
- •Business correspondence
- •Communication at work
- •Module 1 Job Search Process
- •Vocabulary
- •1. The recruitment process
- •The recruitment process
- •2 Job Search Process
- •What is the Job Search Process?
- •How Much Time Will the Job Search Take?
- •What Do You Need to Know Before You Start?
- •What Are the Steps of the Job Search Process?
- •1) Values
- •2) Interests
- •3) Skills
- •My transferrable skills and how I can use them
- •1) Pursue Advertised Vacancies
- •2) Develop a Contact Network
- •3) Contact Employers Directly
- •Tips for contacting employers
- •How Do Job Search Techniques Work?
- •Should You Keep a Record of Your Search?
- •Language Development Exercise 1. Reading for meaning What are employers looking for?
- •Job Search
- •Exercise 3. Applying for a job
- •Vocabulary
- •Vocabulary
- •Vocabulary
- •Unit Summary
- •1. How to Interview Effectively
- •Fay needs advice from Jerry on how to succeed at a job interview in English
- •2. Preparation !!!
- •1) Researching Employers
- •2.) Interview Questions
- •3. Job Interview
- •1) The beginning of the interview
- •2) During a Job Interview
- •3) The end of the interview
- •4) After the Interview
- •Language Development
- •Vocabulary
- •How you look and behave at an interview can sometimes be even more important than what you say! There are lots of things you can do to make a good impression on interviewers.
- •Vocabulary
- •Vocabulary
- •Vocabulary
- •Unit Summary
- •Module 2 Main Business Documents Unit 1 Resume/cv
- •A resume or cv
- •A Cover(ing) Letter
- •Types of Résumés
- •Constructing Your Résumé
- •Full Name
- •Sample Chronological Résumé
- •Sample Functional Résumé
- •Sample Combination Résumé
- •Curriculum Vitae
- •European cv's have varying formats. Each European country has different recruitment practices, but all use cv's instead of résumés. The uk cv comes closest to the American résumé.
- •British and American English
- •Example of cv
- •Curriculum vitae
- •Interests
- •Résumé Checklist
- •Language Development
- •Compiling a cv
- •Vocabulary
- •Vocabulary
- •Vocabulary
- •Unit Summary
- •Review Questions:
- •Unit 2. Application Form
- •Completing an Application Form
- •Unit Summary
- •Review Questions:
- •1. Answer the following questions.
- •What is a format of a Cover Letter?
- •Outline of a Cover Letter
- •Sample Cover Letter
- •What makes a good Cover Letter?
- •Language Development
- •1. Letter Content
- •2. Useful phrases
- •Vocabulary
- •Look at the following tips for writing Cover Letters. Decide whether the following tips for writing Cover Letters are true or false.
- •Vocabulary
- •Unit Summary
- •Review Questions:
- •Unit 8 Fax
- •Important Language to Remember
- •Sample Fax
- •Language development
- •Unit Summary
- •Review Questions:
- •Unit 9 e-mail
- •Important Language to Remember and Notations
- •Sample Emails
- •Language Development
- •Email Workshop Questions
- •Unit Summary
- •Review Questions:
- •Unit 10 Memo
- •Information segment
- •Important Language to Remember
- •Sample Memo
- •Language Development
- •Unit Summary
- •Review Questions:
Language Development Exercise 1. Reading for meaning What are employers looking for?
Most employers say that they wish to employ the right person for the right job. A recent report by Britain's independent Institute of Manpower Studies, however, disagrees with this. The report states that most employers wish to avoid employing the wrong person. Rather than looking for the right person, they are looking for applicants to turn down.
The report also suggests that in Britain and in many other parts of the world, the selection methods used to identify the right person for the job certainly do not match up to those used to evaluate a piece of new equipment. Recruiters used three main selection methods: interviewing, checking curriculum vitae or application forms against predecided criteria, and examining references. Most of the recruiters consulted in this survey stated that these selection methods were used more for "weeding out" unsuitable candidates rather than for finding suitable ones.
Interviews were considered to be more reliable than either curriculum checks or references from past employers. Research, however, proves otherwise. Interviewers' decisions are often strongly influenced by their previous assessment of the written application. Also, different recruiters interpret facts differently. One may consider candidates who have frequently changed jobs as people with broad and useful experience. Another will view such candidates as unreliable and unlikely to stay for long in the new job.
Some employers place great importance on academic qualifications whereas the link between this and success in management is not necessarily strong. Some recruiters use handwriting as a criterion. The report states that there is little evidence to support the validity of the latter for assessing working ability. References, also, are sometime unreliable as they are rarely critical, whereas checks on credit and security records and applicants' political leanings are often the opposite.
The report is more favourable towards trainability tests and those which test personality and personal and mental skills. The report concludes by suggesting that interviewing could become more reliable if the questions were more structured and focused on the needs of the employing organisation.
When you read an article, you can often guess the words you do not know from the con-text. Find words or expressions in the above article which have the following meanings:
reject (§1)
assess, estimate (§2)
a meeting between an employer, board of directors, etc and a candidate to ascertain by questioning and discussion the latter's suitability for a post (§2)
predefined (§2)
a written account of a person's education and work experience (§2)
standards or principles upon which judgements are based (§2)
eliminating people or things or unacceptable quality (§2)
recommendation (§3)
place a particular meaning on something (§3)
practical acquaintance with any matter gained by trial (§3)
proof (§4)
slight tendency to favour one thing rather than the other (§4)
ability to prepare oneself for specific purpose (by instruction, practice, etc) (§5)
aptitudes and competencies appropriate for a particular job (§5)
of necessity (§5)