Monthly Archives: November 2008

Community Organizer Trainee in Richmond

Description:
The DART Organizers Institute is a paid, field school for those wishing to pursue a career in community organizing. The Organizers Institute includes a seven-day classroom workshop with veteran organizers from the field, and up to 15-weeks of in-field training with a local organization. Graduates from the DART Organizers Institute will join dozens of other successful organizers as fulltime, salaried staff members working to build the power of low-income communities throughout the country in their struggles for justice and equality.
Essentially, the formula is simple: learn to organize from the best in the business then go onto a fulltime career building power for justice.
Using strategies and techniques taught by the DART Center, organizations throughout the United States have held government and economic systems accountable and won important victories on a broad set of race and poverty issues including:
* Education reform in low-performing public schools,
* Affordable housing
* Police Misconduct
* Youth services
* Environmental protection
* Job training
* Fair immigration policies, and
* Dozens of other issues important to low-income communities.
Our classroom and field training covers such topics as:
* Identifying and training local leaders
* Strategic planning and issue cutting
* Researching and targeting decision makers
* One-on-One relationship building
* Developing and training leaders to take successful Direct Action on issues
* Fund Raising for the long-haul
* Congregation-based coalition building
Locations, Dates, & Benefits:
The DART Organizers Institute includes an initial 7-day classroom training and 15 weeks of infield training at one of the DART affiliates. The 7-day classroom training will take place in Ohio in mid-July, 2009. Following the classroom training, OTs will be placed on staff with local DART affiliates for fifteen weeks of training. OTs could potentially be placed with any of the local DART affiliates including organizations in Florida, Michigan, Ohio, Virginia, Indiana, and Kentucky. We will take into account the Organizer Trainees’ preferred location, but placements will be determined in order to provide the best training experience possible. Organizer Trainees will learn of their infield training location six weeks before the start of training. We will be sending up to two OTs to DART’s Richmond, Virginia organization known as Richmonders Involved in Strengthening our Communities (RISC) organization.
DART will pay for hotel and gas expenses in route to their placement, as well as, provide a living stipend over the course of the 4-month training to cover living expenses. DART will also reimburse any work related travel costs incurred during training. After completion of the 4 month in-field training, DART will work to place successful graduates into fulltime, salaried positions with a DART affiliate. Initial salaries start at $30 – 35,000/year, plus benefits including health and paid vacation. They will also be placed onto a two-year advanced training track to ensure ongoing support and professional development.
Responsibilities:
OTs will be provided with an intensive classroom orientation, but most of the training will take place while working to build the power of one of the local DART affiliates. OTs will be expected to create a work plan based on the goals set by the local leadership, execute the techniques and strategies they learn during the classroom training, be accountable to DART and local organizing staff through written weekly reports and check-ins, and should continuously evaluate their own progress toward becoming a skilled professional community organizer.
Additional Qualifications:
Potential Organizer Trainees must have:

* passion for justice and equality
* ambition for a career organizing with DART (minimal commitment of three years following training)
* strong work ethic and discipline
* drive toward excellence
* self-motivation
* capacity to build and strengthen relationships of trust
* professional, team player attitude
* conviction to overcome economic and racial barriers
* comfort working with religious congregations
* willingness to be mentored and trained
* ability to create and execute a plan
* sense of humor
* college degree or equivalent professional experience
* a reliable car
* flexibility regarding relocation
* proof of US citizenship or permanent residency
Preferred Qualifications
* fluency in Spanish/English
* master’s degree
* professional organizing experience
How to Apply:
To apply, please send your resume and completed application via email to Ben MacConnell before midnight, January 1, 2009: ben@thedartcenter.org.
To download our application and find out more about DART or the Organizers Institute, go to the “Become an Organizer” section of our website: http://www.thedartcenter.org/welcome_organizer.html. You may also call or email our Recruitment Director, Ben MacConnell, with questions at: 785-841-2680.

Non-Academic Careers for Scientific Psychologists – APA article

True or False? The only career option for a scientifically-trained psychologist is a faculty position in a college or university.
The answer is a resounding False!
In response to the concerns of many psychology graduate students about the lack information on careers outside of the university setting, we began inviting scientific psychologists with traditional training to tell us about their work in some relatively non-traditional places. The Interesting Careers in Psychology series is a relatively small sampling of an infinite number of non-academic careers that are possible–those who have “taken a different path” relate their own experiences of how they got to where they are now and the valuable lessons they learned along the way to employment “beyond the lab.”
The following Interesting Careers in Psychology articles illustrate the various skill-sets and expertise that scientifically-trained psychologists possess which are also highly valued by employers outside of academe. The non-traditional career paths represented by these personal success stories illustrate the different types of unique contributions made by scientific psychologists in many different employment settings.
Our goal is that these stories of successful and rewarding careers outside of the academic arena will encourage graduate students and new PhDs to vigorously explore the wealth of non-academic career possibilities, especially in positions or arenas they may have never considered before. A new Interesting Careers article is published in almost every issue of Psychological Science Agenda (PSA) and will be posted to this site shortly after publication, so bookmark this page and visit regularly!
Careers (sorted alphabetically by person’s name)
Judith Amsel, Acquisitions Editor
Robert L. Balster, Research Psychologist in a Medical School
Yael Bat-Chava, Research Director for a Non-Profit Organization
Sunny Becker, Experimental Psychologist in a Behavioral Science Research Firm
Marilyn Sue Bogner, Medical Error Consultant
David Boninger, Social Psychologist in Rehabilitation Technology
Simon H. Budman, Psychology Emerges in a Multimedia World
James R. Callan, Engineering Psychology in Research and Development
Siri Carpenter, Becoming a Science Writer
Yihsiu Chen, Technology Consultant in the Telecom Industry
Carolyn Copper, Social Science Analyst in the Public Sector
Mary Czerwinski, Research Psychology at Microsoft
Mary Carol Day, Human-Computer Interface Designer
Margaret Diddams, Cognitive and I/O Psychologists in the Technology Industry
Susan A. Ferguson, Highway Safety Research Analyst
Pamela Flattau, Policy Scientist as an Independent Consultant
Richard Garfein, International Market Research Consultant
Liz Gehr, Human Factors Expert
Dale Glaser, Statistical and Methodological Consultant
James A. Griffin, Psychologist in the White House
Neil S. Hibler, Police Psychology in the Federal Government
Richard J. Katz, Clinical Neuropsycho-pharmacologist
Stephen J. Kraus, Market Research Consultant
Holly R. Landwehr, Human Factors Psychologist in Aviation
John K. Lauber, Human Factors Psychologist in Aviation
Robert P. Lowman, Academic Research Administrator
Laura M. W. Martin, Science Museum Education and Research Specialist
Julia Mennella, Chemical Senses Scientist
Robert S. McCann, NASA Research Scientist
Peter Nathan, University Provost
Cynthia H. Null, NASA Research Psychologist
Jacqueline Ogden, Animal Programs Psychologist
Susan Lee Painter, Design Psychologist
Anne C. Petersen, Foundation Executive
Anthony J. Pinizzotto, Forensic Psychologist in the FBI
Tom Puglisi, Federal Regulatory Officer for Protection of Human Subjects
Peter Ramsberger, Human Resources Research Organization
Hendrick Ruck, Corporate Investment Strategist for the Military
Christine A. Sannerud, Federal Drug Science Specialist
Naomi Schwartz, Executive Search Consultant
Philip M. Smith, Organizational Development Consultant
Peter J. Snyder, Neuropsychologist Prospers in Pharmaceuticals
Joy Stapp, Trial Consultant
David Stonner, Policy Scientist for a Federal Agency
Robert R. Tyler, Aviation Human Factors Practitioner
Hilary R. Weiner, Expert Witness in Employment Discrimination Cases
E. Belvin Williams, Psychology Meets Philanthropy
View the complete article here: http://www.apa.org/science/nonacad_careers.html

Industries and career options with a Bachelor of Science in Psychology

1. Community Relations Officer: works either for business or government in promoting good relations with the local community.
2. Affirmative Action Officer: works for recruitment and equal opportunities for minorities; employed by business, industries, schools and government.
3. Recreation Worker: plans and supervises community recreation facilities. (Increasing number of opportunities available for therapeutic recreation workers, often requiring course work in therapeutic recreation.)
4. Urban Planning Officer: deals with city planning, renewal.
5. Personnel Administrator: works with employee relations, selection, promotions, etc.
6. Advertising copywriter: researches audience and media, writes text of advertisements.
7. Media Buyer: researches product and audiences to select most effective media for advertising.
8. Health Educator: gives public information about health and disease.
9. Vocational Rehabilitation: counsels persons with handicaps and illnesses in preparation for new vocations (some states require an M.A. degree for this position).
10. Psychiatric Assistant: administers routine tests, helps with patients under supervision of psychiatrist.
11. Director of Volunteer Service: responsible for volunteers–recruits, supervises, trains, and evaluates volunteers.
12. Public Statistician: collects and interprets data on health and disease and community relations.
13. Customs Inspector: serves at international borders and airports in investigations and inquiries.
14. Probation and Parole Officer: persons with psychology backgrounds are often preferred for such positions, especially with adolescent parolees.
15. Newspaper Reporter: social science, psychological interest areas.
16. Technical Writer: researches and writes material dealing with social science and psychological knowledge for magazines, newspapers and journals.
17. Sales Representative: major publishers of psychological books often seek out undergraduates with psychology majors for these positions on college campuses.
18. Opinion Survey Researcher: does opinion polls and interprets results.
19. Daycare Center Supervisor: supervises and coordinates activities of preschool children with working parents.
20. Research Assistant: assists in the collection and analysis of data for major investigations. Positions usually available only in large hospitals, businesses, and government.
21. Laboratory Assistant: psychology background preferred for students working with animal behavior research, especially primate laboratories.
22. Scientific Instrument Salesperson: opportunities in sales and development for companies specializing in psychology apparatus.
Anyone wishing to develop better knowledge of local employment resources could plan to survey all agencies in the area which employ any of the types of persons listed in the foregoing occupations. Much useful information might be gained through a series of telephone calls and/or letters (this is called INFORMATIONAL INTERVIEWING) to the personnel departments of area businesses, hospitals, research institutes, newspapers, military bases, department of corrections, mental health agencies, child care centers, and all the service agencies.
Please contact Jeanette Waterman in the University Career Center at ejwaterman@vcu.edu for more information on this topic and informational interviewing!

The Value of the Undergraduate Degree – From APA

Psychology majors, whether they have gone on to careers in psychology (the majority do not) or other fields, cite courses in the principles of human behavior as especially important to life after college. The additional insight gained from these courses helps them, whether they are functioning as parents at home, managers on the job, or professionals in other fields.
Many bachelor’s degree holders credit their college psychology courses with teaching them how people, including themselves, learn. “I use information on learning theory every time I conduct a training session for my employees,” says a manager in a consumer products company.
Above all, it is the rigorous training in the scientific method—the need to do thorough, objective research, analyze data logically, and put forth the findings with clarity—that stands psychology
majors in good stead as they pursue their future careers.
Anywhere people work, and anything they do while at work, is of interest to psychologists. Psychologists study what makes people effective, satisfied, and motivated in their jobs; what distinguishes good workers or managers from poor ones; and what conditions of work promote high or low productivity, morale, and safety.
S
ome psychologists design programs for recruiting, selecting, placing, and training employees. They evaluate, monitor, and improve performance. They help make changes in the way the organization is set up. Others help design the actual tasks, tools, and environments with which people must deal when doing their jobs. These specialists can also help design the products that organizations turn out and conduct research related to product design. For example, they play a big role in making computer hardware and software more user-friendly,
which in turn contributes both to operator performance in the workplace and product
acceptability in the marketplace.
Psychologists with training in mental health and health care also deal with the health
and adjustment of individuals in the work setting. They work with employee assistance
plans that provide help with drug or alcohol addiction problems, depression, and other
disorders; they also foster healthy behavior.

Top 10 Career Strategies for Freshmen and Sophomores

by Bob Orndorff
You control your career destiny! Just going to class and picking up your diploma after four years doesn’t cut it. You need to become active on and off campus. Becoming marketable to employers or graduate schools is a four-year job! Here are the top 10 things you can do during college to make yourself marketable at job-search time. In fact, if you do all 10, you’ll be unstoppable!
1. Keep your grades up.
Employers and graduate schools want candidates with good grades. That will probably never change. Doing well academically not only proves that you have a good knowledge base, but indicates a strong work ethic—a value that employers value, but that that seems to be less common every year.
2. Identify your interests, skills, values, and personal characteristics.
As you could tell from the career counseling session, Anita didn’t have a clear understanding of her interests and skills. Her interest in PR was pretty vague. The first step to clarifying your career goals is to go through a process of self-assessment. Visit your career center and take advantage of the self-assessment instruments that they have to offer.
3. Actively explore career options.
This is something that very few college students do: actively explore career options. In fact, a study has shown that most freshmen and sophomores spend more time deciding on a video to rent than on what they might want for a career, even though a video only lasts two hours while your career can last a lifetime. Isn’t your life after college worth exploring? You owe it to yourself to find a career that enriches your life, not one that brings you down. Actively exploring careers means talking with professionals in occupations of interest (called Information Interviewing) and observing professionals on the job (called Work Shadowing). Your career center probably has alumni and other volunteers who are willing to talk to you about their careers. Also, attend any career expos, career fairs, and career speaker panels that are offered. You can learn a lot about various career fields by attending these events. Finally, it doesn’t hurt to begin the process by reading about careers of interest. One of the best Internet sites for exploring careers is experience.com—check it out!
4. Become active in extracurricular activities and clubs.
Active involvement in activities and clubs on campus is highly valued by employers and graduate schools. Joining a club is fine, but becoming active within that club is what matters most. Become a leader, hold an office, or coordinate an event. You will develop your skills in leadership and teamwork—skills that are on the top of every recruiter’s list!
5. Get involved in community service.
It’s important that you begin to understand and appreciate the importance of giving back to your community, and that you live in a larger community than your college or hometown. Typically, students look at community service as a chore. After they’ve served, however, it’s usually one of the most rewarding experiences they’ve had! Recruiters love to see that you’ve volunteered to help in your community.
6. Develop your computer skills.
Computers are changing the world of work in a big way! The days of secretaries typing your letters are over. Every worker must know how to type business letters using a word processor. That’s a given. To demonstrate strong computer skills, you must learn how to use spreadsheets, design data bases, and produce automated presentations. Take advantage of the computer courses and workshops your college offers. But you can also learn a lot by just experimenting with different software packages on your own. For example, you could make yourself a mini data base that maintains mailing addresses and phone numbers of all your friends and family. Finally, you should learn how to develop your own web page or web-based portfolio. There are many web-design editor software packages that make it real easy to develop your own web page! Contact your college’s information technology office to see how to get started.
7. Develop your writing skills.
Over and over, company and graduate school recruiters complain about the lack of writing skills among college graduates. Don’t avoid classes that are writing intensive. Work at developing your writing skills. If there is a writing center on campus, have them take a look at your papers from time to time. Remember, the first impression you give to recruiters is typically your cover letter or personal statement.
8. Complete at least one internship in your chosen career field.
More and more, internships are the springboards to employment and getting into graduate programs. Many recruiters say that when they need to fill entry-level jobs, they will only hire previous interns. In addition to making yourself more marketable, internships also are a great way to explore careers and determine whether or not certain careers are for you. When you work for a company as an intern for three to four months, you get a really good feel for whether the field (and company) is one in which you want to work day in and day out!
9. Gain an appreciation of diversity through study abroad, foreign languages, and courses.
The American work force is becoming more diverse every year. Also, we are now, more than ever, working within a global work force. For you to be successful at work and in your life, you must stretch yourself and learn about people and cultures different than yours. Because of civil rights laws, people today are forced to tolerate diversity. Winners in life and work are ones who appreciate diversity! The only way you can appreciate diversity is to open your mind and become more familiar with and knowledgeable about different cultures. Take advantage of the wonderful study-abroad opportunities and the courses relating to diversity. This is your time to travel! Most people find it harder to take time to travel as they begin their careers and start families. While it may be a little scary at first, traveling to foreign countries is the most life-changing experience you’ll have in college!
10. Use your career center all four years.
Your college career center can help you throughout your entire college career. Here is just a sampling of what your career center can help you do:
* choose your major and career direction,
* explore career options,
* obtain an internship,
* write a resume and cover letter,
* develop your interviewing skills,
* identify your skills, interests, and values,
* develop a job search or graduate school plan,
* connect you with prospective employers (career fairs, on-campus recruiting, etc.), and
* connect you with alumni mentors.
Remember, you control your career destiny. Don’t wait until your senior year to start realizing your goals. Your career train is on the move. Jump on board now so you can reach your destination!

Five Myths About Career Services

1. The office is useful only for specific majors.
2. Career Services is only for seniors.
3. The only way to get a job is if the employers interview on campus.
4. Employers are only hiring seniors with a GPA of 3.0 or better.
5. Very few students get a job through the career services office.
Career Services can be helpful beginning freshman year with:
* Personal, academic and career assessment.
* Career counseling.
* Workshops and career programs.
* Job search assistance for on- and off-campus recruiting.
* Internship preparation.
* Career library and online resources.

Phoenix Project: 2009 Nonprofit Leadership and Social Entrepreneurship Program

Application
http://www.phoenixproject.org/socialentrepreneurship/nlp/nonprofit_leadership_form/
Process
Applications will continue to be accepted until March 15, 2009. Applicants are encouraged to apply as early as possible to maximize their opportunities for admission and funding.
In addition to completing an application and submitting a transcript, all applicants will be invited to participate in individual phone interviews.
The Phoenix Project seeks to admit applicants who have demonstrated excellent academic performance, commitment to service, interest in the nonprofit sector, potential to benefit from the program, and who collectively represent the diversity of the Commonwealth.
Eligibility
* Be a sophomore, junior, senior or graduate at a college or university in Virginia when applying or a resident of Virginia attending college in another state (students graduating in 2009 are eligible to apply);
* Be between the ages of 18 and 26 years old at the commencement of the program;
* Commit full-time to the Nonprofit Leadership Program from June 14th – July 26th, 2009; and
* Have health insurance coverage during the Nonprofit Leadership Program.
Tuition and Academic Credit
The Phoenix Project covers 60% of the cost of participation for every student participating in the NLP. Students and/or their home universities are asked to cover the remaining 40%, or $1,950. Students are provided room, board and all program materials, and there are no hidden costs or fees. Many participating universities sponsor some or all of the program tuition—please contact our staff to inquire about resources at your university. A $250 deposit is due on April 10 and the final payment is due May 15.
Many students choose to pursue academic credit from their home universities for their participation in the NLP, and most receive six credits for the experience. Please note, however, that the credit-granting relationship is between the student and his/her university. The NLP program fee of $1,950 is unrelated to any charged your university may charge you to grant you credit.
Application
Please submit the following application materials:
* Completed application form, including essay responses;
* Current transcript that includes list of enrolled courses for Spring 2009 (unofficial transcript is acceptable); and
* Up-to-date resume.
An application will only be considered complete when all of the above materials are received.
There is no application fee. The completed application form and resume should be submitted using the online form. The applicant’s name should appear in the file names of all attachments. Students should either email or mail the transcript to nlp@phoenixproject.orgor P.O. Box 2304, Springfield, VA, 22152.
Applicants will receive an email confirming receipt of application components. Please email us at nlp@phoenixproject.org with any questions about the application process.
Calendar
January 15, 2009 Early applications due
February 1, 2009 Early applicants notified of acceptance
March 15, 2009 Applications due
March 29, 2009 Final notification to all students/Waitlist created
April 10, 2009 Deposit and commitment form due
April 15, 2009 Waitlist applicants notified of space in class
May 15, 2009 Final payment due
June 14, 2009 Program begins
July 26, 2009 Program concludes

FULL TIME Sales Representative Trainee; Sun Life Financial

Location:
Richmond, Virginia
Industry:
Insurance
Job Function:
Sales
Description:
A company is only as good as its people. At Sun Life Financial, one of our primary core values dictates that we pursue excellence through the people we employ and the work that they do. As a world-class financial services organization, we recognize that the contributions made by our employees are vital to our success. We seek high-caliber individuals who will bring excellence, talent and energy to our dynamic group sales organization.
Our U.S. Group Insurance business unit is a Top 10 leader in the group benefits marketplace. We serve large, medium and small employers who want to provide their employees with group benefits. We develop and distribute a full range of insurance products, including life, disability, medical stop-loss and dental insurance. Currently, our U.S. group benefits business serves more than 10 million plan members in over 40,000 group benefit plans and has annual premium of more than $1 billion.
If you’re seeking a selling role in a career that offers independence, professional growth and high-income potential, are self-motivated and driven to succeed, then we invite you to take a closer look at Sun Life Financial to find out how a career in employee benefits sales is the perfect fit for you. Don’t make the mistake of thinking this is a typical insurance sales role! For the right talent, selling employee benefits and income protection can be engaging, rewarding and extremely lucrative.
With Sun Life Financial, you’ll get all the tools, training and support you’ll need to be successful. We invest in people and work hard to make sure our sales force is among the most knowledgeable and capable in the industry. Along with a competitive starting base salary, your sales career at Sun Life Financial ties your compensation directly to your level of performance. Simply put, the more you sell, the more you make.
The Position:
As a Sales Representative Trainee, you will market group insurance benefits through a network of insurance brokers, third-party administrators and consultants. Since our products are not sold direct, your responsibility is to build relationships with these key contacts, who then market our benefits portfolio to some of the U.S.’s leading employers. You will also develop internal relationships, such as with underwriters, who will assist you in developing specialized plans to meet your client needs. Your role is a consultant and you will be trained as an expert.
Training:
We offer an extensive training and development program to help our employees reach their full selling potential, including business knowledge and product expertise. Our structured training program incorporates a variety of methods including web casts, job shadowing, role-plays, and formal classroom training during two separate visits to our U.S. Headquarters in Boston. All candidates are provided a laptop during training and Blackberry upon receiving a territory assignment.
Locations:
You will be given the opportunity to succeed in one of our 34 major U.S. metropolitan office locations.
Compensation:
We offer a competitive starting salary during the training period, signing bonus, and comprehensive benefits package, including Medical, Dental, Life, and Disability insurance, 401k plan and paid vacation. As a Sales Representative, you will have the opportunity to earn incentive income based upon your individual results. Your income level with be limited only by your performance level as there is no ceiling on earnings.
Preferred Method of Application:
Through RamsRecruiting (request your account by email at careers@vcu.edu)
Comment:
11/20/08 Watch for revised posting on RamsRecruiting effective 12/1/08.
On-campus interviews will be held in Feb., 2009. If interested, kindly apply to new job posting.

Full-Time Sales Representative; Russell Stover Candies; Fairfaix, VA– $30-35,000 a year

Location:
Fairfax, Virginia
Industry:
Manufacturing
Job Function:
Sales
Description:
ENTRY LEVEL
As the nation’s leading manufacturer of boxed chocolates, we are seeking a professional full-time Sales Representative to cover Fairfax, Virginia and the surrounding cities.
Summary of job responsibilities:
ć Manage a geographic territory of approximately 150 accounts calling on stores according to a set schedule to ensure objectives are achieved.
ć Provide sales, merchandising and service support to primarily grocery, drug and mass merchandise accounts within a specified territory.
ć Responsible for selling and ordering additional Russell Stover product and displays at the store level securing full line distribution while striving to exceed established goals.
ć Clean, straighten, rotate, build and arrange displays/fixtures; complete and maintain inventory.
ć Respond to customer claims.
ć Develop good working relationship with store personnel and as well as other RSC associates.
ć Educate store personnel about Russell Stover products and programs.
Summary of Job Requirements:
ć College degree preferred or 2-3 years proven sales experience (consumer product sales industry strongly desired).
ć Previous experience carrying out merchandising objectives such as maintaining distribution levels, shelf presence, displays, signage, filling backstock, developing cross merchandising and ties as well as working with planograms to set/reset product
ć Experience making effective sales presentations and using negotiation skills desired.
ć Good organizational and planning skills needed to maintain a set schedule of accounts.
ć Excellent verbal and interpersonal communication skills required.
ć Excel in a fast-paced environment.
ć Able to bend, reach, twist/rotate, stoop, carry and lift up to 40lbs.
ć Able to work well independently with minimal supervision.
ć Reside within the specified geographic territory.
ƒá Must possess a valid driver¡¦s license and a clean driving record.
If you have the drive and desire, Russell Stover Candies offers far more than just a good opportunity. Come join the Finest team! We provide a competitive base salary and full range of benefits.
Please send your cover letter, resume and salary history to: Russell Stover Candies, Attn: Human Resources, 4900 Oak Street, Kansas City, MO 64112 or Email: jobs@rstover.com
Individuals expressing interest in this position must meet the minimum position qualifications, as defined by the Company, in order to be considered an applicant for employment opportunity. EOE.