job apps and cv writing short cours12e

7/22/2019 Job Apps and CV Writing Short Cours12e

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JOB APPLICATIONCV WRITING AND

INTERVIEW SKILLS

WORKSHOPS

Cairo, EgyptJune 2002

Trainer: John Charles LpezMA PGCE BA (Hons) Dip. FRSA MIATEFL

Job Applications, CV Writing and Interview Skills Techniques Workshops The British Council

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About The Trainer

John Charles Lpez, originally from Gibraltar, completed his first degree in 19! atThames "alley #ni$ersity in London% &e 'as honoured 'ith (achelor of Arts )&onours*+egree in Applied Language tudies and spent one year abroad, studying -ussian in theo$iet #nion and Latin American .olitics in /e0ico%

n 1992, John completed his .ostgraduate Certificate in 3ducation at 4ing5s CollegeLondon, #ni$ersity of London, specialising in t'o main areas6 Teaching 3nglish as a7oreign Language and Teaching /odern 7oreign Languages6 panish, 7rench, -ussian,.ortuguese and talian%

7urther to completing his .ostgraduate studies, John recei$ed funding from the 3uropean#nion5s 3-A/# .ro8ect% &e completed studies at the nstitute #ni$ersitaire de7ormation des /aitres in .aris, 7rance, specialising in t'o ma8or areas of research63ducation 'ithin the 7rench /ilitary er$ice and The ntegration of mmigrant Childreninto the (ritish and 7rench 3ducation ystems%

ne year later, in 199:, John successfully completed his +iploma in (usiness tudies atthe Chamber of Commerce in London, specialising in the area of Training% &e continued'or;ing in the field of education at the #ni$ersity of London, in$ol$ed in the $alidation of#4 studies in con8unction 'ith 3# and Common'ealth studies%

n 199< John 8oined The (ritish Council ffice in ofia, (ulgaria% /ost of his achie$ements'ere orientated to de$eloping a $ariety of 3nglish for pecific Courses in the fields of/ilitary Terminology, &otel and Tourism ndustry 3nglish as 'ell as 30amination.reparation Courses for the #ni$ersity of Cambridge and +. Australia%

n 199, John returned to the #4 and continued 'or;ing 'ith The (ritish Council at &eadffice in London% &e 8oined the Corporate Training and -ecruitment +epartment,

specialising in a $ariety of courses6 /anagement, 7inance, -ecruitment, T, +e$elopment,&ealth and Languages%

n =>>>, John completed his /asters in 3nglish Language tudies and 3ducational/anagement at 4ing5s College London, #ni$ersity of London, specialising in 5&uman-esources -ecruitment of suitable teachers to The (ritish Council teaching net'or;5%

n April =>>>, The -oyal ociety of Arts honoured John 'ith 7ello'ship of the ociety andthis 'as soon follo'ed by Life?time membership of the #ni$ersity of London Con$ocationCommittee and associate membership of the nstitute of .ersonnel and Training%

n =>>1, John 8oined the (usiness Communications #nit at The (ritish Council in 3gypt%&e is currently running a number of .rofessional +e$elopment Courses 'hich include6Time /anagement, Time .lanning, /ar;eting and ;ills Through 3nglish%

John is bi?lingual in 3nglish and panish and recei$ed accreditation by the 7oreign andCommon'ealth ffice for +iplomatic er$ice Language Allo'ance 30ams in panish,7rench, talian, .ortuguese, -ussian and Catalan%


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Contents

Page

About The Trainer 1

Contents 2

Course Objectives 3

Course Programme 4

SCQEPS (Skills, Competencies, Qualifications, Experience and Personal Style) 5

Writing Job Applications 13

Writing CVs 15

Completing Application Forms 28

Letters Of Applications 29

Interview Skills and Techniques 35

Non-Verbal Communication 36

Listening And Responding 37

Questioning 38

Interview Preparation 39

Interview Structure 41

Interview Practice Questions 43

Using Feedback 45

Where Do You Go From Here? 46


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Course Objectives

Whatever your career aspirations are, the experience of changing jobs will be part of

the process. These workshops are to help you acquire insight into what you bring to a

job, and to practice the skills involved in selling yourself to a prospective employer.

By the end of the workshops you will

Have accurately and objectively identified your skills, knowledge, qualifications,

experience and personal style at work (your SKQEPS)

Have identified how and where you use your SKQEPS

Be able to write a job application which links your SKQEPS to the specific

requirements of the job you are applying for

Be able to write a letter of application

Be aware of the skills you require to perform confidently and effectively at a job

interview

Have practised using these skills

Know how to prepare for a job interview

Be aware of the value of feedback in developing your application and interview

techniques


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Course Programme

Workshop One

Introduction

Identifying your Skills, Competencies, Qualifications, Experience

and Personal Style (SCQEPS)

Writing Job Applications and CVs

Workshop Two

Interview Skills and Techniques

Interview Preparation

Interview Practice

Using Feedback

Where do you go from here?


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Workshop One

SCQEPS

Skills, Competencies, Qualifications, Experience and Personal Style

What are SCQEPS?

S Skills

C Competencies (Knowledge)

Q Qualifications

E Experience

Ps Personal Style

Everything you do requires

Skills and Competencies

Experiencehelps you perform better

Qualifications are useful there are some jobs you cannot do without

qualifications

All of these are wrapped up in your unique

Personal Style

SCQEPs are what you bring to a job. They are the package you have to selling your

application and at interview.

To sell your SCQEPs successfully you need to be clear about what they are. It can be

difficult to identify our SCQEPs. We tend to focus on the tasks we do in a job rather

than the underlying skills we use to carry them out.


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Listing the duties and responsibilities involved in a job can help you focus on the

SCQEPs you use. For example, some of the SCQEPs required to do the job of a

lifeguard at a swimming pool might be

Skills: ability to swim at least 2 kilometres

ability to rescue swimmers in difficulty

ability to stay alert and observant

ability to influence and calm others in emergencies

ability to think and act quickly

Competencies: resuscitation procedures

basic first aid

Qualifications: a recognised life-saving qualification

Experience: previous experience of this work at a swimming pool or at the

seaside

Personal Style: a calm, friendly approach to others

Preference for work which involves people

Ability to tolerate long periods of relative inactivity

The SCQEPs required to do the job of a London Taxi driver might be

Skills: ability to drive

ability to read a map

basic maths (sufficient to take payments and give change)

good communication skills

ability to operate a 2-way radio

Competencies: in-depth knowledge of Central London street names,

Experience: experience of driving in London traffic

experience of dealing with non-native speakers of English

Qualifications: current clean driving licence

the knowledge (taxi drivers exam)

Personal Style: patience

preference for dealing with and interacting with people

The following exercises will help you get accustomed to analysing the SCQEPs

underlying job tasks.


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Exercise

Using the matrix below, identify the SCQEPs required to do one of the following jobs:

Duty manager in a large city centre hotel

A Translator and Interpreter

Work on a freelance, self employed basis

Work on the reception desk as a Receptionist

Office Manager

Secretary


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Job: ________________________________________________________________________

Skills Competencies Qualifications Experience PersonalStyle


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Now try the same exercise using your own job as a basis. The resulting matrix will be

useful as a reminder of your SCQEPs when you are writing a CV or making job

applications. Use the table below to list each duty in your current job and the skills,

Competencies, qualifications and experience you use to carry them out.

Your job title: _________________________________________________________________

Duties Skills Competen-

cies

Qualifications Experience Personal

Style


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What kind of Competencies do you bring to your job?

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Job advertisements usually give information about the SCQEPs that are being sought,

often divided into those which are:

ESSENTIAL

for the job

and those that are:

DESIRABLE

How will I know what SCQEPs are required in the job I want to apply for?

You will find this information in one or more of

The job advertisement

Any additional information offered by the advertiser, either in the

advertisement or in response to a request for further information

The job description

The person specification the list of the SCQEPs required for the job

Standards of information given to job applicants vary. Sometimes the person

specification is clearly set out, sometimes it is hidden in a mass of other

documentation, sometimes it is not articulated at all.Job Applications, CV Writing and Interview Skills Techniques Workshops

The British Council !!


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To accustom yourself to identifying the person specification to which you will need to

shape your job application, choose some job advertisements from a newspaper and

send off for the information.

Exercise

Using the materials provided, list the SCQEPs required for the job.

Which are essential and which are desirable?

Where did you find the information

How did you decide which were essential and which were desirable?

People recruiting to fill a vacant job need information about your SCQEPs becauseselection decisions are made on the basis of which candidates SCQEPs most clearly

match the needs of a particular job.


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Writing Job Applications

People recruiting to fill a vacant job need information about your skills, competencies,

qualifications, experience, and personal style (SCQEPs) because selection

decisions are made on the basis of which candidate's SCQEPs most closely

match the needs of a particular job. This means that your job application mustprovide clear, accessible information about your SCQEPS. A job application is a

sales pitch - for yourself and your SCQEPs.

To sell something you need to let the potential buyer know how your product or service

will benefit them and meet their needs. From the work you have already done you

have seen that job advertisements and supporting information usually state fairly

clearly what is needed, so to sell your application you must show clearly how your

SCQEPs meet what is being asked for.

When a recruiting manager receives applications, the first step in the selection process

is a paper short-listing exercise: evidence of candidates' SCQEPs is matched against

the list of SCQEPs that are essential and desirable for the job.


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If your application is easy to match you are more likely to get through the initial

short-listing stage and be invited to whatever selection process follows. So in your

application, express your SCQEPs as far as possible

in the words the recruiter has used

in the order they are listed - a recruiting manager is likely to list themost important SCQEPs first

AND

link your SCQEPs to the stated requirements of the job by either

relating them to the list of skills and competencies - the person

specification or relating them to the list of duties - the job description

Some organisations use application forms for their recruitment, others will invite you

to write a letter of application or send in a CV. Public sector organisations tend to use

application forms for all except their most senior vacancies, and will not accept CVs as

formal applications. Private sector businesses tend to invite CVs or letters ofapplication rather than using application forms.

Which do you prefer, completing an application form, making a written

application, or submitting a CV?

Why do you think some organisations use application forms and will not accept

CVs?

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Writing CVs

Many externally advertised jobs, particularly those in the private business sector, will

invite you to submit a CV rather than complete a letter of application or an

application form.

The average scan time spent by recruiting managers on a CV is 6 seconds, so

your CV must present key relevant facts about you clearly and accessibly.

There are no right or wrong ways to write your CV. Its role is to gain you an interview

for a particular job or with a particular employer, therefore each time you send a

CV it should be tailored towards the specific job opportunity you are

interested in.

You will find it useful to compile a core CV with all your details, and update it as yourworking life develops and changes. This core information is easiest to manage if you

store it on a PC or floppy disc. When you want to send out a CV you can then draw

down appropriate information to make a targeted marketing document which clearly

addresses how you meet a particular employers needs.

Principles:

Keep it short a maximum of two A4 pages

Key information is best placed towards the top of the front page: a fast reader will

take in either the top 3rdof an A4 page or the main headings on the whole of an A4

page

Simple, clear presentation use headings and bullet points to focus on key

information, have it typed or word-processed not hand-written.

Good appearance no spelling or grammatical mistakes, use a high quality white

or cream paper

Avoid gimmicks and fancy visual effects, unless you are going for a job where

design and creativity are key skills

Send a fresh document every time not a dog-eared version on its 5thouting, and

not a photocopy

Be positive and honest your CV may form the basis of your interview, you must

be able to justify and speak about any part of it

There are many possible layouts. An effective CV has three parts:

Head personal details plus a brief statement


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Body the proof of your claim, covering your experience, responsibilities and

achievements

Tail other useful information, covering your education, training and interests


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One effective CV structure is shown below. This version arranges the information in

the order that a potential employer would need when making a decision about

whether or not to interview:

name, address, phone/fax/email

personal profile: a 30-word max. statement about your key skills andexperience

career and achievements to date: unless you have just left college, what you

have achieved professionally is more important than what you know

academically:

give dates and meaningful job titles, in reverse chronological order

use specific, active words to describe your achievements

account for any gaps; if you were unemployed, travelling, or ill, then say so

avoid jargons, acronyms, and abbreviations which will not be understood by

potential recipients

relevant professional qualifications and training in reverse chronological order

academic qualifications in reverse chronological order your highest academic

attainment in further or higher education is more important than school

exams; do not list school exams in details unless you have no further

qualifications

interest and any other relevant personal details, e.g. full, clean driving licence;

first aid certificate etc

Exercise

Read the following CV. It is six pages long. Read through it thoroughly in pairs

and condense the CV to two A4 pages only, remembering to have a head, bodyand tail.


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John Charles Lopez

17 Lawgrass Place

Rushling Road

Ealing

London W5 7PT

Telephone: 0171 377 4598 Mobile: 0958 765 439

E-mail: [email protected]

Date of Birth:17 May 1964, London Marital Status: Single

Nationality:BritishEDUCATION

1998 English Language Centre, Kings College London, University of London

MA in ELT and Applied Linguistics (to be completed)

1997 Spanish Ministry of Education and Culture, Madrid, Spain

Exams for Bilingual Teachers (English - Spanish) Pass

Organized by the Education Department of California, USA

1994 - 1995 Spanish Chamber of Commerce, LondonDiploma in Business Studies ( English / Spanish) : Distinction

1993 - 1994 University of London, King's College London

Postgraduate Certificate in Education: English, Spanish, French and Russian

Validated by the Spanish Ministry of Education (Madrid 1996) to:

Certificado de Aptitud Pedagogico

Department for Education, UK Qualified Teacher Status: RP93/51203

1991 University of Cambridge: Certificate of Proficiency


Certificado de Aptitud de ingles de la Escuela Oficial de Idiomas

1988 European Commission, Department of Linguistics, Brussels, Belgium

Participated in interpreting exams for Spanish and Portuguese

1983 - 1987 Thames Valley University, Ealing, London

BA ( Hons ) Degree in Applied Language Studies: Spanish and Russian ( 2.2 )



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mailto:[email protected]:[email protected]


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Licenciado en Traduccion e Interpretacion Espanol-Ruso

1981 - 1982 City and East London College A Levels: Spanish, French & Portuguese


Curso de Orientacion Universitaria (C.O.U.)

1977 - 1979 Stockwell Manor School O Levels: English Language, French,

Spanish, Italian & Portuguese


Bachillerato Unificado Polivalente (BUP)

1974 - 1977 Stockwell Manor School : 5 GCE O Levels including Maths

Spanish School in London : Titulo de Graduado Escolar (EGB)

Portuguese School in London: Estudos Preparatorios

OVERSEAS STUDY

1998 The Writers Bureau, Manchester, UK

Free-Lance Course in: Writing English for Specific Purposes: Journalism

1994 Institut Universitaire de Formation de Maitres de L' Academie de

Versailles, Paris, France

ERASMUS Programme :

- Study of the Integration of Immigrant Children into the French Education

System

- Education and the French Military Service

1987 - 1988 CCC Educational Centre, San Sebastian, Spain

Certificate in Russian - Spanish Translation

1985 - 1986 Universidad Veracruzana, Xalapa, Mexico.

- 9 month study of Latin - American Politics

- Thesis in Spanish : Left - wing Parties in Mexico & Cultural Visit to Cuba

Xalapa Technical University

Certificate in English - Spanish Technical Translation

1985 Universities of Vladimir, Leningrad & Krasnodar (USSR)

- 3 month Russian Language Study Programme

- Thesis in Russian : The History of Vladimir

- Cultural Visits to the Ukraine and Georgia.

USSR International Youth Travel Bureau: Certificate in Russian

USSR Committee of International Tourism: Russian Practical Course


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TEACHING EXPERIENCE

1995 The British Council, Sofia, Bulgaria

Management Duties:

Direct Teaching Operations Manager (DTOM) during Summer courses

- Interviewing new teachers for the Summer Courses at the centre

- Observations and evaluations of new teachers to the centre

- Assuring the smooth running of the centre and dealing with general enquiries

by students and prospective clients

Teaching Duties:

- Teaching General and Intensive adult RPC courses - at six levels

- Teaching First Certificate & IELTS Preparation Courses

Off-site Company courses: English for Specific Purposes(ESP):

- Military Terminology for the Bulgarian Ministry of Defence

- Young Learners English : Vasil Levski School, in Sevlievo

- Sheraton Hotel: English for the Hotel and Tourism Industry

Course Development:

- Liaison with the British Military Attache to compile a new Military Terminology

course for the Bulgarian Ministry of Defence based on UK Defence Studies:

The United Nations and Britains new role

Teacher Development:

- Personal teacher development: INSET, workshops and observations

- Personal INSET sessions on: Drama in the classroom, Military English

and English for the Hotel Business

- Liasing with DTOM on development of the new centre

Examinations

- Placement testing for new students & British Council Courses Examiner

- University of Cambridge (UCLES) Examiner: PET, FCE, CAE, CPE

- International English Language Training System (IELTS) Examiner

- Liaison with the Australian Embassy in Belgrade, Yugoslavia, for the

introduction of the ACCESS exam into the DTO Centre

Courses Applied to attend

- Management Development Programme Part One, Muscat, Oman,March 1998. Unable to attend due to financial constraints by the Sofia

Teaching Centre (Bulgaria)


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- Management Development programme Part One, Prague, Czech

Republic, June 1998. Unable to attend due to moving back to the UK

- Applied to the Individual Career Development Scheme (IDC) May 1998

Award towards completing MA pending until I secure a vacancy with The

British Council

1994 -1995 Preston Manor High School, Wembley, London

- MFL Teacher of Spanish - all levels and French - beginners

- Year 7 Form Tutor and Sixth Form classes: Spanish Literature

University of London, King's College London (School of Education)

- EFL Teacher to students on the ERASMUS Programme

University of London, Kings College London (English Language Centre)

- EFL Teacher to Russian secondary school children

British Airways, Hounslow, London Teacher of Spanish

- Preparing students for the British Airways cabin crew recruitment entry exam

1993 - 1994 University of London, Kings College London

- TEFL and MFL Representative and Course Committee Chair

Canning House - The Hispanic and Luso-Brazilian Council

- Preparation of GCSE Level texts for the Spanish Easter Course

1992 - 1993 Lambeth College, Vauxhall Centre, London

- Staff Development Officer within the Personnel Department

- Training on SDMS (Staff Development Management System)

Cambridge Publications Limited

- Member of the photography crew for the I Was There! book series

aimed at: National Curriculum Key Stage 3 History. The Roman Empire

1987 - 1988 El Audio Estudio Turistico, La Linea, Cadiz, SpainEFL/ESP Teacher

- Travel Industry English for students from Iberia & Air Viva

- Business English for Banco " Caja de Ahorros de Granada "

El Centro Co-operativo de Idiomas InternacionalEFL/ESP Teacher

- Young Learners English & General EFL English Courses

San Roque Language School, Cadiz, Spain

EFL/ESP Teacher

- Preparing students for the Cadiz University entrance exam

1985 - 1986 El Instituto Anglo-Mexicano de Xalapa, Mexico

EFL/ESP Teacher

- General Adult Advanced Courses- English Literature: Study of Allen Edgar Poe


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EXAMINING EXPERIENCE

1998 The English-speaking Union of Bulgaria

Member of the Judging Panel of the 1998 Public Speaking Competition

1997 University of Cambridge (UCLES), Sofia, Bulgaria

- The Revised First Certificate in English skills workshop

1995 The British Council, Sofia, Bulgaria

- UCLES Examiner : BGO15 for PET, FCE, CAE, CPE

- IDP Australia IELTS Examiner: Number 961362

- Year 8 Examiner at Vasil Levski Secondary School, Sevlievo

1994 - 1995 Preston Manor High School, Wembley, London

- Oral and written mock exams for GCSE and A Level Spanish

1987 -1988 El Audio Estudio Turistico, La Linea, Spain- Co-ordinated and wrote exams for all English courses within the Academy

- Examining and marking ESP courses aimed at tourism

1985 - 1986 El Instituto Anglo - Mexicano de Xalapa, Mexico

- Co-ordinated and wrote tests for internal end of term exams

OTHER EMPLOYMENT

1996 Organization for Security and Co-operation in Europe (OSCE)

Office for Democratic Institutions and Human Rights

- International Observer during the Bulgarian Presidential Elections

in Kardjaly, Momchilgrad, Sliven, Yambol, Nova Zagora and Sofia

1990 -1992 Yugoslav Airlines ( Jugoslovenski Aerotransport JAT )

- JAT Ground Representative and Customer Services Agent

1988 - 1990 Air Europe ( Spain + Gibraltar ) Lead Agent/Supervisor

- Certificate in Reservations and Ticketing following IATA procedures

- First Aid Certificate - St. John's Ambulance, Gibraltar

1986 - 1987 Mass Observations UK Ltd, London Market Research Department-

Formulating questionnaires, conducting surveys and translating (English-Spanish)

1982 - 1983 Boots The Chemist Ltd., Knightsbridge Cash Office Assistant

CONFERENCES AND ARTICLES


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1998 Network Day The British Council, Spring Gardens, London

Participation at the one day conference on building contacts within the

teaching network.

1998 English for Specific Purposes: Tourism Presentation at the

International Conference on Multimedia and Foreign Language

Training, (TEMPUS), Varna, Bulgaria

1998 Gibraltarian: The Esperanto of a British Colony Presentation at

the VI Symposium on Contrastive Linguistics at the Faculty of

Philosophy, Novi Sad, Yugoslavia

1998 Military Terminology: A New Military Course.Article written for the

British Council Network magazine concerning a different type of Military

course in Sofia.

1997 English for the Bulgarian Ministry of DefencePresentation atthe IATEFL Conference in Russe, Bulgaria on English Military

Terminology

1997 Teaching Towards Intercultural Competence Conference Sofia,

BulgariaAttended seminars and various workshops

1997 The Hotel and Tourism Industry Presentation at the IATEFL

Conference in Veliko Turnovo, Bulgaria on English for Specific Purposes

1996 " Sounds from Sevlievo " and" An Early Goodnight Sofia "

Two articles concerning Bulgaria's participation in the Eurovision Song

Contest Published in the Eurovision Network Magazine and OGAE-UK Vision

Magazine

1995 " The Integration of Immigrant Children into the French Education

System" PGCE assignment presented at the UNESCO Civil Education Conference,

Primorsko

1994 " The Bully of the Balkans "Assignment presented at the Human Rights

Courseat Kings College London, University of London

1994 " Life after King's " Two short articles concerning work prospects

abroad Published in the "Gibraltar Chronicle" and " El Area ", of Spain.

TV/VIDEO

1997 Lincom Ltd, Sofia, Bulgaria Invited to do a short TV announcement

on a new pharmaceutical product aimed at viewers of German Swiss TV.

1987 Canal 5, Campo de Gibraltar-La Linea, Spain

TV presenter for the Christmas & New Year Programme Bienvenido 1988

1984 Ealing College of Higher Education, London


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Participation in Spanish at the seminar on: The New Modern Spanish Society

INTERESTS AND SKILLS

IT Skills: - Good use of MSWord 6, Word Processing including LAN and e-mail.

- Good use of keyboard typing skills using both Latin and Cyrillic Scripts

Languages: English & Spanish: Bilingual Russian & French: Degree level

Portuguese & Galician: Good reading Italian & Catalan: Fair reading

Bulgarian & Macedonian: Survival Serbian & Croatian: Survival

Member of : - The British Southern Slav Society - IATEFL, Bulgaria

- The Hispanic Luso Brazilian Council - British Film Institute

- International War and Peace Reporting - Eurovision Network

- University of London Graduate Society - OGAE - UK

- The Society for Co-operation in Russian Studies - Kodak, Bulgaria

- The English Speaking Union of Bulgaria - Transitions (East Europe)

Sports : Amateur Swimming Association

Merit in Speed Swimming, Proficiency in Personal Survival and 1500

Metres Distance Swimming Award.

Others: Cricket, Baseball, Football and Gym

Travel: Visited British Council centres in: Belgrade (Yugoslavia), Bucharest

(Rumania), Cairo(Egypt), Madrid (Spain), Thessalonika (Greece) and

Tunis (Tunisia). Other Places visted: Carribean, Central America,

South-east Asia, Africa and Australia

Others: Full clean driving licence. Music, Dance (Andalusian Folklore) & Photography

Reading : Literature, History and Politics

John Charles LpezMA PGCE FRSA MIATEFL

UK Address: 17 Alexander Court, UK Home tel: 0207 569 0321Rudleig Rd, !ondon "#5 7$H UK #%mail: [email protected]

#g&'t (or) e%mail:$on*!o'e+-ritis.oun.il*org*eg

2001 present The British Council, Cairo, E!pt

Senior Teacher an" Trainin Consultant, Manae#ent

/m'lementing sta erorman.e anagement 'ro.edures in Agou+a Centre Cairo4 and Alexandria

ut& i.er !ine anagement o Agou+a i.e ull%time, 'art%time and seasonal tea.ing sta

anagement o all 8lexi-le Contra.ts it #g&'tian rganisations, Com'anies /nstitutions

Co%ordinating, s&lla-us designing and delier& o te ;ritis #m-ass& unded s'e.ialised !4


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1998 2001 The British Council, Lon"on, $nite" %in"o#

E"ucation an" Trainin Group &ETG'

[email protected] anagement o #uro'ean ".ools


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1993 - 1994 &'(E in E#cation )$E*!+: %ins Collee Lon"onResear. ield: #nglis #du.ation as an exem'tion itin te 8ren. ilitar& "eri.e

198, 1988 Diploma in $ranslation an nterpretin" CCC E"ucation CentreResear. ield: Russian to #nglis translation o "oiet attem't to anal&se Hale&Ds Comet

1983 - 198, %A ).ons+ Applie !an"#a"e St#ies: Tha#es .alle! $ni*ersit!

Resear. ield: oliti.al arties in exi.o Russian J// Centur& Histor&

nternational (on/erences

4555 6 7884 The British Council, Lon"on, $nite" %in"o#

=ational #U%UK Coneren.es

Condu.t #aluation "eminars on UK ".ools or)ing it #uro'e, =ottingam, UK

elier& o te Conta.t "eminar on Citi+ensi'D it #U and Ari.an delegations, "t* Al-ans, UK

4559 6 455: The British Council, So+ia, Bularia

;ritis Coun.il Re'resentation

elier& o resentation on "&lla-us esign or #" CoursesD at te KingDs College !ondon

s'onsored /nternational Coneren.e on ultimedia and 8oreign !anguages


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eelo'ment: 'a*igator )e*elo!ment Course for Men Asserti*eness at "or#

#ualit&: E,!loring )i*ersity E-ualities (egislation Briefing

!a )ata Protection

Re.ruitment: .ecruitment and Selection $Cairo% .ecruitment and Selection $UK%

A!!lication and Inter*iew S#ills Career )e*elo!mentCustomer Care


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Skills Profile

Enthusiastic bilingual professional seeks work in a challenging business environment.

Numerate, capable to work on own initiative, organisational abilities, resourceful,

group work skills, problem- solving skills, outgoing personality, customer service

orientated, accustomed to working under pressure and dealing with work and clients

needs, excellent geography skills, & computer literate. Willing to travel. Clean driving licence*

Work Experience

2001 present Financial Audit Department, Littlewoods

Finance Auditor

Executing Financial audits at partnership & local stores throughout the UK

Carrying out financial checks covering direct costs, branch receipts and petty cash

Balancing delivery financial checks per store in conjunction with potential suppliers

1998 2001 Management, Littlewoods, Morden Branch, London

Assistant Manager

Completing all financial reports and checks for the branch and for Head Office

Planning and delivering internal branch training for both new and current staff

Line Management of all staff and the recruitment of new staff for the branch

Carrying out Managers duties during the absence of the branch manager

1997 1998 British Petroleum Company, Praque, Czech Republic

Legal Adviser

Acting Legal Adviser for British Petroleum staff Federation of members

Legal co-ordinator for the Know How Fund Resident Adviser

1996 1997 Anglo- Czech Business Federation, Prague, Czech Republic

Legal Adviser

Management Legal Adviser for the Management Board members

1990 - 1992 World Wide Holidays, World Trade Center, Brno, Czech Republic

Sofia Office Manager

Line Management of full-time and part-time office staff

Organising promotional work for seasonal holidays in Czech Republic

Academic and Professional Qualifications:

2002 Accredited Accountancy Diploma:BPP London College

AAT Accountancy Course financed by The Royal Society of Languages

1999 2000 Communication Skills: Open University

National Vocational Qualification


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1992 1996 Bachelor of Arts (Honours) Degree: University of World Economy

Research field: British and International Law

1989 - 1990 Certificate in Management Studies: Information Technical Center, Brno

Research field: Management within Sales Environments

1988 - 1989 Military Service: Ministry of Defence, Prague

Obligatory Military Service at the Military Aviation Center

Skills and Interests

IT Skills

Competent user of Windows98, Word Perfect, Spreadsheets, E-mail and Internet

Foreign Languages

Bi-lingual English - Czech and Fluent in Slovak, Polish and Ukranian Good working knowledge in Russian

Other

Travel, swimming and current affairs

Referees

Mr Albert Jenkins Mr John Charles Lpez MA FRSA Mrs Sonia Uvliv

Finance Audit Manager Senior Training Consultant MA Course Director

Sutherbys The British Council University of Cambridge36 Oxford Street 192 Sharia El Nil School of Studies

Marble Arch PO Box 12654 Agouza Euston Road

London NE5 7KL Cairo, Egypt London NW6 7OP

Tel: 0207 373 9642 Tel: 00 20 2 303 1514 Tel: 0207 836 5454

Fax: 00 20 2 344 3076 Fax: 0207 872 3182

Completing applications forms

Always begin with a rough draft


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Ensure that you give all the required details, and that dates, titles and grades of

qualifications, and job titles are correct

In your answers to narrative questions, as far as possible link your SCQEPs to the

stated requirements of the job

Say why you are enthusiastic about the job

If you are completing a form and what you have to say will not fit in the space

provided, use a continuation sheet, clearly indicating where it relates to the main

form and attaching it securely to the form

If you are completing an application form, answer all the questions fully dont

attach a CV instead, or as well

If you are writing a letter or memo keep it brief written applications should not

exceed 1.5 sides of A4

Make sure your final presentation is accurate and immaculate use cut and paste

on a word processor or write by hand if your writing is neat and legible. No tippex,

no spelling mistakes, nothing crossed out, no tea mug rings.

Send your application in good time

Keep a copy of your application


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Letters of Application

Essential Qualities

A letter of application for a job is in every sense a sales letter. It is a letter in

which you try to sell yourself your qualifications, your training and your

experience. You must arouse interest in your qualifications; then, by your past

record and testimonials, conviction and finally bring out the action you want

your prospective employer to take to grant an interview and eventually give

you the job.

First, and most important of all, you must have the qualifications needed. The

best application in the world wont make up for lack of experience or ability.Unless you are asked to apply in your own handwriting, or the post is one of a

purely clerical or book-keeping kind, your application should be typed. It is

then easier to read and, if well set out, attracts attention at once and creates a

favourable first impression.

Sometimes, employers may ask for a Supporting Statement. This means that

they are asking you to describe in your own words, in narrative form, your

SCQEPs, matching them closely to the job specification.

Here is an example of a letter of application, followed by an example of a

Supporting Statement.


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Flat 27, Luckland CourtSaxon Street

London NW4 7PT

Paty Crawley

Director of Studies

Bloombury Company

15 17 Saint John Square

London NW3 8YT

8thMarch 1999

RE: VACANCY FOR EDUCATION TRAINER

Dear Ms Crawley

I am writing you in the hope that I could be considered for a future position as

a Education Trainer within your establishment in the very near future.

May I explain that my career with The British Council has been most

interesting as I have had the chance to work in very specialised fields of

teaching English, especially in English for Specific purposes (ESP). Working

closely with The British Military Attach in Bulgaria, I spent three years

creating a specialised Military English course for Bulgarian Ministry Defence.

The Military Terminology course was completed in July 1998 and is now being

used in various Direct Teaching Operations of the British Council around the

world. I also lectured in English for the Hotel and Tourism Industry as well as

Young Learners English.

Apart from being qualified in teaching English, I am also a fully qualifiedTeacher in Modern Foreign Languages, offering Spanish, French and Russian

as subsidiary languages. I successfully completed my Postgraduate Certificate

in Education at Kings College London in 1994.

I am now half way through further studies, at the Language Centre of Kings

College London where I am studying on a part-time evening basis for an MA in

English Language and Applied Linguistics. Much of what I am studying now is

teacher related and I will be specialising in teacher training.

I enclose my full and up-dated Curriculum Vitae for your consideration and

should you require any further information, I would be delighted to oblige.


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I look forward to your reply

Yours sincerely

_______________

John C. Lopez (Mr)

Supporting Statement

My reason for applying for this vacancy is due to both my deep interest in achieving

high standards in training and at the same time, the importance of widening the

sphere in training and efficient recruitment.

My background is Gibraltarian and thus I had the advantage of growing up and

assimilating two very distinct cultures: British and Spanish. At university I opted for

Latin-American Spanish and Russian, completing a three month study placement inthe Former Soviet Union and a one year study placement in Mexico which included

Teaching English at the Instituto Anglo-Mexicano in Xalapa.

Further to several years gaining work and travel experience with Air Europe and

Yugoslav Airlines, I decided to return to education. I qualified as a teacher in both

Modern Foreign Languages (Spanish, French and Russian with Italian and

Portuguese as subsidiary languages), as well as English as a Foreign Language at

Kings College London in 1994. I had the opportunity to complete my teaching practice

at Kings College School (Independent) and at Rutlish High School (Comprehensive),

two dissimilar schools, which gave me a good in-sight into teaching in different

spheres of education.

Following my near completion of the Post-graduate Certificate in Education, I was

awarded through the European Unions ERASMUS Programme a scholarship for

three months to study at the Institut Universiatire de Formation des Maitres in

Paris, France. I had the opportunity to visit various schools in and around Paris,

observing French, Spanish, Russian and English language classes. As part of my

study, I also participated in many classes, sharing ideas and feedback with French

language teachers. The experience was most invaluable.

A further part of my study in France was the study of immigrant children. I spent overa month visiting schools with large in-takes of immigrant children, mainly from North

Africa, the Horn of Africa, The Balkans and Latin America. I went on to complete my

thesis in this area entitled The Study of Immigrant Children into the French

Education System. That same year, my dissertation was presented at the UNESCO

Education Civic Conference in Varna, Bulgaria. The third part of my study in Paris

consisted of adult education and I based my research on Education within the French

Military Service. My research concluded that that the Military Service in France was

by no means a stumbling block, but more of an opportunity to practice their skills and

make good use of their qualifications.

I spent the next year at Preston Manor High grant-maintained school, where I had the

chance to develop my teaching skills in a Modern Foreign Languages Department

where strict discipline was needed to achieve the grades expected by the school. I


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taught Spanish at all levels from beginners to Advanced Level, French to KS3 and was

involved in the expansion of the schools Information technology system through the

introduction of the Dialogue 2000 CD-Rom Language Learning Programme. A further

task consisted in the development of the Spanish Curriculum strictly following the

guidelines of the National Curriculum. This meant contributing to new areas, of which

Spanish Literature became a popular extra curricula subject. I was also a Year 7

Tutor, and greatly benefited working with other teachers on pastoral support,

counselling and close contact with parents and the local community.

Following the schools decision to close the Spanish Department at a very late stage of

the academic year, I embarked on moving abroad to Bulgaria for three years with The

British Council where I had the opportunity to teach English.

In order to promote the British Councils work in Bulgaria, most of my teaching

revolved around English for Specific Purposes. This consisted of adult teaching at The

Bulgarian Ministry of Defence and at The Sheraton Hotel as well as English at the

Vasil Levski Secondary School to pupils preparing for the Bulgarian equivalent of

GCSE. During my second and third year, I concentrated some of my time devisingand developing a new course in Military Terminology English, aimed at fluent English

speaking Military staff who were preparing to represent Bulgaria at NATO and EU

conferences. I also presented various papers on English for Specific Purposes,

representing The British Council at various international conferences in Bulgaria and

Yugoslavia. During my period of work in Bulgaria, I also qualified as an examiner for

The University of Cambridge (UCLES) and for IDP Australia (IELTS)

I returned to the UK in 1998 and was awarded the Individual Career Development

Scholarship by The British Council. I am now completing an MA in Teaching and

Training at Kings College London, where my specialisation is in EducationManagement. At The British Councils Head Office I am actively involved in the

Corporate Training and Recruitment Department. My recent projects have consisted

in the implementation of two new areas: The initiation of Modern Foreign Language

classes for British Council staff and the co-ordination of Exploring Diversity

Workshops.

It was decided last year that British Council staff needed an incentive and thus the

idea of learning a foreign language was introduced. The culminated in the setting up

of 11 Spanish classes, as well as 3 German, 2 French, 2 Mandarin and one Italian at

both the London and Manchester Offices. Much of the work combined close contacts

with the Education Departments from the embassies of Spain, France, Germany,China and Italy and cultural contacts with the Spanish Instituto Cervantes, the

French Alliance Francais, the Italian Instituto Italiano, the German Goethe

Institute and the Chinese Cultural Centre. Throughout the academic year, my role as

Language co-ordinator meant monthly teacher observations, feedback and the

evaluation of language learning materials in conjunction with the British Councils

Open Learning Centre, based in Manchester. All staff who reached a competent level

in one of these languages was encouraged to take exams at the Foreign and

Commonwealth Office.

The Exploring Diversity Workshops were devised in order to make staff more aware ofthe people they work side by side and realising the richness that the British Council

holds in having a multi-ethnic and diverse team of employees. The workshops, which

cover such areas as racism, disability, religion, the role of women, sexual orientationJob Applications, CV Writing and Interview Skills Techniques Workshops

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and creed, commenced at Headquarters and is now reaching its final phase, having

covered all offices within the United Kingdom. Phase 2 will commence in summer

2000, taking the Exploring Diversity workshops to all overseas offices.

As I am now reaching the end of my MA studies, and having gained invaluable

experience through The British Council, I now wish to continue my line of work in the

Training sphere. Through my teaching, I have fully comprehended the needs of

learners from all ages, from the young to the mature. I have also seen the weakness

and strengths of each student, and played on this knowledge to get the best out of each

one using tact, enthusiasm, hard work and encouragement. This was extremely

important when faced with students who were non-linguists sitting side by side with

students who had a high linguistic attitude. I have good experience in working with

adolescent students and adults, not only in the United Kingdom but also in Mexico,

Spain, Egypt and Bulgaria. This mixture gives me a clearer in-sight to the needs of

each individual student.

I find it imperative to involve students in as much Information Technology work as

possible. Teaching is moving away from the chalk and blackboard scenario to a moreeffective computer based self- learning system with the teacher merely acting as the

students guide or facilitator.

I am a good team player, diplomatic and cautious. I am always willing to learn, willing

to take further training and most of all, I have that enthusiasm that makes me enjoy

my teaching, training and research to the full. A further point I feel strongly is my full

support for Equal Opportunities. I am fully aware of the importance of ensuring that

Equal Opportunities is totally understood and completely implemented in all areas of

my work, as well as making sure that other staff follow the Code of Practice too.

My teaching career has thus not only combined the best of both areas of Modern

Foreign Language teaching and a wide area of teaching English, but also expanded

into other areas, where the promotion of education has been imperative. This has

included the marketing and implementation of the teaching of the very successful

Modern Foreign Language courses at The British Council as well as the promotion of

Examinations and Qualifications for staff through the Language Allowance Exams

Centre of the Foreign and Commonwealth office.

Due to these reasons, I feel that Bloombury Company, will gain a truly dedicated

education-orientated manager and linguist whose prime aim is to achieve a high

standard of education and training..

_______________________

John Charles Lopez (Mr)


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Tasks

Before the next workshop:

complete one or more of the following exercises:

Prepare a 30-word statement about your key skills suitable for use on a CV

Compile a core CV or update your current CV

Choose a job you could do out of the recruitment materials provided today,

complete the Letter of application and fill in an application form

Bring your work to the next workshop. We will start with a brief general surgery

session where you can raise queries, share ideas, and get help and feedback on what

you have done, either with the trainer or with other participants.


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Workshop Two

Interview Skills and Techniques

A job interview is a conversation with a purpose. For everyone involved the purpose is

the same

To get information and evidence

Interviewer/sare looking for information and evidence about

Your SCQEPs to see who best matches the requirements for the job

Youare looking for information and evidence about

The job,

Colleagues

The terms and conditions

The working environment

to see if they match your needs

Remember, the way you communicate at an interview gives evidence of your

communication skills; it also gives information and evidence about your

personal style and impact on other people.

The communication skills used at job interviews include

Non-verbal communication

Listening

Responding

Questioning


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Non-verbal communication

Mutual understanding is established and maintained largely by non-verbal

communication.

7% of what we say is communicated by our words

38% is communicated by our tone of voice

55% of everything we say is communicated by our body language.

To encourage good communication the following aspects of body language need to be

positive

Eye contact make good eye contact with the person you are speaking to.

If you are being interviewed by a panel, include all panel members in your gaze from

time to time, but keep your main eye contact with whoever is questioning you.

Levels of eye contact differ between cultures, make sure you are aware of the

norms in your interview context

Facial expression you may feel nervous but try not to let this show; find a

comfortable balance for yourself between a gloomy expression and a fixed grin

Posture sit firmly and straight on your chair, this will help you feel grounded and

at ease

When we want to relate well to another person we unconsciously match their body

language. Watch other people talking, formally or informally, notice how much

matching there is of

Posture

Voice tone, volume and speed of delivery

Movement and gesture

You can draw on this to make a good impression at an interview. For example, if yourinterviewers are using a relaxed and fairly informal body language, and you match

this with similar non-verbal communication they will feel comfortable with you and

experience you as easy to get on with.


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Listening and Responding

At a job interview you are asked questions. To make a good impact with your

response you must listen carefully and actively to what you are being asked.

Active listening requires more than simply hearing the words, you will need to

Understand exactly what is being asked

Seek clarification if you are not clear what the question means

Show you have listened by responding to what has been asked

Many jobs require good listening skills. The way you listen at an interview

demonstrates your listening skills and will have as much impact as

circumstantial evidence and examples you provide about the ways you have

used listening skills in other jobs.

Responding to questions at an interview is your opportunity to give evidence about

you SCQEPs. The quality of your response is crucial because it is your responses

which do or do not provide the evidence and examples of your SCQEPs.

When you answer questions be:

Clear dont use jargon or acronyms

Explicit never assume your interviewers know what your job involves even if

they work in the same organisation

Audible answers which cant be heard demonstrate poor interpersonal and

communicative skills

Succinct dont ramble, dont stray from the point; be alert to any signs from the

interviewer/s of boredom, loss of concentration or signals that you are talking too

much

Truthful most departures from the truth get found out and do not make a

positive impact about the quality of your judgement

and


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Use action language if you personally did something say I did rather than

we did or it was

Questioning

Interviews are also an opportunity for you, the candidate, to seek information; to

increase your understandings of what you are being asked and to broaden your

knowledge about the job.

If you dont understand an interviewers question

Ask for clarification

Towards the end of an interview you will be given an opportunity to ask questions

Alwayshave some questions prepared, write them down and take them with you

to the interview

Sometimes your pre-prepared questions will have been answered during the

interview, so

Have a couple of extra questions in the back of your mind having no questions to

ask gives a poor impression of your level of interest in the job


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Interview Preparation

The selection skills training given to Council managers encourages them to use

competency based interview techniques. These techniques are also widely used in the

external business world. Competency based interviewing means that the questions

you will be asked at an interview are mainly based on the essential and desirable

competencies for the job. The questions will seek evidence and examples of the extent

to which your skills match those being sought. This means that the questions you will

be asked at an interview are likely to be based on the essential and desirable

competencies for the job.

To prepare for an interview

Re-read your copies of the advertisement, the job description and your application

Remind yourself where and how your SCQEPs fit into what is required

Think of concrete examples of situations where you have used the skills

required, and practice describing them succinctly remember you can draw

on any situation where you have used the relevant skill; your evidence does nothave to come solely from your most recent job

Identify the gaps areas where you dont meet the specification work out how

you will sell yourself across them

Research the job and the department, and if necessary the organisation, so you

know the context in which the job operates

Talk to the current jobholder if possible

Network, use contacts to get information

Think about the job what might be its key issues and goals?Job Applications, CV Writing and Interview Skills Techniques Workshops

The British Council $"


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Know why you want the job and what you are bringing to it as benefits prepare a

brief (30 word max.) statement about your key skills.

In many cultures, including the UK, we are not encouraged to talk freely about our

achievements. Interviewers cannot know how good you are unless you tell them.

Identify five achievements or things you are good at then practice describing them to a

friend or colleague until you feel comfortable doing so. Choose someone who has someknowledge of your achievements. Ask for feedback.

Do you sound convincing?

Does your non-verbal communication match what you are saying?

Have you left out or glossed over situations where you did well?

1.

2.

3.

4.

5.


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Interview Structure

Interviews usually follow a structure:

Introductions you will be introduced to the interviewer/s, their roles will be

explained and you will be given an indication of how long the interview will last

Evidence seeking the interviewers will ask you questions designed to elicit

evidence about your SCQEPs and how well these match the requirements for the

job.

Your questions you will have an opportunity to ask questions

Closure

You will be asked if there is anything else you want to add; this is your

opportunity to fit in your statement about yourself if you have not already used

it when asked to comment on your strengths


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You will be told the time scale of what happens next, when decisions will be

made and how they will be communicated; never leave an interview

without this information if it is not offered, ask for it

Goodbyes, remember to thank the interviewer/s for seeing you

Exercise

Here are some fairly common interview questions. Think through:

What evidence is being sought?

About what skill/s?

How might you respond?

Work with a partner, take turns to respond to the interview questions provided.


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Interview Practice Questions

What do you bring to this job/this organisation?

What has been a major challenge for you as a manager?

Tell me about a time when you have successfully used your leadership skills

How have you developed yourself as a leader?

What different kinds of relationships have you developed with clients and customers?


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How do you go about making new relationships/maintaining relationships with

clients and customers?

Tell me about a time youre proud of when you won some new business by

influencing a client/customer

What do you find is the best way to get things done?

What motivates you?

Whats the most significant impact youve made in your work over the last year?

Whats been your most challenging project? Followed by What difficulties did you

meet? Followed by How did you overcome them?

What projects has your team undertaken and seen through which have been your

own idea?

Do you tend to focus on procedure results?

How do you organise your work?

How do you plan your day at work?

How do you manage staff?

Tell me about a time when youve had to deal with an angry client/customer face to

face/on the phone/using written communication

Tell me about a time when youve resolved a difficult situation at work

Tell me about a time when you have had to take a flexible attitude to your work

What changes have you experience at work?

How do you use IT to help you manage information?

How do you like to be managed?

What sort of things do you like to delegate?

How do you work in a team?

Tell me how you typically approach a new piece of work

What have you learned in your present job?

What kinds of decisions do you find it difficult/easy to make?

How do you get the best out of people?


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How do you keep track of everything you are responsible for at work?

Tell me about a time when you have had to manage conflicting deadlines

Tell me about a time when you have had to work under pressure

Tell me about a situation where you have needed to influence someone to your wayof thinking

What kinds of work have you found satisfying?

What do you do best in your current job?

What do you think are the benefits of team work?

What do you like least about your current job?

Tell me about a time when you have had to assess and manage risk

Describe a situation where you have used strategic thinking to achieve an objective


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Using Feedback

Feedback shows you areas where you need to develop either your SCQEPs or your

interview technique; feedback is not a catalogue of what you did wrong.

After you have been to an interview

Give yourself objective feedback about your performance

Congratulate yourself on what you did well

If there were aspects of the interview which went less well, ask yourself why;

what could you have done differently, what will you do next time?

After you know the outcome of your interview

Ask your interviewer/s for feedback

It is Council policy to give candidates feedback on the reasons for selection

decisions made at any stage in the selection process

Any organisation wanting to be seen as professional in its recruitment practice

should be willing to give interview feedback to unsuccessful candidates if you

are applying for jobs externally and are refused feedback, what might this tell

you about the organisation in question?

Use the feedback as an indicator of areas where you need to plan further personal or

professional development or where you need to work on your interview technique.

Practice your interview technique.

In a mirror

Using an audio tape

With a supportive friend

By networking with a member of this workshop


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Where do you go from here?

There are many books on job search and interview techniques. You can find these in

the Business or Careers sections of libraries and bookshops.

The following books are some of the wide selection that are recommended:

Corfield, R., Preparing your own CV, 1990 Kogan Page

Eggert, M., The Perfect CV, 1992 Century Business

Eggert, M., The Perfect Interview, 1992 Century Business

Johnstone, J., Pass That Interview, 1992 How To Books

Maitland, I., How To Win At Interviews, 1993 Century Books

Parkinson, M., Interviews Made Easy, 1994 Kogan Page

Straw, A. and Shapiro, M., Succeeding At Interviews In A Week, 1998 Hodder and Stoughton

Stevens, M., Winning at your Interview, 1989 Kogan Page

Yate, M., Great Answers to Tough Interview Questions, Kogan Page

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