Cover letter for following resume for the position that is posted after.

Education

2016- Present Colorado Tech University

                        Working toward Masters in Business Management

2007-2009      Colorado Tech University

Degrees and Certificates Completed:

●     BA Business Administration

o     Certificate in Accounting

o     Certificate in Business Fundamentals

o     Certificate in Human Resource Development

o     Certificate in Human Resource Management

o     Certificate in Management Essentials

o     Certificate in Organizational Systems Improvement

o     Certificate in Project Planning

2003-2007       Barstow Community College

2700 Barstow Rd.  Barstow, CA 92311

Degrees Completed:

●     AS in Computer Science

●     AS in Electronics

●     AS in Business Management

2001                Information System Maintenance Technician

Navy Training Facility

Areas of Concentration:

●     Journeyman level organizational and system maintenance on shipboard and end-to-end information systems

●     Equipment covered: Local and Wide Area Networks, Desktop ON-      Computers, Tactical Advanced Computers (TAC-n), Routers, Uninterruptible Power Supplies (UPS), ON-143(V) 6, Satellite Communications, Peripheral Devices, Generic Devices, Generic Front End Processors, Link Converts, Fiber Optic repair, Centronics Data Hubs, and the Advanced Information Support System.

●     Video Switch Technology and Asynchronous Transfer Mode Switching.

●     Working knowledge of Windows NT, UNIX, Cisco Internetwork

●     Performs operational checks on Information Technology

2000                Advanced Electronics Technical Core

Navy Training Center

Areas of Concentration

▪      Basic electricity theory

▪      Basic electronics theory

▪      Identify, troubleshoot, and correct to the component level

▪      Use and interpret equipment technical manuals

▪      Operate and apply electronic test equipment

▪      Knowledge of the planned maintenance system

2000                Electronics Technician Radar Strand Class A

Radio endorsement received

Service School Command

Areas of Concentration

▪      Perform preventative maintenance on electronic equipment

▪      Comprehend principles, rules, and concepts of radar

▪      Characteristics of an antenna in terms of polarization, gain, and radiation resistance

Employment History

2015-Present  Adams County Human Services

                        PSSF Family Advocate Adoption Recruitment/Post adoption support

                        Supervisor: Stacy Perich

Provides transportation both inside and outside of the County for children under Child Protective Services including relocation/placement in foster homes, physician visits, and supervised parental visits; supervises children in the play area while parents meet with Social Workers. Supervises parental and/or family visitations as directed by Social Workers; monitors visitation time and makes decisions to terminate visit if necessary; makes immediate oral reports of visitation and follows up with written reports. Monitors condition and usage of assigned county vehicles. Schedules maintenance and maintains safety precautions in vehicle operation. Assists professional staff in site visitations and removal of children intoprotective custody which may require physical removal by lifting and carrying children; routinely checks in on clients receiving in home services to make reports to Social Workers on observations.. Provides routine clerical support to professional staff including filing, completion of reports, and documentation of site visits; files legal documents and serves legal notices; assists in data entry on departmental automation systems of documentation and statistical information.

2013-2015      Training Analyst Cubic Applications

Program Manager: Paul Zamora

As a member of the Training Analysis & Feedback Facility, the TAFF Analyst assists Observer Controllers, and other assigned subject matter experts, in the training and preparation of the Warfighter. The TAFF Analyst also provides analysis and feedback through observation in real time and from stored exercise data on the events that occur during simulated combat operations. The TAFF Analyst operates computer systems to create, consolidate, edit, print and present products, as well as executes developed procedures for the collection, analysis and display of rotational training data at the National Training Center (NTC). Duties also include: provide feedback and analysis on the adequacy and soundness of tactical command and control, maneuver, logistics, aviation and or intelligence. Additionally, TAFF Analyst may be required to act as a member of the Army Airspace Command and Control (AC2) cell. TAFF Analysts occasionally simulate the senior headquarters for the maneuver Battalion or Brigade. Additionally, the position requires that you remain current in contemporary doctrine in all TAFF functional areas and the Warfighting Functions (movement and maneuver, intelligence, fires, sustainment, command and control and protection).

TAFF Analysts also provide technical assistance for the Multi-Integrated Laser Engagement System (MILES) and instrumentation checks and installation. Produce Take Home Package (THP) products. Use radio systems to communicate with units and OC’s. Adapts to a variety of nonstandard problems which require extensive operator intervention (e.g., frequent introduction of new programs, applications, or procedures). In response to computer output instructions or error conditions, chooses or devises a course of action from among several alternatives and alters or deviates from standard procedures if standard procedures do not provide a solution (e.g., reassigning equipment in order to work around faulty equipment or transfer channels); then refers problems. Typically, completed work is submitted to users with minimal supervisory review. Able to operate a computer for extended periods in an office environment. Performs other assigned duties as directed in order to meet customer requirements. Must adhere to Company, Site Manager and Team Leader directives, memoranda, policies and procedures.

2008- 2013      Electronic Technician III, Cubic Applications

Program Manager: Paul Zamora

Oversee and manage the Video Integration department located within the training area of NTC Fort Irwin California. Provide detailed daily work instruction to teams located at four separate work sites located in challenging locations due to placement and distance. Maintain records of missions and sensitive materials used in training programs. Maintain a currier card and secret clearance to participate in briefs and handle sensitive documentation. Create and control employee records, training, and time sheets. Provide communication between military and civilian workers and coordination of schedules and facility usage. Produce training materials that can include movie clips to power point presentation in short time periods that are critical to mission completion.

2005-2008       Electronic Technician I, Raytheon Technical Services Co.

Supervisor: Lynn Brooks

NTC Fort Irwin, CA

Perform maintenance, repair, installation and de-installation of Multiple Integrated Laser Engagement System (MILES) and Tactical Engagement Simulation (TES) equipment. Determine malfunctions and restore equipment to normal operations. Exercise independent judgment to perform such tasks as circuit analysis, calculating waveforms, and tracing relationships in signal flow. Use complex test equipment such as oscilloscopes, signal generators, multi-meters, and other related equipment. Perform electronic repair/rework of TES equipment. Complete form and fit of new TES equipment to current army inventory or old TES equipment to new army equipment acquisitions. Conduct electronics assembly, testing, or rework on PWB’s, cables, and other associated hardware. Conduct MILES contact support team operations during training events.

1999-2002       Electronics Technician Petty Officer Third Class, Navy

Supervisor: ET1 Hughes

San Diego, CA 32nd St. Naval Base

Honorable Discharge

I am an ambitious worker who sought out greater responsibility to improve my skills. I distinguished myself in the navy by displaying initiative and ability. As a Third Class Petty Officer I was placed in charge several times over higher ranking personnel due to my ability to plan and install LAN installations and my ability to lead and take direction. I was also placed in charge of handling MSDS’s in my shop. This also included properly disposing of materials such as toner cartridges and other office material not intended for normal disposal. I was also placed in charge of coordinating personnel training records. This included the meticulous record keeping of each training class taken in my shop.

Duties:

●     Performed maintenance on electronic equipment for surface ships

●     Electronic air detection and tracking equipment

●     Electronic recognition and identification equipment

●     Aids to navigation, equipment and components for communication

●     Cryptography equipment

●     Read and interpret schematics and block diagrams

●     Used test equipment and hand tools

●     Repaired electrical/electronic cables and connectors: localizing malfunctions

●     Replaced faulty parts and subassemblies

●     Aligned, adjusted, calibrated various pieces of equipment

●     Completed maintenance data forms

1995-1998       Supervisor, HTI Bio-products

Manager: Dan Wheeler

PO Box 1319 Ramona, CA 92065

When I began working at HTI I took the only position available at the time. It was a hands-on difficult physical job handling animals and administering test materials. In three years time, I was promoted several times to my finishing position of supervisor overseeing two departments. My ability to be detail oriented and handle great responsibility proved to be a great asset as both a supervisor and competent worker. Before leaving HTI I started their environmental department and set them up with all of the materials and regulations needed to handle blood and blood biproducts. I also set up the disposal site and trained many of the other supervisors on the correct procedures according to the standards available at the time.

Aims Community College, locally governed, locally funded, is a progressive community college with centralized administrative services located on the Greeley Campus which supports three additional locations. Situated on the Front Range of the Colorado Rockies, and enjoying 300+ days of sunshine a year, Aims Community College is student success oriented and prepares students for success in more than 160 degree and certificate programs. You are not just a number here at Aims Community College, our wonderful Staff, Faculty, and Administration work as a team to ensure excellent service and offer the most affordable tuition in the Front Range.

The Academic Advisor works directly with students in providing academic advising, initial career planning, and retention services designed to keep students enrolled in college and help them achieve their educational goals. The ideal candidate will have a strong desire to serve Community College students and prior knowledge and experience with Student Services/Student Affairs in Higher Education. Join our team as we support our students’ intellectual, personal, and professional growth through the pursuit of their academic goals.

Duties, Roles & Responsibilities:

1. Special Population Advising: – Provide specialized academic advising to students on an ongoing basis for special population students such as probation/suspension, under 16, concurrent enrollment, VA students, demographically traditionally underserved students. – Assist students in selecting courses and combinations of courses that reflect unique needs of special population students. – Complete specialized paperwork with students and parents, when applicable. – Explain applicable policies and procedures to students. – Refer students to other offices on campus such as Academic Pathways and Financial Aid. – Refer students to academic resources on and off campus.

2. General Academic Advising: – Provide academic advising services to students on an on-going basis. – Advise students regarding academic interests, college offerings, and requirements. – Assist students in selecting courses and combinations of courses that reflect individual interests and academic preparedness. – Interpret assessment scores and place students into correct courses for selected program of study. – Utilize resources (paper and electronic) such as transfer guides, to assist students in course selection and career goals and instruct students how to use other institutions’ transfer guides and plan for successful transfer. – Explain financial aid processes and connect students to appropriate resources (e.g., FAFSA forms and scholarship options). – Assist students with the financial aid credit limit and probation appeals. – Engage in the career planning process by explaining the connection between majors, interests/abilities, and career goals. – Keep accurate log notes in an electronic database that reflects the discussion and essential information conveyed to students by adhering to ethical standards of practice. – Teach students how to register on line and use Web Services features. – Refer students to appropriate resources on and off campus based upon their needs and course selection. – Inform and assist students with Graduation Application Process. – Input and retrieve information from integrated databases (Banner and Heiberg). – Review student files each term. – Maintain currency on advising information by attending meetings and conferences and reading various materials. – Respond within 24 hours to student phone calls and e-mail inquiries. – Teach general students how to problem solve by identifying alternative options as they relate to their life and career goals. – All aspects of advising case load management including student outreach, follow-up, and resource referral.

3. Retention Initiatives: – College Student Inventory Advising—contact and meet with students to review significant aspects of individual’s college student inventory, including providing referral and resources for academic motivation, general coping strategies, and receptivity to support services. – Academic Early Alert—Contact and meet with students who have been identified by faculty through the early alert system to determine causes of academic performance below evaluation expectations; monitor student academic progress and follow-up with at risk students; and provide training for new advisors as assigned. – Participation and contribution to developing emerging student retention models based in national best practices.

you assessed the training needs for the situation in the scenario and developed a proposal to address the needs.

For this assignment, you will create an organizational development strategy for the situation in the scenario.

The scenario:

You have recently been appointed as the training manager for the southeastern division of a major supermarket chain in the U.S. Your territory includes fifteen retail stores and your responsibility involves working directly with store managers and other stakeholders to develop training solutions to meet the specific needs of the employees in the various stores. This includes, but is not limited to, performing needs assessments, determining appropriate instructional design and training delivery methods, and implementing and evaluating training initiatives.

Three of the stores in your territory have missed their sales goals for the last two quarters. All three stores have received low customer-satisfaction scores and are experiencing increased employee turnover rates. The high employee turnover has resulted in the store managers hiring many new and relatively inexperienced sales associates, which further contributes to the problem.

The senior management team of this major supermarket chain believes that training and development may help alleviate these problems. You have been asked to assess the training needs and develop a proposal to address the situation in the three stores.

Directions:

For the organization referenced in the scenario, create an organizational development strategy that addresses the organization’s competitiveness over the next ten years. In contrast to the more immediate needs that you have addressed in the earlier assignments, focus on how the training department can prepare employees to enable improvements in organizational effectiveness. Make sure to address the importance of having high employee retention rates and high levels of employee satisfaction. In preparation for a formal presentation to senior management, create a 15–18 slide Microsoft PowerPoint presentation in which you explain your organizational development strategic plan. Use the slides to highlight your key points and provide details for each using the Speaker’s Notes feature. Make sure your plan includes the following:

• Assess the organization’s competitiveness over the next ten years.
• Identify the potential gaps in organizational effectiveness related to staffing.
• Identify and explain the potential employee needs that can lead to improved organizational effectiveness.
• Propose an organizational development strategy that takes into consideration the needs of the employees as well as the needs of the organization in order to maintain and develop its competitive edge. Make sure you have at least one example of each and explain how it will lead to improved organizational effectiveness.
  • Formal education
  • On-the-job training
  • Special assignments
  • Mentorship model
  • Coaching
  • Career planning and development
  • Organizational practices to help employees develop careers
  • Assess return on investment of training resources

Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.

Design an Exercise Program for a Special Population

For the Final Project in this course, you will act as a Certified Fitness Specialist who will design an exercise program for a special population of your choice. You must choose one of the special populations discussed in the course text. Review the Required Resources for Week Five prior to completing this assignment. (Assume your client has been cleared by his or her physician to participate in an exercise program; therefore, you do not need to complete a preparticipation health screening for the individual).

Part I

1. Create your client for this assignment, providing demographic information (i.e., gender, age, height, weight, and health history).
2. Identify the compromising condition of your special population.
3. Compare and contrast the compromising condition of the human body in your special population to those without this compromising condition. (For example, compare and contrast the function of the human body in an individual who has arthritis compared to someone who does not). Why does this condition make the individual compromised in regards to physical activity/exercise?
4. Explain the chronic physiological and psychological benefits of exercise specific to your special population and health condition.

Part II

1. Choose a cardiovascular health-related physical fitness test described in the text that you would use to assess the beginning fitness level of your client. Pretend to complete the fitness test on the individual and provide results from the test to use as a baseline to create the individualized exercise program.
2. Design an individualized cardiovascular fitness program for your client using the FITT-VP principles. Clearly define intensity levels by the MET level method, Heart Rate Reserve (HRR), or Rating of Perceived Exertion.
3. Integrate basic nutrition guidelines that your special population should follow along with his or her exercise regimen (i.e., daily caloric intake, fat intake).
4. Develop a chart to show progression of the exercise program for the initial week and two additional weeks to demonstrate how you would progress the client. (Progression is not necessary in each of the FITT principles. Some clients, especially special population groups, may only be able to increase their frequency or time in the first few weeks before improving their intensity).

The Final Project

• Must be a minimum of eight double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
• Use APA headings throughout the assignment.
• Must include a separate title page with the following:
  • Title of project
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least four scholarly sources in addition to the course text.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

1        Major federal equal employment opportunity laws have attempted to correct social problems of interest to particular groups of workers, called protected classes. Defined broadly, these include individuals of a minority race, women, older people, and those with physical or mental disabilities. Separate federal laws cover each of these classes.

Review the timeline of the federal equal employment opportunity laws and read about each law. Choose one of the federal laws and briefly summarize it, include when it took effect, the implications of the law, protections under the law, and to whom it applies.

From your unique perspective what recommendations would you make for changing or improving that law to reflect the current workplace? Provide an example to support your recommendations.

2        Find an article that discusses one of the following topics from the readings: One of the Leadership Challenges; Breaking through Gender Barriers or Leadership Opportunities; Promoting Gender Equity in the corporate culture.

Summarize your article. Discuss how it ties into the information from the textbook, does it agree or disagree? Compare/contrast the information. Was any new information revealed?

Include your topic and the title of your article in the subject of your post. You should not use an article that another student has already selected. You must post a working direct link to your article so others may view it. Your summary should be at least three paragraphs long.