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1 Copyright 2013 by PEAK Publishing Division™

Resumes Redefined: A grounded theory on the modern (evolved) resume (1 of 3)

By: Paul Rand, PhC, MBA

In recent months, there appears to be a flurry of activity on various blogs, websites, and social media sites

related to hiring demands of HR professionals and tips, tools, and techniques for job seekers to find employment. Recent

data suggests a possible up-tick in the employment potential of individuals across industries (SJI, 2013). However,

“Employers added 236,000 jobs to non-farm payrolls and unemployment fell to 7.7%. These are positive signs that

things are turning around–but a whopping 12 million Americans are still looking for work,” (Smith, 2013). Moreover, a

trend is rather clear that the driving force of employment now is considerably different than in years prior: namely,

companies and recruiters are seeking applicants with both experience and theory. Therefore, there appears to be a

renewed effort for individuals to create modern resumes to depict these skills.

With the demands of entry level jobs remaining unfilled, and the increase in academic programs extending far

beyond the traditional four year degree, there is a new contending force on resumes: applied certification. According to

the Society of Human Resource Management (2012), over ninety-three percent of new-hires or promotions are based

on certification. Moreover, certification accounts for anywhere from 20% to 35% increase in salary earnings over a five

year period (Payscale, 2013). There are many certifications available ranging from highly technical (such as medical and

financial and technology) to general and specialized business certifications. According to a recent executive brief from

the Strategic Learning Alliance, there is a large gap between entry-level certifications and development of business

professionals within new theories of professional development in the 21st century.

With the rise of human resource professionals expecting certification to be both measured (theoretic) and

applied, there is increased demand for professional application of knowledge (Rand & SRP, 2013) which is translating

into considerable debate as to what will capture the attention of both recruiters and hiring managers. According to Rand

& SRP (2013), the rise of the learning-professional suggests that the knowledge-era has fundamentally altered the role of

Human Resources in corporate America. Moreover, this requires a review of the subjective blogging’s, tips, and postings

produced by Human Resource professionals, job-boards, and other groups that often seek to link job-seekers with the

organizations claiming they are unable to find talent fast enough to meet market demands (SRP, 2012).

There is little controversy about various strategies job-seekers should deploy. An analysis of various job-seeking,

Human Resource, and Recruitment groups within LINKED-IN demonstrates the influence of social media on the ability to

allow null professional to have a voice, provide subjective input, and lend a hand to those seeking jobs. These sites

provide recommendations from the value of recruitment, to networking, job-boards, and a litany of discussion, ranting’s,

and often rather subjectively leaning recommendations.

Background

An analysis of various websites, blogs, and social forums for job seekers reveals that at the basic level of merely

attempting to get an interview – beyond the complexities of professional development – subjective view remains that

individual tips and suggestions are sufficient to warrant upgrades, coaching fees and more for job-seekers (many of

whom are financially strapped). However, the rhetoric appears to be rather common to the tips and procedures

advocated in 2003 during the recession. Namely that job seekers need to: post resumes seek; out jobs of choice; do your

research; create a one page format (professional resume); along with the latest trend (more a result of technological

innovation than old-fashioned effort, to network that appears to be a unique phenomenon and the focus of other

research through Seattle Research Partners, Inc.).


Series Information:

These papers present an ongoing study by Seattle Research Partners (SRP, Inc.) on behalf of the Strategic

Learning Alliance (www.strategiclearningalliance.org), Wainwright-Global (WGI), and the Career-Development System

(formerly THE Get-Hired Team; CDS). These papers present a series and snapshots of the various research projects

contracted by the CDS™ to independently confirm the veracity of the services. In return, SRP, Inc. has been allowed to

use BETA-Tests for veterans-outreach. In all cases, the veterans-outreach efforts have been developed to create

educational solutions to combat the 90% drop-out rate of veterans in higher-education. Starting in 2014, SRP will release

findings and recommendations for working with military veterans through learning initiatives that are experiential and

non-traditional, but meet AASCB (top 15% standards of academic schools of business) credit requirements.

SRP has over 1500 Human Resource professionals all certified as clients. These clients represent the top 20% of

human resource professionals in the local region (based on Society of Human Resource Management reports on

certified professionals and demographics; 2006-2013). The Strategic Learning Alliance (SLA) is a non-profit credentialing

agency which measures, researches (via contract with SRP), and has credentialed over 5,000 professionals based on the

applied, reflected, and tested measurements of the PEAK Learning Theory ™1. These measurements capture the applied

soft-skills and business acumen of applied-learning professionals based on core-competencies that cut across horizontal

industry channels.

In the following series, information confidential to the CDS and/or deemed to be academic in nature (and thus

assumed by nature of the credentials of SRP) is omitted. SRP is the only research entity that has researched,

demonstrated, and had approved curriculum for professional-development by state, federal, and AASCB standards in

the entire nation. Furthermore, with over 100 years of teaching experience; 50 years of doctorial research experience

(all based on the experience of the executive team only and not staff), these papers have been reduced in order to

provide the general process and veracity of effort relative to the contracted agency. SRP is a third-party entity and

uncompensated for the endeavors, therefore, while many studies presented here meet scientific-merit; have been peer-

reviewed; and are otherwise empirical valid studies, all corresponding publications do not represent nor warrant

insurance or promises or liabilities by SRP or the SLA internal-review board (IRB; set to protect participants rights,

research methodology, and uphold America Psychology Standards of best available science).

As such, various snapshots are provided here using the written report-wording provided to the CDS. In some

cases the CDS relied on the empirical study and requested either re-consideration or re-validation of the findings. The

yearlong endeavor and reports were not deemed necessary for this publication. Instead, only studies directly referenced

by the CDS in the official 3rd party report have been provided here.

Problem:

Does the current format of resume make a difference in today’s technological era where it is a commonly

accepted phenomenon that organizations will use computers to screen resumes? In understanding this situation, our

team set out to understand if the resume screening applied to the portions that are individually uploaded into the hiring

sections or if they are screened based on uploaded resumes. To understand this situation, a mixed method was used.

However, the difficulty of assessing this information warrants that this white paper be given more substance than a

typical survey of a research endeavor.

1 Rand & Associates, 2013

http://www.strategiclearningalliance.org/


Method & Approach:

The complexity of this study is vast, and these reports focus on the short-term result of a single resume altered

based on three standards. The first standard is that of the professional resume. Such a resume is best depicted as a

single-page (2 sided) resume which focuses on core tasks and achievement highlights. 2The second includes an executive

format where the emphasis is on key roles within an organization and associated core-competencies and projects (Rand,

Gebarski, Rink, Schulze, & Eaken, 2013). And the third is the traditional accounting of all related tasks, competencies, bio

and professional history commonly known as a CV, curriculum vitea (Editor’s note: a CV is the primary “resume” for

academic jobs, but is the accepted standard for most international job-seekers from South-East Asia through Europe).

Given the complexity and legality of submitting for jobs, the same individuals profile was assessed by two co-

researchers for the professional and executive resume. These were rated by Human Resource Professionals (results to

be published) along with a random sampling of resumes following an applied coaching research project coordinated by

Seattle Research Partners, Inc. in Jan-April 2013. As a result, jobs were selected based on key title similarities. These

similarities were selected by using standard practices of spatial, axial, and relationship coding.3 These key words from

the applicant’s history were then entered into various search engines using both job-posting boards and social media.

Networking was not permitted for this specific study.

The results were measured in the following manner: no response, response (decline), response (interview),

response (unsolicited recruitment), response (interview request immediate), and offer.

Hypothesis one: resumes are screened; not data manually-entered into the system.

Hypothesis two: professional resumes will outperform core-competency resumes (executive).

Hypothesis three: the professional resume will yield higher results than a CV.

In this study, the process was two-fold. First, the most comparable resumes (professional and executive) were

submitted for consideration. The code words for the job descriptions were matched and an equal number of

submissions were made. Additionally, each was posted on comparable public job boards. In the second phase the

traditional CV was submitted. The result of the three versions was triangulated for results. In this sample report the “CV”

is based on the minimum frame-work of the CDS and represents not any standard CV but specific reliance on the CDS

methodology.

Findings:

2 see Career-Builder.com, 2013; Monster.com, 2013; Seattle-Jobs.com, 2013; SHRM, 2013

3 Creswell, 1998; 2003; see also Rand, Rand, & Rand, 2011

TYPES NO res.

Res (decline)

Res (intr.)

Res (Unsol. recruit)

Res (immediate intr.)

Remain Under consideration 4wk avg/Offer

H.1-Professional Resume

3 8 1 0 0 0

H.2 – Executive Resume

4 7 1 1 1 1

H. 3- CV 1 1 4 12 5 10


Hypothesis 1: The primary results were inconclusive for hypothesis one. Using non-parametric statistics, the

conclusions were statistically null between the two types of resume submissions (professional/executive). It does not

appear that typing information out in full is any more important than requesting to “see resume”. While there was

minor indications that a possible correlation existed between commonality of words in the job posting versus hand-

typed resume information, there was no substantial rate of response between resumes submitted where “see resume”

was entered. As a result, hypothesis one is considered confirmed (Note: this determination is based on findings later in

the section).

Hypothesis 2: More difficult to measure was the comparison between professional and executive resumes.

Executive resumes seemed to have yielded a more immediate rejection letter. Analysis of such positions did reveal a

slight tendency for immediate rejection-letters for rather lower-level positions than would be commonly associated with

an executive style resume. However, this analysis was antidotal as the statistical findings yielded no measured difference

between the two styles of resumes. Furthermore, outliers included a recruitment calls for the executive position based

on the components in the resume that suggested a potential fit for a position far outside the experience of the

applicant’s work-history. Therefore, hypothesis two was rejected

(Note: rejection of the hypothesis does should not suggest the converse hypothesis is proven – that executive resumes

are better; the findings were insignificant between the two and a null hypothesis would be best for additional

comparison efforts).

Hypothesis 3: In the third hypothesis, the findings were significant. However, the hypothesis was firmly rejected.

The third hypothesis that the common professional resume would outperform a CV was based on combining the

following components into the resume: personal mission statement, BIO, prior history (chronologically from oldest to

most relevant), core competencies, key professional achievements, and all relevant charity and academic work

(speaking, publishing, etc.).


Findings here yielded a statistically significant response in all categories. In one category (unsolicited

recruitment) the difference was substantial enough to result in the candidate being offered a base salary for a position

that is actively posted on job-boards as a commission-only position. Furthermore, to date the candidate remains under-

consideration for every position which was applied for individually while using the approach of “see resume” or

manually entering data. The average rate of under-consideration is four weeks including interviews.

Additional analysis suggests that the CV has resulted in a number of non-responses for what appear to be lower-

level professional roles. However, there was no statistical difference between the two prior types which suggests the

lack of response might well be a company decision; or may result from companies wanting resumes on hand but are not

actively trying to fill positions. The CV not only has open considerations for nearly every position applied for based on

the same selection parameters as the two prior samples, but also has interviews and pending offers from unsolicited

recruiters that have resulted from placing the CV on the same job boards as the prior two. One important note should

be made that the volume created by this version did reveal that one of the three job-boards used created more activity

than the other two job-boards. The fourth option yielded a substantial increase in views of the CV as well but is not able

to provide any insight on the current candidate success at this time.

Conclusion:

Based on this case, the overall performance rate for both executive and professional resumes yielded no

statistical difference. In the follow-up process there were minor indication that the professional resume was more

preferred for the entry-level positions and the executive for hire-level positions. However, due to the total response

rates overall, this was not a definite conclusion. The total response rate of 20% likely yields considerable evidence to

antidotal suggestions that job seekers are “burned out” due to the overwhelmingly-underwhelmed responses they

receive when applying for positions. However, with the modern resume (evolved) the rate was staggeringly different.

The cumulative response rate was 80% based on the aggregate of the positive measures used (namely under

consideration notices vs. rejection notices; interview requests; job offers). Using this format, the statistical response was

significant according to the research team beta-testing this new approach and product.

4Therefore, the following conclusions are drawn:

Finding: additional follow-up is necessary to confirm the response rates for entry-level candidates, managerial

professionals (5-10 years professional experience), and executive (10 plus years in VP role and/or self-employed for 7

minimum years).

Finding: everything subjectively known about professional and executive resumes is correct – but means little

Finding: the hypothesis appears strong that companies scan the actual document submitted and not the

individually typed profile information;

Finding: everything subjectively known about CV’s versus professional/executive resumes is ENTIRELY inaccurate

according to the raw data.

4 Editor’s note: due to the success of follow-up research the research team has restricted proprietary disclosures in the

research findings including specific statistical findings. The PEAK Publishing Team has reviewed, however, the data and

has confirmed the veracity of the findings and statistical processes used to provide generalized data for the reader.


Solution: additional study and publication warranted.

Supplemental Research:

In reviewing the data, the first challenge depicted was helping individuals connect the relationship of who they

are as individuals, to the role they seek. This was further compounded by the challenge of individuals lacking substantial

experience compared to other participants with experience in the ten to twenty year range. The first recommendation

to the CDS was to create a creative-composite. A composite is a heuristic depiction of an experience that eliminates any

specific identification of a participant. 5Drawing from this, several beta-tests were tested in preparation for a publication

of a revised methodological process for capturing live-experiences6. This section highlights the preliminary findings

drawn from this doctoral study that have been recommended and revamped into the revised career-development

system (an extension from the Get-Hired Modern Resume).

Problem

Collins7 studies clearly define the success of great companies by focusing on who instead of what and how. In a

future study8 we consider the evidence from over 20 HR professionals that supports this theory in-practice specifically as

it relates to career-development strategies for promotion or new hire. However, in working with participants in another

study9, several common problems were identified by participants and coaches. We sought to not address these

problems by referring questions to the career-development system, but instead researched what HR professionals

stated. While this supplement was not intended, the results dramatically improved findings in the subsequent research

paper. These results are discussed here.

Background

In psychology, the concept of neurolinguistics (NPL) can best be described as using proactive, positivity and

vision-techniques to clarify goal-setting and improve achievement. The results of NPL are well attended to in the

literature, and have held a strong role in training executive and professional coaches who work with clients to clarify

personal-purpose and mastery10. As career-coaches working through the CDS engaged participants, as well as our

research team, to create a personal-statement, several common questions raised by participants include:

Should I copy and paste lines from the job opening?

Should I include a cover letter?

Should I customize my resume per job opening?

My experience is limited, should I write more information in my resume?

Drawing from these questions, the CDS fundamentals (lectures) and the well-being focused outcome of the career-

development program being implemented. We sought to obtain HR insight as well as tested results (tested results

appear in a future publication). The key we felt was to link the learning experience of participants with NPL

fundamentals and the CDS program being implemented and tested.

Process & Findings:

5 Moustakas, 1990

6 Publication pending publishing; Capella University 2014

7 Collins, J. (2005) Good to Great.

8 Rand, J.P. (2013b)

99 Rand, Gebarski, Rink, Schulze & Eaken, 2013

10 WGI, 2006/2013; see also Covey, 1991; Frederickson, 2009


By conducting interviews with HR professionals we kept track of insights and recommendations. To the first

question this reveals, “Our system is electronic. It acts like a plagiarism software…” As another describes, “I know what

the job posting says, I wrote it… if your resume reads like the posting I wrote I will move to the next applicant.” With that

said, there is agreement among those interviewed, that the priority is to firmly depict who you are, what makes you

unique, and how you will use your effective-behaviors to deliver organizational results11. To do this, expressing your

skills beyond what you did is important, “Our system is programed to recognize certifications. First we have every

nationally programs acronym pre-set in the system. We also have the system search for indications of quantified results

such as number, dollar, percentage signs and numeric combinations such as 000,000. Ultimately, the system also traces

specific references to the job posting. Anything that matches word-for-word more than 30% is automatically screened-

out. In fact, no human will ever see the file…” Another recruiter describes the importance of depicting tasks versus

competencies, “Do not tell me you processed paperwork; quantify your bullet-points to tell me what you did that was so

great. Give me specific improvements such as implemented a paper-shuffling system that resulted in 30% improvement.

When I see that, I become interested.” But, referencing terms and having knowledge of the role is important, “both the

system and recruiters check for applied knowledge. We can tell if you have the lingo down. We want to see a strong

match to the role… which is about 20-30% exact-term match to the job functions described in our position description.”

What is clear from our research is the NPL components that best depict who a candidate is and the visionary

description they provide that casts certainty of their ability to execute within a new role. To question one: Should I copy

and paste lines from the job opening? The answer is to follow the CDS process. This process includes creating a BIO

statement that depicts who you are (personally), what you have done (prior roles), and what you are seeking (job types).

It is important to note that these job-types are very high-level and really are best left with titles and not descriptions. In

response to question two, the simple answer: it depends. “If the role asks for a letter, then provide one. If not, I won’t

read it.” Another stated, “I don’t think much of anyone looks for a cover letter unless it’s an executive or academic

position…” Furthermore, in reviewing over 500 job openings, less than ten percent requested a cover letter. Therefore,

we are in agreement that the CDS concept of combining a vision statement into the resume is the best of both worlds. It

can be easily developed into a customized letter (IF requested), but starts the NPL process from the get-go.

Questions three and four took a bit more analysis. First, given the issue that electronic systems act like

plagiarism-software it seems wise to avoid customization. Furthermore, in a small group test we conducted, we

determined that to customize a resume took approximately four hours to complete the application process. With ten-

percent chances of being hired if you are interviewed12 this seems rather laborious. The CDS program is approximately a

24-36 hour process and the results are three-fold the traditional resume13. Therefore, to customize does not make fiscal

sense when we look at the basic ROI measurements.

In prior findings we noticed a trend when learners rounded out a more expansive NPL process. The CDS system

starts with a vision statement that culminates with a personal mission and values. Ideally, candidates are searching

companies corporate mission to link their values to determine if the culture I a fit (the CDS has other strategies it

recommends for finding who is the best team for the candidate). Following the hybrid process, the results are

indisputable about the Modern-Resume14. Therefore, we asked the question: what if individuals customize the final

section of the resume. The findings improved the net reported outcomes creating a four-fold improvement (Rand, et

al.). As such we will describe the methodology here:

11

Empirical findings at Rand, 2013b 12

New York Times, Oct. 11, 2013 13

Rand, Gebarski, Rink, Schulze & Eaken, 2013 14

Rand et al,. 2013


Using NPL techniques and learning strategies taught through the CDS, participants scan multiple job openings

specific to key job titles. They merge these job descriptions together. Using their resume, IE reports, and bio statement,

they create an outline for what a typical “week” would look like in this type of career. Using specific lines from their

resume, specific soft-skills descriptions, using NPL wording (proactive terms such as I will do this… I arrive early… I’m

thoughtful before responding and consider business concerns such as… before answering…). Using the combination of

job descriptions, their personal data, NPL they apply the process of constructing a creative-depiction15. This results in a

statement that is customized based on job-type.

For example, an individual may select Human Resources, Operations Management, or office management as job

types in their bio statement. Each of these has specific roles they may be eligible for as a career. Each of those roles

should then be analyzed and a creative portrait built. By doing this process, in the specific sample above, someone will

have on average 3-5 roles per type of work (or 12-15 versions to use). This creative-portrait then applies NPL and the

tools used to create the modern resume to craft customized resumes in a very strategic manner. While the

aforementioned sample is rather extensive, we found in small groups that most people would have three to five

customized resumes. By drawing on multiple versions of job postings, the average match still remained below 30%.

“Initially I was skeptical… now I have never had a more professional resume that truly depicts who I am…” stated

one recent beta-participant. “I shared my resume with everyone on my networking team, they would like to go through

the CDS; they were all simply amazed at the professionalism of my resume and my personal plan,” stated another. HR

representatives in two case-studies indicated, “When the posting came in the system rated it a top-match at the highest

level. That authorized me to release our best first-offer to the candidate. We don’t question the system… as I read

through the resume before I called, I could see this candidate working with us. From start to finish I was convinced our

system found who we were searching for to join…” And another described, “I called and requested an immediate

interview. There was no reason to wait and the interview team was impressed with this resume. They had a solid

understanding of the key behaviors the candidate possessed. There were a lot of references to being flexible, so I

scheduled the interview but then immediately rescheduled. The candidate was flexible, was everything his resume

depicted… traditionally we use three interviews but we were prepared with an offer after one….”

Qualitative findings have been reserved for a follow-up article. These findings highlight the increased return on

responses, interviews, and offers based on using the full-CDS program including the NPL creative-depiction.

Summary

This concludes the first of three specific studies and a report on the career-development system. The intent of

the research has been to independently verify the results of the Get-Hired system now called career-development

system. The research was commissioned to ensure accuracy of performance statements; process of learning; and

opportunities for expansive growth by aiding National Guard Members transitioning to the workforce. The vested

parties have requested a report and summary overviews pertaining to the tools, processes, and outcomes relevant to

the CDS program and the development of passionate career development. These programs apply not only to individuals

seeking employment, but also organizational performance (promotions) for employed professionals.

In this report, findings pertaining to a new 21st century new-norm seem to defy the subjective input of the

majority of recruiters were presented. This does not dismiss their contributions and recommendations outside of the

resume presentation, but it does suggest a number of questions and gaps with the common “norm” and fundamentally

questions the gold-standard of American hiring that is based upon a resume over a CV. While this might raise objections

15

See Rand, pending; see also Moustakas, 1990


from recruiters, the research methodology was sound given the vast differences in the rates. The Modern Resume

seems to hit the mark. For those coaching individual job-seekers, and/or for individual job-seekers, the evolved Modern

resume is fundamentally sound and will drastically improve your client’s contacts. A supplemental discovery was made

and recommended to the CDS to round out their use of NPL systems within the development of career-roles and resume

customization. Further research was conducted and presented in this study in the part-two supplement.

In a second article, we examined the technical merits of the Modern Resume compared to a recruitment

resume, executive resume, and when created using coaching, mentored, or hybrid direction for the CDS. We reviewed

results of various delivery methods of the CDS to analyze and compare work-force experience versus coached, self-

directed, activity-based (learning), and analytic tools for effective completion of the CDS. A robust final analysis of the

modified CDS program will launch in Jan 2014 with final vetting and verification of the best practices and improvements

recommended to the CDS as part of this independent research. This report will be released by summer 2014.

In the final article issued on behalf of the SLA and the CDS program(s), the focus will turn from the technical

merits of the CDS program; to the strategy and process recommendations for the CDS career-map and findings. After

reviewing the content provided by the CDS, the final paper conducted multiple interviews with hiring professionals to

determine the veracity of the CDS “Service Model.” This final paper will conclude the CDS independent reports and

recommendations conducted by Seattle Research Partners, Inc.

References:

Career-Builder.com (2013). www.career-builder.com

Covey, S. (1991). Seven Habits of Highly Effective People. Salt Lake City, UT: Franklin-Covey. Creswell, J. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: SAGE Publications. Creswell, J. (2003). Research design. Thousand Oaks, CA: SAGE Publications. Frederickson, B. (2006). The broaden and build theory of human emotions. In M. Csikszentmihalyi & I. Csikszentmihalyi

(Eds.), A life worth living: Contributions to positive psychology (pp. 85-103). New York: Oxford University Press. Moustakas, C. E. (1990). Heuristic research: Design, methodology, and applications. Newbury Park, CA: SAGE

Publications. Moustakas, C. (1994). Heuristic research: Design, methodology, and applications. Newbury Park, CA: SAGE Publications. Monster.com (2013) www.monster.com

New York Times, Oct. 11, 2013. Interview to Hire. Retrievable at www.nytimes.com

PayScale (April, 2013) ROI of Certification. Retrievable at www.payscale.com

Society of Human Resource Management (2006/2013). SHRM Coordinators Conference. Minneapolis, MN: Holmes.

Society of Human Resource Management (2010/2012). Certification and new hires. Retrievable at www.shrm.org

http://www.career-builder.com/

http://www.monster.com/

http://www.nytimes.com/

http://www.payscale.com/

http://www.shrm.org/


Rand, J. P. (2013) Resumes Redefined: A grounded theory on the modern (evolved) resume. Journal of Peak-Learning &

Research, Vol. 2 (1), 1

Rand, J. P., Gebarski, A., Rink, L., Schulze, J. & Eaken, R. (2013). Resumes Redefined: Modern Resume, Coaching, Mentoring, and Performance Outcomes. Journal of Peak-Learning & Research, Vol. (2),2 Rand, J.P., & Seattle Research Partners (2013). NEW HR Imperative: choosing leadership through applied learning. Journal of Peak-Learning & Research, Vol. 2(4)1 Seattle Research Partner (2012) unpublished. Internal research and report for Peak-Learning Certification Institute and Strategic Learning Alliance. Rand, J.P. (2013b). Powerful-Paradigms: Hiring Managers Insights on Opportunities in the workforce and career-development systems (Report 3 of 3). Journal of Peak-Learning & Research, Vol. 2 (3), 1 Rand, J.P., Rand, J.A. & Rand, J.F., (2011). Strategic Learning Guide. Seattle, WA: Peak-Publishing.org Wainwright-Global (2006/2013). Presentation to Certified Professional Coaches. Unpublished.


Resumes Redefined: Modern Resume, Coaching, Mentoring, and Performance Outcomes (2 of 3)

By Rand, Gebarski, Rink, Schulze & Eakin, 2013.

According to the New York Times (November 11, 2013), the over-all odds of an interviewed candidate being

hired in America is 1 and 10. These findings seem to resonate with SHRM’s reports that less than 20% of professionals

hold certification; and that 92% of new-hires are based in-part on holding certification. In the first white paper Resumes

Redefined (Rand, 2013) findings were determined that essentially defy conventional wisdom, tips, and techniques of

resume building in America. The findings were in fact such polar-opposites (with professional and executive resumes

yielding less than a 20% result based contact to hire opportunities and CV yielding over 80% success-rate), the study was

replicated based on three key professional development standards.

The first standard is the null-professional – working with individuals with less than 5 years of experience in a

vocational (non-exempt/clerical) based role. The second standard is the professional/executive role with 5 to 10 years of

professional (exempt-level) experience. The third standard was the executive/professional modified CV data compiled in

the first study as the base-line comparable.

Process:

Participants created resumes based on The Modern Resume™ standards taught through the Career-

Development System™. These standards were confirmed and verified based on qualitative discussions with participants

and CDS professionals. These resumes were uploaded to various career-boards and key data-was captured.

Hypothesis One: The Modern Resume™ defined and altered based on Resume Redefined16 © will yield no

statistical differences between any of the three resumes tested: recruiter, executive, and CDS (Modern/Redefined)

resumes.

Hypothesis two: The professional and executive resumes of other participants will statistically match the

performance of the statistical resume-success rates established in Resume Redefined ©

Results

Hypothesis One: using correlative results and descriptive statistical analysis, this hypothesis was disproven.

Using multiple samples, a total of 30 resumes were submitted to pre-selected positions. First, positions were

selected to ensure consistency with the multiple positions to be applied for during the test. Second, the samples

provided ranged from one to ten years of professional experience and balanced technical (Bachelors), project

management/HR (certification and bachelors), clerical (bachelor), and executive (higher education). To control, the

samples for the executive role in prior studies were withheld from the findings. It should be noted, however, the sample

produced slightly improved results over the recruiter-format resume. Those results are statistically insignificant for the

16

Editor’s note: pending publication Career Development: Facts, Myths, and Truths (Rand & SLA, 2013).

TYPES NO res.

Res (decline)

Res (intr.)

Res (Unsol. recruit)

Res (immediate intr.)

Remain Under consideration 4wk avg/Offer

Professional Resume samples

30 unknown 1 0 0 0

Executive samples 30 Unknown 0 0 0 3 Modern Resume 30 unknown 12 48 8 17


duplication of the study. 17The hypothesis for this slight difference is covered in the cumulative results of the modern

resume redefined; below.

Hypotheses Two: Hypothesis two was confirmed. In comparisons, multiple versions of a candidates professional

and executive resumes resulted in approximately the same degree of success as the study in Resume Redefined.

New Problem: which job boards yielded the highest rating? Which performs better: quick apply via job boards or direct

apply through the company?

Recent data from several sources indicates that job-boards, networking, and direct applications all have

yielded approximately the same rate of return for application18s. First, the findings indicate that there are job-boards

that can produce results. However, not all job boards do. For the sake of this study, the confidentiality of the four job-

boards will be kept with exception to the endorsement for one job-board based on top performance in a statistically

controlled beta test of 16 resume samples.

This job-board (www.career-builder.com) provides a quick method for applying which yielded a finding that

unlike other job boards, all quick applies resulted in a confirmation of the receipt of a resume. However, while the quick

apply through this career site results in a significant number of confirmed-receipt replies, the results were stronger in

the comparison for other reasons. The direct application to jobs posted through this site yielded a substantial number of

contacts by comparison to any other job-board type program. Therefore, job-seekers should be wary about the

convenience if a job truly is what they are seeking as it appears the job boards in some cases may be reliable for delivery

of the resume within the site, but not effective at prompting call-backs when statistically analyzed based on en-mass

application:

This site – combined with the modern-resume format - essentially outperforms the averages (25% effectiveness

as measured by this study effort and reporting on where new-hires have resulted. Furthermore, this site outperformed

in terms of the leads generated from the Modern Resume™. When controlling for the executive or professional format;

there was no statistical difference (let alone observable) between any sites. Therefore, the key to this site’s effectiveness

truly is the re-engineered modern-resume format. Finally, it should be noted that 1Ln produced and equal number of

known interviews as 2CB. Therefore, from an opportunity standpoint, this site yields very high opportunity through

direct-application for interview; but less contact from recruiters directly.

New Findings: Coaching vs. Mentoring

In conducting the verification and analysis of the CDS program, Modern Resume, and HR research, an

opportunity was presented to understand the relationship of coaching, mentoring, and output. While Industrial

17

Note: the cumulative difference for the increase marks significance for s=40 in study one controlled for in study two. The significance is attributed to factor Sst=15=1n; n1=individual. In the findings the inclusion of factor Sst increased the number of applications left pending; it increased the immediate interview requests. In all cases, Sst equates to providing information sought by 87% of hiring professionals (SJI, 2012). 18

Rand, J. P (2013) 19

All contacts counted including application received notices, rejection notices, etc.

TYPES NO res. Contact 1Ln19 2CB 3Cm 4Bd

Quick Apply 50 0 3 0 0 Direct Apply 50 6 25 0 0 Posting 16 12 60 0 0



Organizational Consultants and researchers have aft sought to see the comparison of output levels with and without

coaching, the problems and significance are less of interest than the non-scientific indications that occurred through the

recruitment, development, and data-collection efforts of the prior two articles.

The general question: what yields the strongest ROI: coaching, mentoring, or written-instruction the CDS?

Findings:

Based on the 30 data-points used for the aforementioned study, there were over 100 requests for participants.

The requests were shared among co-authors and used multiple approaches. The first batch of recruitments used written

instructions to create the modern resume. In this sample, less than 20% of the requests were returned meeting the CDS

format requirements, with a total of 40% being returned. When coaching was applied; the learners who had engaged in

at least moderate fundamental learning of the analysis procedures resulted in perfect matches. However, that sample

was only 50% of the available population. The remaining population, therefore, required direct mentoring to refine the

resumes. These results, while interesting, are a moot-point given the CDS offers both coached and mentored methods to

development of a plan. However, there was a significant difference in the time-frame for output when learning was

involved. When learners has engaged in the fundamental process of critical-thinking and applied analysis (Rand, Rand, &

Rand, 2011), the coaching and mentoring process was reduced to 20% of the time required for those who were not. In

this sample, said process included 4 weeks of study and/or approximately 100 pages of reading and applied workbook

activities.

In a follow-up study conducted in fall 2013, multiple variations were used testing the CDS delivery methods.

These results are discussed in more detail and relative to the types of interventions using the CDS delivery methods

versus participant populations in paper there. It was determined that the following accuracy and results yielded the

greatest output:

In comparison to the at-risk populations and the service-outreach initiatives of the CDS, the inherent problem

becomes the level of focus required to learn methods of critical analysis (Rand, Rand, & Rand, 2011) versus the ability of

coaches to shift between traditional coaching and nontraditional coaching (WGI, 2013). In the aforementioned samples,

participants engaged in both reading and limited participation in understanding the tools for self-analysis. The strongest

results from the self-study participants also reflected qualitative input that the directed activities and reading would not

be suitable for professionals holding less than an industry-certification and exempt-experience. However, the goal-

setting sheets vastly improved the output of non-exempt participants.

TYPES Participants. Submissions Strategy Scores Goal Setting Scores Resume Accuracy

Lectures & reading (4 hour) 125 107 80% 80% NA Self-Learning (advanced) 20 18 95% 97% 90% CDS Full (activity based) 25 20 92% 95% 95% CDS with coaching (1 hr) 5 4 95% 95% 95%


Therefore, the recommendation to the CDs team has been to create a more applied focus on teaching the

fundamental skills for analysis as well as shorter and more direct activities. The output scores compared to paper one

reduced the total hours of coaching needed as well as directed feedback. As a result, this allows for more in-depth

coaching per recommendations in paper 3; and diminished need for assessment and project management. Inherently,

coaches should remain focused on coaching only. Therefore, the CDS team has launched an initiative blending HR

mentoring separate from the coaching experiences. Results on these efforts remain unverified until winter 2014.

Conclusions:

First, the findings of Modern Resume (article one) have been reconfirmed through direct replication and through

maximum variation. The first recommendation (A) presented here is that if a candidate is bound to seek a job for

unemployment purposes, they should use the modern-resume format to overcome the 1:10 odds of being hired (NY

Times, Oct. 11, 2013). This format will maximize their opportunity and experience while increasing the psychological

affluent of regular offers and contacts from companies.

Theory One: by re-engineering the recruitment process focusing on the IT components of resume-screening

tools widely used by organizations, the Career-Development System outperforms all conventional wisdom and antidotal

support provided from HR professionals.20 This process trumps the system by ensuring that the resume is scored at the

maximum level prompting a recruitment call or contact direct from a hiring manager.

20

In the verification process the lead researcher conducted phenomenological general qualitative analysis of the perceptions of HR professionals of the two common resume formats. The theory is based on interviews with over 35 HR professionals; however, given


Recommendation: There is slight improvement by helping differentiate with the Modern-Resume-

redesigned. This format links critical information based on the weakness of 87% of new-hires; by equipping your

resume with this key data, you not only improve your chances for interview but are also provided with valuable

talking points on key-behaviors during an interview.

Theory Two: the lack of response from companies results from the use of quick/convenient application

opportunities; those candidates taking the time to complete a resume will hear back (albeit appx. 20% of the time; 80%

using the Modern Resume). However, in the qualitative interviews it was referenced to a level of saturation that an

over-reliance on key words from standard job-position openings built into an individual’s resume may prompt a block of

the resume from being reviewed. Essentially, the qualitative findings (see footnote 4) indicate that essentially the

screening software acts similar to plagiarism software. In the event a resume is too strong of a match to the actual job-

posting, a response will not be sent and the file essentially “purged” from the system as a false-positive match.

Recommendation: if you are a coach or psychologist working with an unemployed professional,

encourage them to create a modern resume. The impacts and confidence from even the short-term boost in

opportunities (even those in fields they may not consider) will help improve their situational paradigm. The use

of the CDS system and Modern Resume seems to produce unusually high responses (even thank you but, not

thank you), but participant reflection noted a level of immediate confidence by the mere receipt of a resume.

Theory Three: Resume’s matter, not the profile/data forms.

Recommendation: applicants should focus on the resume and less on the profile completion steps

provided in career-boards and/or direct application. Unless requested after an application, the recommendation

is that applicants can reduce time by creating profiles with limited information and uploading more detailed

resumes. While using non-parametric statistics, the 16 candidates created two profiles. One with limited data

and one with more robust data; however, subsequent results were unchanged between the samples.

Summary

In report one, findings pertaining to a new 21st century new-norm seem to defy the subjective input of the








customization. Further research was conducted and presented in this study.

In this article, we examined the technical merits of the Modern Resume compared to a recruitment resume,

executive resume, and when created using coaching, mentored, or hybrid direction for the CDS. We reviewed results of

various delivery methods of the CDS to analyze and compare work-force experience versus coached, self-directed,

activity-based (learning), and analytic tools for effective completion of the CDS. A robust final analysis of the modified

the lack of problem nor statistical difference found in study one or two, these results remain unpublished and considered a necessary process for verification of the CDS study.


CDS program will launch in Jan 2014 with final vetting and verification of the best practices and improvements

recommended to the CDS as part of this independent research. This report will be released by summer 2014.

In the final report issued on behalf of the SLA and the CDS program(s), the focus will turn from the technical



determine the veracity of the CDS “Service Model.” This final paper will conclude the CDS independent reports and

recommendations conducted by Seattle Research Partners, Inc.

References:

Agnone & Corwin, T. (2012). Changes in Jobs over the past decade. Northwest Social Justice Research: Seattle, WA.

Available athttp://seattlejobsinitiative.com.s151400.gridserver.com/wp-

content/uploads/SJI_EntryLevelJobs_vFINAL3.pdf

Career-Builder.com (2013) www.career-builder.com

Monster.com (2013) www.monster.com

New York Times, Oct. 11, 2013. Interview to Hire. Retrievable at www.nytimes.com

Society of Human Resource Management (2010/2012). Certification and new hires. Retrievable at www.shrm.org



Rand, J.P., Rand, J.A. & Rand, J.F., (2011). Strategic Learning Guide. Seattle, WA: Peak-Publishing.org Wainwright-Global (2006/2013). Presentation to Certified Professional Coaches. Unpublished.


http://www.monster.com/


http://www.shrm.org/


Powerful-Paradigms: Hiring Managers Insights on Opportunities in the workforce and career-development systems

(Report 3 of 3)

Rand, J. P (2013b) Qualitative Analysis:

Based on prior findings, the determination was made to release the qualitative input from HR professionals

based on resumes specific to the primary outreach-target for the CDS. This question is examined using general

phenomenological processes. The fundamental approach is to consider the textural structures (Creswell, 2005) along

with the core synthesis following Bloom’s approach for understanding (Rand, Rand, & Rand, 2011; see also Bloom,

1959). Following these procedures, the CDS SERVICE-Model was vetted for accuracy in their claim: it’s not who you

know, but what you show…

Question One: what is the best-practice for job-seekers based on testimony from recruiters, hiring managers,

professional-development specialists (career transition services), and job-seekers recently hired into positions? To

discover this answer a scan of potential information providers has been collected from 20 participants.

Service Model: It’s not who you know, but what you show, is the slogan of the Career-Development System process.

The CDS advocates the SERVICE model based on our findings; this model is not only a true acronym but is true to point if

you embrace the CDS methodology. To test this process, we interviewed over 20 participants specific to question one.

Using a process for concept-construction, we analyzed the responses. This provided a core theme; structures; and

supporting concepts (see Rand, Rand & Rand, 2011). Using this process allowed us to compare the structure of the CDS

to look for cross-checked validation. The validation confirmed the CDS process.

The CDS reports that individuals seeking employment (primarily) but also career development ought to gain an

advantage by focusing on service-delivery. Service includes not only holistic self-development, but also outreach of any

type. According to our research, one saturated comment from recruiters and hiring managers was the sense of

“desperation” that came through resumes and interviews. Individuals are reported to literally seeking any opportunity

on the verge of begging or total over-selling of the role without justification. The service theme provides a process for

self-grounding and is the hallmark of the slogan: it’s not who you know but what you show.

The service-model theme was cross-checked and but for diction; rather accurate to the CDS systems process.

Upon multiple member cross-checking the final SERVICE Model is defined and verified as:

Strategy: to Sell (yourself)

Effectiveness – execute holistically

Results – measured action-deliverables

Veracity – certification = confirmation

Involvement – articulate strengths of behaviors

Confidence – clear, consistent, communicated

Engagement: what you show, not who you know.


The following presents testimony from the human resource professionals interviewed about best practices for job-

seekers. This is presented using a naturalistic style based on the cross-checked and confirmed structure of the CDS

Service-Model.

Strategy: employers recognize desperation in candidates. “It’s important that individuals come to a

prospective employer with a clear plan for how they will benefit the organization in the long-run”; “in

working with individuals its often clear to me when they are trying too hard to sell their prior experience

without telling me what’s unique about them…”. A strategy is important because jobs and promotions

can take time. Career consultants referenced this repeatedly, “I often tell clients to plan at least six to

nine months; and that is if they have a consistent and effective plan to stay stead with their career

development needs.” In the research gathered, what was apparent from those seeking jobs or even

promotions is a lack of career strategy. “No, I often have had performance appraisals but I never felt

confident where the company saw me advancing within the organization.” A strategy ought to be both

long-term and short-term in nature; but also focused on the holistic needs. “I found the CDS process

important because while I want my employees focused on their job performance, all too often they

bring personal issues to work. The CDS system embraces the whole person, but then helps orient that

individual to a clear professional plan while teaching them steps that they can apply to be in better

control of their personal lives that are not my interest as an HR director…”

Effectiveness – The message of execution was saturated repeatedly by HR professionals as it relates to

career development. “I continually find myself making offers to people who have received multiple

offers. Every time, it is clear to me why. They were the candidates who provided well-written resumes,

followed-up well, had interviewed well, and articulated their soft-skills well. They were the whole

package!” But effectiveness also is key for those seeking employment opportunities: “When I learned

through the CDS process, I realized that simply sending in resumes was not effective.” Or, “Despite my

frustrations doing so, as soon as I became focused on all the great things I do other than work, job

opportunities started to open up. I stopped being focused on a need for a job, and started realizing

there is more to me than just work.”

Results – “When I started the CDS I questioned the need to create a Resume. After all, I am a director of

HR… the results were amazing! My resume has never looked more professional! It actually speaks to

who I am, what I deliver as an individual that has made me successful, and now paints a picture for what

I will deliver to be an effective professional…” The results of participants should be referenced in specific

quantified deliverables, “so often I read through resumes and people literally tell me about the job… I

get what the job needs, what I want to know as a recruiter is what skills have made you effective in the

past…” More often than not people fail to quantify their achievements, “Our resume system is

automated. It seeks out people that have certain symbols- dollar signs, number signs, etc. – In my

position I want to know who you are and what you delivered in terms of measured results. Don’t just tell

me you filed papers, tell me about the money you saved by creating a more efficient system… that’s

what’s lacking from most resumes.” In prior research, the Modern Resume re-affirmed the importance

of having numbers, symbols, and quantified measurements of success on a resume (Rand, 2013). The

results start with the resume, but carry over to the strategy as well. “Working with people needing

career transition support has made it clear how many people never track their efforts…” participants re-

affirm, “one of the hardest steps of the CDS, but probably the most beneficial, was being challenged to


think about my performance, to go back and look at documentation, and to realize what I deliver in my

role that does earn me the right to seek a promotion…”

Veracity – using quantified metrics from over 200 HR professionals, the SHRM statistics reported in

2010/2012 were verified through PEAK-Learning. These results indicate that 90% of promotions are

based on individuals obtaining or holding certification. Further research included findings that both

manual screenings and automated systems intentionally look for credentials behind an individual’s

names. The standards of credentialing processes make sense; this is a tool that demonstrates your

applied performance within a role or industry. In multiple case studies presented later in this paper, the

immediate results of learners completing the CDS program in partnership with a certification relative to

their experience are presented.

Involvement – “I am most interested in understanding what behaviors a candidate holds; and how they

articulate those behaviors toward driving organizational results I am seeking,” the role of involvement

means not only individually aware of key behaviors and contributions, but also outside consistent

efforts. “I am continually messaged by individuals on linked or at networking functions; but what I rarely

see is someone involved in leadership forums or councils. That’s my one tip to job-seekers or people

wanting a promotion: get involved, demonstrate who you are to the community with peer-associations.”

But, involvement also means within a process, as some CDS participants report, “prior to the CDS I simply

put in job applications and went to public job functions where there were hundreds of others present…

when I joined the CDS I became involved with a non-profit outreach, I started taking a course and

certification, and I immersed myself in everything they said to become involved with… I was hired within

45 days after a nine month career search in my industry…” Other report, “When I was stuck in a role, I

decided to get involved with a community outreach. I expressed uncertainty as to how I could help as I

was clearly very inexperienced… within a month before I had completed the CDS or my certification as an

HRA, I had a job offer: it came from someone on the committee who saw my potential; I year later I love

my new role.”

Confidence – “I can tell you that resumes, interviews, and even network forums scream desperation…”

recruiters were most especially specific about the role of confidence. Confidence is not over-

exaggerated or falsified, but genuine ability to answer interview questions – positively or negatively

without excuses. Confidence was defined by hiring managers very clearly as clear, consistent, and

communicated (in interviews) behaviors of success. “With hiring hundreds of people a year for our large

organization, I can tell you that confidence is key… if you are timid you won’t clearly articulate what

makes you successful.” Confidence has been established as a clear indicator not only in the job-hunt but

also in surveys conducted by Seattle Research Partners, Inc. (Rand & SRP, 2013) of certified

professionals. In this research, SRP finds that the greater confidence an individual holds around their

purpose, autonomy to be successful, and involvement in a learning program, the statistically greater

performance they demonstrate on examination for professional certification. Furthermore, “I find that

people who set goals, clearly engage in corporate initiatives and development of themselves holistically

tend to be my more confident employees; they are leaders regardless of their roles, and that’s what I

can’t find easily when screening new employees. Confidence in the resume, the interview setting,

interviews, and negotiations is critical.”

Engagement: “in today’s world, even if a referral comes in; we vet…” The role of a professional requires

a willingness to be involved. “We teach our participants to become involved with their peers and


community… at a recent association event, 90% of the participants and leadership had attended our

programs: they found a purpose and chose to get involved with their professional industry. That’s a

leader.” Often debated as the age-old adage has been it’s who you know; the reality is that recruiters,

hiring managers, and even bosses screen people’s social media. They focus on who you are regardless of

the referral. What was striking in the interviews was the reliance on demonstrated well-roundedness.

“We want people who are involved; who can show us they have depth…” says one recruiter while a

hiring manager spoke of two recent new hires stating they had networked well; had the right

connections; but “it was not until they became involved with a group of employees on a non-profit

outreach team that they really stood out. We saw they wanted to work hard; to be involved and THAT is

what spurred us to recruit them aboard.”

Analysis of Question One

The primary difference between our findings and the CDS program was diction. Differences related less to the

themes and structures of the SERVICE concept, but the antidotal application of the SERVICE model to individual

participants. In other words, while our research found that on a broad basis R (in SERVICE) stands for results; the CDS

(formerly The Get-Hired System) reported RESUME (one of the two final deliverables form the CDS program).

Furthermore, I (in SERVICE) represented Involvement on the broad-basis; whereas specific to CDS participants seeking

employment it represented INTERVIEW.

Question Two: The second element of the theme tested was that it relates to one of two deliverables: the

modern resume and a clear-set strategic plan. These plans range from 1 to 5 pages depending on the individual and

cover short-term and long-term holistic needs; though this is a modification from the primary CDS program focused on

the primary vocational report (single page).

The CDS system emphasizes that customized performance requires emphasis in various elements of the SERVICE

model; therefore, each participant will report more time spent using certain components. However, in several bounded

cases; the outcomes were definitely confirmed when a participant engaged in the entire SERVICE theme. Ultimately both

diction and antidotal customized-effort differences found in the research related primarily to the CDS components

specific to obtaining employment opposed to the program redeveloped in 2013 to relate to all working professionals

(employed and unemployed). In our interviews, the themes and constructs above were saturated by the testimony of

not only effective participants of the CDS process, but also from the hiring industry as a whole. Individuals seeking

career-development encounter a specific learning process through the CDS that draws upon the fundamentals of the

SERVICE model, but are then further customized into an action-plan and resume as the core deliverables. To this end,

the CDS promotes a learning process and applied-coaching to ensure the accuracy of the highly technical resume, but

also the customization of the participant’s experience.

Here are samples.

Case Study One:

An individual was seeking employment for two years. Based on education and experience the individual

was eligible for 85% of the positions applied for over the two year period. Upon being motivated by the

CDS SERVICE model and program, the individual received five job offers within three weeks of first

choosing to participate within the program. In the particular case, the individual agreed to trust the

experience and accept a commission-only position. The same week the participant was scheduled to

begin, all five job offers in compensated, role-specific areas was received.


Case Study Two:

In another case study, two individuals using the CDS program averaged a search for a position after

earning a four year degree from a top 15% university. In both cases, the individuals held various service –

related career roles and were no means “students only” while earning their degrees. In both cases, after

over nine months of job searches, the only offers they received were as administrative assistance. By

participating in a top-level CDS program (that included certification through an organization outside of

the CDS; but advocated by the CDS service model) both participants received professional-level, exempt

job offers within ninety days.

Case Study Three:

A team of CDS participants was measured based on the average job search. In all cases, the average

participant had held nine interviews within organizations. Upon opting for the top-level program offer

through the CDS, participants were all offered jobs within ninety days. In this assessment, participants

ranged in years of experience, education, and desired job roles: representing true maximum variation.

The direct result of the CDS system was statistically significant at p = .005 with n=15; retested and

confirmed with a second study n=20 based on a 90 day learning experience.

Case Study Four:

An individual was coached through the CDS process entirely separate from the CDS to vet the process. The

individual held a master’s degree in organizational management. Through the initial meetings, the participant

was coached to refocus on a personal strategy. While he felt fiscally unable to seek certification, he opted

instead to leverage the SERVICE theme more specifically. In this case, the participant obtained a better

understanding of his contributions (soft-skills), set a strategy to interview (practice) for lower-level positions.

This immediate tactic was a result of the end of his unemployment benefits requiring him to find any

compensation (this is when he invested into the CDS process). Upon obtaining a low-level position for a local

retailer, he completed his networking strategy and service strategy with the CDS coach. It was revealed in those

conversations that any service he would engage in would be specifically for the religious institutions of his faith.

Three weeks later he contacted the CDS with a follow-up report. This report detailed that upon holding a job at

the low-level role he accepted at a retailer, he divided up his time between networking to offer his service to his

religious organization’s business office. Drawing from his master’s level education, in three weeks’ time they

approached him with a director level role and compensation. Having volunteered in service, it was not about

people he knew (and had known for years) but was about demonstrating his abilities and being willing to do so

as a passionate-service delivery that landed him a job better suited for his level of education. In his words, “two

years and all along my dream job was right here, at the church I attended weekly and prayed, hoped, and

became desperate for a chance… it was right here and until I refocused on myself, my strategy, and learned to

stop focusing on my desperation that I they felt confident in what I had to show…”

Supporting CDS Strategies

In our research, we found supporting strategies that in some cases are add-on service of the CDS. We felt this

required notation because when paired with the CDS, the results were often very positive and immediate. Primarily, the

research found a need in organizations for at least one of two types of certifications: industry or applied. Second, we

found the process of networking ought to be balanced between electronic job boards; networking forums; community

outreach; and online resume submission. We confirmed these results with recent findings from interviews with hiring


managers about where they find their recent hires; and distribution is key21. Finally, we found a need for practice with

interviewing.

Currently, the CDS helps participants create the strategy and set their resume to maximize results. However, the

interviews with HR professional yielded rather interesting results with regard to the need to “practice interviewing.”

Additionally, we present data specific the Improved-Employee tools (www.improved-employees.com). This study was

conducted separate and in specific relationship to the CDS program. Finally, for those who are seeking to hire veterans

or those who are veterans seeking to transfer into the civilian sector, we found results included in this supplement.

These recommendations have been presented to the CDS program development team for consideration based on our

perception of the research versus the program(s) they provide.

Interview: Learn, Prepare, Thinking, & Articulate

The CDS program provides thinking tools to analyze your past-experience, career opportunities, and teaches a

process to communicating goals and a resume to ensure achievement. However, these tools are universally applicable to

the process of interviewing. The key difference was reported to use by learners in an applied-coaching program: “At first

I didn’t understand why creating a resume was necessary… now I want to put my entire staff through this process… my

resume as never been so clear and articulates who I am at my core than ever…. These tools would help my employees

especially by forcing them to understand what makes them effective and how that relates to positions they are

interested in, but I can see where the coaching and interview reports are important to really ensure they can describe

those behaviors well during an interview.”

The key is not a creative interview tactic, “no, I do not have time to watch a personal video resume; send it and

you won’t get a call back. It is not personal, we have a system that analyzes resumes and a video won’t be checked out.”

Recruiters suggest the same, “While I feel creativity is important, I wouldn’t rely on video interviews or videos. I have a

specific person in mind I am targeting; the resume gives me what I need quickly if you focus on articulating what I need

to know about you well. A video won’t change that…” Likewise, another recruiter notes, “at the end of the day it’s all

behavior. Whether using the 10/80/10 or STAR model, hiring managers are strictly interested in how well you articulate

your behaviors; how those transferred into quantitative results; and how clear and concise you are on the spot. If you

don’t practice, you won’t nail-it and I know that hurts a lot of candidates for no other reason than they simply didn’t

practice….”

While the CDS provides coaching and recommendations for interviewing and networking, the added focus on

interview preparedness, certifications, and additional in-person courses on self-leadership all are additional costs. With

that said, the CDS program does touch on these benefits in their overview and reading literature. Understanding the

entire working system of the CDS is important to success, but ultimately each individual is allowed the autonomy to

customize their learning as needed.

Networking: Creative, Consistent process within the CDS strategy

Networking was widely discussed with CDS participants and hiring managers. The CDS program advocates, but is

not firmly rooted in networking. What became evident in our findings were similarities between having a clear strategy

that defined a very specific networking process relative to a SERVICE plan and strategy. In other words, the methods

advocated by the CDS strongly suggest that confidence can be found through holistic living that includes recreation and

service outreach. These events should align with networking sessions. The reason: recreational and service-oriented

21

see Beyond.com, 2013

http://www.improved-employees.com/


people were more exuberant and excited individuals. This causes a carryover from their service and rejuvenating

activities prior to engaging in networking.

What was widely discussed through interviews was the quick ability for participants to more adeptly focus on

who they are, their unique and interesting facets that are none-vocational. The theme of sell-yourself (the S in the CDS

SERVICE model) was saturated at all levels of our research. This is not surprising given the groundbreaking research

completed by Collin in Good to Great22.

The suggestions of the CDS team with regard to networking are simply that active and involved individuals

present a confident, passionate, holistic, and dynamic portrait – one that stands-out from the hundreds of other job-

seekers. Furthermore, it helps participants bring to life their own “vivid depiction of the creative-self-portrait within the

modern resume”.23 The Modern Resume research presented in prior papers depicts the technical reasons for a resume

that’s far more expansive than a one page. And the CDS team is resolute that old fashion drop-off a resume strategies

don’t work. “If you have been contacted and told to swing by a resume, you simply already impressed someone. It has

nothing to do with your resume but a chance to get you into the fold, into the culture, to see how you will sell yourself

before any formal process starts. It’s all because along the way you kept consistent and sold yourself through creativity,”

described one recruiter.

Furthermore, in conversations with recruiters, often they expressed frustrations with networking sessions.

Several likened them to nothing more than a numbers game; numbers to show their employers and nothing more.

While the CDS program suggests creating a one-page leave-behind resume; the message is clear: it’s what you show.

Ultimately, “it is how you sell yourself… at the end of the day I don’t go home and review resumes. I call my co-workers

and rattle off the one or two impressive people I met and seek to find the right roll for them on our team. Impress me

with who you are and not stories of how hard it is….” Another testimony depicts the networking experience well from

the organizational representative’s viewpoint:

If I were seeking a job, the last thing I would do is be a number amid the crowd. Recently, at one

event I ended up giving more advice and council on improved resumes. Many of these people’s

educations was beyond mine, yet they were begging for jobs. It wasn’t my place to tell them that’s your

problem: I didn’t want to sound rude. I understand many of them are scared and hard-pressed

financially. There were three people I followed-up with; though we did not have positions for them. They

were positive; optimistic; and willing to take input. They were able to hold a conversation and two of

them were looking at career opportunities for several months down the road. Their proactive spirit stood

out. So, I contacted them; referred them to the CDS program for resume and career strategies and

suggested a few companies that might be good fits. At the end of the day, the event wasn’t about me

but them so I was glad to help. As for the 75 others (about 10 with resumes; another 15 with business

cards), well I none stood out. It’s hard out there, but it’s not the employer’s job to sell the candidate.

Furthermore, of those interviewed individuals experiencing the most success had found a strategic approach to

their networking that was primarily driven by service-outreach, recreation, or creative-experience. In other words,

participants interviewed that most strongly pointed to networking as their ticket to a career enhancement were

individuals that created a strategy to ensure confidence and alignment between dynamic-living and networking. The

following define experiences provided by individuals working within the CDS program that found four-fold improvement

in their offers and life-satisfaction while living “dynamically.”

22

Collins, J. (2005) 23

Rand & Strategic Learning Alliance (2013)


Participant: CDS coaching participant

I had spent considerable hours every day simply refining my resume and submitting them online.

I held coffee sessions almost weekly for two years trying to open doors into a few key companies. All of

this was to no avail. After working with a career coach, I learned that I came across confident but wasn’t

aware of the cultures to the companies I had been applying. As I applied tools I learned to analyze the

companies and what people said about them, I realized I may not have been a strong fit. It was almost as

though people could tell this which is why networking was failing. Finally, when I began my willingness to

engage in a learn-to-work program to start my own company; more regular personal recreation; and

actually limited my career-seeking activities, I became overwhelmed with opportunities. By merely

blogging and posting updates about my desires to create my own opportunity, opposed to slogging

through a process that clearly had not worked, I found considerable support and interest. Ironically,

within two weeks I had five job offers and finally landed a position I had been seeking for so long…

Participant: HR manager

The biggest tip I can suggest is that people interview; more importantly they interview for

commissioned sales positions. Here’s the truth: the people interviewing will not waste their time seeking

you out unless they are confidence you will succeed. They get paid, because you get paid and not until

then. It’s a pipeline. Also, think about this: they want you! What a PERFECT way to interview, and do so

with absolutely no risk. I can’t tell you how many people I struggled over sending rejection letters to

because I found they simply lacked confidence in the interview. I can’t help but wonder if they put all of

their stock into interviewing for a “must have” role. I often wonder how many of them practiced

interviewing for the sake of improving their articulation and presentation of themselves. At the end of

the day… no I would not say it’s unethical because I would encourage people to try taking the job in

sales. The better they learn to sell a product, the better they become selling themselves. I talk to many

job seekers right now who are putting themselves in worse positions by refusing sales positions because

they are commission, instead of considering what those jobs might teach them.

Participant: HR Consultant/CDS 2009 participant

I sit here now, five years since taking a course on self-leadership with your program. Applying

[the CDS tools] the thinking system, it became evident I chased the corporate ladder when my heart was

not with the corporate culture. It nearly cost me my family and my marriage… now, I am certified as a

coach, I run my own HR consulting business and work for a small non-profit at a level that would have

taken me ten more years to reach in corporate America. My marriage is on track and I’ve increased my

family time considerably… in fact, my husband even benefited and discovered a passion in coaching. He

and I run our small start-up together and he has quit corporate work all together. At the end of it all, I

realized that what was true in my heart and to me was more important than anything; but I ignored that

realization for years. Had I continued to ignore that and been only focused on the career-ladder instead

of my whole-personal life that I learned about, I don’t want to imagine where I would be. Instead of

networking for a job, I networked in creative manners for clients. I believed in myself and gradually built

income and landed a job in a non-profit where I could excel and master by performing, but where the

expectations have never been great because it small… it lets me focus still on me.

Participant


I was at wits end. I actually chose to leave my employer due to a pending unionization. I tossed

everything into building a business immediately, but lacking a process I failed. So I turned to the one skill

set I was confident in, relocated, and started a job. A year later, I would report I am happier and busier

than ever. That was not the case at first. At first, I was miserable because I merely traded a bad job for

another. Working with my career-coach, I sought to recreate much of the dynamic activities I had been

engaged in before in life. Now, I hold leadership positions within a large international non-profit; I have

helped raised hundreds of dollars through fundraisers; participation has improved due to creative and

fun events; and I applied the CDS process to gradually building my business but being much much more

strategic with the process. I share revenues by running a studio from the same place I rent (this

happened only after I submitted pictures and writings for publication and purchase online at low-costs); I

am happily involved in a relationship and every other weekend we take a road-trip together. I am busy, I

am happy, and I am making strides to no longer working for the man.

Improved Employee (I.E.) Reports

The CDS system uses a standardized report system created by Improved-Employees. Originally based in England,

the proprietors approved a research survey and study with Seattle Research Partners as an independent research

organization. The system has a two-fold use: one for providing immediate strength-based soft-skills (effectiveness)

reports to participants in less than ten minutes; and the other to provide upwards of 24 pages of individually customized

reports. These reports are used, therefore, by both participants and CDS coaches when working to articulate key

behaviors (soft-skills). The prior data provided presents clear theoretical understanding for the sheet importance of

articulating strength-based behaviors. The challenge expressed by many CDS participants working through recreated

simulations of CDS content without the CDS system (e.g. beta groups) was the process and difficulty of reflecting on

their strengths and understanding what it means within an organizational role. All prior testimony further elaborated to

the power of the Improved-Employee assessment at providing thick, rich, and detailed data (this was based on

testimony from those viewing the 2 page report only; n=538. As well as those reviewing the full reports – n=62).

Background

The IE reports are broken into overviews including for-coaching, for-interviewing, for-managing employees.

Before examining a few key elements of the IE tool, background on the participants is necessary. First, the confidence

ratings of exempt-level HR professionals in the areas of management and coaching were surveyed. The findings (n=210)

yielded an average confidence in management of 68% and in coaching of 72%. Furthermore, the frequency of coaching

was measured and determined to be 78% (based on a weekly frequency of coaching) for HR professionals (n2=110).

Using the soft-skills 2-page report reports yielded a self-validity rating of 94.5% (n2=110) from HR professionals; when

compared against peer-perception of accuracy the soft-skills reports yielded 93.8% in accuracy (n=428) with no

statistical difference in perceived accuracy (self and perceptual validity). This means that the individual and perceived

accuracy of the IE data is strongly substantiated through both perceptual and self-validity (see Rand, 2013).


Certified coaches (applied-learning certified) using these reports claim 66% use of the IE reports (n=100);

whereas HR professionals reporting 89% frequency of use of the reports as aids for coaching (n=79), training, or

managing. Using the internal IE 360 rating, we found pre-learning effectiveness to be 82%. This was higher than the self-

rated confidence and effectiveness levels –ratings of the individual learning participants. Furthermore, the post

effectiveness of the participants had increased to over 92% (aggregated using multiple ratings and assessments) using a

Peak-Learning intervention over the course of 6 weeks that emphasized application of the IE system. Furthermore,

confidence and tested intervals increased as did the IE 360 ratings on effectiveness.

Looking at the initial submissions from participants in the Heuristic and secondary studies (exempt and non-

exempt), the pre-submission of career-maps yielded less than 15% (for exempt-level) accuracy based on SLA standards,

and 5% (non-exempt). Following a limited CDS version, we found that the greatest rate of completion resulted in the

combination of learning, coaching, and IE report use24. Moreover, when integrated into a full learning program (such as

the HRA and CDS combination course offered by the Strategic Learning Alliance) we found that completion rates were

significantly higher (95%) and accuracy was greatly improved (see report 1) to over 80% (without coaching). When

coaching was added in, the results were greatest for those coached by a professional, holding industry and applied

certifications, and using the IE reports than those coached alone or those coached without reports and CDS activities25.

IE and Coaching Summary

With that said, the value for CDS participants is the data found in these studies. The CDS Modern Resume and

program provides IE data from the start of the program. Given the tested and re-tested accuracy of the data, this tool

helps participants better assess and understanding their strengths in core areas. Furthermore, these behaviors are what

24

Rand, Gebarski, Rink, Schulze & Eaken, 2013; Rand & SRP, 2013 25

see Rand, Gebarskie, Rink, Schulze, and Eaken, 2013


83% of HR managers claim to be most interested in finding, but most unable to see applied by new-hires26. The data

yields strengths – whether the coach is certified or not, that are substantially increased as a result of the coaches access

to the full IE report. 27Moreover, for the coaches working with participants on the CDS they are already required to use

the IE reports; therefore, the expected output should yield the highest results so long as the participant deploys the full

CDS system (i.e. they should not be concerned if their certified coach is or isn’t using their IE data).

The current CDS program provides a specific integration of content from the IE report, but only the extended

options include full-scale coaching specific to interviewing and creative-networking seminars and coaching. However,

our recommendation is that individuals using the CDS work to obtain copies of their reports and find creative

networking opportunities to share the data with recruiters and hiring managers (given that even those lacking

experience in coaching but holding the highest level of HR industry certification perceive greater confidence

improvements having read the individual full-reports). Furthermore, recommendations have been made to the learning

alliance to help increase awareness of the reports accuracy and promote increased use of the tools consistent with

those holding industry-only certification, or holding both industry and applied-learning certification.

Furthermore, there is clear evidence that implementing a CDS program using the IE-reports and IE-team builder

system provides the greatest level of confidence with the lease amount of training. As a result, organizations ought to

consider the ROI of merging a PEAK-Learning theory to train and implement the CDS with IE system into an

organizational development program within their company28. While ultimate performance improvement will require an

investment into learning; the implementation of a standardized CDS program and IE reports alone will improve

confidence. Moreover, given the common knowledge of the challenges faced by lack of employee-engagement

(Modern-Survey, 2013), sometimes starting the process of improving employee engagement at the supervisor/manager

to direct-report role sooner than later is beneficial. Based on our robust data collected from HR professionals, the

merging the IE system with the consistency and strategies of the CDS program, a strong case can be made that it equips

lower-level leaders with the tools and information needed. Moreover, it can be implemented and available in

lightening—speed even for large organizations. Further studies on the team-builder system are pending completion in

2014.

Supplement: Veterans & small business employers

Before concluding the report, we sought to use an opportunity to analyze issues and best-practices as it relates

to hiring veterans. At this time, Seattle Research Partners, Inc. has worked in conjunction with a VA approved university

to write the only professional-development curriculum available that allows veterans the chance to use their benefits

they have earned while seeking the most widely sought professional certifications. This is written on a platform of Peak-

Learning Theory 29so that regardless of the veterans experience they can not only earn a powerful certification but also

professional certificate of organizational management from a top-tier university. In doing so, the entire delivery has

been rooted around training veterans in a manner consistent with their experience and learning-style: 100% non-

traditional.

To this end, while seeking HR input and participant input we captured a log of barriers to success and best

practices for organizations considering employees who are transitioning from the armed forces:

26

Agnone & Corwin, T. (2012); SJI (2013) 27

Rand & Graham (2013) unpublished heuristic report of the CDS system and coaching experience using the IE report in PEAK &SRP, 2013 28

Rand & Graham, 2013). 29

(PEAK, 2006/2013) www.peak-learning.org

http://www.peak-learning.org/


Veterans

In the process of independently researching the career-development system, substantial data was gleaned in

reference to veterans. Veterans are the core volunteer and outreach component of the CDS program. There are

scholarships and opportunities to have your CDS program funded as veteran. However, for those of you who are

veterans here are some tips gleaned from massive data-collection specific to improving hiring and career-development

for veterans:

Myth: Because I’m a veteran, I am qualified

Unfortunately, veteran recruiters interviewed were resolute. Being in the military qualifies you for a military

career. But, do not lose hope. The military is a well-organized, massive, functioning system that many large organizations

mirror. With the exception of combat, your role in the military is transferable, but it requires you to be willing to seek

professional resume advice, and articulate your roles in civilian terms. Visit www.improved-employees.com to complete

a complimentary soft-skills report that is 94% accurate based on HR professional ratings30. Incorporating these key

behaviors into your resume is a first starting point. For a fee, you can obtain additional reports that will help you

translate your natural strengths honed in the military, into civilian terms.

Myth: because I am a veteran, the only job I am qualified for is military related

While this seems like a contradiction to the prior statement, the fact is that the majority of military service

professionals put on “blinders” with regard to the daily operations, supervisory, leadership, motivational, and business

skills they use while in the military31. The key is learning to adapt. Learning to adapt in the civilian world means using

specific thinking-tools to compare processes that worked well in the military and helping develop similar processes in an

organization. This struggle is not uncommon. In the prior sections we reported on several testimonies expressing the

importance of cultivating key thinking tools. Furthermore, the research is robust over the past seven years about the

importance of choosing leadership by consciously using thinking tools to assess, understand, plan, and articulate clear

actions and goals32. The most challenging frustration expressed by multiple business owners with regard to veteran

employment, it that their small businesses fly by the seat of the owner’s pants. While politics is necessary evil in any

organization, one environment veterans are accustomed to be running operations within political and regulated

environments. Draw from this experience to suggest how your demonstrated leadership, thinking, and behaviors can

help provide new and fresh insights into running the business more systematically. If anything, all small business owners

believe in the dream of having such a well-oiled business; one where they no longer have to show-up. Use your skills,

you have them. Articulate how you can help create standard operating procedures. Small business owners lack those

“SOP’s” and that is your perfect opportunity to create better operating procedures than you dealt with in the military.

FACT: Confidence is King

“Us vets are used to rip-off scams; we all know or have been burned by some fly-by-night sales company that

opens right up outside of the base. So we avoid sales. We are not those types of people.” In multiple interviews with

veterans, the primary barrier identified in the testimonies was a belief that because someone has been in the military

(enlisted and officers equally based on our findings) they should have the training and education to find a job quickly.

Unfortunately, in addition to poorly worded resumes that used far too extensive military lingo, the interviewees also

expressed concern over the need for earning applied certifications specific to business as well as the need to engage in

30

PEAK & SRP, 2013; 31

Rand, 2013a 32

PEAK & SRP, 2013



coaching. “Look at my resume, I have education…. Education is the last thing I need. I need a job…. I’ve been trying for

over a year… I don’t want more education, why do I need certification? I need a job.” Through our analysis we

determined to a saturated point of analysis that this simply was tied to a strong disassociation “to sell.” Another states,

“in the military I show up and I follow procedure. Nothing more…”

In this histogram, the relationship of pre-confidence and post confidence is compared to tested-performance. It

not only depicts the importance of completing an applied learning program designed based on veteran learning theory33

but also the relationship of confidence-building to exam outcome. By comparing the average performance of a learning

program versus a program designed around empowering confidence through peak learning theory™ you can clearly see

the relationship of confidence (reds indicate pre and post) to learning (green) and third-party tested performance

(orange).

The primary ability for a veteran seeking to transition is to develop dynamic confidence. Dynamic confidence

means to seek out jobs even if they appear very different from the military. There are hundreds of companies sorting

through resumes specifically interested in finding veterans. In conducting our research, one of the most immediate

requests for volunteers was nearly always a recruiter whose company wants service members! The reasons are vast

ranging from executives that are veterans, high-stressed roles for civilians that a veteran would not be stressed by and

more. The research conducted yielded an interesting finding: most recruiters, especially those filling sales and

commissioned roles, have the tools to provide you a lifestyle very similar to military. It requires discipline, focus, orders,

and consistency. These are the exact traits veterans tend to articulate about themselves in our interviews. The

difference being is the earned-income potential greatly outweighs military pay, but it requires the willingness to sell

yourself, (starting with yourself). For a great book, try It’s Human To Sell.34

Myth: Human Resource professionals are not police, and veterans aren’t all drill sergeants

33

Rand & SRP, 2013; Rand, SRP, & PEAK, 2014 34

Daniel Pink, 2013


In an interesting case-study in 201235, qualitative research found that when veterans were paired with human

resource professionals in learning and/or social settings, the barriers came down rather quickly. In exit interviews, the

resounding message was that HR professionals are people, just like veterans. Unfortunately, some veterans struggled

with the point above – selling themselves, or knowing when to stop selling and start doing. The second saturated finding

revealed the struggle of veterans to recognize that they have experience in very highly regulated and standardized

operations. With exception of a few fortune 500 companies, the chances are most organizations willing to hire a veteran

immediately are far from well-oiled machines. As a result, the challenge and opportunity is for the veteran to learn not

only to sell themselves, but to recognize that to fully sell themselves, they must chose to act.

At the end of the day, you may not get a job but it is part of the process. Likewise, for Human Resource

professionals, when veterans focused on explaining their work roll, they came to understand that very few military

personnel meet the stigma’s placed on veterans. The key: learn to identify your behaviors, focus on the leadership,

supervisory, and operational objectives and not tasks. The hiring industry is not your enemy; this is a surprising

revelation discovered in the unique research presented by SRP & PEAK-Learning. Furthermore, what’s concerning is that

despite the pomp, circumstance, and willingness for the HR community to sponsor job-fairs; the functional output of

those experiences is rather low which worsens the attitude and ramparts. The solution is clear: teardown the soldier

walls, recognize career development is a systematic process, sell yourself, and get involved with industry non-profits and

association. You will be amazed just how fast the career “hunt” and transition ends.36

FACT: Military lingo on a resume is OK (NOT!)

In the research conducted reviewing the CDS37, and a large reason why several sponsoring organizations of this

independent research have adopted outreach for veterans, is that many rely on military professionals to provide resume

insights. The problem is focus on tasks using military language. The problem, especially in a war-time era, is that the

competencies are often missed. For example, in one study, a particular resume provided a very creative depiction of the

individual as an officer in artillery38 Instead of focusing on the clear demand for operational perfection through the

delivery of just-in time systems that result in stakeholder satisfaction (a description that most delivery, transport, and

logistics companies would jump-at in a heartbeat), the individual used creative terms that read along the lines of:

“specialized in the tactical deployment of key Army ballistics to ensure the immediate and prompt removal of an

intended target…” This same individual, after a few minutes with a coach explaining the process of the modern military,

created a much more logistics and operations worded description that cut across industry lines and was no longer

specific to literally stating “my experience is bombing up the enemy.” This example is not to make light of veteran’s

resumes, but to call into the forefront of everyone’s mind (veteran and hiring professional) that with a little effort, the

stigmas and barriers can be broken.

Summary

The myths presented here have been drawn from testimony of over 20 different veterans and hiring

professionals. In examining the research specific the CDS, we intentionally analyzed to find the common barriers

preventing veteran-success in the career-transition. For a free career assessment, contact the Strategic Learning Alliance

(www.strategiclearningalliance.org) and provider verification of your DD214 for a no-cost consult. You have the skills;

35

SLA & Rand, 2012; see also PEAK, 2013 36

Peak & SRP, 2013 37

Rand, 2013a; Rand, Gebarski, Rink, Sculze & Eaken, 2013. 38

Rand, Gebarski, Rink, Schulze, & Eaken, 2013


there are civilian sector groups willing to help you. As a veteran, the key points outside of the career-development

system results to remember:

Articulate your behaviors (see www.improved-employees.com to get a start)

Focus on understanding how your work in the military would be applicable in various industries; use

those descriptions in your resume and not military jargon;

Seek professional coaching and mentoring; in the military you are trained to work as a team, there are

organizations and people willing to be your team-mate as you transition (over 250 volunteers recruited

in less than three months of research, just to help);

Remember to Sell Yourself is Human.

Read the book; it is Human to Sell. There are sales companies, insurance companies, and other

commission-based organizations that want you! Their staffs all operate on commission, so they will

succeed only by ensuring you will succeed. While it seems like a leap of faith, with the interviews

collected you might find it is your first best step to transitioning into civilian work.

Follow the advice of the CDS system. It is a holistic system and something that will resonate especially

given your desire toward SERVICE.

Finally, FIND PURPOSE. You joined the military for a purpose; transitioning into civilian life can still

challenge that purpose. Not sure where to start? Try the company website – read the mission. You

might find that companies are driven by people with passion and hope; you might find that it resonates

with your personal purpose.

Summary:

In report one39, findings pertaining to a new 21st century new-norm seem to defy the subjective input of the








customization. Further research was conducted and presented in this study.

In the second article,40 we examined the technical merits of the Modern Resume compared to a recruitment

resume, executive resume, and when created using coaching, mentored, or hybrid direction for the CDS. We reviewed

results of various delivery methods of the CDS (see PEAK & SRP, 2014 for additional empirical evidence) to analyze and

compare work-force experience versus coached, self-directed, activity-based (learning), and analytic tools for effective

completion of the CDS. We discovered the importance of using NPL to increase at least one-fold the response rates. This

was increased three-fold for non-exempt (limited experienced) participants.

In the final report issued on behalf of the SLA and the CDS program(s), the focus turned from the technical



determine the veracity of the CDS “Service Model.” In addition to this model, the supporting strategies including the

39

Rand, 2013a 40

Rand, Gebarskie, Rink, Schulze, & Eaken, 2013



improved-employee tool, networking, and supplementary tips for veterans were examined based on the available

research. This study draws from six empirical programs run through 2013 as well as additional studies conducted by SRP,

Inc. between 2007 and 2013. All in all, the testimony, performance, and results span a population of over 1,200 hiring

professionals down to very small heuristic veteran teams of 3-6 participants. This final paper concludes the CDS

independent reports and recommendations conducted by Seattle Research Partners, Inc.

References:

Agnone & Corwin, T. (2012). Changes in Jobs over the past decade. Northwest Social Justice Research: Seattle, WA.

Available at http://seattlejobsinitiative.com.

Beyond.Com (2013)

Bloom, B. (1984). Taxonomy of Educational Objectives. Boston, MA: Pearson Education.

Career-Builder.com (2013). www.career-builder.com

Covey, S. (1991). Seven Habits of Highly Effective People. Salt Lake City, UT: Franklin-Covey. Improved-Employees (2013) www.improved-employees.com New York Times, Oct. 11, 2013. Interview to Hire. Retrievable at www.nytimes.com

Peak (2013). Seattle Research Partners, Five year study of applied learning and effective application of knowledge.

Journal of Peak-Learning & Research. Vol. 2(2)3

Pink, D. (2010). Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books

Pink, D. (2013) Its Human to Sell. New York, NY: Riverhead Books.



Rand, J.P. (2013b). Powerful-Paradigms: Hiring Managers Insights on Opportunities in the workforce and career-development systems (Report 3 of 3). Journal of Peak-Learning & Research, Vol. 2 (3), 1 Rand, J. P., Gebarski, A., Rink, L., Schulze, J. & Eaken, R. (2013). Resumes Redefined: Modern Resume, Coaching, Mentoring, and Performance Outcomes. Journal of Peak-Learning & Research, Vol. (2),2 Rand, J.P., & Seattle Research Partners (2013). NEW HR Imperative: choosing leadership through applied learning. Journal of Peak-Learning & Research, Vol. 2(4)1 Rand, J.P. & Graham, D. (2013) unpublished internal report for Rand & SRP (2013) Journal of Peak-Learning & Reserch, Vol. 2 (4) 2. Rand, J.P., Rand, J.A. & Rand, J.F., (2011). Strategic Learning Guide. Seattle, WA: Peak-Publishing.org Rand, J. P., & Strategic Learning Alliance (2013). Career-Development: Facts, Myths, and Truths (report). Seattle, Wa:

PEAK-Publishing.org





Seattle Research Partner (2012) unpublished. Internal research and report for Peak-Learning Certification Institute and Strategic Learning Alliance. Strategic Learning Alliance & Rand (2012). The Role of PEAK Learning Series: performance is the effective application of knowledge. Retrieved at www.peak-publishing.org, Journal of Peak-Learning & Research, Vol 1(1)2.

Wainwright-Global (2006/2013). Presentation to Certified Professional Coaches. Unpublished.

http://www.peak-publishing.org/

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