewards to give yourself when you complete any step, to help you stay motivated.

o Have a goal partner. Find someone to help you: a friend, co-worker, a job

coach, or someone else. Discuss your goals, and meet with them when you complete steps. If
possible, do the same for your partner!

FACEBOOK

Facebook wants to make it easier for people to find low-skilled jobs online.
After testing the new software in U.S. and Canada since last year, Facebook added job
postings Wednesday in another 40 countries across Europe and elsewhere.

The software works with both Apple and PC operating systems.

Users can find openings using the Jobs dashboard on Facebook's web sidebar or its mobile
app's More section. The search can be filtered according to area and type of industry, as well
as between full-time and part-time jobs.

Users can automatically fill out applications with information from their Facebook profile,
submit the applications and schedule interviews.

Businesses can post job openings using the Jobs tab on their page, and include
advertisements.

Separately, Facebook announced the introduction of a face recognition software that helps
users quickly find photos they're in, but haven't been tagged in. The new software will help
users protect themselves against unauthorized use of their photos, as well as allow visually
impaired users learn who is in their photos and videos.

This is the VOA Special English Economics Report.

The job market is more competitive than ever for millions of workers around the world. In
America, one reason right now is the slow recovery in job growth after the recession.

But other reasons involve changes in the needs of the American and global economies. In big
developing economies like India and China, high turnover rates mean workers often move
from job to job.

These days, many job seekers go online to connect with employers. Job candidates want to
show they have a lot to offer. But in many cases they simply apply for a job title and list their
work experience. Instead, they should describe the talents and abilities they could bring to an
organization.

That is the advice of Steve Langerud, director of professional opportunities at DePauw

University in Indiana. He advises students on career planning and often talks about workplace
issues in the media.

He says social media sites are valuable when they show the abilities of job candidates and not
just their job title and experience.

STEVE LANGERUD: "This really is a talent economy, and we're stuck with most job
seekers presenting themselves in a job title mode. And I don't think it matches very well."

Steve Langerud says employers, too, should change their search methods. They should think
harder about the skills they really need to help their organization reach its goals.
STEVE LANGERUD: "Because at the end of the day, it's still about getting the right people
in the right place at the right time and then keeping them."

Ben Kirshner is the founder and chief executive of a media marketing company based in New
York called Elite SEM. SEM is search engine marketing. His company's job is to help
businesses improve their websites and search engine results.

Ben Kirshner says when his company is searching for candidates for new positions, it first
looks within. It considers existing employees. After that, he says, social sites can be valuable
for finding new people.

BEN KIRSHNER: "Twenty-five percent of our new hires come from social media. Seventy-
five percent typically come from word of mouth."

In other words, three out of four people are found based on recommendations from others.

Elite SEM uses sites like Facebook, Twitter and LinkedIn to learn about job candidates.
LinkedIn is a networking site for professionals, so users might be more careful about what
they say.

Mr. Kirshner says a site like Facebook can also provide a lot of information -- good or bad --
about a person. So pay attention to what you put on the Internet and what others put online
about you.

And that’s the VOA Special English Economics Report, written by Mario Ritter. Next week,
more about searching for a job online. I’m Steve Ember.

TEXT 3

How young people make career choices varies widely in different countries. A career expert
surveys these various standards exclusively for eJournal USA.

Richard N. Bolles is the author of What Color Is Your Parachute?, a guide to job hunting
and career choice that has been reprinted in 10 editions over the last 30 years and translated
into more than 20 languages.

Let’s start with a story.

Imagine, if you will, a beautiful valley, filled with every kind of fruit tree. You are told that
you may choose any tree in that valley, and its fruit will be yours. To aid you in your choice,
a little table is set up at the entrance to the valley, where you may taste the various fruits to
see which one you most prefer. When your tasting is finished, you point to one fruit you’ve
decided is your favorite. They lead you down the valley until you are looking at this beautiful
tree. “That is your tree,” they tell you.
You should be thrilled, but instead your heart falls because the lowest-hanging fruit is at least
20 feet (seven meters) above the ground. Though you may in theory have the fruit you chose,
in fact you cannot reach it.

You resign yourself to the frustration that your favorite fruit is forever beyond your reach, or
you devise some plan for attaining it.

First you try to knock down some of the fruit by throwing rocks at the lowest branches of the
tree. When that approach is not successful, you try another. You get several of your friends
together, and they form a living pyramid, standing on each other’s shoulders, then hauling
you up, like an acrobat, to the very top of this human pyramid where you will be able to reach
the fruit. But the friends are unsteady, and the pyramid beneath you soon begins to crumble.
You come up with one last idea. You take out a book from the library, and with the advice
and practical help of those same friends, you learn to build a 30-foot (nine-meter) wooden or
bamboo ladder. Once built, it can be carried from one spot to another beneath the tree, and
you can pick the lovely fruit you so desire.

Once you have the fruit in hand, you exit the valley at the other end, where there is an
inspector to ascertain if the fruit is really yours before you are allowed to keep it.

You may have guessed that this is a parable or allegory, designed to help us picture the
approach to career pursuit in the United States, with its four stages:

1. The choice of a career that pleases you. This is represented by the fruit tasting at the
entrance to the valley.

2. The job hunt. This is represented by the fact that you cannot reach that fruit at first. Here
is our principal truth in this article: Career choice without job-hunting skills is “fruitless.”
They are two parts of one indivisible whole. Without job-hunting skills, career choice is only
a dream. Without a career choice, job hunting is no more than drifting. Drifting or dreaming:
These are the consequences of mastering only one side of the career hunt as it is pursued in
the United States.
3. The various methods of job hunting. These are represented by the rocks, the human
pyramid, and the ladder. Favored job-hunting methods in the United States are the sending
out of resumes (throwing rocks at the tree, hoping to shake some of the fruit to the ground);
networking (building a human pyramid in order to reach the fruit); and/or empowerment,
becoming a competent job hunter forever by using the present crisis to learn how to deal with
this kind of crisis for the rest of your life. You’ll achieve that by inventorying your skills,
learning to provide evidence of those skills, and then identifying the needs of targeted
employers (this is represented by the building of a permanent ladder).

4. Successfully passing the interview with a prospective employer. This is represented, in

our parable, by the inspection station at the exit from the valley at the far end.

With this parable about the U.S. careers system as our background, let’s see how the process
of career choice and the job hunt (one indivisible topic) diverges from this model in other
countries around the world.

Keep in mind that in every country this process is like a rainbow. We may select or discuss a
dominant color in that country, but the other colors are always present in one degree or
another. Hence, claiming that any country has just one method of going about career choice
or the job hunt is ridiculous; there are usually as many exceptions as there are “rules.” We
can speak only in terms of dominant assumptions, tendencies, or trends, and these frequently
occur only among some social classes in that particular country.

Keeping these caveats in mind, let us catalog what variations there are around the world. Let
us look at the rainbows.
Career choice. Around the world, some people will just “fall into” a career by accident or
happenstance, hence “career choice” is not something highly valued or expected; in such
cultures, young people do not know what they want, nor do they have the perspective to even
frame the question to themselves. While at the other end of our rainbow, in some countries
career choice is certainly expected, but the whole family chooses what career you will be
pointed toward. It is a communal choice, not an individual one -- based on what will gain the
greatest prestige, or “face,” for the family as a whole. (In many cultures, “face” refers to a
family or individual’s reputation or standing in society.) It is worth noting that societies that
do not use the vocabulary of “face” often base their career-choice system upon the concept
nonetheless: Does a certain career automatically earn respect and confer admirable social
standing upon the individual or family? Typically, engineer, doctor, and professor are at the
top, while entrepreneur and politician are at the bottom. Individual choice is constrained by
such considerations.

The job hunt. In some cultures, or at least amidst certain classes, there is little choice as to
how you go about your job hunt. The method of the job hunt is prescribed and even
ritualistic: “There is an order to things; this is the way it’s done.” In Northern Ireland, for
example, the law requires that for certain state jobs every candidate has to be asked exactly
the same questions. In other countries, the ritual may not have all the status of law but may be
a heavily prescribed expectation. In some Latin or South American countries, for example,
you are expected to deliver to companies that are of interest a package, running up to 10
pages or more, in advance of an interview. This package should include a three- to five-page
résumé (sometimes longer), educational records, certifications, photocopies of diplomas,
letters of recommendation from previous employers, etc. The point is to provide credibility
— “I am who I say I am” — before companies even ask for such evidence. Some cultures (as
in Europe) have an almost indestructible belief that the job-hunting system functions in a
well-ordered, prescribed way — even when there is a ton of evidence that this simply is not
true. Even much of the United States is not immune to this delusion.

The various methods of job hunting. At the other end of this job-hunting rainbow, in the
United States and countries with similar latitude, you can use any method of job hunting that
occurs to you. If you invent a new method tomorrow that nobody has ever heard of, more
power to you. There are no limits, apart from avoiding weirdness and bad taste. In What
Color Is Your Parachute?, I identify 16 different methods of job hunting, but the three most
common methods are those alluded to in our allegory earlier: résumés, networking, and
empowerment. Unlike the allegory, however, these are often not alternatives, but are all used
simultaneously in pursuit of success in any particular case.

Successfully passing the interview with a prospective employer. The rainbow here is

impressive. The outstanding difference, however, revolves around whether the interview and
the job are perceived in terms of the group or perceived in terms of the individual. In the
United States, we are accustomed to the emphasis being upon the individual. The individual
is the subject of the hiring interview, at which time the individual must say what makes him
or her outstanding, compared to other job hunters with similar backgrounds. The individual
must describe and document the results he or she achieved in previous jobs or roles. The
individual must, in the end, ask for the job and later decide which job offer to accept.

In many, many countries around the world, this is a totally foreign process, particularly in
those cultures where the family is a dominant social force. In these countries, the emphasis is
on the importance of the community, the group, and the team, both at work and in the
interview.

For openers, the community may be present in the interview, with the entire family coming to
the interview (in some Asian cultures or Maori). Their role is to volunteer things about you
that you may have forgotten to mention or that humility may dictate you not say about
yourself. As the process advances, the role of family members is to decide which position and
firm you should accept, based on which offers the most “face” to the family.

The community is the subject of the interview. It is not the individual who accumulates
achievements -- only the group or the team. Indeed, in some cultures, in order for the team to
function at its highest, employers may only consider hiring everyone from the same city or
community to be sure they will work well together.

As job hunter, your role in the interview is to emphasize what you contributed to the team or
group you worked with in the past. More than this -- that is, trying to stand out from the other
members of the group -- is regarded as arrogance. In Japan, this prohibition is enshrined in
the adage “hit the nail that stands above the rest, so they all are even”; while in Australia and
New Zealand, this is referred to as “the tall poppy gets cut first.” Ouch!

You are advised instead to speak of your assets only in terms of “added value,” a term that
almost every employer understands.

Now that we have seen how the process of “career choice and the job hunt” varies in
countries around the world, I see four lessons for someone who is about to head down this
road:

1. Take inventory of yourself. Know yourself as well as you possibly can. (See exercises
in What Color Is Your Parachute? or similar works.) Decide what transferable skills you
have, particularly what skills you could contribute to a team or community of workers.

2. Using the Internet, the phone book, or conversations with people who work in your field of
interest, find out as much as you can about companies or organizations where you might like
to work. If you know more about that company than other job seekers, you’ll make a good
impression when you get an interview. Companies love to be loved.

3. Familiarize yourself with how the job hunt is typically done in the land where you are
seeking work. Talk to several people who have found jobs there, and ask how they did it.
Take notes.

4. Go deeper. Ask people whom they know who didn’t follow the typical path but found
work they enjoyed doing anyway. Talk to them face-to-face, if you can, and ask how they did
it. Take note of all the details so you can devise a “Plan B” in case the typical path in that
country doesn’t work for you.

What you want, more than any job, is hope for your future and in your life. And in job
hunting, as in life, hope is born from always having alternate ways of pursuing your search
for purpose and meaning on this earth.
TEXT 4

The United States’ job market has millions of unfilled jobs. Many of those jobs require
technical skills. However, employers say many of those jobs are vacant because they cannot
find people with the right skills to do the work. Labor experts call this paradox the "skills
gap." A number of efforts have been launched to better understand and solve it.

Rethinking training

Nicholas Wyman wrote a book called, “Job U: How to Find Wealth and Success by
Developing the Skills Companies Actually Need.” He calls the skills gap, "a labor market
mismatch -- people without jobs and jobs without people."

In the United States, the cost of a traditional four-year college can be very high. U.S. colleges
and universities produce many graduates every year. Yet unemployment rates among new
graduates are high.

Nicholas Wyman says a combination of technical classes and on-the-job training --

an apprenticeship --would be a better choice for many people. He notes that, "An
apprenticeship is where you learn from a specialist, you are provided mentoring, you learn in
an on the job environment, the old cliche is that you are actually paid to earn and learn."

Mr. Wyman once served as an apprentice himself. He says apprenticeships are misunderstood
in the United States, where "success" is often defined as attending a four-year college. But he
notes that is changing as on-the-job training has spread outside traditional areas, like
construction and manufacturing. He says apprenticeship possibilities are growing in some
manufacturing jobs.

Mr. Wyman also says it is vital to get technical skills that are of immediate value to an
employer. He adds that it is important to get transferrable skills -- those that can be used in
more than one job. This is because technology and the nature of the workplace are changing
at a faster rate than before.

There are questions about the definition, size, and nature of the skills gap in the labor force.
Iowa State University researchers studied some of these questions recently. They examined
employment, education and population information, and found the evidence of a skills gap is
weak.

Iowa State’s Liesl Eathington noted that many policymakers and employers say there is
opportunity in "middle skills" areas, like machining. Yet she said the most recent recession
hit some of those job areas hard. She said students should be on guard because "our economy
really isn’t adding that many jobs that require the middle skills or middle educated territory."

She said employers could get more well-qualified applicants if they offered higher wages.
She noted that graduates of two-year training programs still generally make less money than
graduates of four-year colleges.
The question of finding the right person for the right job remains a difficult one. The
Department of Labor says 8.7 million Americans are unemployed and another 6.7 million can
find only part-time work.

I’m Mario Ritter.

VOA’s Jim Randle reported on this story. Mario Ritter adapted it for Learning English.
George Grow was the editor.

_______________________________________________________________

Words in This Story

vacant – adj. not occupied, open to being filled

paradox – n. a problem involving two issues or conditions that appear to oppose or compete
against each other

apprenticeship – n. a job in which someone works with a more experienced person in a field
and learns skills from that person

cliché – n. an overused idea or saying

vital – adj. very important

applicant(s) – n. people seeking employment

TEXT 6

As a Northeastern University undergraduate, Abhi Nangia learned marketing by helping

women in Nicaragua sell jewelry made from recycled trash. He studied finance by advising a
tiny catering company in South Africa. He gained leadership experience by organizing
struggling artists in Indonesia.

Upon graduation from the Boston university, Nangia took the skills he learned at its Social
Enterprise Institute to launch Reweave, a network that “creates market access for people
making beautiful things.”
This may not sound like the traditional undergraduate business-school experience, but it’s
typical of the innovative ways business students are educated in the United States today. It
combines features that a growing number of programs offer: Instruction and learning are
hands-on, entrepreneurial and global.

“The Social Enterprise Institute is probably the coolest thing ever,” said Nangia, whose
parents are from New Delhi but who grew up in Buffalo, New York. Northeastern is a leader
among U.S. universities in alternating classroom studies with internships and real jobs. The
experience convinced Nangia that international business is about a lot more than making
money; it can actually improve people’s lives in other countries. Undergraduate business
students who historically concentrated in accounting, finance or marketing can also acquire
skills in such fields as health care and sustainable development.

For students looking to work for cutting-edge companies such as tech giant Google Inc. or
online retailer Amazon.com Inc., some U.S. business schools offer technology-focused
degrees. Students at Carnegie Mellon University’s Tepper School of Business can study
topics like big data — data sets so complex that they’re hard to manage with traditional
software.
Ronny Ho, a 23-year-old Chinese American who grew up in New York and whose parents
are from Shanghai and Taiwan, graduated from Carnegie Mellon University in Pittsburgh.
She interned at the financial company Citigroup Inc. in New York. She felt she brought more
to the job than just an ability to crunch numbers because of all the time she spent at Carnegie
Mellon working on team projects with scientists and engineers. The collaborative projects
included making futuristic videos at the university’s Human-Computer Interaction Institute,
where students create make-believe worlds and games to better understand how computers
can help people go about their daily lives. “It’s such a new field,” she said. “It’s fun to take it
and run with it and see what you can do.”

“In recent years, business schools have focused on the expansion of internships and courses
that give students hands-on knowledge, similar to what Ho and Nangia experienced,” said
Tom Robinson, president of AACSB International (Association to Advance Collegiate
Schools of Business). “Businesses now expect students to hit the ground running, and in
response, business schools are reconfiguring how students can gain the necessary real-life
expertise.”

Express lane to an MBA

At Pinchot University, formerly Bainbridge Graduate Institute, nature lovers can pursue
master’s degrees in business administration on an island campus off the coast of Seattle. In
classrooms nestled amid 100 hectares of forest, they learn how to make money in
environmentally sustainable ways.

If studying in one of the world’s most exciting business centers is more your style, New York
University’s Stern School of Business is blocks from Wall Street. As members of the Stern
Consulting Corps, students tackle real business challenges by advising shop owners in a low-
income neighborhood or by creating business plans for upstart fashion designers.

Most full-time MBA programs in the United States take two years to complete, but several
now offer intensified, one-year options. While top MBA programs usually require several
years of work experience to enroll, someone fresh out of college or with just a few years on
the job might want to look into a one-year specialized master’s degree.

Cornell University’s Johnson Graduate School of Management offers a one-year MBA

popular with students who want to double up and earn a professional degree in medicine,
engineering or law as well. Dual degrees are increasingly popular in the U.S. because they
give graduates an edge in a tough job market.

Since 2009, enrollments in MBA or MBA-equivalent programs have decreased by 9.7

percent in North America while specialized master’s enrollments have increased by 37.2
percent, according to the AACSB. Popular specialties include finance, accounting, marketing
and newer fields such as data analytics and information-technology management.
“There has been a recalibration in enrollment,” Robinson said. “For younger grads, many are
pursuing a specialized degree to get a strong foothold in the market. Later, as they gain more
managerial experience and move up in the ranks, an MBA will become more and more
relevant to furthering their careers.”

Resume

The Basic Elements

A resume consists of several sections, each of which delivers essential information. The table
below explains what each section of your resume should tell your reader.

Resume section What it tells the reader

Top portion of resume (first If your resume is worth reading further. This opening “snapshot” should ent
third to half) read more.

Header (name and contact Your preferred name and how to contact you. The reader shouldn’t have to t
information) (e.g., wonder what name you go by).

Headline and Summary What you’re looking for and why you’re qualified. Announces your job target
up why you’re a good candidate. Note that experts recommend this a
what used to be called "Objective" on many resumes. Read more in o

Skills Whether you have the required skills. Helps the reader quickly match your
position requirements.

Work Experience or What you’ve accomplished that’s relevant. Explains what you’ve achieved th
Professional Experience or benefit the reader’s company.
Employment History

Education Whether you meet the education requirements. Again, helps the reader quick
the position requirements.
 Continuing Education or What further training you’ve pursued. Matches you to job requirements an
Professional Development or initiative and commitment to learning.
Additional Training

Other Information What other assets you offer. Provides additional information (professional
awards, etc.) to support your candidacy

Select the Best Format

Different resume styles highlight different types of experience. Before you start writing, think
about what format might be best suited to highlight your qualifications.

There are two basic resume formats: chronological and functional. The main difference

between them is the amount of emphasis you give your job history compared to the amount
you give your skills.

o A chronological format highlights your employment history. This format can

work if you have a solid work history in a particular job or field and you’re planning on
looking for a similar position.

o A functional format highlights your skills. Use this format to show what

you’re capable of doing, even if it’s not directly related to your work history. It’s the best
choice if you’re changing careers.

The best resumes are usually a combination of these formats. They communicate your
strongest qualifications while providing employers with relevant information on your
employment history.

tech-savvy

Product Management:
1. Commit – приступать к делу
2. Involve – включать, содержать
3. Determine [dɪˈtəːmɪn] a purpose – устанавливать цель
4. Product launch – выпуск новой продукции на рынок
5. Expand – расширяться
6. Gain = get
7. Share – доля, часть
8. Forecast – предсказывать
9. Delay – задержка, отсрочка
10. Competitive – конкурирующий

1. Authorize [ˈɔːθərʌɪz] – разрешать

2. Facilitate a procedure– упрощать / ускорять процедуру
3. Processing [ˈprəʊsesɪŋ] complexity – технологическая сложность.
Например, Processing will take up three weeks – Обработка займет 3
недели
4. Negotiate with smb for /about/ smth [nɪˈɡəʊʃɪeɪt] – вести
переговоры, обсуждать условия
5. Merchandise [ˈmɜːtʃəndaɪs] – товары / содействовать продаже
какого-то товара
6. Turnover – товарооборот, перестановка / замена персонала
7. Implement an obligation – выполнить обязательство
8. Schedule – расписание, календарный план
9. Profitability – рентабельность

Вершки, 500 мл. 36% жирн, 75 грн.

Термін до 07.10.21