Group Members
Wesam Manassra
Arun Saigal
Gordon Wintrob
Problem Statement
IvyPlusResumes lets students manage their range of educational, professional, and personal experiences and generate polished resumes. Beyond the formatting of a quality resume, college undergraduates dislike the hassle of maintaining a set of different versions for specific companies. Moreover, they are often uncertain about how to best describe and organize their experience during the job search. IvyPlusResumes serves as a tool for students to build resumes and present themselves more effectively to future employers.
GR1: Analysis
User Analysis
IvyPlusResumes has two user classes: students who are building their resumes and recruiters who are looking to connect with the students.
Students at Ivy Plus schools such as MIT, Harvard, and Stanford make up the first class of users. These students have significant computer skills, a deep drive to land a great internship or job opportunity, and hectic schedules. Underclassmen at these schools typically have an array of experiences and skills from high school, but have not had to organize these items in a traditional one-page resume. In contrast, Ivy Plus upperclassmen have generally found a method to make an effective resume, but have difficulty maintaining different versions for a range of job and educational opportunities. Moreover, they are uncertain that they are presenting their experiences most effectively
Recruiters are the other user group for IvyPlusResumes. Recruiters would like to connect with all students at Ivy Plus schools, but need an effective way to screen these candidates. One recruiter mentioned that she was "worried" she might not interview the best people for the job. These users generally have less computer experience, unless they are at a technology-focused company, and have had bad experiences with enterprise human resources software. They dedicate a large portion of their time strategizing about the best way to get in touch with students and struggle to insure that employees' limited recruiting time is used to interview the best candidates.
Task Analysis
1) Students maintain a list of experiences and skills that would potentially be included in a resume.
As students develop professionally, they maintain a log of their experience and activities to present to potential employers, often in a Word document on their personal computer. This professional journal allows undergraduates to generate different resumes as needed. If a student is applying to an internship, he often will often develop a resume based on experiences in his journal, keeping the potential employer in mind when deciding what points to add to the resume. The resume is often built the night that an application is due, or the day before a career fair. The points are added to the journal as they happen. The student often updates his GPA every semester, or right before he makes a new resume. Often the major updates to the journal happen when applying for jobs, fellowships and scholarships. These activities happen generally twice a year, once in the fall, and once in the spring. People have learned to keep a journal often because a friend, parent, or other mentor has told them to do so, but often this journal tracking starts when the student joins their undergraduate education. Undergraduates have the issue of not wanting to look bad because they do not have a strong resume, which sometimes leads to exaggeration, such as saying that the student is "fluent in Hindi" when he only has a basic understanding of the language.
2) Students customize a specific version of their resume.
Before a career fair, resume drop, company info session, or interview students need to prepare the latest version of their resume. In order to write this document, they must have a list of their experiences and skills, along with well-written text describing each item. Students then use a word-editing program like Microsoft Word to format some of the text into a one-page resume. One freshman used a Microsoft Word template from an upperclassman in his fraternity; another underclassman duplicated a resume style in a pamphlet provided by the Careers Office; a senior used a LaTeX document that he noted was difficult to change. Many students commented that they rushed this process and hated having to stay up late the night before a career fair to tweak their resume. The MIT students we spoke with seem to typically attend one career fair, four info sessions, and three interviews per semester. They typically update their resume once per semester, but the task becomes increasingly rare in later grades. The most common errors are small typos, formatting inconsistencies, and even occasional mistakes. One student recalls incorrectly listing a summer internship from “June 2008 - August 2009” and another misstated the grade she participated in a club.
3) Students maintain different versions of their resume and share them with employers.
Maintaining different resumes has become a nightmare for some students, especially those that try to track changes over time. Mosts students clutter their desktop or other folder with different versions of resumes with confusing filenames such as "Resume_Sophomore_Fall_v2.doc". Whenever new experiences need to be added to the resume, a student might remove or modify some of the prior experiences and save down a new version. Students were frustrated keeping track of so many resume files. One upperclassmen noted that this process became worse when applying to graduate school and post-graduation jobs simultaneously; he was often uncertain that a specific file had the most up-to-date information. This was especially difficult to the student's stretched schedule while attending class and dealing with applications and interviews.
4) Recruiters sort through a set of resumes to find the best job candidates.
Recruiters, especially of large companies, have to filter through many candidates by quickly scanning their resumes. One recruiter from a large multinational corporation said that if a resume does not look professional, she will not bother reading it, even if the candidate looks somewhat promising from a glance. She said that while she knows she turns aways some technically skilled candidates, one must look professional, and the resume it the first impression and a good opportunity for candidate to show that he or she is a professional. Two of the three recruiters we spoke to find recruiting online a pain, because they do not think that there is an easy way to get promising candidates into their internal recruiting pipelines. They told us that, when confronted with a resume book, all they want is a way to filter through resumes by school and GPA in order to focus on the most relevant candidates. Speed is essential, given the number of resumes. The most common errors at this stage of recruiting are 1) letting a solid candidate accidentally "slip through the cracks" because of resume overload and 2) eliminating strong candidates with weak resumes.
Note on LinkedIn
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