Career Options - Winter / Spring 2014 - Post Secondary

co

career options For Canadian Post-Secondary Students

careeroptionsmagazine.com Winter/spring 2014 / Volume 28 No. 1

e Flip tzhine magaour for care th ! heale l sp cia

SUIT UP!

Get moving on your career with a co-op

14 HOW TO: Create your personal website

38 Swimming with sharks! A cool co-op story

42 Special Report: Mental health on campus

career options winter/spring 2014

16

No job without experience, no experience without a job? The solution is simple: co-ops

in every issue

5 Editor’s Letter 7 OPENINGS 9 CAREER TURNING POINT Volunteering: Key to your personal and professional growth

By William Johnson

16

CO-OPS AND EXPERIENTIAL LEARNING Rewards that are worth the work

By Danielle Klassen

20

THE DOS AND DON’TS OF CO-OPS AND INTERNSHIPS Everything you need to know before, during and after your experience

features

11

UNIVERSITY Knowledge and so much more

29

By Anastasia Sizykh

By Sara Sethna

Social Media » 6 tips for creating a dynamic video resumé

international

SPECIAL REPORT: MENTAL HEALTH on campus

By Megan Stacey

45

FINDING YOUR FIT The importance of company culture

By Megan Rudson

47

HOW TO “CANADIAN-IZE” YOUR RESUMÉ

By Ruvini Godakandae

INTERVIEW ACRONYMS FTW!

12

42

40

31

STUDYING ABROAD = EXPERIENTIAL LEARNING! Immersing yourself in another culture teaches you things that a lecture can’t

By Adrienne Martin

36

INTERN ABROAD Why working in Europe was one of my best decisions ever

By Kayla Redstone

38

SWIMMING WITH SHARKS IN BRAZIL

By Louise Umutoni

to disclose or not to disclose?

By Tang Choy

By Shawn Swallow

14

14

How To: » CREATE YOUR PERSONAL WEBSITE

A DIY website is doable!

By Sara Frizzell

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

3

career options EDITOR-IN-CHIEF

Paul D. Smith MANAGING EDITOR | GORDONGROUP

Simon Osborne

Have you checked out the new Career Options website?

PROJECT MANAGEMENT | GORDONGROUP

Omer Abdallah editing | proofreading | gordongroup

Jordan Adams ART DIRECTION | PRINT MANAGEMENT GORDONGROUP

Leslie Miles DESIGN & production | GORDONGROUP

Kelly Read-Lyon, Alina Oliveira

For today’s media-savvy, career-focused student! » Fresh new design » Job hunting resources » Featured employers » Career event listings » Videos and more!

DIRECTOR OF ADVERTISING SALES | GORDONGROUP

Kirill Kornilov ADVERTISING SALES | GORDONGROUP

Pauline de Gonzague, Colleen Hayes DISTRIBUTION REPRESENTATIVE | GORDONGROUP

Rocio Valencia administrative support | GORDONGROUP

Alexander Smith CONTRIBUTORS

Jordan Adams Sara Frizzell William Johnson Danielle Klassen Adrienne Martin Megan Rudson Anastasia Sizykh Louise Umutoni

Tang Choy Ruvini Godakandae Grace Kennedy David Lindskoog Kayla Redstone Sara Sethna Megan Stacey Tiara Wells

BLOGSPOT» Students, career educators and guest bloggers share their thoughts about post-secondary education, entering the workforce, finding the “right” job and getting a career on track. Submit your own blog ideas at careeroptionsmagazine.com/ community/blog

tweet us

Career Options is published bi-annually in January and September by the Canadian Association of Career Educators and Employers (CACEE), 720 Spadina Avenue, Suite 202, Toronto ON M5S 2T9

Want more CO? Read past issues at careeroptionsmagazine.com/magazines

pin us

like us

Work Attire for Her

FOR SUBSCRIPTION INFORMATION, CONTACT PAUL D. SMITH:

Tel.: 613-634-2359 Fax: 416-929-5256 Email: pauls@cacee.com Website: careeroptionsmagazine.com FOR ADVERTISING INQUIRIES, contact Kirill Kornilov,

Director of Advertising Sales, gordongroup: Tel.: 613-288-5363 Fax: 613-722-6496 Email: kkornilov@gordongroup.com Website: gordongroup.com ISSN: 1712-1183 The Canadian Association of Career Educators and Employers (CACEE) is a national, non-profit partnership of employer recruiters and career services professionals. Our mission is to provide authoritative information, advice, professional development opportunities and other services to employers, career services professionals and students.

Career Options is distributed to students at post-secondary institutions across Canada. Career Options is available free of charge through campus career centres.

NOTE: The opinions expressed within are those of the authors and do not necessarily reflect CACEE policy. No part of this magazine may be reproduced in whole or in part without written permission of the publisher. the publisher.

The National Student Resource of: Canadian Association of Career Educators and Employers 720 Spadina Ave., Suite 202, Toronto ON M5S 2T9 cacee.com

4

W inter/Sp ri ng 2014

Tweet at CO using the hashtags in this issue Twitter.com/Career_Options

Outfit inspiration for young professionals Pinterest.com/CareerOptions

Contests, polls and daily career tips Facebook.com/CareerOptions

We Would Like to Thank Our Advertisers…

27 Automotive Business School of Canada at Georgian College 5 Bilingual Job Fair / WBG Canada 8 Brock University, Faculty of Graduate Studies 39 Canada Job Expo 32, 48 Canadian Payroll Association (CPA) 13, 49 Centre for Digital Media (CDM) 6 CGA–Ontario 49 COTR’s Adventure Tourism Business Operations 44 Education & Career Fairs 3, 49 Enterprise Rent-A-Car (ERAC) North America 49 Hire Canada Fair 10, 49 Human Resources Professionals Association (HRPA) 37 Kativik School Board 25 Loyalist College

ca reerop tio n smaga zi n e .com

34 Macquarie University 30 Manitoba Government Tuition Fee Income Tax Rebate 24 MBA Tour 28 National Job Fair & Training Expo 48 Ontario Council on Articulation and Transfer (ONCAT) 3 QS Fairs 19, 49 Schlumberger 35 School of Wine & Spirits Business at Burgundy School of Business (Groupe ESC Dijon-Bourgogne) 33, 46 SchoolFinder Group 43 University of Regina, Cooperative Education 2 University of Waterloo, Co-operative Education & Career Action

EDITOR’S LETTER

On Experiential Learning

T

hose of us at the Canadian Association of Career Educators and Employers (CACEE) are pleased to present this issue of Career Options focused on experiential learning, the most powerful tool available for helping students prepare for the world of work. We are especially pleased that our friends from the Canadian Association for Co-operative Education (CAFCE) have helped us out by providing content and expertise, starting with our guest editorial by Jeela Jones. Jeela is the President of CAFCE and an Assistant Director at University of Ottawa Co-op Education Programs. Below she makes an eloquent case for cooperative education programs, and we are happy to endorse her comments. If you are already enrolled in a co-op or experiential learning program, congratulations and good luck. If not, we hope to inspire you to check out the options at your institution. Enjoy!

Students often ask me, “What are the benefits of co-operative education?” And my answer is always, “There are many!”

From an educational perspective, co-op is an important strategy for academic learning and professional development in programs as diverse as engineering, communication, political science, management and many more. At the undergraduate and graduate levels alike, co-op students alternate between periods of work and periods of study. This gives them the opportunity to reflect on their experiences in academic and professional settings, and to integrate theory and practice.

This integration deepens and enriches students’ overall educational experience.

From a practical perspective, co-op is important to employability and success. By working in jobs related to their program of study, students gain valuable work experience—experience that enables them to develop a network of contacts and add marketable skills to their resumé.

By participating in a co-op program, students gain experience in their field and have opportunities to work in different environments and labour market sectors. This gives them a better idea of what they enjoy and what they don’t, enabling a clearer path forward into a future career.

Many students offset the cost of higher education and often manage to pay off their student loans while enrolled in the co-op program because work terms are typically full-time, paying jobs. Importantly, many students secure professional jobs once they graduate largely due to experience gained in co-op. A recent study showed that co-op students are more likely to earn higher salaries and to obtain prestigious positions after graduating than students who did not choose the co-op option.

And so, the benefits of co-operative education are immediate and long term, academic and professional, personal and financial. In short, co-op is an educational strategy that has significant impact. With all this in mind, I invite you to make co-operative education part of your plan! CO Jeela Jones, MEd, PhD President, Canadian Association for Co-operative Education (CAFCE) www.cafce.ca

Paul D. Smith is the Executive Director of the Canadian Association of Career Educators and Employers and Editor-in-Chief of Career Options magazine. Email Paul at pauls@cacee.com

For more information, please visit: cacee.com, careeroptionsmagazine.com

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

5

penings Top

Questions to Ask in a Job Interview

ask dave

1 / What is a typical day

like in this position?

What if I don’t want to pursue a career my parents want me to?

On one hand, it’s tempting to say, “No way—I’m doing what I want!” After all, it’s your career and your future, not theirs. But alienating your parents and creating family discord can do more harm than good. Still, sacrificing your right to career selfdetermination isn’t such a feel-good notion either.

This is why my advice to students revolves around conversation and empowerment. You want to succeed in life, and your parents want that too, but your definitions of success and the paths you envision might vary. While your parents may emphasize stability and financial security, you may be focused on personal satisfaction and fulfilment.

Your parents want to be involved, so replace arguments with genuine conversation. Instead of alienating your parents, empower them with accurate, mod-

You got a job how?!

Employers “eat up” chocolate bar resumé A New York man took the Internet by storm when a photo of his choco-

5

2 / Where do you see

ern career information. They’re likely assuming things about the world of work that are a few generations out of date. For example, you can tell your parents that the average member of Generation Y is expected to have seven to ten unique careers in their lifetime.

Graduates today are no longer defined by their major, but by their holistic combination of skills, experience and interests gained at university. If all else fails, bring them along to your appointment at the career centre!

David Lindskoog is a career advisor at Simon Fraser University. For more career advice and thoughts on navigating university, check out his website at thedayjob.ca, and follow him on Twitter @lindenforest.

late bar resumé surfaced on Reddit last year. Nick Begley, an MBA grad, found a way to show off his marketing savvy and get attention at the same time: by designing and printing his resumé onto a chocolate bar wrapper, and sending the treats to select companies (along with a traditional resumé and cover letter). He used the Nutrition Facts section to list soft skills such as communication (100% nutrition)

the company in one year? Five years?

3 / Can you describe

the company culture?

4 / How is performance measured?

5 / What are some

typical obstacles to success in this role?

and work ethic (110%), and listed hard skills like brand management, copywriting, and online marketing in the Ingredients. This “guerilla” job hunting method worked—Begley was offered several jobs.

While the chocolate bar resumé was appropriate for the marketing field, it might not be for jobs in science and engineering, for example.

Taking creative risks to get attention can be an effective way to land a job.

However, it’s important to be aware of how employers in your field will react to unusual job hunting tactics.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

7

Career Turning Point

Develop skills and confidence: Whether it’s by sitting on a committee, supporting logistics at an event or tutoring for a difficult class, you can develop specific practical skills by volunteering. And in this way, volunteering directly supports career development. When you do something you’ve never done before or interact with people in a foreign environment, you inevitably develop your capacity for selfappraisal, which is invaluable to personal development and allows you to be intentional when working to cultivate skills in the future.

By William Johnson

Volunteering: Key to Your Personal and Professional Growth

T

he importance of volunteering as a vehicle for societal development is ingrained in most of us at an early age. In both elementary and high school, students are taught that it’s a great way to learn about and give back to the community. Indeed, the impact that simply giving our time to a project—a food drive, a charity walk—can have on a social cause is substantial. However, it is equally important to focus on how the process of volunteering positively affects the volunteer, both immediately and in the long term.

When I was young, the benefits of extra-curricular activities such as volunteering were not always apparent to me. But I can now safely say that my teachers and anyone else who pushed me to take part in these experiences knew something I didn’t: experiential learning—that is, learning through experiences, through action and by doing—is key to personal and professional development.

Benjamin Franklin knew this. Over 250 years ago he penned this timeless adage: “Tell me and I forget. Teach me and I remember.

Involve me and I will learn.” He knew that people grow not by simply reading, seeing and hearing, but by doing. Experiential learning opportunities—co-ops, internships and volunteer activities, for example—have the potential to help people develop knowledge and abilities in unique ways, and with them come a host of other useful rewards tied directly to career development.

Discover and learn: By being actively engaged in learning experiences with others, as opposed to sitting in a cubicle or studying solo, you give yourself the opportunity to learn from, as some educators put it, natural consequences. You may make real mistakes that you can learn from; you may realize hidden talents; you might discover the type of physical and cultural environment where you will flourish. These are all things that can only happen when you are rubbing elbows, as the saying goes, with peers, and you are invested in a tangible activity.

Differentiate yourself: Real-world experiences are the vehicle through which you create your story, your personal culture, Share your story with or your narrative—the details that blog@careeroptionsmagazine.com are going to differentiate you from and be featured on the CO blog! everybody else in your industry.

When students ask me to review their resumés or cover letters, I implore them to write down the things that nobody else can. I say, “If everybody has a degree, then nobody has a degree.” They must communicate the merits of their exclusive mix of skills, knowledge and experiences for the position they’re applying for. But to do this, you must indeed have a unique mix, and you must recognize that experiential learning opportunities are the perfect avenue for both applying and begetting knowledge about both yourself and the world around you. CO

How has volunteering impacted your career path?

William Johnson is an Ottawa-based student engagement and communications professional working at the post-secondary level. Follow his insights at williamjohnson.ca and on Twitter @socialeccentric.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

9

&

Knowledge so much more

University A

common criticism of university these days is that grads leave with “book smarts” but little in the way of hands-on experience—this is why many universities are now trying to grow their experiential learning offering.

I want to argue that, apart from theoretical knowledge, university is a great place to acquire many of the “soft skills” that smart employers value in any candidate. I can name at least five such skills associated with the university experience: Time management. Keeping life balanced between university, work, family and friends requires good time-management skills. Obviously, some people know how to do this even before they start university. Others learn through trial and error. Finally, some turn to expert sources, be it a workshop, training course or book. Whatever the method, good time management is an essential ingredient of success both in school and in any future career, and university is a “boot camp” for acquiring this skill.

Self-discipline. You need focus to pursue your goals while ignoring distractions that come up along the way. While some people are naturally better at this than others, evidence suggests self-discipline is like a muscle that can be developed through training. As with your muscles, however, you should not overdo your self-discipline training; once you’ve exhausted it, temptations come calling. University is like a well-equipped gym for your willpower!

By Anastasia Sizykh

Resiliency. Going through university will, at times, mean working under severe pressure. The reality is, Canadian workplaces are not much more comfortable in that regard. According to Statistics Canada, around 22 percent of Canadian employees report that most of their days are either fairly or extremely stressful. An ability to overcome difficulties with dignity and recover quickly from stress is called resiliency. Highly resilient people are generally happier, healthier and more confident.

Research and critical thinking.

At university you spend a lot of time searching for and processing new information. The instructors won’t give you the answers—it’s your task to find them. Similarly, in the workplace you will rarely have exact instructions on how to reach a goal dictated to you by your boss, but you will still be expected to accomplish it.

An ability to find the right information and critically process it is a valuable skill regardless of where you work.

Networking. As American sociologist Mark Granovetter notes, a network of weak ties is even

more beneficial than a few close friendships because it leads to a broader range of possible connections. Most of your university classmates will find good careers in your field and some will even become exceptionally successful. Never underestimate the power of knowing these people and keeping in touch with them. An ability to establish and maintain networks is one of the core skills of a successful person as it opens up an almost endless amount of opportunities.

Visit careeroptionsmagazine.com to learn more about “soft skills” and how you can sell them to employers.

The value of university is as much about acquiring knowledge as about acquiring the most essential skills of a 21st century employee.

If treated seriously, university imparts valuable lessons on perseverance, communication and leadership, all of which are essential to a successful career—in any field. CO

Anastasia Sizykh is a PhD student in business administration at the University of Manitoba. She is currently researching emotional labour, burnout, employees’ psychological well-being and habits. Her interests embrace topics such as human capital, global trends in higher education, and the role of universities in the 21st century.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

11

social media

6

Tips

for Creating a Dynamic Video Resumé

By Tang Choy

T

he word “resumé” probably conjures up mental images of a text-laden document that describes your experiences and skills. However, that picture is slowly starting to change with the emergence of video-based online tools like YouTube, Vine and Instagram—platforms that let you easily (and memorably) introduce yourself to employers!

A video resumé is a creative way for students to grab prospective employers’ attention and market their skills, experiences and qualifications in today’s competitive job market.

By recording a one-to-two minute video resumé, you can verbally communicate what you have to offer—those up for a challenge can even attempt to do this in a 15-second Instagram or six-second Vine video!

Executed well, a video resumé can Tweet complement your your video resumé to @Career_Options paper resumé. It can using #COVideoResume also help convey your talents and personality, and is a good fit for sectors requiring strong communication and presentation skills, such as media, public relations, sales and marketing.

Show off your stuff!

for? What sets you apart from other candidates vying for the same position?

Decide on the relevant skills, experiences and qualifications that you want to highlight. Mention keywords that are important in your target industry.

2. Think results Communicate achievements that would leave a positive impression on employers in your field. For instance, have you been promoted, awarded a scholarship/grant, or received recognition as employee of the month? Or maybe you saved an organization time or money, effectively resolved a conflict, closed a sale, or led a team to meet a project deadline? When possible, quantify major results by including numbers, dollar amounts and/or percentages.

3. Be creative Avoid simply reading out your resumé word-for-word! Brainstorm interesting ways to market your personal brand and accomplishments. Consider filming yourself “in action” demonstrating a skill that you have, incorporating appropriate props or filming in different contexts. If you are tech-savvy, you can play around with your video production and use techniques such as split screen and voiceovers.

4. Plan and practise Create an outline of your video resumé and map out what you want to say and when. Ensure information is presented logically and your video flows well. Practise delivering your content in various ways and film multiple takes, if necessary.

Here are six tips for video resumés: 1. Present your personal brand Before filming, pinpoint your personal brand. What do you want to be known 12

W inter/Sp ri ng 2014

5. Engage your audience A major advantage of video resumés is the ability to showcase your personality and communication skills to an employer. Present yourself with enthusi-

ca reerop tio n smaga zi n e .com

Check out CO online for asm and confidence. Note the speed and tone of your voice. When filming, look directly into the camera to make eye contact with the viewer. Seem more approachable by smiling, dress to impress and be well-groomed!

6. Don’t forget logistics Details matter! Choose video editing software that can maximize the benefits of using moving pictures to tell your story. Add dimension to your video resumé by using different angles, screen captures and cuts. Display your contact information and how you can be reached.

that requires high levels of creativity and excellent presentation skills, or is your sector more conservative?

examples of creative video resumés, and visit ryerson.ca/career/contest/winners/ to see the winning Ryerson video resumés.

A video resumé can be beneficial as another job search strategy. If you produce one, remember to share it! Distribute the URL by including it on your resumé and business card, and in your professional social networks (e.g. LinkedIn) and email correspondence. CO

To promote innovative job search strategies, the Career Development and Employment Centre at Ryerson University hosted its first Instagram Video Resumé Contest last fall. Students were encouraged to submit a 15-second video resumé for a chance to win a sponsored networking lunch with an industry professional. Look for similar opportunities or suggest a contest to career centre staff at your own school!

Lastly, here are some important points to keep in mind: • Despite the self-marketing possibilities, discrimination and copyright infringement concerns (e.g. due to the use of company logos/images and music) have been raised for video resumés. Be careful about your content.

• It is important to assess if a video resumé is right for you. Consider your target industry and the companies you want to apply to. Are you in a field

Tang Choy is an Employability Support Counsellor at Ryerson University who is drawn to helping students use social media for job search and networking.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

13

how to

Create your personal website

T

here’s a better way to market yourself to employers than that black-and-white resumé you’ve sent out over and over again. With a personal website you can show employers why you’re a great candidate for your dream job—and if you keep it updated, employers might even start to seek YOU out.

A website can benefit job seekers in almost every field, since companies are increasingly finding candidates and researching job applicants online. Owning a website with your name as the domain improves your chances of showing up in an employer’s search and controlling what information they find.

Everything from your choice of layout, to the information you highlight, to your portfolio of work, gives hiring managers insight into your personality and unique talents. Just make sure it’s your talents that stand out, not grammatical or technical errors.

To do this effectively, collect portfolio pieces, text and photos, and then put these sections together:

Tagline.

Underneath your website title, include a professional headline that summarizes who you are and what you do (or want to do).

Short, snappy sentences with key words used in your field will give search engines more chances to pick up your site, and give potential employers a quick picture to remember you by.

Websites to help you get started:

Professional objective.

A summary of your skills and the services you provide will tell potential employers how you can help them. From your resumé and portfolio, it can be hard to deduce exactly what you are looking for in a job or what you’re good at, so spell it out.

For more resources to help you build your website, visit: careeroptionsmagazine.com

Blog.

A focused blog keeps your website fresh and demonstrates your dedication. Play to your strengths and write posts or create short videos that are relevant to your field, or create mock-ups of a project you would like to work on. This is your chance to show off your insider know-how.

14

Wordpress.com Weebly.com Wix.com Workfolio.com

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

By Sara Frizzell

Resumé.

In case a potential employer is only given your web address, include your resumé so they can have a full understanding of your credentials and experience.

Contact info.

This should be easily accessible, since the entire point of your website is to put you in touch with employers. Your name, email and phone number should be displayed prominently, as should the option to follow you on professional social media streams. For safety reasons, leave off personal details like your home address.

Bio. A succinct “About me” page will provide information that’s not part of your resumé. Sharing your hobbies, interests and accomplishments can connect you to curious employers on a personal level. Keep it interesting, but avoid potentially controversial details such as religious or political views.

Including a headshot can add a level of trust, but make sure it’s professional—no smartphone selfies!

Portfolio.

Collect samples from your past projects that give a snapshot of your abilities. With each inclusion, emphasize the skills you needed to complete the project in a short paragraph. Always include a link to the live version, use high-quality images, and consider uploading your pieces in multiple formats to avoid download problems.

testimonials.

Positive references from former employers, colleagues or clients can polish your professional image. Make sure the same references are also on your LinkedIn page so it’s clear they’re from real people.

Show us your websites!

Once you’ve put the work in, show people and consider their feedback. Add the URL to your resumé, email signature and social networking profiles, and get hired. CO

Tweet the link to @Career_Options and we’ll share the best examples.

Sara Frizzell is currently pursuing a creative writing master’s degree in Edinburgh, Scotland. She freelances articles and short fiction on a variety of subjects including science, travel and relationships.

Follow her on Twitter @MsFrizzell.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

15

O

ver the past year, virtually every Canadian media outlet has spotlighted stories of postsecondary students transitioning into the workplace, unable to find a job in their field due to lack of experience, yet unable to gain experience without a job. We’ve heard controversial stories of internships where young, talented people resort to donating their working hours for the benefit of a profitable company.

Falling under the radar in the media today are the longestablished programs that give students an opportunity to experience challenging, paid work in their field.

Co-operative education is employment that offers practical applications towards a student’s academic success.

The student is paid for their work, supervised and evaluated by both the employer and the education institution.

Co-ops are available in virtually every field and offer different types of experience, from desk research to frontline work and everything in between.

The University of Waterloo was the first university in Canada to offer co-op and today the program is the largest in the world, with 60 percent of the student body participating.

According to the Canadian Association for Co-operative Education, a co-op should alternate periods of academic study with work terms, as opposed to an internship, which would require only one employment term. This is how the University of Waterloo’s program is set up.

“The principle behind it is that if students are able to apply what they’re learning in the classroom in a work situation, then they will understand it better when they

16

W inter/Sp ri ng 2014

and Co-ops Experiential

By Danielle Klassen

Learning Rewards that are worth the work

come back to the classroom,” says Peggy Jarvie, the executive director of Co-operative Education and Career Action for the university.

The alternating cycle is designed to let students test theoretical knowledge gained in the classroom, while also providing an opportunity to explore different career options in multiple positions.

For co-op students at the University of Waterloo, each work term lasts four months, so by graduation, students will have completed up to two years of professional work in total, typically for several companies.

Two years ago, Graham Lewis graduated from civil engineering, one of several programs with mandatory co-op at the University of Waterloo. He says doing a co-op gives you a broader perspective, in and out of the classroom.

“They have a much better sense for what kind of work they want after they graduate and what kind of place they want to work in, compared to most graduates, simply because of that variety of experience,” says Jarvie.

Graduates of co-op programs are more likely to find higher-level and better-paid jobs than those who do not complete a co-op.

Co-op positions stand out as platforms for training that provide targeted experience and pay well beyond the typical student job. Bradley Jung is in his fourth year of aerospace engineering at Carleton University and has already completed over a year of career-specific work through a co-op. He points out that co-ops offer hiring privileges rarely found in the job market. “These are specific jobs allocated for students. Once you graduate you’re in competition with the whole market,” says Jung.

“Before you lock down a full-time job, you get to sample six different companies—and if it’s not right for you, you only have to be there for four months.

If your job sucks, you get out and you try something new,” he says.

Over six terms during his five-year program, he took on a number of positions for different companies, from site inspection to construction management.

“By the time I was done the terms, my resumé was years ahead of anyone else that I was competing against from any other program,” says Lewis.

According to a study conducted by the University of Waterloo, Lewis is far from an anomaly. Graduates of co-op programs are more likely to find higher-level and better-paid jobs than those who do not complete a co-op, regardless of socioeconomic background and academic achievement.

With the cost of tuition constantly on the rise, co-op positions can create a more financially even playing field for students to support themselves through school, as programs are intended to result in paid employment. This was the case for Lewis, who says he ended up earning money in university, even after paying for tuition and living costs.

The paycheque is only one benefit of taking on a co-op; positions offer career-long benefits. “Among other things you learn about how to behave in a workplace: things like clarity of communications, or teamwork, or initiative—all those things are expected and rewarded differently in the workplace than they are in an academic setting,” says Jarvie, adding that students who have completed co-ops often boast better time management and organizational skills.

But while co-op comes with ample benefits, it’s far from a free ride.

“It’s hard. Once you’ve started your co-op sequence... you’re looking for a job in every academic term,” Jarvie says. On top of a demanding academic schedule, students will be sending out resumés and scheduling interviews, constantly in pursuit of their next position.

earn more

about the co-op programs featured in this story at uwaterloo.ca/co-operative-education and carleton.ca/cc

Jung set out to take a co-op immediately upon enrolling at Carleton. “I found it kind of difficult. There weren’t as many aerospace-specific companies out there.”

Eager to get a head start with career experience, Jung started the job hunt in second year—earlier than many 18

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

of his peers who opted to wait to apply until they were in their third year.

“I thought if I can get a placement now, then I’ll know what to focus on in subsequent years,” Jung says. He was offered a placement at the National Research Council of Canada at the end of his second year.

Jung took on a 16-month co-op in the Flight Recorder Playback Centre.

“Before co-op I had a very vague idea of what I wanted to do. Most aerospace engineering students go into the field because they like flying or spacecrafts,” he says.

Jung’s day-to-day tasks had him analyzing flight data, but by the end of his work term he had built an entire computer app for professionals in his field on the job. Sitting side-by-side with programmers, Jung had resources well beyond a textbook to coach him along the way.

Unlike the University of Waterloo, not all Carleton engineering students are required to do a co-op. Despite adding an extra year to his bachelor’s degree, Jung was confident the time investment would be worthwhile.

“I thought it would be a good option. I don’t think a lot of people chose to do it,” he said. “I think it gave me a more realistic approach to finding a job.”

Even though students enroll in co-op, they’re not guaranteed a work term.

Students compete for few positions. “Most of our students, by the time they graduate, frankly have had more interviews than I have in my entire career, so they need to learn how to present themselves well, both on paper and in person,” says Jarvie.

While certainly a challenge, a co-op is invaluable to advancing one’s career path. “You get a foot in the door, it raises your confidence, you make some contacts, and you get industry experience,” says Jung. “I don’t think there’s anything you can lose from it.”

Jarvie points out that the programs benefit all involved: students, employers and post-secondary institutions. “The rewards are certainly worth the additional work, but you need to walk into it with your eyes open,” says Jarvie.

For Lewis, a co-op meant a handful of job offers upon graduation. “Not only did I have jobs readily available, but it was also a clean transition into my current position. I didn’t even have to look for anything,” he says. He took on a job with the same company where he completed his final two work terms.

“If I could recommend it to anybody, I would do it the exact same way again.

I have nothing bad to say about it.” CO

While studying journalism at Carleton University, Danielle klassen experienced first-hand the value of applied experience and has taken those lessons with her into her career as a publicist, now working in Toronto. She loves hearing student success stories, so connect with her on Twitter @daniklassen.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

19

& The Dos

of Co-ops + I 20

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

& Don’ts

Internships Everything you need to know before, during and after your experience

Ca reer O p tio n s

W

e asked co-op students, interns and co-op experts to share their stories and tips. Read on for their unique perspectives on how to make the most of your co-op!

We also put out a call to our social media network to submit their #CoopTip through Twitter. Check out the 140-character tidbits of co-op advice at the end of the article.

W i n ter/S p ri n g 2 0 14

21

Part one

DO» e Tak leap! the

BEFORE CO-OP DO: Take the leap!

Co-op is something that every student should do. When I was in university I never took advantage of co-op—it wasn’t until I went to college that a co-op placement in my field was offered. I hopped right on this opening, and looking back I don’t have a single regret. Here’s why:

» I got to see if my chosen field was a right fit for me (it was). » I found out which aspects of marketing excited me. Marketing is so broad—co-op helped me narrow it down with a firsthand look into what really stimulated me.

» I experienced a professional work culture. Growing up, I mainly worked in restaurants. As much fun as this was, it never gave me the opportunity to see what it was like to work in a professional setting.

» It connected me to people with similar interests who helped me appreci-

Looking back I don’t have a single regret.

22

W inter/Sp ri ng 2014

ate why I chose to pursue marketing. My co-workers loved their jobs; they were good at them and they were respected in their field. Making these connections expanded my professional network and left me with a group of people I can always turn to for advice.

Nick Donaldson Co-op: Canadian Association of Medical Radiation Technologists School: Algonquin College ca reerop tio n smaga zi n e .com

Part two

during CO-OP

‘‘

if you would wear it to a nightclub or the gym, DON’T wear it to work.

DON’T: Sit around waiting for instructions It’s very easy to arrive at an internship and then quickly become forgotten by the supervisor. They’re often busy people who don’t have the time to constantly check-in with (or babysit) the intern. This may make for an easy workday but it’s not the reason why you’re interning. Every task or project you become involved with during your internship could become an example of success for your resumé or your next job interview. Although you agreed to work for an organization like it’s a job during an internship, they agreed to give you opportunities to learn and gain valuable experience in the ‘real world.’ If you’re left with little or nothing to do, talk to your supervisor. There is ALWAYS something that needs to be done, urgent or not. This kind of proactive behaviour can give you a good reputation that can help lead to a positive referral or even a job offer.

Alexander K. Smith Marketing and communications intern | School: University of Ottawa DO: Build relationships The writing on the wall is clear: “It’s not what you know, it’s who you know.”

One would be unwise to disregard it as cliché. Relationship building is everything, and cold calling, informational interviews and networking events are invaluable tools. As an introvert I was very much aware of this mantra, and my ego was set to disprove it. I avoided networking like the plague and leaned on the illusion that being an “A” student with a solid resumé would make me stand out and get me an interview. While I did see results from burying my head in job boards, the process was an overall slow, tedious and disheartening experience that only yielded jobs that weren’t on the path I wanted to be on. Employers aren’t clambering over one another to pick from the online crops. It’s a buyer’s market, and those who stand out know how to leverage the multisensory experience that they are (sight, sound, smell, touch) to leave an impression. Style goes a long way.

Ian MacKichan Marketing intern | School: Carleton University DON’T: Dress inappropriately A key principle to keep in mind is if you would wear it to a nightclub or the gym, DON’T wear it to work. Clothes should always be clean and tidy. Dress pants and a dress shirt works for both genders.

DOn’t» dress inappropriately

Kerry Eamer Director, Co-op and Career Services, Carleton University

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

23

DO: Develop and maintain a reputation for being dependable At the end of a co-op placement, the ultimate goal we all have is to walk away with a glowing reference in the hopes that it will open up more doors to us in the future. This crucial piece of the co-op experience hinges upon the sort of reputation we start building ourselves from day one on the job.

When I first stepped into my role, I made it my personal priority to demonstrate my dependability. This translated into simple actions such as completing all tasks on time, maintaining a consistent quality of work, remaining flexible and open-minded when plans changed, taking on additional responsibility when needed, and displaying an overall positive attitude towards the twists and turns that came with the job.

DO: Learn from your co-workers Talk to lots of the people that you’re working with and learn as much as you possibly can while you’re on your work term. It’s a great opportunity. You can learn from more than just the work that you’re assigned. You can learn from the other people that you’re working with about their work experiences… It’s a really, really, really rich learning experience, in my opinion, and I think if you go into it as a student looking at all the possibilities of what you can learn there, you’re going to benefit greatly.

Peggy Jarvie Executive Director, Co-operative Education & Career Action University of Waterloo

By demonstrating dependability, I was entrusted with increasing levels of responsibility. In addition, I found that my ideas were valued, and I was being treated as an equal stakeholder in the project. This confidence my superiors displayed in me strengthened the confidence I had in myself, which reinforced the quality of work I was able to produce. My desire to present myself as a valued team member contributed to every benefit I gained from my experience.

DON’T: Forget that you’re working in the real world Especially when you’re going from academics to a work environment, you’ll find that your pressures are different. You don’t really have to deal with a lot of money-related issues in the work that you do in school. Everything that you do in the business world has to create value for someone, more than just yourself. A company has a bottom line that they’re worried about, and you need to be contributing in some way, shape or form. The motivations that drive the work definitely change.

Malinda Pathacharige Co-op: BlackBerry | School: Simon Fraser University

Justin Reis Internship: Ipsos Reid | School: Loyalist College

24

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

Part three

after CO-OP

DO: Stay in touch Make contact via LinkedIn, an annual lunch or coffee break, a birthday card, an email remarking on something that has happened with the company to show that you are still thinking about them.

Kerry Eamer Director, Co-op and Career Services, Carleton University DO: Ask for feedback Make it easy for your boss though and be specific. For example: Could you please provide me with some feedback on my communication skills? What strategies have you found to be most effective? This helps the supervisor focus on a particular aspect rather than on the performance as a whole.

Kerry Eamer Director, Co-op and Career Services, Carleton University

DOÂť stay in touch

DO: Reflect on your experience Keep a log of your projects and skills that you learned on the job so that you can easily update your resumĂŠ when the time comes. Jotting down stories of your successes and failures (i.e. lessons learned) will also help you in future job interviews.

Jordan Adams Journalism intern | School: Carleton University

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

25

#cooptip tweets BEFORE Use a great LinkedIn profile to create credibility. Then use LinkedIn like a detective to set up info interviews #CoopTip

Don’t forget – you are interviewing the employer as well – ask intelligent questions at the end of the interview. #CoopTip –@AlgonquinCoop

–@JessicaKWebster

Get to know your co-op coordinator!

The more they know about you the more they can help #CoopTip

Do keep your LinkedIn profile updated (including a professional pic) – many recruiters use it to find candidates #CoopTip

–Katie LeBlanc @CUBizCoop

–@YorkUCareerCtr

DON’T eat onions before your interview #CoopTip

DURING DO not be afraid to voice your opinions. It’s always the greasy wheel that gets the oil, but don’t be a sore thumb #CoopTip

–@BrockCoop

Do research on the organization you’re looking to do co-op at. #CoopTip

–@IanMacKichan

–William Johnson @socialeccentric

Our #CoopTip is to get your resume started early so its pretty much ready when the dream job comes up! #myTRU –TRU Career Education @trucareered

Do be open to positions across Canada, you’ll increase your opportunities and can explore a new area #CoopTip –Shandy Johnston @shandyrae

Practice for your interview by saying your responses out loud to your mirror, webcam, family, friends, or dog/ cat #CoopTip –@AlgonquinCoop

Network; put your name out there!

Use SM tools like LinkedIn to connect and interact with past or potential employers.

–@uOttawaCOOP

Do get your cover letters and resumes proofread by at least 2 people before submission #CoopTip –@BrockCoop

Keep an open mind! Co-op is about exploring career options. #CoopTip –@AlgonquinCoop

Treat your co-op term like a 4-month interview i.e. don’t stop trying to impress your employer! #CoopTip –Tammy Kim @t5kim

Do work hard, continue learning, offer to help & form strong working relationships when completing your co-op #CoopTip –@TangChoy

We’re late on this so here’s a fitting #CoopTip Always be on time and ready to learn, produce & participate –Guelph-Humber Career & Placement @_GHWorks

AFTER Don’t forget to stay in touch with colleagues AFTER co-op. Meet for coffee, send updates via email or LinkedIn #CoopTip –@TangChoy

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

27

Interview Acronyms FTW!

L

iving in our digital age, it can feel like our language has been reduced to a series of acronyms, from LOL and OMG to BRB and GTG. But these shorthand modes of communication do make conversation simpler and, in some ways, more efficient.

So who’s to say that acronyms should stop at the text message or email? If acronyms make things easier, why not use them to help you ace your job interview?

PAWS When it comes to interview preparation, the first key is to know yourself. Easy-peasy, you say?

Perhaps. The most common first question in a job interview is “Tell me about yourself,” but students often just don’t know what to say to that! Where do I even begin? Is this a trick question? How do I know if I’ve provided them with enough information? These are questions I hear from students all the time. The first interview acronym can help you focus and develop some talking points when you’re responding to this infamous question: P = Personal. Tell them a little bit about your areas of interest, whether professional or personal.

Discuss why you chose your major as your area of study. Describe personal characteristics that make you well-suited for the position. Talk about hobbies or activities you like to do in your spare time.

A = Academic. Tell them about your academic background. What is your major? Are you minoring in a program? Do you have any additional certificates or relevant projects worth briefly discussing?

By Sara Sethna

However, be sure to touch on relevant transferable or technical skills that make you a strong candidate.

questions is to set up a practice interview with your co-op coordinator/advisor. Take advantage of this awesome co-op perk!

Keep in mind they’ve called you in for an interview because they want to see the personality behind your resumé or application. Think of this question as an ice-breaker for you to introduce yourself and ease into the interview conversation.

COMPANY/INDUSTRY ACRONYMS These interview acronyms might take a little more research on your part. In addition to knowing yourself and knowing the position, the last key is knowing the company. Research, research, research, and be sure you’re familiar with any industry jargon or acronyms. If there are acronyms in the posting or on the company website you’re unfamiliar with, they’re definitely worth looking up. Check with your co-op advisor to see if your co-op program has

STAR Second to knowing yourself is knowing what is required of the position and explaining how your skills and experience match those requirements.

This comes from identifying key competencies in the job posting and then practising behavioural questions related to those competencies. Behavioural questions are the ones that start with “Tell me about a time when…” or “Give me an example of a situation where…” When responding to behavioural interview questions, keep this star-studded interview acronym in mind: S = Situation. Describe what happened.

T = Task. Describe what needed to be done.

A = Action. Describe what you did to respond to the situation. Be sure to incorporate relevant skills you utilized.

R = Result. Don’t leave your interviewer hanging and wondering, then what? Every story needs an ending, so don’t forget that positive result.

For more co-op interview tips,

visit SFU OLC at sfu.ca/olc/allaboutinterviews and careeroptionsmagazine.com

any work reports from previous students who have worked in the position—they may provide you with insight into the position and any company lingo.

This little bit of research can go a long way!

Last but definitely not least, now that you’ve prepared, walk in with confidence. Keep in mind that they invited you to the interview for a reason— based on your application, you have what they’re looking for in terms of skills and experience. Now all you have to do is be you.

Until next time, TTYL! CO

The best way to practise behavioural interview

W = Work/Volunteer Experience. Briefly summarize your related work or volunteer experience.

Sara Sethna is a co-op coordinator at Simon Fraser University, currently working with Communication students. Check out her blog at careerbyte.ca, and follow her on Twitter @careerbyte.

S = Skills. This may have been covered as you discussed your academic or work experience.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

29

30

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

international

By Adrienne Martin

Studying abroad = experiential learning!

Immersing yourself in another culture teaches you things that a lecture can’t

W

hen Meredith Kulpaka left Canada for France on a school exchange two years ago, she had no idea she was embarking on a trip that would change her life forever.

spend time in a foreign country while continuing a post-secondary education allows students to develop an understanding of both themselves and the world—something that simply can’t be learned in a classroom.

“Not to sound cliché, but I really found myself,” she says. “It was a really big personal growth.”

What are the benefits?

“Going on exchange is like a compressed life skills crash course,” says Julia Green, peer helper for global and cultural awareness at Carleton University’s International Student Services Office. She, too, completed an international exchange in her third year and spent a year in France.

Kulpaka traveled to Amiens, France on a 10-month study exchange, a requirement of her international business program at Carleton University. The opportunity to live abroad for almost a year helped her to gain independence and become self-sufficient, she says.

It’s a sense of accomplishment expressed by many students who complete an international exchange or co-op abroad. The opportunity to

“In a year, the amount that I grew up was just incredible,” she says.

The benefits of studying abroad go beyond mere personal growth. According to the President of

Ca reer O p tio n s

the University of Guelph, Alastair Summerlee, Canadian students who participate in international exchanges and co-ops are able to enrich the educational opportunities and cultural understanding of students they interact with abroad. They’re also given the chance to embrace new cultures and learn a new language—assets that are crucial both to the growth of Canada’s workforce and to their own careers after graduation.

“We need a workforce with knowledge of other countries, cultures and languages, and an ability to establish partnerships with colleagues from around the world,” Summerlee wrote in a September 2012 opinion piece to the Toronto Star. “Getting more Canadian students to live and learn in another culture is about developing global citizens and building the labour force Canada needs to be prosperous in the knowledge economy.”

W i n ter/S p ri n g 2 0 14

31

Benefits of studying abroad

• International experience can give you a crucial advantage over other job candidates • It’s easier (and sometimes cheaper) to travel as a student • You can learn a new language and understand a different culture

Do employers care?

91% value job candidates with international experience • 50% would hire a candidate with international experience •

over one without (all else being equal)

— Canadian Bureau for International Education

Many universities recognize the value of studying abroad and, in an attempt to develop these “global citizens,” have incorporated international exchanges into certain courses’ requirements. Many students who’ve completed an exchange as a necessary part of their studies agree that the opportunity was a great learning experience.

Justin Burke was one of those students. A graduate from Queen’s University’s bachelor of commerce program, he spent six months at Lund University

in Sweden on exchange as part of his program’s requirements. Although the course emphasized a Western approach to business, Burke says he was able to gain a broader understanding of his field while studying in Sweden.

“There’s an emphasis on different approaches to business and different areas of business when you’re in a country that’s not necessarily capitalist like Canada and the U.S.,” explains Burke. “It gives you a new perspective.”

Why aren’t more students going on exchange?

While Kulpaka, Green and Burke all say their experiences abroad were life-changing, not enough undergraduate students are getting the chance to study abroad.

According to the most recent statistics in 2011, while the number of international students coming to study at Canadian universities has grown for the 16th consecutive year, the number of Canadian students going to study abroad remains at only 12 percent. This number pales in comparison to countries like Germany, where an estimated 33 percent of students participate in study-abroad programs.

What country would you like to see in the International section?

Tweet your ideas to @Career_Options using #COInternational

the chance to study abroad. Last year, the federal government’s Advisory Panel on Canada’s International Education Strategy—led by the President of Western University, Amit Chakma—published a full report highlighting the country’s need to both attract more international students and create more opportunities for Canadian students to participate in studies abroad.

The report, entitled “International Education: A Key Driver of Canada’s Future Prosperity,” calls for a national strategy to create an extra 50,000 international exchange opportunities per year for Canadian students. The goal is to have these opportunities in place by 2022.

The world loves Canada!

• 7th most popular destination for international students • Over 265,000 international students enrolled – 6.5% of student population!

— Canadian Bureau for International Education

Financial considerations are the most common reason that so few Canadian students go abroad, according to Summerlee. He recommends Canada create a pan-Canadian international student mobility program with government and private sector funding to help students overcome these financial barriers.

Because of the many benefits of international exchanges and programs, there’s been a national effort to provide more Canadian students with

Have you had

an international learning experience? Tell us about it! Send your stories to blog@careeroptionsmagazine.com and we’ll post it on our blog.

34

W inter/Sp ri ng 2014

Why should you consider studying abroad?

The benefits of completing an international exchange or co-op abroad are endless. Not only does it give you the opportunity to grow as a person, but it will also give you the means to better prepare for a career after graduation as you build relationships and make new contacts with potential employers. An opportunity to study and live abroad shouldn’t be passed up.

“University isn’t about getting a piece of paper, it’s about getting all the experiences that you can to further yourself and better yourself,” says Kulpaka.

“And this is definitely an experience that will help people do that.” CO Adrienne Martin is a fourth-year journalism student at Carleton University. Originally from Whitby, she’s hoping to pursue a career in either journalism or public relations after graduation.

ca reerop tio n smaga zi n e .com

Advertorial

A new School places the business of wine and spirits at the forefront The School of Wine & Spirits Business (SWSB) and its academic programmes In September 2013, Burgundy School of Business (Groupe ESC Dijon-Bourgogne) launched the School of Wine & Spirits Business, an academic institution under the directorship of Dr. Jérôme Gallo entirely dedicated to education and research in wine and spirits management.

The École de Commerce de Dijon was founded in 1899 and funded by Burgundy’s wine businesses.

Its roots firmly in wine country, Burgundy School of Business, as it became known, created the first French postgraduate programme in international wine business, which subsequently became the Mastère Spécialisé en Commerce des Vins et Spiritueux (CIVS) in 1991. Headed by Joëlle Brouard, this programme is the leader in the French market and has acquired international recognition and acclaim for the way it marries wine knowledge to commercial and marketing management.

An MSc in Wine Business was launched in 2009 and is headed by Dr. Damien Wilson. The programme’s main focus is demand creation within the wine industry via

the use of technology, the media and social networks, and is aimed at graduates who have a passion for wine and some experience in the field. It is ideal for those looking to create their own wine business or become industry-specific marketing specialists, but also offers a wider range of professional outcomes.

Following the success of the MSc in Wine Business and answering a demand for a specialized degree open to recent graduates with no experience in the industry, the MSc in Wine Management was launched in 2013.

Pierre Joulié is the head of a programme that offers students a general overview of the wine industry and gives them the knowledge necessary to apply for all types of industry-specific job openings.

The relationship between wine and culture is age-old and runs deep. Modules dealing with wine and its place in civilization are in the pipeline, and it is with this view that the Mastère Spécialisé en Management des Entreprises Culturelles et Industries Créatives (MECIC) was incorporated into the SWSB. Launched in 1990, this programme focuses on the management of institutions of cultural heritage and companies in the creative industries. It is headed by Jean-Yves Klein.

The SWSB research centre Formerly chair in champagne management in Reims, Dr. Steve Charters, MW, joined Burgundy School of Business in May 2013 as the future head of the SWSB research centre. He and nine other permanent staff members collaborate with industry specialists in Australia, South Africa, the U.S. and Canada, to name but a few countries, to publish articles in peer-reviewed journals and the French and international press.

As one of only 312 Masters of Wine worldwide, Dr. Charters also teaches a module on grapes and wines of the world.

An introduction to his course is available for free online at www.youtube.com/ watch?v=l32CTHXkgV0.

Burgundy, France The region of Burgundy is worldfamous and all those who feel passionate about wine have heard of romanée-conti, corton-charlemagne or montrachet.

Although Burgundy is not the largest wine region in France, it has the most appellations: 98 in total. The notion of terroir is fundamental and wine is the soul of a land worked and tended for generation upon generation. The care and attention to quality that the regional winemakers lend to their craft have led to Burgundy wines fetching the highest prices in the market, with eight out of the top ten most expensive wines in the world being from the region, according to a recent survey.

international

Intern Abroad

By Kayla Redstone

Why working in Europe was one of my best decisions ever

I

n late 2011, in the midst of my postexchange slump after returning home from a semester abroad in the Netherlands, I received an email from Carleton’s School of Journalism advertising a summer magazine and communications internship at the Universal Postal Union, an international organization based in Switzerland.

The first thought that popped into my head was, “I have to have it!” A summer in Europe AND valuable work experience? What a deal!

Then came the doubt. “I probably don’t even stand a chance,” I thought. There were probably dozens of other students with more work experience applying for the job.

“What if I get it, but I’m not good enough?” I worried.

“I won’t make that much money. Maybe it would be best to stay home and save up over the summer,” I thought. The position paid a stipend that was enough to live on, but certainly not enough to help me save to pay off my final year’s tuition.

I found a hundred and one reasons not to apply, but I knew none of them was good enough. I quickly pulled myself together, shrugged off the doubt, pored over my resumé and cover letter, and sent everything off before I had the chance to change my mind again.

36

W inter/Sp ri ng 2014

A few weeks later, the interview offer came. A few weeks after that, the job offer followed. Success!

I was scared, but I quickly accepted.

Taking that internship abroad was one of the best decisions I made in my life. Let me tell you why: I refined and built on the skills I developed in university.

School is great for teaching you the theory and basics of your future profession, but there’s nothing quite like hands-on learning in the workplace.

My classes taught me how to write like a journalist, but I had never experienced what it was like to actually be one. In class, I could pick my own topics and change story ideas whenever I wanted or needed to. If the story didn’t work out, the only thing that suffered was my grade. Nobody was depending on me to do a good job.

As an intern, my stories had to fit the expectations of my editor and the style of the magazine. I also had real deadlines to meet and a real audience to write for. I had the experience of calling sources

Read more

about international travel, work and exchange at careeroptionsmagazine.com/ education/international

ca reerop tio n smaga zi n e .com

from around the globe, sometimes dealing with the challenge of different time zones, limited technological capacities and language barriers. Sometimes the subject matter was completely foreign to me, which put my journalistic research skills to the test.

I learned things that can’t be taught in the classroom.

I developed valuable transferable skills that I will carry with me throughout my life.

Being far from home, immersed in another culture and an entirely new language, are challenges unique to living and working abroad. Whether it’s how to ask basic questions in a new language, figuring out the local customs or navigating your new environment, every day is a learning experience.

I lived in the German-speaking region of Switzerland and worked for an organization that functioned primarily in French, as well as English. Whether I was trying to explain what kind of bus pass I needed or working with a colleague whose second or third language was English, I had to be patient and fine-tune my communication skills.

I also had to be adaptable and learn how to open my mind to new ways of thinking. I had to be resourceful and push myself out of my comfort zone to communicate with people and make friends. These “soft skills” are valuable in all areas of life and are great talking points on a resumé or in an interview.

I found new interests I never knew I had.

Throughout journalism school, I always had the sneaking suspicion that traditional news reporting wasn’t for me, but I hadn’t had the chance to experience much else. My experience working in the communications department of an international organization opened my eyes to a new way of using my writing skills, and made me realize it’s a job I might want to pursue in the future.

Overall my internship was one of the most valuable and enriching experiences of my life. For those contemplating an international co-op or internship, here’s my advice:

1 Don’t be afraid to apply!

It’s impossible to know exactly what an employer is looking for, and there will always be someone more qualified than you—issues like these don’t mean you should pass up the chance at such a rewarding experience! If you’re scared that you’ll have a hard time away from home, just keep in mind that there is an end date. Some culture shock is normal, but you can always Skype with your friends and family when you’re homesick.

2 On your application, explain why you’re a good fit for the employer and why you want to live abroad.

Living and working abroad is a challenge, so make sure your prospective employer knows you have the skills to take on the challenges you anticipate.

Research the company and the city it’s located in before you apply so you can also explain why you want to work there, for them.

3 Once there, seek out all learning opportunities.

One of my biggest regrets was not taking better advantage of my francophone work environment. I might have returned to Canada fluently bilingual if I had taken more opportunities to speak French with my colleagues. Don’t make the same mistake! Talk to your colleagues and make connections. Stay late once in a while to put extra effort into your work, and don’t be afraid to take on a challenging project if it’s offered to you—your colleagues know you’re there to learn and they’ll be there to help you.

4 Last but not least, have fun!

Your brain is a sponge, ready to absorb new experiences in and outside the workplace. Sure, you’re there primarily to work, but that doesn’t mean you should waste the chance to explore, meet new people and try new things in your free time. Explore every facet of the city and travel a little if you can afford to. CO

Kayla Redstone is a recent Carleton University journalism graduate. She is currently working as an English teaching assistant in Lyon, France, and she hopes to pursue a career in media upon her return to Canada next summer.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

37

international

Swimming with

Sharks in Brazil

By Louise Umutoni

W

hen we hear the term “marine biology,” many of us don’t associate it with daring feats like swimming with sharks.

This, however, is exactly what Dayanne Raffoul did. The fourth-year University of Ottawa biology student spent two co-op terms in Brazil with the Rural Federal University of Pernambuco under the supervision of Paulo Oliveira and Fabio Hazin, working in fish reproductive biology.

38

W inter/Sp ri ng 2014

“The area where I worked has a high number of shark attacks. As students, we were required to learn how to do shark tagging, which is the method used to track sharks for matters of research, and in the process ensure that they are kept away from the shorelines,” explains Raffoul. According to her, this entailed five days at sea tagging a variety of shark species, such as the nurse and bull sharks.

ca reerop tio n smaga zi n e .com

Photo: Rafael Gaston Filho.

Oceanography Fishery Laboratory, Rural Federal University of Pernambuco, Brazil.

She describes her first encounter with a lemon shark as both frightening and fascinating. “I got out of the water immediately and got teased about it by my colleagues; however, it was mesmerizing,” she says.

For more information,

please visit cafce.ca and coop.uottawa.ca

To add to her experience, Raffoul got to spend a month at one of Brazil’s biological reserves, the Reserva Biologica do Atol das Rocas, under the supervision of Maurizelia de Brito. This coveted experience allowed her to update a catalogue of the species on this secluded island. According to Raffoul, despite the hostile conditions, the proximity to so much marine life was the best part of her co-op experience.

the judges of a co-op photo contest that later awarded her first prize. “Initially I was reluctant to send any photos. However, when I went to the Reserve and was surrounded by some of the most rare marine species, I could not wait to take photos and show others how amazing the place was,” Raffoul says.

For Raffoul, co-op allowed her to live out her lifelong dream of practising marine biology. “For as long as I can remember, I have always wanted to be a marine biologist, and although [marine biology is] not offered at uOttawa, I have been able to experience what it’s like working in the field,” she says. “I am now more certain that this is a path I want to pursue and I will be going on to do my master’s.”

The University of Ottawa Cooperative Education Programs are accredited by the Canadian Association for Co-operative Education (CAFCE). This story was originally published in uOttawa’s Gazette. CO

Not surprising, photos documenting her experience were breathtaking, a sentiment shared by

Louise Umutoni is a writer for the University of Ottawa Gazette. She is also a fourth-year student at the University of Ottawa studying political science and communications.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

39

To Disclose or Not to Disclose?

By Shawn Swallow, CHRP

40

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

A

job interview can be stressful enough, but if you have a disability or a health concern, this complicates things further and can add to the stress.

It is important to make clear that you are not obligated to say anything about your disability or health concern, and the employer cannot discriminate against you on this basis either at the time of hiring or after they have hired you. You are not required by law to disclose any health-related matters to prospective employers.

decision to make, and very much a personal choice that is ultimately up to you. If you do choose to disclose, be prepared to answer any questions or address any concerns the employer may have. Know what workplace accommodations you may need, including costs and any funding programs the employer may be able to access.

That said, we do not live in a perfect world. It would be ideal to share all relevant information to prospective employers and for them to disregard any negative judgments or worries they might have and not discriminate; however, in real life that is not always the case. Employers cannot discriminate, yet some may feel deceived or view an employee as untrustworthy if a disability or health concern was not disclosed in advance—and this could jeopardize the employee’s future in the organization.

Regardless of your disability, you still need to communicate effectively and “sell yourself” to the employer. Demonstrate that you are the best candidate for the job, based on your knowledge, skills, abilities and work experience. Focus on your skills and qualifications and do not present your disability or health concern as a weakness.

Regardless of the disability or health-related issue, it is the responsibility of the candidate to be forthright and answer legitimate interview questions honestly, and to take issue with inappropriate interview questions rather than not respond honestly. For example, if the job requires you to lift heavy boxes or stand for long periods of time, and you cannot do so because of your disability or health, you must disclose in the interview that you cannot meet this requirement. However, it is equally important to note that you are not obligated to disclose why you cannot meet the requirement, and the employer cannot legally ask you why you cannot.

When you are applying for a job, you need to ask yourself: “Do I have the knowledge, skills and abilities to do this job?”

If you do, then you should apply with confidence. For their part, the employer has a legal “duty to accommodate” once they hire someone—for example, by providing physically accessible devices or adjusting hours of work.

Legal obligations aside, telling a prospective employer about your disability or health concern is an important and difficult

Research the company and get to know their culture. If you know the organizational culture is one that supports diversity and work-life balance, then it is likely a good strategy to disclose. If the organization has a history of discrimination or poor employer-employee relations, then not only do you not want to disclose information, but you also need to ask yourself, “Do I want to work for an employer like that?”

Use social media tools like LinkedIn and connect with people who currently work for the organization, or have in the past, and ask them about the organization’s management style, work environment and organizational culture.

There are inherent risks and uncertainty in disclosing a disability or health concern at any time in the job search process. You can minimize these concerns by always bearing in mind that you are not obligated to disclose anything about your health, and that an employer cannot discriminate based on a disability or health concern. CO

Shawn Swallow is the Manager of Career Services, Graduate Programs, Sobey School of Business, at Saint Mary’s University.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

41

Special Report:

Mental Health on campus

By Megan Stacey

W

hite sand, lounge chairs and high temperatures: who wouldn’t trade a cold and damp Canadian October for some R&R in an exotic locale?

This year, students at several universities had the chance to do just that. Many schools have instituted a fall reading week similar to the vacation and study time traditionally offered in the winter term.

The new strategy is owed in part to the dramatic increase of mental health issues on campuses across Canada. Students are showing the effects of overwhelming stress and pressure at school.

Mental illness is a significant concern, and a conversation is in full swing about how to deal with it.

State of mental health on campus Counselling services directors at universities across the country now see more students than ever seeking out their help, according to the 2004 Canadian Counselling Centre Survey. Furthermore, a greater number of patients are showing severe psychological issues or taking medication for their mental health issues.

Close to half the student population in Canada feels consistently overwhelmed, anxious and under strain, according to a 2011 report by the Canadian Association of College and University Student Services (CACUSS). Suicide is one of the top two causes of student death.

42

W inter/Sp ri ng 2014

“We’re seeing increased rates of anxiety and depressive-like disorders in our student populations,” says Kim Hellemans, a professor of neuroscience at Carleton University. “It’s pretty grim.”

Experts say the steadily rising rates of mental illness on campus are a result of the incredible pressure placed on young people today. At an age when it’s common for mental health conditions to surface, compounding school stress on top of social and financial burdens is enough to drive many students to their breaking point.

there is a great opportunity to equip and prepare students for dealing with pressure in future.

“Living with a mental health problem need not be a barrier to students being proactive in career planning,” he says. “Universities and colleges can become really prime environments for students to learn about coping and resiliency before they enter the workforce. It is a key environment to teach students those ways so they can experience health and well-being before they enter the workforce.”

Stephen McNevin, director of the division of psychiatry at Queen’s University’s Health, Counselling and Disability Services, describes some of these demands. “The high cost of education in a time when the economy is failing and the job prospects are poor, added to increased pressure to perform and compete at all levels. No one can just lean back and enjoy an educational experience at university. Now everything is about making the CV look good and getting the highest marks possible.

It gets pretty vicious,” he says.

Role for universities and colleges Hellemans teaches a class called “Introduction to Mental Health and Disease,” where students design a mental health awareness campaign targeting first-year residence students. They use social media to make the campaign realistic and engaging. The top projects will be debuted at Carleton by residence services in the winter term.

It’s something that a lot of organizations have noticed. Jonny Morris is the director of public policy, research and provincial programs at the British Columbia division of the Canadian Mental Health Association (CMHA). He also helps to lead the Healthy Minds/Healthy Campuses initiative.

He says that with more post-secondary institutions taking note of students’ mental health concerns, ca reerop tio n smaga zi n e .com

“The idea is that then you can get these little soundbites of information, rather than sitting down for an hour and learning about, say, why sleep is important,” Hellemans says. She thinks that the increased awareness of mental health issues on campus is a crucial step forward.

School administrations need to be particularly aware of what first-year university students are going through, says Andrea Howard, a professor of psychology at Carleton University. Moving away from home, leaving behind friends and family, and

facing new expectations with respect to alcohol consumption and romantic relationships, can be very overwhelming for new university students, she says.

“Some recognition of the significance of the transition to university and what kinds of stresses these coalescing factors can place on your mental health is important in thinking about what type of interventions are important for students starting university,” Howard says.

Many who study mental illness in young adults have highlighted a need for alternative teaching methods and increased support from faculty. The Ontario Division of CMHA partnered with other organizations just a few months ago to develop the Centre for Innovation in Campus Mental Health.

Their goal is to help universities and colleges deal with mental health issues in a way that offers the best experience to students.

Morris highlighted literature with a similar aim that was produced by the CMHA and CACUSS. The report focuses on ways to make mental health

services accessible and inclusive, while increasing awareness and support structures in all areas of campus.

McNevin agrees with the need for innovation to help accommodate students. “We have a whole set of faculty who have studied and learned and taught one way, now teaching a very new generation who have learned how to learn and study and work very differently,” he says. “We are now kind of adapting the teaching methods and resources and technologies to start to better fit the way students learn today. And that helps a lot with the pressures they are feeling.”

New solutions: fall reading week Is more time to study and catch up on sleep midsemester a realistic antidote to student stress?

Stewart Engelberg is an advocate of the fall reading week. He’s the director of counselling at Trent University, where a fall break has been in place since the 1960s. “Having an opportunity to catch up on your academic work, having an opportunity to re-connect with family and friends—as many of

Ca reer O p tio n s

Know the warning signs Could I have depression?

• • • • • • • • • • • • •

I feel worthless, helpless or hopeless I sleep more or less than usual I’m eating more or less than usual I’m having difficulty concentrating or making decisions I’ve lost interest in activities I used to enjoy I have less desire for sex I avoid other people I have overwhelming feelings of sadness or grief I’m feeling unreasonably guilty I have a lot of unexplained stomachaches and headaches I feel very tired and/or restless I have thoughts of death or suicide I’m feeling more tearful or irritable than usual

If you agree with five or more of these statements and have been experiencing them for more than two weeks you should talk to your doctor.

Source: heretohelp.bc.ca

W i n ter/S p ri n g 2 0 14

43

our students go home during that time—would certainly be of great benefit,” says Engelberg.

But it’s important to differentiate between students who embrace reading week as an excuse to party, and those who desperately need a break to regroup partway through the term. McNevin points out that a fall break is often critical for those students who already have mental health concerns.

“Where it could be particularly helpful is, say, someone has a bipolar mood disorder. They’re doing well, but the information, please visit crunch is on to get a lot of work done in healthycampuses.ca a short period of time. Someone with a bipolar illness really can’t afford to do an all-nighter. Staying up all night can trigger a manic episode, and that can take them months to recover from,” he points out. “A pause like that can be very helpful for those vulnerable few,” McNevin says.

For more

It’s also important to be proactive with your own mental health care. Exercise self-awareness by “checking in” regularly to see how you are managing.

Seek out support if necessary, and use preventative measures as a metaphorical “vitamin” to keep your mind healthy—even if everything seems perfect. Getting enough sleep, consuming a variety of nutrients, and exercising regularly are things you can do to stave off mental illness, says Hellemans.

Students will be excited to hear the rest of her advice for staying mentally well. “Socializing is actually really critical for mental health. When students are stressed, some people have this tendency to shut themselves off from their friends,” she warns. “But in fact it’s good to go out for one beer or one drink on a Friday night and hang out with your friends.”

If you can’t enjoy a drink on the beach, you might as well have one with friends. It’s for your health, after all. CO

Keeping mentally healthy But for struggling students, reading week isn’t a magic wand—don’t wait until you are over your head to reach out for support. Remember that school counselling services are there for you to use, whether you’re feeling sad after a break-up, or in the throes of a debilitating mental illness. No one should be afraid to reach out for help.

44

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

Megan Stacey is a fourth-year journalism student at Carleton University. She enjoys writing about everything from politics to food. Megan loves dessert, travelling, and old-school group exercise classes.

By Megan Rudson

Finding Your Fit The Importance of Company Culture

J

oining the workforce is a daunting milestone, especially as entrylevel positions become fewer and further between. As companies continue to downsize, students who have yet to begin the job hunt are told that unemployment is sadly inevitable upon entering the “real world.” But even with all this stress and uncertainty, the perfect job will eventually present itself—you just need to find your fit.

Your fit within a company’s culture is crucial when looking for a job.

Derek Chapman, a psychology professor at the University of Calgary and founder and president of CounterpartMatch.com, says that in order to stay in any job permanently, your values and goals need to be consistent with those of the company.

“Ultimately it’s up to the employer to make sure that they hire people that fit their company,” he says. Unfortunately, it is difficult for employers to consider an applicant’s fit when hiring, because most job interviews fail to cover the proper questions.

“When people say they are hiring for fit, it can be dangerous because they’re using these interviews and subconsciously selecting people who look and are a lot like them,” says Chapman.

To better predict an applicant’s fit within a company, employers need to better tailor their interview questions to the specific position. By objectively assessing a candidate’s personality, the employer can then get a better sense of whether that person will fit well with the values of the company.

“On average it costs about two times a person’s salary to replace them,” says Chapman. “Training cost, lost productivity… it’s in an employer’s best interest to make sure an applicant will be a good fit.”

It is in your best interest, too, to analyze a company’s culture before accepting a job. To do so, Chapman says it is important to consider these factors: dominance, innovation, trendiness, prestige, friendliness, traditional values, corporate social responsibility, and pace. By looking at these variables in regard to specific companies, you can better predict if your personality will be a good fit.

Dominance The dominance of a company helps formulate its culture. Things like size and hierarchical structure are things an applicant should research prior to accepting an interview. As well, by analyzing your own work habits, you gain a better sense of whether you’ll thrive at a highly structured company or one that is more intimate.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

45

Innovation If a company is highly innovative, it is constantly changing. “Some people thrive on that change and like to create new things,” says Chapman. “Other people prefer to get comfortable with doing something a certain way and mastering that.”

Trendiness Looking at the popularity of a company can help you make an informed decision about whether or not you would enjoy working there. “Some people are really attracted to that trendiness, and some are turned off by it and prefer a more humble type of place,” says Chapman.

Corporate Social Responsibility Companies with strong corporate social responsibility prove to be environmentally friendly and prioritize internal relationships. “Some applicants are attracted to the social justice values of companies whereas others believe that their job is to make their employers a lot of money and, in turn, be well rewarded themselves,” says Chapman. Anyone who believes profit should be a company’s main (or only) goal would most likely do better in a culture with low social responsibility.

Pace If you are motivated by tight deadlines and time-driven work, a fast-paced company is where you need to be. For those who prefer to work at their own speed, try reaching out to companies that progress more gradually.

It took Chapman and his students three years to identify these factors, among others, as important indicators of a company’s culture: “Our research shows these are predictors of whether people are happy or unhappy in that company; whether they end up ultimately leaving it.”

Job seekers

can get For many new to the job their personality and these eight market, finding a job within workplace values assessed online their field seems impossible for free by CounterpartMatch.com. enough, let alone one with a suitable culture. But as positions present themselves, Chapman says it’s better to wait for the right fit than to sacrifice something that could have been your motivation to thrive.

“My advice is not necessarily to take the first thing that’s available… sometimes taking the time waiting for a better opportunity is the best course of action,” he says.

Just as important as experience, education or qualification, you need to be consistent with the company’s culture if you hope to land your dream job. By taking the time to predict your fit, you heighten the chances of landing a job you love—it just requires a little patience. CO

Megan Rudson is a freelance writer living in Toronto. She is currently interning at FLARE magazine and hopes to establish a career in print journalism and creative non-fiction. Her passions include travelling, fashion and animals.

46

W inter/Sp ri ng 2014

ca reerop tio n smaga zi n e .com

New to Canada?

Here’s How to “Canadian-ize” Your Resumé

By Ruvini Godakandae

C

hoosing the proper resumé format to complement your education and skills will help to set you apart in your job search. International students have the added challenge of adapting their resumé to Canadian standards. Luckily, there are many resources for Canadian and international students to take advantage of online and in person.

used to describe work experience, international resumés are similar to Canadian ones.

When a recruiter looks at your resumé, they should get an accurate and concise picture of all your skills/qualifications, education, certifications, work experience, volunteer experience, awards and memberships. If any of these sections aren’t applicable, you can omit them from your resumé.

Making the transition to the Canadian resumé format can be difficult for some new Canadians, LaBarre-Blouin explains. “Their greatest challenge is to summarize their experience in short bullet points and to eliminate all those things that are not necessarily relevant or important. Many feel that they are losing the intricacy of their responsibilities from previous jobs,” she says.

There are many different ways to write a resumé, but always remember to customize it. A common mistake that international students make is emphasizing previous occupations and skills, while forgetting to tailor the details to the position they’re applying for. In other cases, some may omit their international experience altogether, thinking that it is irrelevant.

Michelle LaBarre-Blouin, a mentorship facilitator at the Ottawa Community Immigrant Services Organization (OCISO), recommends placing all of your skills, knowledge and experience in a master resumé and then picking out the jobs and responsibilities that are relevant to the position you are applying to. “This will help to prioritize and summarize their past experience, remove extraneous information and focus on only those areas that will get the attention of the recruiter,” she says.

Diallo Hassimiou, a resource centre advisor from Employment Services at the YMCA-YWCA in Ottawa, leads a series of employment and resumé workshops including a few at OCISO. He says that apart from personal information and the terms

“In Switzerland, it’s natural to use the word ‘controller.’ That word is viewed negatively here,” he says. “We prefer to use ‘supervising’ and ‘overseeing.’ ” He explains that the focus of his workshops tends to be changing these types of words and determining how to properly express them.

It can also be difficult to convince job seekers about the new resumé standards if they have never had an issue finding a job in their home country, says Hassimiou: “They are very proud of their resumé.”

Although some international recruiters may want applicants to provide a curriculum vitae that has detailed information about experiences and other related qualifications, a Canadian resumé should never exceed two pages. types of resumés There are many different resumé formats to choose from that can highlight your skills, depending on where you are in your career: • Functional: Commonly used by recent graduates who have minimal work experience, are transitioning into another career, or have gaps in their work history. Skills and experience are prominently placed.

• Chronological: Highlights education and work

Ca reer O p tio n s

experience by listing it in reverse chronological order with the most recent first. It is often used when a job seeker has related work experience and education. This allows the recruiter to get a better understanding of their experience.

• Chrono-functional or Hybrid: Combines the skills and experience section from a functional format with the details of a work experience section found in a chronological format.

Hassimiou says that he focuses on the functional resumé style during his workshops because it allows international job seekers to showcase their transferable skills and prevents recruiters from focusing on any gaps. “Their experience is not necessarily related to the job they want, so functional is best,” he says. For people who have 10 to 15 years of steady experience, Hassimiou advises using the chronological format.

COMMON MISTAKES Including personal information, your photo and references. Adding information about your age, gender, religion, race, Social Insurance Number (SIN) and marital status may be the norm in some countries, but in Canada this is a major “no-no” based on privacy, equality and discrimination laws.

Michelle Cameron, an international student advisor from the International Education Centre at Algonquin College, says that if students were to provide their sex, religion or other personal information, an employer might not be able to hire them.

Being too persistent. Many students are eager to find a position, but sometimes persistence can also come off as desperation, Cameron explains. She recommends that students “respect the process.”

Sometimes a student may say, “I have applied every day and I’m not hearing back.” She explains that this can showcase they are not following the hiring process, which makes them look pushy or disrespectful.

W i n ter/S p ri n g 2 0 14

47

RESUMÉ DOS:

» Include an objective or profile statement. Summarize who you are in a few short sentences and let the employer know what type of position you’re interested in. It sets the tone for the rest of the resumé. A profile statement is similar, but more focused on your “personal brand” and your skills. »F ocus on skills. Include a range of personal, technical and computer skills if you do not have a lot of relevant work experience. » I nclude your education after your skills section, unless it is not your most recent accomplishment. In that case, it can go further down. » Place your experience in reverse chronological order.

Include your previous job title, followed by the employer and location. Then list your big projects and tasks. »U se industry terminology, but write out acronyms. »P lace contact information in the header of each page.

Another common mistake is placing work experience in chronological order, starting off with survival jobs that are not related to the jobs they are seeking, LaBarre-Blouin says.

» Lack information about a previous work experience. It’s a good idea to describe a task by mentioning a positive and/or quantifiable result. » Add colour or graphics. For certain resumés that are geared towards very visually creative occupations such as graphic design, having a more unique style of resumé is ideal, but you don’t want to draw too much attention away from the content. » Use too many different font styles and sizes. Stick with one font style throughout your resumé and use larger font sizes for areas like your name or headings of each section. » Place references at the end of the resumé. Have references ready in a separate document and indicate, “References available upon request.” » Send a generic resumé. Employers can tell when you haven’t tried to add keywords from their job description or tailor your resumé to the job you’re applying for.

If you don’t know where to start, book an appointment with an employment counsellor or coach at your local career centre. They can provide a critique of your resumé and give suggestions on how to place it into a Canadian format.

W inter/Sp ri ng 2014

about writing your resumé?

Tweet it to @Career_Options and we’ll help you out!

Hassimiou’s recommendation to students: “If you want to find your job, not necessarily quickly—if you don’t want a long turnaround time—go to employment centres, resumé workshops (or look at resumé samples) to adapt your own resumé... Every university or college has resumé samples and different employment-related workshops.” Remember, a resumé takes time, so give yourself a few hours to edit and reflect on what you have written. CO

RESUMÉ DON’TS:

48

Have a question

ca reerop tio n smaga zi n e .com

Ruvini Godakandae is an Ottawa-based career educator and communications professional. She enjoys helping students and graduates in their job search and writing about career development topics. Follow her on Twitter @Ruvini_G.

Ca reer O p tio n s

W i n ter/S p ri n g 2 0 14

49