Key skills in a resume: examples. Professional skills and personal qualities when writing a resume

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

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

Structurability - the presence of links that characterize the degree of comprehension and the identification of the main patterns and principles operating in this subject area.

The interpretability of knowledge (to interpret means to interpret, explain) is determined by the content, or semantics, of knowledge and the ways in which it is used.

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

The activity of knowledge is the ability to generate new knowledge and is determined by the motivation of a person to be cognitively active.

Along with knowledge, there is the concept of data. Although it is not always possible to draw a clear line between data and knowledge, nevertheless, there are fundamental differences between them.

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

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

are stored (remembered);

are reproduced;

are checked;

updated, including restructured;

are transformed;

are interpreted.

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

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

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

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

The purpose of training is professional skills and abilities.

Psychological studies have shown that acquired skills remain forever, while skills last for years, while theoretical (declarative) knowledge is quickly forgotten. However, in many cases, it is the strength of learning that is the goal of the intermediate stages of learning.

Modern Understanding of Mechanisms learning activities, leading to a solid assimilation of knowledge, allows us to formulate a number of recommendations.

In modern learning, thinking dominates memory. It is necessary to save the strength of students, not to waste it on memorizing low-value knowledge, not to overload memory to the detriment of thinking.

Prevent the memory of what is misunderstood or what the student does not understand. The student must memorize what is consciously learned, well understood.

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

Remember that forgetting what has been learned is most intense immediately after learning, so the time and frequency of repetitions must be consistent with the psychological patterns of forgetting. The greatest number of repetitions is required immediately after students become familiar with new material, that is, at the moment of maximum loss of information, after which this number of repetitions should gradually decrease, but not completely disappear. It is advisable not to time the students' own reproduction of the material to the moment immediately following the perception of the material, but to first let it lie down a little. Experimental studies indicate that the best reproduction occurs for the most part not immediately after the first perception of the material, but some time (2-3 days) after it.

Intensifying the involuntary memorization of students, do not give direct tasks or instructions: it is better to interest students, from time to time “warm up” the interest that has arisen.

Do not start learning new things without first forming two essential qualities: interest and positive attitude towards him.

Follow the logic of the presentation of educational material. Knowledge and beliefs that are logically connected with each other are assimilated more firmly than disparate information.

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

Follow the logic of learning, because the strength of knowledge, logically linked to each other, always exceeds the strength of assimilation of disparate, unrelated knowledge. Give students the opportunity to view the material from different angles, from different angles.

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

In the practice of teaching, repeated repetition of the presented educational material often serves as a means of lasting assimilation of knowledge. However, reliance mainly on mechanical memorization, without a deep awareness of internal patterns and logical sequence in the system of acquired knowledge, is one of the reasons for formalism in teaching. Memorization and reproduction depend not only on the objective connections of the material, but also on the attitude of the individual to it (for example, the student's interest in knowledge). An important condition for the lasting assimilation of knowledge is the correct organization of repetition and consolidation of knowledge. The most firmly assimilated knowledge obtained independently, in the performance of research, search, creative tasks.

Key skills in a resume are usually a separate block in a resume. It indicates what is not included in the description official duties in work experience, but important for a future employer. We are talking about professional skills, i.e. important to fulfill professional duties skills. In another way, they can be called competencies. Competence is a kind of skill that you may not have used, but which you can update at the right time.

The skills show what do you know not what kind of person you are. It is important to distinguish between key skills and personality traits. A common mistake is to mix skills with personal qualities and indicate, for example, along with negotiating skills, stress resistance, responsibility, etc.

Key skills in a resume can be divided into groups:

• Communication skills, negotiation skills, business communication;
• Organizational skills, planning skills, resource allocation, project management;
• Leadership qualities, people management skills;
• Analytical skills, idea generation, strategic thinking;
• applied skills; Skills specific to a particular occupation.

Key skills on a resume

Communication skills:

• Ability to negotiate
• Dispute resolution skills
• Conflict resolution skills
• Dealing with clients, dealing with objections
• Public Speaking Skills
• The ability to convince
• Correct oral and written language

Organizational skills:

• Project management
• Ability to multitask
• Strategic planning
• Budgeting

Leadership Skills:

• People management
• Employee motivation

Applied Skills:

• Experienced PC user, knowledge of MS Office
• Business correspondence
• Office work, personnel office work
• Foreign language skills
• Knowledge of legislation, ability to work with legal bases
• Knowledge of GOSTs, SNIPs
• "Blind" printing (Russian, English)

As in general with, when indicating key skills in a resume, you must adhere to the principle relevance. Key skills should match the purpose of the resume. You do not need to list all your skills, regardless of the position you are applying for. Indicate only the skills that are professionally significant for a particular vacancy.

Use the wording from the job description. This is necessary in order for your resume to be searched well by the recruiter by filters.

Organize skills into an easy-to-read list. Don't go overboard with listing a large list of skills. This may give the impression of a formal approach to writing a resume and speak of your inability to isolate the main thing.

Key Skills on a Resume: Examples

Below are examples of specifying key skills from the resume of applicants, indicating the position:

Project manager

• Project management
• Organization of events
• Teamwork skills
• Working with a large amount of information
• Budgeting
• Negotiation
• Multitasking
• Experience of international contacts

Head of Sales Department

• Sales management
• Personnel Management
• Finding and attracting customers, active sales
• Sales Skills
• Negotiation
• Sales Analytics
• Organizational skills

Director of logistics

• Personnel management, motivation, certification
• Organizational skills
• Warehousing, transport logistics, responsible storage
• Cost management
• Experience in dealing with regulatory authorities
• Experience of interacting with government regulatory authorities
• Project management

Shop assistant

• Sales Skills
• Knowledge of cash discipline
• Merchandising
• Teamwork
• Ability to teach others
• Experienced PC user

Chief Accountant

• Experience in managing multiple legal entities simultaneously;
• Accounting and tax accounting, reporting
• Currency operations
• Knowledge of accounting, tax, labor laws
• Experience in passing inspections (desk, on-site, counter)
• Accounting recovery experience

Foreign Trade Specialist

Knowledge and its classification. Knowledge is the practice-tested results of cognition of the surrounding world, its true reflection in the human brain. The following classifications of knowledge are most common.

By reflection localization allocate:

individual knowledge (consciousness) - a set of sensory and mental images and their connections that arise when an individual interacts with reality, his personal experience of communication, work, knowledge of the world;

public knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values ​​created by generations of people, civilization.

Training is a "translation" of public ZUN into individual ones.

Byform of reflection ZUN distinguish:

- symbolic, verbal knowledge encoded in a sign, language form, theoretical knowledge;

- figurative, presented in images perceived by the senses;

- real, existing in the objects of labor, art - materialized results of activity;

- procedural - those that are contained in the current activities of people, their skills and abilities, in technology, the procedure of the labor and creative process.

Extensive classification of knowledge by areas andthe subject of knowledge; its largest sections: humanities and exact mathematical sciences, philosophy, animate and inanimate nature, society, technology, art.

By psychological level distinguish: knowledge - recognition, - reproduction, - understanding, - application, - automatic actions, - attitude and knowledge - need.

By degree of generalization: facts - phenomena, concepts - terms, connections - patterns, hypotheses - theories, methodological knowledge, evaluative knowledge.

Associative model of individual knowledge. The sense organs transmit signals to the brain, which imprints them in the form of memory traces - facts of perception, elementary bricks of knowledge. At the same time, connections of facts are fixed in the brain - associations (by contiguity in time and space, by similarity or contrast, and other signs).

Consciousness is able to single out the main and secondary elements in these facts and connections, create generalizations (concepts), recognize connections and patterns hidden from direct perception, and solve problems set by external circumstances.

The simplest semantic system is the concept. The concept is knowledge of the essential properties (sides) of objects and phenomena of the surrounding world, knowledge of the essential connections and relationships between them. A concept is not something that is observed, but an abstraction that expresses the internal semantic content of objects of knowledge.

Skills and abilities. A special part of universal human experience is the process itself, the mode of activity. It can only partially be described by language. It can be reproduced only in the activity itself, therefore, possession of it is characterized by special personality traits - skills and abilities. Skill is defined as the ability of a person to effectively perform a divided activity based on existing knowledge in changed or new conditions. The ability is characterized primarily by the ability to comprehend the available information with the help of knowledge, draw up a plan to achieve the goal, regulate and control the process of activity. The skill includes and utilizes all related personality skills.

Simple skills with sufficient exercise can be automated, move inskills.Skills - is the ability to perform any action automatically, without element-by-element control. That is why it is sometimes said that A skill is an automated skill.

Skills and abilities are characterized by varying degrees of generalization and are classified according to various logical grounds. So, according to the nature of the prevailing mental processes, motor (motor), sensual (touch) and mental (intellectual).

ZUNs define the so-called "voluminous" personality, i.e. the amount of information, information available in memory, and elementary skills for their reproduction. Intellectual skills in the application and creative transformation of information already belong to another group of personality traits - methods of mental actions.

Posted On 12/15/2017

Every company strives to find the best worker for each position that requires a number of mandatory professional skills. Fortunately, most job seekers have these skills in one form or another. Employers determine the capabilities of candidates according to the list of skills they provide, as well as the indicated advantages / disadvantages. Thus, each job seeker must prepare himself for the job search, taking into account all the means of communication that the employer pays attention to. The following means of communication should be considered: your CV, transmittal letter and an interview.

You can present your skills in the best light and confirm them previous experience work. In this article, we have provided an approximate list of required professional skills that must be included in the resume. You can edit this list and add additional skills to your resume according to your needs. Below is a table with examples of professional skills that you can include in your resume. The table is divided into the main professions and the skills they require.

Skills and abilities	Top manager	Sales and marketing, customer service	Programmers, Designers, Research and Development, Teachers
Time Management Skills	+	+
People management skills	+
Personal Communication Skills	+	+
Business Communication Skills	+	+
Speaking Skills	+	+
Business management skills	+	+
strategic thinking	+
Creative thinking	+	+	+
Organizational ability	+	+
Effective listening skills	+	+	+
Ability to make a decision	+	+	+
Ability to solve problems	+	+	+
Ability to negotiate	+	+
Ability to work in a team	+	+
Ability to conduct training	+
Ability to teach others	+
Ability to learn quickly	+	+
Effective Learning Skills	+	+
Analytic skills	+	+
Ability to make risky decisions	+	+
Sales Skills	+	+
Ingenuity	+	+
A responsibility	+	+	+
Reliability	+	+	+
Creative skills	+	+	+
Determination	+	+	+
Business ethics	+	+
Critical Thinking Skills	+
Customer Service Skills	+	+	+
perseverance	+	+
multitasking	+	+
Tact	+	+

Skills to include on your resume

The following are examples of skills and abilities that can be listed on a resume.

Key skills - resume template

• analytical thinking, ability to plan;
• developed oral and interpersonal communication skills;
• organizational skills, ability to prioritize;
• problem analysis, use of judgment, ability to solve problems effectively.

Examples of Other Special Skills

Oral and written communication, ability to establish contact with partners and clients, business development, high level customer service, attention to detail and organization, self-sufficiency and activity, hospitality provided to clients and partners, professional public speaking and presentation skills, ability to conduct effective trainings with others.

• motivation, initiative, high energy;
• oral communication skills;
• decision making, critical thinking, organization and planning;
• tolerance and flexibility in different situations.

Other skills:

• leadership communication skills;
• business leadership skills;
• technical and technological skills;
• organization skills;
• project management skills;
• marketing and key sales skills.

Examples of professional skills for different professions

Key Skills for Project Managers

• Experienced team leader with the ability to initiate/manage different functional teams and multidisciplinary projects;
• critical thinking, decision-making skills and problem solving;
• planning and organization;
• excellent interpersonal skills;
• project management skills: influence, leadership, ability to lead; negotiate and delegate authority;
• conflict resolution;
• ability to adapt to conditions;
• stress tolerance.

Key Skills for Educators

• motivation;
• initiative and high energy;
• developed oral and personal communication skills;
• decision making, critical thinking, ability to organize and plan;
• tolerance and flexibility in different situations.

Key Skills for Accountants

• analytical thinking, planning;
• accuracy and attention to detail;
• organization, ability to prioritize;
• problem analysis, use of judgment, ability to solve problems effectively.

Key Skills for Customer Service

• developed communication skills;
• analysis of problems and their solution;
• organizational skills, focus on customer service;
• adaptability, ability to work under pressure;
• initiative.

In contact with

Classmates

What professional skills should be included in the resume? Example

The qualities you want to communicate to your employers should be clearly articulated and not just thrown to the wind. Sociability / responsibility and creativity - all this, of course, is fine, but meaningfully useless.

So let's go through the skills you keep forgetting to mention. If you don’t know what to write in the “skills” column, there is one more material for you!

Important!

We remind you right away that the skills you tell your employer about should be directly related to the position you are applying for. Brevity and specificity is the first rule of a resume.

// Leadership

Of course, this is an important skill for everyone involved in managing a company or even working in a team - every member of it will sooner or later face the need to take the initiative. So, if you know that you can be a leader in a team at some point, then you can always mention this quality (and even need to!).

We write:

know how to resolve conflicts in a team, are ready to help colleagues, listen to criticism, are ready to lead, take responsibility for team decisions ... - everything sounds more specific than “I have leadership qualities”.

// Sociability

This quality-skill is directly related to leadership. The fact is that you need not only to be able to communicate with people, but also to understand that there should be a factor between you business relations and mutual benefit. When you write "sociable", you do not need to think that you have cool friends and you are great friends with colleagues.

We write:

networking, knowledge of the technique of "cold" calls, building relationships with clients, the ability to work in a team.

Important!

It's good (great, great, no price for you) if every skill you mention is backed up on your resume with an example that proves that you have it. For example, let's compare the "sociable" Ivan or Ivan, who organizes events and attracted well-known speakers, using his ability to communicate and find contacts.

// Organization

Firstly, in Russian, “organization” can have two related meanings: you are organized, punctual, you understand what a “systemic” approach is, or maybe you understand how to organize a lot of people and make the gears turn. So in this case, we would advise you:

We write:

organization of events, control of meetings, scheduling, planning (great word for a summary!), time management

// A responsibility

This is mentioned only by those people who just want to tell the employer “I can be trusted!”. But there are much better ways to prove that you are - responsible worker, for example, mentioning that you were engaged in project activities or that they were engaged in serious financial calculations - everything that had a specific result would be useful to mark instead of "responsible".

We write:

project activities (completed n.

projects), working with a client n., creating advertising company n.

// Learnability

We are all educable. Otherwise, they could not talk, write, eat, walk. This is a normal skill not only for humans, but also for animals. Another superfluous and too “general” word for your resume.

We write:

independently studied the program n., mastered the programming language n., actively attended trainings, created a personal website, desire to use skills in different departments

// Critical thinking

You know that nowadays everyone is a film critic.

Professional skills on resume

But in reality, when you need to show the skills of a real analyst, say something after the presentation, everyone suddenly loses their thoughts.

We write:

search for information, ability to analyze n. in n., reporting in n., reviewing

// Stress tolerance

This is an indispensable, wonderful and much needed skill. But it’s not really a skill - it’s a character trait, like sociability, for example. You can learn to deal with stress, but most likely, applying this characteristic to yourself, you want to say that you can work under pressure, under deadlines and at a fast pace. So say it!

We write:

ability (EXPERIENCE!) to work within deadlines, ability to make quick decisions, knowledge of the market, understanding of the peculiarities of competition in the industry, ability to cope with crisis situations

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Introduction

Chapter 1. Knowledge, skills and abilities in the learning process

Chapter 2. Functioning of the “knowledge-skills-skills” triad in modern didactics

Chapter 3. Practical aspects of mastering knowledge and skills

Conclusion

List of used literature

Introduction

Relevance. As is known, the transition from a state of unlearnedness to a state of certain learning is carried out through mastering a certain amount knowledge, skills and abilities, and each didactic process has well-defined fundamental capabilities in terms of the quality of their formation among students in a given time.

Until the 80s. In the 20th century, it was traditionally believed that the content of specialist training is reduced only to these components. Later, two more were singled out - the experience of creative activity and the experience of an emotional-value attitude to reality.

The formation of general educational skills is one of the priorities modern education predetermining the success of all subsequent training.

In the new educational standards of primary general education, special attention is paid to the formation of general educational skills, as well as various methods of activity: they are singled out in a separate block both at the level of the minimum content and at the level of requirements for the level of preparation of those graduating from primary school.

The issues of general educational skills and abilities in pedagogical science and educational practice have been dealt with for more than a decade, however, until now, the main drawback of modern education, including primary education, is associated with the inability of schoolchildren to learn.

teachers elementary school so far, they are moving with difficulty to focus on the new goals of primary education, formulated in the course of modernizing the structure and content of education: to teach younger students to learn, to shape their learning activities.

As before, the main emphasis is on mastering knowledge, skills and abilities.

The effectiveness of learning will increase markedly if the student begins to meaningfully work on his development, begins to strive to independently find and eliminate his mistakes - in writing, in speech, in organizing his own activities. To do this, he needs to learn to explore, analyze his own activities in order to identify his mistakes in order not to make them in the future, and his achievements in order to fix and reproduce them. That is, the effectiveness of training directly depends on the formation and development of general educational skills and abilities.

Purpose of the study– consider the problem of formation in the learning process of the mechanism of mastering knowledge and skills.

Research objectives :

1. Consider the features of knowledge, skills and abilities in the learning process.

2. To analyze the functioning of the “knowledge-skills-skills” triad in modern didactics.

3. Determine practical aspects acquisition of knowledge and skills.

Object of study– fundamental characteristics of knowledge and skills in the learning process. Subject of study- determination of the features of formation in the learning process of the mechanism of mastering knowledge and skills.

Research hypothesis: we proceeded from the fact that the assimilation of knowledge and skills is a complex process, including the mastery of a set of various operations and actions.

1.

Knowledge, skills and abilities in the learning process

Knowledge in education is understood as the basic patterns of the subject area that allow a person to solve specific production, scientific and other tasks, i.e. facts, concepts, judgments, images, relationships, estimates, rules, algorithms, heuristics, as well as decision-making strategies in this area.

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

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

Structurability - the presence of links that characterize the degree of comprehension and the identification of the main patterns and principles operating in a given subject area.

The interpretability of knowledge (to interpret means to interpret, explain) is determined by the content, or semantics, of knowledge and the ways in which it is used.

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

The activity of knowledge is the ability to generate new knowledge and is determined by the motivation of a person to be cognitively active.

Along with knowledge, there is the concept of data. Although it is not always possible to draw a clear line between data and knowledge, nevertheless, there are fundamental differences between them.

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

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

• stored (remembered);
• reproduced;
• checked;
• updated, including restructured;
• are converted;
• are interpreted.

Skill is understood as a way of performing an action mastered by a person, provided with a certain body of knowledge.

7 Essential Skills to Look for When Recruiting

Skill is expressed in the ability to consciously apply knowledge in practice.

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

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

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

The purpose of training is professional skills and abilities.

Psychological studies have shown that acquired skills remain forever, while skills last for years, while theoretical (declarative) knowledge is quickly forgotten. However, in many cases, it is the strength of learning that is the goal of the intermediate stages of learning.

The modern understanding of the mechanisms of learning activity, leading to a solid assimilation of knowledge, allows us to formulate a number of recommendations.

In modern learning, thinking dominates memory. It is necessary to save the strength of students, not to waste it on memorizing low-value knowledge, not to overload memory to the detriment of thinking.

Prevent the memory of what is misunderstood or what the student does not understand. The student must memorize what is consciously learned, well understood.

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

Remember that forgetting what has been learned is most intense immediately after learning, so the time and frequency of repetitions must be consistent with the psychological patterns of forgetting. The greatest number of repetitions is required immediately after students become familiar with new material, that is, at the moment of maximum loss of information, after which this number of repetitions should gradually decrease, but not completely disappear. It is advisable not to time the students' own reproduction of the material to the moment immediately following the perception of the material, but to first let it lie down a little. Experimental studies indicate that the best reproduction occurs for the most part not immediately after the first perception of the material, but some time (2-3 days) after it.

Intensifying the involuntary memorization of students, do not give direct tasks or instructions: it is better to interest students, from time to time “warm up” the interest that has arisen.

Do not start learning new things without first having formed the two most important qualities: interest and a positive attitude towards it.

Follow the logic of the presentation of educational material. Knowledge and beliefs that are logically connected with each other are assimilated more firmly than disparate information.

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

Follow the logic of learning, because the strength of knowledge, logically linked to each other, always exceeds the strength of assimilation of disparate, unrelated knowledge. Give students the opportunity to view the material from different angles, from different angles.

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

In the practice of teaching, repeated repetition of the presented educational material often serves as a means of lasting assimilation of knowledge. However, reliance mainly on mechanical memorization, without a deep awareness of internal patterns and logical sequence in the system of acquired knowledge, is one of the reasons for formalism in teaching. Memorization and reproduction depend not only on the objective connections of the material, but also on the attitude of the individual to it (for example, the student's interest in knowledge). An important condition for the lasting assimilation of knowledge is the correct organization of repetition and consolidation of knowledge. The most firmly assimilated knowledge obtained independently, in the performance of research, search, creative tasks.

You can interest the employer if you immediately write in your resume about what you know how to do. This will help him determine how quickly you can adapt and understand the nuances of the work.

Key Skills on a Resume: Examples

To understand how to properly write about your skills, you can look at an example of professional skills in a resume. Just be sure to make adjustments for your personal experience, the requirements of the employer and the specifics of the future position.

Possible professional skills

It should be understood that in this section of the resume you need to indicate your main skills. If you do not have work experience yet, then you can enter the results undergraduate practice. In almost all resumes, you can enter the following skills:

• work with PC;
• knowledge of foreign languages ​​(indicating your level) - this can be fluency, the ability to perceive written information and translate it with a dictionary;
• ability to analyze documents;
• work planning and organization of the labor process;
• ability to make decisions quickly.

But they should be used in cases where you do not have practical experience and any achievements.

Communication Skills

When sending a resume to a vacancy for a sales assistant, you need to describe your experience and indicate what you can do. Selling skills may include:

• experience in communication and direct sales;
• the ability to adapt and look for an approach to the client;
• the ability to work in stressful situations, under pressure;
• readiness to communicate politely, without imposing one's own position;
• the ability to step aside, but at the same time fulfill their duties;
• the ability to solve problems without the involvement of the administration.

You need to convince the employer that you can communicate with people and sell products.

But for a psychologist there will be other requirements. You can tell him what he worked with and what he can do best. He may have the following professional skills:

• implementation of personality diagnostics, relationships;
• solving problems in the team and family;
• conducting tests and interpreting their results;
• conducting trainings;
• solutions to problems of personal growth;
• listening, empathy, soothing;
• finding approaches to each client;
• implementation of psychological rehabilitation measures;
• work with phobias, shocks, stresses.

Skills of narrow specialists

The selection of candidates begins with the assessment of resumes. If you want to be interviewed, then indicate your main skills, not hoping that a couple of general phrases will be enough. You can look at the example of professional knowledge for a system administrator resume to understand what needs to be indicated. The following skills can be distinguished:

• practical experience in laying and diagnosing networks;
• technical support and customer service;
• diagnostics of failures and malfunctions;
• experience with servers, their installation and tuning for certain tasks;
• monitoring the operation of systems;
• risk planning and development of IT structure recovery schemes;
• ability to work with Windows programs;
• knowledge of technical English;
• installation of equipment, adjustment of its operation;
• control of the appropriate level of information security;
• work with technical documents.

Don't overdo the listing! Too many declared programs may raise doubts about your level of proficiency in each of them. After all, real competence is not acquired even in one month.

But professional skills in an accountant resume may look like this:

• tax and accounting;
• knowledge of relevant legislation;
• ability to work with accounting entries;
• inventory skills;
• ability to manage primary documents;
• knowledge of the principles of calculating sick leave, payroll;
• writing and reporting skills;
• knowledge of the "Client-bank" system, specialized accounting programs;
• ability to conduct mutual settlements, acts of reconciliation.

Don't write skills you don't have. After all, this can be revealed at the interview or on the first working day.

For an employee or head of the legal department, one must be able to work with documents and search for the necessary information.

As a lawyer, the following professional skills are generally expected:

• ability to draft and analyze submitted contracts;
• Negotiation;
• representation in courts;
• implementation of claims and claims activities;
• drafting legal documents;
• support of the company's activities;
• legal support for the work of the organization;
• representing the company in government bodies and various authorities;
• ability to work with legal documents and legislative bases submitted electronically.

Having indicated such skills, be prepared to confirm them at the interview.

The employer may ask for concrete examples or give you a practical task that will require these skills.

Regardless of the job title, all companies expect an employee to have this list of skills. Some might say that this is a basic list - and it is. Some might say that they already have all these qualities. But quite often, recruiters complain that there are quite a few suitable candidates.

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1. Communication (verbal and written) - staff is not required to write books or use professional terms. But employees must know the grammar and rules for constructing a sentence, and when in doubt, look into the rules.
2. Computer Proficiency - Companies expect job seekers to apply online. In addition, the basics are the ability to make an introductory speech, draw up a table and make a presentation.

1. Customer centricity - Most jobs today are created in the service sector. It is important to understand the values ​​of customers. This includes greeting properly, remembering their names, and answering customer questions.

1. Empathy - we now understand that empathy does not mean sympathy. Developing empathy can be difficult. It is a key component for customer service, effective communication and collaboration.

1. Learnability - being a lifelong learner is not an empty slogan, but a reality. The job requires us to constantly learn something new. Employees must be open to new forms of learning, know how and what they prefer to learn, and communicate this to management.

1. Mathematics - we're not talking about algebra or trigonometry. Employees must know basic arithmetic operations. And maybe even the basic rules of statistics. Common sense requires us to learn how to count money. And not only in order to correctly give change if the cash register breaks.

1. Organization - in this category, planning your working time. Everyone has priorities, so you need to make lists, keep a calendar, etc. Forgetting everything in the world is not an option.

1. Problem Solving - Other people can't solve your problems. Employees must think critically, reason and solve problems on their own.

1. Research and collection of information - in today's world, we must learn new things on our own. Whether it's searching forums to fix your computer or collecting data to calm angry customers.

1. Teamwork - no matter who we are and who we work for, it cannot be done alone. Employees must be able to work with others. This means communicating effectively, empathizing and learning. Virtual workers are no exception.

These are basic skills that every person should have. They are also important for advancement in career ladder. Test yourself by rating your mastery of each skill on a scale of 1 to 10 (1 - very little knowledge, 10 - consider yourself an expert). Each item that you rate less than 5 can become a growth point.