Onwards & Upwards

A Toolkit for Careers Advisors Working with

Mature Students in Higher Education


Onwards & Upwards

A Toolkit for Careers Advisors Working with
Mature Students in Higher Education


Careers Service
Cooperative Education & Careers Division
University of Limerick
www.ul.ie/careers




Written by Patsy Ryan, Careers Advisor - University of Limerick

April 2007

Onwards & Upwards

Summary
This toolkit serves as a framework for those working with adult learners who
are planning to study at third level. It comprises two modules, Educational
Guidance and Career Development, which highlight and examine the core
aspects of educational and career preparation through a number of tutorials
which include course and career investigation, grant applications, skills
identification, CV and application form preparation, interview advice and
overall self-awareness. Each tutorial comprises an introductory text and
presentation slides, while others have assignments and additional materials to
support tutorial activities. Both modules offer practical exercises, which
enable students to relate to and customise the learning to meet their own
needs.

Students also gain the opportunity to give oral presentations and submit
assignments and reports, activities that are typical of most educational and
career paths today. The toolkit guides and advises tutors throughout all aspects
of the modules, while allowing for flexibility in each tutorial given the diverse
needs of all groups. Through regular feedback and updating, the toolkit
continues as an invaluable aid in supporting adult learning.

This report can be downloaded at: http://www.ul.ie/careers/careers/mature/toolkit.shtml.

Summary
Toolkit Overview iii
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Acknowledgements
Thanks to the students on the Mature Student Access Certificate Course at the
University of Limerick who provided feedback on the modules for this toolkit
and who were such a joy to work with.

Thanks to Denise Flannery for editing the content, and designing, compiling,
and preparing the toolkit for publication in print and web formats.

Thanks to Mary Sweeney, Head of UL Careers Service, and to Patrice
Twomey and Eva OKeeffe, Cooperative Education Managers, for their
helpful and insightful comments.

Thanks to AGCSI for contributing towards the cost of funding this project.

Thanks to Noreen Coveney OBeirne, Mature Student Officer and Mature
Student Access Course Coordinator, and Maria OConnell, Administrator, at
the Mature Student Office in the University of Limerick.
Acknowledgements
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Table of Contents
Summary...............................................................................................iii
Acknowledgements...............................................................................iv
Welcome/Introduction...........................................................................1

Educational Guidance Module................................................. 4
Tutorial 1: Career and Life Review.......................................................5
Tutorial 2: The Career-Planning Process...............................................9
Tutorial 3: Life as a Mature Student....................................................18
Tutorial 4: Investigating Courses.........................................................21
Tutorial 5: Giving Presentations..........................................................26
Tutorials 6 & 7: Individual Presentations............................................30
Tutorial 8: Higher Education Grants....................................................31
Tutorial 9: Feedback and Evaluation...................................................35

Career Development Module................................................. 38
Tutorial 1: Mature Graduates and the Workplace................................39
Tutorial 2: Skills and Interests.............................................................43
Tutorial 3: Career Investigation...........................................................49
Tutorials 4 & 5: Individual Presentations............................................55
Tutorial 6: CVs and Covering Letters..................................................56
Tutorial 7: Application Forms.............................................................75
Session 8: Interviews...........................................................................80
Session 9: Feedback and Evaluation....................................................86

Table of Contents
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Welcome
Welcome to the toolkit for careers-advisors working with mature students.
This guide was developed by the Careers Service at the University of
Limerick, and has been instrumental in preparing mature students for
undertaking their degrees and future careers. We hope you enjoy and benefit
from the toolkit and look forward to your feedback on completion of the
modules with your students.

Background Information on the Educational Guidance and Career
Development Modules
The Educational Guidance and Career Development modules were developed
specifically for adults on the University of Limericks (UL) Mature Student
Access Certificate Course; a one-year pre-degree course for adults over the
age of 22. The Course is designed for those who want to develop the necessary
skills to begin a full-time degree course. It offers the opportunity to learn or
refresh key learning skills (study skills, maths, computing etc), to explore
further study and career options, and to study foundation-level subjects in one
of the following areas: Humanities, Science, Electronic & Computer
Technology, Business, and Engineering.

The UL Careers Service introduced career-development tutorials for mature
students in 2003. This programme consisted of ten tutorials, and used the
online Career Development Module from Reading University as a guide. The
sessions were quite similar to the standard career tutorials used with typical
undergraduates. Topics included creating a career profile, researching courses
and careers, creating CVs and applications, and preparing for interviews.

Over the last three years, however, based on feedback from each group and
from the tutors regular evaluation, the material has evolved into two modules
the Educational Guidance Module and the Career Development Module.
Much of the material can be applied to learners of any age group, but some
tutorials are tailored for the needs of adult learners.
Welcome
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Using the Toolkit
This toolkit is designed for those working with adults in educational and
career guidance settings. It guides tutors through the modules by providing
background information to each tutorial, relevant materials for research and
assignments, and tips and advice for the tutor where necessary. The
presentation slides that accompany each tutorial are the main teaching aid for
tutors, and should be downloaded and edited for each group before delivering
the modules. The slides are available at
http://www.ul.ie/careers/careers/mature/toolkit.shtml. Tutors may copy the
slides as tutorial handouts if they so wish.

Programme Outline
The Educational Guidance, and Career Development, Modules are now core
elements of the Mature Student Access Certificate Course in UL. Students
must complete assignments and achieve a pass grade in both modules. When
working with adults, it is important to acknowledge that each group will differ
in many regards, and the tutor may need to adapt resources and style of
presentation to suit the needs of the group.

Educational Guidance Module
The Educational Guidance Module is designed to help students investigate and
become familiar with courses that best suit their interests and needs. It
contains nine weekly tutorials, each of two hours duration. Tutorials cover the
career/life planning process, career and life review, course investigation,
presentation skills, and higher education grants.

Career Development Module
The Career Development Module is designed to help students investigate and
become familiar with careers that best suit their interests and needs. It
comprises nine weekly tutorials, each of two hours duration. Tutorials cover
mature graduates and the workplace, skills review and personality
questionnaires, researching careers, CVs and covering letters, application
forms, and interviews.
Welcome
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Although the modules and accompanying tutorials represent a sequential
pattern, most can be used randomly also. A number of areas, e.g. Giving
Presentations (Educational Guidance Module) and Skills and Interests (Career
Development Module), may require more than one tutorial depending on the
size of the group. The modules have been developed specifically for the
Mature Student Access Certificate Course in the University of Limerick, so
each tutor should adapt the tutorials to suit their particular groups.

Tutorial Duration
All tutorials in this toolkit require approximately two hours; a coffee break is
recommended after 45 minutes. The tutor should decide on the duration of
each tutorial part.

Delivering the Modules
Two-way open communication is essential. The tutor should be prepared to
share their life and career experiences with the group; an active approach such
as this will encourage the group to reflect upon and share their own
experiences in tutorials.

Feedback and Evaluation
Feedback is vital for refining and developing the modules. The tutor should
check regularly with the group to ensure that the tutorials are beneficial. In
addition to completing evaluation forms (which can be done anonymously),
the tutor should ask the group for oral feedback, and be prepared to adapt the
modules if necessary. Be prepared for negative feedback, and use suggestions
to improve the modules.

Keeping in Touch
At the beginning of the first tutorial, each student completes the Registration
Form. The tutor can use these details to contact the group throughout the
modules and as they progress through college. Former group members can be
an invaluable source of support for new course participants.
Welcome
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Educational Guidance Module

Tutorial 1: Career and Life Review
Tutorial 2: The Career-Planning Process
Tutorial 3: Life as a Mature Student
Tutorial 4: Investigating Courses
Tutorial 5: Giving Presentations
Tutorials 6 & 7: Individual Presentations
Tutorial 8: Higher Education Grants
Tutorial 9: Feedback and Evaluation
Educational Guidance Module Contents
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Educational Guidance Module
Tutorial 1: Career and Life Review
Learning
Outcomes

At the end of this tutorial, group members will:
Have an overview of the Educational Guidance and Career
Development Modules
Be aware of course assignments
Have introduced themselves to each other and the group
Resources

Registration forms
Outline of Educational Guidance and Career Development modules
Presentation: Career and Life Review
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment
None
Introduction
The objective of this tutorial is to give students an overview of the
Educational Guidance Module and any relevant assignments. It also enables
the group to become acquainted with each other and to reflect on their lives
to date.
Part 1 Overview of Module and Registration
The tutor introduces themselves to the group and gives an overview of the
Educational Guidance Module. Students register for the Module and give
their contact details to the tutor.
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Part 2 Introductions
The group divides into pairs, and each student interviews a partner for 5
minutes. Partners discuss their lives, and career and study interests.
Discussing their favourite film, book, song etc is a good ice-breaker.
Partners then switch roles and repeat the process. Each student is then tells
the group about the person they have just interviewed. This usually works
well, as those who dislike discussing themselves in public often find it
easier to introduce somebody else.

Some group members may not be comfortable speaking in public, even in
front of a small group, and should not be pressurised.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3
Overview of Next Weeks Tutorial
Tips and
Advice

Group Size
It is difficult to predict or control group sizes, but between 10 and 14
group members is ideal, as working with larger groups can be
difficult. If it is a large group, it might be better to divide the group
into two and run the same session twice.
Venue
A comfortable room with moveable seating works well, e.g.
classroom. Lecture theatres may inhibit animated discussions so
avoid them if possible.
Encouragement
Many people maintain that they have little to say on their lives to
date. As time goes on and confidence grows, group members
generally find that their life experiences are far more interesting than
they initially thought!

1 Career and Life Review Overview
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UL Careers Service
Educational Guidance Module
Career and Life Review



UL Careers Service
Overview of
Todays Tutorial
o Registration
o Educational Guidance & Career Development
Modules an overview
o Introductions
o My life as it is now


UL Careers Service
Educational Guidance
Module
o Career and Life Review
o The Career Planning Process
o Life as a Mature student
o Investigating courses
o Giving presentations
o Two assignments:
Your life to date, or Your ideal life Due..
Course study, Due
5-10 minute presentation on course of choice or your
own career/life to date


UL Careers Service
Career Development
Module
o Mature Graduates and the Workplace
o Skills and Interests
o A Career Investigation
o CVs and Covering Letters
o Application Forms
o Interviews
o Two assignments:
A Career Investigation
CV & Cover letter


UL Careers Service
My life as it is now
o With partner: Interview each other (five minutes
each)
o Story of your life
You, family, jobs youve had (loved, hated!)
Why you applied for this course
Favourite song, film, book?
- Each person to introduce other to group

UL Careers Service
Next Week
o The Career Planning Process
- Think about a holiday youve planned or would
like to plan
o Assignment 1- Personal Career/Life Profile
o Presentations
- Look out for examples of good and not so good
public speakers (television characters, politicians,
former teachers etc)


Slideshow: Introduction to Module
2 1
4 3
5 6
1 Career and Life Review Slideshow
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Registration Form

Educational Guidance and Career Development Modules
These Modules will help you to:
o Understand the career planning process and how to plan your career
more effectively.
o Investigate 3
rd
level courses that best suit your interests and needs.
o Recognise and develop the key employability skills important for
career success e.g. communication skills, research skills, team
working.
o Enhance your CV.
o Learn how to perform effectively at interviews.

Module Structure
Weekly 2-hour tutorials
Four short career-related assignments (no final examination):
1. Personal Career/Life Profile
2. Course Investigation
3. Career Investigation
4. CV and Cover Letter

Further Information
Contact ___________ (Phone) __________________________
(Email ) __________________________

Name: _______________________________________
Home Address: _______________________________________
_______________________________________
_______________________________________
Email Address: _______________________________________
Telephone No : _______________________________________
Signed: _______________________________________
1 Career and Life Review Registration Form
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Educational Guidance Module
Tutorial 2: The Career-Planning Process
Learning
Outcomes

At the end of this tutorial, group members will:
Understand the career-planning process, and how it relates to their
own lives
Resources

Career-Planning Skills Questionnaire
Presentation: The Career-Planning Process
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment
Assignment 1 Personal Career / Life Profile
Introduction
This tutorial introduces students to the career-planning process, and helps
them to identify how it relates to their own lives. Career planning is a
continual process, and this tutorial allows the group to identify where they
are in that process. Many people regularly change their jobs, relationships,
courses etc. and are often unaware of the control they could have over
such changes. By familiarising group members with the career-planning
process, the tutor can highlight steps to increase control over life, and
career decisions.
Part 1











Planning Thought Processes
This part of the tutorial shows how planning a holiday and a career use the
same thought processes. Few people plan holidays flippantly; yet, many
of us adopt a nonchalant approach when planning and managing our
careers.
Each student is asked to plan their ideal holiday, using the steps
outlined in Slide 4 of the presentation, and discuss this with a partner.
The holiday can be extravagant anything goes, within the given
budget!
The tutor asks various group members to describe their ideal holiday
in detail. They should consider what their ideal holiday would be, the
factors that would influence their choice of holiday (cost, time of year,
location, travel distance, budget, school holidays, fear of flying etc),
and the final preparations (ticket collection, insurance, pet minders
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etc). A group discussion follows.
The tutor then outlines how planning a career uses the same steps as
planning a holiday (see Slide 5).
Part 2
Career-Planning Skills Questionnaire
Each student fills out the Career-Planning Skills Questionnaire to
gauge where they currently fit into the career-planning process. The
tutor should reassure the group that many students score poorly on
initial completion.
Group members are encouraged to examine areas with low scores, and
identify how they could take more control over their lives.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3
Discussion: Career-Planning Skills Questionnaire
In pairs, group members should discuss where each person fits into the
career-planning process, and what they could do to manage their careers
more effectively.
Part 4
Assignment Distribution
Group members receive Assignment 1 - Personal Career / Life Profile,
and have a choice of two titles:
My life/career to date
My ideal life/career, and how I could achieve it

The assignment should be:
About themselves
Approximately 500-700 words
Word-processed if possible
Tips &
Advice


Introducing Assignment 1 - Personal Career / Life Profile
At this stage, group members may have limited computer skills, so
handwritten assignments are acceptable.
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Assignment 1 is a useful exercise to reflect on past decisions,
present situations, and future options. It also helps to ease people
into the essay-writing process. Group members may not have
written an essay for some time, if ever, and it can be a daunting
process. Group members should reveal only what they feel
comfortable with.
This assignment will not appeal to everyone; the tutor should
acknowledge that not everybody will find it useful, but should
emphasise that effective career planning will be difficult without
a reflection such as this assignment.
The tutor should also consider that group members may not
previously have had a career or been in paid employment.
Therefore, it should be highlighted that the group must reflect on
their lives as a whole, not just in the context of careers or
employment.
The tutor should emphasise that the assignments are confidential.

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The Career-Planning Process: Slideshow
UL Careers Servi ce
Educational Guidance
Module
The Career Planning Process


UL Careers Servi ce
Overview of
Todays Tutorial
o Planning your ideal holiday
o The career planning process
o You and your life
o Assignment 1


UL Careers Service
The Career / Life
Planning Process
o Most people spend more time planning
their holidays than they do planning their
careers.
o The clearer you can make your picture of
where youd like to be in your life or
career, the quicker youll get there

UL Careers Service
Plan Your Ideal Holiday
o Youve got a budget of 3000
What kind of holiday do you want?
Where will you find the info you need?
Influencing factors?
Final Preparations?
Would you go back? Recommend it to
others?
- 5 minutes to write down thoughts, 2
minutes to tell each other


UL Careers Service
Career Planning Process
o Same steps as planning a holiday
Starts with yourself
- Look at your interests, skills, values, motivations?
Looking at your options
- Where can you find the info you need? Anyone who can
help you?
Making decisions
- Influencing factors: family, geographical location etc.
Getting there
- Job search, networking, CVs, interviews
Taking stock
- Happy with the way things are? Need to change?

UL Careers Service
Career Planning Skills
Questionnaire
o Will give you an idea of what areas you
need to work on to manage your career
more effectively.
o Dont worry if you get a low score! Most
people do the first time.

Slideshow: The Career-Planning Process
2 1
3 4
6
5
2 The Career Planning Process Slideshow
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UL Careers Service
Where are You in the Career
Planning Process?
o Need to start with yourself?
Look at your interests, skills, values, motivations?
o Need to look at options?
Where can you find the info you need? Anyone who
can help you?
o Need to set some goals?
Make decisions, make a plan, get work experience
etc
o Getting there
Job search, networking, CVs, interviews
o Need to reflect on my life to date?
Taking stock, happy with the way things are?
Need to change?

UL Careers Service
Your Life
o Think about the following questions:
o Where are you in the career planning
process?
o What could you do in the future to manage
your career more effectively?
- 5 minutes alone & 5 minutes to your partner


UL Careers Service
Assignment 1- Personal
Career/Life Profile
o Choice of two
o 500-700 words
1 My life to date, and what Ive learned
OR
2 My ideal career or life; What could I do to achieve
this?


UL Careers Service
Next Week
o Assignment 1 due
o Overview of Cooperative Education
Programme in UL
o Life as a mature student; students from
last years course
o Any questions?
8
7
10
9

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Career-Planning Skills Questionnaire

Where Am I Now?
Planning and managing your career is an ongoing process. You will need to be
self-reliant and motivated.

This means taking responsibility for your career and personal development,
and managing the relationship between work and learning throughout all
stages of your life. It is a continuous, life-long process, and should not be
confined to your college years.

Examine the statements on the next page; they will help you to assess how
well you plan and manage your career. They will also provide you with a
means of measuring your strengths, and identifying areas you may need to
develop to improve your career-management skills.

Before you do this exercise, please take note of the following: do not worry if
your score is low! Most people score at the lower end of the scale when they
first complete this questionnaire. This exercise simply aims to review your
current approach to career planning, and the focus should be on how you can
benefit from the findings.


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Career-Planning Skills Questionnaire

Where Am I Now?
Read carefully through each statement and rate yourself as follows:
0 I feel that I am weak in this area, and it still needs a lot of work
1 I am comfortable in this area, but I still need to work on it
2 I am good, or above average, in this area
3 I feel very confident in this area - I can support my confidence with clear and
current evidence of my achievements

I am aware of my strengths, values, motivations and skills that will make me
stand out in the jobs market



I have examined how my current skills and experiences could be applied to
different careers


I can provide evidence of the key skills required in the workplace


I have a clear idea of the career(s) I am interested in, and entry requirements

I understand the realities of the job market, and the benefits and limitations of
pursuing particular career paths (e.g. limited jobs in sectors that are in
economic decline)


I know how and where to find the information I need to research careers of
interest


I make the most of my network of contacts (family, friends, classmates,
workmates, lecturers, careers advisors, others) for advice and guidance on
future career plans


I give myself time to plan my future, and have set short term and long term
career goals


I have an up-to-date, well-organised and concise CV

I have good interview skills


Total Score:

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How did you do?
If your score is towards the lower end of the scale, that is not a cause for
concern at this stage. Most people do not score very highly the first time
they complete the questionnaire.
Examine the areas of low score and consider what you can do to address
them.
Make an appointment to see a Careers Advisor; they can help you to
investigate self-assessment, develop a career plan, produce a CV, prepare
for interviews etc.

Scores
A: 25 30 You are very focused, and aware of your strengths and
opportunities. Ensure that you can support your ratings with evidence, and
that you have shown a true reflection of your current career-planning
stage.

B: 20 25 You can effectively manage your career and lifelong learning.
Take another look at your low scores. Make sure you understand where the
gaps are and create an action plan to address areas for development.

C: 14 20 You are doing well, but you may not be making the most of
the opportunities to manage your learning and career. You may also want
to consider the following How can I be more proactive? What are my
obstacles? Are they related to time, ability, resources or motivation? Can
someone help me to develop an action plan?

D: Below 14 Remember, if you are at the beginning of the career-planning
stage, this score is acceptable. But if you really want to find the right
career for you, you must be more proactive. Positive steps include: taking
time out for reflection, speaking to a careers advisor, building your
network of contacts, and researching future opportunities

The UL Careers Service wishes to thank Peter Hawkins and the Windmills Programme,
Me plc exercise, on which this is based.
2 The Career Planning Process Questionnaire Sheet 3 of 3
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Educational Guidance: Assignment 1

A Personal Career / Life Profile

Please choose one of the following titles and write a 500-700-word essay on
this topic.


My life/career to date

My ideal career/life; what could I do to achieve this?






Submission date: __________________________________________

Need help? Contact: ________________________________________


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Educational Guidance Module
Tutorial 3: Life as a Mature Student
Learning
Outcomes

At the end of this tutorial, group members will:
Be familiar with the Cooperative Education (CoOp) programme in
UL (or similar)
Have spoken to students from last years Mature Student Access
Certificate Course (or similar)
Resources

Guest speakers Former Mature Student Access Certificate Course
students (or similar), and Cooperative Education Managers (or similar
- optional)
Presentation: Life as a Mature Student
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment None
Introduction Week 3 is usually a good stage to introduce this session, but the tutor can
decide on the most appropriate time for each group. Guest speakers play
an important part in this module. They add variety to the tutorials, and
present real experiences of mature student life to the group.

Former group members are invited to talk about their experience as a
mature student and expand on issues faced by many throughout this stage
of life e.g. managing family and college responsibilities, and other issues
that the group may find useful.

Cooperative Education (CoOp) Managers are also invited to speak to the
group about work placements. CoOp is a formal work-placement
programme in all degree programmes in the University of Limerick. This
is an optional part of the tutorial as work-placement is not obligatory in all
colleges.
Part 1 Informal Presentation by Former Students
Former students to speak to the group.
COFFEE - COFFEE COFFEE COFFEE COFFEE
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Part 2 Presentation by Cooperative Education Managers
Cooperative Education Managers present on the work-placement
programme in UL. They also discuss exemptions for mature students in
certain programmes. Question and answer session to follow.
Part 3 Assignment 1 Deadline and Overview of Next Weeks Activities
Tips and
Advice
Selecting Speakers
By Week 3, the tutor should have a good idea of the general backgrounds
and personalities of group members. It is important to pick the speakers
carefully so the group can relate to them.
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Life as a Mature Student: Slideshow
Slideshow: Life as a Mature Student
UL Careers Service
Educational Guidance Module
Life as a Mature Student
UL Careers Service
Overview of Todays
Tutorial
o Overview of Cooperative Education
Programme in UL
Coop Manager, Humanities
Coop Manager, Sciences, and Engineering
o Life as a mature student
Students from last years Access course


UL Careers Service
Assignment 1 Due Today
o 500-700 words
1 My life to date, and what Ive learned
2 My ideal career or life; what could I do to
achieve this?



1
2
3



3 Life as a Mature Student Slideshow
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Educational Guidance Module
Tutorial 4: Investigating Courses
Learning
Outcomes

At the end of this tutorial, students will:
Know the specific degree programmes offered automatically on
successful completion of the Mature Student Access Certificate
Course.
Be familiar with the requirements for Assignment 2 A Course
Investigation
Have visited the institutions careers service and be familiar with its
resources, particularly the Using your UL Degree sheets and the UL
Careers website
Resources

Guest speakers Mature Student Officer, Course Directors, and
former Mature Student Access Certificate Course students (or similar)
currently studying for degrees
Presentation: Investigating Courses
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Prospectuses
Any other relevant material e.g. career information
Assignment 2 A Course Investigation
Assignment Assignment 2 A Course Investigation
Submission day for Assignment 1 - Personal Career / Life Profile
Introduction This tutorial examines the degree options available in UL. Not everybody
will find a suitable course in UL, so students can investigate external
courses for their assignment. Guests are invited to speak about different
courses and answer student questions.
Part 1 Mature Student Officer
The Mature Student Officer speaks to the group about degree programmes
in UL, which are directly available on successful completion of the
Mature Student Access Certificate Course. This tutorial outlines these
programmes, as well as those requiring conventional applications from
potential mature students. College prospectuses are distributed.
Part 2 Other Guest Speakers
4 Investigating Courses Overview
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A number of course directors/ lecturers or tutors should attend to give a
more detailed overview of the degree programmes in their department.
Students are encouraged to contact course directors for further
information.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Overview of Assignment 2
Students are given 2 weeks to complete Assignment 2. Students must
write a report (500- 700 words) on a course of interest covering the
following areas: entry requirements, subjects, work-placement, and
possible career opportunities. They should also reference their information
sources. The discussion should include the various sources of information
on courses. If the tutor is in contact with students on relevant courses, they
should have arranged for a number of degree students to speak to the
current group about their degree programme.

The aim of this exercise is to develop research skills and information-
seeking skills. If students can research one course, then they can apply the
same research skills to other courses. Therefore, the choice of course they
investigate is immaterial, provided their approach is thorough. Merely
copying course details from a website or a prospectus is not acceptable.

At this stage, group members are informed that they will present their
researched information to the group in 2 weeks time, and that next weeks
tutorial will prepare them for presentations.
Part 4 Visit to the Careers Service
The tutor should visit the Careers Service with the group, outline the
resources available, and introduce them to the Careers website.
4 Investigating Courses Overview
Educational Guidance Module 22 of 88
Onwards & Upwards


Tips and
Advice

Preparing for Presentations
Group members may not yet have a particular course in mind, and
may feel that this assignment is too difficult or too early in the
programme. Students can choose to prepare a short presentation on
a subject of their choice, if they feel they do not have enough
relevant course information at this stage.
For many people, presenting their information to the group causes
anxiety. To reassure, the tutor should explain that it will be an
informal way of gathering information about different courses from
each other. However, some people may have severe anxiety, and
should not feel compelled to present.
4 Investigating Courses Overview
Educational Guidance Module 23 of 88
Onwards & Upwards

Investigating Courses: Slideshow
Slideshow: Investigating Courses
UL Careers Service
Educational Guidance Module
Investigating Courses
UL Careers Service
Overview of Todays Tutorial
o Return assignments
o Guest speakers to talk about a number of
courses
o Coffee
o Overview of assignment 2- A Course
Investigation
o Visit to Careers Service


UL Careers Service
Overview of Assignment 2
A Course Investigation
o Due.
o 500-700 word report
What you should cover:
Why youre interested, subjects, entry
requirements, career opportunities
o Youll also be presenting this
information to the group in two weeks

UL Careers Servi ce
Next Week
o Presentation Skills
o Remember, this week- look out for
examples of good and not so good public
speakers


UL Careers Service
Now
o Visit to the Careers Service
o Lots of free career materials to take away



2
1
4
3
5

4 Investigating Courses Slideshow
Educational Guidance Module 24 of 88
Onwards & Upwards

Educational Guidance: Assignment 2

A Course Investigation

Please choose a course of interest to you and write a 500-700 word essay on
this topic.

You should cover the following areas in your report:
Entry requirements
Subjects
Work-placement
Possible career opportunities

Your report should be supported by referencing the sources of information
used in the research e.g. websites, careers publications etc.




Submission date: __________________________________________

Need help? Contact: ________________________________________


4 Investigating Courses Assignment 2
Educational Guidance Module 25 of 88
Onwards & Upwards

Educational Guidance Module
Tutorial 5: Giving Presentations
Learning
Outcomes

At the end of this tutorial, students will:
Understand the characteristics of an effective speaker
Know how to prepare a presentation
Resources

Presentation: Giving Presentations
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Overhead projector
Assignments Preparation of a 5-minute presentation as part of Assignment 2.
Introduction
Part 1 Discussion on Speaking in Public
The two quotes (see Slide 3) are used to initiate a group discussion on
speaking in public. Each person is then asked for examples of good and
not so good speakers from any background e.g. previous teachers,
politicians, television or cartoon characters, and others. Group members
should identify three characteristics of effective and ineffective speakers.
This should initiate further group discussion.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 2 Effective Presentations
This part of the tutorial focuses on effective presentations. This should
include the structure and layout of the presentation. It should also highlight
various aids such as index cards. The tutor may comment on their own
presentation style, and perhaps give examples from their own experience.
Part 3 Preparing a Presentation
Each person is asked to prepare a 5-minute presentation on a course they are
investigating for the following week. Some people may not have sufficient
information at this stage to present, so they may present another topic of
interest to them. However, the course research must be submitted for the
assignment irrespective of the students presentation topic.

The tutor should reassure the group that no one is expected to present
formally; they may deliver in their own style (within reason!). A number of
5 Giving Presentations Overview
Educational Guidance Module 26 of 88
Onwards & Upwards

methods should be outlined, e.g. presenting from the top of the room, or
from their seat, availing of presentation equipment blackboards, posters,
slides etc. Although notes are acceptable, students should not be encouraged
to read from a prepared script.
Tips and
Advice

Reassuring Students for Presentations
Many people are unnerved by public speaking. The tutor may want to
substitute the word Presentation with Talking to a group or a less
formal term. Presentations play a large role in third-level education, so
this is an ideal introduction to this area. Tutors should emphasise that this
is an opportunity to practice in a safe, supportive environment. Everyone
should be encouraged to participate. Most students do, and view it as a
huge achievement and a significant confidence booster. Bear in mind that
there will be exceptions, and some students will simply refuse.
Two tutorials may be allocated to this section of the module to depending
on group-size.
.
5 Giving Presentations Overview
Educational Guidance Module 27 of 88
Onwards & Upwards

Giving Presentations: Slideshow
Slideshow: Giving Presentations
UL Careers Service
Educational Guidance
Module
Giving Presentations


UL Careers Service
Overview of Todays Tutorial
o Giving presentations
o The Good, the Bad, and the Ugly
o What not to do
o How to become a better speaker


UL Careers Service
When Asked to Speak,
Dont Freak!
o All the great speakers were bad speakers
at first
(Ralph Waldo Emerson)
o 99% of people would rather die than stand
up and speak in front of a group
(Survey from Book of Lists)


UL Careers Service
The Good, The Bad &
The Ugly
o Think about previous
presentations/speeches/talks/lectures youve
attended
o Select
3 criteria from the best of these
3 criteria from the worst of these
- (3 min each list)
- You can use examples from your school days,
television characters etc


UL Careers Service
Dont Read Froma Prepared
Speech Boring!
I frequently write articles about, and sell photographs of herps,
herpetoculture, and travelingto see, photograph, and collect herpsin and
out of the United States. Many appear in popular books and
magazines. I've authored the monthly herpquestion and answer column
"Herpetological Queries" inREPTILESmagazine since its inception in
1993, and also provide the "Bits & Pieces" herpquiz in each issue too. I
have also co-authored and photographed The Corn SnakeManual
(published in 2000) with my wife, Kathy.
I've been active in herpetocultureand the pet business for a long
time, watching it blossomand growsince the early 1970s. I was co-owner
of Glades Herp, Inc. in Ft. Myers, Florida fromits creation in 1989 until
March of 1996. That experience gave me keen familiarity with import /
export laws and how the pet industry works; I've sure seen it change and
evolve immensely! All the time, I've followed the history while taking
numerous slides to document progress along the way. Due to my innate
history-gathering tendency, I was invited to specifically speak on that very
subject at the Second World Congress of Herpetology in Adelaide, Australia
in 1994.
Please feel free to contact me to discuss details and fees if your
group is interested in having me talk to them. I can probably tailor a slide
showto meet your exacting situation or needs.


UL Careers Service
o People remember the first and last things
they hear
o 3 steps
Tell them what youre going to tell them
Tell them
Tell them what you told them
o Practice, practice, practice!
Improve Your Presentation Skills


2 1
3
4
6
5
5 Giving Presentations Slideshow
Educational Guidance Module 28 of 88
Onwards & Upwards

UL Careers Service
o Use personal examples
o Keep it simple
o Be sincere
o Less is more
o Involve the audience
o Be prepared for questions
o Make eye contact
Improve Your Presentation Skills


UL Careers Servi ce
o Drink lots of water
o Move around
o Dont use bad language or tasteless jokes
o Practice in front of a live audience
beforehand
o Know your audience
Improve Your Presentation Skills


UL Careers Service
Improve Your Presentation Skills
o Be enthusiastic
o Be aware of your vocal projection & work
on it
o Slow down
o Eliminate distractions- mobiles off
o Use stories, graphics, pictures


UL Careers Service
Improve Your Presentation Skills
Use key words
Bullet points
Visual aids
Index cards for notes
Different coloured cards (green-intro, yellow-
main points, red-close)
Make sure notes are big enough


UL Careers Service
o Check out the room beforehand
o Nervousness & Fear- perfectly natural
Go first
Use notes
Breathe deeply
- REMEMBER: The audience wants you to succeed
Improve Your Presentation Skills


UL Careers Service
Finally
o Next week and the week after
o Over to you Each person to report to
group what theyve found out about
various courses
o 5- 10 minutes each


8
7
10 9

11 12

5 Giving Presentations Slideshow
Educational Guidance Module 29 of 88
Onwards & Upwards

Educational Guidance Module
Tutorials 6 & 7: Individual Presentations
Learning
Outcomes

At the end of this tutorial, students will:
Have given a 5 minute presentation on a course they have researched
or on a subject of their own choice
Have submitted Assignment 2 A Course Investigation
Resources

Presentation equipment
Assignment Submission day for Assignment 2 A Course Investigation
Introduction
Depending on the size of the group, and how many people attend on the
day, this tutorial may need to extend over two sessions.
Part 1 Individual Presentations
The purpose of this tutorial is to practice effective presentation skills. The
tutor should remind students that it can be easier to be the first to present
their information, and should encourage volunteers. Students should feel
free to ask questions on the presentations.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 2 Group Discussion
At the end of the tutorial, tutor should acknowledge how difficult it is to
speak in public. The first presentation can be the most difficult, but with
practice, it should get easier.
Tips and
Advice

During Presentations
The level of formality is irrelevant for this presentations; the objective is
to introduce the group to presentation techniques.

The tutor should not choose a prominent seating position; it can distract
and unnerve presenters.


6 & 7 Individual Presentations Overview
Educational Guidance Module 30 of 88
Onwards & Upwards

Educational Guidance Module
Tutorial 8: Higher Education Grants
Learning
Outcomes

At the end of this tutorial, students will:
Understand application procedures for higher education grants in
Ireland
Resources

Copies of previous application forms for higher education grant
(available from local authority websites)
Relevant contact details for local Citizen Information Centres, local
authorities, Department of Social Welfare offices, Student Welfare
officers, and any other relevant contacts
Presentation: Higher Education Grants
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment
None
Introduction
Many mature students will apply for higher education grants and other
funding to help them through college. The Mature Students Access
Certificate Course in UL does not currently qualify for such funding, but it
is a process that students will need to consider for future courses. This
tutorial will familiarise students with the grant application process.
Part 1 Applying for a Grant
This part of the tutorial examines eligibility requirements, documentation,
closing dates, application methods, and useful contact details for grant
applications. Each student should have a copy of a grant application form
and instructions; these are available on local authority websites.
COFFEE - COFFEE COFFEE COFFEE COFFEE COFFEE
Tips and
Advice




Answering Queries on Grant-Eligibility
Grants are means-tested, and therefore, are not available to all students.
Some students will qualify for the full grant; partial funding is also offered
to some students. The group are likely to ask the tutor some questions on
their eligibility for grants, and the Back to Education Allowance. The tutor
8 Higher Education Grants Overview
Educational Guidance Module 31 of 88
Onwards & Upwards

should refer them to their local authority and the Department of Social and
Family Affairs. The local Citizens Information Centre is also a good
information source in this regard.

Also, if the college has a student-welfare officer who can give them
information on other financial assistance, students should be made aware of
this service.
8 Higher Education Grants Overview
Educational Guidance Module 32 of 88
Onwards & Upwards

Higher Education Grants: Slideshow
Slideshow: Higher Education Grants
UL Careers Service
Educational Guidance Module
Higher Education Grants


UL Careers Service
Higher Education Grants
Youre eligible if you are:
o A student undertaking a full time
undergrad course of at least 2 yrs duration
or a full time postgrad course
Independent mature candidates are
candidates over 23 who live separately
from their parents from October 1 of the
year preceding the year of application.
They are assessed on their own income.


UL Careers Service
Higher Education Grants
o Documents youll need:
Original birth cert
Proof of permanent/ordinary address
(telephone/ gas bill etc)
Proof of income: P60, P21, P45
Social Welfare- letter from them, and if
applicable, Health Board


UL Careers Service
Where To Apply
o Apply to:
Your local authority


UL Careers Service
How do you apply?
Application forms can be obtained in the
following ways:
By calling in person to the office
By sending in a stamped self-addressed
A4 envelope
Completed application forms, together with
all necessary documents, are returned to
County Council. All Candidates are then
notified in due course.


UL Careers Service
When do you apply?
Forms usually become available mid to late
July with closing date normally around
the end of August each year this may
change from year to year, but County
Councils usually advertise in local press
when the application forms become
available.

1 2
3
4
5 6
8 Higher Education Grants Slideshow
Educational Guidance Module 33 of 88
Onwards & Upwards

UL Careers Service
Who do you apply to?
Do I apply to County Council or VEC?
County Councils process applications for
students pursuing Degree and Post-
Graduate courses.VECs process
applications for students pursuing TLT,
PLC, Cert and Diploma courses.


UL Careers Service
Other Information
o Citizens Information Centres
o www.citizensinformation.ie
o Other relevant grant authorities



7 8


8 Higher Education Grants Slideshow
Educational Guidance Module 34 of 88
Onwards & Upwards

Educational Guidance Module
Tutorial 9: Feedback and Evaluation
Learning
Outcomes

At the end of this tutorial, students will:
Have received feedback on their assignments
Have reviewed and evaluated the Educational Guidance Module
Be familiar with the Career Development Module
Resources

Evaluation Form
Presentation: Feedback and Evaluation
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment
None
Introduction
The main objective of this tutorial is to obtain oral and written feedback on
the Module from the group. This module continues to evolve based on
feedback given by each group. The group also receives feedback on their
assignments, and an overview of the Career Development Module.
Part 1 Group Receives Feedback on Their Assignments
The group receives general feedback on their assignments (see Slide 3). The
tutor should correct any errors and clarify any false information submitted
in assignments to prevent confusion regarding courses of interest.
Part 2 Group Gives Feedback on the Module
The group reviews the module by informal discussion with the tutor. They
also complete the evaluation form (supplied at the end of this tutorial).
COFFEE - COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Overview of the Career Development Module
The tutor presents an overview of the Career Development Module and
explains how it follows on from this module.
Tips and
Advice

Obtaining Feedback
It is important that the students evaluate each module. However, the tutor
must be prepared for negative feedback also. Ideally, the tutor should seek
regular feedback throughout the tutorials, and be prepared to adapt to the
groups needs if necessary.
9 Feedback and Evaluation - Overview
Educational Guidance Module 35 of 88
Onwards & Upwards

Feedback and Evaluation: Slideshow
Slideshow: Feedback and Evaluation
UL Careers Service
Educational Guidance
Module
Feedback and Evaluation


UL Careers Service
Overview of Todays
Tutorial
o Feedback on assignments
o Review of Module
o Overview of Career Development Module
o Evaluation of Module


UL Careers Service
Feedback on Assignments
o No formal teaching placement in
Humanities degrees
o For teaching need further training
o Possible to get teaching English placement
abroad (S.America, Africa etc)
o Law & Euro Studies Spanish at beginners
level, German needs hons leaving cert.
Check with course director

UL Careers Service
Review of Module
o Career History/Life Review
o The Career Planning Process
o Cooperative Education & Careers Service
o Met with students from last years course
o Investigating courses
o Giving presentations

UL Careers Service
Your Evaluation
Expectations
Did it meet your expectations?
Do you have a better idea of your course options?
Has it helped you to decide what to do next?
Assignments
Were they useful?
Were they difficult?
How could they be improved/made more relevant?


UL Careers Service
Overview of Career
Development Module
Mature Graduates and the Workplace
Skills and Interests
A Career Investigation
CVs and Covering Letters
Application Forms
Interviews
Two Assigments
A Career Investigation
A CV and Covering Letter


1 2
3
4
5 6

9 Feedback and Evaluation Slideshow
Educational Guidance Module 36 of 88
Onwards & Upwards

Educational Guidance Module

EVALUATION FORM:

1. Were the tutorials useful for learning about various courses?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What aspect of the Educational Guidance Module was most useful?
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. What aspect of the Educational Guidance Module was least useful?
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. Can you recommend further relevant topics for this module? If so, please
give details?
____________________________________________________________
____________________________________________________________
____________________________________________________________

5. Any other comments?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Optional
Name: ________________________________________________
Contact telephone number/email: _________________________________

Thank you for your feedback.
9 Feedback and Evaluation Feedback Form
Educational Guidance Module 37 of 88
Onwards & Upwards

Career Development Module

Tutorial 1: Mature Graduates and the Workplace
Tutorial 2: Skills and Interests
Tutorial 3: Career Investigation
Tutorials 4 & 5: Individual Presentations
Tutorial 6: CVs and Covering Letters
Tutorial 7: Application Forms
Tutorial 8: Interviews
Tutorial 9: Feedback and Evaluation

Introduction to Career Development Module List of Contents
Career Development Module 38 of 88
Onwards & Upwards

Career Development Module
Tutorial 1: Mature Graduates and the Workplace
Learning
Outcomes

At the end of this tutorial, group members will:
Have an overview of the Career Development Module
Understand the requirements of Module assignments
Have discussed mature graduates in the workplace
Have analysed the findings of the UL Mature Graduate Survey
Resources

Presentation: Mature Graduates and the Workplace
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment None
Introduction
This tutorial provides students with an overview of the Career Development
Module and its relevant assignments. It is also an opportunity for the group
to discuss their concerns on entering the jobs market as a mature graduate.
Part 1 Overview of Module and Assignments
The tutor gives a brief overview of the module, and the assignments A
Career Investigation, and CV and Covering Letter.
Part 2
Mature Graduates and the Workplace
In groups of four, students discuss matters relevant to mature graduates and
the jobs market. Examples are provided on Slide 4 (see presentation; these
refer to employer attitudes to mature graduates, and characteristics unique
to mature graduates), but other areas can also be discussed. Each group
presents their findings; this is followed by a group discussion.
The table on Slide 5 (see presentation; table outlining a number of
competencies often held by mature students) is a useful tool for highlighting
the skills and qualities of mature students, and should help instil confidence
in the group at this point.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3
Mature Graduate Survey
Discussion of Mature Graduate Survey a survey of the career experiences
of mature graduates from UL from 1998-2002. This survey was conducted
1 Mature Graduates and the Workplace Overview
Career Development Module 39 of 88
Onwards & Upwards

by the UL Careers Service in 2004. The objective was to investigate the
career experiences of UL mature graduates and to make their career advice
available to prospective students and graduates.

The study discusses occupations, postgraduate study, and salary levels, and
presents a number of case studies on life as a mature student. It also
provides tips on job searching as a mature graduate. The survey report is
available at: www.ul.ie/careers/careers/mature.
Tips and
Advice

Promoting Mature Student Qualities
Many students feel that their age may be an issue when job seeking. Some
have concerns on discrimination; this tutorial allows them to voice those
concerns. It is also an opportunity to look at the qualities, skills and life
experiences that older adults can bring to a job. It is important to focus on
the positive aspects of mature graduates.

1 Mature Graduates and the Workplace Overview
Career Development Module 40 of 88
Onwards & Upwards


UL Careers Service
Career Development Module
Mature Graduates and the
Workplace


UL Careers Service
Overview of Todays Module
Mature graduates and the workplace
Skills and Interests
A Career Investigation
CVs and Covering Letters
Application forms
Interviews

UL Careers Service
Two Assignments
A Career Investigation (600-700 words)
Due..
CV & Cover Letter
Due:
Graded on a pass/fail basis


UL Careers Service
Mature Graduates And The Workplace
4 groups (10 min discussion)
A & B
Why are some employers reluctant to employ
older graduates?
C & D
What are the advantages/positive qualities of being
an older student and future employee?


UL Careers Service
What Do Mature Students Have To Offer?
People skills Flexibility Persistance Self discipline
Self motivation Ability to work
unsupervised
Goal setting Life
experience
Ambition Stamina Worldly
wisdom
Common
Sense
Adaptability Determination Time
management
Communicatio
n skills


UL Careers Service
Mature Reflections - A survey of the career experiences of
mature graduates, UL, 1998 - 2002
Summary
60 mature graduates surveyed in 2003
Employment details of mature graduates compare very
favourably with those of younger graduates.
85% employed
73% full time
12% part time
Salary levels decent: more than a third earning in excess
of 33,000 in J une 2003
89% thought their degree was relevant to their job
Almost half had gone on to further study after their
degree


Slideshow: Mature Graduates and the Workplace
1 2
3 4
5
6
1 Mature Graduates and the Workplace Slideshow
Career Development Module 41 of 88
Onwards & Upwards

UL Careers Service
Mature Reflections - cont
Experience of the job search process
Two thirds thought that maturity was an advantage
when entering the jobs market
Only 3% said they experienced discrimination based
on their age
83% considered their degree made themmore
employable
Personal contacts proved to be the most important
source of job vacancies


UL Careers Service
Next Week
How Employable are you?
What skills do you need to be employable?
What careers would suit you?
Career Pathfinder- looks at your interests and
suggests careers to match them
In the meantime, check out the following:
Personality websites
www.careerdirections.ie ( Irish website)
www.careersworld.com ( Irish website)
www.personalitytype.com/quiz.asp (American
website)
Temperament Sorter (70 questions, 10 min)
www.advisorteam.com(American website)


8
7
1 Mature Graduates and the Workplace Slideshow
Career Development Module 42 of 88
Onwards & Upwards

Career Development Module
Tutorial 2: Skills and Interests
Learning
Outcomes

At the end of this tutorial, group members will:
Be familiar with the skills required by employers
Have assessed their employability skills
Have completed an occupational-interest questionnaire
Resources

Employability Skills Worksheets (2)
Occupational-interest Questionnaire
Internet access if using online questionnaires
Presentation Skills and Interests
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment None
Introduction
The objective of this tutorial is to familiarise students with the skills needed
in todays workplace. The importance of transferable skills is stressed, and
the group are asked to identify their own skills and support this with
evidence.

The group also completes an occupational-interest questionnaire. There are
a variety of online and paper-based questionnaires. The tutor can decide
which is most suitable.
Part 1
Essential Employment Skills
The tutor asks the group to list the skills they think are important to
employers when recruiting graduates. The results of a transferable-skills
survey conducted in J uly 2003 are then discussed; this survey is available
at: http://www.skillsproject.ie
(This project was a joint initiative between Dublin City University, Trinity College Dublin
and Waterford Institute of Technology)
The tutor should emphasise that although qualifications and academic
results are important, transferable skills are equally important. For many
mature students, these skills can strengthen their profile when applying for
jobs.
2 Skills and Interests Overview
Career Development Module 43 of 88
Onwards & Upwards


Part 2 Skills Assessment
Using Employability Skills Worksheet 1, each group member is asked to
examine a number of transferable skills, identify those they possess, and
give an example of where they have used these skills.

It is also important for them to identify gaps in their skillset, and to identify
means of acquiring further skills to enhance employability. Students should
discuss their findings with a partner.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Occupational-Interest Questionnaire
The paper-based questionnaire used on the Mature Student Access
Certificate Course is the Career Pathfinder Quickscan, a short paper-based
questionnaire designed to help individuals assess their interests. It also
provides information on activities, competencies and work-types associated
with those preferences.

If the group has Internet access, there are free online questionnaires also. It
is important to emphasise that the questionnaires aim to stimulate ideas on
career areas, and answers are not examined in a right or wrong basis.
Online questionnaires include: www.careersworld.com,
www.careerdirections.ie, www.prospects.ac.uk.
Tips and
Advice

Encouraging Skills Reflection
For many students, this may be their first examination of their skills and
occupational interests. The tutor should emphasise that these skills can be
developed in a number of areas and can usually be transferred to other
environments.
2 Skills and Interests Overview
Career Development Module 44 of 88
Onwards & Upwards

Skills and Interests: Slideshow
Slideshow: Skills and Interests
UL Careers Service
Career Development Module
Skills and Interests


UL Careers Service
Overview of Todays
Tutorial
o Skills Review
What skills do employers look for?
What skills do you have? Employability
skills sheet
o Occupational Interest Questionnaires
Career Pathfinder - Quickscan


UL Careers Service
What Do Employers Look For?
o Irish Employer survey July 2003
84 Companies, all sectors business, finance,
education, the arts, retail, tourism
o Most Important Factors in Recruitment:
Enthusiasm for position
Personality
Transferable skills
Potential for advancement
Good Academic record
Relevant Work Experience
Specialist Subject Knowledge
Personal Interests
Any other work experience

Slide
UL Careers Service
Employability Skills or
Transferable Skills
Specialist Skills
Company specific skills
Technical skills
Generalist Skills
Problem solving
IT/computer literacy
Flexibility
Self Reliance Skills
Self awareness
Self presentation
Networking
Action planning
People Skills
Team work
Interpersonal skills
Communication skills


UL Careers Service
How Employable Are You?
o Employability Skills Sheets: 1 and 2
o Each person to complete worksheets and
then interwiew a partner, asking the
following questions:
What skills do you have? Do you have
evidence? (Worksheet 1)
What skills do you need to develop? (Worksheet
2)
How and where might you develop them?
(Worksheet 2)


UL Careers Service
Career Pathfinder
Quickscan
o A self-assessment questionnaire to help you
assess your interests. Provides info on careers
associated with those interests
o A number of things will influence your career or
job choice- your educational qualifications,
interests, opportunities available, family
commitments etc
o This questionnaire is about what you enjoy
doing- this is important when choosing a job or
career
o It will give you a broad overview of the areas in
which you are most interested.



2 1
4 3
5 6
2 Skills and Interests Slideshow
Career Development Module 45 of 88
Onwards & Upwards

UL Careers Service
Career Pathfinder- Quickscan
o Not a test- no right or wrong answers
o Based on various job activities
o 60 statements about various jobs
o Assume you can do all the activities
o Indicate your preference for undertaking
each activity using the 1-5 rating scale
given.
o Try to avoid using the middle option
(unsure) as much as possible.




7
2 Skills and Interests Slideshow
Career Development Module 46 of 88
Onwards & Upwards

Employability Skills Worksheet 1
From the list of skills below, highlight those you feel you have, and give an
example of where you have demonstrated this skill. What skills on the list
would you like to develop? Could they increase your employability potential?

People Skills Your evidence of using this skill
Team work _____________________________________________
Interpersonal Skills _____________________________________________
Leadership _____________________________________________
Cultural Awareness _____________________________________________
Customer Service _____________________________________________
Oral and Written Communication ___________________________________
Self Reliance Skills
Willing to Learn _____________________________________________
Self Confidence _____________________________________________
Self-promotion Skills _____________________________________________
Self-Motivation, being proactive_____________________________________
Networking Skills _____________________________________________
Action Planning _____________________________________________
General Skills
Commitment _____________________________________________
Flexibility _____________________________________________
Business awareness _____________________________________________
IT Skills _____________________________________________
Problem Solving Skills _______________________________________
Numeracy Skills _____________________________________________
Specialist Skills
Technical Skills _____________________________________________
Specialist Skills _____________________________________________
Company Specific Skills _______________________________________

2 Skills and Interests Employability Skills Worksheet 1
Career Development Module 47 of 88
Onwards & Upwards

Employability Skills Worksheet 2
What are your three strongest skills? What evidence do you have? (Be specific!)
1. 2. 3.

Your Action Plan:
Choose three skills you would like to develop that will increase your
employability.

Skill 1: A skill I need to develop is:
Examples of how I might do this:


Skill 2: A skill I need to develop is:
Examples of how I might do this:


Skill 3: A skill I need to develop is:
Examples of how I might do this:


Example 1: You feel that you need to improve your verbal communication
skills. You could improve your skills in this area by:
Volunteering to do a presentation
Attending relevant workshops
Observing an effective communicator and discussing their presentation
approach

Example 2: You feel that you would like to work more effectively with others.
You could improve your skills in this area by:
Contributing more in meetings and groups
Getting involved in project groups and other joint activities
2 Skills and Interests Employability Skills Worksheet 2
Career Development Module 48 of 88
Onwards & Upwards

Career Development Module
Tutorial 3: Career Investigation
Learning
Outcomes

At the end of this tutorial, group members will:
Have discussed potential careers
Know where to find information on careers
Resources

Career booklets, brochures, web links
Presentation: Career Investigation
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment Assignment 1 A Career Investigation
Introduction
The purpose of this tutorial is to encourage the group to start thinking about
jobs or careers of interest to them, and to identify information sources for
further investigation in the area. The tutor should encourage the group be
creative - any career area, as long as it is of interest to them, is worth
investigating. The group also receives details of Assignment 1 an
assignment of 600-700 words on a career area of interest to them.
Part 1
Group Discussion on Careers
The group are asked to identify a job or career area that they are interested
in exploring, then to discuss it with a partner, and with the group if they so
wish.
Part 2 Finding Careers Information
The tutor asks the group to identify sources of information for an in-depth
investigation of careers areas.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Assignment 1 - A Career Investigation
The group receives details of the assignment for this tutorial. They can
investigate any career area, provided they have evidence of thorough
investigation and can show their information sources. The group is also
asked to prepare a five-minute presentation for the following week on the
career they have investigated.
3 Career Investigation Overview
Career Development Module 49 of 88
Onwards & Upwards

Tips and
Advice

Meeting the Tutorial Objective Outlining Research Skills
The purpose of the assignment is to develop some useful research
skills, so the focus of this assignment is on the research approach and
information gathered, not the specific career. Some group members
may not fully understand their career options, and may change their
choice several times; however, the underlying objective in this exercise
is to highlight appropriate research methods.

Preparing for presentation is a useful exercise as it reinforces the
presentation skills acquired in the Educational Guidance Module. It is
also an effective way of sharing careers information with other group
members.

3 Career Investigation Overview
Career Development Module 50 of 88
Onwards & Upwards

Career Investigation: Slideshow
Slideshow: Career Investigation
UL Careers Servi ce
Career Development Module
A Career Investigation


UL Careers Service
Overview of Todays
Tutorial
o Researching Careers
o Assignment 1- A Career Investigation


UL Careers Service
Researching Careers
o Brainstorm- What careers are of
interest to you?
o Where might you find information on
these careers?
o (Individually 5 min, group discussion
10-15 min)


UL Careers Service
Finding Careers Information
o Careers Service Resource Area:
Access to computers, brochures, career booklets,
employer info, postgrad study
o Irish Career Websites
www.ul.ie/careers www.gradireland.com
www.careerdirections.ie
www.careersworld.com
www.publicjobs.ie
o Maynooth Virtual Careers Library
http://careers.nuim.ie/students/careers/virtuallibrary.sht
ml
o www.prospects.ac.uk (leading UK graduate careers website)
o Talk to people working in different areas
o Careers Advisors can help



UL Careers Service
Assignment Details
Assignment 1: A Career Investigation
600-700 words: Due
o Choose a career youre interested in
o Find out as much as you can about it
Entry requirements
Will you need to do further training?
Location? Money?
What will you need to succeed in this area? (develop
new skills, get relevant experience)
Any restrictions? (Cant leave local area, can only work
part time, dont want to do further study etc)


UL Careers Service
Next Two Weeks
o 5 minute presentation to group on career
of your choice.


1 2
3
4
6 5
3 Career Investigation Slideshow
Career Development Module 51 of 88
Onwards & Upwards

Career Development Module: Assignment 1

A Career Investigation

Choose a career of interest to you and investigate your chosen area. The
assignment should be word-processed, and approximately 600-700 words.
Assignment Structure
Introduction
Name and describe the career you have chosen to investigate.
Main body
This should analyse all of the main areas below:
The career or occupation - its tasks and responsibilities
Qualifications required for employment in the area
Environment and lifestyle
Labour market, and employment opportunities
Yourself in relation to the job:
What qualifications, skills and qualities will you need to enter and survive in
this job? You might identify strengths in relation to the job, and/or
limitations/reservations such as geographical limitations, family commitments,
the need to pursue postgraduate study etc.

Indicate how you plan to deal with any such limitations: for example, will you
need to pursue a specific postgraduate course as a stepping-stone towards the
job? Or will you explore other careers to find a more suitable fit?
Concluding Paragraph
This should draw together and summarise key observations, and indicate what
you might do or develop in relation to what you have learned from your
investigation.
3 Career Investigation Assignment 1
Career Development Module 52 of 88
Onwards & Upwards

Sources of information
You will be expected to use:
Online resources outlined in class (see Useful Links and Websites,
page 54)
Careers resources available in your Careers Service or the college
library
Your own knowledge of the areas you are interested in
Submission Deadline
The submission deadline for this assignment is: ________________________

Dont forget to include your name and ID number on the assignment.
3 Career Investigation Assignment 1
Career Development Module 53 of 88
Onwards & Upwards

Online Information Resources
Please note that the following websites are mere examples of those suitable for
distribution in tutorials. The tutor should research and include websites that
will suit the needs of their particular group.

Irish Career websites
www.careersworld.com
www.careerdirections.ie
www.gradireland.com
www.ul.ie/careers - Using Your UL Degree: examines every degree in UL
www.activelink.ie - The Online Network for Irish Non-profit Organisations
http://careers.nuim.ie/students/careers/virtuallibrary.shtml - Virtual Careers

Psychology/Counselling and Social Work
www.psihq.ie - The Psychological Society of Ireland
www.nswqb.ie - National Social Work Qualifications Board
www.irish-counselling.ie - Irish Association for Counselling and Therapy

Teacher Training in Ireland
www.education.ie - Visit Students and Trainees >Teacher Training

Construction links
www.constructionjobs.ie

UK Graduate Career Websites
www.prospects.ac.uk - One of the best UK jobs websites for graduates: visit
Investigate J obs

3 Career Investigation Assignment 1
Career Development Module 54 of 88
Onwards & Upwards

Career Development Module
Tutorials 4 & 5: Individual Presentations
Learning
Outcomes

At the end of this tutorial, group members will:
Have given a 5-10 minute presentation on a career area
Submit Assignment 1 - A Career Investigation
Resources

Overhead projectors/blackboards (if available)
Assignment None (Submission of Assignment 1)
Introduction
Depending on the size of the group, this tutorial may need two sessions.
Part 1
Individual Presentations
Each group member presents their research findings to the group. At this
stage, group members may be more comfortable about giving a short
presentation. Despite the experience gained in the Educational Guidance
Module, the tutor must not pressurise any member to present. Members
should be encouraged, but always given the option of declining.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 2 Continuation of Individual Presentations
Tips and
Advice

Reassuring Students Before Presentations
As with the presentations in the Educational Guidance Module, the level of
formality is irrelevant for these presentations; the objective is to introduce
the group to presentation techniques.

The tutor should not choose a prominent seating position; it can distract and
unnerve presenters.


4 & 5 Individual Presentations - Overview
Career Development Module 55 of 88
Onwards & Upwards

Career Development Module
Tutorial 6: CVs and Covering Letters
Learning
Outcomes

At the end of this tutorial, group members will:
Understand the importance of customising their CV for each job
Be clear about the correct content and layout of CVs
Understand why CVs are rejected
Recognise the importance of including a covering letter with every CV
Have analysed five CVs with regard to layout, spelling etc.
Resources

Sample CVs
Selection of action-words for effective applications
Presentation: CVs and Covering Letters
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment Assignment 2 - CV and Covering Letter
Submission day for Assignment 1 A Career Investigation
Introduction
The objective of this tutorial is to help the group to understand the
importance of preparing a concise and targeted CV. Many CVs are
compiled without any particular job in mind and are used to apply for a
number of vacancies irrespective of the job descriptions, a particularly
ineffective way of applying for jobs! This tutorial emphasises how every
job application requires a customised CV. Assignment 2, A CV and
Covering Letter, is also discussed.
Part 1
Experience of Creating CVs
Students are asked about their experience of compiling CVs. Some of the
group may never have had a CV; more will not have updated theirs in some
time.
Part 2
Effective CVs and Covering Letters
To familiarise students with the techniques of CV creation, the tutor
outlines features of an effective CV: content, layout etc. The importance of
the covering letter and online CVs are also discussed here.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 CV Exercise
6 CVs and Covering Letters - Overview
Career Development Module 56 of 88
Onwards & Upwards

The objective of this exercise is to encourage critical evaluation of CVs. In
groups of three, students must analyse five CVs (samples of poor CVs are
included with this tutorial; tutors can add to this selection or use other CVs
if they so wish), and decide if the candidate should be invited for interview
based on their CV. They must give reasons for invitation or rejection of
each candidates CV.
Tips and
Advice

Critically Evaluating CVs
None of the CVs included are ideal; some are particularly bad, but all need
editing in some regard e.g. irrelevant and inappropriate content, spelling
mistakes, and other common errors. The tutor asks the group to be critical in
their appraisal of each CV and to be ruthless in their selection.
Students are asked to create a CV and Covering letter for their assignment.
They are also asked to include a job description with their assignment. This
can be real or imagined, but the CV must be written with a particular job in
mind. Students can write an imaginary CV for a graduate job if they like.
6 CVs and Covering Letters - Overview
Career Development Module 57 of 88
Onwards & Upwards

CVs and Covering Letters: Slideshow
Slideshow: CVs and Covering Letters
UL Careers Service
Career Development Module
CVs and Covering Letters


UL Careers Service
Overview ofTodays
Tutorial
o CVs
o Covering Letters
o Assignment 2 A CV and Covering Letter
Your Experience
o Your experience to date of compiling a CV
Do you have a CV?
Is it up to date?
Would you send it away right now?
What changes would you make?


UL Careers Service
Starting Points
o Purpose of CV- to get you an interview
o No such thing as the perfect CV
o Adapt your CV to every job for which you
are applying
o Most people dont!


UL Careers Servi ce
Creating CVs
A CV should contain:
o Personal Details
-Name, Address, Tel no, email
o Education, Qualifications (most recent or relevant
first)
-Dates, places, title of course, core subjects,
relevant projects, lab techniques, results(if good)
o No need for primary school info, inter cert, junior
cert, lists of leaving cert subjects etc
o A number of layouts are acceptable



UL Careers Service
Creating CVs
o Work Experience,(Career History, Professional
Experience, Relevant Experience)
o Separate Relevant Experience from Other Experience,
if necessary,
or into Skill Groupings (eg Management, Planning,
Communication), or into Career Areas
(Administration, Sales)
o Dont underestimate your achievements and skills
acquired in unpaid or voluntary work
o Raising a family, managing on a tight budget- these
involve a variety of skills e.g. planning, juggling
responsibilities, time management, mediation,
organisation etc


UL Careers Service
o Skills
Computing Skills e.g. Proficiency in Microsoft Word,
Excel, PowerPoint, Internet, Email
o Languages
Level of fluency
o Driving Licence
o Interests
Be brief but try and get your personality across.(No
political or religious beliefs, unless relevant to the job)
Creating CVs


1 2
3 4
6
5
6 CVs and Covering Letters - Slideshow
Career Development Module 58 of 88
Onwards & Upwards

UL Careers Service
o 2 Referees
o One academic if possible. (Someone from UL?)
o One work or personal (not family)
o Ask permission first
o Keep them informed about jobs youre applying
for
o Give them a copy of your CV
Creating CVs


UL Careers Servi ce
Why CVs are Rejected
o First Impressions youve got 20/30 seconds
o Poor visual layout-too much text crammed in, not
enough white space, overwritten, long
paragraphs and sentences
o Length of CV should be 2 pages, no longer. Not
an autobiography, relevant info only
o Poor spelling, bad grammar


UL Careers Service
What You Should Leave Out
o Photos
o Any sort of failure (exams, business, marriage)
o Age, weight, health, religion, marital status
o Title pages, binders and folders
o Salary information (unless asked for)


UL Careers Service
What You Should Put In
o Make it look good plenty of white space
o Make it easy to read
o Allocate space in accordance to importance of
information
o Use short sentences- action verbs (developed,
managed, trained)
o Use bullet points


UL Careers Service
Covering Letters
o Very Important
o Should always accompany a CV
o 1
st
paragraph- who you are, what you are
applying for, and where you saw the advert.
o 2
nd
paragraph- why you are applying to this
particular company.
o 3
rd
paragraph-Draw attention to the key skills &
relevant info from your CV, and what you can
offer an employer
o 4
th
paragraph-Availability for interview & looking
forward to their reply


UL Careers Servi ce
Online CVs
o CVs- Check if CV should be sent as part of text of
email or as an attachment
o Check visual impact send CV to yourself


7
8
10
9
11 12
6 CVs and Covering Letters - Slideshow
Career Development Module 59 of 88
Onwards & Upwards

UL Careers Service
CV Watchdog Exercise
o Recruitment campaign
o Groups of 3 to look at 5 CVs
o What do you think?
o Come to a group decision- would you invite
this person for an interview? Why? Why not?
o Give reasons for invitation or rejection


UL Careers Service
Assignment Two
o 2 page CV and 1 page Covering Letter
o Include a job description, or make one up!
o Your CV and letter can be based upon your own
experience, or you can create an imaginary
future CV for a graduate job.
o Submission date..
o Next week: Application Forms



13
14

6 CVs and Covering Letters - Slideshow
Career Development Module 60 of 88
Onwards & Upwards


Sample CV 1
CURRICULUM VITAE


Name: Sally Webster
Maiden Name: Smith
Date of Birth: 15
th
February 1957
Address: 24 Charlton Place
Limerick City
Phone: (061) 11111
Marital status: Separated
Dependants: Two daughters Rosie aged eighteen and Sophie aged
seventeen
Education: Intermediate Cert: 1973 Leaving Cert: 1975
Red Wreck Hill Convent
South Circular Rd., Limerick
Computer Skills: Access to, and good knowledge of Microsoft Word, e-mail and
Internet.

Additional Resources: Car owner
Full driving licence
French speaker (not fluent but adequate)

Hobbies & Interests: Reading, listening to music, yoga, watercolour & oil painting,
tennis, and walking the dog.
6 CVs and Covering Letters Sally Webster (Sample CV 1)
Career Development Module 61 of 88
Onwards & Upwards

On completing Secretarial College in 1976 and having armoured myself with the
skills of typing and taking shorthand, I was ready to enter the workplace. Fortunately,
work for secretaries was in abundance at this time resulting in the fact that over a
number of years I gained a great deal of experience from working in various types of
employment. I commenced in Manchester and joined an agency where a range of
secretarial skills was acquired. From there I was offered a job with the Bank of
Ireland, Seven Sisters Road in London. Having consolidated my secretarial skills I
decided to take time out and travel to some parts of Europe, working in restaurants,
hotels etc.

Upon returning to Limerick I found employment with Rovers Return Accountants but
the monotony of typing sets of accounts overcame me. In order to improve my
prospects I took a year out and went to France working as an au pair in order to learn
the language and experience the French culture. While attending university on a part-
time basis my knowledge of the French language and civilisation grew. Both these
courses enhanced job prospects but also, on a long-term basis, skills such as the
ability to organise have stood to me throughout my married and working life. The
French course enabled me to gain employment with Shannonside Tourist Office in
Limerick which offered me many opportunities, one in particular was my secondment
to work with Bord Failte where I was employed to work in France for three months
promoting Irish holidays to travel agencies throughout France. Now many years later
this course has taken on a different significance, it enhances our
family holidays in France and also allows me the opportunity to help my two
daughters who are studying French.

6 CVs and Covering Letters Sally Webster (Sample CV 1)
Career Development Module 62 of 88
Onwards & Upwards

Employed by Irish Site Management, during the construction of Alcan in the early
1980s, my role was secretary to the Irish Congress of Trade Unions. I eventually
commenced working with my husband in 1982 under a licence agreement with
Limerick service station. Over the years I have had ongoing training, staff
management, marketing, hygiene courses etc. This worked very well for me as it
gave me the opportunity to work from home when my daughters were small and also
to choose my hours to coincide with their school hours.

One course which my husband and I took was a parenting course and we both agreed
it opened our minds and changed our attitudes to what parenting is all about. Other
courses I undertook were Focusing with Sr. Bet Lynch, Listening Skills and a
Personal Effectiveness Course with Fr. Les Battersby. Having completed one year
with Oscail and taking Literature, Sociology and Psychology and passing my first
year exams, I decided to apply to study full-time a Limerick college. I commenced
this degree course in September 1999 and entering my third year I took Theology to
degree level and in my fourth and final year will take Philosophy to degree level.
Over the years I have carried out voluntary work with local charities where extra
training was given.
6 CVs and Covering Letters Sally Webster (Sample CV 1)
Career Development Module 63 of 88
Onwards & Upwards

REFERENCES
Mr. Mike Baldwin
Manager,
Bank of Limerick,
Seven Sisters Road, London.

Mr. Fred Elliot,
Rovers Return Accountants,
OConnell Street, Limerick. (J anuary 1977 to August 1977).

Ms Deirdre Rashid, Regional Manager,
Weatherfield Tourism,
OConnell St. Limerick. (May 1978 to March 1980)

Mr. J ack Duckworth,
Irish Management,
Aluminium Factory,
Co. Limerick. (March 1980 to December 1981).

Peacock Services Raheen Ltd.,
Cork Road, Limerick (J anuary 1982 to 1999.)

Ms. Emily Bishop (Personnel)
Bank of Limerick
63OConnell Street, Limerick.
(November 97 to Sept. 97). Relief Work

6 CVs and Covering Letters Sally Webster (Sample CV 1)
Career Development Module 64 of 88
Onwards & Upwards


Sample CV 2
Roy Cropper
22 Strand Road
Monaleen
Limerick
Tel: 061 454545
Mobile: 087 363645
Email: [email protected]

Profile
Excellent communication skills gained through my Administration Officer
post, where I advised on information needs and answered client enquiries.
Managing a Medical Library Information desk has given me experience of
problem solving on behalf of clients, in a calm and efficient manner
Experience of working in various teams, in the workplace and in college,
undertaking planning, organising, and leading with a range of projects.
Thorough working knowledge and experience of word-processing, email and
internet for use in researching information for college projects

Career to date
Administration Officer 1995-2002
Mid Western Health Board, Limerick City

Responsible for maintenance and daily running of medical library records
Answered client queries and advised on relevant library information sources
Liaised with internal and external personnel regarding medical publications
Supervised information assistants, co-ordinated Enquiry desk cover and
library duties
Devised and conducted Medical library tours and delivered presentations to
students

6 CVs and Covering Letters Roy Cropper (Sample CV 2)
Career Development Module 65 of 88
Onwards & Upwards

Previous Employment
Clerical Officer 1990 1995
Homeware Supplies, Cork

Admin Support
Staff Specialists, Cork 1987 1990

Other employment (paid and unpaid) includes Board Member of Parents
Committee, Limerick National School, temping work

Education and Training
University of Limerick 2002 present
Access Course for Higher Education
St J osephs Secondary School 1982 1987
Leaving Certificate

Additional Information
Major interests include reading (which I find an excellent way of relaxing),
particularly history and classical fiction.

Family activities

Have a clean driving licence, and have been a car owner for over twelve
years

Referees

Mr Norris Cole Ms Rita Fairclough
Lecturer Dept Manager
Dept of Public Administration Medical Library
University of Limerick Health Board
Tel 061 55555 Limerick
Email [email protected] 061 77777
6 CVs and Covering Letters Roy Cropper (Sample CV 2)
Career Development Module 66 of 88
Onwards & Upwards


Sample CV 3
Audrey Roberts
Address 22 Mayfield Drive
Tipperary Email [email protected]
Tel 062 8888 Nationality: Irish
Mobile 088 0022279 Date of Birth: 23/07/71
_____________________________________________________________________
PROFILE
I am a highly motivated and ambitious mature undergraduate environmental chemistry student with a background
in retail management and office administration. I am extremely keen to enter a career in Human Resources where I
can utilise my experience of staff development along with my personal strengths in interpersonal &
communication skills, team working & leadership, planning and organisation. I derive much satisfaction from new
challenges and have a strong self-development focus.
_____________________________________________________________________
HIGHER EDUCATION
University of Limerick 1999 2003 BSc Hons in Environmental Chemistry (2.1 expected)
Honours Subjects: Environmental Geochemistry, Environmental Analytical Chemistry, Atmospheric &
Hydrospheric Chemistry, Environmental Toxicology, Management and Modelling,
Industrial Chemistry
Honours Project: Factors Affecting the Retention and Release of Chromium (V1) in COPR.
Research for this 10,000 word report involved preparing soil samples for analysis,
learning new analytical techniques and use of spectrometers, collating and
interpreting data, and presentation of results.
Subjects Yrs 1- 3: Chemistry, Chemical Pharamcology, Maths (calculus and algebra), Oceanology, Geology
_____________________________________________________________________
WORK EXPERIENCE
Big Smoke Power station, Co Limerick Laboratory Assistant Summer 2001
During a 3 month summer placement my role was to analyse coal samples, collate data and produce reports. This
involved weighing samples using furnaces and analytical machines (sulphur analysers and bomb calorimeters),
calculating the ash and moisture content of coal and carrying out titrations.

ABC Foodstores, Tipperary Town Fresh Foods Manager 1988 - 1997
Promoted to Fresh Foods Manager in 1992, following two years experience as Assistant Manager, after completing
a retail training programme on leaving school. Fresh Foods, with a weekly turnover of 20K, encompassed the
delicatessen, fish and meat aisle, chilled convenience foods, dairy produce and cooked meats. My role included
responsibility for merchandising, food safety, health and safety issues and staff training and development. I was
responsible for setting and meeting sales targets, controlling stock loss, managing staffing budgets, supervising
staff on a day to day basis, placing orders, controlling deliveries, planning promotions and anticipating changes in
customer demand.

This role provided valuable business and staff management experience but I opted for a career change and a return
to education when the store closed following a company merger.
__________________________________________________________________
6 CVs and Covering Letters - Audrey Roberts (Sample CV 3)
Career Development Module 67 of 88
Onwards & Upwards

SKILLS
Communication/ Interpersonal Skills
Interpersonal skills developed to high level while dealing with staff, colleagues & customers in
retail management.
Able to build effective working relationships with colleagues of all levels and of all ages.
Report writing experience gained in business and academic environments.
Presentations made throughout degree course and to industrialists following submission of
final year project.
Delivered regular team training on customer care, product ranges, and health & safety issues
etc while in retail.
Team Working/ Leadership
Gained much experience both as a team member and team leader and enjoy both roles.
Group work has been a regular feature at university, through project and lab work, and is
central both to my administrative job and additional committee work.
Team building and development was an essential aspect of my role with ABC Foodstores, and
one that I greatly enjoyed.
Planning & Organising
Effective time management, self discipline, and the ability to work under pressure has enabled
good academic achievements while juggling part-time work with study.
Thorough forward planning during my honours project has was critical its success along with
the organisation of samples, experiments, data management and the necessary access to labs
and equipment,
Checking and tracking data in my part-time administrative role requires accuracy and close
attention to detail.
Managing a busy Fresh Foods Department with ongoing stock control requirements and a staff
of 30 (many part-time) required a high level of organisation and planning, to ensure maximum
efficiency and excellent customer satisfaction.
Analytical & Research
Laboratory skills including use of highly complex analytical machines and apparatus
developed through degree especially during honours project.
Independent research for my honours project provided a new opportunity for in-depth study.
Analysis of data has been central to my current and previous jobs.

IT
Experienced using Microsoft Word, Excel, PowerPoint and the Internet.
_______________________________________________________________
INTERESTS AND ACTIVITIES
Drama: Active member of the South Tipperary Drama Society since 1993. I am involved in
planning productions with responsibility for finance, organising venues, sound systems, lighting and
publicity.
_______________________________________________________________
PREVIOUS EDUCATION
Currie High School, Tipperary Town 1983 1988
Leaving Cert 2 honours, English C, Chemistry C
___________________________________________________________________________________
REFEREES
Will be pleased to supply on request
6 CVs and Covering Letters - Audrey Roberts (Sample CV 3)
Career Development Module 68 of 88
Onwards & Upwards


Sample CV 4
Tracey Barlow
97 Long Road
Limerick City

Tel 061 789152
e-mail [email protected]

Date of birth 20/07/81
Driving licence Full, clean
Education:
1999 - 2002 BA HPSS, University of Limerick
QCA average 2.7
Subjects studied: Russia in revolution, 1905 to 1917; the treatment of the
J ews in the Second World War; the Vietnam War; black rights in America in
the twentieth century.
Skills developed: excellent written and oral communication; research,
interpretation and presentation.

Worked well on my own and as part of a team for tutorial work; set my own
deadlines and managed my time effectively under pressure.

School of Historys History Prize for outstanding work (1999).
1992 - 1999 Leaving Certificate: History (A), English (A), German (B), St Deirdres High
School, Limerick

Employment History:
Summer 2001 Retail assistant, Bookshop, Cork
Worked in travel section, responsible for training new members of staff.
Developed relevant subject knowledge in order to deal with customer enquiries in person and
by telephone.
Deputised for supervisor, including managing staff and cashing up.

2000 to 2001 Waitress, Best Pint Bar, Limerick City
Worked under pressure in a fast moving and often stressful environment.
Developed excellent interpersonal skills dealing with customers and other members of staff.

Summer 2000 Retail assistant, Books For All, Covent Garden, London, UK
Had to be flexible, worked shifts at short notice.
Dealt with customer complaints and enquiries.

Summer 1999 Telesales, Eastern Electricity, Limerick
Developed excellent telephone and communication skills in a pressurised business environment.
Worked as part of a team to achieve set business and sales targets.
6 CVs and Covering Letters Tracey Barlow - (Sample CV 4)
Career Development Module 69 of 88
Onwards & Upwards

Positions of responsibility:
School prefect and form captain, 1997 to 1999.
Captain of school hockey team in 1996.
Elected treasurer of the University History Society in 2000, which involved maintaining the
societys accounts and collecting subscriptions from members
Interests:
Active member of the University Snowboarding Society. Have helped to plan several excursions
to dry slopes and two trips abroad, one to Canada and one to Austria.
Travelled extensively throughout Europe and beyond. Planned and financed a summer trip to
South America in 2000 and Thailand in 1999.
Written music reviews for the student paper, An Focal and have also had short stories published
in independent publications in Munster.
Other skills:
Proficient in Microsoft Office, including Word, Excel and Access.
Familiar with the basics of HTML, in the process of creating my own website.
Good standard of written and spoken German and French.

References:
Academic

Dr David Platt
Department of History
University of Limerick

Telephone 061 2754632
e-mail [email protected]

Employer

Ms Cilla Brown
Books For All
Patrick Street
Cork
Telephone 021 882883
[email protected]
6 CVs and Covering Letters Tracey Barlow - (Sample CV 4)
Career Development Module 70 of 88
Onwards & Upwards


Sample CV 5

Ciricilim Vita

Mision: An Inspiring Individal with overwelming ambition and drive. Will
one day rise to the top of the corprate ladder

Full Name Steven McDonald Esquire
Home Address The Mills, Dunmanway, Co Cork
Telephone Number 24242
Email [email protected]
Date of Birth 07 November 2002

Education
Dunmanway Nursery School 1977-1978
Dunmanway Primary School 1978-1985
Dunmanway Secondary School 1985-1992
J unior Certificate
Maths B
English D
Science C
Art D
French D
Music F
History B
Irish A

Leaving Certificate
Art D
Science C
English C
Irish B
Maths C
French D
History B
6 CVs and Covering Letters Steven McDonald - (Sample CV 5)
Career Development Module 71 of 88
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Work Experience
1984-1985 Paper round for Mr Martin Ryan, The Stores, Dunmanway
1986- 1988 Weekend milkround for ODriscolls Creamery, Dunmanway
1998 1999 Fuel Injection Engineer at McCarthys Petrol Station, Dunmanway
Summer 2001 Construction worker. Kellys Pharmaceutical Co. London. Was
drafted in to do the work that union members refused to do.
Summer 2002 Hygiene and Sanitation Executive, Main Hospital, Cork

Intrests and Activities

politics- chaiman of the Tipperary Anarchists Society,
religion- active member of The Latter Day Nightists
walking
reading

Refrees
Rev Charlie Stubbs
Church of Latter Day Nightists
Dunmanway
Co Cork

J im McDonald
Mountjoy Prison
Dublin
6 CVs and Covering Letters Steven McDonald - (Sample CV 5)
Career Development Module 72 of 88
Onwards & Upwards

Action Words for CVs and Application Forms
The following list of words may be useful when compiling CVs or covering letters.
Effective use of these words will increase the professionalism and impact of an
application, as these words deliver the intended meaning in a powerful and concise
manner. Remember, that you must be able to support your experience with evidence.

Words you may find useful:
Administered
Advised
Analysed
Arbitrated
Arranged
Assembled
Assisted
Audited
Built
Calculated
Charted
Collected
Completed
Compounded
Conducted
Conserved
Consolidated
Constructed
Consulted
Controlled
Co-ordinated
Corresponded
Counselled
Created
Criticised

Delivered
Designed
Detected
Determined
Developed
Devised
Diagnosed
Directed
Discovered
Dispensed
Disproved
Distributed
Drew up
Edited
Eliminated
Evaluated
Examined
Expanded Form
Founded
Performed
Planned
Prepared
Prescribed
Presented
Processed
Produced
Promoted
Protected
Provided
Purchased

Realised
Received
Recommended
Routed
Selected
Served
Sold
Solved
Studied
Supervised
Supplied
Tested
Trained
Translated
Wrote
Identified
Implemented
Improved
Increased
Installed
Instituted
Instructed
Interpreted
Interviewed
Invented
Lectured
Logged
Maintained
Managed
Navigated
Negotiated
Obtained
Operated
Ordered
Organised
Oversaw
Recorded
Reduced
Referred
Rendered
Represented
Researched
Restored
Reviewed
A
R D
L
M
N
B
O
C
S
E
P
F
T I
W
6 CVs and Covering Letters - Action Words
Career Development Module 73 of 88
Onwards & Upwards

Career Development Module: Assignment 2

CV and Covering Letter

Prepare a 2-page CV and 1-page covering letter using the information gained
in this tutorial.

Include a job description, or create one!

Your can base your CV and covering letter on your own experience, or you
can create an imaginary future CV for a graduate job.






Submission date: __________________________________________

Need help? Contact: ________________________________________


6 CVs and Covering Letters Assignment 2
Career Development Module 74 of 88
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Career Development Module
Tutorial 7: Application Forms
Learning
Outcomes

At the end of this tutorial, group members will:
Have reviewed several application forms
Have analysed typical employer questions and developed a structured
approach to answering such questions
Understand how to complete an application form correctly
Resources

Sample application forms (graduate and non-graduate)
Presentation: Application Forms
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment None
Introduction
The objective of this tutorial is to familiarise students with job application
forms.
Part 1
Completing Application Forms
The tutor asks the group about their experiences of completing job
application forms. Afterwards, they receive a selection of graduate and non-
graduate application forms to examine and comment on.
Part 2 Skills Review and Tips on Completing Forms
The tutor should emphasise the importance of reviewing individual skills,
and the job/company requirements, before completing the form. The group
then learn of a number of tips to successfully complete forms.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Answering Difficult Questions
This part of the tutorial explores ways of dealing with difficult application
form questions. The tutor outlines the STAR response (see Slide 8:
explanation of STAR response) as a structured guide to answering
questions. In pairs, each member uses the STAR response to answer a
typical application question and discusses their response with their partner.
Part 4 Discussion
The tutor gives a summary on completing forms and ends with a couple of
extracts from poor applications.
7 Application Forms - Overview
Career Development Module 75 of 88
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Tips and
Advice

Sourcing and completing application forms
Tutors should include application forms from various careers areas e.g.
local supermarkets, graduate programmes etc. to highlight that non-
graduate forms can present difficult and time-consuming questions, and
that these forms demand thorough preparation also.
Some group members may find the application exercise difficult, and
may need encouragement from the tutor on identifying examples of the
skills required (problem solving, communication etc). Encourage the
group to question each other about their experiences.
7 Application Forms - Overview
Career Development Module 76 of 88
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Application Forms: Slideshow
Slideshow: Application Forms
UL Careers Service
Career Development Module
Application Forms


UL Careers Service
Overview of
Todays Tutorial
oYour Experience and Review of Sample Forms
oThe Application Form
oThe Ten Commandments
oExercise
oWhat Not to Do

UL Careers Service
Application Forms
o Your experience of filling out application
forms to date
o Graduate Application Forms
What do you think?
Easy?
Difficult?


UL Careers Service
Before Applying
oResearch yourself
Review experience and career interests
Identify your skills
oResearch careers/courses
Analyse job descriptions or course outline
oResearch company
Company literature, website
Employer directories
Own contacts


UL Careers Service
1.Make a copy of your blank application
form
2.Read it through thoroughly before you
start to fill it in
3.Follow the instructions carefully
Use block capitals, black ink, write legibly,
type or word process - whatever they
want.
4.Answer all questions If a question
genuinely does not apply to you, clarify
that it is not applicable
Ten Top Tips


UL Careers Service
Ten Top Tips
5. Consider why the question is being asked
if you relate the question to the job tasks and
level, and what you know the company requires,
you are more likely to be convincing
6. Draft answers first: make sure they fit the
space available
You may need 2 or 3 drafts before you are
satisfied - but the more applications you make
the easier it gets!
7. Check your grammar, spelling,
punctuation.
A spell check on your computer will not pick up
all errors. Have someone else proof-read your
document if possible, or use a dictionary.


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Ten Top Tips
8. Copy your draft onto the application form
Normally you should complete application forms in black
ink, as they are often photocopied by the employer.
Untidy handwriting can spoil the appearance, so take
every care.
9. Keep a copy of the completed application form for
future reference
When you are invited to an interview you will need to
remember what you wrote. Also, your responses can be
used again or adjusted in filling out other similar
applications
10. Bring draft answers to the Careers Service for help to
improve them


UL Careers Service
How to Answer Difficult Questions
o What has been your experience in giving
explanations or instructions to others?
o STAR response
S: Describe the situation
T: Explain the task/problem that arose
A: What action did you take?
R: What was the result or outcome?

Slide 8
UL Careers Service
Exercise- Typical Questions
o In pairs: Each of you will be given a question, 5
minutes to answer individually
o Then share your answer with your colleague who will
give you feedback (5 minutes) on the following:
Have you answered the question?
Have you given enough evidence?
Have you used action phrases?
Are there any spelling, grammar issues?
o Change over roles and repeat (5 minutes)
Questions taken from Prospects SAF (Standard Application
Form)


UL Careers Service
Typical Questions
Anal ysis, problem solving and creati ve thinking:
Describe a difficult problem that you have solved. State how you
decided
which were the critical issues, say what you did and what your
solution was.
What other approaches could you have taken?
Planning, i mplementation and achievi ng results:
Describe a challenging project, activity or event which you have
planned and
taken through to a conclusion. Include your objective, what you did,
any
changes you made to your plan and state how you measured your
success.
Influencing, communication and teamwork:
Describe how you achieved a goal through influencing the actions or
opinions of others (perhaps in a team context). What were the
circumstances? What did you do to make a difference?

UL Careers Service
Before You Send Off an
Application Form
o Has the required information been provided ?
o Is the information clear and accurate ?
o Has enough evidence been given ?
o Were there any spelling errors ?
o What was the first impression of the form ?
o How would you improve on this form ? Leave
it for a while, before re-reading it.
o Check for spelling, gaps etc. The form should
be well presented with concise full sentences.
o Read again (out loud is best)


UL Careers Service
Before You Send Off an
Application Form
o Be sure that the form carries your name, address etc
correctly.
o Staples are better than paper clips for any additional
sheets of paper
o Enclose a letter of application/covering letter if you
decide it is necessary.
o Use an appropriate size of envelope and make sure to
address it correctly, using the right form for the right
employer.
o Photocopy the completed form and hold on to it with the
advertisement.

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Career Development Module 78 of 88
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UL Careers Service
Application Disaster Stories
o I do not have any major achievements that I would
consider to be of interest to this application.'
(Courtesy of a large IT company.)
o My experient at the university has enable me to
work with other people, as well as on my own. I have
considered my academic decipline and all my
experience in order to decid this particular career. My
experient in the word of commerce has also been a
factor.'
(Excerpt from unsuccessful application form, courtesy
of Northern Foods.)


UL Careers Service
Next Week
o Assignment 2 due- CV and Covering Letter
o Preparing for Interviews
13 14
7 Application Forms - Slideshow
Career Development Module 79 of 88
Onwards & Upwards

Career Development Module
Session 8: Interviews
Learning
Outcomes

At the end of this tutorial, group members will:
Have reviewed their own interview experiences
Understand the importance of interview preparation
Be familiar with different types of interviews
Be familiar with competency-based interviews and how to answer
difficult questions
Comprehend psychometric tests
Resources

AGCAS booklet Going for Interviews (or similar)
Presentation: Interviews
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment Submission day for Assignment 2 CV and Covering Letter
Introduction
The objective of this tutorial is to introduce the group to interview
preparation, typical interview questions, competency-based interviews, and
psychometric tests.
Part 1
Interview Experiences
The group is asked about their experiences of interviews positive and
negative recollections, what they learned from these, and difficult questions
posed to them. Preparation before interviews is emphasised. The
importance of non-verbal communication and typical questions are
discussed.
Part 2 Competency Interviews
The group is introduced to the concept of competency-based interviews, is
advised on how to respond to questions, and is shown examples of an
interview-rating scale.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
Part 3 Interview Types
The tutor and group discuss recommended questions to ask at an interview,
aspects that might create a poor impression, self-reflection after the
interview, different types of interviews, and psychometric tests.
8 Interviews - Overview
Career Development Module 80 of 88
Onwards & Upwards

Tips and
Advice

Include role-plays where appropriate and feasible
Many interview workshops include role-plays. This tutorial does not
include any, as time is restricted. Tutors can include role-plays if they feel
the group will benefit from them and are willing to participate.

8 Interviews - Overview
Career Development Module 81 of 88
Onwards & Upwards

Interviews: Slideshow
Slideshow: Interviews
UL Careers Service
Career Development Module
Making the Most of the Interview



UL Careers Service
Overview of Todays
Tutorial
o Preparing for interviews
o The interview experience
o Questions to expect and to ask
o Different types of interview
o Psychometric Tests
o Interview resources

UL Careers Service
Attitudes Towards Interviews
o Why bother with interviews?
o Your experience of interviews
o What questions do you dread?


UL Careers Service
Interviews
Interview = A meeting with an objective
o Employers objective is to find the best person for the job
Employer: reviews candidates experience and abilities
Can you do the job? (skills & abilities)
Will you do the job? (attitude & motivation)
How will you fit into the organisation? (personality)
o You: impress employer and assess position on offer
What does this position offer me?
How does it fit with my career plans?
You have passed the first hurdle
You must prove that you are the most suitable candidate for
this position

UL Careers Service
Preparation
o Review own skills, experiences and qualities
Check CV
Review skills, experience & qualities
Identify relevant examples for each of above
o Research organisation
Websites, reports, articles, company literature, etc
Contacts with knowledge of organisation or sector
Relevant articles in the press
Personal visit or telephone call
o Research job and occupational area
Job description or similar
Current issues
o Prepare your questions
o Practice



UL Careers Service
Non-Verbal Communication
o First impressions very powerful
o Allow time to relax
o Dress appropriately
o Entrance and introductions
o Smile and make eye contact
o Be aware of own movements
o Watch body language of interviewer


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Career Development Module 82 of 88
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UL Careers Service
Typical Questions
Always start from the job description.
This will help you in deciding what questions to expect.
Tell me about yourself - Bring me up to date with your CV?
Why did you choose to do this particular course?
What experience have you had that is relevant to this post?
What interests you about this job?
What do you know about this organisation/ department?
How do you organise and plan projects?
Can you give me an example of a project youve been
involved in?
How have you handled differences of opinions between you
and other teammembers?


UL Careers Service
Competency-Based Interviews
o Company identifies key skills required for job
o Designs questions to elicit evidence of skills
o Emphasis on past behaviour as predictor of success
o Teamwork: Describe a team project you worked on. What
problems arose? How did you deal with them?
o Communication Skills: Describe situation when you had to
persuade others to support your view. Give an example of any
reports youve written which illustrate your writing skills
o Interpersonal skills: What kinds of people do you find it difficult
to work with? How do you handle those situations?
o Organisation skills: Describe a situation where you generated a
plan leading to a specific goal
o Problem-solving: Tell us about an error you made and what you
learned

UL Careers Service
Responding to Competency Questions
Q What has been your experiences in giving explanations or
instructions to others?
o STAR response
S: Describe the situation
T: Explain the task/problem that arose
A: What action did you take?
R: What was the result or outcome?


UL Careers Service
Example of Interview Rating Scale
o Rating: 0-5; 0=no response; 5=excellent
o Selection Criteria
Intelligence Academic performance, Questions
Responsibility Work roles, external activities
Appearance & poise First impressions
Interpersonal relations Interests, team-roles
Integrity no inconsistencies
Self-confidence Relaxed manner, responsible
Communication skills Articulate, coherent, grammar,
responsive
Interests External interests, involvement
Leadership potential Elective offices, initiative
Interviewing skills Logical thinking, knows priorities


UL Careers Service
Your Answers
o Listen carefully, seek clarification
o Illustrate answers with real examples and
evidence
o Be positive constructive criticism
o Keep answers specific and succinct
o Take time to respond
o Be alert to interviewers body language
o Speak clearly, smile and show enthusiasm
o Know what you want to say, and find the
opportunity


UL Careers Service
Your Questions
o Types of projects & responsibilities
o Training programmes
o Career development opportunities
o Reporting structure
o Performance appraisal
o Profile of staff
o Or simply - What happens next?

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8 Interviews - Slideshow
Career Development Module 83 of 88
Onwards & Upwards

UL Careers Servi ce
What Creates a Bad Impression
o Poor personal appearance
o Negative attitude evasive, using excuses
o Lack of interest and enthusiasm
o Lack of preparation
o Poor knowledge of role
o Failure to give concrete examples of skills
o Over emphasis on money/rewards
o Lack of career plan


UL Careers Service
After the Interview
o Review own performance
What went well
What went badly
What you wished you had said
Prepare for next stage
o Invitation to second / final round interviews
Psychometric testing
Panel interview
o Rejection letter / email
If you can request feedback - use it


UL Careers Service
Other Types Of Interviews
o Rotating
Like one-to-one with different interviewers
o Group
6-8 candidates
Group observed while discussing topic
Be aware of group interaction
o Panel
2-5 interviewers, or as many as 13!!
Try to identify different roles
Respond to interviewer, include others through
eye contact


UL Careers Service
Psychometric Tests
o Aptitude Tests - measure skills relevant to position
Verbal comprehension - evaluate logic of text
Numerical reasoning - interpret statistical data
Diagrammatic reasoning - recognise patterns
Watch timing complete as many as possible
o Personality Questionnaires
Look at personality style
No right or wrong answers
Be spontaneous, dont try to second-guess
Tests include built-in checks
Employers may be looking for different personality profiles


UL Careers Service
Psychometric Tests
Tips & Resources
o Enquire about type of test and prepare, if possible
o Listen to instructions, seek clarification if necessary
o Pace yourself and watch your time
o Work quickly and accurately
o Skip questions you cant answer
o Seek feedback
o Practice Online Psychometric Tests on Careers website
o Other Resources
www.shldirect.com
www.Aptitudeonline.co.uk
Books on Aptitude/Personality tests


UL Careers Service
Web Resources for Interviews
o UL Careers website: www.ul.ie/careers
o Gradireland website: www.gradireland.com
o Careers4graduates: www.careers4graduates.org
o UK GradProgramme: www.grad.ac.uk
o Doctor Job: www.doctorjob.com (Virtual Interview)
o Prospects: www.prospects.ac.uk
o Realworld: www.realworldmagazine.com
o Virtual Career Coach:
o http://www.windmillsonline.co.uk/interactive/


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8 Interviews - Slideshow
Career Development Module 84 of 88
Onwards & Upwards

UL Careers Service
Last Tutorial- Next Week
o Return Assignments
o Feedback and Evaluation of Module



19
8 Interviews - Slideshow
Career Development Module 85 of 88
Onwards & Upwards

Career Development Module
Session 9: Feedback and Evaluation
Learning
Outcomes

At the end of this tutorial, group members will:
Have received feedback on their assignments
Have reviewed and evaluated the Career Development Module
Resources

Evaluation Forms
Presentation: Feedback and Evaluation
(Downloadable at: http://www.ul.ie/careers/careers/mature/toolkit.shtml)
Assignment None
Introduction
The main objective of this tutorial is to obtain oral and written feedback
from the group. This module, like the Educational Guidance Module,
continues to evolve based on feedback given by each group. The group also
receives feedback on their assignments.
Part 1
Evaluation of Module
The group receives general feedback on their assignments (see Slide 3). The
tutor clarifies any errors or false information submitted in assignments to
prevent confusion regarding careers of interest.
COFFEE COFFEE COFFEE COFFEE COFFEE COFFEE
9 Feedback and Evaluation - Overview
Career Development Module 86 of 88
Onwards & Upwards

Feedback and Evaluation: Slideshow
Slideshow: Feedback and Evaluation
UL Careers Service
Career Development Module
Feddback and Evaluation


UL Careers Service
Career Development Module
o What weve covered
Mature Graduates & the workplace
Skills and Interests
A Career Investigation
CVs and Covering letters
Application Forms
Interviews

Slide 2
UL Careers Service
Review & Evaluation
o Informal & Formal
What did you learn?
Which part was most useful?
Which part was least useful?
Were there other areas that should have been
covered?
o Assignments
Were they useful?
Were they difficult?
How could they be improved/made more
relevant?
Any other comments?


UL Careers Service
Good luck!
o If you need further information on any aspect of
career planning, you can contact the Careers
Service throughout the summer at:..
o Website: .


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9 Feedback and Evaluation - Slideshow
Career Development Module 87 of 88
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Career Development Module

EVALUATION FORM:
1. Were the tutorials useful for learning about career management skills e.g.
researching careers, CVs, application forms, and interviews?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What aspect of the Career Development Module was most useful?
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. What aspect of the Career Development Module was least useful?
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. Can you recommend further relevant topics for this module? If so, please
give details?
____________________________________________________________
____________________________________________________________
____________________________________________________________

5. Any other comments?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Optional
Name: ________________________________________________
Contact telephone number/email: _________________________________
Thank you for your feedback.
9 Feedback and Evaluation - Evaluation Form
Career Development Module 88 of 88
Onwards & Upwards






























Careers Service
Cooperative Education & Careers Division
University of Limerick