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Developing reading skills

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Presentation on theme: "Developing reading skills"— Presentation transcript:

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Because differences are our greatest strength

6 essential skills for reading comprehension

By Andrew M.I. Lee, JD

Expert reviewed by Margie B. Gillis, EdD

At a glance

Reading comprehension can be challenging for kids.

Kids must master a number of key skills, like decoding, to fully understand what they’re reading.

There are ways to help struggling readers build these skills at home and at school.

Some people think of the act of reading as a straightforward task that’s easy to master. In reality, reading is a complex process that draws on many different skills. Together, these skills lead to the ultimate goal of reading: reading comprehension, or understanding what’s been read.

Reading comprehension can be challenging for lots of reasons. Whatever the cause, knowing the skills involved, and which ones your child struggles with, can help you get the right support.

Here are six essential skills needed for reading comprehension , and tips on what can help kids improve this skill.

1. Decoding

Decoding is a vital step in the reading process. Kids use this skill to sound out words they’ve heard before but haven’t seen written out. The ability to do that is the foundation for other reading skills.

Decoding relies on an early language skill called phonemic awareness . (This skill is part of an even broader skill called phonological awareness .) Phonemic awareness lets kids hear individual sounds in words (known as phonemes ). It also allows them to “play” with sounds at the word and syllable level.

Decoding also relies on connecting individual sounds to letters. For instance, to read the word sun , kids must know that the letter s makes the /s/ sound. Grasping the connection between a letter (or group of letters) and the sounds they typically make is an important step toward “sounding out” words.

What can help: Most kids pick up the broad skill of phonological awareness naturally, by being exposed to books, songs, and rhymes . But some kids don’t. In fact, one of the early signs of reading difficulties is trouble with rhyming, counting syllables, or identifying the first sound in a word.

The best way to help kids with these skills is through specific instruction and practice. Kids have to be taught how to identify and work with sounds. You can also build phonological awareness at home through activities like word games and reading to your child.

To read fluently, kids need to instantly recognize words, including words they can’t sound out . Fluency speeds up the rate at which they can read and understand text. It’s also important when kids encounter irregular words, like of and the , which can’t be sounded out.

Sounding out or decoding every word can take a lot of effort. Word recognition is the ability to recognize whole words instantly by sight, without sounding them out.

When kids can read quickly and without making too many errors, they are “fluent” readers.

Fluent readers read smoothly at a good pace. They group words together to help with meaning, and they use the proper tone in their voice when reading aloud. Reading fluency is essential for good reading comprehension.

What can help: Word recognition can be a big obstacle for struggling readers. Average readers need to see a word four to 14 times before it becomes a “ sight word ” they automatically recognize. Kids with dyslexia, for instance, may need to see it up to 40 times.

Lots of kids struggle with reading fluency. As with other reading skills, kids need lots of specific instruction and practice to improve word recognition.

The main way to help build fluency is through practice reading books. It’s important to pick out books that are at the right level of difficulty for kids.

3. Vocabulary

To understand what you’re reading, you need to understand most of the words in the text. Having a strong vocabulary is a key component of reading comprehension. Students can learn vocabulary through instruction. But they typically learn the meaning of words through everyday experience and also by reading.

What can help: The more words kids are exposed to, the richer their vocabulary becomes. You can help build your child’s vocabulary by having frequent conversations on a variety of topics. Try to include new words and ideas. Telling jokes and playing word games is a fun way to build this skill.

Reading together every day also helps improve vocabulary. When reading aloud, stop at new words and define them. But also encourage your child to read alone. Even without hearing a definition of a new word, your child can use context to help figure it out.

Teachers can help, too. They can carefully choose interesting words to teach and then give explicit instruction (instruction that is specialized and direct). They can engage students in conversation. And they can make learning vocabulary fun by playing word games in class.

For more ideas, watch as an expert explains how to help struggling readers build their vocabulary .

4. Sentence construction and cohesion

Understanding how sentences are built might seem like a writing skill . So might connecting ideas within and between sentences, which is called cohesion . But these skills are important for reading comprehension as well.

Knowing how ideas link up at the sentence level helps kids get meaning from passages and entire texts. It also leads to something called coherence , or the ability to connect ideas to other ideas in an overall piece of writing.

What can help: Explicit instruction can teach kids the basics of sentence construction. For example, teachers can work with students on connecting two or more thoughts, through both writing and reading.

5. Reasoning and background knowledge

Most readers relate what they’ve read to what they know. So it’s important for kids to have background or prior knowledge about the world when they read. They also need to be able to “read between the lines” and pull out meaning even when it’s not literally spelled out.

Take this example: A child is reading a story about a poor family in the 1930s. Having knowledge about the Great Depression can provide insight into what’s happening in the story. The child can use that background knowledge to make inferences and draw conclusions.

What can help: Your child can build knowledge through reading, conversations, movies and TV shows, and art. Life experience and hands-on activities also build knowledge .

Expose your child to as much as possible, and talk about what you’ve learned from experiences you’ve had together and separately. Help your child make connections between new knowledge and existing knowledge. And ask open-ended questions that require thinking and explanations.

You can also read a teacher tip on using animated videos to help your child make inferences .

6. Working memory and attention

These two skills are both part of a group of abilities known as executive function . They’re different but closely related .

When kids read, attention allows them to take in information from the text. Working memory allows them to hold on to that information and use it to gain meaning and build knowledge from what they’re reading.

The ability to self-monitor while reading is also tied to that. Kids need to be able to recognize when they don’t understand something. Then they need to stop, go back, and re-read to clear up any confusion they may have.

What can help: There are many ways you can help improve your child’s working memory. Skillbuilders don’t have to feel like work, either. There are a number of games and everyday activities that can build working memory without kids even knowing it.

To help increase your child’s attention, look for reading material that’s interesting or motivating. For example, some kids may like graphic novels . Encourage your child to stop and re-read when something isn’t clear. And demonstrate how you “think aloud” when you read to make sure what you’re reading makes sense.

More ways to help with reading comprehension

When kids struggle with one or more of these skills, they can have trouble fully understanding what they read. Find out how to tell if your child has difficulty with reading comprehension .

Learn about what can cause trouble with reading in kids . Keep in mind that having reading difficulties doesn’t mean a child isn’t smart. But some kids need extra support and encouragement to make progress.

Key takeaways

Decoding, fluency, and vocabulary skills are key to reading comprehension.

Being able to connect ideas within and between sentences helps kids understand the whole text.

Reading aloud and talking about experiences can help kids build reading skills.

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Full Lesson Powerpoint - Reading Skills

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READING STRATEGIES power point.pptx

2019, hotni rambe

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Ryan Ardiansyah

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The present study focuses on the development of the reading comprehension skill, which is regarded as an active and strategic process during which readers deploy a number of reading strategies in order to construct meaning from English as a foreign language (EFL) texts. In this context, this study aimed to investigate the effectiveness of implementing metacognitive multiple-strategy instruction-consisting of predicting text content, using semantic maps prior to text reading, skimming, scanning, and contextual guessing-on elementary EFL learners' reading performance. In particular, the sample consisted of 135, 11 to 12 year old, Greek-speaking EFL learners. The study, quasi experimental in design, involved an experimental group that received a three-month strategy instruction and a control group that received no such training but participated in pretest, posttest, and follow-up measurements. The instructional approach adopted in this study was Direct Explanation; the strategy instruction can be characterized as cognitive, simultaneously, emphasizing the development of students' metacognitive awareness of reading comprehension with the goal of enhancing their reading achievement and rendering them strategic and independent readers. Another aim of the study was to explore the maintenance of comprehension gains after treatment withdrawal. In addition, the study intended to examine the relationship between students' reading ability level and reading performance as well as the relationship between gender and reading performance after implementing strategy instruction. Before embarking on strategy instruction, teacher interviews and classroom observations were conducted in order to investigate whether the EFL teachers of the classes that constituted the sample of this study instructed students to use reading strategies to derive text meaning. According to the results of the study, the specific EFL teachers were not involved in teaching students how to use reading strategies to construct text meaning. The results also indicated that the EFL students who received strategy training improved their performance in both the posttest and follow-up measurements in relation to the students in the control group. However, the interaction between students' reading ability level and reading performance after strategy instruction was not found to be statistically significant, as it was revealed that all students of the experimental group regardless of their reading ability level reaped great benefits from the treatment. Similarly, the interaction between gender and reading performance was not statistically significant, which requires further research.

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This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

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Topic: Developing Reading Skills

Aug 06, 2012

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Topic: Developing Reading Skills. General objectives: Students will be able to give a lesson in developing reading skills. Students will be able to integrate reading with listening, speaking, and writing. Lesson One Giving a Lesson in Developing Reading Skills. Pre-task activities

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Topic: Developing Reading Skills • General objectives: • Students will be able to give a lesson in developing reading skills. • Students will be able to integrate reading with listening, speaking, and writing.

Lesson OneGiving a Lesson in Developing Reading Skills • Pre-task activities • Step One: elicit Kinds of real-life reading • Step Two: elicit characteristics of Real-life listening • Step Three: discuss the factors affecting reading. • Step Four: identifying different types of listening texts. • Step Five: suggested activities in developing reading skills. • Step Six: tips in design a reading task • While-task activities • Step Seven: trainee giving lessons in developing reading skills. • Post-task activities • Step Eight: students evaluate the lessons.

Developing Reading Skills • What do we read? • Why do we read? • How do effective readers read? • Ways of reading • Skills of reading • How to design reading tasks? • Reading activities • Procedures of teaching reading

What do we read? • Calendars, addresses, phone books, name cards, bank statements, credit cards, maps, anecdotes,weather forecast, pamphlets , • product labels, washing instructions, short stories, novels, plays, poems, handbooks, • Clothes size labels, children’s scribbling, informal letters, business letters, rules and regulations, electronic mails, fax messages, • Junk mail, postcards, greeting cards, comic books, • Newspapers, diplomas, application forms, store catalogues, magazines, radio/ TV guides,

Advertisements posters, travel guides, cookbooks, repair manuals, memos, time schedules street signs syllabi, journal articles, song lyrics, film subtitles, diagrams, • Flowcharts, name tags

Why do we read? • Reading for pleasure • Reading for information

How do effective readers read? • They have a clear purpose in reading; • They read silently; • They read phrase by phrase, rather than word by word; • They concentrate on the important bits, skim the rest, and skip the insignificant parts; • They use different speeds and strategies for different reading tasks; • They perceive the information in the target language rather than mentally translate; • They guess the meaning of new words from the context, or ignore them; • They have and use background information to help understand the text.

Ways of reading • Skimming • Scanning • Extensive reading • Intensive reading

Reading skills • Recognizing the script of a language • Deducing the meaning and use of unfamiliar lexical items • Understanding explicitly stated information • Understanding information when mot explicitly stated • Understanding conceptual meaning • Understanding the communicative value of sentences and utterances • Understanding relations within the sentence • Understanding relations between the parts of a text through lexical cohesion devices • Understanding cohesion between parts of a text through grammatical cohesion devices

Interpreting text by going outside it • Recognizing indicators in discourse • Identifying the main point or important information in a piece of discourse • Distinguishing the main idea from supporting details • Extracting salient points to summarize(the text, an idea etc.) • Selective extraction of relevant points from a text • Basic reference skills • Skimming • Scanning to locate specifically required information • Transcoding information to diagrammatic display

How to design tasks? Accessible to students Pre-set purpose Top-down and bottom-up At discourse level Authentic texts Linking different skills Flexible an varied Developing reading skills rather than testing Using strategies Interesting Tangible result Immediate feedback

Reading comprehension exercise-types • Reading techniques • How the aim is conveyed • Understanding meaning • Assessing the text

Reading techniques • 1.Sensitizing • 2. Improving reading speed • 3. From skimming to scanning

1. Sensitizing • 1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues • Deducing the meaning and use of unfamiliar lexical items through understanding word formation • 1.2.Understanding relations within the sentence

1.1. Inference: Deducing the meaning and use of unfamiliar lexical items through contextual clues • Exercise1 • a) In paragraph 3, find two nouns meaning more or less the same as • killings' : …………… • b) In paragraphs 2 and 3, find the equivalents of the following words: • changing: ……………………. • Take place…………………… • Declare…………. • c) In paragraph 3 • - -find an adjective which means the opposite of `for short periods` • -- find a noun which means the opposite of `free and footloose young • people' (para. 4)……………….

Exercise 2 • In the text ‘Programming People’, one of the recurring ideas is the loss of one’s independence and personality. Read the text again to find all the words related to that idea and fill in the following table. • nouns adjectives verbs • dependence e.g. slaves • independence

Exercise 3 • Read the following paragraph and try to guess the meaning of the word ‘zip’.

Deducing the meaning and use of unfamiliar lexical items through understanding word formation • Exercise 4 • a)Two words with the suffix ‘-ible’ appear in the text. What are they? • What effect does the suffix have on the meaning of the word? • B) Underline the suffixes in the following words • -hypnotist • -predictable • -beautiful • -apparently • -observation

1.2.Understanding relations within the sentence • Exercise 1 • Read the following sentences and underline the subject and the main verb of each of them.. • Exercise 2 • In the following text, a number of link-words have been italicized. Replace them by other link-words, or rewrite the sentences, making sure the meaning remains the same

Exercise 3 • Look at the text and classify the italicized link-words according to their function: • Cause:……… • Consequence…………… • Time sequence:……………. • Concession ;…………… • Opposition:……………

Exercise 4 • Read the following text and select the mos6 appropriate link-words from the list given below. • a) because • b) although • c) for example • d) since

2. Improving reading speed • Exercise 1 • a)Underline the word which is the same as the first one given. • told bold told hold bolt

a)Find the word which means the same thing as the first word mentioned. • grab hold • snatch • leave • give

3. From skimming to scanning • 3.1 Predicting • 3.2 Previewing • 3.3 Anticipation • 3.4 Skimming • 3.5 Scanning

3.1 Predicting • Exercise 1 • After reading each of the sentences in column 1, link at column2 and choose the sentence which you think isl most likely to follow. Go on in the same way until you reach the end of the text.  • Ss 1………………… Ss 2 a)……………. • b)…………… • c)……………. • d)…………… • ss 3………………… Ss4 a)……………. • b)…………… • c)……………. • d)…………… • ss5………………… Ss5 a)

3.2 Previewing • Exercise 1 • You have been given a page from a book to read. • It is entitled ‘The New Famines’, What do you think the passage is about? • Think of at least three possibilities. • The title of the book is The End of Affluence and here is the beginning of the table of contents. Does this lead you to reconsider your former opinion and make a more accurate guess at the contents of the passage?

3.3 Anticipation • Exercise 1 • Before studying a text about robots: • 1 What is a robot? • 2 Is there any difference between a robot and an automaton? • 3 What can robots be used for? • 4 Do you think they can ever completely replace human beings for some jobs? Which ones?

3.4 Skimming • Exercise 1 • Here is the beginning of a short story by Roald Dahl. Skim through it and underline the sentence or the words that best sym up the main idea of each paragraph.

Exercise 2 • Read the following articles as quickly as you can and decide which title is best suited to each of them. • ……………………………… A lucky meeting • …………………………….. Violence in Detroit • …………………………….. A clever policeman • …………………………….. A good detective • …………………………….

3.5 Scanning • Exercise 1 • You’re thinking of buying a cottage in the Cotswolds • This is what you want: • -three bedrooms or more • -an old house you could modernize yourself • -in a small village • - price unde$40000 • -Look at the following page and circle the advertisement corresponding to what you are looking for • - Try to do this as quickly as you can

How the aim is conveyed • 1. Aim and function of the text 2.Organization of the text: different thematic patterns

1.Aim and function of the text1.1Function of the text • Exercise1 • Match the following passages and their function: • …………………………………… Persuasion • …………………………………… Warning • …………………………………… Giving information • …………………………………… Giving direction • …………………………………… Invitation • …………………………………… Request

1.2 Functions within the text • Exercise1 • Read the following dialogue and match what the characters say and the functions listed underneath. • A ……………………B …………………… • C …………………….D …………………… • E ……………………..F …………………….. • G ……………………H …………………… • I ………………… J ……………………… • 1 Demand for evidence • 1Agreement • 2Farewell • 3Asking for information • 4Greeting • 5Evidence(explanation) • 6Giving information

2.Organization of the text: different thematic patterns2.1 Main idea and supporting details • Read the opening paragraphs of the suggested texts and decide which category they fall into • question to • hold the • summary of the reader’s • main point attention example ……………… ……

2.2 Chronological sequence • Exercise 1 • After reading the text complete the sentences with one of the following words ; before, after, when, since, while, during, as soon as

2.3 Descriptions • Exercise 1 • Read the following passages and decide which type of organization they represent

2.3 DescriptionsExercise 1Read the following passages and decide which type of organization they represent • Down up outside inside detail general • impression • general • Up down inside outside impression detail • 1 • 2 • 3 • 4

2.4 Analogy and contrast • Exercise 1 • Can you draw a tree diagram to represent the different types of vehicles? Think of as many branches as you can besides the ones mentioned in the text.

2.5 ClassificationExercise 1Read the text which describes eighteenth-century houses in London. Then complete the diagram below showing the different types of housing. • 18th century London house • along streets

Understanding meaning • 1.Non-linguistic response to the text • 2. Linguistic response to the text

1.Non-linguistic response to the text • 1.1Ordering a sequence of pictures • 1.2Comparing texts and pictures • 1.3 Matching

1.1Ordering a sequence of pictures • Exercise 1 • Here are the photos that Pat sent to Tom. Can you put them back in the order in which they were taken?

1.2Comparing texts and pictures • Exercise 1 • Now that you have read the short story, look at the following drawing. Are there any common points between the two? • In what way does the cartoon differ from the story?

1.3Matching • Exercise 1 • Read the letter and choose the family tree that corresponds to Gwenda’s family • Exercise 2 • Match the following comments with the photographs of the people who made them.

1.4 Mapping it out • Exercise 1 • Read the following passage and indicate on the diagram; • a)All that Iverson can see in Groot’s room • b) Groot’s movements(use arrows) • Iverson’s room door Groot’s room

1.5Jigsaw reading • Exercise1 • Work in groups of two, each group having only one of the passages that follow. • In your group, follow these steps: • -read the passage carefully • -sum up what it is about for the other groups • -try to guess how it is situated kin the whole text • - discuss all this with the other groups until you can reconstitute the whole story, from beginning to end.

2.Linguistic response to the text 2.1 Reorganizing the information: Reordering events • Exercise 1 • Can you put these events back in their chronological order? • a)…………………………………… • b)……………………………….. • c)…………………………………… • d)……………………………………… • e)………………..…………….. • g)…………………………………

2.2 Reorganizing the information: Using tables • Exercise 1 • Read this article from Times and complete the table that follows • When? who? Where? What? Why?

2.2 Comparing several texts • Exercise 1 • The three texts that follow all relate to the same incident. Read them carefully and fill in the comparison table • Features Text No. 1 Text No. 2 Text No.3

2.3 Study skills: Summarizing • Exercise 1 • Read the following article and the summaries written by four students. • Then decide which of the summaries is the best. • …………….. ………………….. ……………….. • …………….. ………………… ………………. • …………….. ……………….. ……………. • …………….. …………………… ………………… • ………………. …………………… …………………

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• Resume and Cover Letter
• 11 Best Manager Skills for...

11 Best Manager Skills for Your Resume (with Examples)

8 min read · Updated on January 11, 2024

Show off your manager skills on your resume to progress your career

Is it time to start climbing the career ladder? If you're looking at stepping up into a management role, you'll need to showcase your manager skills on your resume. As a leader, there are plenty of skills that you can highlight to prove your suitability for the role – and the good news is that you probably already have plenty of them!

What are manager skills?

Manager skills encompass a broad mix of skills and abilities that enable a person to thrive in a management role and fulfil the tasks required of them. With the right skills, a manager can deliver positive results and business improvements, whilst overseeing a productive, motivated team.  Of course, they also need to show off those skills on their resume, so that they can get hired into a management role in the first place!

In this article, we'll look at some of the top manager skills that you should consider including on your resume to support your career progression.

Examples of the best manager skills for your resume

Let's take a look at some examples of top manager skills for your resume that will make hiring managers sit up and take notice.

1. Team leadership

When you reach a management position, you'll have a team working for you. That could be a team of one or two people, or a team of hundreds. Either way, you'll need to have the  leadership skills necessary to motivate them to produce excellent work, the delegation skills to allocate work fairly, the interpersonal skills to build trusting relationships with each and every person, and the confidence to manage their performance. Team leadership skills encompass many other skills, but you can't be a successful manager without the whole package.

Gone are the days of the authoritarian leader. These days,  empathy is a key management trait. To build a positive work environment, where workers are productive, happy, and motivated, managers need to take the time to understand individual personalities, drivers, and concerns. Empathy with the needs of the team enables a manager to make better decisions, to support their staff, and to build trusting relationships. All of this comes together to create an environment where everyone operates at their best and fulfils their potential – ignore this management skill at your peril!

3. Project management

Life as a manager isn't just about managing people and operations. At some point, you'll have a project to manage, too. A great manager doesn't just accept the status quo, they identify areas for improvement and implement the necessary changes to enable the business to thrive. Projects range in size, from the small, such as arranging an on-site team-building activity, to the large, such as implementing a multi-million-dollar computer system across several global locations. Successful projects are delivered within deadlines and budgets and in line with the agreed scope and quality expectations.  Project management is an important executive manager skill for your resume, and encompasses planning, cost control, stakeholder management, risk control, and delegation, among many other skills.

4. Communication

Everyone can communicate to some degree, but do you have the high-level communication skills needed on a senior manager resume? Wrapped up in this seemingly simple skill are negotiation, influencing, public speaking, digital communication and, sometimes,  foreign language proficiency . You can't simply add “communication skills” to your manager resume – that may be fine for a recent graduate, but by the time you reach the heady heights of management you'll need to prove you have the advanced communication skills necessary to lead.

5. Conflict resolution

In an ideal world, there would be no conflict. Unfortunately, we don't live in an ideal world and, at some point, you'll find yourself needing to manage conflict. The conflict may be between team members, with suppliers, or even across departments. Showing conflict management skills on your managerial resume will reassure recruiters that you can handle difficult situations with empathy, discretion, and decisiveness.

6. Team building

Teams don't manage themselves! Even the most cohesive teams need to be supported through change or difficulties – it's how you manage those situations that will set you apart as a manager. A well-oiled team can positively impact productivity, morale, and results. Your manager skills on your resume need to include skill in team building and position you as a supportive, collaborative, empathetic leader.

7. Results delivery

Of course, there's no point having a happy team if they simply aren't delivering the results the business demands. A successful manager always has one eye on the results, whether that's in terms of KPIs, sales figures, service level agreements, profitability, cost savings… or any one of a hundred other metrics that are used to measure business performance. Don't forget to add positive results to your manager resume, so that the hiring manager can appreciate your contributions and your ability to keep performance on track.

8. Delivering presentations

The majority of people don't enjoy public speaking – and indeed some people live in fear of it! But if you're going to be a successful manager, you'll need to be confident in delivering presentations. This is a great skill to highlight on your manager resume, as there will almost certainly be some element of presentation involved in your role. From small team meetings to large conferences with hundreds of attendees, your ability to speak confidently, articulately, and concisely will be valued.

9. Planning

Are you the type to leave things to the last minute and then drag your team into a blind panic in order to hit a long-forgotten deadline? Planning is a key management skill, whether you plan day-to-day schedules and activities for your team or you create long-term project plans. Don't forget to include planning skills on your resume.

10. Problem solving

The more senior the role, the bigger the  problems you'll be called on to solve. Luckily, with your clear thinking and logical approach, you're more than up to the job – but does your resume show that? Rather than pretending that everything always runs like clockwork, your resume could benefit from a dose of reality in the form of a business problem or challenge that you've swept in to resolve.

11. Commercial acumen

A good manager understands how their role, their team and their department fits into the bigger picture. Sound commercial acumen is a vital skill for managers and one which needs to be demonstrated on your resume.

How to convey manager skills on your resume

Now you know what to include, you need to consider how to write manager skills into your resume. The best way to add manager skills is to show, rather than tell. What do we mean by that? Well, take a look at these two statements.

I have strong communication skills

I successfully negotiated improved terms with a supplier, saving $10,000 per annum

Which do you think sounds more persuasive? The second? That's because the first statement is just your opinion. The second statement provides a real-life example and a quantifiable result, which proves your opinion to be true.

By providing quantifiable examples, you'll immediately level up your resume. Rather than settling for a basic, generic document, you'll transform it into a convincing, management-level resume that showcases your relevant skills and expertise.

The job posting can be used as a cheat-sheet to help you identify which skills to focus on when you're writing your resume. If a skill is mentioned in the advert, you can be sure the hiring manager will be looking for it when they review your resume. Ensuring you've included the skills as keywords will help your resume to find its way to the top of the YES! pile.

Soft skills vs hard skills

Manager skills on your resume should include a mix of  hard and soft skills . As a reminder, hard skills are the job-specific skills that you've learned over the years you've honed your craft, such as computer programming or accounting. Soft skills are those that are transferable between roles, such as problem solving and teamwork. A great resume includes both, to position you as a well-rounded professional.

Leverage your manager skills to secure your next role!

With your management skills clearly coming through on your resume, you'll soon have interview offers flying into your inbox. Remember these key points to ensure you're presenting a strong resume:

Use real-life examples

Quantify results wherever possible

Add a mix of hard and soft skills

Reflect the skills specified in the job advert

If you'd like some feedback from an expert before you send off your manager resume, why not submit your resume for a free, no obligation resume review ? With an independent pair of eyes on the document, you'll soon learn whether your resume shows you have the skills of a manager in business or whether further work is needed before you hit the send button.

Recommended reading:

Do You Really Want to Be Manager One Day?

Leader vs. Manager: Understanding the Difference Between These Two Key Roles

10 High Income Skills Companies Need in 2024

Related Articles:

Do Hiring Managers Actually Read Cover Letters?

How to Create a Resume With No Education

Why You Lose When You Lie on Your Resume: Learning From Mina Chang

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