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CAES2905-English for Professional Communicationfor Economics and Finance Students

2013 -2014


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CAES2905 EPC for Economics and Finance Students 1

CAES2905

English for Professional Communication

for Economics and Finance Students

Centre for Applied English Studies

6/F Run Run Shaw Tower

Tel: 3917 2004

http://caes.hku.hk/home/

The copyright for these materials is owned by the Centre for Applied English Studies at the

University of Hong Kong. These materials may not be reproduced without permission.
http://caes.hku.hk/home/http://caes.hku.hk/home/http://caes.hku.hk/home/


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Table of Contents

1. Letter from the Director of CAES 3

2. CAES rules 4

3. Learning Resources 5

4. Course Overview 7

5. Course Schedule 9

6. Investigative Workplace Project 11

7. Applying for a Job 17

8. Preparing for an Interview 39

9. Reflective Writing 54

10 Group Presentation 66

11 Course wrap-up 67


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Letter from the Director

Dear Student,

Welcome to your Academic English course. You are probably wondering what thisprogramme will offer you and what you will find in this book. Let me first reassure you about

what you are getting yourself into. You are among the 7,500 undergraduate and

postgraduate students who will take one of our courses this year so you are in very

experienced hands. Our goal is to assist you with the English you need for your professional

and academic development so that you can approach your university studies with more

confidence and a greater chance of success.

To achieve this goal you will find yourself in a small group of around twenty students wherewe encourage English to be spoken at all times. Your teacher will do his or her best to

provide an active and supportive learning environmentfor you by arriving on time, being

well prepared, providing tasks to help you engage with your learning, and by giving you

feedback on your work in a timely manner. The teacher will also explain the course

assignments and assessment criteria to you clearly in advance and answer any questions

you may have about the course and about English language learning in general. He or she

cannot, however, proofread your work for you or help you with assignments from other

courses.

To get the most from your course, however, you need to participate in the classby arriving

on time and being well prepared, by speaking in Englishas much as possible and by taking a

full and active part in your classes, for example by working with others in group work. It

is also important to attend all classes and to inform the teacher in advance if you need to

miss a class.

I hope you enjoy your English course and wish you success in your studies. Good luck!

Professor Ken Hyland

Director and Chair of Applied Linguistics


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CAES Rules

Attendance

You must attend 80% of the classes in order to pass the course. If you miss more than 2

classes, you must provide a medical certificateto your teacher.

Plagiarism

Plagiarism is a very serious offenceat university. If your work contains any plagiarism at

all, your assignment will be given a failautomatically.

Depending on the extent of the plagiarism, you may also be considered for furtherdisciplinary action.

Submission of Assignments

If you are sickand unable to hand in an assignment, you must contact your teacher to let

them know and also provide a medical certificate.

Assignments which are handed in up to three days late will have one full letter grade

deducted each day. If your assignment is more than three days late, it will be given a fail

automatically and will not be marked.

Bad Weather

In the case of bad weather such as Black / Red Rainor Typhoon Signal 8, please following

the university guidelines at:

http://www.asa.hku.hk/weather.htm
http://www.asa.hku.hk/weather.htmhttp://www.asa.hku.hk/weather.htmhttp://www.asa.hku.hk/weather.htm


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ENGLISH FOR FREE IN THE LEARNING COMMONS, ZONE R,

STUDENT ADVISORY SERVICES

Want to watch recent movies and TV series from the UK and USA?

Want to get one on one advice from CAES experts about ways to improve your English?

Want to discuss interesting topics with other students in English?

Want to attend workshops on pronunciation or conversational English?

Need to prepare for the IELTS test?

Need to improve your writing skills?

THEN GO TO THE

Learning Commons, Zone R, Student Advisory Services, Run Run Shaw Tower 2/F.

Check out the Virtual English website (VE)http://caes.hku.hk/ve

FACILITIES: The Learning Commons, Zone R, has the following facilities

A wide range of resources for improving English skills Activities room for group workshops and discussions Reading area with newspapers and magazines Consultation rooms for student advisory services (CAES, CEDARS, Library, etc.)

ENGLISH SUPPORT: Zone R provides human support

Consultations where you can talk to a CAES consultant about suitable learningmaterials. You can get advice about language problems, ways of learning more

efficiently, and diagnosis of pronunciation, writing and grammar weaknesses. Sign up

athttp://caes.hku.hk/ve

Discussion groupsand other self-access learning workshops that are run by the CAESconsultants. Sign up athttp://caes.hku.hk/ve
http://caes.hku.hk/vehttp://caes.hku.hk/vehttp://caes.hku.hk/vehttp://caes.hku.hk/vechttp://caes.hku.hk/vechttp://caes.hku.hk/vechttp://ec.hku.hk/vec/vecdis.asphttp://ec.hku.hk/vec/vecdis.asphttp://caes.hku.hk/vechttp://caes.hku.hk/vechttp://caes.hku.hk/vechttp://caes.hku.hk/vechttp://ec.hku.hk/vec/vecdis.asphttp://caes.hku.hk/vechttp://caes.hku.hk/ve


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ENGLISH RESOURCES: Zone R contains loads of resources

Over 1800 feature films, comedy and detective series, documentaries, and BBCclassic drama series.

Newspapers and magazines including the South China Morning Post, Time, theEconomist, Wallpaper, National Geographic and Time Out Hong Kong.

Hundreds of books, DVDs, CD-ROMs and tapes for studying English. Look at the VEonline cataloguefor up-to-date lists of what's available

Shelves of test preparation and reference materials: IELTS, TOEFL, GRE, TOEIC etc.

ONLINE LEARNING:

Check out the English Learning Resourcesathttp://caes.hku.hk/ve/wiki A portal to a world-wide range of online resources as well as a guide to independent

learning.

CEDARS - 4th

Floor, Meng Wah Complex

CEDARS-Counselling and Person Enrichment Section (CEDARS-CoPE)promotes

attitudes and skills that are necessary for your success in the university environment and in

your pursuit of productive, satisfying and psychologically healthy lives.

Exam andtest taking advice

http://w3.cedars.hku.hk/counselling/content/resources.phpCounselling for students withemotional / mental issues

http://w3.cedars.hku.hk/counselling/content/CAC.phpHelp for students withlearning difficulties such as dyslexia

http://w3.cedars.hku.hk/counselling/content/diversity.php#dyslexiaCareers advice

http://cedars.hku.hk/cedars/careersplacement.aspx
http://ec.hku.hk/vec/film/search.asphttp://ec.hku.hk/vec/film/search.asphttp://ec.hku.hk/vec/film/search.asphttp://ec.hku.hk/vec/film/search.asphttp://caes.hku.hk/ve/wikihttp://caes.hku.hk/ve/wikihttp://caes.hku.hk/ve/wikihttp://w3.cedars.hku.hk/counselling/content/resources.phphttp://w3.cedars.hku.hk/counselling/content/CAC.phphttp://w3.cedars.hku.hk/counselling/content/diversity.php#dyslexiahttp://cedars.hku.hk/cedars/careersplacement.aspxhttp://cedars.hku.hk/cedars/careersplacement.aspxhttp://w3.cedars.hku.hk/counselling/content/diversity.php#dyslexiahttp://w3.cedars.hku.hk/counselling/content/CAC.phphttp://w3.cedars.hku.hk/counselling/content/resources.phphttp://caes.hku.hk/ve/wikihttp://ec.hku.hk/vec/film/search.asphttp://ec.hku.hk/vec/film/search.asp


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Course Overview

Course Aims

You will soon be finishing your academic studies and applying for jobs. The EPC course

aims to take you through the process of finding a job, and to prepare you to perform

confidently in an interview. Through the Investigative Workplace Project (IWP) you will

explore your chosen professional field and investigate a local company or organization: you

will report your findings to your classmates and teacher. Many of the tasks plus

supplementary information are also available on the web, so you are advised to check out the

web site specially written for this course.

Course Learning Outcomes

The following outlines what you should be able to do by the end of this course:

SKILL / LANGUAGE

FOCUSCOURSE LEARNING OUTCOMES

Features of professional

writing

Distinguish language features of professional writinggenres

Write a concise and grammatically accurate resumeand cover letter

Interview skills Ask and answer appropriate questions as aninterviewer and interviewee

Research information about a prospective careerPresentation skills Organize and present information systematically in a

group presentation

Reflective writing Reflect on your own working style and personality


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Course Assessment

The following outlines the assessments that you will be required to complete for this course.

ASSESSMENT TASK WEIGHTINGDATE OF

ASSESSMENT

Resume and cover letter 30% Week 5

Job interview: role-play 25% Weeks 7 & 8

Investigative Workplace Project

Presentation (individually assessed)

25% Week 11

Reflective Writing 20% Week 12

Course Learning Activities

The course will be highly integrative and collaborative and will require a high level of

participation from you in and out of class. It will include the following types of activities.

Pair and group work: asking and answering interview questions; completing oflanguage tasks

Drafting and redrafting written work (your own and your peers) in a series ofprofessional writing tasks

Using resources out of class to network and make contact, and to carry out librarysearches

Organising and presenting information systematically in a group presentation Reflecting on the project experience


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Course Schedule

Session Topic Activities Assignments

1 Introduction to the Course

Introducing the Investigative

Workplace Project (IWP)

Applying for a job-writing a

resume I

Ice-breaking activity: knowing yourself;features and functions of a resume;

distinguishing between 'features' and 'benefits' Introducing the Investigative Workplace

Project Forming IWP groups

Collect job advertisementsbring tonext class

Draft resume - hand in Week 2 forteacher feedback

2 Writing a resume II

Introduction to Investigative

Workplace Project (IWP)

Using action words; brevity and clarity indescribing experiences; understanding corecompetencies; writing a concise andpersuasive statement of relevant experience;making the most of extracurricular activities

Networking: begin to make contact

3 Writing a cover letter Purpose of a cover letter; recognising theparts of a cover letter, writing a cover letter

Selection criteria commonly used byemployers

Revise resume - hand in Week 5 forassessment

Cover letter - hand in Week 5 withrevised resume

4 Investigative WorkplaceProject (IWP) preparation

Evaluating a cover letter Holding a meeting: discuss issues relating to

the IWP

Letter of confirmation Plan interview techniques to use in

company setting


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5 Open Session Tutorial/ Feedback

Discuss interview questions for IWP

Distribute IWP package

Hand in revised resume & coverletter (30%)

6 Job Interview I Anticipating questions; difficult questionsand effective answers; strengths andweaknesses; preparation for panelinterview

Video viewing: Through other eyes7 Job interview assessment I Interview role play assessment and

feedback (25%)

Thank you letter

8 Job interview assessment II Interview role play assessment andfeedback (25%)

Workplace (IWP) interviews deadline9 Reflective writing Reflecting on the project in a short written

feedback (Reflective writing)Evaluating two samples of reflective writing

Prepare outline of presentation

10 Presentation preparation Preparing for Group presentation Prepare group presentation11 Reporting information Group Presentation (25%) Write reflection12 Course wrap-up Feedback and Course Evaluation Hand in reflection (20%)


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CAES2905 EPC for Economics and Finance Students

11


Learning Outcomes

The aim of this project is to help you become better acquainted with English in the

professional workplace. You will investigate a workplace of your choice and this may be

based on your future career, or an issue relevant to your studies. You will follow two avenues

of investigation:

firstly, research of the issue/organization through media publications/library search/theInternet, and

secondly, an interview with a member of the selected organization.Brainstorming (Week 1)

1. In which career field are you interested? e.g.

human resources investment banking

advertising education

public relations post graduate work

accounting management/ management training

Once you have decided on your area of interest, you will be asked to form a group of 4 or 5

students so that you can work together on this project. Allocate research tasks.

2. Choose a local company or organization in Hong Kong that you would like to find out

more about. Have one or two backups in case you need to approach more than one company

or organization.

Which kind of company would you like to approach? Which companies do you know in this field? Networking - Do you have any contacts? Can relatives or friends help?


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Holding a meeting and drafting interview questions

3. You will now need to hold a meeting in class to decide what you have to do next. Once

you have narrowed down your field, decide on issues that you would particularly like to

investigate.

What do you want to find out? Are there any current challenges that the company might be facing? When is English used in the workplace? If you are interested in postgraduate work, what programmes are available? What else do you need to decide on?

4. Complete theStatement of Intentas this will help you to draw up a time frame of what you

aim to investigate and the outcomes of the project. Add as many details as you can so that

you all know what you will be responsible for.

Researching and establishing contact

What do you know about the company or organization? Where can you find information? Is

there a web site that you can refer to? Do they have any PR material that you can collect and

read?

What do you know about the issue? Where can you find out more about what is happening at

present?

Now that you have some background information, who will you contact at the company to

ask for an interview? How will you persuade them that it is worth their time talking to you?

Once you have successfully made contact and arranged an interview, confirm the

arrangements in writing, giving them a contact number where they can ring you or email you

if necessary. You may ask if they would like to see the resumes of those attending the

interview. Will you be permitted to record the interview in English?

You should aim to conduct the interview during Reading Week, but the absolute deadline is

Week 8as you will then begin the preparation of your presentation.


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Planning the host interview

5. Before the interview, plan the questions you are going to ask - you may even want to send

them to the company together with the letter of confirmation.

Conducting the host interview (Weeks 5-8)

Decide how many of you will be able to attendit is best if you can all attend although the

interviewee may ask that only one or two of you go along. How will you dress? How will you

get there? Do you know where exactly the office is located? What will your roles (e.g. note

taker, interviewer) be? How will you take notes?

Follow up

Write a letter of thanks to your interviewee, showing what you learned as a result of the

discussion. What kind of language will you use?

Out of class activity: Reflective interview (to be done with your partner)

Write down your objective with regard to your audience (your classmates). Note what you

think will be most interesting to them and give your teacher an outline of your talk

Group Presentation (Week 11 + Week 12) and Reflective Writing (Week 12)


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The flow chart below illustrates the stages of the project:

1. Decide on a career field ofinterest - based on future career

or an issue relevant to studies

2. Choose a local company/

organization you would like to find

out more about

3. Identify a professional person at

the company/ organization for an

interview

4. Conduct the Workplace Interview

(Deadline: Week 8)

5. Reporting back and Writing a reflection

In groups, you will

Researching/ Establishing contact/ Networking/ Making a request

Holding a meeting in class and writing minutes

Letter of confirmation

(including a list of

interview questions) Thank-you letter


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Statement of Intent

Class group: __________

Group Members (Full name + UID): _____________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Group Area of Interest: _______________________________________________________

Organisation / Company to approach: ____________________________________________

Contact Persons Name: ___________________________ Position: _________________

Issues to investigate: _________________________________________________________

_________________________________________________________

________________________________________________________

**************************************************************


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Draw up a work plan for the following project tasks.

Project Tasks Start Date Completion

Date

Project Task Outcomes

1. Hold a Project Planning

meeting

A set of interview

questions

2. Conduct research on the

company/ organization

Information about the

company/ organization

3. Establish contact Email or telephone

contact

4. Confirm the interview

arrangements

Letter of confirmation as

follow-up

5. Plan interview questions A set of questions for

interviewee

6. Prepare for the interview Details about the interview

7. Conduct the interview A written record of the

interview

8. Thank the interviewee A letter of thanks

9. Analyze & organize interview

data

Content input for final oral

presentation

10. Prepare for final outcome A PowerPoint for oral

presentation

11. Reflect on project

experience

Reflective writing


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Session 1

Learning Outcomes

By the end of this class, you should be able to:

Identify your strengths and weaknesses Identify your priorities in job searching Reflect on your own qualities and attributes

Applying for a job

Resume and Cover Letter

Task 1: Knowing Yourself Work in pairs. Use the Quiz in the Worksheet (for either Student

A or B) and interview your partner to find out what kind of work s/he likes and the personal

qualities and attributes s/he possesses. Try to discuss the responses and give each other

comments. Remember that there are no right or wrong answers. This is an entirely

exploratory activity.

In deciding on a future career, it is most important for you to know your priorities, your

strengths and weaknesses, and above all, your personal preferences for a particular kind of

work. It is good to establish at this early stage that while a job may look attractive, it is not

necessarily the most suitable for you. The aim of this activity is for you to find out a little

more about yourself. This will also give you an opportunity to compare your profile with

those of your classmates.

You may wish to compare the responses you give in thi s interview wi th those in the

refl ection interview at the end of the course to fi nd out how much you have learn t fr om this

experience.


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Worksheet for Task 1 STUDENT A

Quiz: Know Yourself

Ask your partner the following questions:

Questions Yes / No X Comments

1. Do you like keeping routines? Do you like working

regular hours?

2. Do you like discussing issues in a group?

3. Are you a good listener?

4. Do you have the ability to establish rapport with people

from different backgrounds and cultures?

5. Can you meet deadlines? Do you have the stamina to

begin and finish a piece of work on time?

6. Do you worry before and/or after some important

event?

7. Are you flexible? Do you have the ability to adapt to

different situations and ways of thinking?

8. Do you work with a certain degree of commitment (or

even passion!) without worrying too much about personal

gain or loss?

9. Are you an extrovert/introvert?

10. Can you describe yourself as ambitious or aggressive?

11. Are you attracted to the idea of achieving a high

powered corporate image?

12. Are you comfortable and confident of using English?

13. Do you prefer to work alone?

14. Are you willing to travel?

15.


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Worksheet for Task 1 STUDENT B

Quiz: Know Yourself

Ask your partner the following questions:

Questions Yes / No X Comments

1. Do you like to work in an office? Do you like a desk

job?

2. Do you like to persuade and influence others through

argument?

3. Do you like to be the centre of attention? Are you likely

to monopolize the discussion?

4. Do you like working with young people?

5. Do you mind having to spend your after-office hours

entertaining business associates and clients?

6. Do you have what is referred to as "emotional

stability"? Can you keep calm and cool in a crisis?

7. Are you independent minded? Can you work and think

on your own?

8. Do you have any higher goals in life other than making

money?

9. What kind of lifestyle do you prefer - do you mind

having to be smartly dressed all day, every day?

10. Are you a friendly person who understands other

peoples' motives, needs and problems?

11. Are you creative?

12. Are you comfortable and confident of using Chinese?

13. Do you prefer to work as part of a team?

14. Are you willing to relocate?

15


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Task 2: Recognising the features and functions of a resume

Resumes: Myths and Realities

Work through the list of statements below and try to agree whether each is `Probably TRUE',

`Probably UNTRUE' or tick the `NOT SURE' box. You can check the suggested answers

afterwards. Make a note of additional comments or queries you may have. You can check

your answers on the web.

Probably

TRUE

Probably

UNTRUE

? COMMENTS

1. The only use of a resume is to get ajob.

2. You should write a different resumefor every different situation.

3. A resume is a description of yourselfthat shows you have as manydifferent talents as possible.

4. It's a good idea to include anobjective and a personal summary atthe start of the resume.

5. When looking for a job, it's best tosend your resume to hundreds ofemployers rather than to just a few.

6. Employers like detailed, lengthyresumes because it gives themcomplete information for screeningcandidates. Try to get as much as

possible on each page.


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7. You should not include your hobbiesor recreational pursuits in yourresume e.g. reading, cycling.

8. It's essential to put salaryexpectations and references on yourresume.

9. You should list all your courses andgrades.

10.You must include details of your age,sex, marital status, ethnic origin etcas well as a photo of yourself in your

resume.

11.Potential employers are moreinterested in your holiday jobs andextra-curricular activities than inyour academic record.

12.The resume is less important thanother activities, e.g. interviews, ingetting a job.

This document is adapted from material by Robin Corcos. Staff and students of HKU may print and make copies

for personal useno other reproduction allowed without express permission of the author.


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Session 2

Learning Outcomes


Distinguish between features and benefits in resume writing Write a personal summary and career objective Achieve clarity and conciseness in describing experience

Applying for a job

Resume and Cover Letter

Task 1: Distinguishing between "features" and "benefits"

On the basis of these advertisements, which of these vitamin products would you buy? Why?


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Task 2: Writing a personal summary and a career objective

Employers spend very little time looking at resumes when they first review them. One way ofattracting their attention and showing them that you are the right person for the job is to write

a short personal summary and/or a career objective and put it before your educational and

extracurricular experience.


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Here are some positive qualities that you might find useful to describe yourself.

Nouns

ability capability capacity competence management

preference team player

____________________________________________________________________

Adjectives

academic accurate capable competent consistent administrative

detailed extensive effective efficient enthusiastic evident

executive experienced flexible mature knowledgeable original

pertinent positive potential productive professional proficient

proven qualified resourceful responsible significant sound

stable substantial successful technical thorough versatile

vigorous well-rounded

Refer to the job advertisement you have brought to class. Write your personal summary

highlighting your characteristics that best match the requi rements of the jobin no more than

50 words.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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Your career objective will depend on the kind of job you are looking for. Here are some

examples:

1. To do research within the field of law.2. To obtain a position as an accountant with a public accounting firm.3. To become a management trainee where I can use my administrative and research skills.4. To work within the telecommunications industry as a technical advisor.5. To secure a position as an editor for a mid-size publishing firm.6. To work in a public relations position within an international organization.7. To work for a government agency using my management and communications skills.

Write your career objective and ensure that it is:

Personal Action-Or iented and Specif ic

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Task 3: Achieving clarity and brevity in describing experiences

Which of these two descriptions of experience is more effective? List the differences that

make one of the descriptions more effective than the other.

Description A Description B

I was secretary of the Music Society from

2010-2012. During this time I realized that

the Society's reserve funds needed to be

increased. Many new members were

recruited and a number of successful concerts

were held. In this way, enough money was

raised to cover all our general expenses up to

2000. I also rearranged the committee so that

all members knew what their duties were

supposed to be.

Secretary of the Music Society 2010-2012:

Increased Society's funds from $20,000 to

$150,000. Directed recruitment drive,

increasing membership from 102 to 345 in

six months. Streamlined committee,

establishing clear duties for each member.


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Differences:

Task 4 Comparing four resumes

Your teacher will show you four samples of resume prepared by four candidates who are

competing for the same position. Read the job advertisement below. Which candidate(s)

would you shortlist for an interview? Explain your choice(s).

Dairy Farm Group Management Trainee

Programme: FLIT

At Dairy Farm, we believe our most important investment is our

people. In this connection, our Future Leaders in Training Programme

(FLIT) is aimed at nurturing and developing our next generation ofbusiness leaders.

As a result of Dairy Farm's current expansion both organically and

geographically, we are targeting to groom a pool of Managers-in-Training (MITs) for future

deployment as middle / senior managers within the Group in various key functions such as Operations,

Merchandising, Marketing and Logistics.


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On satisfactory completion of our two-year FLIT Programme, you can expect excellent career

prospects within the Group. High fliers will have the opportunity to work under the Group's different

retail brands and in different countries.

Key Features & Benefits

A 2-year structured programme that exposes trainees to differentretail functions as well as instils a solid grounding in industry

knowledge and management skills.

Each trainee will be assigned a mentor throughout the programme. A 2-year job rotation plan will be drawn up for each trainee.

Thereafter, career progression will depend on individual performance and the Group's requirements.

For high fliers this programme, which offers opportunities to work in various retail environmentsand different countries, is the fast track to senior management.

In addition to academic qualifications, we seek candidates with

exceptional personal qualities. To be considered for our FLIT

Programme, you should have the following:

Educational Qualifications

University graduates (in any disciplines) Proven English proficiency

Personal Qualities

Strong leadership potential A passion for retail A creative mind, flexible thinking, resilient attitude and an ability to

think laterally

Good communication, interpersonal and analytical skills Sensitivity to cultural issues

Application Procedures

Candidates interested in applying for Dairy Farm's FLIT programme should submit their resume

through the online system. Shortlisted candidates will be invited to attend a series of interactive

selection tests followed by a final interview.


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Source: Adapted from Dairy Farm Group: Management Trainee Programme FLIT. Retrieved from

http://www.dairyfarmgroup.com/recruitment/trainee.htm#100

The job advertisement has been adapted for Task 4 of Session 2. The information and requi rements

of the job are sli ghtly di ff erent f rom those in the authentic adverti sement.

Reminder: Please bring an advertisement for a job in which you are interested to the

next class.


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Session 3

Learning Outcomes


Describe previous experience concisely using appropriate vocabulary

Applying for a job

Job applications

Task 1: Rewriting long clumsy statements of experience

Rewrite the following descriptions taking account of the items you have listed in the previous

task. Choose "action" words from the following and invent quantities where appropriate:

supervised organised implemented launched managed

completed solved researched executed initiated

1. I was put in charge of a direct mail campaign and sent a lot of letters to all the company'scustomers.

2. Duties included the management of the club's annual budget, which I increased bystarting a series of fundraising activities.


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3. I asked the University administration to work with the Union on a plan for allocating theuse of rooms in the Chong Yuet Ming Amenities Centre between all clubs and societies.

We agreed on a suitable arrangement.

4. There were not enough members of the sub aqua club to train new members. So I lookedfor good ways of training and suggested one to the committee. I was put in charge of the

new training programme so that many more members than previously could be trained.

Task 2: Understanding the use and function of 'action' words

Writing a concise and persuasive statement of your work experience

Write up an account of your experience in a summer job or committee using some of the

action words shown below. What tense should you use to describe a work experience last

summer? Try also to incorporate what you have learnt about showing how you can benefit a

company.What qualities do you have that they need?


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ABLE TO THINK CLEARLY

formulated

assembled

budgeted

appraised

clarified

judged

ABLE TO PLAN

prepared

developed

co-ordinated

synthesised

structured

ABLE TO ORGANIZE

administered

analysed

arranged

documented

catalogued

handled

ABLE TO COMMUNICATE

advised reported

demonstrated

presented instructed

explained interpreted

exhibited counselled

facilitated negotiated

persuaded

ABLE TO MAKE DECISIONS

selected

recommended

verified

solved

ABLE TO TAKE A LEAD

established

directed

proposed

guided

instructed

motivated

delegated

supervised

ABLE TO CHANGE THINGS

designed structured

programmed created

proposed improved

recruited initiated

repaired experimented

started installed

ABLE TO ACHIEVE GOALS

accomplished

achieved

raised

served

increased

implemented

invented


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TEN CORE COMPETENCIES

1. Adaptability The ability to adjust yourself easily and willingly to different

conditions, and to see change as a challenge and an opportunity.

2. Commitment A promise that one will stay with a particular company for a long

time and be a reliable and responsible person.

3. Creativity The ability to look at things in different ways. It begins with taking

an objective look at a problem or obstacle, and combining

imagination and reason to discover a solution.

4. Motivation The intention to achieve career success within the organization. The

motivation to seek success in specific projects. A positive attitude

towards changing systems, methods and, in particular, approaches

to the development of the business.

5. Foresight The ability to analyze present conditions carefully, along with a

realistic projection of future trends. For instance, one can think of

expanding markets, creating new applications for established

products or finding variations of services now provided.

6. Independence The ability to work on your own, to take a project and get it done

without having to be told what to do every step of the way.

7. Leadership The ability to move others towards a stated goal or objective. Theability to define goals and to support / motivate others in reaching

them. A related facet is the ability to influence others through

argument and persuasion without having to rely on assertive

direction.

8. Emotional

Stability

The ability to cope with difficulty and frustration without an

excessive display of emotion. The inclination to take a positive

view under adverse conditions. Not being subject to continuous

anxiety and tension.

9. Analytical

Reasoning

The ability to generate solutions to problems.

10. Communication

Skills

The ability to communicate confidently, clearly and succinctly in

oral/written communication. The ability to establish rapport quickly

with those from diverse cultures.


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Task 3: Core competencies: Making the most of extra-curricular activities

Look at the job advertisement and your draft resume. You need to write a cover letter to send

with your resume when you apply for the job. Read the selection criteria, or ten core

competencies, that employers commonly use and note any unfamiliar vocabulary. How can

you best present the qualities that the company is looking for?

What are the requirements for this position? What skills does the applicant need? Can you

give evidence that you possess these skills? What kind of administrative tasks have you

undertaken at school, university or in a summer job? Are there other requirements not listed

below?


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This worksheet may be referred to again in preparation for interviews.

Requirements (Yes/No) Evidence

1. A recent university graduate

2. Good communication skills

3. Strong in presentation skills

4. Fluency in Putonghua / English

5. Responsible

6. Able to work independently

7. Able to work under pressure

8.

9.


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Session 4

Learning Outcomes


Describe previous experience concisely using appropriate vocabulary Write a clear and concise cover letter

Task 1: Evaluating a cover letter

Read the sample cover letter below. What makes a good cover letter? Look at the layout, the

style and the tone of the letter. Check the tone, language accuracy and spelling.

----------------------------------------------------------------------------------------------------------------

14/F Tai Yip Mansions

6 Leighton Road

Causeway BayHong Kong

February 5, 2011

Mrs. Jenny Chan,

Personnel Manager,

Hong Kong Dragon Airlines Limited

22/F Devon House, Taikoo Place

979 Kings Road

Quarry Bay

Hong Kong

Dear Sir or Madam,


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Application for the post of Management Trainee

I am very interested in your Management Trainee Programme, the details of which you

placed with the Hong Kong University Careers Education and Placement Centre. I am sure

you will immediately recognise that my educational background in Management and

Business Administration, my unique leadership skills, and track record of outstanding

management in student affairs will make me a vital and essential member of your team.

In addition to having taken subjects that are obviously relevant to your companys work and

operations, I can also offer lots of skills that can be developed to meet your specific needs in

the future. In particular, my successful use of Lotus 1-2-3 and dBase software in my research

project demonstrates my brilliant analytical mind. My work as an arbitrator for three years at

the Student Counselling Centre is proof of my interpersonal skills. Also, my advanced skill

and proficiency in Indonesia could really be of use in your new cargo service to Lombok.

I am attracted to your esteemed company by the fame of your Management Trainee

Programme and by your recent amazing growth. I am tremendously impressed by your recent

successful take-over bid for Macau Airways in the face of stiff competition from Cathay. I

am also impressed by your acquisition of 17 new Airbus A300 aircraft and the addition of

six new routes into China, which I believe will ensure a promising future for the company.

I expect a package in the region of $500,000 p.a. with the usual fringe benefits.

Trusting you will give my application kind consideration and hoping to hear favourably from

you at your earliest convenience. I am available on February 16th. Can I meet with you

personally to discuss at greater length the contributions I could make to your team? Please

contact me 27656785 after 6p.m. or call me at 95231122 during the day.

Thanks a lot for your attention.

Yours sincerely

Erica Sze

Enc. Resume


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Task 2: Writing a cover letter for a job application

Write a cover letter for your job application. Refer to your revised resume and the job

advertisement of you have identified.

Task 3: Writing a letter of confirmation

Refer to the sample circulated by your teacher, and start drafting a confirmation letter for

your host interview.

Task 4: IWP Project Preparation (out-of-class activity)

Drafting interview questions

You will now need to start thinking about the questions you would like to ask your

interviewee. Decide on issuesthat you would particularly like to investigate.

What do you want to find out?

Are there any current challenges that the company might be facing? When is English used in the workplace? If you are interested in postgraduate work, what programmes are available? What else do you need to decide on?


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Session 5

Learning Outcomes

Tutorial


Identify strengths and weaknesses of your individual and group writing ofprofessional documents

Report orally on progress and problem areas, and adjust your plans accordingly

Your teacher may use this small group tutorial to give you feedback the interview questions

and/or discuss your IWP progress. You should make sure you have completed the IWP

Statement of I ntentand work plan.


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Session 6

Learning Outcomes


Anticipate interview questions and effective answers Use positive language in an interview context Develop strategies for answering difficult interview questions Organize and hold a formal meeting

Preparing for interviews

Task 1: Preparation for the interview process

A. Why do companies include questions such as those below as interview questions? Look at

the list of questions belowand in pairs/groups discuss the criteria the employers will use to

judge the answers.

QUESTIONS

1. Please describe why you want to become a Cathay Pacific Trainee. (Cathay Pacific)

2. Please describe how you could contribute to the Mass Transit Railway Corporation.

(Mass Transit Railway)

3. Give details of your main extra-curricular activities and interest. What do you

contribute and what do you get out of it? (Jardine, Matheson, and Co. Ltd.)

4. Explain what attracts you about working for Jardines and state what type (s) of work

you feel would be most suited to your abilities. Offer evidence of your suitability.

(Jardine, Matheson, and Co. Ltd.)

5. Please mention any point you would like to raise at the interview. (Jardine, Matheson,

and Co. Ltd.)


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6. Describe an instance where you set your sights on a high/demanding goal and saw it

through to completion, despite obstacles. (Proctor and Gamble)

7. Summarize a situation where you took the initiative to get others going on an

important task or issue, and played a leading role to achieve the results wanted.

(Proctor and Gamble)

8. Describe a problem situation where you had to seek out relevant information, define

key issues, and decide on which steps to take to get the desired results Proctor and

Gamble)

9. Describe an instance where you made effective use of facts to secure the agreement of

others. (Proctor and Gamble)

10. Give an example of how you worked effectively with people to accomplish an

important result. (Proctor and Gamble)

Criteria:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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B. A friend has written some answers in response to Questions 10, 11 and 12. Evaluate them

and identify their strengths and weaknesses.

Q.10. Give an example of how you worked effectively with people to accomplish an

important result.

In my second year in university, 1 took a course called 'System Analysis and Software

Development.' In this course, all the students were divided into groups, and every group had

to complete a long project. The project requires us to assume the role of a system consulting

firm. It has to establish a computerized system for a computer company, for handling stocks

and the internal documentation flow so that in the long run, the cost of operation of the

system would be lowered, and so that the system could run more efficiently and effectively.

Despite different opinions, we managed to complete the project through continuous

discussion and cooperation. Finally, we finished the project with an excellent result.

Q.11. Describe a certain creative/innovative idea that you produced which led to a

significant contribution to the success of an activity or project.

Last year, I participated in organizing an outing for my hall mates, the destination of which

was Cheung Chau. I came up with an innovative idea which was warmly received by the

planning committee. One part of the outing was an orienteering game. My idea was to

arrange for two hall mates to suddenly disappear in the middle of the picnic. Unaware of the

fact that this was pre-arranged, the other hall mates were asked to go and look for them.

Before this, we had left various clues on the island, which led to the discovery of the two

friends. When the truth was finally revealed to those who participated in the process, they

Strengths:

Weaknesses:


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told me that they were deeply impressed by this creative format of orienteering, and said that

this was an unforgettable experience.

Q.12. Provide an example of how you assessed a situation and achieved good results by

focusing on the most important priorities.

In F. 7, I was a school prefect and the captain of the school's table-tennis team. At the same

time, I also had to prepare for my A-level examinations. I evaluated my priorities and

decided that studying was the most important. My aim was to enter the Computer Science

Department in HKU. Accordingly, I concentrated on preparing for the examinations, but was

also able to perform my other duties efficiently. Eventually, 1 was overjoyed when I learned

that I was admitted to the program of my choice.

Strengths:

Weaknesses:

Strengths:

Weaknesses:


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Task 2: Anticipating questions

Look at the advertisement for the vacancy in which you are interested. Identify the key skills

and competencies required and then prepare some questions that you think are likely to be

asked at the interview. Give a copy of your resume to the interviewer(s) for his/her/their

reference. The interviewer(s) will then decide on the questions to be asked in order to find out

your suitability for the position, based on the selection criteria in the job advertisement and

your performance at the interview.

Educational Background What were your strong subjects in school/university?

Technical competence Which software programmes are you familiar with?

Job motivation Why have you applied for this job?


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Personality/disposition Do you like working in a team?

Interests Do you have any interests outside of your studies?

Interview roles

An interview works best if there is co-operation on both sides. Consider the following

descriptions of roles which may be helpful to a successful outcome.

Interviewer Interviewee

Try to put interviewee at ease Try to appear confident and at ease. Self

consciousness can detract from your purpose

Give interviewee time to answer Think before you speak but do not appear

uncommunicative

Explain the purpose of the interview Try to work out the ground-rules and scope of

the interview

Keep the goal of the interview in mind Do not ramble on about irrelevancies

Let the interviewee do most of the talking Be informativedo not answer in mono-

syllables


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Pursue questions that have not been adequately

answered

Do not dodge difficult questions entirely

Keep a record of key points and your impressions Try to monitor your own performance and

assess the impression you are giving

Avoid premature decisions or those based on

minor details

Give as balanced a picture as possible

Establish an appropriate communication climate Do not be over-familiar or over-formal, smile

as necessary (but dont over-do it)

Consider whether open or closed questions are

appropriateuse a fair number of open questions

Do not just answer Yes or No. Qualify points

where appropriate, justify views, offer

examples

Have a questioning strategy prepared Try to see where the questioners points are

leading to

Prepare key questions but remain flexible Be helpful. If possible, guide the talk into

interesting or favourable areas

Task 3: Oneto one/panel interviews

1. Before we start the interview role-play session there are a number of things you can do.

Note to interviewer(s): Note to interviewee:

Did you

read the selection criteria in theadvertisement carefully?

read the interviewees cover letterand resume? go through the items on the

evaluation sheet?

Did you

read the selection criteria in theadvertisement carefully?

go through the interview questionsyou have prepared? read your cover letter and resume? go through the items on the

evaluation sheet?


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2. In one to one interviews, you will work with a partner and ask each other questions

relating to the position you have applied for. Use the evaluation sheet to give feedback.

In panel interviews, you will be divided into groups of four. Two will be the interviewers,

one will be the evaluator, and one the interviewee. Decide which questions each interviewer

will ask based on the selection criteria for the job before the interview begins.

Interview

Name

Interview 1 Interview 2 Interview 3 Interview 4

Candidate:

Interviewer 1:

Interviewer 2:

Evaluator:

When the interview is over, you will exchange roles so that at the end of the session,each person will have the chance to be an interviewer, interviewee and evaluator.

During the interview, take notes of the candidates' performance, paying particularattention to strengths and weaknesses. You may use the evaluation sheet to guide you

through this task.

Candidates should also evaluate their own performance to identify areas which mightneed improvement.

When all four candidates have been interviewed, decide as a group which candidatewould be most suitable for the job.

Give feedback to those who were unsuccessful, explaining how they can improvetheir interview skills.

Alternatively teachers and students can decide on other ways of carrying out the role-

plays.


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Grade the applicant's performance on all items that are relevant to the job.

Name of the company: _________________________

Applicant's name: _____________________________

Interviewed by: _______________________________

Post applied for: ______________________________

Criteria: The candidate was able to Assessment

(I) Handling of questions

give focused, relevant and structured answers support answers with evidence show knowledge of the company/ the job give answers that were spontaneous and did not

sound rehearsed

Poor Excellent

(II) Language skills

speak clearly and audibly speak at the right pace use appropriate vocabulary/ jargon to expressideas/ technical knowledge speak without too many grammatical errors

Poor Excellent

(III) Social presence/ Interpersonal skills

maintain sufficient eye contact show enthusiasm show confidence and appear at ease handle Dead Air appropriately (if applicable) dress appropriately for the occasion

Poor Excellent

Additional comments (if any):


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Task 4: Strategies for handling difficult situations and questions

During interviews, it isnot uncommon for candidates to encounter situations where they are

lost for words and do not know what to do or how to answer tough questions. So, apart from

anticipating general questions, you need to develop some strategies for handling difficult

situations and questions.

In groups, assess the situations below and see what you can do. Add two more questions you

might be asked.

Difficult situations and questions How to handle them

1. If the question was unexpected and

difficult to answer, what should I do?

2. If I need time to think, what should I do?

3. If there was a conflict between my view

and the interviewer's, what should I say?

4. If I could not catch the question or

understand the intended meaning of the

question, what should I do?

5. If I felt answering the question would put

me or a third party (e.g. a previous

employer/colleague) in an unfavourable light,

what should I say?

6. If I could not understand the accent or

speech of an expatriate interviewer, what

should I do?


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7. If there was an aggressive interviewer who

interrupted my answer or showed that s/he

was not convinced by my answer, what

should I do?

8. If I were asked how much starting pay I

expected, what should I say?

9. If my answer is very long how can I avoid

losing the listener?

10. What should I do if I am very nervous?

11. Should I prepare my answers?


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Preparation: One-to-one/Panel Interview (Out-of-class activity)

Go through the following checklist and tick the items that you wish to discuss with your

friends or teacher.

ITEMS Y/N Problem Solution

My voice is audible and clear.

I have an interesting speaking voice.

I am not long-winded.

My answers are usually relevant.

I speak at the right pace.

I do not recite memorized answers.

I maintain sufficient eye contact.

I listen attentively.

I look relaxed.

I dress neatly.

I am punctual.

I am not afraid to ask questions.

I give honest answers.

I am polite.


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Positive language (Out-of-class activity)

Sometimes you can say the same thing or describe the same point in a variety of different

ways. Each description might have a different effect or create a different impression on the

receiver. Tick the expression that is more likely to impress the receiver and to contribute to amore favourable impression.

1. I appreciate job securityI want a nice, safe job

2. I like watching TV every eveningI enjoy following world events in the media

3. I prefer a flexible approach, and to explore all avenuesI dont have any particular ideas on how to do this

4. I had a great skiing holiday in Canada last yearI enjoy international travel

5. I gained experience in dealing with telephone enquiriesI learned how to answer the phone

6. I am keen to acquire new skills to apply to the jobI dont know how to do that so I would need training

7. I got pretty average grades most of the timeI was consistently successful at school

8. I have used a variety of computer applicationsI mainly use the computer for playing games

9. My term project was rather difficult and boringI did an in-depth investigation for my term project which was highly relevant to

my career interests

10. I am easily bored by office routineI prefer to be challenged by different responsibilities and opportunities

11. I want a lot of moneyI expect that the reward would be commensurate with my qualifications


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12. My university career demanded independence and high academic standardsI didnt go to lectures but managed to pass most of the exams

13. I am quite slow but I get there in the endI demonstrate perseverance and determination

14. Im keen to start making a contribution to society as soon as I canI need to start earning money really fast to pay off my debts

15. My friends think Im really weirdI have original and creative ideas

16. I prefer to keep my options open for the time being

I havent got a clue about what I want to do in future

17. I expect to work as an office cleanerI will be responsible for general office maintenance duties

18. I am a good communicator and can create a congenial atmosphereI find it difficult to stop to stop talking but I like playing practical jokes on

colleagues

19. I enjoy a leadership roleI like telling other people what to do

20. My last job was collecting and posting lettersI was responsible for organizing the mail distribution system

21. Im sociable and approachableI spend all my time chatting and laughing

22. I prefer independent workI dislike working with other people as part of a team

23. My present job is really boringIm looking for greater responsibility than offered by my present job

24. I take a consultative approachI dont like being held responsibleand taking decisions alone


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Sessions 7 & 8

Learning Outcomes

By the end of these sessions, you should be able to:

Apply interview skills and strategies in an interview role-play Analyze your own and others interview performance Reflect on areas for improvement

Sessions 7 and 8 will be devoted to the job interview role-plays and feedback on interview

performance. Assessment can be conducted in the form of one-to-one interview, panel

interview or a format decided by your class teacher. Each interview assessment will be

around 10 minutes, and is followed by immediate feedback from the teacher and other

members within the project group.


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Session 9

Learning Outcomes


Reflect on overall learning experience Identify the differences between descriptive and reflective writing

Reflective Writing

Reflection is an important aspect of your ongoing professional learning. The most

effective learning includes analyzing and reflecting on your learning experience.

Reflection helps you to make links between theory and practice, integrate newknowledge with previous knowledge and develop your understanding.

Reflecting on and learning from your experiences, including your mistakes, can help youto avoid repeated mistakes and, at the same time, identify successful aspects of an

experience and principles which might usefully be applied to other situations.

Reflection provides the opportunity to make sense of and learn from any experience andhandle similar situations appropriately another time.

Reflection gives you the chance to explore thoughts and feelings, work through difficultor painful experiences, and develop self awareness and fresh insights.

Reflection can help you to get away from routine, automatic action and make consciousand informed decisions after weighing up all aspects of a situation.


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Reflection may take place at different times:

Before action weighing up different aspects before deciding on a particular approach

During actionthinking on your feet

After action looking back and predicting the future

Reflective writing is largely concerned with looking back - but with a view to the future.

To be effective and constructive, reflective writing needs to go beyond description of events

and your own associated feelings.

You need to:

step back, explore and analyze your own role in the experience

consider the different perspectives of other people involved

show what you have learnt from the process

Stage 1 Self-Reflections - Drawing up an outline of your Reflective Writing

Task 1

1. You will draw up an outline of your reflection ( in not more than 300 words) based onyour experience throughout the EPC course, i.e. what have you learnt about yourselves

through preparing your CVs and going through the job application process including the

interview role plays, the IWP and teamwork experience;

2. You may draw up the outline in point form;

3. The outline will form the basis for the questions of the buddy interviews(Stage 2).

The following checklist of questions, based on two main categories (Going through the job

application process and the IWP experience), could be a useful starting point in prompting

more *profound* self-reflection:


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(I) Going through the job application process- Preparing your CVs Y/ N? Comments

1. Do you think you sell yourself well in the CVs?

2. Do you think you have the relevant skills and experience for

the targeted job?

3. Do you think you know the company and the job well?

4. Do you think you have demonstrated the core competencies

such as adaptability, commitment, leadership, independence,

etc. (p.17 of course book) in a summer job/ internship/ or

committee (in your extra-curricular activities)?

*5.

What do you need to do to alter the situation above?

*6. What have you learnt from this experience (preparing your CVs)?


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Going through the job application process- the Interview Role-plays Y/ N? Comments

1. Do you think you handled the questions effectively by

a. giving focused, relevant and structured answers

b. supporting answers with evidence

c. showing knowledge of the company/ the job

d. giving answers that were spontaneous and did not sound rehearsed

2. Do you think you spoke fluently and accurately, using appropriate

vocabulary?

3. Do you think you maintained sufficient eye contact throughout the

interview?

4. Do you think you showed enthusiasm and confidence?

*5. What do you need to do to alter the situation above?

*6. What have you learnt from this experience (the interview role-plays)?


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(II) The IWP experience- About the company/ the job/ the interview Y/ N? Comments

1. Was this your first visit to a company or organization? What

was your first impression?

*2. Was this your first interview to someone working in this career

field? What impressed/ surprised/ inspired you most?

*3.What do you think are your strengths and weaknesses inrelation to this career field?

*4. Do you think you would like to work in this type of

organization/ company/ career field? Why/ Why not?

*5. What have you learnt from this experience (the IWP experience)?


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The IWP experience- About Teamwork

Part 1

Read the checklist of project tasks below, to what extent do you think you have beenACTIVELY INVOLVEDin accomplishing them? What role did you play in your team?

Project Tasks Proactive Active Quiteinvolved

Rather

passive

1. Conduct research on the organization you would like to

find out more about

2. Establish contact/ Make a request

3. Confirm arrangements about the interview

4. Plan interview questions (including conducting more

research on the company and the job)

5. Prepare the agenda and the minutes

6. Hold meeting to plan and prepare for the interview

7. Conduct the interview

8. Thank the interviewee

9. Process, analyze and organize interview data

10. Prepare for the oral presentation

Part 2: The IWP experience- About teamwork: more *profound* Self-reflection

1. What role do you feel most comfortable taking up in a team?

2. What troubles you most, if anything, when working in a team?

3. What assumptions did you make, if any?

4. What were your feelings at that time?


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5. What did you do to overcome these difficulties?

6. What are your feelings now? Are there any differences? Why?

7. What might you do differently if faced with a similar situation again?

8. Are others seeing this issue from different points of view that may be helpful to you toexplore?

9. If you step back from this issue, does it look different?

10.What have you learnt about yourself?

Overall, which part of the course do you enjoy most/ least? Why?

You may ask your teammate(s) to comment on your responses if you so wish.


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Stage 2 Reflective Interviews: Reflecting on the EPC course

The aim of the Reflective interview is to STIMULATEreflection on YOU. In pairs, you will

interview your partner to find out how much s/he has learnt from this experience.

a. Drafting Interview Questionsi. Read the Reflection outline (and/or the responses in Stage 1 above) of your

partner

ii. Devise questions relating to your partners experienceiii. Go through the questions with your partner before the interview begins

b. Reflective Interviewsi. Interview your partner using the interview questions to find out how much s/he

has learnt/ changed/ found out more about during the course

ii. Try to discuss the responses or even dig deeperinto your partners experienceand give each other comments

iii. Each interview should take about 5 minutes and it should be recorded

Task 2

Proposed Interview Questions for the Reflective Interview

________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

References:

Girot, E.A. (2001).Reflective skills. In Maslin-Prothero S.(Ed.) Bailleres Study Skills for Nurses

second edition. Baillere Tindall/RCN, London.

Moon, J. (1999). Reflection in Learning and Professional Development, Kogan Page, London.


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Task 3

Evaluate the following samples of reflective writing. You may use the guiding questions

provided to help you with your evaluation.

Reflective WritingSample 1

The most inspiring experience for me in the course was the Investigative Workplace Project, which I

interviewed an Educational Psychology professor, Dr. Lam with group mates. During the interview, she

answered our questions nicely so we could know more about the actually situations of the field. For example,

she emphasized that the public had some misconceptions about the work role of Educational Psychologists

(EP) such as they counseled children only, which was not correct. Instead, they have to handle problems of

teachers, parents and students and carry our research. In addition, she told us about some personal criteria

that an EP should have such as hardworking, mature and experienced in education. Since I really want to

become an EP, which allows me contribute to society by utilizing my knowledge and skills, the interview gives

me much useful information that allows me to decide whether I am suitable to be an EP. Although I may not

possess all these required qualities now, but I will try my best to equip myself better. For example, I will pay

more effort on my study to be more competent in terms of academic qualifications. I think I am suitable to be

an EP in future.

In addition to the project experience, I learnt some techniques in handling job interview and had a chance to

participate in a mock interview. During the mock interview, I nothrouticed some problems in my interview

skills such as I cannot manage the eye-contact and body language well. I think this is really a problem. The

most direct way to improve my interview skill is to speak in English more in everyday life. I will also read

English newspaper aloud to improve my oral skill.

Apart from the interview skills, I also learnt how to write a resume and cover letter. I thought a good resume

should have many pages before I took the course. Now, I realize that it is a misconception because a god

resume should be concise. I think that the ability to write a good resume and cover letter is very important

because it will give a first impression of me to employers. I think my skills and writing resume and covering

still needs to improve. I will try to write more resume and discuss with friends to see how I can improve.

In conclusion, I think this is a useful course and I have learnt a lot from the course and my team members.


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Reflective WritingSample 2

The materials covered in the CAES course of this semester were truly useful and practical. Although

some of my classmates believe that career-planning is still a bit early for us, I think it is good to plan

things ahead and explore more about myself and my desired career.

With limited time to decide what to work on for the IWP, my teammates and I held a number of

informal meetings to discuss and share our career interests and views. Through such sharing, I have

learnt a great deal from my teammates, who mostly major in Cognitive Science. We eventually have

chosen to explore the job of an Educational Psychologist (EP) without precise information of the role

and duties of an EP. However, as soon as we have started the IWP and followed the process and

instructions given, we have gained much knowledge about the profession, especially through theinterview with a former frontline EP - Dr. Lam.

Dr. Lam has become my role model after the IW interview - she vividly demonstrated to us the qualities

an EP should possess e.g. good interpersonal skills, commitment and diligence. I found myself having an

increasing interest in being an EP, but I also felt quite desperate and surprised when I knew about the

strict entrance requirements of the EP training programme. It requires the candidates to be highly

experienced in the education field. Fortunately, I discovered that I am not hopeless in getting admitted

to the programme after I prepared my cover letter and resume. I did not realize I had quite a number of

relevant experiences until having reviewed my previous working experience e.g. being a Maths teacher

in a secondary school, which gave me an opportunity to train up my communication skills with

teenagers. Such an experience is valuable, though I am aware that it is not adequate for equipping me

to become a competent EP. Unlike what I thought about the nature of target clients, the usual clients

for EPs are in fact not children, but teachers and parents. An EP must be mature and experienced

enough to gain trust from their clients.


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Guiding questions for evaluation

Content

Does the writer of Sample 1 show awareness of her strengths and weaknesses inrelation to her suitability for the job as an Educational Psychologist? Does she support

her claims with any evidence?

Does the writer give a plan of how she may improve herself (qualification-wise andpersonality-wise) to sharpen her competitive edge?

Has the writer offered a critical and thorough discussion of what she has gained fromthe course? (You may go through the questions in the pre-writing task concerning the

key areas of learning: Writing professional/employment-related documents,

Although Dr. Lam told us that the life of an EP can be disastrous (e.g. long working hours and few

holidays; have to be able to work under pressure etc.), I am still attracted by the nature of the job,

and the opportunities it offers for helping people who are under stress. Helping the next generation

to fight for a better education system and learning environment is my wish. I have taken actions to

increase the probability of success in achieving my goal. For example, in the coming summer, I will

join the HKU Educational Psychology Laboratory to do a Twin Study, which aims to investigate and

compare the learning motivation and attainments of twins. Another plan is to enroll in a

Certification course of Education upon graduation and become a qualified secondary school

teacher. If possible, I would like to teach in special schools like Social Development Schools which

are specially designed for children with emotional or behavioural problems. Teaching in this kind of

schools will enable me to understand the needs of them more thoroughly, and to practically utilizemy knowledge in psychology.

I consider the past 10 weeks of learning an opportunity to re-discover myself. The IWP has given me

deeper insight into my desired career, and enabled me to reflect critically on my suitability for my

target job. Although I am still behind in terms of academic and professional qualifications,

personality-wise I think I am a suitable candidate for the job as an EP. With more substantial

training and relevant exposure, I am very confident that I will be able to make contributions to the

field.


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Interview skills, IWP, Teamwork experience. Check if you can identify answers

from her reflective writing to the questions in the pre-writing task. You may highlight

the descriptive and reflective elements in her writing to facilitate your evaluation.)

Organisation

Do you find the thematic flow of the writing easy to follow? Has the writer usedappropriate devices to establish links within each paragraph?

Are the links between paragraphs well established? Does the introductory paragraph serve as a good lead-in for the main body of the

reflection?

Are the paragraphs well structured? (e.g. Topic sentence are concisely phrased and arefollowed by substantial and thoughtful elaborations.)

Does the conclusion offer a precise and concise summary of the overall learningexperience, and specify areas for further self-development/improvement?

Language

How do you comment on language accuracy of this sample?

Does the writer demonstrate competence over the use of a variety of sentencestructure and vocabulary to reflect her views and feelings in her writing?

* Now go back to your refl ective writ ing outl ine, and check the notes you have taken in the

buddy in terview. Think thoroughly before you start wr iti ng, and proofread your work

careful ly befor e submission.


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Sessions 10 & 11

Learning Outcomes


Reflect on the IWP experience Organise and present information gathered from the IWP project systematically

Session 10: Presentation Preparation

In Session 11 you will report the information you have gathered from the IWP interview to

your classmates through a group presentation. Discuss the presentation plan with your group

mates before you attend this lesson and seek advice from your teachers in the group tutorial.

Session 11: Presentation Assessment

The presentation assessment will begin in Session 11. Although the presentations are

conducted in groups, each student will be assessed individually. Each person will speak for 5

(and no more than 6) minutes, and each group presentation will last for 20-25mins. Assign 5-

10 minutes for the Q & A session.


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Session 12

Learning Outcomes

In this session your teacher will return the presentation feedback forms to you.

Please submit your IWP reflection to your teacher.

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