Career Centre - Centre de carriè. writing
. WritingYour . is your own personal advertisement. ink of it as a promotional brochure. Its main purpose is to illustrate skills and experience relevant to the type of work you are seeking. e . highlights those things about you that are the most interesting, impressive and unique, without giv-ing away all the details. It should help employers determine whether your skills match their needs. It should also su ciently impress a potential employer so that he or she invites you to an interview to learn even the terms ., curriculum vitae, and résumé are used interchangeably in Quebec, they are distinct. More speci cally, the . is generally used for academic positions and is much longer, as it includes publications, conferences, etc. A résumé is shorter and only contains information that is relevant to a particular position. For our purposes, however, we will use . as a general term. ere are ve steps to writing an e ective .:1. Taking an inventory of your skills and experiences2. Finding a suitable employer3. Choosing the right format4. Writing your . 5. Customizing your . for each application is booklet explains these ve steps in further detail. Remember that McGill’s Career Centre (CAPS) has a wide variety of resources to help you prepare your . You may want to attend a workshop, make an appointment with an Advisor or attend our daily . Drop-In. Finally, consid-er checking out the Career Resource Centre and our online resources for sample .’s and informa-tion speci c to the industry you are targeting. Your . should always target each type of job or position you are seeking. (Generic .’s are far less e ective and will result in fewer interviews.) Step 1: Taking an InventorySelf-assessment is the rst and the most important step in choosing an occupation, planning your career, and starting a job search. It is equally important when you are writing your . Commu-nicating and articulating your interests, skills, achievements and values e ectively to an employer is critical to a successful job search, whether in writing (in your .) or verbally (during an inter-view).Consider what interests/experiences, skills, achievements and values you want to showcase to a potential employer. I /E Understanding your interests and experiences, and matching them with a suitable employer is nec-essary to having a satisfying career. Re ect on all the activities you participated in during the last ve years, including school, work, volunteering and leisure. Ask yourself:• What have you liked and disliked about each activity? • What did you learn from each activity? . writing guide
step 1: taking an inventoryTo simplify your task, you may want to consider making a chart similar to this one:ActivityLikedDislikedLearnedCoaching hockeyBuilding teamViolence on the iceLeadershipLeading a groupCommunicationGiving constructive feedbackS ere aT re two types of skills: hard skills and so (or transferable) skills. Hard skills are easily mea-sured and consist of factual knowledge that is usually learned during formal training or at school. HaSo skills that all em-rd skills include technical expertise, laboratory techniques, computer skills, and languages. So ployers, regardless of skills are somewhat less tangible and can be acquired in various areas of one’s life, such as school, woindustry or discipline, rk, or extra-curricular activities. ese skills can be transferred to various work situations. look for in potential Lemployees include:ist your strengths and skills and identify those areas you need to improve in order to reach your ca-reer goal. Once you have done so, identify concrete situations where you demonstrated these skills. is exercise will also be useful when preparing for an interview. • Communication skills• CreativitySkillsExamples• InitiativeLeadership, initiative, problem-solving, com-As a new camp counselor, proposed and led • Interpersonal skillsmunicationweekly meetings with the crew to discuss par-• Leadership skillsticular issues faced by the campers.• Organizational skills• Problem-solving A
skillsAchievements are occasions where you recognized a problem or a situation that could have been improved and you acted on it. Achievements illustrate your abilities and skills, and are indicative of your potential for taking initiative and solving problems. ey prove you were successful in what you undertook. Past performance is the best predictor of future performance; therefore, the more achievements you can identify, the easier it will be to impress a potential employer. During interviews, you will o en be asked about your achievements. To help you identify these, think of things you are proud of. e following questions can be used to trigger your memory of past achievements:• Did you receive some form of recognition (award, title, trophy, etc.)?• Did you intervene in a situation that could have become a serious problem had you not detected it?• Did you make a suggestion that was adopted by your classmates, team or coworkers?• Did you accomplish a task using less than the usual resources?• Did you satisfy a particularly di cult client?• Did you initiate something?• Have you trained or taught people?. writing guide3
step 2: Finding a Suitable EmployerTo help you identify your achievements, you could use the . technique:S • Provide a brief overview of the • Outline the speci c task or responsibility you were asked to • Explain the action or activities you took and • Describe the positive result or outcome of your
Values are beliefs we develop early in life shaped by our family, culture, education, religion, and dif-ferent socialization processes, and that we continue to maintain throughout our lives. ey make up our fundamental beliefs about what is right and wrong, good and bad. ere are countless values, including being healthy, having a family, having material possessions, following your religious beliefs, having job security, etc. Take the time to think of what is most im-portant to you and list them. Once you have listed your values, identify those:• that you must have at work;• that you would like to have at work, but are not necessary; and• that are least important to we take our values so much for granted that we are not even aware of them, and mistak-enly assume that others hold the same values we do. Behaving in ways that are inconsistent with our values may lead to frustrations and/or depression. It is important to become aware of one’s values and seek environments that are compatible with them. Step 2: Finding a Suitable EmployerOnce you have compiled a list of your interests, skills, achievements and values, it is time to tailor them to your industry/job of interest. First, think about what kind of employer you would like to work for. e following are important considerations: • Size and type of organization ex. local, national, international, non-pro t, service-oriented, unionized, etc. • Position characteristics ex. challenging, solitary, part of a team, prestige, responsibility, variety of tasks, project-oriented work, opportunity for advancement, etc. • Geographic location• Type of supervision ex. formal supervisor, causal supervisor, set own schedule, autonomous, etc. • Working hours ex. regular, exible, long, shi work, company scheduled vacation, opportunity to work from home, . writing guide
step 3: choosing the right format• Salary and bene ts T ex. nancial security, health insurance, dental insurance, pension plan, child care, educa-tional support, company car, etc. As you start to think • Travelabout your “ideal job • Work environment pro le,” you may want to ex. indoors, outdoors, fast-paced, dress code, etc. consult the books in the CAPS Resource Centre Using the considerations listed above, make an “ideal job pro le,” identifying the kind of organi-and the “What Can I Do zation you would ideally like to work for. As you begin researching employers and job postings, With My Degree in...” on consult your list of values from Step 1 (Making an Inventory) and your ideal job pro le. Are your our compatible with characteristics of the organization? If not, you may want to consider looking at other possibilities. Alternatively, talk to people you know who Once you have found a suitable organization or job posting that matches your values, think of the have experience in the employer’s needs and match them with your interests, skills and achievements. You may want to eld or industry. You consider making a chart similar to this one:might want to research relevant professional Employer’s NeedsYour Quali cationsassociations to learn more about networking Graphic design experienceMarketing Assistant, website designpossibilities. Graphic design trainingContinuing Education coursesComputer literacyFamiliar with Adobe Design Suite, Microso O ce and DreamweaverCommunity serviceDesigned websites for a number of non-pro t organizationsNow it is time to start composing your . by organizing and laying out the information you have compiled in Steps 1 & 2. Step 3: Choosing the Right .’s can be either targeted or untargeted and formatted in three distinctive ways: chronological, functional or combined. Students most o en choose a combined ., but the most important fac-tor is that your . highlights your accomplishments and abilities, as well as your personal career objectives. T U An untargeted . is used when you do not have a clear idea of what job you are seeking or do not want to limit your application; whereas a targeted . is used when you know what area you want to work in and/or have some career-related experience you can highlight. A targeted . o en includes a Career Objective (described in Step 4). Examples of targeted and untargeted .’s are provided in the Sample . section of this publica-tion. C is type of . organizes employment and volunteer experiences chronologically with the most recent information rst. is format is good for demonstrating growth in a single profession: job . writing guide5
step 3: choosing the right formattitles and organizations are emphasized and responsibilities and accomplishments are described in detail. is format is suitable for individuals with continuous work experience who have not had frequent job changes or prolonged periods of unemployment. It is not always the best choice for students right out of school. F
e functional . highlights the skills you have developed over the years and their application to the job for which you are applying, and focuses less on job titles and employment history. e at-tention is always on the skill acquired and less on the context of its acquisition. For any . to be e ective, it should be composed with a target industry or position in mind, but this is especially true for functional .’s. is format clusters skills and quali cations under spe-ci c headings. For example, you may include headings such as Communications Skills, Leadership Skills, Project Management, Teamwork, etc. What is critically important when writing a functional . is to match your skill and quali cation clusters with the employer’s needs. is format is suitable for individuals who want to emphasise skills gained in non-paid experiences (volunteer, extra-curricular) or the classroom. It may be particularly e ective for individuals enter-ing a new eld in which they have little direct experience. C More o en than not, the combined . is the format of choice. It has exibility that comes from combining both the chronological and functional formats. is format stresses your skills and ac-complishments, but also provides a chronological work history. e combined . is particularly suitable for students because it lists your relevant work experi-ence, but also highlights your abilities and transferable skills that may have been learned in the classroom or non-paid environments. W e format of your . depends on a variety of factors. Refer to your compilation of interests, skills T and achievements from Step 1 and consider the chart below: If you are still unsure which format suits you ChronologicalFunctionalCombinationbest, you may want to • Emphasizes relevant • Highlights skills not ap-• Highlights both skills and make an appointment work experience, conti-parent in job descriptions experienceswith an Advisor or con-nuity and career growthor acquired in other ways• Most detailed and com-sult our numerous books • Good for beginning or prehensive formatin the Career Resource changing career paths• Good for targeting a spe-Centre. • A way to bring together ci c job or industrydisjointed employment experiences• Exposes gaps in em-• Fails to provide support, • Can be confusing if not ployment historywith speci c sources, for well written• Skills may not be readily the skills highlighted• Can lose focusapparent• Does not represent a clear career . writing guideConsPros
step 4: writing your 4: Writing Your . is your own personal advertisement so what you choose to include and how you sell your skills and experience will determine whether you are asked for an interview. e following are the basic components of a combined . for students. Note that your contact information and career objective and/or summary always come rst. e other sections can be pre-sented in whatever order you feel is most relevant to the position for which you are applying. A) C I T Contact information includes your:Make sure your con-• Full nametact information is • Current and permanent address (if you live in Montreal during the school year but are at up-to-date. Nothing is home in the summer, you might want to include both your temporary and permanent ad-more frustrating for an dresses)employer than outdated • Phone number and optional fax numbercontact information. If • E-mail addressyour contact informa-• Optional website addresstion changes, be sure to submit a new . to the Your contact information always comes rst and can be incorporated into a header to save space employer and request and make the . look more attractive. Also ensure your voice mail message and e-mail address that the old one be dis-are professional; avoid funny or strange nicknames (ex. bubblegum@). carded. B) C O
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T e Career Objective and Summary sections are fast, e ective ways to hook the reader into looking at the rest of your . It gives your . focus so the employer does not have to si through all the Include a Career Objec-sections to nd out what position you would be good for. e Career Objective or Summary should follow ytive if you have a fairly our contact information. clear idea of the depart-A Cment or position you are areer Objective should outline your short-term goal; the rest of your . should focus on relat-interested your experience to this goal. A Career Objective is:If you are not sure, or do • one or two sentences which summarizes the career direction you hope to take; andnot want to limit your • should answer one or all of these questions: what, where, with whom and at what level of application, a Summary employment?might be better. Including a Career Objective indicates that you have a fairly clear idea of what you would like to do. Keep in mind that it could limit you if your application is too precise or not clear enough. As an alternative, you can mention your Career Objective in your cover letter. Example Career Objectives1. To utilize my education and experience to enhance organizational e ectiveness and cli-ent relations as a Financial . To combine my degree in English Literature with my reputation as a creative individual to launch my career as a talented Writer and Editor. . writing guide7
step 4: writing your Summary of Quali cations, on the other hand, highlights your strongest selling points and the most relevant quali cations and experiences (specifying duration, responsibilities and accomplish-ments). A Summary is:• three to ve sentences summarizing your quali cations; and• includes skills and experiences you have to o er to the a Summary is also a good idea if your . is going to be electronically scanned. Example Summaries of Quali cations1. Dynamic motivator and problem-solver with excellent organizational skills looking to pursue a career in the area of Public Relations, Marketing and Broadcasting. Proven administrative capabilities and experienced in training and project coordination. 2. Bilingual Environmentalist with a solid education in the areas of waste management and impact assessment. Excellent written and oral communication skills with strong knowl-edge of environmental regulations and federal policy planning. C) L
When listing the languages you speak, start with those that are the most relevant to the workplace, even if they are not your mother tongue. If you are uently bilingual, specify “Fluent English and French (written and spoken).” If you are not uent in French but can get by, indicate “English, French” without mentioning your level of pro ciency - you can save that for the interview. If you speak languages other than English and French, list them and indicate your level of pro -ciency ( uent, conversational, working knowledge or basic). If you are unilingual, it is preferable to leave this section ) E
For students entering the workforce for the rst time, and who have less work-related experience, this section is extremely important and deserves a lot of attention. In it:• list your degrees and years of study in reverse chronological order (if you have not yet re-ceived your degree, you can put the expected date with “expected” next to it or “to present”;• include the name and location (city, province/state, country) of the institutions where you studied, as well as scholarships and educational awards (if you have many of these, you may want to create a separate section called Awards and Scholarships); and• include any specialization (major, minor), authorships, thesis, or honours work if relevant T to the job for which you are your . is high, If you are working on a post-secondary degree, it is not necessary to list your high school unless the you may want to con-school is prestigious, you studied in another language relevant to the job, or you want the employer sider mentioning know what city or country you grew up . writing guide
step 4: writing your er you have listed your schooling, you may wish to consider listing any other educational train-ing you have received, including certi cations, workshops or seminars attended, licensures, etc. under the subheading “Certi cation and Additional Training” or “Professional Development.” EducationBachelor of Laws/Bachelor of Civil Laws date-date (expected)McGill University, Montréal, QuébecBachelor of Arts; History Honours, Minor in Political Science date-dateMcGill University, Montréal, Québec• Graduated with First Class Honours and a cumilative GPA of Certi cation and Additional TrainingDiploma in Graphic Design date-dateMaisonneuve College, Montréal, QuébecE) S iT s section summarizes the information you gathered in Steps 1 & 2 and reinforces your Summary of Quali cations. It indicates the relevant skills you possess and can o er to the employer (refer to Remember, relevant the chart you made in Step 2). In this section:skills may include both the hard skills and so • highlight relevant skills and how you have acquired them; andskills you have acquired • choose only those skills that are important for the job for which you are work, volunteer, extra-curricular, intern-Example 1:ships and school experi-ences. Communication Skills• Facilitated small group discussions as a Teaching Assistant.• Created weekly e-bulletins for McGill students as a Publications Assistant.• Worked with students to improve their cover letters and .’s as a CAPS Peer Educator. Computer Skills• Adobe Creative Suite (InDesign, Illustrator, Photoshop and Dreamweaver).• XHTML and CSS. . writing guide9
step 4: writing your 2:SkillsLaboratory Techniques:• Assisted in gel electrophoresis as a Research Assistant. • Used Western blotting to detect speci c proteins within tissue samples. • Measured the mass-to-charge ratio of ions using mass spectroscopy. Computer Skills:• Microso Excel.• AutoCAD. F) C -R E T A Career-Related Experience section is included in a targeted ., which is normally used when you know what area you would like to work in and/or have career-related experience you can high-You can change “Career-light. Your targeted . will then have two experience sections: one that is “career-related” and one Related Experience” for for “other work experience.”a more targeted heading, such as “Teaching Ex-In this section:perience,” “Professional Experience,” “Research • List your experience in chronological order starting with the most ,” etc. • Include the period of employment (season, month and/or year).• Specify the position titles (create one if need be; ex. “O ce Worker” if you had a general position in an o ce environment).• Include the name and location of the organization (city, province; country if not in Canada).• Describe your responsibilities and write speci c examples to demonstrate your so and transferable skills such as communication, leadership, and organization.• Emphasize the elements of your previous jobs that relate to your career objective.• Write using action verbs in single may combine entries where appropriate. For instance, if you worked for the same company for the past couple of summers, but held di erent positions, you can bring them together under one entry. is will save space, but also highlight career growth within the positions you have held. Career-Related ExperienceMcGill Career and Placement Service, Montréal, Québec Graphic Designer and Desktop Publisher date - present • Produce brochures and booklets for distribution to students.• Administer monthly career e-bulletins to the McGill community.• Consult with Career Advisors regarding graphic-related . writing guide
step 4: writing your -Related Experience (continued)T Raven Truck Accessories, Edmonton, Alberta date-dateYou may organise the Marketing Assistant (date-date) components of your career-related and work • Led a marketing team with the goal of increasing di erently. • Maintained and updated company example, if you feel • Oversaw production of company your job title will have more impact on the Corporate Development Assistant (date-date)reader, you may want to list it rst. If, however, • Assisted the . of Corporate Development in developing strategies to improve com-the employer’s name is pany growth and , you might want • Developed and implemented company’s privacy and health list it rst. • Launched company’s is important is Other Work Experiencethat you are consistent. Do not alternate be-RBL Warehouse, Edmonton, Alberta tween these formats on Accounts Payable Clerk date-dateone . • Matched invoices with shipping receipts. • Inputed payable amounts into computer system.• Mailed ) W E A general Work Experience section is included in an untargeted . Format this section like the Career-Related Experience described ExperienceGroundskeeper dateJagre Ridge Golf Course, Edmonton, Alberta• Groomed golf course each morning for its clients.• Worked as a member of a large team of 12.• Proposed and implemented a more e cient process for watering the ) E -C
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E While these sections are not mandatory, they can be very important for students. Employers may look at it carefully, especially if your work experience is limited. ey may also use this information to learn more about your personal characteristics and as an icebreaker during an interview. ese sections can also demonstrate that you are a participating member of your . writing guide11
step 4: writing your you participated in student clubs or did community work, describe these in the same way you would for paid work (remember to use action verbs and achievements) and place them in a separate section under the title “Extra-Curricular Activities” and/or “Volunteer Experience.”Under the title “Activities and Interests,” brie y mention your leisure and/or additional activities if you have something substantial to mention. Be speci c. For instance, state “Elected Team Captain of community hockey team” as opposed to just stating “Hockey.”Volunteer ExperienceT Peer Educator date-date ese sections can be ti-McGill Career and Placement Service, Montréal, Québectled in a variety of ways. You can break them up • Met with students to review and o er feedback on their .’s and cover themed headings • Organised classroom presentations to promote CAPS activities and on the right; or you could group ideas under Conference Organizer date-dateone main heading, such Canadian Constitutional A airs Conference as “Activities.” Subse-quent sub-headings • Designed and maintained Conference’s include:Extracurricular Activities• Sports• Academic Involve-Stage Actor date-presentment• Community In-• Performed in over 12 plays throughout high school and Activities• Dedicated member of Ultimate Frisbee team for three ) P A S Honours and AwardsIf you have been recognized for excellence or for an important contribution, you may include an Honours and Awards section. However, be selective in putting down awards: they should be sig-ni cant, relevant and current. Another option is to create a sub-section. For example, in Education you could include a sub-section that lists your academic honours. Honours and Awards• Dean’s Honour List date-date• Chamber of Commerce Business Award date• Rutherford Scholarship (value $2500) . writing guide
step 4: writing your AssociationsIf you belong or have belonged to one or more professional associations that are relevant to your career goal, list them. Your participation in an association demonstrates your interest in and com-mitment to the eld. You may also include speci c information about your Associations• President date-date Canadian Association of Career Educators and Employers PublicationsIn this section, list books and/or articles you have written and published. Include the name of the publisher, co-authors (if applicable), title, journal, date and relevant page numbers. Individuals who have published their thesis or dissertation may also include the title of their work. Publications• Statistics Canada (Summer 2007): “Payday Loans” in Perspectives on Labour and Income, Volume 19, No. 2, pp. 16-24. J) R T Unless you are applying for an academic position, or the job posting requests it, do not include ref-erences on your . Instead, you may write “References available upon request” at the end of your Remember to verify that . Be prepared to provide three references to a potential employer at any time. e best refer-the information you ences are supervisors or professors, or people you know from volunteer or extra-curricular activi-provide is accurate. Al-ties. List your references on a separate sheet, using the same type of paper and font face you have ways let your references used for your they might be contacted. Take advan-You should include the following information: tage of this time to talk to your references about • Namethe position so they can • Titleemphasize the things • Connection to you which are most relevant.• Name of organization • Address • Phone number • E-mail is list is to be handed to a potential employer only when it is requested (usually at the interview). . writing guide13
step 5: Customizing your 5: Customizing Your ! You have now prepared a basic ., but there is still work to be done. You cannot send the same . to each employer. Rather, it is important to take the time to customize each ap-plication. An employer will most likely spend only 20-30 seconds scanning your . In that time you need to convince the reader you are a candidate with the skills and background suitable for the job being o ered and deserve an interview. Your . should be well-organized and visually appeal-ing. Here are some suggestions you should keep in mind when preparing your . for a particular em-ployer:C • Make sure your .’s content is targeted towards your speci c employment objective. Do not include extraneous or irrelevant material. • Review, review and review. ere should be no spelling or grammatical mistakes. (Do not rely solely on spell check because a word may be spelled correctly, but used incorrectly.)• Use action verbs to describe your skills, accomplishments and responsibilities. • Keep your statements short. Do not use lengthy sentences or descriptions. • Be concise! Eliminate “ u ,” such as “responsibilities include...”• Be positive - do not include negative information. • Update your . regularly as you acquire new skills and experiences. O L
• In Canada, your . should be approximately two pages in length. e rst page is the most important so present your most compelling information rst. If the reader is not convinced you are a strong candidate by the end of the rst page, they have little reason to continue reading. • Organize your sections in an order that best supports your employment objective. If your education is your strongest selling point, put it rst; if your work experience is your stron-gest selling point, put it rst instead. • Include your Contact Information at the top of the rst page. Include your name and phone number in the top corner of each subsequent page. F D • Your . should be cleanly formatted. Use a common type face (Arial, Verdana) and do not change fonts throughout (changing fonts decreases readability). Use a legible font size (preferably 11 point). • Section headings should stand out: use , a bold type face or underline to emphasize section headings. • Your header can be formatted in a di erent font and should be larger (approx. 14-16 point), but be tasteful in your choice!• Your margins should be around 3/4” all around. . writing guide
step 5: Customizing your Printed• Your . should be laser printed on good quality 8 1/2” x 11” paper. Avoid using patterned paper, which may decrease readability. If you choose to use a colour other than white, use a neutral tone (avoid dark or brightly coloured paper because it does not fax or copy well). • Do not print your . double-sided. Staple your pages together instead of using a paper clip. Do not staple your cover letter to your .• Avoid folding your . Mail or drop it o at in a large envelope. EmailMany employers request that your . be emailed. e preferred method is as an attachment (Word or PDF).ScannableSome employers, particularly big rms, may scan the .’s they receive. If you know that your . is going to be scanned, you want to keep the following guidelines in mind:• Use as many keywords as you can: these are di erent from action verbs in that they are nouns, phrases and terminology that demonstrate some of your skills or achievements and are known to be valued in the industry (buzzwords). ey are usually hard skills. You could include a section on your . titled Keyword Summary and list as many keywords that you feel are relevant.• Do not use italics; instead, use capital letters to designate section headings. O . S .’s for Graduate StudentsGraduate students wanting to work as academics, physicians or professionals can have .’s that are three to ten pages long. ose seeking a research career outside of academia or a non-academic job should limit their .’s to two pages. In either case, your . should include some additional information, including:• Dissertation title• Research undertaken and interests• Teaching experience• Publications• Presentations• Other academic experience (organizing conferences and administrative and editing work, etc.)• Grants and awards e CAPS o ce keeps samples of .’s for graduate students, including those seeking an academic position, a non-academic job or a research position. Stop by the o ce and ask for one. . writing guide15
conclusionOne-Page . ere are certain instances where a one-page . is recommended, namely when applying for a po-sition in the . or applying to consulting or investment banking rms. In these instances, brevity is the rule. Employers will use your . to test you ability to be concise: every word should count. International . Few of the domestic rules apply to an international-style . ese should be used when apply-ing to schools, agencies and organizations outside of North America. Most organizations will also require a detailed application to accompany the . e components of an international . o en include:• A Career Objective: you should address the geographic setting, eld of work and level of entry. • Personality traits: tell the employer what type of person you are, your qualities and your strengths. • Professional skills: include your skills that are relevant to the job. Give concrete examples. • Education. • Work experience. • International experience: if you have international experience including education, paid-work, volunteer work, and travel, group it together under this heading. You should have two work experience sections: one for international and one for other. In Canada, it is illegal for employers to request personal information; however, Canada has no con-trol over what international organizations may require from potential job applicants. International employers may want to know:• Age• Marital status and number of dependents• Spouse’s occupation• Availability• Language• Nationality and national originFor more information on international .’s, consult the books and samples in the CAPS Resource Centre. In Conclusion...You should consider your . as a marketing tool: its main purpose is to advertise your experience, education and skills to a potential employer. Your . should demonstrate that you would be a valuable member of the organization. As such, it is important to tailor your . to the organization and the industry. Do your research! Develop a list of keywords and skills required for the position and consider how your own skills match the needs of the employer. Your . should present infor-mation in sequence and in a manner that best connects your background with the requirements of the employer. A strong, coherent . will help you secure an interview. . writing guide
Sample - Untargeted this sample when you do not have a clear idea of what job you are seeking or do not want to limit your application. Your Name in bold and/or largeAddressPhone number/e-mailLANGUAGES Describe varied levels of fluency according to the following: Fluent, Intermediate, Basic. If you are unilingual, leave this section out. English and French (Fluent)SKILLSDepending on your skills, this section could also be entitled or subtitled Computer Skills, Technical Skills, Laboratory Skills, or Research Skills. Include all software and hardware knowledge, lab techniques, equipment and specific methodologies you are familiar of ____: Major area of study, Minor area of study date - dateMcGill University, Montreal, Quebec• add academic awards and any subjects taken relevant to your career objective• add research undertaken with results if possibleDiploma of Collegial Studies, Discipline date - date Dawson College, Montreal, Quebec• add academic awards and any subjects taken relevant to your career objectiveHigh School Graduation Diploma date - dateIt’s usually not necessary to include high school unless:• it shows that you have studied in another language or you studied abroad or you went• to school in the same town where you would like to work (. you’re a “local”)WORK EXPERIENCEList all the paid work experience you have Title (in bold) dateName of company or organization, City, Province• use “one-liners” to describe your activities and “action verbs” to give more impact• at least one of the one-liners should describe an initiative you took or an achievement you had with results• consider using the . formula (problem, action, result)• emphasize your “transferable skills” : leadership, organization, communication, creativity, etc.• you should specify if the position was contract, part-time or summerNews Editor (summers) date - dateThe McGill Daily – McGill University, Montreal, Quebec• Oversaw and planned the news section• Researched and compiled news leads, and conceived story ideas• Edited articles and instructed reporters on effective writing techniques• Wrote general and investigative articles concerning today’s health . writing guide17
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)WORK EXPERIENCE (continued)Field Research Assistant . Mammal Institute, St. Andrews, New Brunswick• Researched marine mammals on-site• Analyzed the results of the oceanographic factors of the field study• Studied the biology, taxonomy and social aspects of marine mammals• Communicated all findings to the research team and participated in group discussions(Add other positions if applicable)EXTRA-CURRICULAR AND VOLUNTEER EXPERIENCEList the positions you have held in student and other voluntary organizations. Treat them like “regular” Title (in bold) dateName of club, council, etc.• describe what you did in this position• emphasize your “transferable skills” and any achievementsCommittee Member date - dateStudents’ Society of McGill University (SSMU)• Organized social activities and fundraising events • Responded to student needs at the front desk and via telephone(Add other positions if applicable)AWARDS AND DISTINCTIONSList your awards, scholarships and distinctions here if they are numerous. If you have only a few awards or if they are prestigious, you may include them under the relevant degree program, under AND INTERESTSThis section will include any additional information about activities you are involved in or interests you have that are not included above. Avoid “reading, sports, films” which is too general. Be creative and specific. This is often the section where employers look to start an “icebreaker” conversation. Some activities could include the following:• Sports Activities – mention levels of competition and any prizes awarded in a particular sport.• Travel Overseas – mention places traveled, length of stay and any independent trips• Personal Improvement – mention organizations and what you learned(Add other activities if applicable)REFERENCES ARE AVAILABLE ON REQUESTDo not list references, but prepare a list with all contact information. Be certain to contact your references in advance and inform them of the position for which you are : Depending on your combined education, experiences and activities, your . can either be one or two pages in length. Be sure your second page is at least ¾ . writing guide
Sample - Targeted this sample when you know what area you would like to work in and/or have some career-related experience you can high-light. Your Name in bold and/or largeAddressPhone number/e-mailCAREER OBJECTIVEOutline your short-term career objective using some of the following criteria: position title(s), department, specialization, and industry. Your CV should focus on how your education, experience and activities relate to this objective. This section could be anywhere from 2 to 3 and French (Fluent)Describe varied levels of fluency according to the following: Fluent, Intermediate, Basic. If you are unilingual, leave this section out. SKILLS Depending on your skills, this section could also be entitled or subtitled Computer Skills, Technical Skills, Laboratory Skills, or Research Skills. Include all software and hardware knowledge, lab techniques, equipment and specific methodologies you are familiar of ____: Major area of study, Minor area of study date - dateMcGill University, Montreal, Quebec• add academic awards and any subjects taken relevant to your career objective• add research undertaken with results if possibleDiploma of Collegial Studies, Discipline date - date Dawson College, Montreal, Quebec• add academic awards and any subjects taken relevant to your career objectiveHigh School Graduation Diploma date - dateIt’s usually not necessary to include high school unless:• it shows that you have studied in another language or you studied abroad or you went• to school in the same town where you would like to work (. you’re a “local”)CAREER-RELATED EXPERIENCEList all experience relevant to your career objective including your paid employment, extra-curricular activities and volunteer work. Position Title (in bold) dateName of company, organization or club, City, Province • use “one-liners” to describe your activities and “action verbs” to give more impact • at least one of these should describe an initiative you took or an achievement you had with results • consider using the . formula ( problem, action, result) • emphasize your “transferable skills”: leadership, organization, communication, creativity, etc. • you can specify if the position was contract, part-time or summer if you like . writing guide19
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)CAREER-RELATED EXPERIENCE (continued)News Editor (summers) date - date The McGill Daily – McGill University, Montreal Quebec • Oversaw and planned the news section • Researched and compiled news leads, and conceived story ideas • Edited articles and instructed reporters on effective writing techniques • Wrote general and investigative articles concerning today’s health issues, eg. “The Link between Hot Dogs and Memory Loss” • Created first International News section resulting in a twenty percent circulation increase (Add other positions if applicable) OTHER EXPERIENCEList other jobs, extra-curricular activities and volunteer experience that are not directly relevant to your career objective in this section or under separate head-ings if there are many to Title (in bold) dateName of company or organization, City, Province• describe what you did in this position• emphasize your “transferable skills”(Add other positions if applicable)AWARDS AND DISTINCTIONSList your awards, scholarships and distinctions here if they are numerous. If you have only a few awards or if they are prestigious, you may include them under the relevant degree program, under AND INTERESTSThis section will include any additional information about activities you are involved in or interests you have that are not included above. Avoid “reading, sports, films” which is too general. Be creative and specific. This is often the section where employers look to start an “icebreaker” conversation. Some activities could include the following:• Sports Activities – mention levels of competition and any prizes awarded in a particular sport.• Travel Overseas – mention places traveled, length of stay and any independent trips• Personal Improvement – mention organizations and what you learned(Add other activities if applicable)REFERENCES ARE AVAILABLE ON REQUESTDo not list references, but prepare a list with all contact information. Be certain to contact your references in advance and inform them of the position for which you are : Depending on your combined education, experiences and activities, your . can either be one or two pages in length. Be sure your second page is at least ¾ . writing guide
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CAPS services JOB POSTINGS: Every day throughout the year, employers CAREER FAIRS: Career fairs are organized throughout in search of qualified students contact CAPS with job opportunities. the year in conjunction with student groups and provide excellent ese openings can either be internship, part-time, summer, or opportunities for you to meet company representatives from a full-time permanent positions. All our jobs are posted online on our variety of industries. website. PROFESSIONALS ON CAMPUS: Professionals from all . DROP-IN: You can come by CAPS to have your . over come to campus to participate in panel discussions and deliver reviewed during a daily designated hour. company info sessions. These networking events are a great resource INDIVIDUAL APPOINTMENTS & MOCK INTERVIEWS: If you for exploring your career options and increasing your contacts in the need someone to help you prepare for an interview, assist in your working world. career choices or simply want to hear some reassuring words, an PEER EDUCATORS: CAPS Peer Educators’ general objective advisor is available to help make your job search and career planning is to publicize CAPS throughout McGill and increase students’ less for the job search process. CAREER DEVELOPMENT WORKSHOPS: ese workshops PACE: An interactive program to help you explore career are offered throughout the academic year on over 15 topics to help preferences, personal goals, current market trends, and job search increase your employability. strategies. is program is a joint initiative of McGill Counselling CAREER RESOURCE CENTRE: Whether you are looking Service & information on careers, scholarships, networking, contact MENTOR PROGRAM: e McGill Mentor Program provides information for different industries, specifics on a program of study, ties with professionals who can offer valuable advice about career or job listings, the Resource Centre offers a wide array of , job requirements, and career-life balance. our timeline of eventst $BNQVT SFDSVJUNFOU GPS 4QSJOH HSBEVBUFT JOUFSFTUFE JO UIF $PNQVUFS 4DJFODF
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5BSHFUFE $BSFFS 'BJST 'FCSVBSZBOE XPSLTIPQTt (SBEVBUF 4UVEFOU $BSFFS +PC 'JOEJOH $ +PC 'JOEJOH $MVC"VHVTU Brown Student Services Building3600 McTavish StreetTel: 514-398-3304 2007-2008 Content and Design: Owen Ripley and Linda CicutaEmail: @
