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Yyyyyy x. yyyyyy

0000 xxxxxx xxxx , xxxx , xxxxx 00000

Cell: (xxx-xxx-xxxx

Office: (940) 891-8856

Work email: abc@xyz.com

Home email: abc@xyz.com

Social Security No: 000-00-9604

Citizenship: United States

 

 

Vacancy Announcement:          Program Analyst (Customer Satisfaction Analysis)

GS-0343-12, DE-09-304-SLC2

 

 

Core Competencies

 

Program Analysis; Project Management; Team Building; Training and Development; Strategic Planning; Creative Problem-solving; Collaborative Teamwork; Leadership; Client Relations; Customer Service; Business Development; Performance Evaluation; Disaster Recovery; Management Reporting; Decision- Making; Communications; Customer Service; Data Management; Report Generation; Performance Enhancements; Research; Customer Satisfaction; Operations; Policy and Process; Guidance Assessment; Customer Input; Community Relations; Quantitative Data; Collection Plans; Statistics; Special Studies; Data Analysis; Recovery Efforts; Preparedness; Communications and Information Management; Resource Management

 

Technical Competencies

 

MS Word, LiveText, SAM2003, WebCT, MS Excel, HyperStudio, MS PowerPoint, Adobe PageMaker, MS Access, Macromedia Dreamweaver, StudioMX , MS FrontPage, Adobe Acrobat, MS Outlook, Adobe Photoshop, MS Internet Explorer, Netscape Navigator, Firefox, Flash, HTML for the World Wide Web;  PC and Macintosh, Digital Video Camera, Digital Camera, Scanners

 

Work Experience

 

10/2006-Present

Customer Service Specialist; GS-11-3

FEMA TX NPSC, Customer Satisfaction Analysis

Address

Denton, TX Zip

Contact: Barbara Lockhart, Title; 940-891-8715; Permission to Contact: Yes

Salary (per year): $63,389.00 per year

Hours Per Week: 40

 

Analyze customer service data from surveys, old records, or case studies, using statistical software. Prepare and present summaries and analyses of survey data, including tables, graphs, and fact sheets that describe survey techniques and results. Produce documentation of the questionnaire development process, data collection methods, sampling designs, and decisions related to sample statistical weighting.

Review, classify, and record survey data in preparation for computer analysis. Support, plan, and coordinate operations for single or multiple surveys.

 

Collaborate with other customer service specialists in the planning, implementation, and evaluation of surveys. Conduct surveys and collect data, using methods such as reports, interviews, questionnaires, focus groups, market analysis surveys, and file reviews. Determine and specify details of survey projects, including sources of information, procedures to be used, and the design of survey instruments and materials. Direct updates and changes in survey implementation and methods. Monitor and evaluate survey progress and performance, using sample disposition reports and response rate calculations.

 

Enhance professional development of surveyors for survey completion, DAE staff for reception programs, and DRC field-staff on new applicant reception programs.

 

Conduct studies on customer service efficiency and productivity and recommend changes or systematic improvements in procedures used for addressing customer complaints and concerns. Implement customer service subject matter expertise to draft customer service articles and reviews. Research and investigate new or improved customer service management practices for application to agency programs and introduce those practices when resolving customer complaints.

 

Determine the training needs of internal staff based on the results generated during the customer service program and generated training manuals to be used by survey interviewers. Structure survey tools, prioritize updates, fixes, and enhancements, and troubleshoot tools before use by surveyors.

 

Obtain recognition such as the Stafford Act Employee (SAE) Award. Complete courses including the Disaster Recovery Center Reception Program. Operate in positions such as Team Lead for System Development Team.

 

Completed various courses that enhanced professional development including NIMS IS 100, NIMS IS 200, NIMS IS 700, NIMS IS 800, Ethics, DHS No Fear Act Training, First Aid/CPR/AED/Training, Registration Intake, Caller Services, Duplicate Investigation, and completed mentor program with Barbara Lockhart.

 

Learned the history, features and principles, and organizational structure of the Incident Command System and the relationship between ICS and the National Incident Management System (NIMS). Understood the intent of NIMS, including key concepts and principles underlying NIMS, the purpose of the NIMS Components including: Preparedness, Communications and Information Management, Resource Management, and Command and Management.

 

Studied National Response Framework, the response doctrine established by the National Response Framework, the roles and responsibilities of entities as specified in the National Response Framework; the actions that support national response and the response organizations used for multiagency coordination, and how planning relates to national preparedness.

 

04/2006-10/2006

Customer Service Specialist; GS-07-1

FEMA TX NPSC, Customer Satisfaction Analysis

Address

Denton, TX Zip

Contact: Barbara Lockhart, Title; 940-891-8715; Permission to Contact: Yes

Salary (per year): $17.63 per hour

Hours Per Week: 40

 

Engaged of customer satisfaction analysis associated with RI, HL, PE&R, and internal surveys. Checked to ensure that appropriate changes were made to resolve customers' problems. Kept records of customer interactions and transactions, recording details of inquiries, complaints, and comments, as well as actions taken. Obtained and examined all relevant information to assess validity of complaints and to determine possible causes. Recommended improvements in customer service and procedures to prevent future problems. Referred unresolved customer grievances to designated departments for further investigation. Completed survey calls and work on special projects which include preparing statistical reports for Disaster Report Cards and Internal Surveys.

 

Successfully completed a variety of course aimed at offering a great understanding of customer service and incidence response NIMS IS 100, 200, 700 & 800. Gained knowledge and recognized as Stafford Act Employee (SAE) Award recipient.

 

01/2006-05/2006

Adjunct Professor

Tarrant County College Northeast Campus

Address                                                                                         

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Established clear objectives for all Microcomputer Applications 1401 lessons, units, and projects, and communicated these objectives to students which covered  various computer systems, including components, configurations, and capabilities and use of current end-user software to solve problems.

 

01/1998-07/2005

Director of Educational Technology

The University of Texas at Arlington

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Pioneered creative curriculum focused on in-depth analysis of each graduate student s overall ability to learn the ins and outs of certain education-based technology programs. Directed success of Technology program by securing top notch faculty able to carry out teaching objectives.

 

Introduced balanced LiveText training programs and demonstrations that provide opportunities to observe, question, and investigate. Supported the technology needs of University of Texas at Arlington, NCATE, and the Department of Curriculum and Instruction.

 

Defined the content of eLearning curriculum and established certification standards for multiple programs by incorporating Blackboard, WebCT, LiveText and html Internet delivery.

 

Educated learners in a variety of applications including Intel Teach to the Future, MS Office, Adobe PageMaker, Adobe Acrobat, Adobe Photoshop Dreamweaver, LiveText, WebCT, Macromedia Dreamweaver, Macromedia StudioMX, WebCT, SAM2003, HyperStudio and LiveText.

 

08/1988-12/1997

Project Coordinator - Texas Center for Educational Technology

University of North Texas

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Carried out instructional regimens in for graduate students in Computer Education, Cognitive Systems; software applications including Basic, Linkway, Authorware; and undergraduate education courses. Stood as Research Assistant and engaged undergraduate technology class in the important aspects of "Integrating Mathematics Software into the Sixth Grade Classroom within the Texas Education Agency's Model for Effective Teaching".

 

Adapted teaching methods and instructional materials to meet Fellows and Research Assistants varying needs and abilities while instructing each course. Established clear objectives for all lessons, units, and projects and communicated those objectives to learners involved in SCOPE (Super Collider Opportunities for Public Education). Provided a variety of resources for learners to explore, research, and use, in the SCOPE project. Oversaw operations within the College of Education computer lab including hiring and termination of staff.

 

10/1987-04/1988

Training Administration - Intern

GTE Service Corporation

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Analyzed professional development to develop new training programs or modify and improve existing programs for GTE Telops program. Arranged for ongoing technical training and personal development classes for staff members. Developed and organized training manuals, multimedia visual aids, and other educational materials.

 

01/1982-06/1986

Director of Community Life / Director of Residence Services

Phillips University

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Administered, coordinated, or recommended disciplinary and corrective actions related to residents activities. Communicated with staff of Community Life Office to resolve problems with individual students related to discipline, international student relations and housing concerns. Directed and participated in on- and off-campus recreational activities for residents of university dormitory. Enforced rules and regulations to ensure the smooth and orderly operation of dormitory programs

 

08/1979-12/1981

Head Resident / Assistant Head Resident

East Texas State University C West Halls

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Carried out the functions of Head Resident Assistant and communicated with subordinate Resident Assistants on the best practices for managing university  apartments. Conferred with residents to better understand the backgrounds and needs of individual residents. Enforced regulations to ensure the smooth and orderly operation of residence programs. Mediated interpersonal problems between residents; observed students to detect and report unusual behavior. Processed reports on students who are unable to follow residence hall policies and procedures.

 

08/1976-07/1979

Home Economics Teacher

Saltillo High School

Address

City, State Zip

Contact: Name, Title; 000-000-0000; Permission to Contact: Yes

Salary (per year): $00,000.000

Hours Per Week: 40

 

Defined Home Economics curriculum including courses covering child care, family relations, finance, nutrition, and related subjects as pertaining to home management.

 

Awards/Recognition

-         Stafford Act Employee (SAE) Award, 2008  

-         Stafford Act Employee (SAE) Award, 2007  

-         Outstanding Graduate Student in Higher Education, 1990  

-         Blackburn Scholarship, 1988

-         Outstanding Young Women of America, 1983

 

Education

 

High School:

 

School

Diploma, Date

 

College/University:

 

Doctor of Philosophy in Higher Education Administration, Minor C Computer Education and Cognitive Systems, 1991

University of North Texas, Denton, TX

00 Credit Hours; 0.0 GPA

 

Master Science in Home Economics, 1980

East Texas State University, Commerce, TX

00 Credit Hours; 0.0 GPA

 

Bachelor of Science in Vocational Home Economics, 1975

East Texas State University, Commerce, TX

00 Credit Hours; 0.0 GPA

 

Affiliations

-         Texas Computer Education Association

-         Association for Supervision and Curriculum Development

-         Offices and Committee Assignments

-         Committee member, Texas On-line System, 2000

-         College of Education representative, US-ETCC, 1999-2005

-         Technology Leadership Academy Chair, Assessment and Planning Task Force, 1999-2005

-         President, Association of Graduate Students in Higher Education, 1988-89

-         Committee Chair - Departmental Issues, Association of Graduate Students in Higher Education, 1987-88  

-         Treasurer, Southwest Association of College and University Housing Officers, 1986-87

-         Program committee, Southwest Association of College and University Housing Officers, 1985-86  

-         Secretary, Southwest Association of College and University Housing Officers, 1984-85  

-         Chairman of Research and Information Committee. Member of Self- Study Task Force, Southwest Association of College and University Housing Officers, 1983-84

-         Served on Research and Information Committee. Association of College and University Housing Officers - International

-         Program Committee sub-chairman and committee member, Southwest Association of College and University Housing Officers, 1982-83  

-         Member of Project 2000: A Study of Higher Education Needs As Related To Housing. Southwest Association of College and University Housing Officers

-         Oklahoma State Representative for Small College Concerns, Oklahoma College Personnel Association

-         Served on the Placement Committee and the Program Committee, 1981-82

-         Southwest Association of College and University Housing Officers

-         Member, Southwest Association of College and University Housing Officers, 1980-81  

-         Served on the Placement Committee and the Program Committee

-         Southwest Association of College and University Housing Officers

 

Committees and Councils

-         Dean s Cabinet

-         Counseling Program

-         Admission Committee

-         Teacher Education Council

-         Education Advisory Board

-         Educational Technology Committee

-         ExCET Committee

-         Curriculum and Instruction

-         Faculty Search Committee

-         Renovation Committee

-         NCATE Committee

-         Information Technology Committee

-         Texas System, On-line Committee

-         MTT C Writing Team

-         US-ETCC

-         Assessment and Planning Task Force, Technology Leadership Academy, Chair

-         Texas System, On-line Committee

-         Master Technology Teacher Certification Team

-         Technology Leadership Academy

-         Technology Leadership Steering Committee

-         Technology Leadership Academy, Chair of Planning and Assessment Committee

-         Troops To Teachers

-         US-ETCC

 

Grants

-         SMARTerKids Grant , $6,099. Principal Investigator, 2005

-         ITR: Collaborative Research: Towards Proactive Multimedia Databases: A Self-sustaining Educational Digital Library , $1,544,094 C The National Science Foundation, 2003. Co-Investigator

-         Development of Web-Based Real Time Virtual Model Based Simulation Laboratory for Soil-Structure Interaction Problems , $74,382. Co-Principal Investigator. The National Science Foundation, 2003 C December 2005. Co-Investigator

-         REU C Site Performance Evaluation of Civil Infrastructure Systems , $137,226. Senior Personnel. The National Science Foundation, 2003. Co-Investigator.

-         SUN Education Matching Grant , $48,195. Principal Investigator, 2002

-         SMARTerKids Grant , $16,099. Principal Investigator, 2001

-         BEEP, U.S. Department of Education Grant, wrote technical specifications, 2001

-         UTA C Enhancement Grant, $10,000, Co-participant with Diana Wisell, 2001

-         "Teaching Inquiry-based Science with Technology", $5,000. Co-Principal Investigator, CPB Next Steps Grant, 1997

-         "Science Software and Curriculum Development for the SCOPE Project", $172,500. Co-Principal Investigator, Computer Curriculum Corporation. 1996-97

 

Publications

***Books, Monographs and Curriculum Materials

-         Wrote and prepared Master Technology Teacher Certification program for the College of Education.

-         Course Development: Initial team development of EDUC 5300

-         Course Development: Restructured development of EDUC 5300 for on-line instruction for the Troops To Teachers Program.

-         Course Development: Developed undergraduate technology course, EDUC 4201

-         Course Development: Developed EDUC 5390 Computer Applications for Curriculum and Instruction (EDTC 5310)

-         Worked toward the EDTC (Educational Technology) program development

-         Assisted in developing the Counseling program (EDCO)

-         Prepared the EDCO document

 

***Educational Technology

-         Preparing Master Technology Certification (Secondary Level)

-         Continued oversight of the SOE Web site

-         "Technology Applications Companion (K-12) 2nd. edition, (with Knezek et. el.). Texas Center for Educational Technology, Denton, Texas, 1999.

-         "Technology Applications Companion (K-12), (with Knezek et. el.). Texas Center for Educational Technology, Denton, Texas, 1997.

-         "Instructor's Manual to Accompany the Smart Primer", (with B. Abbey). Wm. C. Brown Publishers. Dubuque, Iowa, 1990.

-         Articles in Refereed Research Journals

-         "Computer Companies". MacMillan Encyclopedia of Computers. New York, 1992, Appendix.

-         "Integrating Technology Applications". Education. Wisconsin, Spring, 1999.

-         Papers Read at Professional Meetings

-         "START -- Sharing Technology Applications Resources with Teachers". Texas Computer Education Association, February, 1998, Austin, Texas

-         "Creating Replicable Technology-Based Lesson Plans". National Educational Computing Conference, June, 1997, Seattle, Washington.

-         "Staff Development in Science Education...A Model for Implementation", Texas Center for Educational Technology Symposium, May, 1997, Dallas, Texas.

-         "Texas Science and Technology", Texas Computer Education Association, February, 1997, Austin, Texas.

-         "Enhancing Science Education: Educators Partnering with Businesses and Governmental Agencies", National Science Teachers Association Global Summit on Science and Science Education, December, 1996, San Francisco, California.

-         "Texas Science Education Collaborative", Texas Computer Education Association, February, 1996, Austin, Texas.

-         "Virtual Science Collaborative: A Super Collider Product", National Educational Computing Conference, June, 1996, Minneapolis, Minnesota.

-         "Virtual Science Laboratories --- Science Education via Distance Learning", ACM SIGCSE/SIGCUE, June 1996, Barcelona, Spain.

-         "LinkWay Live." World Educational Technology Institute, July 11-29, College of Education, University of North Texas, Denton, Texas, 1994.

-         "Opening Week: Show and Tell. . . Anything Goes." Southwest Association of College and University Housing Officers, Waco, Texas, 1984.

-         "How You Can Beat The Clock." Southwest Association of College and University Housing Officers, Commerce, Texas, 1983.

-         "Project 2000: A Study of Higher Education Needs As Related To Housing." TACUSPA, 1983.

-         "Project 2000" and "Opening Week Activities . Southwest Association of College and University Housing Officers, Norman, Oklahoma, 1982.

-         "Living Rooms." Southwest Association of College and University Housing Officers, Denton, Texas, 1981.

-         "Developing Effective Evaluations." Southwest Association of College and University Housing Officers, Fayetteville, Arkansas, 1980.

-         "College Can Be Killing--A Workshop on College-Aged Suicides." Southwest Association of College and University Housing Officers, Denton, Texas, 1980.

 

Presentations

-         Multimedia Presentation (created and presented) for the State of Texas Reception, National: American Educational Research Association, Seattle, WA, April 12, 2001

-         PowerPoint Presentation (created and presented) for Gerlach, J. M. & Crow, M. A Portrait of Women: Women Deans of Education. American, National: Association of Colleges of Teacher Education, Dallas, TX, March 5, 2001

-         Graduation Slide Shows, Local for SOE graduation ceremonies

-         TEKS for Educators for the TEC meeting on November 21, 2000

-         "START -- Sharing Technology Applications Resources with Teachers". Superintendent's Mid-Winter Conference, January, 1998, Austin, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". Star Schools, Mentor Conference, January, 1998, San Antonio, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". Texas Education Agency TEKS Implementation Meeting, December, 1997, Austin, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". ESC 6 Technology Conference, November, 1997, College Station, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". TETN presentation, November, 1997, Ft. Worth, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". TCEA Area 5 Technology Conference, November, 1997, Lewisville, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". TCEA Area Technology Conference, November, 1997, Conroe, Texas.

-         "START -- Sharing Technology Applications Resources with Teachers". ESC 9, TCEA Technology Conference, September, 1997, Witchita Falls, Texas.

-         "IBM Science Software and Curriculum Development for the SCOPE Project", Co-Principal Investigator. 1996-97.

-         "Super Collider Software", #340,500. Co-Principle Investigator, U.S. Department of Energy, 1996.

-         "Computer Networking for Science Education", $81,816. Co-Principal Investigator, IBM, 1996.

-         "Science Education Software", $130,000. Co-Principal Investigator, Triple J Enterprises/Education, 1996.

-         "Super Collider Opportunities for Public Education", $1,000,000. Co-Principal Investigator. Collaborative School Districts, 1995.

-         "High Performance Learning Center--Super Collider Project--Texas Science Education Collaborative", $2,200,000. Co-Principal Investigator. Department of Energy, Summer, 1995.

-         "Integrating Mathematics Software into the Sixth Grade Classroom within the Texas Education Agency's Model for Effective Teaching". Texas Higher Education Board, Summer, 1988. Research Assistant.

-         "Integrating Mathematics Software into the Sixth Grade Classroom within the Texas Education Agency's Model for Effective Teaching". NSF Grant, Summer, 1988. Research Assistant.

 

Consulting

-         Texas Center for Educational Technology

-         Teaching Inquiry-based Science with Technology

-         Texas Education Agency

-         Super Collider Opportunities for Public Education

-         Technology and Infusion Seminars

-         On-Line Library Support Seminars

 

 

Yyyyyy x. yyyyyy

0000 xxxxxx xxxx , xxxx , xxxxx 00000

Cell: (xxx-xxx-xxxx

Office: (940) 891-8856

Work email: abc@xyz.com

Home email: abc@xyz.com

Social Security No: 000-00-9604

Citizenship: United States

 

 

Vacancy Announcement:          Program Analyst (Customer Satisfaction Analysis)

GS-0343-12, DE-09-304-SLC2

 

                                

Knowledge of survey and questionnaire development and sampling strategies used in order to expand the availability and diversity of survey research respondents and to ensure the scientific reliability of survey data.

 

As a Customer Service Specialist for the Federal Emergency Management Agency (FEMA), Customer Satisfaction Analysis sector for the past 3 to 4 years, I have demonstrated knowledge of survey and questionnaire development and sampling strategies used in order to expand the availability and diversity of survey research respondents and to ensure the scientific reliability of survey data. Survey questionnaires are typically used for feedback research to determine the current status or "situation , or to estimate the distribution of characteristics in a population. Writing a survey questionnaire is one of the most critical stages in the survey development process. Much of survey questionnaire construction is common sense, but there are intricacies with which survey authors should be familiar. It is common sense to require that the concepts be clearly defined and questions unambiguously phrased; otherwise, the resulting data are apt to be seriously misleading.

 

Before developing surveys, I determine that each question should relate directly to my survey questionnaire objectives. I ensure every respondent should be able to answer every question unless instructed otherwise and that every question should be phrased so that all respondents interpret it the same way. Each question provides answers to what I need to know, not what would be nice to know.

 

I am also familiar with the four main parts of a survey questionnaire. Though each of these parts is different from each other, I know it is important to understand that all of them are necessary for drafting a good survey questionnaire. An invitation involves identifying how you are going to invite your respondents to answer the survey questionnaire and there are five main parts of an invitation including (1) Introduction, (2) Why the respondents have been selected to respond, (3) How long will the survey questionnaire take, (4) What benefit will they get for responding, and (5) How their responses will be used / confidentiality.

 

There is the Introduction which includes an introduction that is enticing and clearly states the purpose of your research. Next, Question type generation is based on my feedback objective I have to decide what types of questions will give me the information I need. Question types include select only one, select all that apply, free form text, numeric value, date value, matrix, data block, and rank order. Lastly, there is the Closing which includes text, instructions, or additional information at the end of the survey questionnaire.

 

Knowledge of analytical techniques and evaluation criteria sufficient to analyze customer satisfaction, program effectiveness, and/or organizational productivity in a contact center environment.

 

As a Customer Service Specialist for Federal Emergency Management Agency (FEMA), I consistently exhibit knowledge of analytical techniques and evaluation criteria sufficient to analyze customer satisfaction, program effectiveness, and/or organizational productivity in a contact center environment.

 

First, I seek to evaluate customer satisfaction, program effectiveness, and organizational activity by gaining clear, quantitative feedback through surveys aimed at helping define the specific scope of customer satisfaction and measure tangible success of program. I regularly decide the attributes to measure. As with determining the objective, I choose which attributes to measure based on my objectives, and with the data evaluation, I plan to do. Some attributes I have measured are attitude, knowledge, behaviors and practices, perceptions of knowledge, skills or behavior, goals, intentions, aspirations, and demographics.

 

Additionally, I identify which audience I intend to survey which in turn affects the scope of my research and often how I compose my questionnaire. To ensure that it is appropriate for my audience, I "field test" the survey questionnaire with people similar to the intended respondents before administering the final version. I further ensure that I measure the right audience by starting the survey questionnaire with appropriate qualifying questions that filter out respondents who aren't a part of my target audience.

I choose measurement scales such as fixed Response (Quantitative); Yes-No, Multiple Choice, Rating scale/Continuum (such as Likert-type scale), and Rank ordering. Or I choose Narrative Response (Qualitative) which allows respondents greater freedom of expression. There is no bias due to limited response ranges and the respondents can qualify their answers.

And lastly, I check reliability, which is the measure of how consistent the results of using a survey questionnaire will be. I may test reliability by using a "pilot test" with the proposed survey questionnaire and might also be repeated with the final version.

All of these analytical techniques lead me to effectively determine customer satisfaction, program effectiveness, and organizational productivity.

 

Knowledge of the eligibility criteria for the full range of disaster assistance programs administered by FEMA, other Federal agencies, State and local governments, and voluntary relief organizations.

 

As a Customer Service Specialist for the Federal Emergency Management Agency (FEMA), I am aware of the eligibility criteria for the full range of disaster assistance programs administered by FEMA, other Federal agencies, State and local governments, and voluntary relief organizations.

 

While there are several programs, a few of the most important are the Robert T. Stafford Disaster Relief and Emergency Assistance Act. This Act constitutes the statutory authority for most Federal disaster response activities especially as they pertain to FEMA and FEMA programs. I am aware of determining if a county has been covered by a disaster declaration, and whether customers are eligible for Housing Needs assistance; customers must have losses in an area that has been declared a disaster by the president; have filed for insurance benefits and the damage to their property is not covered by insurance or the insurance settlement is insufficient to meet the losses; customer is or someone who lives with him/her is a citizen of the United States, a non-citizen national, or a qualified alien; the home in the disaster area is where customer usually lives and where customer was living at the time of the disaster, and customer  is not able to live in his home now, cannot get to his home due to the disaster, or his home requires repairs because of damage from the disaster.

 

Or Other Than Housing Needs assistance;  customer has losses in an area that has been declared a disaster area by the President; customer filed for insurance benefits and the damage to his property is not covered by insurance or the insurance settlement is insufficient to meet the losses; customer is or someone who lives with him/her is a citizen of the United States, a non-citizen national, or a qualified alien; customer has necessary expenses or serious needs because of the disaster, and customer has accepted assistance from all other sources for which he is eligible, such as insurance proceeds or Small Business Administration disaster loans.

 

Presidential Disaster Assistance Plan administered by Federal Emergency Management Administration (FEMA): Presidential Disaster Assistance is requested when the State and local governments have exhausted their own capabilities and they have a need for supplemental federal assistance to help them recover from the disaster. In order to qualify for a Presidential Declaration for public assistance the state has to incur $1.22 per capita in losses to the public sector. There are no similar thresholds for individual assistance. FEMA looks at the number of people displaced from their homes and without essential services, the number of homes destroyed or with minor and major damage and the amount of insurance coverage. They also look at the number of injuries and deaths. FEMA uses that information to determine how many people would need disaster housing assistance, home loans, grants to meet other basic needs, disaster unemployment assistance, and crisis counseling.

 

Texas Disaster Act of 1975 provides that preparation for a disaster be structured around organized government. The governor is responsible for ensuring that the state and its people are protected from disaster-caused dangers. The governor appoints the director of DPS as director of GDEM. The director serves as the governor's designated agent in the administration and supervision of the provisions of the Texas Disaster Act of 1975. The director of GDEM is the designated chairman of the Governor's Disaster Emergency Management Council as established by the Texas Disaster Act of 1975. The director then appoints the state coordinating officer.

 

Farm Services Agency (FSA) Emergency Loan Program administrated by the USDA: In order for a county to be eligible for FSA Emergency Loans due to production loss, the entire county must have suffered at least a 30% loss of normal production (5-year production average). Individual farmers must also provide evidence of having suffered a qualifying severe physical loss, or a production loss of at least 30% in any single basic farming enterprise (combinations of similar type crops or livestock enterprises).

 

Small Business Administration (SBA) Disaster Loan Program administrated by the Small Business Administration: In any county or other political subdivision of the state, at least 25 homes or 25 businesses, or a combination of at least 25 homes, businesses, or other eligible institutions have each sustained uninsured losses of 40% or more of their estimated fair replacement value or pre-disaster fair market value, whichever is lower; or (2) at least three businesses have sustained uninsured losses of 40% or more of their estimated fair replacement value or pre-disaster fair market value, whichever is lower, and as a direct result of the physical damage, 25% or more of the work force in the community would be unemployed for at least 90 days.

 

Ability to communicate in writing in order to effectively develop and write procedures, policies, reports, instruction, briefings and other documents that may be sensitive or controversial in nature.

 

As a Customer Service Specialist for the Federal Emergency Management Agency (FEMA), it is valuable to my professional success that I exercise ability to communicate in writing in order to effectively develop and write procedures, policies, reports, instruction, briefings and other documents that may be sensitive or controversial in nature.

 

It is imperative that I exercise a distinct command of the English language. When I communicate orally with different groups the focus is to ensure that when speaking to others, I always take the time to understand the intended recipient s ideas and words prior to communicating my own ideas in any format. I learned how to choose the most appropriate mode for communicating my messages and use effective language to express information clearly. As a result, I communicate in a persuasive manner when trying to convince others of the validity of my points. It is with great tact that I handle the issues of claimants offering concern and identifying the underlying issues before speaking.

 

I prepare complex material, procedures, policies, reports, instruction, briefings, and other documents, in final form, involving complex or controversial subject matter or issues. Information is presented in an organized manner and covers all aspects of the issue, presentation of all pertinent facts, recommendations, or solutions. My work is accepted as precise, without review, and recommendation/action is accepted without revision. I choose the most appropriate mode for communicating my messages and use effective language to express information clearly in well-constructed tangible documents and synchronous communications such as email. Over the years, I have been required to produce impeccable written reports and produce detailed documents. I proofread all reports to ensure the accuracy and completeness of records, and deliver important data to my superiors in support of appropriate decision making.

 

Of course, I ensure that all of my documentation is grammatically correct, spelling error free, and reviewed for both content and format to avoid any unnecessary miscommunication. I make sure that my written words say exactly what I mean and have the ability to quickly analyze, organize, write, and revise any document. I use expressive words, keep sentences and paragraphs short, and keep thoughts simple. I format documents so that they are inviting to look at and easy to read. I use various techniques that involve the reader and create the feeling of personal communication.

 

Ability to communicate orally to disaster assistance applicants, the general public and other officials working in the disaster assistance field to effectively convey and interpret Stafford Act legislation, policies, programs, regulations, and procedures.

 

When consulting with disaster assistance applicants, the general public and other officials working in the disaster assistance, I offer information on Stafford Act legislation, policies, programs, regulations, and procedures in a clear and concise manner that does not leave room for ambiguity. My communication is clear and I utilize definitions accurately as to allow for complete understanding by all. I communicate the relevant standards, regulations, objectives, priorities, and deadlines for issues and assist others with unusual situations, problems, or studies that do not have clear precedents. I plan and carry out the successive steps of technical projects and assignments, and handle problems and deviations in accordance with instructions, policies, previous training, or accepted practices, with little or no supervision.

 

Due to my extensive background in Robert T. Stafford Disaster Relief and Emergency Assistance Act, I possess the knowledge needed to consider and respond appropriately to the needs, feelings, and capabilities of disaster applicants in different situations in a tactful, compassionate, and sensitive manner, consistently treating others with respect. I interface with personnel from all levels of an organization as necessary and maintain an open door policy conducive to good communication with others. I know there are several key factors for successful communications including being an effective listener. As I process the needs of customers/applicants, I listen to others actively, critically, and responsively. This approach ultimately saves time and reduces costly mistakes and losses caused by miscommunication with both internal and external personnel.

 

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