The first step in building a great résumé is to analyze how your skills, experiences and personal attributes fit the job requirements.
To do this, you must first understand what the employer is looking for. Job descriptions provide candidates with information on what they need to be successful in the job. They outline any required experience, education, knowledge, technical and transferable skills well as personal attributes.
You’ll want to list these requirements outlined by the employer in the job description, in a chart within a column entitled What the employer wants. Finally, identify evidence of how you meet the job requirements. This can come from various experiences such as: volunteer work, part-time jobs, extracurricular activities, personal projects, and online courses. You may want to list this evidence in a second column of the chart entitled  Evidence I have it.
Insert note about a case study/example below:
Case study: Navid Pishva 
In 2010, Navid moved to Canada from Iran to complete his M.Sc. in Computer Science at the University of Toronto. Directly after obtaining his master’s degree, Navid started his Ph.D. in Electrical and Computer Engineering at the University of Waterloo with the long-term goal of becoming a professor. However, during his doctorate, Navid began to second guess his original career aspiration — he enjoys many aspects of the university setting but does not want to devote most of his time to research.
He is especially interested in continuing to work with students, since his teaching and supervision experiences have been highlights for him during his Ph.D. He decided to explore non-faculty positions at universities after defending his dissertation. In addition to Navid’s specialized technical knowledge, as a graduate student and teaching assistant, he developed many skills that are sought-after by employers: project management, persuasive written and oral communication, teamwork, problem solving, group facilitation, mentorship and leadership.
Motivated by his personal experience transitioning to a new culture, Navid also volunteered as an international orientation facilitator where he engaged with and supported first year international students during their first week at UW. In this role, he further developed his interpersonal skills and collaborated with campus partners. Navid is also knowledgeable on the range of student services offered at UW which he gained through his personal experiences as a university student and volunteer.
Given his broad range of skills and his interest in student services, Navid has decided to apply for the position of coordinator of student engagement programs at XYZ University.
Navid has begun to fill out his chart based ont he job adverstisement below:
 See the full job advertisement: Co-ordinator of Student Engagement Programs at XYZ University
Job advertisement
Employer: XYZ University, Student Success Centre
Job Title: Coordinator of Student Engagement Programs
Location: Toronto, ON
The Co-ordinator of Student Engagement Programs oversees the delivery and evaluation of transition programs offered through the Centre including: the Leadership Program; Society of Off Campus Students and a member of the Orientation Planning Committee and numerous Orientation working groups.
The Society of Off Campus Students and Orientation Planning Committee are critical pieces that support first-year students as they adjust to their new university home. The Leadership Program provides leadership training of students and campus leaders while instilling the importance of leadership skills as lifelong objectives.
The Coordinator encourages students’ participation in the full range of XYZ’s programs that allow engagement and collaborates with campus partners who offer such programs. The primary role of this position is to encourage student engagement through university programs and also promote and assist students in active engagement throughout the larger community.
Qualification
Required Education: Bachelor's degree in an appropriate field of study
Preferred Education: Master's degree in an appropriate field of study; Masters of Education or Higher Education preferred
Experience
2 – 3 years in a university (or related) experience
Strong experiential background in student life issues and student development
Strong knowledge and experience with experiential learning, specifically service-learning (locally and globally)
Experience with direct supervision of staff (student-aged preferred) and/or student supervision
Experience in student services or residence life
Skills & Expertise
Ability to work independently and as part of a team
Strong public speaking and public relations skills
Effective oral and written communication
Strong problem solving skills and demonstrated initiative in developing new and improved services to meet the challenging needs of students and staff
Proficiency with relevant computing applications; general computer literacy and an appreciation of the potentials of technology
Able to interpret basic student research data and extrapolate, quantitative research skills an asset
Some experience with quantitative or qualitative data analysis (i.e. SPSS) preferred
Ability to facilitate strong relationships with community partners
Familiarity with the range of student services at the University level, including knowledge of the literature related to successful student transition to university and knowledge of student orientation programming
Expertise in administration, organization, and project management
Ability to collaborate among several campus and community partners
Ability to relate to students in a matter which builds trust and confidence with the student body and among leaders
Excellent interpersonal skills and empathy
Self-confident, outgoing and personally engaging
What the employer wants: | Evidence I have it: |
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What the employer wants: | Evidence I have it: |
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| MSc (Computer Science) PhD (Nanotechnology)
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What the employer wants: | Evidence I have it: |
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| no evidence |
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What the employers wants: | Evidence I have it: |
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| PowerPoint, Word, Excel, Outlook, website design, programming languages, statistical software, etc.
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What the employer wants:  | Evidence I have it: |
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| Built rapport with students as a Teaching Assistant – tutorials, office hours, emails, discussion boards (won TA award) As a volunteer orientation facilitator, worked directly with international students adjusting to life at UW
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| Research presentations in courses, at brown bags, defense, conferences, etc. Tutorials as a TA
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| no evidence |
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| Managed multiple research projects as grad student (balanced this with courses, teaching, extracurricular commitments, etc.)
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What the employer wants:  | Evidence I have it:  |
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The next step is creating a great résumé that demonstrates how your past experiences qualify you for job you’re applying to.
A great résumé includes a combination of your skills, characteristics and attitude. When you are creating your résumé, the central organizing principle is relevance, how you decide what goes on the résumé and where it goes.
Basic information processing in English runs from top to bottom, left to right, with readers processing the information at the top of the page as most important. Knowing this, you want to organize your document, accordingly, arranging your sections in order of relevance to the job. You know what’s most relevant based on the analysis you’ve done of the job posting.
Looking at the chart you developed in the Analyse phase, you will need to describe your experiences thinking through three components of information:
WHAT you did
HOW you did it
WHY you did it.
This is because simply stating what you did is often not enough in making the argument why a particular achievement or task is relevant to your argument for why you’re qualified for a particular role.
Example chat filled out below:
What the employer wants: | Evidence I have it: | Bullet point: |
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| | Over three years of experience in a university environment, including supporting first year students in transition (claim listed under Summary of Qualifications)  Supervision of staff and/or student supervision (preferred)  Supervised undergrad RAs in the lab  Supervised four undergraduate Research Assistants by developing project guidelines, delegating responsibilities, and monitoring progress and addressing questions during lab meetings and via email Â
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What the employer wants: | Evidence I have it: | Bullet point: |
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| MSc (Computer Science) PhD (Nanotechnology)
| Master of Science (Software Engineering), Department of Computer Science, University of Toronto, Toronto, ON (listed under Education) Doctor of Philosophy (Nanotechnology), Department of Electrical and Computer Engineering, University of Waterloo, Waterloo, ON (listed under Education)
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What the employer wants: | Evidence I have it: | Bullet point: |
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Strong knowledge of experiential learning, specifically service-learning Familiarity with range of university student services (e.g., student transition and orientation programming)
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What the employer wants: | Evidence I have it: | Bullet point: |
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| | Analyzed data using quantitative analysis techniques to predict outcomes Proficiency with relevant computing applications/general computer literacy PowerPoint, Word, Excel, Outlook, website design, programming languages, statistical software, etc. Designed and created content for a functional and effective website that informed international students of the various services and resources available to them at the University of Toronto
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FINISH FORMATTING SECTION ONCE CONTENT IS CLEARED UP
Ability to work independently 
Worked independently as a PhD and MSc student
Independently wrote two successful grant applications; awarded $50,000 of research funding
Ability to work as part of a team/ collaborate with campus and community partners
Collaborated with colleagues as a researcher
Worked with industry stakeholders on various projects
Collaborated with three colleagues to write a research report which was published in an academic journal
Developed relationship with industry stakeholders to clarify expectations and ensure specifications were built into predictive model
Ability to relate to students in a manner which builds trust and confidence
Interpersonal skills/empathetic
Built rapport with students as a teaching assistant; tutorials, office hours, emails, discussion boards (won TA award)
As volunteer orientation facilitator, worked directly with international students adjusting to life at UW
Won a Teaching Assistant Award for demonstrating teaching excellence within the Faculty of Engineering; nominated by students
Facilitated discussions and information sharing (in English and Farsi) with students regarding cross-cultural living and learning by establishing a respectful environment for open conversation
  Public speaking skills
Research presentations in courses, at brown bags, defense, conferences, etc.
Tutorials as a TA
Presented at an international conference and was subsequently invited by one of the attendees to give a lecture at their institution as part of a guest speaker series
Presented complex concepts in a clear, concise manner for up to 30 students during weekly tutorials using PowerPoint slides and interactive activities
Oral and written communication skills
Successful grant applications
Publications in academic journals
Independently wrote two successful grant applications; awarded $50,000 of research funding
Collaborated with three colleagues to write a research report which was published in an academic journal
Problem-solving skills
Helped students develop their problem solving skills
Mentored co-op student programmer in approaches to problem solving to effectively trouble-shoot and communicate with industry partners
Demonstrated initiative in developing new and improved services to meet the challenging needs of students and staff
Organization and project management 
Managed multiple research projects as grad student (balanced this with courses, teaching, extracurricular commitments, etc.)
Efficiently managed the design and implementation of multiple research projects by prioritizing tasks and adapting to changes in project timelines as they arose
What the employer wants: | Evidence I have it: | Bullet point: |
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Once you have developed a clear and logical structure for your document, as well as crafted bullets that convey the relevance of a particular task convincingly, the third step in building a great résumé is to test and refine yours accordingly.
This requires doing a more detailed analysis of the elements that are most relevant in your document, including evidence on how your skills have developed. and most solid evidence for a particular skill set you’re making a claim about.
This might mean that you reorder bullets under certain role or project headings to ensure the most relevant bullet or most impressive achievement stands out primarily. When you’re completely satisfied with the structure and organization of your document, you will need to make sure that it’s formatted so that it adds to your argument.
Take a look at this helpful checklist to verify your document is as effective as possible.
https://careerhub.uwaterloo.ca/Private/assets/pdf/Marketing/Resume-Checklist-2015.pdf
Examples by section
 Experience
Good résumé:
Navid put the “Education” section immediately following the “Summary of Qualifications” section.
Great résumé:
Navid moved “Education” to the second page of his résumé so that “Relevant Experience” immediately follows “Summary of Qualifications”.
Rationale:
Navid moved “Education” further down on his résumé because the skills he used to earn his degrees are more important to highlight than the actual credentials. Further to this point, although the job description asks for a master’s degree, Navid knows that he is not automatically qualified (or overqualified) for this position just because he has a PhD.
Navid realizes that he needs to provide evidence of the relevant skills he developed throughout his education. This evidence can be found under his role as a doctoral researcher and within his “Relevant Projects” section — both of which appear before the “Education” section.
 Summary of qualifications: first bullet point 
Good résumé:
Navid wrote the first point of his “Summary of Qualifications” as follows: Â
Great résumé:
Navid added the amount of experience he has in a university environment to the beginning of this first point. It now reads as follows:
Rationale:
Because the job description states that XYZ University is seeking someone with “2 to 3 years of university (or related) experience” Navid wants to clearly indicate that he meets this key qualification. He recognizes that it’s a good strategy to start with a strong, quantified experience bullet in the “Summary of Qualifications” section and to frame his experience in such a way as to map it onto the job description.
 Summary of qualifications: second bullet point
Good résumé:
Navid wrote the second point of his “Summary of Qualifications” as follows: Â
Great résumé:
Navid added additional information to the end of this second bullet in the “Summary of Qualifications” section. The point now reads as follows: Â
Rationale:
By adding that he won a student-nominated Teaching Assistant Award, Navid provides the employer with direct evidence that he is well-liked and able to connect with students. This statement also indicates to the employer where he/she can find additional evidence in support of the claim that Navid has exceptional interpersonal skills (i.e., under his Teaching Assistant role). Â
 Doctoral researcher: first bullet point
Good résumé:
Under his role as a doctoral researcher, Navid put the following bullet point first:
Great résumé:
Under his role as a doctoral researcher, Navid reordered his bullet points. “Independently wrote two...” is now the fourth bullet rather than the first.
Rationale:
By moving this point further down under his Doctoral Researcher role, Navid is able to highlight his experience supervising students as well as his collaboration and presentation skills before drawing attention to his written communication skills. Based on the job description, Navid believes these skills are more central to the role than written communication. He also knows that it’s important to strategically organize his résumé, so the most relevant information appears first.
 Doctoral researcher: fifth bullet point
Good résumé:
Navid worded the fifth bullet point under Doctoral Researcher as follows:
Great résumé:
Navid added more information to this bullet point to highlight the impact of his actions. It now reads as follows:
Rationale:
Rather than simply listing that he presented at a conference, Navid has identified the positive outcome that stemmed from this action. By adding that his presentation resulted in an invitation to present again, Navid provides tangible evidence of his ability to successfully engage an audience.
 Relevant projects
Good résumé: 
Under Navid’s first relevant project, he described his data analysis evidence as follows: Â
Analyzed the probability of occurrence of extreme events such as floods (~100-year duration), rainfall, etc. using stochastic differential equations for predicting the probability of occurrence of such events .
Great résumé: 
Navid altered this bullet point to make it less technical and content specific. It now reads as follows: Â
Rationale:
Navid removed the specific content information from this bullet point because it is irrelevant to the position. Including extraneous technical details that are not meaningful to the employer distracts from Navid’s argument and makes it weaker. However, by describing his data analysis skills in more general terms (e.g., “quantitative analysis techniques”, “predict outcomes”), Navid focuses on the most applicable aspects of his knowledge for this particular job. Â
 Activities and interests 
Good résumé:
Under his “Activities and Interests” section, Navid listed his role as a graduate student representative as well as his interest in yoga, chess and trivia. Â
Great résumé:
Navid reformatted his “Activities and Interests” section and added more information. He specified his role in the various activities, the name of the organizing body and when he was a part of the activity. Â
Rationale:
By adding additional contextual information and reformatting this section, Navid maintains the same professional formatting that appears in the rest of the rĂ©sumĂ© rather than having a list of activities and interests that appears like a brief afterthought at the end of the document. Â
Examples by role
 Teaching assistant
Good résumé:
Navid worded the second bullet point under his teaching assistant experience as follows: Gave weekly tutorials to undergraduate students on various engineering topics.
Great résumé:
Navid refined his wording choice for this bullet point and added additional information. It now reads as follows: Presented complex concepts in a clear, concise manner for up to 30 students during weekly tutorials using PowerPoint slides and interactive activities.
Rationale:
Navid changed the verb in this bullet point from “gave” to “presented” because the latter is a strong, action-oriented verb that is clearly associated with a skill set that Navid made claims about in his “Summary of Qualifications” — namely, communication skills. He also explained how he presented the information using PowerPoint slides and interactive activities to refer to his computer proficiency and to highlight his engagement with students.
 Orientation facilitator
Good résumé:
Under his international orientation facilitator role, Navid described his experience using the following two bullets: Enthusiastically encouraged student participation and engagement in social activities by facilitating personal connections among participants Facilitated discussions and information sharing (in English and Farsi) with students regarding cross-cultural living and learning by establishing a respectful environment for open conversation.
Great résumé:
Slightly altering these two bullets, Navid highlighted that he worked specifically with first year students: Enthusiastically encouraged first year student participation and engagement in social activities by facilitating personal connections among participants Facilitated discussions and information sharing (in English and Farsi) with first year students regarding cross-cultural living and learning by establishing a respectful environment for open conversation.
Rationale:
By specifying that he worked with first year students and not just students in general, Navid can show greater alignment between his experience and what the employer is looking for. The job description explicitly states that supporting first year students is a critical component of the Student Success Centre’s programming.