Robert Pearl Starks

Robert Pearl Starks

Location: phoenix, arizona

About me

As Vice President of Product Development, I lead cross-functional teams of designers, developers, QA testers and product stakeholders to develop, launch, and improve products customers need and love. 

Previously, I've worked in a variety of leadership roles in education / learning & professional development. Through my experience, I've become accustomed to working across departmental silos and with various stakeholders (executives, end-users, faculty, staff, students / learners, alumni, parents, regulatory agencies, partners and employers) to facilitate collaboration and advance common goals. In my previous roles, I've advocated for student needs and driven organizational change that helped educators do their best work, students thrive in their careers, and employers connect with quality talent.

Despite different contexts, a common theme in my career journey has been to do work that contributes to a mission which improves people's lives. It's also always been important for me to work with an organization whose values align with my own. I'm a listener, empathizer, customer advocate, servant leader, and lifelong learner. I'm never satisfied with status quo, I constantly strive for "better," and I'm driven by genuine curiosity to solve complex problems.

“Work to become; not to acquire.” -Elbert Hubbard

Interests

social media, career development, training, higher education, web 2.0/3.0, career services, leadership, marketing

Skills

social media, marketing, training, consulting, management, strategic planning

Activity

Discussion Comment

Hi Christina, I have found that students don't truly comprehend the concept of being a brand and that a resume is merely one way we have all been trained to promote our brand to an audience of employers who may potentially hire us. Have you tried an assignment where students do their own social media audit either on themselves or a classmate to see what they find? The process teaches them the basic research skills an employer might do but also has them audit their own online presence. They are some times surprised at what they find. What other ways… >>>

Hi Christina, You share an excellent example of strategically using a social network to meet your identified goals. The description of your intentional use of LinkedIn to specifically connect with colleagues, local recruiters, and HR managers is a perfect example of how you've deliberately designed your PLN (Personal Learning Network). Using the word-of-mouth information shared by your carefully selected network, you learn in real-time and continuously. The examples of useful information you share such as IT certification trends, fresh job orders and leads, and even employer feedback on the characteristics they seek in candidates are all a result of your… >>>

Editor Kevin Kuzma interviews Dennis Trinkle, Provost & Chief Academic Officer of Harrison College, as part of the 2014 APSCU Conference Rewind video interview series filmed live at the APSCU conference in Las Vegas, Nevada. 

Hi Gretchen, That's an excellent idea on how to apply this type of marketing collateral to your students' needs. Anything that can help differentiate them and help you as well in "selling" them better to employers makes a difference! Robert Starks Jr.

Hi Margaret, One of the things you talked about in another forum post was given the fact that employers are searching for and reviewing the online presence of candidates, content such as a professional LinkedIn profile or a list of accolades helps. I agree but I think many career advisors frame the issue of students not having an optimized, professional online presence as not having a "LinkedIn" profile or not having a professional "Facebook profile," etc. This brings me to this point - video resumes are simply another form of marketing collateral that can live online to optimize one's professional… >>>

Hi Margaret, I always try to teach students that it isn't the tools that hurt them but how they decide to use them. Do you feel your students are able to distinguish the difference between "Facebook" hurting them (which it can't because it's just at tool) and How they USE Facebook? Although subtle, in my own experience, I've found I must spend time making this clear distinction. What have you found? Robert Starks Jr.
Discussion Comment
Hi Gretchen, Thank you for sharing such an extensive list of portfolio contents - great ideas! Robert Starks Jr.
Hi Margaret, Many say when they use objectives, their students focus on what they want vs. what they offer of relevance and value. What have you found and how do you help guide students in this regard? Robert Starks Jr.
Hi Margaret, That's an excellent way to frame your question to get students to sell benefits vs. responsibilities. Are your students able to easily identify the benefits or "value added" from their work or do you find they struggle with identifying the value-added contribution to the business/department/team? Robert Starks Jr.
Discussion Comment

Hi Shawn, These are good signals to determine the type of content your audience wants and informs your institution's strategies and future content selections. While likes, shares, and comments reflect engagement, I'm wondering how that insight is further used to drive action. Because your institution is using its page likely for different reasons than you may wish to do for your department, you may not be involved in how your institution is driving action but something to think about - once you get a good idea of what is keeping your audience engaged, how are you driving action? What is… >>>

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