Skills and work experience. Professional skills in a resume - examples and recommendations

In today's rapidly changing world, leadership and the ability to make strategic decisions have become an important, defining feature. These are the traits that managers want their employees to have in order to be able to cope with the changes around them, using the necessary flexibility and ingenuity.

There's just one problem: as the organization (CEB) notes, this particular skill set is "in short supply" and most "employees simply lack the ideal combination of skills and competencies to achieve the desired results." This news is unlikely to reassure senior management or HR.

Increasingly, lower levels of management are making strategic decisions that affect key stakeholders. Thus, the workplace needs to make significant changes in corporate culture and strategic thinking among new employees.

Fortunately, there is a certain type of job seeker for whom it is important to make a contribution to the organization for which they work, and their career development may be better predisposed to learning new skills, success and leadership rules.

Keep the following seven characteristics in mind as you interview new employees to determine whether they have the skills needed to work on your team.

1. Communication skills

The umbrella term “communication skills” includes the ability to listen, write and speak. This is one of the main qualities that employers look for in today's candidates. The person must understand, interpret and be able to give the necessary instructions. In addition, a sense of social intelligence is very important: employees must be able to understand who their colleagues, managers and strategic partners are so that they can better understand and act on the information they receive.

2. Multitasking

Your employees will be involved in multiple projects, tasks, and initiatives simultaneously. So, being able to balance all of this with your main responsibilities is a very valuable skill. Effective multitasking occurs when a task is completed correctly and efficiently, with minimal stress. Tomorrow's employees must be well-versed to handle multiple tasks at once.

3. Enthusiasm

Enthusiasm is a valuable asset because it shows how much an employee cares about the work they do for the organization. It goes hand in hand with positivity, which is key to a positive work environment. In addition, according to Professor Sigal Barsade of the University of Pennsylvania, a positive attitude not only transfers, but also has an impact on overall work performance, decision-making, creativity and turnover. A positive attitude has an invaluable impact on everyone around you.

4. Decision making

Problem solving is a skill that sits somewhere at the intersection of creativity, balance, and logic. Those who possess it have proven their ability to objectively interpret incoming signals, as well as make informed decisions. Such workers are not only strategic thinkers; they must remain calm when a problem arises and capable without being micromanaged by others.

5. Organization

Every employee must have organizational skills. They are necessary for self-discipline - a worker can independently collect all the necessary information and data to manage his work or production process according to a schedule or deadline. These traits are important for any leader. Strong organizational skills, in and of themselves, don't make managers great, but they sure do help candidates be more professional, successful, and productive.

6. Honesty, sincerity

You need to be honest with others and yourself. This suggests that a person knows his strengths and weaknesses, is not afraid to make mistakes and take responsibility, and also has a high degree of loyalty. “Honesty is the best policy” is a great slogan for any business.

7. Sympathy

Your open positions require employees to be able to easily find common language with other people. So you want your candidate to be friendly, honest, calm and open, and someone you can rely on. Today, teamwork is the key to business success, so look for people who are ready and willing to become a meaningful part of your organization.

As a result, employees are required

1. The ability to prioritize.

2. Ability to work in a team.

3. Organizational awareness.

4. Effective problem solving.

5. Self-awareness.

6. Proactivity.

7. Ability to influence.

8. Effective decision making.

9. Ability to learn.

10. Technical savvy.

Scott Steinberg, mashable.com
Translation by Tatyana Gorban

We often come across terms such as “knowledge”, “ability”, “skills”.

Thus, a formed skill or skill is an action that is performed in a specific way and with a certain quality.

At the same time, skills are improved as the skill is mastered. SKILLS - the ability to quickly, accurately and consciously perform certain actions based on acquired knowledge and acquired skills. SKILLS are methods of performing an action mastered by a person, provided by a set of acquired knowledge and skills. Speaking skills - Speaking skills are important for almost all areas of human activity.

Knowledge, skills, abilities, what's the difference?

Any learning process is aimed at assimilation of some information, which will ultimately become a skill, skill or knowledge. Skills are a more complex concept that refers to the joint application of knowledge and skills to accomplish a specific task. Skills are also acquired over time and imply the application of theoretical knowledge in practice with already developed skills. Thus, if you practice a certain action to the level of skill, you can perform the action mechanically, and at the same time work on acquiring new knowledge, which will then turn into skills and abilities.

How do these four concepts relate to each other: knowledge, abilities, skills and habits? Thus, skills honed in practice began to turn (compile) into skills. In a sense, knowledge is also skills, also skills. Only these skills relate to verbal and general mental activity of a person. Knowledge, abilities and skills are all manifestations of purposeful activity, purposeful actions, constructive understanding of reality.

Difference between ability and skill

Carrying out any work, even simple work, requires skill and dexterity.

Skill is a method provided by the totality of acquired knowledge and skills. We see that skill includes skills, and having a skill only makes it easier to acquire new skills. There are three areas of application when teaching, so in terms they are nearby. Knowledge, abilities, skills. Knowledge - information about processes and more, skills - the ability to perform practical operations, skill - dexterity, mastery, automatism in these operations.

There is a difference between the terms “skill” and “skill” in the game. The skill begins to work immediately after learning it and gradually becomes more and more effective. It really doesn’t improve what I understand by all sorts of “brotherhood”, “light bulb”, etc., or will it improve? Useless crap. Because how does this happen regularly, in both directions.” (c) An ordinary player about the “Deer Messenger”.

In the absence of abilities and the presence of knowledge, abilities and skills, a person will not be able to acquire new knowledge, abilities or skills. Although knowledge, abilities and skills are part of a person’s developed abilities, abilities are not necessarily combined with certain knowledge, abilities or skills. Although the knowledge, abilities and skills necessary for the successful performance of some activity are included in the structure of abilities, the abilities themselves obviously cannot be reduced to them.

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e., indicates how to perform this or that skill or skill.

In order to understand the issue of ways and mechanisms for developing skills and abilities in students, we must first understand what skills and abilities provide. The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practical teachers adhere to the opposite point of view: skills represent a higher stage of mastery of physical exercises and work activities than skills.

Some authors understand skills as the ability to carry out any activity at a professional level, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

A skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps.

When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is directed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill.

A skill is an intermediate stage of mastering a new method of action, based on some rule (knowledge) and corresponding to the correct use of knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill. A skill is usually correlated with a level expressed at the initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule. In case of any difficulties that arise, the student turns to the rule in order to control the action being performed or when working on mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal.

This means that when we develop in the process of teaching a student the ability to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. That is, the ability to perform an action is formed first as a skill. As you train and perform this action, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. the skill turns into a skill.

But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions.

If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then performing this action, As a rule, it is formed as a skill, which includes one or more skills.

Thus, the term “skill” has two meanings:
the initial level of mastery of any simple action. In this case, the skill is considered as the highest level of mastery of this action, its automated execution: the skill turns into a skill.
the ability to consciously perform a complex action using a range of skills. In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill. The process of developing educational skills (general and subject-specific) is long and, as a rule, takes more than one year, and many of these skills (especially general ones) are formed and improved throughout a person’s life.

You can set the following levels of student mastery of actions that correspond to both educational skills and abilities:
Level 0 - students do not master this action at all (no skill).
Level 1 - students are familiar with the nature of this action and can perform it only with sufficient help from a teacher (adult);
Level 2 - students are able to perform this action independently, but only according to a model, imitating the actions of a teacher or peers;
Level 3 - students are able to perform actions quite freely, being aware of each step;
Level 4 - students perform actions automatically, condensed and accurately (skill).
However, not all learning skills should reach the level of automation and become skills. Some learning skills are usually formed at school up to the 3rd level, others, mainly general ones, up to the 4th level, after which they are improved in subsequent training.

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates learning activities and builds student confidence in their abilities. Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. The most important function of application is obtaining new knowledge with its help, i.e. turning it into a tool of cognition. In this capacity, the application of knowledge can often mean only the mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect the real world. A typical example of such an application is the so-called thought experimentation. The ability to use acquired knowledge to obtain new ones is called intellectual skills. In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work.

The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in a wide variety of activities and largely depends on the nature of the academic subject and the specifics of the content being studied. It can be pedagogically organized by performing exercises, laboratory work, and practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems. The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful.

The application of knowledge in each academic subject is unique. When studying physics, chemistry, natural science, physical geography, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge , abilities and skills are realized when students independently explain certain phenomena, when applying spelling rules, etc.

The application of knowledge, skills and abilities is associated, first of all, with recognizing in a specific situation cases where such application is appropriate. Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered insignificant. The unity of generalization and specification makes it possible to avoid solving problems only relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e., avoiding the formalism of knowledge. Another necessary condition is knowledge of the sequence of application operations. Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character.

Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary. Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions. To apply knowledge, skills and abilities, interdisciplinary connections are important, since actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

A good resume should have a focused, presentable and concise summary of skills, knowledge and abilities. This block has at least one important purpose.

Why write about professional skills on your resume?

Your skills are a distillation of your experience. You may have several jobs, serious work experience and a description of the experience may take more than one A4 page. This is a large amount of information and the HR manager will have to study it for a long time to understand whether you fit the requirements of the vacancy or not.

Help the HR manager, do this analytical work for him. This will increase your chances of getting an interview.

The main purpose of a skills list is to show that you are a perfect fit for the job requirements. This is exactly the principle I adhere to when I create a “selling” resume.

What professional skills should you include on your resume?

How to show that you are suitable for a vacancy? There are three rules for describing professional skills and knowledge in a resume:

Compliance with job requirements.
Presentability.
Conciseness.

Compliance with job requirements

This is the most important rule to follow when writing a resume.

Firstly, position yourself at the “executive-manager” level. Looking at your resume and skills, it should be immediately clear who you are.

In the course of my work, I often have to remove or reformulate many “executive” phrases from the resumes of managers and directors. Correct positioning is an important task.

Secondly, analyze the requirements and responsibilities of vacancies, see the style of phrases and expressions and other nuances. This will help you write professional skills and abilities correctly in your resume. To conduct such an analysis, you just need to find 5-7 interesting vacancies and study them carefully. You can easily copy good wording from job descriptions into your resume.

Presentability

Your skills should sound beautiful and strong. They must sell you, and clear and simple words, facts, figures, professional vocabulary or even jargon will help you with this.

Here are some examples of professional skills on a resume.

Essentially, you just need to flesh out some skills. Facts are more credible, vocabulary shows your expertise, clarifications describe you better.

Conciseness

If you write few of your skills, you will get the feeling that you are not an expert.
If you write a lot, it will be difficult to read the resume, and there is also a risk of falling under the “overqualified” filter.

Common Mistake

Very often I come across a completely wild and faceless list of qualities on a resume:

Productivity.
Determination.
Communication skills.
Stress resistance.
Learning ability.
Initiative.
And so on.

The sad thing is that almost everyone writes this. This set of qualities, unfortunately, does not guarantee an invitation to an interview and does not make you more valuable in the eyes of HR specialists.

There are two ways to present yourself better.:

Delete this entire list and leave only the core job skills.
Choose one (the strongest) of your skills and describe it in more detail. If you decide to choose learning, write what exactly you mastered quickly - learned Japanese in 6 months, mastered CRM Axapta in a weekend, completed a BMW car repair course in two weeks and passed the exam with 98%. Specifics and facts are important!

Examples of skill descriptions

Below I will give some examples of professional skills and abilities in a resume. I chose several positions at different levels for this.

accountant

Experience in accounting and management accounting - 6 years (areas - wholesale trade, logistics).
Experience in setting up accounting and tax accounting from scratch.
Successful experience in passing tax and audit audits.
Experience in obtaining loans for a company.
Knowledge of taxation, currency legislation, Tax and Civil Code, RAS, IFRS, INCOTERMS 2000.
PC knowledge (Office, 1C 7.7, 8.2, 8.3).

Example of description of professional skills sales consultant

Consulting and serving customers on the sales floor.
Registration and delivery of online store goods.
Checking the serviceability of goods.
Reception and display of goods.
Handling claims (returns, accepting goods for warranty repairs).
Reporting.

An example of a description of a driver's professional skills

Driving license category B, D.
Driving experience - 17 years.
Excellent knowledge of the city and suburbs of Moscow.
Experience in minor car repairs.
Experience of traveling to the European Union, knowledge of rules, laws, paperwork.
No bad habits (I don’t smoke, I don’t drink).
Citizenship of the Russian Federation.

An example of a lawyer's professional skills description

Experience in legal support of the company (7 years in production).
Experience in resolving disputes and protecting company interests.
Experience in pre-trial dispute resolution.
Knowledge of legal documents (contracts, statements of claim, claims, powers of attorney...).
Ability to communicate with government agencies and authorities.
Ability to work with clients.
Knowledge of current legislation of the Russian Federation.
English is fluent.

Example of description of professional skills manager (director)

Higher economic education + EMBA.
14 years of experience in production management (wood processing and furniture production).
Personnel management skills (teams of up to 220 people).
Thorough knowledge of warehouse logistics and supply.
Skills in interaction with regulatory authorities (certification, licensing and other tasks).
Knowledge of laws, rules and regulations of safety, labor protection and environmental standards.
English language - Upper Intermediate.
Excellent PC knowledge (specific knowledge of SAP).

Knowledge is elements of information connected with each other and with the outside world.

Properties of knowledge: structureability, interpretability, coherence, activity.

Structurality is the presence of connections that characterize the degree of comprehension and identification of the basic patterns and principles operating in a given subject area.

The interpretability of knowledge (to interpret means to interpret, to explain) is determined by the content, or semantics, of knowledge and the ways of its use.

Coherence of knowledge is the presence of situational relationships between elements of knowledge. These elements can be interconnected into separate blocks, for example, thematically, semantically, functionally.

Knowledge activity is the ability to generate new knowledge and is determined by a person’s motivation to be cognitively active.

Along with knowledge, there is the concept of data. Although a clear line between data and knowledge cannot always be drawn, there are nevertheless fundamental differences between them.

Data is an element of knowledge, i.e. isolated facts, whose relationships with the outside world and among themselves are not fixed within themselves.

There is a distinction between declarative knowledge - statements about objects of the subject area, their properties and relationships between them, and procedural knowledge - they describe the rules for transforming objects of the subject area. These can be recipes, algorithms, techniques, instructions, decision-making strategies. The difference between them is that declarative knowledge is the rules of communication, while procedural knowledge is the rules of transformation.

· stored (remembered);

· reproduced;

· are checked;

· updated, including restructured;

· are transformed;

· interpreted.

A skill is understood as a method of performing an action mastered by a person, provided by a certain body of knowledge. Skill is expressed in the ability to consciously apply knowledge in practice.

The strength of knowledge assimilation is one of the goals of training. The result of strong assimilation is the formation of stable knowledge structures that reflect objective reality, when students are able to update and use the acquired knowledge. However, in practice this goal is not always achieved. Everyone knows the student motto: “Pass (the exam) and forget it like a bad dream.”

But if knowledge is forgotten, then why waste time (and money) on learning it?

The purpose of training is professional skills and abilities.

Research by psychologists has shown that acquired skills remain forever, and skills last for years, and theoretical (declarative) knowledge is quickly forgotten. However, in many cases, the strength of knowledge acquisition is the goal of intermediate stages of learning.

Modern understanding of the mechanisms of educational activity that lead to strong assimilation of knowledge allows us to formulate a number of recommendations.

In modern learning, thinking dominates memory. Students should save their energy, not waste it on memorizing low-value knowledge, and avoid overloading their memory to the detriment of thinking.

Prevent the consolidation in memory of what was incorrectly perceived or what the student did not understand. The student must memorize what has been consciously learned and well understood.

The material requiring memorization should be contained in short rows: what we should carry in our memory should not be of vast dimensions. From the rows to be memorized, exclude everything that the student himself can easily add.

Remember that forgetting what you have learned occurs most intensively immediately after learning, so the time and frequency of repetitions must be consistent with the psychological laws of forgetting. The greatest number of repetitions is required immediately after students are familiarized with new material, i.e., at the moment of maximum loss of information, after which this number of repetitions should gradually decrease, but not disappear completely. It is advisable for students not to time their own reproduction of the material to coincide with the moment immediately following the perception of the material, but to first let it rest for a while. Experimental studies indicate that the best reproduction occurs, for the most part, not immediately after the first perception of the material, but some time (2-3 days) after it.

When intensifying students’ involuntary memorization, do not give direct tasks or instructions: it is better to interest students, and from time to time “stir up” the interest that arises.

Don’t start learning something new without first developing two important qualities: interest and a positive attitude towards it.

Follow the logic of presenting educational material. Knowledge and beliefs that are logically connected are absorbed more firmly than scattered information.

Rely on the fact established by science: an important form of strengthening knowledge is its independent repetition by students.

Follow the logic of learning, because the strength of knowledge that is logically interconnected always exceeds the strength of assimilation of scattered, poorly connected knowledge. Provide students with the opportunity to view the material from different angles.

Since the strength of memorizing information acquired in the form of logical structures is higher than the strength of isolated knowledge, knowledge presented in logically integral structures should be consolidated.

In teaching practice, repeated repetition of the presented educational material is often a means of solid assimilation of knowledge. However, relying primarily on mechanical memorization, without a deep awareness of the internal patterns and logical sequence in the system of acquired knowledge, is one of the reasons for formalism in teaching. Memorization and reproduction depend not only on the objective connections of the material, but also on the individual’s attitude towards it (for example, the student’s interest in knowledge). An important condition for the strong assimilation of knowledge is the correct organization of repetition and consolidation of knowledge. Knowledge acquired independently is most firmly absorbed when performing research, search, and creative tasks.