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Changing Together … A Centre for Immigrant Women

Mentors for Immigrant WomenSeeking Employment

A Manual for Mentors and Protégés

Copyright 2003 Changing Together … A Centre for Immigrant WomenMentors for Immigrant Women Seeking Employment: A Manual for Mentors and Protégés

Published by:Changing Together … A Centre for Immigrant Women3rd floor, 10010 – 105 StreetEdmonton, Alberta T5J 1C4www.changingtogether.com

or contact:Sonia Bitar, Executive DirectorPhone: 780 421 0175 or Email: [email protected]

This manual is supported and funded by Canadian Heritage www.canadianheritage.gc.ca/index/e.cfm

Photocopying of this manual or pages from it is permissible. If copied, the material must be distributed at no cost (aside from copying expenses) and with full acknowledgement of its source. Thank you

National Library of Canada Cataloguing in Publication

Campbell, BlytheMentors for immigrant women seeking employment : a manual for mentors and proteges / project director, Sonia Bitar ; research/writer, Blythe Campbell ; editor, Dianne Smyth ; design and layout, Lu Ziola.

ISBN 0-9682165-7-9

1. Vocational guidance for women--Canada. 2. Women alien labor--Canada. I. Smyth, Dianne, 1941- II. Changing Together: A Centre for Immigrant Women. III. Title.

HF5382.75.C32A47 2003 650.14'082 C2003-905763-1

The original two manuals, the Protégé's Manual and the Mentor's Manual were developed as a part of the Mentors for Immigrant Women Seeking Employment Program. This revised and adapted manual explains the rights and responsibilities of mentors and protégés. It provides background, self-learning materials, and practical advice on becoming a mentor or a protégé.

Project Director Sonia BitarResearcher/Writer Blythe CampbellEditor Dianne SmythDesign and Layout Lu Ziola

Mentors for Immigrant Women Seeking Employment

A Manual for Mentors and Protégés

Contents

Part 1For Mentors and Protégés.................................1

The History of the Mentorship Program.....................................2How This Manual Came About........................................................2Changing Together Mission Statement.............................................2Identifying the Barriers to Employment...........................................2Addressing the Need.........................................................................3Implementing the Program................................................................3The Importance of the Manual..........................................................4

About the Mentorship Program..................................................5Rationale...........................................................................................5Purpose..............................................................................................5The Goal............................................................................................5Expected Outcome............................................................................5Understanding the Terms..................................................................6

What Is a Protégé?.......................................................................6What Is a Mentor?.......................................................................6What Is a Helpful Peer?...............................................................7

Roles and Relationships....................................................................8The Protégé’s Role......................................................................8The Mentor's Role.......................................................................9The Helpful Peer's Role...............................................................9

Matching Protégés with Mentors....................................................10Meeting Your Potential Partner.................................................11Other Factors to Consider..........................................................11Identifying Obstacles — Discussing Expectations....................12Phases of the Mentoring Relationship.......................................12

The Mentoring Agreement..............................................................15Purpose and Goals of the Partnership........................................15Length of the Relationship.........................................................15Mode and Frequency of Interaction...........................................15Ethical Considerations...............................................................16

Foreseeing Problems in the Relationship........................................16Incompatibility and Circumstance.............................................16The Mentor Becomes an Obstacle.............................................17Avoiding Dependency...............................................................17Unrealistic Expectations............................................................17

Mentors for Immigrant Women Seeking Employment iA Manual for Mentors and Protégés

Part 2For Mentors.....................................................19

The Art of Mentoring................................................................20What Makes An Effective Mentor..................................................20Advice for Mentors.........................................................................21Understanding Culture Shock.........................................................23Choosing a Mentoring Method.......................................................27Preparing Your Protégé for an Interview........................................29

Part 3For Protégés....................................................31

Advice for Protégés...................................................................32Tips for Working With Your Mentor..............................................33Other Ways of Finding Mentors.....................................................34

Networking...............................................................................37What Is Networking?......................................................................37The Art of Networking....................................................................38The Dos and Don'ts of Networking................................................39

Ways to Find Employment.......................................................41Volunteering....................................................................................41

Volunteers Help Themselves.....................................................41Exploring New Job Opportunities.............................................41Formal Volunteer Programs......................................................42Volunteer Organizations............................................................42

Advertised Job Opportunities..........................................................43The Hidden Job Market...................................................................45Multi-Tasking..................................................................................46

Preparing for a Job Interview....................................................48Learn about the Organization..........................................................48Understand the Interview Process...................................................50

Be Prepared for Interview Questions.........................................50Inappropriate Questions.............................................................51What to Expect in an Interview.................................................52Tips for a Successful Interview.................................................54

Creating a Résumé....................................................................56Create or Update Your Résumé......................................................56Organize Your Résumé...................................................................59

General Guidelines....................................................................59Types of Résumés......................................................................60Components of a Résumé..........................................................62

Write a Résumé Cover Letter..........................................................66Components of a Cover Letter...................................................66Editing Your Résumé Cover Letter...........................................73Sending Your Cover Letter and Résumé...................................74

ii Mentors for Immigrant Women Seeking Employment A Manual for Mentors and Protégés

Filling Out Application Forms for Employment......................75General Guidelines..........................................................................75Components of the Application Form.............................................78

Writing Letters of Application..................................................81When Do You Need One................................................................81When Not To Use One....................................................................81Tips For Writing A General Application Letter..............................82Components of a Letter of Application...........................................83Giving the Right Impression...........................................................89

Community Resources.....................................91Community Resources..............................................................92

Professional Associations and Societies.........................................92Employment Search Resources.......................................................98Employment Counselling Agencies..............................................101Employment Information Hotlines...............................................102Education and Certification..........................................................104

Basic Academic Upgrading.....................................................105College and University Preparation.........................................106

English as a Second Language......................................................108

Appendices...........................................................113

Mentors for Immigrant Women Seeking Employment iiiA Manual for Mentors and Protégés

Part 1

For Mentors and Protégés

Mentors for Immigrant Women Seeking Employment Program 1A Manual for Mentors and Protégés

The History of the Mentorship Program

How This Manual Came AboutThis manual, Mentors for Immigrant Women Seeking Employment : A Manual for Mentors and Protégés grew out of a pilot project initiated by Changing Together…A Centre for Immigrant Women. The rationale for the project is found in Changing Together's mission statement.

Changing Together Mission Statement

The mission of Changing Together…A Centre for Immigrant Women is to help Edmonton-area immigrant women and their families to overcome personal and systemic barriers that keep them from participating fully in Canadian society.

Identifying the Barriers to EmploymentIn 1995, Changing Together initiated a project, the Mentors for Immigrant Women Seeking Employment Program, aimed at overcoming the barriers immigrant women often face in their search for employment in Canada. This project was funded by Status of Women Canada.

Although there are numerous pre-employment programs and employment programs in place, none of these specifically address the isolation and the social barriers that a substantial number of immigrant women face. Changing Together found that a significant number of immigrant women do not know how to access employment opportunities, how to assess their skills in relation to the Canadian

2 Mentors for Immigrant Women Seeking Employment ProgramA Manual for Mentors and Protégés

labour market, or how to access people or organizations who can provide them with information.

Addressing the NeedImmigrant women need to know where to get information and support. They need and want to understand employment standards and workplace norms. But most of all, they need professional and personal support in order to be successful in their search for employment.

In the initial stage of the project, Changing Together gathered information from immigrant women, surveyed existing job training and development programs, and established a volunteer advisory committee. This committee was made up of immigrant women seeking employment (the protégés) and their prospective mentors from a variety of economic and occupational areas.

Implementing the ProgramThe second phase of the project involved identifying the materials, information, and procedures that would sustain the program beyond the pilot stage. These included expanding the volunteer mentor pool; identifying and recruiting volunteers to facilitate workshops for immigrant women seeking employment; and compiling orientation and reference materials for volunteers, staff, and program participants. During the second phase of the project, private and public sector employers were contacted and learning-on-the-job placements were arranged for those who did not need ongoing

Mentors for Immigrant Women Seeking Employment 3A Manual for Mentors and Protégés

mentor support but who did require orientation to Canadian workplace culture and environment.

A follow-up study (2003), examining the progress of protégés in the program led to a major finding. The success of immigrant women in gaining employment and integrating smoothly into an occupation is dependent on the matching of protégés and with mentors in the community. The primary success factor is that this connection gains women access to a professional and personal network.

The Importance of the ManualThe Mentors for Immigrant Women Seeking Employment Program is designed to be an ongoing, self-sustaining volunteer program. Our intention is to modify and update this information periodically, to ensure that this program continues to meet the needs of immigrant women.

This manual is an integral part of the program, serving as a recruitment and information resource and as a basis for the orientation of program participants.


About the Mentorship Program

Rationale Immigrant women, both those who have not previously worked outside the home and those who have had promising careers in their country of origin, frequently face barriers to employment in Canada. The barriers most difficult to overcome are:

• lack of Canadian work experience• difficulty in accessing information on the

Canadian work environment• limited opportunities to develop professional

networks• isolation and the loss of a personal support

network

Purpose The purpose of the program is to help create an environment in which immigrant women seeking employment have an opportunity to succeed.

The GoalThe goal of the program is to match immigrant women (the protégés), who are seeking employment or information about a specific or general occupation or career, with women who are currently working in that area or a related area (the mentors).


Expected OutcomeThrough active participation and involvement in the program, immigrant women will access information and begin to develop contacts in their preferred occupation or career. Increased access to information and to a personal and professional network will assist immigrant women in finding a job or career which matches their interests and skills.

Understanding the Terms The primary focus of the mentorship program at Changing Together is on the professional development of the protégé, whether she is re-entering her former occupational or career area or entering the job market for the first time. The aim of the program is to benefit both the protégé and the mentor, as well as others involved in the program. Each participant, at different times, should experience benefits such as personal growth, professional development, community spirit, opportunities for helping others, goal achievement, and other aspects of mutual gain.

What Is a Protégé?

In the context of the Changing Together mentorship program, a protégé is an individual who accepts help and guidance in her search for work in a certain area of employment. In this sense, a protégé is an immigrant woman who does not have work experience in Canada in her occupational area.


What Is a Mentor?

A mentor is a wise and trusted advisor, a person who is willing to help someone connect or "network" with others in a certain area of work. An effective mentor is a guide and a facilitator.

In the Changing Together program there are generally two kinds of mentors.

1. Those who emphasize the professional development of the protégé

2. Those who emphasize both the professional and the personal development of the protégé

If there is the development of an emotional bond, the protégé is said to have a primary mentor.

In contrast, a secondary mentor may have a less significant impact on the career of their protégé. They are, nevertheless, helpful in a number of ways or at particular times.

A protégé may have more than one secondary mentor at a time. It is also possible for a protégé to receive the full benefits of mentoring from a number of partial mentors. For example, if a protégé is interested in starting a small business, having a number of secondary mentors, each with expertise in a different area, may be ideal.

What Is a Helpful Peer?

Some of the individuals participating in the program may not conform to the description of mentor that we have used here. However, they fulfill many of the same functions as mentors. These women are referred to as helpful peers.


Helpful peers are individuals who are more or less at the same career or professional level as a protégé. They can be very supportive and encouraging. But they may not influence the career path of a protégé to the same extent as a mentor does. Citations and Permissions

Bensahal, Jane G. "Let Your Protégé Make His Own Way" in International Management, Vol. 32, No. 5: 44-46. (1977)

Professional Women and Their Mentors, Nancy W. Collins, (1983)

Roles and Relationships

The Protégé’s Role

The role of the protégé in the Changing Together mentorship program is to communicate openly with her mentor or mentors about her occupational background, experience, and education, and about her expectations and plans. The protégé is expected to either follow through on (or further discuss) advice and suggestions that the mentor offers.

The protégé must realize that she will undertake sole responsibility for her personal and professional growth and development.

What Are the Benefits of Being a Protégé?

As well as receiving guidance and encouragement from your mentor , you will benefit by:

• getting accurate information about possible routes to entering or re-entering your chosen occupational or career area


• gaining access to information about key organizations or people working in your area of interest

• receiving an introduction to the structure, language (jargon), and politics of your occupational or career area

• increasing your understanding of Canada's culture and diversity

• having the opportunity to develop and expand your occupational or professional network

• improving or enhancing your self-confidence

The Mentor's Role

The role of a mentor in this program is to share information and knowledge about one's work or career, including educational and professional requirements associated with a particular area of work and its social and political make-up. The mentor provides assistance in developing realistic career goals with her protégé as well as suggesting ways or activities to achieve these goals.

It is important to recognize that the mentor is not expected to find employment for her protégé. However, the mentor will assist her protégé in identifying possible employment opportunities.

The mentor should be willing to consider using her own network to allow her protégé the opportunity of talking to others who may also wish to assist or "mentor" the protégé.


What Are The Benefits Of Being A Mentor?

As well as the personal satisfaction of helping your protégé find employment, you will benefit by:

• contributing to your community through an established and much needed program

• gaining exposure to new and different ways of thinking

• increasing your understanding of another culture

• enhancing your leadership skills• increasing your own profile within your

professional community

The Helpful Peer's Role

Helpful peers may help through sharing experiences, warning of pitfalls, and offering guidance. They may provide information and share their knowledge of the industry or profession and the people in it.

Peers often share their own perceptions of a protégé’s situation or demeanor. They might discuss things such as culturally appropriate communication, workplace ethics and expectations, and professional dress codes.Citations and Permissions

Bensahal, Jane G. "Let Your Protégé Make His Own Way" in International Management, Vol. 32, No. 5: 44-46. (1977)

Professional Women and Their Mentors, Nancy W. Collins, (1983)

A Self-Help Guide to Mentoring. Treasury Board of Canada Secretariat, (1994)


Matching Protégés with MentorsChanging Together's aim in the mentorship program is to make the process of matching a mentor with a protégé as easy and as autonomous as possible. There are two types of protégés.

Protégés who wish to re-enter their fields in Canada

Protégés who have a university, college, or technical education and who wish to re-enter their chosen field will be provided the opportunity to meet with prospective mentors who are established in that field. It may not be possible to match protégés and mentors in an exact area of specialization.

Protégés interested in new occupations

Protégés interested in exploring new occupational or career directions will be provided with opportunities to meet prospective mentors who are established in or have some knowledge of the protégé's area of interest. If a mentor with expertise in a specific field is not available, protégés will be provided with opportunities to meet with other mentors who may be able to provide partial assistance. For example, a mentor may give advice on where to find information on new or alternate ways that protégés can use their skills.

Meeting Your Potential Partner

Mentors are recruited from the community. They may be previous volunteers. Or they may come from other organizations or institutions such as universities, banks, nursing schools, non-profit agencies, government, or the private sector.


Mentors are selected from Changing Together's group of mentoring volunteers, based on the need of each individual protégé.

Prospective partners in a mentoring relationship are provided with the opportunity to meet each other in a comfortable setting, possibly at Changing Together. We recommend that a prospective mentor and protégé arrange for at least one private meeting at Changing Together before making a decision to enter into a more formal arrangement.

Changing Together asks that the protégé take the first step by contacting the prospective mentor suggested and introducing herself. The protégé should indicate the kind of help or information she is interested in. Either a mentor or a protégé may end the relationship at any time, for any reason. But this must be done by notifying a Changing Together staff member.

Other Factors to Consider

Other factors to consider when matching mentor and protégé include matching to the protégé's culture or language, matching based on cultural sensitivity, and possible obstacles due to cultural or language differences.

"Should the mentor and protégé be matched as closely as possible within the same culture or country? Or do they want to be matched with someone from a different culture?


Identifying Obstacles — Discussing Expectations

Some cultures have very high expectations of the mentor. This must be taken into consideration before deciding to work together.

The mentor needs to discuss with the protégé possible obstacles that may occur when the relationship involves two people with different cultural backgrounds. For example, is familiarity with the protégé's language of origin—an obstacle—a benefit—or a necessity?

It is important that the protégé and the mentor discuss each other's expectations. Then ask the question, “Can these expectations be met?”

Phases of the Mentoring Relationship

Most studies define a mentor as a transitional figure. Mentors are not expected to last the lifetime of a working career. Mentor relationships tend to have a natural life cycle—a function of individual growth and changing circumstances. Most authorities agree that this cycle consists of identifiable phases or stages. One of the clearest explanations of the mentor-protégé cycle includes four distinct stages and is briefly described below.

Initial Stage

During this stage of a successful mentoring relationship, the mentor and the protégé develop positive expectations of one another. In the first period of this stage, the protégé often has an unrealistically ideal picture of the mentor. Frequently, the mentor is viewed as an extremely competent person who gives support and guidance.


In these circumstances the protégé identifies strongly with the mentor and draws emotional support from her. In some instances the opposite occurs. The protégé may suspect that the mentor is of insufficient caliber to be able to teach her anything. This opinion sometimes changes as the protégé sees what the mentor is actually capable of doing.

Middle Stage

Discussion between mentor and protégé is less about defining goals than on developing strategies and tactics to achieve them. The relationship is cultivated and the mentor coaches and promotes the protégé via her network. Their friendship grows stronger and a high degree of trust and intimacy develops. This is usually characterized by an improved feeling of self-worth for the protégé, and a feeling of pride in being instrumental in the progress of the protégé for the mentor.

Dissolution of the Relationship

The relationship between the mentor and protégé begins to draw apart. The mentor relationship is less essential to the protégé as her needs change and she begins to take charge of her own career. The protégé and mentor continue to have some form of interaction but on a more casual or sporadic basis.

Restarting the Relationship

The relationship enters a new phase where the protégé and mentor regard one another as professional equals. The relationship often develops


into a friendship with the two maintaining mutually beneficial contact.

It is important to ensure that there are opportunities in the process that allow both the mentor and the protégé to reassess their commitment and either renew their commitment or opt out.Citations and PermissionsEveryone Needs a Mentor, by David Clutterbuck, (1995).


The Mentoring AgreementThe following guidelines are only intended to stimulate discussion and to help structure the formal aspects of your partnership. It is important to keep in mind that you may have to review and revise your plan on an ongoing basis as indicated by circumstances or experience.

Purpose and Goals of the Partnership

What is the purpose of the partnership? What specific goals are you hoping to achieve? It is important that both mentor and protégé agree on these questions in order to develop a successful plan. These questions need to be addressed to facilitate effective career planning, skills development, coaching, and feedback or other advice.

Length of the Relationship

The goals of the partnership normally determine the length of the formal relationship. In most organizations the average duration is six months as a formal program, although the relationship may continue informally for a longer period of time.

Mode and Frequency of Interaction

You need to discuss the amount of contact and the kind of contact. For example, if a protégé is job shadowing, what is a reasonable amount of time? If information is being provided, how will this be transmitted? Where and when can meetings take place: at Changing Together, at work or business-


related functions, at home, by telephone, during or after business hours? Most organizations have found that unless there is a set minimum of interaction between partners, relationships begin to unravel and cease to be helpful. We recommend that a mentor and protégé meet or talk to one another once a week or at least twice a month.

Ethical Considerations

In addition to the personal obligations implied by the mentor–protégé relationship, each must take care not to damage the personal or professional integrity of the other. It is important that other issues be discussed. These include professional codes of conduct that may vary from region to region or from job to job. There may be requirements for confidentiality that may not be immediately apparent. It is not necessary to go into detail in your formal agreement, but you should discuss any ethical concerns. (See Mentoring Agreement in the Appendix.)Citations and Permissions

Beyond the Myths and Magic of Mentoring, Margo Murray, (1991).

Foreseeing Problems in the RelationshipIt is important to familiarize yourself with some of the problems that may occur in mentoring partnerships. If any of these problems should arise after you have been matched, let the coordinator at Changing Together know and we will make a different arrangement.


Incompatibility and Circumstance

The mentor and protégé may not feel at ease with one another due to differences in personal style and approach. You may not achieve a level of comfort with each other that allows for effective communication.

The latter sometimes occurs because circumstances, such as an unexpected increase in a mentor's workload, do not allow for the time needed for a relationship to develop naturally.

The Mentor Becomes an Obstacle

When a mentor prevents the work of a protégé from receiving recognition it is said that the Salieri phenomenon is operating. This phenomenon is based on the story of the genius composer Mozart. He had a mentor named Salieri, the court composer who acted as musical gatekeeper and kept the works of Mozart from being publicized.

As mentors at Changing Together are committed to removing barriers to success, this should not be a problem, but it is important for both the protégé and the mentor to be aware of problems such as this which could arise.

Avoiding Dependency

The more your mentor does for the protégé the more it is natural for the protégé to feel grateful. However, the purpose of this partnership is not to create dependence and blind loyalty, but to foster independence. Through praise and encouragement, the mentor can reinforce the independent opinions,


the approach, and the judgment of the protégé. This promotes self-reliance and self-determination in the protégé and helps avoid an overly dependent relationship.

Unrealistic Expectations

Occasionally a protégé may expect or demand too much of a mentor. The protégé may feel resentful or betrayed if her mentor is unable to assist her in achieving all her goals. This can be avoided through careful negotiation of the mentoring agreement and the evolving plan.

On the other hand, a mentor may cross the line between exhibiting confidence in a protégé and expecting too much. If a protégé finds herself in this position, she should bring her concerns to her mentor's attention before the situation becomes intolerable. The protégé should trust her mentor enough to be able to explain why the plan is not working. Perhaps she needs more information to complete a task, needs more basic training, or lacks resources.Citations and Permissions

* Adapted from "The Principles and Practice of Mentoring", page 18 in The Return of the Mentor, edited by Brian Caldwell and Earl Carter. Copyright 1993 by The Falmer Press. Used with permission of The Falmer Press, 4 John Street, London, UK.

“The Principles and Practice of Mentoring”, John Carruthers, pp 9-24 in The Return of the Mentor, (1993) B. J. Caldwell and E. M. Carter (eds.).

Everyone Needs a Mentor, David Clutterbuck, (1995).

Let Your Protégé Make His Own Way, Jane Bensahal, International Management, 32,35 (1977).


Part 2

For Mentors


The Art of Mentoring

What Makes An Effective MentorMentors participating in Changing Together's Mentoring Immigrant Women Seeking Employment Program should have all or most of the following characteristics.

An effective mentor is:• able to support the objectives of the program

and fulfill her responsibilities to her protégé• sympathetic, knowledgeable, and perceptive• secure in her own position and abilities

(i.e. not threatened by opportunities that may be created for a protégé)

• a good teacher and motivator(i.e. able to advise and instruct while allowing a protégé to explore her own ideas)

• a good facilitator(i.e. willing and able to plan and carry out activities with co-workers or peers)

• accessible

An effective mentor has:• established contacts within her occupational

or career area or a wider network• undergone a career change or made other

major changes in her life

(See Mentor's Application Form in the Appendix)]Citations and Permissions

Coaching, Mentoring and Assessing, Eric Parsloe, (1992).


Advice for Mentors1. Your protégé will have completed a self-

assessment and will have developed short-term and, in some cases, long-term goals by the time you are matched. You may need to assess your protégé’s plan and help to modify it based on your knowledge of the career or occupational area.

2. The most effective mentors give their protégé some homework to do between each meeting or call. This task may include such things as attending a business or professional meeting with you or on her own, talking to an individual, looking into programs or courses, etc. As well as helping your protégé to achieve her goals, the homework helps to keep the protégé motivated between meetings.

3. Assess your own strengths and weaknesses and relate them to your protégé’s development needs so that you can guide her to other sources of help when appropriate.

4. Invest time early in the relationship to establish a rapport with your protégé. If you are unable to meet with your protégé at a previously agreed upon time, try to see her as soon as it is practical to do so.

5. Keep the relationship on a professional level. Friendships may develop over time but your protégé is primarily interested in developing her career.

6. Understand the distinction between counselling and advising and whenever


possible encourage your protégé to work out her own solutions. You can then discuss them with her.

7. Feedback should be clear, honest, constructive, and designed to boost confidence. Remain supportive in when you encounter challenges and setbacks.

Facilitating Information Sharing

1. Keep a running list of items to be covered with your protégé. Revise the list periodically. Your protégé may have questions about topics you may not have on your list.

2. Introduce your protégé to all of your sources of information. These may include formal, informal, human, print, video, audio, internet, etc.

3. Write down the names of individuals you mention, making sure they are properly spelled.

4. Pronounce the names of individuals clearly and assist your protégé with pronunciation.

5. Define acronyms. Write them out (e.g. CBC is Canadian Broadcasting Corporation).

6. Check to make sure that the terms and work-specific jargon you use are understood in the same way by both you and your protégé.

Citations and PermissionsHow To Mentor in the Midst of Change, Cheryl G. Sullivan. Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 1992 ASCD. Adapted by permission. All rights reserved.Adapted in part from pages 71 and 72 in Coaching, Mentoring, and Assessing, Eric Parsloe. Copyright 1992. Used by permission of Kogan Page, 120 Pentonville Road, UK.


Understanding Culture ShockCulture shock is a phenomenon which has several phases to it. This may have implications for the pace and progress of the mentoring relationship and some knowledge of this phenomenon might help the mentor in recognizing, understanding, and developing strategies for dealing with its effects. By the same token, protégés will benefit by understanding that the emotions and feelings that they are experiencing are normal, that they can name the problem, that over time they will feel better, and that they can take steps to speed up the period of adjustment.

Culture shock is the unavoidable stress when a person moving to a new culture finds that familiar cues from home are suddenly replaced with strange, ambiguous and unpredictable cues in a new setting. When people immigrate to a new country they bring with them the meaning structure of their home environment. The emergence of conflicts related to differences in rules, meanings, and values in the new location are inevitable. Even the most prepared people will experience some degree of culture shock during the first few months of living in a new culture.

To understand the phenomenon of culture shock we have to understand what a culture is. It is more than a set of customs. Culture refers to the distinctive ways in which people organize their lives, think, and understand the world. Our culture teaches us to react to things in a particular way. When a person interacts with others who share their worldview, she


is not consciously aware that these reactions assume a particular pattern of meaning. However, when this same person interacts with others who do not share the same worldview, she becomes aware of her culturally shaped meaning system and experiences frustration and disorientation, as she may not understand others’ intentions and actions or they may not understand hers. This is culture shock. There are four stages to culture shock.

Honeymoon Stage

The process of transition and adaptation to a new country can be very painful and difficult. There are four widely recognized stages of cultural adjustment. The first phase, which lasts approximately one month, is the honeymoon stage in which the new environment is viewed in an uncritically positive light. The new country is an exciting place to be, everything seems beautiful, and the possibilities seem limitless. After a while, the initial feelings of optimism and challenge give way to frustration and confusion, as the person is unable to interact in a meaningful way in the new culture. What most people would recognize as culture shock occurs when the cues that people use to function normally in day-to-day life, and which they are not normally aware of, no longer exist. These cues are innumerable and include knowledge about the appropriate way to greet people, what role expectations people have for you, how to rent an apartment, value-based decisions, laws and rules for living.


Conflict Stage

The second phase is the conflict stage, when recognition of losses occurs. People may become hypercritical and make unfavorable comparisons with their country of origin. At this point many people develop a negative, even hostile attitude toward native-born individuals as they don't understand or value their way of living. This is a common coping mechanism that helps them deal with a situation that is too much for them at this time. The losses people experience are very real, and may include loss of economic or social status, loss of emotional support of family and friends, and an inability to communicate. The sense of loss may be characterized by feelings of isolation.

Crisis of Identity Stage

The third phase is the period during which a crisis of identity occurs and it is at this stage that many people make the decision to return to their country of origin. Individuals may become depressed and feel unable to cope, increasing their isolation. People frequently experience physical symptoms, ranging from sleep disorders, including dreams about their losses, to headaches and heart problems. Marital and family problems may develop and alcohol abuse may occur. Individuals may lack energy and cry for no reason. They frequently write long letters home and if asked what they want to do, will not be able to respond, making them feel even more inadequate. Some people may have suicidal thoughts or live in constant fear of being misunderstood by all people including family members. They feel lonely and isolated. They may


think constantly about what they have lost and what they don't have, minimizing or undervaluing any gains or achievements that have been made.

Recovery-Resolution Stage

The way culture shock is experienced varies from person to person, and the exact symptoms, intensity and duration experienced may be very different. The last phase is the recovery-resolution stage. Confidence starts to improve, as does self-esteem, as people achieve a greater facility in their English language skills. People start to think about what they have achieved and to look on their new life as an exciting challenge. People still miss their country of origin but they know how to deal with it and they accept this feeling as part of their life. On average adjustment to a new culture occurs after about two or three years.

People use different strategies to cope with culture shock. The most important are:

• Understand that culture shock is a time-limited, common, unavoidable natural process.

• Know that the difficulties and frustrations associated with culture shock do not arise because of any character flaw but because they are interacting in a strange place without familiar cues and resources.

• Access information about culture shock so that they are aware of the danger signs.

• Take the opportunity to form connections with people in the local ethnic community.


• Becoming involved in the community by doing volunteer activities, taking English classes, or participating in support groups or other programs that help with the adjustment process.

Citations and PermissionsBarbara Walter, Chartered Psychologist, Changing Together, 1997.


Choosing a Mentoring MethodThe method you choose for the mentoring process is influenced by several factors. You will have to consider such things as professional traditions, personal preference on the part of both the protégé and the mentor, practical considerations, and the goals of the protégé. There are five basic models for mentoring.

Apprenticeship Model

In this model the protégé, who has some formal training and some experience, works alongside an experienced practitioner until the protégé has developed a specific level of competence and understanding. You must keep in mind that this is an informal arrangement and that the protégé will not normally receive credentials or qualifications. The protégé will, however, gain significant experience.

Job Shadowing Model

This is similar to the Apprenticeship Model, however, the purpose of this activity is not competence, rather it is to help a protégé determine whether she has the aptitude and interest to pursue a career or employment in a specific area. Job shadowing involves a short-term commitment, usually less than one month.

Competency Model

This model uses a systematic training program geared to learning or improving specific skills. The


mentor coaches the protégé on a list of agreed tasks, skills, or behaviours.

Culture-Based Model

In the context of Changing Together's mentorship program, it is critical that mentors be somewhat knowledgeable about non-verbal communication techniques used by protégés of varying cultures. These behaviours tend to be culturally specific in nature. In some cases, certain behaviours used by a particular protégé may not be appropriate in the Canadian professional or business environment. In other cases, these behaviours may not be understood by the mentor (because of her own cultural biases). In either case, the behaviour and its appropriateness must be discussed between the mentor and the protégé until there is a clear and mutual understanding about what is appropriate and what is not.

Networking Model

In cases where there is no apparent need for career-related skill development, a mentor may provide critical assistance by introducing her protégé to people in her own network. She may show her protégé samples of her own work and give her important information on the kinds of work available in various sectors. As well, the mentor may give the protégé information about professional associations and accreditation agencies. The mentor may also suggest appropriate and innovative ways to gain entry to, or find work in, a specific field. She may also coach her protégé on how to establish credentials.


Citations and Permissions

Learning to Teach and Models of Mentoring, T. Maynard and J. Furlong, "Mentoring" (1993), D. McIntyre, H. Hagger, and M. Wilkin, (eds).Mentor Relationships, Paul E. Torrance, (1984).


Preparing Your Protégé for an InterviewYour protégé may seek your advice on how she should prepare for a job or information interview. You will be able to provide information on the kinds of interviews commonly conducted in your area of expertise. Be sure to include the following general information and discuss it with your protégé.

The Canadian workplace interview protocol will likely be new to her. Refer to the list of published job interview resources included in Part 3 of this manual. You may wish to refer to these materials yourself if you have not had any recent job interview experience.

1. Make sure your protégé does some research on the company or, if the information is not accessible, the industry.

2. Listen to some of the practice responses that your protégé has prepared for her interview. Ask her additional questions.

3. Ask your protégé to prepare an interview file containing her résumé‚ academic or training records and certificates, appropriate licenses, personal and job references, social insurance number, and any other relevant documents. Suggest that she include a notepad and at least two working pens in case she needs to take notes during an interview.

4. Make sure that your protégé knows where the interview will take place, how to get there, and where she can park if driving.


5. Remind her to arrive 5 to 10 minutes early to allow her to check her grooming and to compose herself before the interview starts.

6. Discuss appropriate physical presentation, including dress, body language, voice (volume, tone), and interview etiquette.

7. Role play. Act out an interview. Play the part of the employer while your protégé plays the part of the job seeker.


Part 3

For Protégés


Advice for Protégés

Mentors provide differing degrees of mentoring and each protégé–mentor relationship is unique. Your particular relationship will be based on the personal style and the individual strengths and weaknesses of you and your mentor. It will also reflect the commitment you have both agreed on.

1. If you have made arrangements to contact your mentor, follow through even if you have decided that you do not want to initiate or continue a relationship. This is not just a matter of courtesy. Your mentor may take your silence as an indication that she has nothing valuable to contribute to other potential protégés.

2. The protégé–mentor relationship is primarily a professional relationship. You and your mentor may develop a personal bond but do not take this for granted.

3. Your mentor cannot be on call for advice on all problems and frustrations. You can count on her to discuss major problems but do not expect her to counsel you on minor ones. Each mentor may have different expectations of their role. Make sure you discuss this prior to beginning your relationship.


How To Mentor in the Midst of Change, Cheryl G. Sullivan. Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 1992 ASCD. Adapted by permission. All rights reserved.


Tips for Working With Your Mentor1. If your mentor is using terms or words that are

unfamiliar to you or seem to carry a meaning that is different than your understanding, ask to have it explained.

2. Keep a notepad and pen handy when you are talking to your mentor on the telephone or in person. She may have information to give you. Being able to take notes will help save both of you time and you can refer to your notes later. By taking notes you will not have to repeat questions in the future or try to memorize names, numbers or other important information. By taking the time to write things down you are showing your mentor that you are interested in what she is saying.

3. If you have information that you think may be useful to your mentor, do share it. Your knowledge and viewpoint may be of interest and value to her.

4. If your mentor seems to be pointing you toward tasks and activities that are well below your capabilities, discuss this with her. Her reasons may be that she…– may not be sure of what your abilities are

and is being cautious– may be trying to give you exposure to all

aspects of a process– may be providing you with a possible entry

into a field where your formal credentials are not recognized.


5. Even if you eventually have to take courses to qualify for some jobs, any work you are able to do in your chosen field will help maintain your skills and allow you to meet people who may give a letter of reference in the future.


Other Ways of Finding MentorsWhile Changing Together makes every effort to recruit volunteer mentors from a wide range of occupational and professional categories, we cannot always be certain that a suitably qualified mentor will be available. There are other steps you can take to find your own mentor.

We realize that finding a mentor when you are not in your chosen occupational or career area can be a challenge. After identifying a prospective mentor, the most difficult step in starting a relationship is making that first contact.

Try to meet people in groups

Find out if there are any professional, business, or women's groups who have regular meetings which you can attend. The names and telephone numbers of some of these can be found at the end of this section. Also check the business section of daily newspapers for meeting announcements, the Yellow Pages, and professional directories. Many of these groups do allow guests or students to attend. The meetings are often designed to allow people to exchange and share information on an informal basis. In other words, to network.

Introduce yourself to people

Approach some of these individuals. If you are genuinely interested in them and the work they do it should not be too difficult to introduce yourself and briefly describe your background and what it is that you wish to learn from them. After a few meetings,


you may find that someone seems to be taking a genuine interest in you and your job search. Ask if they can give you some guidance with respect to your career.

Follow up with a phone call

If their response is positive, call them during business hours to arrange to see them. If they give you advice or suggestions at this first meeting, follow up and call the individual back to let them know how you are progressing. You should be able to sense whether or not this person is interested in you, and has the time to continue to help you with your career plan.

Demonstrate your initiative

Any prospective mentor will be more interested in helping an individual who appears to be intelligent, competent, committed, and knowledgeable. People are impressed by someone who is willing to follow through on a plan and take risks. Try approaches or strategies that are new or require you to test your abilities.

Attend Changing Together events

If there does not appear to be any appropriate business meetings that you can attend (some groups do charge a fee, or at a minimum require that you pre-register) make a point of keeping yourself informed of workshops and other events sponsored by Changing Together.

Very often individuals who are not part of the mentoring program are invited to present


information or attend as guests. Some of these people may work in your area of interest and are usually very approachable. If you think a person giving a presentation might be able to assist you, approach the individual or ask a staff member to introduce you before the program starts. Ask this person if you may speak to them later.

Have your résumé ready

Do not ask a person you have just met to be a mentor, but do tell them the kind of assistance or information you are looking for. Tell them that you realize they may not have the time to discuss this with you at that moment, and ask if you may call. Have a copy of your résumé ready in case they ask for it. If they don't, ask if you may send them a copy.

Take a chance…ask for help

It is quite possible that some of the people attending mentors' meetings can provide you with assistance even if they do not work directly in your area of interest. They may know people who do work in that area, or where to find information.

There are people who may be able and willing to help smooth your résumé or advise you about other career areas where people with your skills and background are needed. Do not wait for people to approach you. If you think they can help you, let them know. If you are not sure if they can help…ask. It may feel risky, but the people who attend these meetings are there because they want to help. In most cases they will be glad you made contact with them.



A Self-Help Guide to Mentoring, Treasury Board of Canada, (1994).

Treasury Board Website (2000) www.tbs-sct.gc.ca/Select the Topic Mentoring www.mentoringcanada.ca


Networking

What Is Networking?Networking is the term used to refer to the activities involved in developing and maintaining a system of gathering and exchanging information, advice and referrals via personal contacts with people.

One of the main reasons networking is effective is that employers tend to trust the opinions of colleagues or people they know or are acquainted with. The first-hand knowledge they can provide about a potential employee’s suitability is valued as it is often difficult to assess how well a person will perform from the information given in a cover letter, résumé, or application form.

You already have a network

As it applies to your job search, your current network is made up of all the people you know who may be helpful in finding employment. These include friends, acquaintances, relatives, current and former classmates, and fellow members of clubs and religious organizations. Each of these personal contacts has a network of contacts including professional colleagues and employers whom you may not know. If you are a newcomer to Edmonton your network may be or seem to be small. Nevertheless, through your involvement at Changing Together your network has already begun to expand.

Write down the names of all the people you can think of in your personal network. It should be noted


here that although your network will contain many friends, the purpose of your job search network is to connect you with people who are working in your area. Your personal network will continue to play an important role however, as these are the people you can turn to for encouragement when you become discouraged, and who will celebrate your successes with you. The information provided here is very general. It is strongly recommended that you make use of library materials for more complete information.

Building a more effective network

Next make a list of the network you are going to need to achieve your job search goal. You may not know the names of people yet but you should know what field they are in and what kind of jobs they hold. One of the first people on this list will likely be your mentor. Write down any ideas you might have about where and how you could meet these people. Some suggestions include:

• business organizations and professional groups

• volunteer organizations (many successful people donate time and expertise)

• special talks or lectures at educational facilities or public buildings

The Art of NetworkingEffective networkers take the initiative by introducing themselves, telephoning, making dates, writing notes and keeping in touch. Networking is not difficult but it may take courage at first,


especially if you do not have an outgoing or assertive personality. It does take time to develop a network, and a certain amount of time must be spent maintaining your network but it is time well spent if it helps you find the job you want. It can take several months of networking to make the contacts that can provide you with key information or productive tips about vacancies in your career area.

Using contacts wisely can get you a job

It is best to ask members of your network to refer you to other sources of information rather than to ask directly for a job lead or job interview. Tell your contact about your background and what your interests are. If you are not sure what specific kinds of work you might be qualified to do, tell your contact that you would like help in identifying what kind of work you can do with your skills and interests.

Ask if they know of anyone else you could contact to discuss your options in a career or occupational area. That way the person with whom you are talking is not put in the position of having to recommend you for a specific job. You are simply meeting with them to get more information.

The person your network member has put you in touch with will likely be prepared to give you information or advice. Most people like to give advice. Few people say no when asked for it. It is even possible that you will make a favourable impression (always carry a copy of your résumé with you). An information meeting or interview may lead to a job.


The Dos and Don'ts of NetworkingKeep the following in mind as you develop your network plan:

1. Do not ask your network contact to make an appointment for you or to put in a good word for you. If, on the other hand, your contact offers to do so, accept with gratitude.

2. Plan on giving key members of your network a copy of your résumé so they have a clear idea of what skills you have and what kind of work you are looking for. These people may have additional ideas.

3. Do report back to anyone who has given you a lead, telling her what occurred and repeating your thanks.

4. Do follow up on every lead or name you are given. Your contact may have notified the person or persons to expect a call from you.

5. Ask informed questions. What you need to know from network contacts is information that is not ordinarily available. Do the research you need to do in order to ask well informed questions.

6. Do not be discouraged if someone you approach is not interested in speaking with you. Do not take it personally. If you are having difficulty getting anyone to speak with you, you may have to review what you have been doing. Go over the kinds of questions you have been asking with your mentor. It is possible that your questions are too general or too specific. It is also possible that you


have been contacting people that are genuinely unable to answer the kinds of questions you are asking. Perhaps other individuals in the organization might be able to help you.

7. Maintain a professional attitude during all your contacts. Limit the conversation to the work-related subject area and be as brief as possible, unless your contact indicates that she or he has time available.

8. Do not limit your network contacts to women. Very few occupational or career areas are sex specific and even today a majority of senior positions are held by men. Including men in your network exposes you to different perspectives and points of view.


Ways to Find Employment

VolunteeringThe term volunteer refers to individuals who offer their time to work without pay to help an organization or agency carry out activities and fulfill its responsibilities. You may want to consider volunteering as part of your job search or career planning strategy.

Volunteers Help Themselves

As well as being beneficial to the organization or the people they serve, volunteers also help themselves. In addition to providing a sense of personal satisfaction, volunteering provides opportunities to learn new skills such as leadership, communication, time management, and administration. By volunteering you maintain existing skills, keep up with changes in technology, and experience new ways of doing things.

Exploring New Job Opportunities

Volunteering is also an excellent way of exploring new career opportunities. It provides an opportunity to demonstrate your abilities to potential employers. Volunteering may be the most direct path to employment. When paid positions become available, volunteers have the advantage of knowing the organization or agency. And they are already known to the employer. The employer will have had the opportunity to assess your skills and personal qualifications before they even advertise a position.


Formal Volunteer ProgramsIf you plan to volunteer as part of your career development strategy, it is best to participate in a formally organized volunteer program that provides training and guidance as well as other support. In addition, many organizations and agencies hold formal volunteer interviews allowing you to practice your interview skills and to prepare a résumé.

Volunteer OrganizationsIt is important to recognize that not all companies will provide volunteer opportunities. Volunteer organizations may require that you have some experience in certain areas, for example, accounting. Therefore, volunteering may provide you the best access to Canadian experience if you have similar experience in your own country.

The following list will give you some idea of the kinds of organizations that commonly use volunteers.AdvocacyAbused women’s programs Social actions groupsAnimal welfare Political partiesDistress lines Sheltered workshopsWomen’s organizations Children’s advocacyPublic housing Human rights groupsSelf-help centres

The ArtsArt galleries Public radio/ TVLibraries Botanical gardensCultural information MuseumsHistoric sites Dance companiesCommunity theatres

ReligiousChurches Interfaith organizations


Temples MosquesSynagogues

CommunityBusiness assistance programs Drop-in centresCommunity boards Women’s centresCharity boards ZoosCorrectional facilities Special interest groupsCourt programs Multicultural programsThe Elizabeth Fry Society Environmental organizationsThe John Howard Society Parks and recreationNewspapers Sports programsCrime prevention programs Friendly visitor programsSeniors’ centres

Health/Personal CareBlood banks Public health clinicsCounseling centres Rehabilitation programsDay treatment programs Programs for shut-insDisaster programs Institutes for the deaf/blindHalfway houses YMCA or YWCAHospice programs Independent living centresHospitals Veterans’ programsMental health centres HotlinesNursing homes Substance abuse clinicsNutrition program


Taking Charge, Rochelle Meltz and Noah Meltz, pp 166-167 (1992).

Advertised Job OpportunitiesJob openings may be advertised in newspapers, trade publications, job hotlines, computer networks or bulletin boards. In the current economic climate employers will receive dozens of responses to most announced job vacancies. It is important to examine


any job advertisement very carefully before drafting your letter.

Write a customized letter

It is essential that you write a customized letter for each position that you apply for. Make a list of any clues regarding the basic skills, experience and education specified in the advertisement, and then try to imagine what additional skills or talents might be of interest to the employer.

Make sure you are the right fit for the job

Find concrete evidence that you have the skills, talents, knowledge and background of an ideal candidate. Consider all your work, volunteer, social, educational, and family experiences. Use this as the basis for the rationale section of your letter. Even if your past experience and education do not precisely match the requirements listed in the advertisement, you may be able to demonstrate that you have relevant training or experience, as well as additional qualities that could be used to their advantage.

Ask for a detailed job description

If you are responding to an advertisement placed by the provincial or federal governments or for a senior position with a private business you should request, by telephone or by fax, a copy of the full statement of duties and qualifications for the position if possible.


The Hidden Job MarketUnadvertised employment opportunities are referred to as the hidden job market. It is estimated that 80 per cent of job openings are never advertised, so you should spend 80 per cent of your time concentrating on these.

Access these jobs by:

1. Talking to people in your network in person and on the telephone.

2. Asking people for advice, information, and referrals.

3. Telephoning businesses listed in directories such as the phone book Yellow Pages, directories for specific industries or professions, corporate directories, and the Community Connections Directory.

4. Looking at the Alberta Department of Learning, Labour Market Information Centre and the Edmonton Public Library.

5. Going to businesses in person.6. Sending résumés and covering letters

followed up by telephone calls to request and arrange for personal interviews.

7. Always carrying a current copy of your résumé with you in case you meet someone who is interested in your skills or knows of an employer who may be offering a position you are qualified for.


Multi-Tasking Multi-tasking is skill-based work. It is a term used to refer to a type of employment that has been common since the late 1980s and early 1990s. It involves people who have a "multi-task focus" . That focus is on skill-based work rather than finding a permanent full-time position with a single employer.

Many companies today hire people to perform specific tasks or carry out special time limited projects when it is not practical or cost effective to create a permanent position within the department. For example, a person who multi-tasks might do secretarial or keyboarding work on a part-time basis for one employer, as well as doing contract or project work for her own client.

Some people who multi-task only do project work and they are quite flexible in the kinds of work they will do. For example, a person with human services training might have one contract to manage a pilot project for a social services agency whereas her next project might involve orientation and training of tour guides. Or she might work on both projects at the same time.

If you are having difficulty finding employment, multi-tasking might be something you should consider doing. In order to do this successfully, you will have to have a very good idea of your abilities and talents, and of your transferable skills. Because this kind of work is skill-based, your market value is tied to what you can do and what your skill set is. Therefore, it is not tied to the success or failure of a particular company. You will have to do some


research to find out where your skills are marketable. You may need to acquire additional experience or qualifications. Look through community college and university extension (lifelong continuing education) calendars. These institutions frequently offer short courses, which could make your current skills more marketable. Volunteer organizations can provide very good opportunities to gain additional experience and practice skills associated with the kind of paid work you eventually wish to do.

Several references discuss this growing form of employment. You can start with the following books, available at the Public Library.

Suggestions for reading:Bolles, Richard Nelson

What Color is Your Parachute? Berkeley CA: Ten Speed Press. 2003.

Bridges, WilliamJobshift: How to Survive in a Workplace Without Jobs, Reading, Mass.: Addison-Wesley. 1994.

Thrailkill, DianeTEMP By Choice, Hawthorne, NJ: Career Press. 1994.


Preparing for a Job Interview

The main objective of a job interview is to find out if there is a fit between the experience and abilities of an applicant and the present and future needs of an organization. The information presented here is intended to provide you with general information about preparing for a job interview. You are strongly advised to consult additional written references or to seek help from employment resource centre professionals for more complete information about preparing for a job interview.

The most important part of a job interview is preparation. This preparation includes researching the company or business, familiarizing yourself with the structure of an interview, preparing responses to questions that will be asked, and thinking about how to create a favourable physical presence.

Learn about the OrganizationEmployers today expect that serious applicants will have taken the time to find out about the company or industry. You should have accurate information about the products or services provided, the name(s) of the owner(s), when the company was founded, and the name of the parent company or any subsidiaries. Information about some companies is easy to find. In other cases you may have to try different ways of getting this information.

Do some research on the larger companies

Larger companies or businesses usually produce annual reports. If these are not available at


employment resource libraries, contact the public relations, marketing, or consumer relations department of the company for basic company information. Tell the person you contact that you will be meeting with someone in the company and that you want to be informed. Government departments will also provide information on programs and services. Call the communications branch of the department and ask them to send you a copy or pick up the materials in person.

See what you can find out about the smaller businesses

For information on smaller businesses, try contacting the Edmonton Chamber of Commerce Business Infocentre. Call 780 426 4620.

Some business directories also contain basic information about smaller companies. These sometimes list founding dates, the number of employees, the names of key contacts, and estimated annual sales. In addition, some companies prepare information packages or brochures for advertising purposes that are readily available in their offices.

Look for news items about the company

You may be able to find newspaper articles on the company or business at the public library reference section.

Ask the people you know

If you have had the opportunity to meet people working in the industry you should contact them to


find out if they have any information that would be useful to you.


Understand the Interview Process

Be Prepared for Interview Questions

After you have completed your basic research, prepare a written summary of what you know about the company or business. Prepare a list of four or five skills or technical abilities the employer will expect a candidate to have. List three or four personal characteristics this employer will think are essential. Develop written responses to practice questions the employer might ask that demonstrate that you have the desired skills and characteristics. Practice these responses out loud until you sound natural and confident.

During an interview you can expect to be asked questions about your education, training, previous employment and volunteer or community activities. They will ask about your knowledge, skills and abilities as they relate to the job in their company or organization. The information that you have provided on your application form, résumé and covering letter will likely be reviewed and they may ask you to expand on this.

Some of the most difficult questions to respond to during an interview, unless you have thought about them, are those that are not clear. Others are those that ask you to assess some aspect of your character or performance, or those that directly require you to "sell" yourself. Some common questions are given below.


Tell me about yourself?

What the interviewer is really asking you to do is to describe your background and how you feel it prepares you for the job you are being interviewed for. Your answer should demonstrate your strengths and the specific results you have achieved. Think about emphasizing strengths you have acquired that would make you an asset to the organization.

What are your weaknesses (and your strengths)?

Always focus on your strengths. Emphasize them and be enthusiastic about them. Be honest about your weaknesses, but positive about your potential to improve in this area. The interviewer is asking about job related areas where you need more development. Identify a weakness or two that would not be critical to your ability to perform the job and explain how you are overcoming them.

Why do you want this job?

The interviewer may be trying to assess how this position fits into your career plan. If you think the interviewer is concerned that you may be overqualified for the position explain how the position will contribute to your professional and personal growth.

Other kinds of questions that may be asked during the interview are hypothetical questions or behavior-description questions. A hypothetical question is a "what if" question. The interviewer will describe a situation and will ask how you would respond in that kind of situation. A behaviour description question is one in which the interviewer asks you to describe how you dealt with an actual situation from your


past. You can prepare for these questions by analyzing your past experiences and thinking of specific examples of how you handled difficult or challenging situations.

Inappropriate Questions

There are certain questions that violate human rights legislation. Refer to the end of Part 3 for Questions Permitted and Not Permitted for job applications and interviews.

Some questions, such as those about marital status, number of dependents and age are necessary— once you are hired—but not before (for income tax or benefits administration purposes). However, it is inappropriate for employers to ask for this information from job applicants before hiring them.

Nevertheless, inappropriate questions do, occasionally, get asked. Sometimes the questions may be justified or may make the difference between getting the job or not. Also, it is possible that a question could be almost inappropriate, but not quite.

If you are unsure that you are being asked something inappropriate, it is best to ask calmly and politely why you are being asked that particular question. If pressed, you will have to use your judgement and intuition. Not all interviewers will know which questions violate human rights and which do not. If you are unsure, give the employer the benefit of the doubt. Most do not intentionally infringe on one's rights. But some do. If you are sure the question is inappropriate you can be evasive or


you can be firm and politely refuse to answer. This is your choice.

What to Expect in an Interview

When you are invited to an interview, try to get as much information as possible from the person who has contacted you. Ask how many people will be interviewing you and what their names are. Ask if testing is part of the interview process. Before you hang up the phone, ask if there is anything you can bring or prepare that would be helpful.

You may be asked to provide samples of your writing or technical skills, do a sample presentation, write an aptitude test, or undergo psychological testing. These are not unusual requirements—provided they are administered to all applicants.

Most interviews are between 30 and 60 minutes in length and proceed in the following manner.

Opening

The interview generally starts with introductions and some casual conversation. It is conventional to shake hands during the introductions; some sources recommend that you take the initiative in shaking hands. If it is a panel interview, shake hands with each of the participants.

Transition

The interviewer will give you a general idea of what will occur during the interview and how long it will take. For example, in some panel interviews, each interviewer will ask questions in sequence, in others only one person will ask the questions but the other


interviewers may ask you to clarify responses. In a well-conducted interview you will do most of the talking.

Information Getting

This is the part of the interview where the questions about your skills and abilities, knowledge and career goals will be asked. This is the part of the interview where you have the opportunity to communicate how you can contribute to the company or organization. It is essential that you try to anticipate the questions that will be asked and prepare some general responses before the interview in order to make a favourable impression. Do try to understand why the interviewer is asking each question but avoid trying to respond the way you think the interviewer wants you to respond. Your answer will not sound natural and you may be mistaken about what the interviewer wants.

Information Giving

The interviewer(s) will give you the opportunity to ask questions about the job. Based on the research you have done, ask questions to expand on or clarify information about the company or job. This demonstrates that you have taken time to find out about them. If the interviewer has not given you any salary information this would be an appropriate point to ask about it.

Closing

The interviewer will signal that the interview is over, either by asking if there is anything else you wish to


share with them, or that you would like to ask that has not already been covered. If you do not have anything to add, the interviewer will normally thank you for your interest in the company and will tell you when you can expect to hear from them. If they do not provide you with this information, ask. Thank the interviewer(s), tell them that you enjoyed the interview, restate your interest in the job, and shake hands.

Tips for a Successful Interview

Personal appearance and presentation

If you are not sure how you should dress for an interview, one of the best ways to find out is to actually go to the company or business and look around. The employees of most companies conform to an unwritten dress code. If you are not comfortable with going to the company or business that is interviewing, visit the offices of one of its competitors. Most sources suggest that you dress conservatively in order that the interviewers can concentrate on you and not your clothes. Plan what you will wear to the actual interview and make sure the outfit you select is clean and pressed, and that your shoes are polished the day before the interview.

Keep in mind that the interview starts as soon as you enter the office of the potential employer and introduce yourself to the receptionist. She and other employees will take note of you and how you present yourself while you are waiting for the formal interview to begin.


Punctuality

Allow enough time to arrive at the company or business approximately five or ten minutes before the interview. Make sure you are never late for an interview. In North American culture even a five minute delay (for an interview) is considered careless and arrogant.

Arriving at the premises five or ten minutes before the interview will give you enough time to check your grooming in a washroom and to compose yourself before reporting to the receptionist. Arriving earlier than this may give the employer the impression that you are over eager or do not respect the pressures on their time. If you are unavoidably detained and will be late for the interview call the company and postpone the interview. Tell the person you contact that you have been unavoidably detained and ask to reschedule the interview at their convenience. Do not ask to come a few minutes late.

Always bring an interview file

Always bring your résumé, even if they already have it. Bring a file or folder containing the following: résumé, academic and or training records or certificates, appropriate licences, references, social insurance number, and any other relevant documents. You should include a notepad and at least two working pens in case you need to take notes during the interview or are required to fill out forms.


Creating a Résumé

A résumé is a written summary of your education, skills, work experience, and history as they relate to your targeted job. It tells prospective employers who you are and what you can do. Résumés summarize and present essential information in the briefest language possible. The purpose of a résumé is to get an interview.

Create or Update Your Résumé If you already have a résumé, update it. Résumés should be dated and they should never be more than two or three months old. Sometimes the only update you will do is to change the date in the footer.

If you don't have a recent résumé we recommend that you check publications and websites on résumé writing. As the information on résumés in this manual is very basic, you will find a short list of references specific to résumés, at the back of this manual. You may also want to consider attending a résumé writing workshop when you are ready to write your résumé. Getting your résumé in order is one of the first things you need to do when looking for work. Before you start writing your résumé, you should gather the following information.

Complete a skills inventory

Include:– work skills (technical knowledge acquired

through education or on-the-job training)


– transferable skills (functional skills which can be used in most work situations)

– personal skills (work habits and attitudes that help you to handle difficult situations)

Identify what kind of jobs or positions you want

Base these on the results of your skills inventory, research on the job market, and financial and personal circumstances. There are many excellent references to help you make this decision. You can find a list of some of these at the end of this section.

Prepare a list of your work history

Include part-time and volunteer work. This list should contain the name of the company or organization, the names and titles of the supervisors, the complete address, telephone and fax numbers, and e-mail address (if available). Include the titles of your positions and your employment dates. Start with your most recent employer and work backward for a maximum of ten years.

Make a list of your education and training

Starting with the highest level of education achieved, list the name of the institution, kind of program, degree, diploma or certificate awarded, dates of attendance and completion, and any awards or special recognition conferred. Any evening courses, continuing education courses, or work-related workshops or seminars that you have attended should be included.


If you have had your educational qualifications assessed by the International Qualifications Assessment Service (IQAS) or a similar body, include the Alberta equivalent. Include information only about your highest completed level of formal education.Prepare a list of personal interests and activities This list may include memberships, volunteer activities, hobbies, and other leisure activities. Do not include information on religious or political memberships—unless you are applying for a position with one of those organizations.

Make a list of possible references The term reference in the job search context refers to the name of a person who knows you and is willing to provide a written or verbal statement about your training, experience, skills and abilities, and character. Most employers request that you provide the names and addresses or telephone numbers of people who know your work. Traditionally, employers have asked for the names of supervisors or superiors but it is becoming more common to ask for references from peers, subordinates, and customers in some industries.If you plan on using references from your country of origin, you may have to write them requesting a letter of reference if you do not already have one. It is best to use local references, if possible, as some employers will not accept letters of reference provided by applicants. Some employers may ask for names of character references. Character references are normally


people who are in positions of trust, and who can provide statements about your moral character. Do not use members of your immediate family or other relatives as references. Employers will not accept their opinions.Many publications provide samples of worksheets you may use to prepare this information.Citations and Permissions

Job Search: The Product is You, Alberta Advanced Education and Career Development, (1993).

Organize Your RésuméThe manner in which the information in a résumé is presented is dependent on the kind of résumé format you are using. No matter which format you decide on, the physical layout of the résumé information is important. Your résumé should look neat, simple, well organized, and visually appealing. Do not put too much information in your résumé. Remember that the person reading it may have to read a large volume of résumés and needs to have information readily available. As well as selecting a format, you will need to think about how you are going to organize the information you are including, what headings or sub-headings you will use, and how to emphasize qualifications that you want to stand out in your résumé.

General Guidelines1. Place the qualifications that are most

important or most pertinent to your career objective at the beginning of your résumé. For example, if you have the relevant educational qualification for a vacancy, but do not have


the preferred employment experience, place your educational qualifications before your employment history.

2. Place information you wish to emphasize in the left margin and information you wish to de-emphasize near the right margin.

Example 1M.S. Nursing University of Ottawa, Ottawa 1995-97B.Sc. Nursing University of Alberta, Edmonton 1982-86


Example 21995-97 Master of Science, Nursing University of Ottawa, Ontario 1982-86 Bachelor of Science, Nursing, University of Alberta,

Edmonton

3. Use headings to emphasize the various categories of information in your résumé.

4. Underline, capitalize, or use bold print for headings and sub-headings. Be consistent in your use of highlighting techniques throughout the résumé.

5. It is acceptable, and indeed preferable in most cases, to use point form rather than full sentences to list key skills, responsibilities, and accomplishments.

6. Margins should be even on all four sides of the page. Use plenty of white space to enhance readability. Use large readable type (on a computer select a type size of 10 to 12, depending on the font used).

7. Remember to emphasize specialized studies or duties in the appropriate section of the résumé (e.g. you might include them in a special Highlights of Experience category at the top of the resume).

Types of Résumés

In deciding what résumé format to use consider your background, your job target, and what kind of information you would like to receive the greatest emphasis. A description of each of the three most commonly referred to résumé formats is provided below.


Chronological Résumé

This type of résumé emphasizes the sequence of your job experience. Work history information, including the key responsibilities and accomplishments associated with each position, and educational achievements are listed starting with the most recent. You may wish to use this kind of résumé format if you have a consistent work history that demonstrates that you have held progressively more responsible positions. If you choose to use this format, do not leave gaps in your sequence. Account for all of your time, even if you stayed at home to care for a child, or took extended leave to travel. If you were unable to work due to ill health it may be best to consider a different format.

Functional Résumé

A functional résumé stresses major skills and accomplishments rather than work history (job titles, responsibilities and duties, dates). List only those skills and accomplishments which directly support your job goal or target and include a reference to where you used this skill, i.e., the name of the organization and your job title or position but do not list dates or other company information in your résumé. If you choose to use this format, group your skills into two to four categories that reflect those required in your occupation. This kind of résumé is an effective way to organize and highlight relevant skills acquired through a variety of experiences, particularly if you have little or no paid experience. Generally speaking, however, Canadian employers prefer to see information about a potential employee's work history included in a résumé.


Chronological and Functional Résumé

This résumé format combines aspects of both the chronological and functional résumé formats. It highlights skills and accomplishments relevant to your job target in combination with a chronological account of your work history and education. A combination résumé can be constructed to highlight your work history and de-emphasize your skills and accomplishments or vice versa.

Refer to the published references listed at the end of the section to see sample résumés.

Components of a Résumé

The chronological résumé and the combination résumé offer the writer the best opportunity to highlight achievements and the reader the best opportunity to gauge the writer’s qualifications. The functional résumé focuses on skills, aptitudes and accomplishments. The writer can change emphasis by omitting any references to past employment and focussing on responsibilities and accomplishments.

The main purpose of a résumé is to gain an interview. Once you are in an interview you can explain many things. Concentrate on making your résumé brief and succinct. Only if you have critical information should your résumé be longer than two pages.

Data in a résumé is grouped under different headings for reading at a glance. See the Appendix for sample résumés.


Heading

Your name, mailing address and telephone numbers should be placed at the top of the first page of your résumé. This information, or at least your name, should be included on the second and subsequent pages of the résumé. Do not highlight educational credentials here unless you know that A.B. Smith, PhD, will increase your chances of getting an interview. Many employers are just as unwilling to hire people they feel are overqualified as they are to hire under qualified people. Because the job market is relatively crowded with candidates who have earned bachelor's and master's degrees, these credentials are not usually highlighted in the heading. There are many ways to arrange this personal information. Some examples are shown in Part 3 and in the Appendices (see Examples of Résumé Headings). Be sure to consult other references as well.

Career objective or job goal (optional)

If you choose to include this in your résumé state a short-term objective related to your specific career area. This statement should alert potential employers to the job level you are seeking, and what kind of work you can do. It should not describe what you hope an employer can do for you.Example 1Career ObjectiveMy career objective is to obtain a marketing or sales position in the software publishing industry that makes use of my expertise in international applications.This is good example

Example 2Career Objective


My career objective is to obtain a challenging position with a software publishing company that will allow me to develop my selling skills and learn new marketing techniques.This is a poor example

Summary of skills

This is a brief summary (3 or 4 lines) highlighting what you consider to be your best or most pertinent skills and qualifications for the job you are applying for. The purpose of including this summary is to persuade the employer to read the rest of the résumé. Other commonly used terms or headings used for this section are: Highlights, Key Qualifications, Summary, Background, Profile.

Work experience or applied experience

Using the lists developed earlier, describe your past responsibilities and work experiences. Use action words, (e.g. coached, administered, collected, delivered, guided, headed, etc.). Use the active voice rather than the passive voice to describe your experience.ExampleActive Voice:Expanded the customer base by 30 per cent

Passive Voice: The customer base was expanded by 30 per cent during my term of employment

Limit the use of personal pronouns such as "I", "me", "my". It is not necessary to use full sentences in résumés so this is not as difficult as you might think. Do not include too much detail. Do not overstate or exaggerate your accomplishments or credentials, but do not be too modest either.


Education

You may use your unedited list of educational accomplishments to prepare your résumé. How much of this information you will use in the final version of your résumé and where you place it will depend on the kind of job you are applying for and what résumé format you use.

Work or employment history

Using your work history and skills inventory lists, make a list of how you used your skills and any results or contributions you made. Include descriptions of how you solved problems, how you developed new ways of doing, organizing or simplifying tasks, any special recognition or awards you received and any other accomplishments. Even if you decide later to simply list or describe your skills and responsibilities in your résumé, completing this step is a good way of preparing yourself for interview questions.

Activities and interests (optional)

Whether or not you choose to include this section depends on the kind of job you are applying for but many people do include this as a component of their résumé. Some employers are interested in this information as it indicates that you lead a balanced life. If your leisure activities or interests involve knowledge and skills that are useful to your occupational and career areas they should definitely be included. Limit the space you devote in this section to two or three lines.


References

Unless you are responding to an advertised position that specifically instructs you to include references with your application, simply state: "References will be supplied on request." or "References available upon request." Most of the time a potential employer will not require references until they are seriously considering hiring you.


The Résumé Kit, 3rd ed., Richard H. Beattie, (1995).


Your Personal Profile: The Résumé, Career Options, 1995-996: 18-22.


Write a Résumé Cover LetterThe information presented here is intended to provide you with general guidelines for writing a cover letter. You are strongly advised to consult additional written references or to seek help from employment resource centre professionals before writing the final draft of your letter.

Components of a Cover Letter

Heading1. Try to make the headings on your letter match

the one on your résumé. At a minimum, include your name, mailing address, and home telephone number. If you have a message number, business number, or cellular phone number, list that as well. The classical style for a social letter, with the return address and phone at the bottom is not advisable in a job-search setting.

2. Under your address, list the date and then the party you are writing to in that order. Keep your dates simple, either 30 September 1997 or September 30, 1997. All the dates in the heading and in the body of the letter should follow the same format.

3. Next, list the addressee by name, title, company or organization, street address, city, province, and postal code. You can either put the title on the line following the name or beside the name.Example 1Mary Smith


Human Resource OfficerExample 2Mary Smith, Human Resource Officer

4. You should avoid using a double title.Example 1 Example 2Incorrect CorrectDr. Mary Smith, Ph.D. Dr. Mary Smith

or Mary Smith, Ph.D.Ms. M.N. Smith, VP, Finance M.N. Smith, VP, FinanceMiss M.N. Smith, RN M.N. Smith, RN

5. Write to a person, not a company. If you cannot get an exact name, write to a title, as in "Manager, Information Services." Whenever possible, you should know your addressee's correct and exact name and title. If you are not sure, telephone the company. Do not ask to speak to this person, but do ask to verify the spelling and title.

Reference line1. When responding to an advertised opening,

leave an empty line after the salutation and write and underline (or use boldface type) "Re" (reference information).ExampleRe: Family Support Worker, Posting 000-123 (The Edmonton

Journal, 16/9/03)

2. Include the position title and its posting number (if appropriate) followed by the name of the newspaper or other source, and the date. Alternatively, you may include this information in the first paragraph of your letter.


Salutation1. If you are writing to an individual, it is "Dear"

followed by the title and last name.ExampleDear Dr. Smith:

Always use a colon " : " to close your salutation (do not use a comma). If you are unable to find out if your intended recipient is a man or a woman don't guess.

2. Use the person's initials, title or last name. If at all possible, avoid:ExampleDear Sir:Dear Sirs:Dear Sir/Madam:

Do not use the titles Miss or Mrs. unless an advertisement specifically instructs you to use these forms of address. If you are sure that the recipient is a woman, use "Dear Ms. Smith".

3 If you do not have a name to write to, use the same business or professional title in the salutation as you used in the address. ExampleDear Vice President of Sales:Dear Vice President, Finance:

4. If you are writing to a group, address them collectively. ExamplesDear Drs.Dear Messrs.Dear Mss.Dear Members of the Search Committee:Dear Messrs. Smith and Doe:Ladies and Gentlemen:


(See Appendix examples, Headings For Application Letters.)


Opening paragraph1. The first few sentences of your cover letter

are very important and should be designed to ensure the reader’s interest in the rest of the letter. Most cover letters open with a fairly standard first sentence.ExamplePlease accept this letter and attached résumé as my application for the position of Project Manager, Field Operations.

This is a perfectly acceptable opening but it does not make the letter stand out from others which the prospective employer will see. If you have called companies to talk to people working in your field and have developed a job-search network, you may be able to write a more attention-getting opening.

2. If you were referred by a person within the company who knows you, mention your personal reference in the first sentence.ExampleMary Smith, your senior accounts manager, alerted me to your opening for a project manager with expertise in the electronics industry. At her suggestion I am writing to you directly.

3. If you spoke to the recipient or a person in her office about possible openings in the company you can make reference to this in the first line.Example 1As was suggested by Mary Smith in our telephone conversation on Tuesday, I am forwarding my résumé for your review.Example 2As requested by your office, I have enclosed my résumé for your consideration.


4. If you do some research on the industry or company you are applying to, use the knowledge in your opening. For example, you might mention a recent news article about trends in the industry or country.Example 1I was very interested to read of your planned expansion into Latin American markets (Globe and Mail, 18/9/97). I have several years experience in the industry and with my fluency in written and spoken Spanish, I may be able to assist you in fine-tuning your negotiations.Example 2I understand your company has undergone tremendous growth over the past five years….

Rationale for applying

The rationale section of your letter communicates what you want the employer to know about your experience and abilities. This middle section of your letter provides the reason why the recipient should want to see you in person. This is especially important when writing to strangers, when you are an unusual candidate, or when your résumé does not support your candidacy as strongly as you would like.

1. You can summarize the highlights of accomplishments and of skills, talents, knowledge, aptitude, and abilities from your résumé. Draft your rationale section, answering the reader’s primary question. "What can this candidate do for me or for the department?" In this section, highlight any information you want to draw attention to or any experience that may not be part of your résumé but is related to the job or work you are applying for.


2. Talk about the specifics that you feel qualify you for the job.

Closing paragraph1. Unless you are answering an advertisement

that states “no phone calls”, if at all possible, make reference to the fact that you will be contacting the addressee by a specified day or date. Find out from a postal outlet how long it normally takes for a letter to be delivered and note that this may vary, depending on the day it is mailed. The fact that you will be contacting the prospective employer will help insure that they will keep your letter and résumé‚ at least until you have had an opportunity to contact them by phone. If you are responding to an advertisement, for example, you might use the following approach.ExampleThank you for your consideration of my application. I will call your office on the morning of September 22, 1997 to ensure the receipt of these materials, and to discuss your selection process.

2. If you are sending an unsolicited résumé to a company you may write something along these lines.ExampleI will contact your office between 9:00 and 11:00 on October 12 to discuss possible employment with your company. If this time is not convenient for you, please leave word with your secretary as to when would be a more appropriate time to call.

3. If you do specify a date and time it is important to call when you said you would or you will lose credibility. Know exactly what you wish to ask the person, plan on having a very short conversation, and make sure you thank them for taking your call.


4. If you are responding to a postal box address that does not list the name of the company, you obviously cannot use the above approach. Be as assertive as possible in the circumstances.ExampleI would like to meet with you or your designated representative to discuss your needs and how I may best contribute to your success. Please contact me to arrange an interview at your convenience.

Closing phrase

The final section of your letter consists of a complementary closing, your name, and postscript information.

1. The first word of your complementary closing should be capitalized, any other words should not. The most common complementary closing is "Sincerely". Others are a little more formal.Examples

Sincerely,Yours sincerely,Most sincerely,Respectfully,Cordially,

2. The complementary closing is followed by a comma, several lines of space, and then your name. Sign your letter between the complementary closing and your typed name. A few lines underneath your name, type in any appropriate postscript information, such as:Example 1Salary: Negotiable(only if an ad requests that you state salary expectations, otherwise never discuss salary in your cover letter)Example 2Enclosure: Résumé


Example 3Availability: October 1, 1997(only if asked for)Example 4Sent via fax (or e-mail), originals to follow by post (or by personal delivery)


Editing Your Résumé Cover Letter1. As well as proofreading your letter for

spelling and grammar, glance quickly through the letter to see if it has the desired impact. Have you included information that is not entirely necessary? Anything about your religious and social affiliations, hobbies, or non-work accomplishments should probably not be included unless you can relate them to your candidacy. Any information regarding height, weight, marital status, health, or place or date of birth should definitely be left out. Would your letter appear more to the point if you deleted a paragraph or two? If you have prepared a good, very targeted résumé‚ you may be able to avoid repetitive information about your past accomplishments.

2. Count the number of times the word "I" appears in the letter. A few are acceptable but if you have too many eliminate them by converting them to "you" statements or by simply leaving them out. Whenever you can include "you", "your company", or similar terms you reinforce the reader’s interest. Do not overdo this or your letter may sound like a direct mail ad.

3. While confidence and enthusiasm are appreciated by employers, words like “outstanding”, “amazing”, and “impressive” should not appear in your letter. They are vague terms and using them could make you sound like you are bragging. However, you can use words such as capable, excellent,


resourceful, creative, conscientious, and enthusiastic.

4. Cover letters are not usually longer than one page in length, with readable type and at least one-inch margins on all four sides. Be sure to proofread one last time for spelling, grammar, and consistency. You may wish to ask a friend to look it over before you mail, fax, or e-mail it. If you have a mentor ask her for information about the format and content expected by people in your chosen field.

Sending Your Cover Letter and Résumé1. Type or print your letter on the same type of

paper as your résumé. Unless an advertisement specifically directs you to, never send a hand-written cover letter. If you do not have a typewriter or computer you may book time to use one at…Alberta Department of LearningLabour Market Information CentrePhone 780-427-3722

There is no cost for this service.2. Clip your letter and résumé together with a

paper clip (never staple or fold the pages). Mail your cover letter, résumé‚ and any other enclosures in a 9" x 12" envelope. Be sure you have attached the correct postage to the envelope. If you are not sure how much this is, take the letter to a postal outlet and verify the cost for mailing. It is also acceptable to deliver your cover letter and résumé (in an envelope) in person.




The Overnight Job Change Letter, Donald Asher, (1994).

A Writer's Handbook of Current English, 3rd Can. ed. by Michael D. Moore, (1988).


Filling Out Application Forms for Employment

Many employers require that you complete a standardized employment application form even if you have submitted a résumé and covering letter. Standardized application forms allow an employer to review information very quickly and to compare the qualifications and abilities of people who are applying for the same job. If you do not fill in the application form correctly and neatly, your application may be discarded.

General Guidelines

Have all of the information with you when you go to apply for a job

This includes the names, addresses, and telephone numbers of past employers and references. You will need information related to past employment including titles, duties, and start and finish dates. Be sure to have names and dates of school and training programs. If you are applying for an advertised position, have a copy of the ad and your resume with you to make sure you use the correct posting number, job title, or job description.

Read the entire application form before you fill it out

Follow all of the instructions given. For example, you may be asked to use block letters to fill in certain sections. This usually means use all capital (uppercase) letters. Note whether you are instructed to print or to write. If possible, obtain two copies of


the application form, one for practice and one for a good copy that you will submit to the employer. Take as much time as you need to complete the form correctly and neatly. If possible and practical, take the form home with you and fill it out there. Ask a friend with a good command of the English language to review it for you. Keep the extra copy for future reference.

Type the application form if possible

If you are completing the form by hand use black or blue ink only. Use your best penmanship and make sure your spelling is correct. Use a dictionary for checking spelling.

Always apply for a specific position or positions

If you do not know the correct name of a position ask the person who provided you with the form. DO NOT write "anything" or "any opening" as your application will likely be discarded. The employer will not take the time to read the rest of the application.

Answer all questions honestly and as fully as possible

Do not leave blank spaces. If a question does not apply to you write N/A (not applicable) or draw a line through the space.

Do not fill in sections set aside for the employer

These are usually entitled “For Human Resources (or Personnel Department) Use”, “For Hiring Department Use”, “To Be Completed After Appointment” or “Test Results”. This information


will be filled in by the employer. Read the instructions carefully.

Decide how you will answer questions about salary or rate of pay

Questions about past salaries and current salary expectations are often on application forms. If you wish to keep this information private there are acceptable statements that you may use. In answer to questions about your past salary, write “within the industry norm”. To answer questions regarding current salary expectations you may use the same phrase or “open” or “negotiable” or you may indicate a range. Make sure you do the research necessary so that you know what the salary ranges are currently.

If you believe that certain questions violate human rights legislation draw a line through the space

Some questions, such as those about marital status, number of dependents, and age are needed (once you are hired) for income tax or benefits administration purposes. It is inappropriate for employers to ask for this information from job applicants at the time of application or interview. If you do not wish to answer these questions write "will provide at time of hiring" in the space. See the Appendix for information about the kinds of questions that are acceptable and those that are unacceptable under the Individual's Rights Protection Act.

Note that some employers may ask for voluntary disclosure of information regarding physical or mental disabilities, or membership in specific


minority groups. If they do so, they should include an explanation of why they want this information (usually the company will be participating in an Employment Equity Program). If you do not understand the explanation ask for clarification before deciding to answer these questions. Do not answer the questions unless you are comfortable doing so.

Do not provide copies of educational transcripts, diplomas, or certificates, or letters of recommendation

You would only provide these if you have been told that they are part of your application. Remember, that may be too much information for the person reading the résumés.

After you have filled out the application form proofread it

Check that all requested information is complete, accurate, and in the right place. Check that spelling and grammar are correct, and that your writing or printing is neat and readable.

Components of the Application Form

Personal information

As well as your full name, address, telephone numbers, and social insurance number, you may be asked for other information as well. Questions about salary expectations, whether or not you are a Canadian citizen, whether you are legally entitled to work in Canada, or whether the company has previously employed you, may be included in this section. All of these questions are appropriate for the employer to ask.


Education and training

List your education and training. Start from current or most recent details and work back. Include dates attended and the date diplomas or credentials were awarded. If you have completed any level of high school do not list middle school or primary school education. If a separate section for training is not provided, list relevant training courses in the education section. You may be asked to list your memberships in career-related organizations or societies and for licence or certification numbers if you belong to a regulated profession.

Employment history

List past work experience starting with your current or most recent employer. Do not list information more than 10 years old unless the information is crucial to you being hired. Most employment application forms have spaces for the names and addresses of the companies, the names of your supervisor, start and finish dates, job titles, duties, and your reason for leaving or for seeking other employment. In the space provided to list your duties and responsibilities, include information on any accomplishments or special recognition you received at your former place of employment.

Reason for leaving your last place of employment

You may wish to take special care in phrasing your reason for leaving your last job. While most reasons for leaving are acceptable, you should present this information in the most positive way possible. Don't let the employer get the impression that you are lazy


or hard to get along with. Some common phrases used are:

• change of location or moving• further education• temporary or seasonal position • advancement not available• desired more responsibility• details to be provided at the interview• health reasons now resolved• seeking job in field of expertise• under new management• company ceased operation or downsized

References

When employers ask you to list references they want you to list the names, addresses, e-mail addresses, and telephone numbers of people who know your work and are willing to provide a written or verbal appraisal of your education, experience, training, skills, work habits, and character.

Choose people who you are certain will give you a good reference. Always ask for permission to use their names as a reference. You should have the names of at least three people who are willing to provide a reference. If you are a recent student you may ask former instructors to provide a reference.

Some employers may ask for character references in addition to work references. Character references are people who are in a position to provide information on your personal background and moral character, such as faith leaders, lawyers, teachers, people in other positions of trust, and some former employers. Do not use immediate family members as work references or


character references, as employers will not view their opinions as being honest or objective.

Additional information

Other terms that may appear on application forms are "Remarks" or "Skills” or ”Achievements". If the employer provides such a space on the application form, always fill it in. This is the one place on the application form where you can expand on your skills and abilities, describe your strengths, and persuade the employer that you are a good candidate for the job. You may want to include information on volunteer activities or outside interests that have relevance for the work you are applying for.Citations and Permissions



Writing Letters of Application

When Do You Need One A general letter of application may be used to apply for positions with employers who do not provide application forms. You will need one when you hear about a vacancy from a friend or acquaintance, or when an advertisement requests one.

A letter of application may sometimes be used if you do not have a résumé and are applying for an entry-level service position, such as domestic work or a junior position in an organization. People applying for these types of positions should still consider writing a résumé, however.

Having a general letter of application can reduce the amount of time spent filling out standard application forms. In addition, it indicates that you are serious about finding employment.

When Not To Use OneFor individuals seeking more professional positions a résumé with a covering letter is essential. You will find information on cover letters and résumés in this section and in the Appendices and References.

The information presented here is intended to provide you with general information about the style and content of a letter of application. However, we strongly advise that you consult additional references or seek help from employment centre


professionals before writing the final draft of your letter.

Tips For Writing A General Application Letter1. Be neat. Write or type your letter of

application on clean, white, unlined, unwrinkled 8 x 11 inch paper. Do not use paper with a business or a hotel letterhead, or with scented or colored stationery. If the letter is handwritten use blue or black ink only. Most employers will discard letters that do not conform to these guidelines.

2. Use a computer if possible. Or, have someone type it for you. If you do not have a computer you may book a time to use one at:

Alberta Department of LearningLabour Market Information CentrePhone 427-3722

There is no cost for this service. If an advertisement instructs you to submit a handwritten letter make sure your writing is as neat and legible as possible.

3. Use proper business letter format.Your letter should be clearly organized. Within each part of the letter, get to the point immediately. Use single spacing for addresses. Leave a double space between paragraphs. Type or write on one side of the page only. Leave ample margins at the top, bottom, and sides of to frame the letter.

4. Use words or language you are comfortable with.


For example, use language you would use in a conversation. Most people are not impressed by intellectual-sounding vocabulary.

5. Address your letter to a specific person or position.If you are unable to find out the name of the person doing the hiring, write to a specific position.ExampleDear Vice-President of Sales

6. Be yourself.Do not copy or use someone else's letter.

7. Be honest.If you do get the job it will quickly become evident if you have not been truthful about your past experience or qualifications.

8. Reflect confidence that you can do the job.You can make statements such as:Example 1 “I am confident that I would be an asset to your company.”Example 2“I am confident, capable, and work well in a team-setting.”

9. Ask for an interview.Make it as easy as possible for the prospective employer to arrange for an interview. Make sure to include at least two ways the employer can contact you.

10. Write several drafts of your letter.Ask someone who has a good command of the English language to read your letter and make suggestions.


Make a copy of your letter for your own files so you can refresh your memory at a later date as to what you wrote. It may also be of some help in writing your next letter.

Components of a Letter of ApplicationA modified full block style is often used in business letters and is described below. With this style, every line is written or typed, flush with the left margin. Punctuation at the end of lines in the heading and in the business address is omitted.

Heading

Your complete address (including your postal code) and the date the letter was written should be included here. The postal code is normally placed on the line following the city and province. Telephone, voice mail, e-mail numbers should be inserted in a letter of application. They should be placed on the line between your postal code and the date. Your name does not appear in the heading.

Example 11234 - 56 Street

Edmonton, Alberta T0T 0T0Phone 780 400 4000 (optional)

September 1, 1996 (or 1996 09 01)

––––

Example 21234 - 56 StreetEdmonton, Alberta T0T 0T0Phone 780 400 4000 (optional)


September 1, 1996 (or 1996 09 01)

––––


Inside address

The inside address gives the full name, the title, and the address of the person and company you are writing to. It should be placed a few lines below the date line of the heading. The title of the person may be included next to the person's name, separated by a comma, or on the line immediately following the name.Example 1Mary SmithHuman Resource OfficerCompany01110 - 001 StreetEdmonton, Alberta T0T 0T0

Example 2Mary Smith, Human Resource OfficerCompany01110 - 001 StreetEdmonton, Alberta T0T 0T0

Do not use a double title:Correct IncorrectDr Mary Smith Dr Mary Smith, PhDMary Smith, PhDMs. M.N. Smith, VP, Finance M.N. Smith, VP, FinanceM.N. Smith, RN Miss M.N. Smith, RN


Opening paragraph

Leave one blank space after the inside address and then write your greeting (the salutation) to the person who will be reading your letter. If you are writing to an individual, it is “Dear”, followed by the title and last name.ExampleDear Mr. Smith:

Always use a colon (:) to close your salutation, not a comma. If you are unable to find out if your intended recipient is a man or a woman do not guess. Use the person's initials or, if you don’t know them, use their title.ExampleDear M.N. Smith:orDear Personnel Manager:

Try to avoid writing Dear Sir, Dear Sirs, or Dear Sir/Madam. These forms of address were very common at one time but are now considered to be too formal and outdated.

Do not use the titles Miss or Mrs. in a business setting unless an advertisement specifically instructs you to use those forms of address. If you know that the recipient is a woman, use “Dear Ms. Smith”.


Body of the letter

A letter of application normally contains five blocks of information, each in a separate paragraph.

1. Your rationale for applyingIn the first paragraph state why you are writing: tell the prospective employer what job you are applying for.

2. Your experience or trainingIn the next paragraph indicate that you have the necessary education or training to qualify for the job.

3. A summary of your past work experienceIf you have never done this type of work before explain how your past experience or qualifications make you a suitable candidate for the position you are seeking.

4. The name of a person in the company who knows your workBe sure to talk with this person and make sure that he or she has agreed to have their name used. Select this person carefully and do not use a reference unless you are confident that they will speak well of you or your work.

5. A thank you to the reader for considering your applicationIndicate that you are willing to provide any additional work-related information they may need. State that you are available for an interview at the employer's convenience. Be sure to include a telephone or voice mail message number in this paragraph. If you


have the employer’s telephone number, you might consider telling the employer that you will call on a specific day and time to answer questions they may have.

Closing phrase

The final section of your letter consists of a complementary closing, followed by your handwritten name, and additional notations.

The first word of your closing phrase should be capitalized, any other words should not. The most common complementary closing is "Sincerely”. The other closings are a little more formal.• Sincerely,• Yours sincerely,• Most sincerely,• Respectfully,• Cordially,• Yours truly,

The complementary closing is followed by a comma, five or six lines of space, and then your name. Sign your letter between the complementary closing and your typed or printed name. A few lines under your name you may type or write any other notations such as:Example 1Salary: Negotiable (only if an ad requests that you state salary expectations)

Example 2Enclosure(s)(specify what kind of information you are including, e.g., résumé‚ diploma etc.)

If you send your letter via fax or e-mail attachment, remember to mail a copy of your letter.


Do not use the postscript abbreviation "P.S." in a business letter.

Giving the Right Impression1. Although a letter of application is a business

letter do not use formal or impersonal language.

2. Do not discuss the following in a letter of application:– information about early childhood or

schooling– your state of health or disability

(the employer only needs to know about your abilities)

– criticisms of former employers or past job experiences

– that you need this job(you want work, not a handout)

– salary expectations– (but don’t give the impression that pay

does not matter)– religious affiliation or membership in

political parties– non-work accomplishments that are not

directly related to your ability to do the job– information regarding height, weight,

marital status, place or date of birth

3. Present yourself in the best possible terms. Don’t brag, just briefly list work-related


accomplishments. Adjectives like "outstanding," "incredible," "astounding," or "amazing" should not be used.(you can and should use adjectives such as capable, excellent, resourceful, creative, enthusiastic, etc.)

Editing Your General Application Letter

After you have written your general letter of application it should be reviewed and edited before it is sent. The employer does not know you and may not have seen you or heard of you. The employer's first impression of you will be derived from this letter. Once you have refined the letter to your satisfaction, ask someone whose opinion you trust to read it over for you.

Check the letter for overall appearance as well as content. Look carefully at grammar and spelling and check that it is neat and orderly. If you are not confident of your English writing skills you may want to ask someone else to edit your spelling and grammar. Employers usually discard applications with spelling mistakes.

Sending Your General Application Letter

Mail your letter of application and any enclosures in a 9" x 12" envelope. Be sure you have attached the correct postage to the envelope. If you are not sure how much this is, take the letter to a postal outlet and ask. It is also acceptable to deliver your letter of application (in a sealed envelope) in person.


Part 4

Community Resources


Community Resources

Professional Associations and SocietiesA partial list of professional associations and societies is provided below. Many professional and occupational associations are listed in directories. In addition to the Yellow Pages in your local telephone book, check in trade, industry, and professional magazines, as well as other publications (often available at the Public Library). The addresses and telephone numbers of professional groups are often advertised in these publications. Look through the most recent professional directory to locate up-to-date names of people you can contact. Then contact someone to find out if members of the occupational or professional group you are interested in hold regular meetings. Ask if it is possible to attend a meeting.

Alberta LearningCommunity Based Adult Learning7th Floor Commerce Place10155 – 102 StreetEdmonton, AB T5J 4L5Phone: (780) 427-7219 Fax: (780) 422-1263Website: www.learning.gov.ab.caE-mail: [email protected]

Alberta College of Medical Laboratory TechnologistsUnit 105, 4245 – 97 StreetEdmonton, AB T6E 5Y7Phone: (780) 435-5452 Fax: (780) 437-1442Website: www.acmlt.org E-mail: [email protected]


Alberta Society of Engineering Technologists2100, 10104 – 103 AvenueEdmonton, AB T5J 0H8Phone: 425-0626 Fax: 424-5053Website: www.aset.ab.caE-mail: [email protected] Free within Alberta 1-800-272-5619

Alberta Society of Professional BiologistsP.O. Box 21104Edmonton, AB T6R 2V4Phone: (780) 434-5765 Fax: (780) 413-0076Website: www.aspb.ab.ca E-mail: [email protected]

ARMA Association of Records Managers & AdministratorsEdmonton Chapter10450 – 105 AvenueEdmonton, AB T5J 3S2Phone: (780) 415-6123 Fax: (780) 415-6197Website: www.armaedmonton.com E-mail: [email protected]

Alberta Teachers’ Association11010 – 142 StreetEdmonton, AB T5N 2R1Phone: (780) 447-9400 Fax: (780) 455-6481Website: www.teachers.ab.ca

Canadian Information Processing SocietySuite 940, 10123 – 99 StreetEdmonton, AB T5J 3H1Phone: (780) 420-6923 Fax: (780) 429-1622Website: www.cips.caE-mail: [email protected]

College of Alberta Professional Forest Technologists#209, 10544 – 106 StreetEdmonton, AB T5H 2X6Phone: (780) 432-1962 Fax: (780) 432-4183Website: www.forestechs.ab.caE-mail: [email protected]


Alberta Fashion Market AssociationMailing Address:P.O. Box 66037Heritage Postal StationEdmonton, AB T6J 6T4Phone: (780) 484-7541 Fax: (780) 483-4571Website: www.albertafashion.ca

Association of Professional Engineers,Geologists & Geophysicists of Alberta (APEGGA)15th Flr., 10060 Jasper AvenueEdmonton, AB T5J 4A2Phone: (780) 426-3990 Fax: (780) 426-1877Website: www.apegga.orgE-mail: [email protected]

Edmonton Executives AssociationP.O. Box 4044Edmonton, AB T6E 4S8Phone: (780) 413-1979 Fax: (780) 413-1975Website: www.eea.orgE-mail: [email protected]

Certified Management Accountants of Alberta300, 706 – 7 Avenue SWCalgary, AB T2P 0Z1Phone: 1-877-262-2000 Fax: (403) 262-5477Website: www.cma-alberta.comE-mail: [email protected]

Canadian Association of Financial PlannersNorthern Alberta ChapterSuite 700, 1 St. Clair Avenue EastToronto, ON M4T 2V7Phone: 1-800-346-2237Website: www.cafp.orgE-mail: [email protected]


Book Publishers Association of Alberta10523 – 100 AvenueEdmonton, AB T5J 0A8Phone: (780) 424-5060 Fax: (780) 424-7943Website: www.bookpublishers.ab.caE-mail: [email protected]

Human Resources Management Association of EdmontonP.O. Box 1392, Main Post OfficeEdmonton, AB T5J 2N2Phone: (780) 448-3723 Fax: (780) 468-4449Website: www.hrmae.ab.ca E-mail: [email protected]

Alberta College of Social Workers#550, 10707 – 100 AvenueEdmonton, AB T5J 3M1Phone: (780) 421-1167 Fax: (780) 421-1168Toll Free: 1-800-661-3089Website: www.acsw.ab.caE-mail: [email protected]

Institute of Chartered Accountants of Alberta#580 Manulife Place10180 – 101 StreetEdmonton, AB T5J 4R2Phone: (780) 424-7391 Fax: (780) 425-8766Toll Free: 1-800-232-9406Website: www.icaa.ab.caE-mail: [email protected]

Economics Society of Northern AlbertaSherwood Park, ABPhone: (780) 430-4323 Fax: (780) 467-6797

Professional Council of Licenced Practical Nurses10604 – 170 StreetEdmonton, AB T5S 1P3Phone: (780) 484-9069


Alberta Land Surveyors’ Association#2501, 10004 – 104 AvenueEdmonton, AB T5J 0K1Phone: (780) 429-8805 Fax: (780) 429-3374Toll Free: 1-800-665-2572Website: www.alsa.ab.ca E-mail: [email protected]

Registered Psychiatric Nurses Association of Alberta#207, 9711 – 45 AvenueEdmonton, AB T6E 5V8Phone: (780) 434-7666 Fax: (780) 436-4165Toll Free: 1-877-234-7666Website: www.rpnaa.ab.caE-mail: [email protected]

Alberta College of Paramedics#304, 9945 – 50 StreetEdmonton, AB T6A 0L4Phone: (780) 466-2772 Fax: (780) 466-2869Toll Free: 1-877-351-2267Website: www.collegeofparamedics.org

Society of Northern Alberta Print Artists10137 – 104 StreetEdmonton, AB T5J 0Z9Phone: (780) 423-1492 Fax: (780) 426-1177Website: www.snapartists.com E-mail: [email protected]

Alberta Professional Photographers’ Assoc.16136 – 110B AvenueEdmonton, AB T5P 4E6Phone: (780) 483-4275 Fax: (780) 489-7724Website: www.appa.ab.caE-mail: [email protected]

Alberta Institute of Agrologists#375, 13220 St. Albert TrailEdmonton, AB T5L 4W1Phone: (780) 432-0663 Fax: (780) 439-8414Website: www.aia.ab.caE-mail: [email protected]


College of Dieticians of Alberta#540, 10707 – 100 AvenueEdmonton, AB T5J 3M1Phone: (780) 448-0059 Fax: (780) 489-7759E-mail: [email protected]

Writer’s Guild of Alberta11759 Groat RoadEdmonton, AB T5M 3K6Phone: (780) 422-8174 Fax: (780) 422-2663Toll Free: 1-800-665-5354Website: www.writersguild.ab.caE-mail: [email protected]

Canadian Bar Association, Alberta BranchNorthern Office#2610, 10104 – 103 AvenueEdmonton, AB T5J 0H8Phone: (780) 428-1230 Fax: (780) 426-6803Website: www.cba-alberta.orgE-mail: [email protected]

Alberta Association of Registered Nurses11620-168 StreetEdmonton, AB T5M 3T9Phone: (780) 451-0043 Fax: (780) 452-3276Toll Free 1-800-252-9392Website: www.nurses.ab.caEmail: [email protected]

Alberta Dental Assistants Association#1102, 10707-100 Avenue NWEdmonton, AB T5J 3M1Phone: (780) 486-2526Fax: (780) 486-2728Toll Free 1-800-355-8940Website: www.adaa.ab.caEmail: [email protected]

For more information about certification bodies use the internet. Go to Human Resources Development Canada Website (HRDC-Alberta/NWT/Nunavut


Region): www.ab.hrdc-drhc.gc.ca/common/work_3e.shtml


Employment Search ResourcesBredin Institute – Centre For Learning2nd Floor, 9942 - 108 StreetEdmonton, AB T5K 2J5Phone: 780-425-3730, Fax: 780-426-3709Website: www.bredin.ab.caE-mail: [email protected]

- work search program- all services free- Monday - Friday, 8:00 a.m. to 4:30 p.m.

Alberta Department of LearningLabour Market Information Centre4th Floor, South Tower10030 – 107 AvenueEdmonton, AB Phone: 780-427- 3722Website: www.alis.gov.ab.caE-mail: [email protected]

- Monday, Tuesday, Wednesday, Friday, 8:15 a.m. – 4:30 p.m.- Thursday: 8:15 a.m. – 9:00 p.m.- Saturday: 10:00 a.m. – 2:00 p.m.

Edmonton Public LibraryMain Branch7 Sir Winston Churchill SquareEdmonton, AB T5J 2V4 Phone: 780-496-7000Website: www.epl.caServices

- career planning, occupational and job search information, corporate and professional

- directories, labour market information, employer information, apprenticeship, newspapers

- technical help: personal computers, printers, photocopier, fax- personal help: workshops include career planning, résumés, cover

letters, interview techniques, work search, choices, entrepreneurial spirit


Canada Employment CentresMain Office, Canada Place9700 Jasper Avenue, Edmonton, AlbertaPhone: 1-800-206-7218Website: www.workinfonet.ca (This Website provides a link to Alberta Learning Information Services Website)Services

- information on job opportunities, careers, occupations, learning, and labour market information

- Monday – Friday, Hours: 8:00 a.m. to 4: 30 p.m., Monday – Friday - fee for photocopying and printing- employment: posts private and public sector job listings- technical help: computers, printers, photocopier, fax

(at 6325 103 Street location) - personal help: offers job search workshops on a regular basis

Edmonton Mennonite Centre for Newcomers101, 10010 - 107A Avenue, Edmonton, AlbertaPhone: 780-427-7709 Fax:780- 424-7736Website: www.emcn.ab.caE-mail: [email protected]

- service delivery is limited to newcomers and immigrants- Monday – Friday, 8:30 a.m. to 5:00 p.m.- personal help, ESL classes, employment counselling, job-search and

résumé workshops- technical help, computers, photocopier, fax

Public Service CommissionCanada Place, Suite 830 9700 Jasper AvenueEdmonton Alberta (use south elevators)Phone:780- 495-7444 Fax:780- 495-2098Website: www.jobs.gc.caServices

- "Infotel": Phone: 1-800-645-5605 - Infotel is an automated listing of current federal public service jobs

available. "Infotel" is available 24 hours a day- Monday – Friday, 8:30 a.m. - 4: 30 p.m.


http://www.emcn.ab.ca/

- office accepts applications for posted openings for clerical, scientific, professional, administrative and technical positions within the federal government and handles any associated skills testing

Job Hunting & Career Planning Sites• www.canadiancareers.com• www.kenevacorp.mb.ca• www.canlearn.ca


Employment Counselling AgenciesCall the agency for information on specific services and any possible fees, as some of these agencies offer non-employment related services as well. Some agencies offer services or programs free of charge if you meet certain criteria.BGS Enterprises Inc.#1100 Merrill Lynch TowerEdmonton City Centre EastEdmonton, AB T5J 2Z2Phone: 780-425-6655 Fax: 780-425-5666E-mail: [email protected]

Lifelong Learning and Alternative Education2nd Floor, 6614 – 129 AvenueEdmonton, AB T5C 1V7Phone: 780- 944-2000 Fax: 780-944-2007Website: www.lifelong-learning.ca

Acces Emploi8944 – 82 AvenueEdmonton, AB T6C 0Z3Phone:780-490-6975 Fax 780- 490-6905Website: www.accesemploi.netE-mail: [email protected] (service in French)

Stanley Haroun Counselling Inc.#750, 10665 Jasper AvenueEdmonton, AB T5J 3S9Phone:780-425-5355 Fax:780- 426-2790Toll Free: 1-800-236-5697Website: www.stanleyharoun.com E-mail: [email protected]

Other agencies are listed in the Yellow Pages under Employment Career Counselling. If you are on Employment Insurance (EI), you may qualify for membership in a Job Club free of charge. A fee will


be charged for any services used by non-EI recipients.


Employment Information HotlinesAt these numbers you will receive recorded information on current job vacancies and application procedures. Most of these numbers post listings for clerical, administrative, service, technical/trade, and professional jobs unless otherwise indicated.

Company Phone Number/Website

Alberta Blue Cross Employment Line 498-8381www.ab.bluecross.ca

Canada Post Corporation 944-3171www.canadapost.ca

Canada Safeway Employee Hotline 453-6325Canadian Forces Base Civilian Personnel 973-4088

www.jobs.gc.caCapital Health Link www.cha.ab.ca/default.htmCaritas (Grey Nuns/General/Misericordia Hospitals)

482-8423www.caritas.ab.ca

City of Edmonton www.gov.edmonton.ab.caNorthlands Park www.northlands.com Edmonton Public Library www.epl.caGood Samaritan Society www.gss.org Government of Alberta www.gov.ab.caPublic Service Commission www.jobs.gc.ca Royal Alexandra Hospital Job Hotline www.cha.ab.ca Strathcona County www.strathcona.ab.ca University of Alberta www.ualberta.ca Westin Hotel 426-3636, ask for job hotline

www.westin.comNAIT 491-3000

www.nait.ab.caCanada/Alberta Job & Employment Information Telemessage

917-4899www.alis.gov.ab.ca


Casual/Temporary LabourADECCO 428-1266

www.adecco.caDavid Alpin Recruiting 428-6663

www.aplin.comDiversified Staffing Services 429-9058

www.diversifiedstaffing.comExecutrade 944-1122

www.executrade.comKelly Services 421-7777

www.kellyservices.caManpower Professional 423-0091

www.manpowerprofessional.ab.ca


Education and CertificationAs part of your preparation for joining the mentoring program, you need to consider your current educational qualifications and future requirements. If you have received an academic, professional or occupational qualification from an institution in your country of origin and you would like to continue working in that field, you may need to have your educational credentials assessed. Program content and requirements do vary from country to country. As an initial step, you may wish to consult the most recent edition of Community Based Learning from:Alberta Learning

Phone: 780-427-5624 Fax: 780-422-1297

Website: www.learning.gov.ab.ca

This directory provides basic information, such as name, address, and contact persons for many professional and occupational bodies. In some cases it indicates the type of education, documentation, or testing that will be required to work in the area. Many of these bodies require that the educational credentials you received outside of Canada be assessed to determine how they compare to Canadian standards. In Alberta, such assessments are done for a set fee by a division of Alberta Learning.

International Qualifications Assessment Service (IQAS)Alberta Learning

4 Floor, Sterling Place


9940 - 106 Street

Edmonton, AB T5K 2N2

Phone: 780-427-2655

It is common for individuals with foreign diplomas, degrees or certificates to have to upgrade their educational qualifications, even if they have had several years of professional experience. Requirements vary from occupation to occupation. Information on how to register with regulated professions is also available through the services.

If you have decided to explore a new career option, if you are re-entering the workforce after a number of years, or if you have never worked outside the home the following list of resources will be of interest.

Basic Academic Upgrading

If you did not complete the Canadian equivalent of primary or secondary school in your country of origin, you may want to complete these basic levels of education. Most employers in Alberta prefer to hire individuals who have completed at least some high school courses. You may have to pay for these courses.

Alberta Distance Learning CentreMain Floor, Harley Court10045 - 111 StreetEdmonton, AB T5K 0L1Phone:780- 427-2766 Fax:780-427-3850Website: www.adlc.ca Services

- grades 0 - 12, placement testing for Math and English

NorQuest College, Downtown Campus10215 – 108 StreetEdmonton, AB T5J 1L6


Phone: 780-422-2020 Fax: 780-427-4211Website: www.norquest.ab.ca Services

- grades 0 to 12, placement testing, part-time courses offered for levels 0 to 5.

- General Educational Development Test (2-day exam) for Grade 10 equivalency

- course work leading to Alberta High School Equivalency Diploma

Grant MacEwan Community College, Mill Woods Campus7319 - 29 AvenueEdmonton, AB T6K 2P1Phone:780- 497-4622For English as a Second Language: Phone 780-497-4000Website: www.macewan.ca E-mail: [email protected] Services

- grades 10, 11, 12, placement testing

College and University Preparation

NorQuest College, Downtown Campus10215 – 108 StreetEdmonton, AB T5J 1L6Phone: 780-422-2020 Fax: 780-427-4211Website: www.norquest.ab.ca Services

- Pre-University/College Entrance and University/College Entrance Programs, placement testing

Concordia University CollegeHighlands Campus7128 Ada BoulevardEdmonton, AB T5B 4E4Phone:780- 479-8481 Toll-Free: 1-866-479-5200Website: www.concordia.ab.ca Services

- University/College Entrance Program

Grant McEwan College, Millwoods Campus7319 - 29 AvenueEdmonton, AB T6K 2P1


Phone:780- 497-4622For English as a Second Language: Phone: 780-497-4000Website: www.macewan.ca E-mail: [email protected] Services

- University Transfer Program for Arts, Commerce, Science, Nursing, Science, Physical Education, Skills Appraisal Exam

Northern Alberta Institute of Technology (NAIT)11762 - 106 StreetEdmonton, AB T5G 3H1Phone: 780-471-6248Website: www.nait.ab.ca Services

- pre-technical Program, placement testing for some programs

Before enrolling in any upgrading program be sure to talk to the admissions office of the institution you want to go to. Many educational institutions have special entrance requirements for adult students.


English as a Second LanguageThis information is provided for those who wish to improve their English language skills as part of their job search or career development plan.

Language Assessment Centre Catholic Social ServicesImmigrant and Settlement Service10709 - 105 StreetEdmonton, AB T5H 2X3Phone: 780-424-3545Services

- eligible immigrants' language level is assessed and the most appropriate program is recommended

Language Instruction for Newcomers (LINC)/ English as a Second Language (ESL) Training Centres and SchoolsCareer Development Centre5th floor, 10030 - 107 Street, South TowerEdmonton, AB T5H 2X3

Student's Finance Board9940 - 106 StreetEdmonton, AB T5K 2V1Services- you may be eligible for a Skills Development Grant to take ESL.- application packages are available at the schools listed above

Changing Together…A Centre for Immigrant WomenRoom 103, 10010 – 107A AvenueEdmonton, AB T5H 4H8Phone: 780-421-0175 Fax:780- 426-2225Website: www.changingtogether.com E-mail: [email protected]


mailto:[email protected]

Edmonton Catholic SchoolsESL Centre9624 – 108 AvenueEdmonton, AB T5H 1A4Phone:780- 441-6000Contact: Karen DeMilliano Phone: 441-6116

Grant MacEwan Community CollegeMillwoods Campus207, 7319 – 29 AvenueEdmonton, AB T6K 2P1Phone: 780-497-44622 / For ESL Phone:780- 497-4000Website: www.macewan.ca

NorQuest CollegeDowntown Campus10215 – 108 StreetEdmonton, AB T5J 1L6Phone: 780-422-2020www.norquest.ab.ca

University of AlbertaFaculty of Extension8303 – 112 StreetEdmonton, AB T6G 1K4Phone: 780-492-3116 Course & Program InformationPhone:780- 492-3109 Extension RegistrationWebsite: www.ualberta.ca

AIC Alberta International College#208, 11125 – 107 AvenueEdmonton, AB T5H 0X9Phone: 780-944-0506 Fax: 780-425-1161Website: www.aicollege.ab.caE-mail: [email protected]

Assist Community Services Centre9653 – 105A AvenueEdmonton, AB T5H 0M3Phone:780- 429-3111 Fax:780- 424-7837Website: www.telusplanet.net/public/eccscE-mail: [email protected]


http://www.macewan.ca/

Mennonite Centre for Newcomers101, 10010 – 107 A AvenueEdmonton, AB T5H 4H8Phone: 780- 424-7709 Fax: 780- 424-7736Website: www.emcn.ab.ca

Edmonton Immigrant Services Assoc.iation (EISA)11240 – 79 StreetEdmonton, AB T5B 2K1Phone: 780-474-8445 Fax: 780- 477-0883Website: www.compusmart.ab.ca/eisa

Millwoods Welcome Centre for Immigrants#335, Tower II Millbourne Market Mall7609 – 38 AvenueEdmonton, AB T6K 3L6Phone:780-462-6924 Fax: 780-440-9864E-mail: [email protected]

English Language Training College#300, 10355 Jasper AvenueEdmonton, AB T5J 1Y6Phone: 780- 429-4848 Fax: 780- 425-8199Website: www.eltc.caE-mail: [email protected]

Sices International Academy7404 Meridian StreetEdmonton, AB T6P 1R6Phone:780- 474-4900 Fax: 780-485-2790Website: www.sices.net

Community Cultures Institute, The Learning Exchange#428 Financial Building10621 – 100 AvenueEdmonton, AB T5A 4L5Phone:780- 944-0792 Fax:780-424-3199Website: www.communitycultures.comE-mail: [email protected]


http://www.emcn.ab.ca/

New Home Immigration & Settlement Centre572 Hermitage Road (130 Ave. & 40 St.)Edmonton, AB T5A 4N2Phone:780- 456-4663 Fax: 780-456-6040Website: www.newhomecentre.org

Note:

See the staff at Changing Together for more information on the services offered at the above agencies and training centres.

If your English language skills are good but you are having difficulty making yourself understood, there are classes available to help with pronunciation and accent. The staff at Changing Together can help you find the names of businesses and agencies offering these classes.


Appendices


Appendix 1

Changing TogetherMentoring Agreement

For Mentors and ProtégésMentors For Immigrant Women Seeking

Employment Program

Page 1 of 2

Protégé...................................................... Phone ...........................

Mentor......................................................

Phone: Office .........…………................ Home ..........................

Protégé’s Occupational or Career Goal

.....................................................................................

.......................

Short-term Goals....................................................................................................................................................................................................................................................................................................................................

Initial Action Plan (steps to take to meet short-term goals)........................................................................................................................................................................................................................


.....................................................................................

.......................

Tentative Time Frame and/or Target Dates....................................................................................................................................................................................................................................................................................................................................

Page 2 of 2

Amount and Kind of Contact....................................................................................................................................................................................................................................................................................................................................

................................... .................

..................... .....................

Protégé’s Signature Mentor's Signature Date

Dates of Agreement Review or Update..................……........... P Initials ............... M Initials ...............

..................……........... P Initials ............... M Initials ...............

Additional Short-Term Goals


.....................................................................................

.......................

.....................................................................................

.......................

Revised Action Plan

.....................................................................................

.......................

.....................................................................................

.......................

Additional Short-term Goals

.....................................................................................

.......................

.....................................................................................

.......................

Revised Action Plan

.....................................................................................

.......................

.....................................................................................

.......................


Appendix 2

Changing TogetherMentor's Application Form

Mentors for Immigrant Women Seeking Employment Program

Page 1 of 4

Name ......................................…….................. Date ...................

Occupation or Profession ..............................................................

Employer or Company............................................................…

Address ...................................................…………........................

(City) ………..................................... (Postal Code) …………..

TelephoneHome ............................................Business ............................................

Fax ............................................

E-mail ...............................................…................

Education (Include all Graduate/Post-secondary education)

………………………………………………………………………

………………………………………………………………………


Current Employment Situation (Include Organization name/location and description of job duties)

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Page 2 of 4

Previous Employment History (if related to mentoring role)

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Experience (including volunteer positions or activities). ………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

Why are you interested in becoming a mentor? (Describe what you feel you could bring to the program and also what expectations you have for your personal benefit)

………………………………………………………………………

………………………………………………………………………


………………………………………………………………………

What type of mentoring relationship would you like?

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

What skills would you bring to a match?

………………………………………………………………………

………………………………………………………………………Page 3 of 4

How much time would you be able to devote to mentoring activities?

………………………………………………………………………

………………………………………………………………………

Are there times and locations that you would prefer to meet? Are there locations that you cannot get to?

………………………………………………………………………

………………………………………………………………………

………………………………………………………………………

References (Personal, Volunteer, Academic, and Work-related all acceptable)

Name:.........................................................................

Title or Position (if relevant).......................................

Nature of Relationship (please circle): Personal, Volunteer, Academic, Work


Telephone:..................................................................

Name:.........................................................................

Title or Position (if relevant).......................................

Nature of Relationship (please circle): Personal, Volunteer, Academic, Work

Telephone:..................................................................

Signature ...................................................................

Page 4 of 4

For Program Coordinator's Use

Date Matched.............................................................

Protégé’s Name..........................................................

Program Evaluation Date..............Interim …………… ................................................................................................................................................................................................................................................................................................Final .......................................


Appendix 3

Changing TogetherMentor's Evaluation of Partnership


Your feedback on the Mentoring Program is critical for its improvement and continued success. Please take a few minutes to read through all of the questions before responding. Please provide full responses to all of the questions. Your assessment will be kept confidential and only the Program Coordinator and Executive Director will review your responses. If any recommendation or criticism you have is brought forward for discussion in meetings, you can be sure Changing Together will respect your anonymity.

1. How do you feel about your mentoring partnership? Why?

2. How did you benefit from the partnership?

3. What kind of "homework" did you give your protégé?


4. Did she follow through on these suggestions or "assignments"?

Page 2 of 3

5. At the time of orientation did you receive adequate information about the kind and degree of commitment required to participate in the program? What additional information would be helpful to you?

6. Do you have any additional advice/tips/strategies for mentors that were not included in the manual?

7. Were your protégé’s expectations of the partnership realistic? If not, what additional information should be included in the protégé orientation?

8. Did you feel you had adequate support from Changing Together? If not please list ways in which Changing Together could provide additional support.


9. Did you have adequate support from administration/staff in your agency/organization?

Page 3 of 3If not, in what way could Changing Together facilitate this brochure outlining purpose and goals of the program, meeting with staff to alleviate concerns, other means?

10. Have you been able to help expand your protégé’s network?

11. Do you have any suggestions to improve the mentor's meetings?

12. Would you like to continue the partnership?

Why or why not?

13. Would you be interested in forming a partnership with another protégé?


Mentors and Protégés: How to Build Relationships That Work, M.J. Hennecke, Training 20(7), 1983.


Appendix 4

Changing TogetherMentor’s Oath


CANADA ) OATH OF CONFIDENTIALITY))

PROVINCE OF ALBERTA ))

TO WIT )

I, _________________________________________________, of the City

of _______________, Province of Alberta do solemnly affirm that I will

execute according to law and to the best of my ability the duties required of

me as a mentor in the Mentoring Program of Changing Together…A Centre

for Immigrant Women and that I will not, without due authorization, disclose

or make known any matter or thing which comes to my knowledge by

reason of my involvement in regards to _____________________.

(Name of Protégé – Please Print)

I DO AFFIRM

___________________________________

(Signature of Volunteer Mentor)

___________________________________

(Signature of Protégé)

Dated this _____ day of _____________, in the year, A.D._______


Appendix 5

Changing TogetherRegistration Form - Protégé


Name ...............................................…...... Date ............................

Occupational or career goal ...................…...........................

Do you have formal training, education, or experience in this area? YES NO

Are you currently employed? Yes No If yes, are you employed in your chosen field? Yes No

Address .............................................................................................

.............................................................................................

Telephone: Home ............................ Business ..........................

Fax ........................... E-mail ................................…………....

Education ................................ ...........................................

................................. ..........................................


Employment-related experience, including volunteer positions or activities.

.....................................................................................

.......................

.....................................................................................

.......................

.....................................................................................

.......................

.....................................................................................

.......................

Page 2 of 3

Describe the steps you have taken to date to achieve your occupational or career goal.

.....................................................................................

.......................

.....................................................................................

.......................

.....................................................................................

.......................

What type of mentoring relationship would you like?

.....................................................................................

.......................

.....................................................................................

.......................

.....................................................................................

.......................


What type of assistance are you seeking from a mentor?

.....................................................................................

.......................

.....................................................................................

.......................

.....................................................................................

.......................

How much time would you be able to devote to employment-related activities?

.....................................................................................

.......................

.....................................................................................

.......................

Are there times and locations that you would prefer to meet? Are there locations that you cannot get to?

.....................................................................................

.......................

.....................................................................................

.......................

Signature .........……………….............................................


of 3

For Program Coordinator's Use

Date Matched..........................................…………………….....

Mentor's Name ............................……………………...................

Program Evaluation Date

Interim ..................................…...

Final ..................................…......


Appendix 6

Changing TogetherProtégé’s Oath


))

PROVINCE OF ALBERTA ))

TO WIT )

I, _________________________________________________, of the City

of _______________, Province of Alberta do solemnly affirm that I will

execute according to law and to the best of my ability the duties required of

me as a protégé in the Mentoring Program of Changing Together…A Centre

for Immigrant Women and that I will not, without due authorization, disclose

or make known any matter or thing which comes to my knowledge by

reason of my involvement in regards to _____________________.

(Name of Mentor – Please Print)

I DO AFFIRM

___________________________________

(Signature of Protégé)

___________________________________

(Signature of Mentor)

Dated this _____ day of _____________, in the year, A.D._______

To be retained on the protégé’s personal file. Copy to protégé


Appendix 7

Changing TogetherProtégé's Evaluation

Immigrant Women Seeking Employment Program

Your feedback on the Mentoring Program is critical for its improvement and continuing success. Please take a few minutes to read through all of the questions before responding. Please provide full responses to all questions. Your assessment will be kept confidential and only the Program Coordinator and Executive Director will review your responses. If any recommendation or criticism you have is brought forward for discussion in meetings we will respect your anonymity.1. Have you made progress toward achieving any of your

goals?

YES NO

2. What are the most helpful things your mentor has done?

Help focus your goals

Provide information on possible jobs

Introduce you to people or provide you with the names of contacts

Provide work experience

Other, please explain:

3. Was the information in the manual relevant? YES NO

4. Was the information in the manual up-to-date? YES NO


5. Would you recommend this program to your friends? YES or NO

Comments



Mentors and Protégés: How to Build Relationships That Work, M.J. Hennecke, Training 20(7), 1983.


Appendix 8

Canada's Fastest Growing CareersThe fastest growing careers, projected to the year to 2010, are listed below (Feather, 2000).

Top 30 Careers % increase from 2000-2010In-Home Nurse 81%Nurse Practitioner 73%Programmer/Analyst 61%Physician/Surgeon 64%Teacher Special Education 64%Pharmacist 62%Psychiatrist/Psychologist 61%Radiology Technician 61%Registered Nurse 61%Physiotherapist 59%Audio-Therapist 58%Dentist/Orthodontist 57%Health Administrator 57%Teacher, Vocational 57%Nursing Assistant 56%Dispensing Optician 54%Denturist/Hygienist 53%Osteopath/Chiropractor 53%Paralegal 52%Medical Secretary 52%Opthalmologist 52%Executive/Sr. Official 51%Teacher – Pre-school -K 51%Socio-Anthropologist 51%Air Pilot/Navigator 50%Chief Information Officer 49%Info-Network Manager 49%Dietician/Nutritionist 45%Physician Assistant 45%Accountant/Auditor 44%


Adapted from Canada's Best Careers Guide, revised edition. Frank Feather, Warwick Publishing, 2000.


Appendix 9Page 1 of 2

Appropriate Questionsfor

Job Application Forms and InterviewsThe following is a list of questions that are permitted to be asked on job applications and at interviews, and the reasons they can be asked. The list also contains questions that cannot be asked as these violate Canada's human rights legislation.

Subject Permitted Questions Not Permitted QuestionsSex/Gender Designations (e.g., Mr., Mrs.,

Miss, Ms.).Menstrual period, birth control or pregnancy.

Race/Colour Any indication of race or colour

Religious Beliefs

Any data, which reveal religious denomination, affiliation, or preference, including willingness to work on religious holidays, church attended, customs observed and religious dress.

BirthplaceAncestryRelatives

Are you legally permitted to work in Canada? Persons to notify in case of emergency.

Place of birth, place or origin, ancestry or citizenship, status of parents, grandparents or spouse. Name, address, occupation, racial origin or ancestry of relatives and next of kin.

Name Name in previous employment and/or education, for purpose of reference checks.

Christian name, maiden name, name changed by court, or names used by relatives if different.

Military Service Military service in Canada in relation to skills acquired.

Foreign military service which would indicate national origin.


of 2

Subject Permitted Questions Not Permitted QuestionsAddress Addresses in Canada

only.Foreign addresses which would indicate national origin.

Languages Fluency in a language as required by the job.

Mother tongue and language spoken when it is not a specific requirement on the job.

Marital Status Willingness to work different shifts or travel on the job.

Inquiries, which indicate applicant’s marital status, e.g., childcare arrangements, number of dependants.

Education Academic, vocational, technical or professional institutions attended and nature and level of education received.

Racial or religious affiliation of school or other institutions attended; addresses of schools or institutions outside of Canada.

Photographs Statement that a photograph is required for identification purposes after hired.

Photograph of the applicant, as it reveals race, gender, etc.

Clubs Or Groups

Membership in professional clubs or organizations, hobbies or interests.

Specific inquiries into clubs and organizations, which would indicate race, religious beliefs, ancestry or place of origin.

Age Have you reached the age of majority?

Any personal actions, which suggest that age has been an influence.

Height And Weight

Describe job duties requiring heavy lifting or other physical job requirements.

Minimum/maximum height and weight requirements.

Physical Features

Statement that job offer is dependent on passing a job-related physical or medical examination.

General physical disabilities, limitations or health problems.


Appendix 10

Examples of Résumé Headings

Example 1 -

ABC CANDIDATE1234 - 56 Street Telephone:Edmonton, AB Res. (780) 400-4000T3T 8T9 Mess. (780) 500-5000Email: [email protected]

Example 2ABC CANDIDATE

1234 - 56 StreetEdmonton, Alberta T3T 8T9Phone: Res. (780) 400-4000

Mess. (780) 500-5000Email: [email protected]

Example 3ABC CANDIDATE1234 - 56 Street, Edmonton, Alberta T7T 8T9(780) 400-4000 (residence)(780) 500-5000 (messages)


mailto:[email protected]

Appendix 11

Examples of Résumé StylesPage 1 of 7

Example 1

RésuméSophia Costa

12345 – 206th Avenue N.W.,Edmonton, AB T3J 1W1

Telephone (780) 400 000

ObjectiveTo establish a career in sales using my skills in inventory and stock control.

SkillsInventory and Stock controlHandling cashTraining volunteersSelling clothingWindow display designBookkeeping

Work ExperienceSeptember 1995 – presentMaking Changes Consignment Store

#102, 10010 Jasper Avenue, Edmonton, AB A1B 1C1 (780) 422-2222• opening and closing the store• assisting customers with sales purchases• training new volunteer sales persons• maintaining good working relationships with co-

workers


• inventory and stock control (numbering, pricing and entering into the database each item of clothing brought in for consignment.)

Page 2 of 7

• Preparing clothing for sale by steaming and pressing them

• Displaying clothes in the window display and throughout the store

January 1990 – September 1995Textile Factory45 Rose Boulevard, Montreal, PQ R5L 1Q1

• Factory workerArranged, sorted and organized jacket pieces for pick-up by assembly line workers. Productivity was dependent upon the organization of the jacket pieces.

Education

January 1985 – December 1990English as a Second LanguageYWCA, 10305-100 Avenue, Edmonton, AB. T5E 1W1(780) 423-9922

• Conversation and business language classesJanuary 1990 – March 1990Making Changes – Pre-employment TrainingChanging Together…A Centre for Immigrant Women,#103, 10010 – 107A Avenue, Edmonton, AB(780) 421-0175

• Interview skills• Writing a Résumé • Job search

Special Skills• Fluent in English and Greek


• Drivers license• Typing 250 wpm

ReferencesAvailable upon request


of 7Example 2

RésuméSophia Costa

12609 – 20th Avenue N.W.,Edmonton, AB T3J 1W1

Telephone (780) 421-1234

Career SummaryI have over 10 years experience in the clothing sales and manufacturing industry with proven ability to work independently. I have worked extensively with the most current inventory management programs including SAP and have received recognition as the top salesperson every month for the past two years.

AccomplishmentsIncreased Public Relations SkillsImproved my company’s monthly sales by:

• selling clothes on consignment with monthly sales that surpassed projected sales by a minimum of 20 percent

• training new sales staff - those trained by me averaged sales of 5 to 10 percent above their projected sales

• maintaining good working relationships with other co-workers

• negotiating prices with people bringing clothes in for consignment sales

Effective Organization SkillsResponsible for accurately maintaining inventory and stock control for all clothing in the warehouse and in the salesroom:

• accurately inventorying stock entering and leaving the warehouse

• inputting daily sales into the accounting system


• arranging, sorting and organizing jacket pieces for pick-up by assembly line workers. (Work productivity was dependent upon the organization of the jacket pieces.)

• categorizing incoming clothes according to style and type


of 7

Effective Display SkillsEffectively displayed clothing in the salesroom in order to optimize customers purchasing of these items.

• steamed and ironed all clothes prior to setting them up on display

• I also ensured the accuracy of all cashing out done at the completion of each workday.

Professional ExperienceSales Associate 1995 – present

Making Changes Consignment Store #102, 10010 Jasper Avenue, Edmonton, Alberta. (780) 222-2222

As a staff member of this consignment store I, along with 6 other staff, was responsible for the sales of consignment clothes and accessories. I also opened and closed the store, managed all records of the $200 float and trained all new sales staff.

Factory Worker 1990 – 1995Wise Ways Textile Factory 45 Rose Boulevard, Montreal, Quebec. R5L 1Q1(800) 111 222

As a factory worker in this textile plant, I arranged, sorted and organized jacket pieces for assembly-line workers. Work productivity was dependent upon the organization of the jacket pieces.


of 7

EducationEnglish as a Second Language 1990 – 1995

YWCA 10305 – 100 Avenue, Edmonton, Alberta T5E 1W1 (780) 423-9922

I studied conversation and business English.

Making Changes - Pre-employment training Jan – Mar/01Changing Together…A Centre for Immigrant Women

A Centre for Immigrant Women, #103, 10010 – 107A Avenue, Edmonton, Alberta T5H 4H8 (780) 421-0175

Special SkillsFluent in GreekDriver’s license

ReferencesAvailable upon request


of 7Example 3

ResumeJohn Doe

111 Herrill Drive N.E.Calgary, Alberta T2E 8Y5

Res: 403 230 4507

Highlights of Experience and Skills

Management• employee supervision, recruitment and

termination• customer service and public relations• advertising • purchasing• inventory control• book keeping• equipment maintenance

Transit Services• provision of safe, accessible and courteous

transportation services to the general public and elementary school children

• performance of pre-trip mechanical and safety inspection

• co-ordination of emergency evacuation drills • involvement in Portland Transit’s ‘Youth in

Motion’ program• propane fueling

Employment

Transit OperatorRed Deer Transit (July 1999 - present)P.O. Box 2100 Red Deer, AB T2P 2M5

School Bus Driver Cardinal Coach Lines (October 1998 – June 1999)732 41 Avenue N.E. Calgary, AB


of 7

Manager Maria's Italian Cuisine, Pizza and Pastries (April 1994 – December 1999) 3220 8 Avenue NE Calgary, AB

Hardware ClerkCalgary CO-OP (April 1991 – September 1997)Bonnie Doon Centre820 Centre Street NECalgary, AB

Education

St. Joseph's High School (Graduated 1989)Calgary, Alberta

Volunteer Experience

St. John Ambulance First Aid Attendant (1988-1992)

Calgary Cable and Rogers Cable Company Camera, directing and producing work related to community and sports programming (1993 - 2001)

Alberta Lung AssociationCanvasser and Zone Captain (2001-2003)

GoalTo achieve an administrative position with a public transit company


Appendix 12

Headings For Application LettersPage 1 of 2

Example 1A.B. Candidate

1234 - 56 StreetEdmonton, AB T8T 8T8

Residence: (403) 444-4444

September 30, 1997

Mary Smith, Chief AgronomistGro-Rite Grain Products7890 - 12 StreetEdmonton, AB T9T 9T9

Re: Soil Analysis Technician II Competition 00097123 (Canada Employment Weekly, 16/9/97)

Dear Ms. Smith: (opening paragraph of letter starts here)


of 2

Example 2A.B. Candidate1234 - 56 Street

Edmonton, AB T8T 8T8Residence: (403) 444-4444

September 30, 1997

Mary Smith, Chief AgronomistGro-Rite Grain Products7890 - 12 StreetEdmonton, AB T9T 9T9

Re: Soil Analysis Technician II Competition 00097123 (Canada Employment Weekly, 16/9/97)

Dear Ms. Smith: (opening paragraph of letter starts here)


Appendix 13

Sample Letter of Application

Example

1234 - 56 StreetEdmonton, Alberta (or AB) T0T 0T0

Phone: (403) 400-4000 (optional)

September 1, 1997

M.N. Smith, Office ManagerSmall Business Inc.01110 - 001 StreetEdmonton, Alberta T0T 0T0Phone:(403) 400-4000

Dear Ms. Smith:

I am very interested in obtaining a position as a general office clerk. I have been looking for work in a medium-sized business that would allow me to make full use of my training. I understand that your company is accepting applications at the present time.

I am a high school graduate and have successfully completed two out of the six courses required for my certificate in office management from Grant MacEwan College. I plan to take the remaining evening courses during the next two years.


In the past year I have been working at the Charitable Foundation as a volunteer doing office work. As well as performing relief for the receptionist, I have done word processing, typing and filing duties. I have enclosed a list of the software I am familiar with.

Ms. Benevolent, the Executive Director at the Charitable Foundation (phone 800 400 4000) knows my work and has allowed me to use her name as a reference.

Thank you for considering my application. If you require more information about my training or work experience please call me at 400-4000. I believe that I am capable of performing any duties that would be required of a general office clerk and would welcome the opportunity to meet with you to discuss this further.

Sincerely,

Jane DoeEnclosure


References

References Specific to Protégés (Part 3)

Preparing for an Interview

Allen, Jeffrey G.1983 How to Turn an Interview Into a Job. New York:

Simon and Schuster.

Asher, Donald1995 The Foolproof Job-Search Workbook. Berkeley,

CA: Ten Speed Press.

King, Julie Adair1993 The Smart Woman's Guide to Interviewing and

Salary Negotiation. Hawthorne, NJ: Career Press.

Marcus, John1994 The Complete Job Interview Handbook. 3rd ed.

New York: Harper Perennial.

Wilson, Robert F. and Erik H. Rombusch1994 Conquer Interview Objections. New York: John

Wiley and Sons, Inc.

Networking Bloomberg, Gerri and Margaret Holden 1991 The Women's Job Search Handbook.. Charlotte,

VT: Williamson Publishing.

King, Julie Adair and Betsy Sheldon1991 The Smart Women's Guide to Résumés and Job

Hunting. Hawthorne, NJ: The Career Press.

Krannich, Ronald L.1991 Careering and Re-Careering in the 1990's. 2nd ed.

Woodbridge, VA: Impact Publications.


Kramer, Marc1997 Power Networking: Using the Contacts You Don’t

Even Know you Have to succeed in the Job You Want. SB need publisher and placeDS

Career PlanningAlberta Advanced Education and Career Development1993 The Career Planner. Government of Alberta:

Queen's Printer1993 The Education and Training Planner. Government of

Alberta: Queen's Printer1989 A Working Together Kit for Dual Career Families.

Government of Alberta: Queen's Printer.

Canada Minister of State for Youth1991 Jobs of the Future: A Guide for Youth. Ottawa:

Employment and Immigration Canada.*

Edcor Publishing1996 The Career Directory. 1996 ed. Toronto: Edcor

Publishing Corporation.

Edmonton Social Planning Council1995 Family Budgeting Guide: Edmonton and Calgary

1995. Edmonton: ESPC

Employment and Immigration Canada1991 A Newcomer's Guide to Canada. Ottawa: Supply

and Services Canada.

Feather, Frank2000 Canada's Best Careers Guide. Toronto: Warwick

Publishing.

Meltz, R.L., and N.M Meltz.1992 Taking Charge: Career Planning for Canadian

Workers. Toronto: Captus Press.


Toombs, Garth1996 Tips and Tactics: On Searching for Career

Opportunities in Today's World. Garth Toombs and Associates Inc.

Sikula, Lola1994 Changing Careers: Steps to Success. Pacific Grove

CA: Brookes/Cole Publishing Co.

Student Employment Network1996 The 1996 Canada Student Employment Guide.*

Toronto: Student Employment Network.* These are good resources useful for anyone entering the job market or changing careers.

Interview QuestionsAlberta Advanced Education and Career Development1993 Job Search: - The Product is You. Edmonton, AB:

Queen's Printer

Asher, Donald1995 The Foolproof Job-Search Workbook. Berkeley,

CA: Ten Speed Press.

Career Options SB Is this the author?DS1995 "Preparing for the Interview" in Career Options.

1995-96:29-32.

Deluca, Matthew J.1997 Best Answers to the 201 Most Frequently Asked

Interview Questions. McGraw-Hill SB need placeDS

McCoy, Dawn

2002 Landing a Job for Canadians for Dummies. John Wiley & Sons Canada Ltd.

2002 101 Great Answers to the Toughest Interview Questionss, 4th Edition. Career Press, Franklin Lakes, N.J.


Interview Websiteswww.asktheinterviewcoach.com

www.careercc.com/interv3.shtml

www.howtointerview.com

www.jobs-interview.net

Preparing or Revising a RésuméAlberta Advanced Education and Career Development1993 Job Search: The Product is You. Edmonton:

Queen's Printer.

Beattie, Richard H.1995 The Résumé Kit, 3rd ed. New York: John Wiley.

Good, Edward1993 Résumés for Re-Entry: A Handbook for Women,

2nd ed., Manassus Park VA: Impact Publications.

Jackson, Tom1990 The Perfect Résumé. rev. ed. New York:

Doubleday.

Morin, Laura1994 Every Woman’s Essential Job-Hunting and Résumé

Book. Holbrook MASS: Bob Adams Inc.

Shaw, Eva1995 Résumés for Women. New York: MacMillan.VGM Career Horizons1996 Résumés for Re-entering the Job Market.

Professional Résumé Series. Lincolnwood IL: VGM Career Horizons.

Wilson, Robert F.1996 Better Résumés for Executives and Professionals,

3rd ed. Hauppage NY: Barron's Educational Series.


Writing a Cover LetterAdams, Robert L.1995 The Adams Cover Letter Almanac. Holbrook

MASS: Adams Publishing.

Asher, Donald1994 The Overnight Job Change Letter. Berkeley CA:

Ten-Speed Press.

Beatty, Richard H.1996 175 High Impact Cover Letters. New York: John

Wiley.

Besson, Taunee1995 Cover Letters: Proven Techniques for Writing

Letters to Get the Job You Want, New York: Wiley.2000 Haldane’s Best Cover Letters for Professionals.

Manassas Park, Virginia, Impact Publications.

Miller, Robbie1994 Sure-Hire Cover Letters. New York: AMACOM.

Yates, MartinCover Letters That Knock Them Dead, 3rd Ed. Holbrook, Massachusetts, Adams Media Corporation.

Writing a Letter of ApplicationAlberta Advanced Education and Career Development

1993 Job Search: The Product is You. Edmonton, AB: Queen's Printer.

Asher, Donald

1994 The Overnight Job Change Letter. Berkeley, CA: Ten Speed Press.

Moore, Michael D.


1988 A Writer's Handbook of Current English, 3rd Can. Ed. Gage Publishing.

General ReferencesAlberta Advanced Education and Career Development1993 Job Search: The Product is You. Edmonton, AB:

Queen's Printer.

Asher, Donald1995 The Foolproof Job-Search Workbook.. Berkeley,

CA: Ten Speed Press.1994 The Overnight Job Change Letter. Berkeley, CA:

Ten-Speed Press.

Beattie, Richard H.1995 The Résumé Kit, 3rd ed. New York, NY: John

Wiley.

Bensahal, Jane G.1977 “Let Your Protégé Make His Own Way” in

International Management, Vol. 32, No. 5: 44-46.

Bloomberg, Gerri and Margaret Holden 1991 The Women's Job Search Handbook. Charlotte, VT:

Williamson Publishing.

Bolles, Richard Nelson2003 What Color is Your Parachute. Berkeley, CA: Ten

Speed Press.

Bridges, William1997 Creating You & Co - Learn to Think Like the CEO

of Your Own Career. Reading, Massachusetts, Addison Wesley

1994 Jobshift: How to Survive in a Workplace Without Jobs. Reading, Mass.: Addison-Wesley.


1993 Live-in Caregiver's (Domestic Worker's) Handbook. Calgary Association of Women and the Law. “Preparing for the Interview” in Career Options. 1995-96: 29-32.“Your Personal Profile: The Résumé” in Career Options, 1995-1996: 18-22.

Carruthers, John1993 "The Principles and Practice of Mentoring", pp. 9 -

24 in Brian Caldwell and Earl Carter, The Return of the Mentor: Strategies for Workplace Learning, London: Falmer Press.

This edited volume is a good reference for those wanting more information about mentor programs in different employment sectors, for example, health care or education. It recognizes that organizational and work cultures are often very distinct.

Clutterbuck, David1983 Everyone Needs a Mentor. London: Institute of

Personnel Management.

Collins, Nancy W.1983 Professional Women and Their Mentors.

Englewood Cliffs NJ: Prentice Hall Inc.

Feather, Frank2000 Canada's Best Careers Guide. Toronto: Warwick

Publishing.

Gray, William A.1987 "Formalized Mentoring", pp. 128-130 in John W.

Langford (ed.), Fear and Ferment: Public Sector Management Today, Proceedings of the National Conference on Management in the Public Sector: Institute of Public Administration of Canada.

Henneke, M.H.Mentors for Immigrant Women Seeking Employment 175A Manual for Mentors and Protégés

1983 Mentors and Protégés: How to Build Relationships That Work. Training Vol. 37, No. 2: 38-42.

King, Julie Adair and Betsy Sheldon 1991 The Smart Women's Guide to Résumés and Job

Hunting. Hawthorne NJ: The Career Press.


Krannich, Ronald L.1991 Careering and Re-Careering for the 1990's, 2nd

ed. Woodbridge VA: Impact Publications.

Maynard, Trisha and John Furlong 1992 "Learning to Teach and Models of Mentoring", pp.

69-85 in D. McIntyre, H. Hagger, and M. Wilkin (eds.), Mentoring: Perspectives on School-Based Teacher Education. London: Kogan Page.

Meltz, R.L., and N.M. Meltz 1993 Taking Charge: Career Planning for Canadian

Workers. Toronto: Captus Press.

Moore, Kathryn M.1982 What To Do Until the Mentor Arrives: Professional

Advancement Kit. Washington DC: National Association of Women Deans, Administrators and Counselors.

Moore, Michael D.1988 A Writer's Handbook of Current English, 3rd

Canadian ed. Gage Publishing Company.

Murray, Margo1991 Beyond the Myths and Magic of Mentoring: How

to Facilitate an Effective Mentoring Program. Jassey-Boss Publishers/

Parsloe, Eric1992 Coaching, Mentoring and Assessing: A Practical

Guide to Developing Competence. London: Kogan Page.


Sullivan, Cheryl Granade1992 How to Mentor in the Midst of Change,.Alexandria

VA: Association for Supervision and Curriculum Development.

Torrance, E. Paul1983 Mentor Relationships: How They Aid Creative

Achievement, Endure, Change, and Die. Buffalo NY: Bearly.

Thrailkill, Diane1993 TEMP By Choice. Hawthorne, NJ: Career Press.

Treasury Board of Canada Secretariat,1994 A Self-Help Guide to Mentoring. Ottawa: Supply

and Services Canada.

Welch, Mary Scott1980 Networking: The Great New Way for Women to

Get Ahead. New York: Harcourt Brace Jovanovich.

Zey, Michael G.

1985 "Mentor Programs: Making the Right Moves" in Personnel Journal Vol. 64, No. 2: 53-57.


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