Sección Departamental  Departamento de Lingüística Aplicada a la Ciencia y a la Tecnología Escuela Técnica Superior de Ingeniería Aeronáutica y del Espacio Universidad Politécnica de Madrid  

    

Inglés Profesional y Académico 

 

English for Professional and Academic Communication    

 Unit 1 Reading and listening for academic and professional purposes 

 Unit 2 Academic writing  

 Unit 3 Technical writing and professional communication 

 Unit 4 Professional interaction – Oral presentations and meetings 

 Unit 5 Professional English – The job hunting process 

   

  Profesores: Bernice Clark, Luis Dochao, Juan Manuel Holgado, María del Mar Robisco, Carmen Sancho 

1

Unit 5: Professional English – The job hunting process Contents

• Unit overview and Map of the unit pages 2 – 3

• Introduction: The engineering workplace (video lesson 1) pages 4 – 6

• Stages in the job hunting process page 7

• Stage 1: Researching yourself pages 8 – 10

• Stage 2: Searching for a job pages 11 – 14

• E-recruiting (video lesson 2) page 15

• Stage 3: Preparing job application materials pages 16 – 28

• Stage 4: Preparing for the interview pages 29 – 36

• Stage 5: Attending the interview pages 37 – 38

• Stage 6: Following up on the interview pages 38 – 40

• Appendix 1: Common interview questions pages 41 – 42

• Appendix 2: Useful webpages pages 43 – 44

2

Unit overview

The aim of this unit is to help you develop the English language and communication skills you will need when applying for a job.

It will provide you with the knowledge and skills needed to conduct a successful job search and to produce effective job application materials. The unit also deals with preparing job interviews and how to ask and answer common interview questions.

Map of the unit

Topic

Learning objectives: After studying this

section, you will be able to

Classwork / Assignments / Homework

(instructions to be given in class)

Introduction: The engineering workplace Pages 4 - 6

- use vocabulary connected with the engineering workplace - answer questions about your career goals

Classwork: - Video lesson 1 - Discussion activity

Stages in the job hunting process Page 7

- recognise the typical stages in the job hunting process

Classwork: - Audio lesson

Stage 1: Researching yourself Pages 8 - 10

- understand the significance for job success of personal skills and qualities and workplace skills - identify your own transferable skills, strengths and weaknesses - answer interview questions about your strengths and weaknesses

Classwork: - Discussion activity - Audio lesson

Stage 2: Searching for a job Pages 11 - 14

- identify the most frequent ways of finding a job - locate suitable graduate-level vacancies

Classwork: - Discussion activity - Audio lesson Assignment 1: your job advertisement (page 14)

E-recruiting Page 15

- identify the key differences between online and traditional job applications

Classwork: - Video lesson 2

Stage 3: Preparing job

- analyse aspects of job application materials: the

Classwork: - Reading and discussion

3

application materials Pages 16 - 28

content, style and layout, etc. - prepare an effective CV and cover letter

activities

Assignment 2: your CV (page 24) Assignment 3: your cover letter (page 28)

Stage 4: Preparing for the interview Pages 29 - 36

- discuss guidelines for job interviews - anticipate interview questions and give explanations

Classwork: - Discussion activity - Audio lesson Assignment 4: preparing for your job interview (page 36)

Stage 5: Attending the interview Pages 37 - 38

- analyse the performance of candidates at a job interview - practise an interview focused on your own CV and cover letter

Small group work in laboratory session: - Video lesson 3 - Discussion activity Assignment 5: your job interview (page 38)

Stage 6: Following up on the interview Pages 38 - 40

- analyse your performance at a job interview - determine the interview skills that need improvement

Classwork: - Discussion activity - Audio lesson Assignment 5: your feedback on your interview (page 38) Assignment 6: your follow-up letter (page 40)

Appendix 1: Common interview questions Pages 41 - 42 Appendix 2: Useful webpages Pages 43 - 44

4

Introduction: The engineering workplace (video lesson 1)

You are going to watch a video consisting of sequences filmed in several engineering workplaces.

Before you watch: Vocabulary development Work in pairs. In three minutes, write as many words as you can think of under the headings. Some ideas have been included to start you off.

Key words Work stations

aircraft

shop floor

The workforce: technical staff Technical tasks

mechanic assembly

Global viewing task (without sound)

As you watch the sequences, tick the words you have written and add more terms to the table.

Global viewing task (with sound) You are now going to watch the same extracts again with a voiceover by Thiery Baril, Airbus’s Executive Vice President of Human Resources (HR).

Extract 1

1. Before you listen, match the words and phrases to their definitions. If necessary, look at the summary of the transcript on the next page to see the words in context.

1. backlog □ the process of finding people to join a company or organisation

2. ramp-up □ to employ or take on new staff

3. recruitment □ to make a statement about what is likely to happen, relating to the weather, business, or the economy

4. shortage □ a lack of something that is needed or wanted

5. to forecast □ an increase in the rate or level at which goods are produced

6. to hire □ an amount of work or other things that should already have been done

5

2. As you listen, complete the missing information in this summary.

At this point in time, Airbus is encouraging new talent and is looking to expand its workforce.

The company forecasts a period of 1.……..….. years of full production to cope with the backlog

of 2.……..….. aircraft.

In consequence, they are looking to hire more than 3. ……..….. people worldwide for 2011,

with another strong volume of recruitment for the year 2012.

Due to the shortage of skilled staff, and of engineers in particular, the consortium is recruiting

from Europe, as well as from India, Russia, Brazil and China.

4.……..…%. of the company’s recruitment of engineers is with graduates, who the company is

looking forward to training in order to face the very strong ramp-up they are predicting.

Currently, the program which requires the most prepared resources and competencies for the

future is the 5.……..….. . In order to satisfy demand for this plane, they are organising a lot of

internal mobilities from other aircraft programs. At the same time, they need to take on new

staff for the 6.…..….., 7.……..….. and 8.……..….. .

Airbus welcomes diversity in its applicants because ‘the difference makes the difference’. This

diversity refers both to gender, where 9.……..…%. of the recruitments are made with women,

and to the international profiles of the global recruits.

Extract 2

In this extract, the Airbus HR executive advises students on how to apply for a position in Airbus and on the skills and competencies the company is looking for.

First read the questions. Then, as you listen, answer them.

1. What website should you connect to in order to apply for a post at Airbus? ………………………

2. Can you apply before you actually finish your studies? ………………………

3. How many interns did the company take on in 2012? ………………………

4. Complete his advice to students who are interested in joining Airbus:

‘Work with your ……………………… . Be a global person, a global ………………………. Think about the

future with the maximum passion for ………………………, ……………………… and ………………………

……………………….’

6

After you watch 1. Answer the following questions.

1. Do you agree with the advice given in question 4? 2. In your opinion, what does ‘being a global person’ involve? 3. After you complete your studies at this School, what qualification will you get? 4. Do you intend to continue your academic training or to look for a job? 5. If you plan to continue your studies, what do you want to study and where? 6. If the next step in your career is to look for work, what would your ideal job be? 7. Which of the work places shown in the video would you most like to work in and why? 8. A typical question at job interviews is ‘Where do you see yourself in 5 years’ time?

How would you answer this question? 2. Join up with a partner to compare your answers.

3. Remember to take note of useful vocabulary for referring to your education and qualifications. Ask your teacher if you need any help with specific words.

7

Stages in the job hunting process

1. The following flow chart represents the typical stages in the job application process. You are going to hear six short extracts. Which speaker refers to each stage? Write the number in the space provided.

Stage 1: Researching yourself

Speaker number ……….

What are transferable skills?

↓ Stage 2: Searching for a job

Speaker number ……….

What, in the speaker’s opinion, is the most efficient way of searching for a job?

↓ Stage 3: Preparing job application materials

Speaker number ……….

What kind of words is it essential to use in job application materials?

↓ Stage 4: Preparing for the interview

Speaker number ……….

Besides the company they want to work for, what else should candidates do research on?

↓ Stage 5: Attending the interview

Speaker number ……….

Why is body language so important at interviews?

↓ Stage 6: Following up on the interview

Speaker number ……….

Why is it a good idea to contact the company after the interview? 2. Work in pairs. Now listen again and answer the questions.

3. Does any of the information surprise you?

8

Stage 1: Researching yourself Understanding the skills employers require and identifying how your personal skills and competencies match up with their needs constitute the starting point of the job hunting process. 1. Skills employers want

In addition to the technical expertise and competencies acquired along your degree studies, engineering employers demand the ‘soft’ or transferable skills learned through everyday situations or previous work experience, which can be used in many different types of jobs.

1.1. The following list includes some of the transferable skills employers look for in candidates. Do you agree with the list? Discuss your opinions with a partner and add at least one more skill.

• Analysing and investigating

• Communication skills

• Commercial awareness

• Initiative / self-motivation

• Leadership

• Responsibility and reliability

• Teamwork

• Time management

• …………………………………………………………………

• …………………………………………………………………

1.2. You are going to hear several engineering managers discussing transferable skills. As you listen, tick the correct option.

1. □ Engineers need to be capable of distancing themselves from problems in order to solve them.

□ Problems should be analysed from the inside.

2. □ Logical thinking processes are a more efficient way of resolving problems.

□ The key to resolving problems is creativity.

3. □ Synthesis is the key to creativity.

□ Analytic thought processes are the key to creativity.

4. □ Getting on with all kinds of people is a crucial life-skill.

□ An engineer does not need to get on well with all kinds of people.

5. □ Engineers will only need to explain their technical knowledge to their counterparts.

□ Engineers communicate with people who do not share their technical expertise.

6. □ Multitasking is important in the engineering profession.

□ The technical team will handle only one job at a time. 1.3. Which skills are they referring to? Write the corresponding skill next to the comments.

9

1.4. At various stages of the job application process you will need to demonstrate and provide evidence of your transferrable skills. Work in pairs to complete the following table with the skills required or the evidence to demonstrate them. One has been done to help you. Then add the transferable skill you suggested in 1.1. and write supporting evidence.

Skills Evidence

□ Leadership

□ Uses speech and writing to give information or express ideas effectively.

□ Commercial awareness Has interest in and knowledge of what is happening, or likely to occur, in the professional environment.

□ Time management

□ Is able to work effectively with co-workers in order to achieve objectives.

□ Can be counted on to follow through important tasks to the end.

□

□

1.5. Self-assessment skills inventory Once you have identified the skills required by potential employers, a self-assessment of your own skills will enable you to recognise any items you need to work on in order to improve your employment prospects.

Rate yourself on each of the skills. Write the corresponding number in the boxes above.

1 = I am very good at this skill. 2 = I am quite good at this skill. 3 = I need to improve on this skill. 4 = I am not very good at this skill.

Look particularly at your lower scoring answers since this will give you some indication as to the aspects you need to focus on.

10

2. Personal characteristics: strengths and weaknesses Your personality will influence your career plans and how you go about putting them into practice. 2.1. You are going to hear a candidate discussing his strengths and weaknesses.

How would you describe him? Mark the adjectives that apply to him.

2.2 How would you describe your personality? Which of the adjectives above would you use to describe yourself in a work or study situation? Add any other useful words. Use a dictionary if necessary.

Write the words under these headings:

Strengths

Weaknesses

11

Stage 2: Searching for a job 1. There are several ways to look for a job:

• Job advertisements in the press and specialist journals • On the internet • Networking • Company websites • Social media • ‘Cold’ calling or writing • ……………………………………………………………………………………………………………………………………

1.1. Work with a partner to discuss the follow points:

• Can you add one other way to look for a job? • Which of these methods have you used, or do you expect to use, when looking for a

job? • Which do you think will be the most effective way(s) to search for a job?

1.2. You are going to hear several extracts in which the speakers give advice on the most effective way to look for a job. 1.2.1. The first speaker is a careers advisor. As you listen, choose the most appropriate option: True (T), False (F), Not mentioned (NM).

1. You should start looking for a job early in your final year of studies.

2. The most frequently used tool for searching for a job is through specialist journals.

3. ‘Cold calling’ is usually ineffective.

4. Networking involves finding jobs advertised on the internet.

5. Posting your CV online is one of the most successful ways of finding a job.

6. Using one’s contacts is an efficient way of searching for a job.

7. This way takes longer but tends to be more successful.

8. Internships are a good way of building a circle of contacts.

1.2.2. In the second extract, several recent graduates discuss their own experience of looking for a job. After you listen the first time, answer this question: Which of the previous points do they all mention?

Listen again and answer the following questions.

1. When do they recommend starting looking for a job?

2. Why is ‘cold calling’ a good method?

3. Networking is a good way of ‘getting your foot in the door’, but what must you do then?

12

2. Where to look for a job

This section deals in more depth with two ways of job hunting discussed in the previous section: the use of social media and specialist job advertisements. 2.1. Social media

The term ‘social media’ refers to online platforms, such as LinkedIn, Twitter, Facebook or other community discussion boards where people can post information, exchange ideas and comment. Using social media can extend your professional network outside your immediate circle, and so increase your career opportunities. You are going to read some tips for using the key components of social media in job hunting. Work with a partner to tick the points you agree with and to correct those you disagree with. LinkedIn

1. □ LinkedIn is more informal than other social media sites.

2. □ It is relevant for professionals from all fields.

3. □ Many organisations recruit graduates by posting job vacancies on the LinkedIn student job profile.

4. □ Your LinkedIn profile should describe you in a way that targets the role you are looking for.

5. □ It should mainly list factual information about dates and responsibilities.

6. □ You should use keywords so that potential employers will find you when searching for these terms.

7. □ Do not include a photo.

8. □ Ask your contacts to make personal recommendations about your capabilities. Twitter

1. □ Twitter is more informal than other social media sites.

2. □ You can follow companies or individuals that you would like to work for and send them messages in order to start a dialogue.

3. □ You can apply directly to jobs posted here.

4. □ You can have only one Twitter account. Facebook

1. □ Facebook is widely used by organisations to communicate with staff, customers and the public.

2. □ It is only rarely used to recruit potential candidates.

3. □ You should adjust your privacy settings to limit what employers can see on your personal pages.

4. □ It is illegal for potential employees to vet candidates by accessing their Facebook pages.

5. □ Your posts do not need to be grammatically appropriate and correctly spelt.

13

2.2. Analysing job advertisements Read the advertisement below. Work with a partner to answer the following questions.

1. Which company is seeking to hire new staff? 2. Where is the job based? 3. Applicants from which branch of engineering are eligible? 4. Underline the examples of work tasks described in the text. 5. What qualifications are required? 6. Underline the personal skills and qualities explained in the text. 7. When is the closing date for applications?

BAE SYSTEMS

Job title: Graduate Aeronautical Engineer Closing date: Continuous recruitment Location: UK North West

Job description

Military Air & Information is the air sector of BAE Systems, responsible for the design and build of fixed wing military and training aircraft, as well as providing training, support and information services for the UK RAF and other customers worldwide. An example of the opportunities on offer might be within Airworthiness i.e. the Airworthiness team assure safe Aircraft Design and Operation through independent review and delivery of Product Safety to meet our customer and corporate requirements. On a graduate placement, an individual would be expected to be involved in a number of areas in order to develop a broad understanding of fast jet systems and the activities undertaken in the development and maintenance of such systems.

Person requirements

• A foundation knowledge of Aeronautical Engineering • To apply you need at least 280 UCAS points (or equivalent excluding

general studies). Predicted or obtained 2:1 degree in Aeronautical Engineering and the right to work in the UK post-graduation.

• Analytical approach and the ability to apply this to problem solving. • Ability to work effectively in a team. • Excellent presentation and communication skills. • Ability to work with people from technical and business backgrounds. • Commercial awareness.

Accepted degree subjects Engineering, aerospace --------------------------------

(Retrieved from http://www.prospects.ac.uk/graduate_job_search.htm)

14

2.3. After you read, discuss these points: BAE Systems

• What do you know about the company?

Person requirements

• In what ways are you, or do you expect to be, qualified for this kind of entry-level job?

• Do you have the person requirements demanded?

Job description

Rewrite the job description so that it matches the tasks, skills and knowledge required of a

graduate from your specialisation. Begin ‘An example of the opportunities on offer might be …………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………..…………………………….

________________________________

Assignment: 1

This assignment forms part of the evaluation of your work on this unit.

You must hand in this work on the date indicated by your teacher. ______________________

Instructions

1. Research several of the means for looking for a job and choose an advertisement for a position that you would like to apply for.

2. Analyse the advert using the questions in exercises 2.2. and 2.3. Write your answers.

3. You should also write a short text explaining why you would like to be considered for the post and whether you have the skills and personal qualities required. Write about 75 words.

4. Job interview question. ‘If you are hired, what do you expect to be doing in your first months working here?’ a) Vocabulary: use words from the job offer or your own ideas and write at

least three words next to each of the headings: - Key words: - Work stations: - The workforce: - Technical tasks:

b) Give your answer to the interview question. Use words you have included in 4a) and write your response. In a job interview you would be expected to speak for about two minutes.

5. You must hand in a copy of the advert, together with your assignment. Remember to keep a copy of the job offer; you will need it for future assignments.

15

E-recruiting (video lesson 2)

E-recruiting consists of using online processes in order to select personnel. Nowadays most large engineering firms only accept applications submitted online.

You are going to watch a video in which Lois Benquet, a global sourcing expert for the EADS recruitment centre, explains how to apply using the EADS recruiting procedure.

Before you watch: Discussion

Work in pairs and discuss these questions.

• What do you think are the advantages of e-recruiting from the point of view of the firm?

• Do you think this way of applying is advantageous for the candidate?

Global viewing task

Put the following points in the order in which the speaker first mentions them.

□ Advice on writing CVs

□ EADS feedback on online applications

□ How to search for a job with EADS

□ Pre-qualifying interviews

□ The application process

□ The composition of the recruitment centre’s teams

□ The importance of releasing your online profile

□ The recruitment centre’s mission

□ The selection process

□ The technical interview

Viewing task

As you watch the video again, tick the correct information.

1. Each of the EADS divisions has its own recruitment centre. 2. Airbus, Astrium, Cassidian and Eurocopter share the same recruitment services. 3. The global sourcing team is based in Toulouse. 4. The main hubs of the EADS group are located in France, Germany, Spain and the UK. 5. You must apply directly to vacancies that are currently open. 6. You should release your profile at the start of the application process. 7. The first people to study online applications are from the global sourcing team. 8. A candidate’s technical knowledge is assessed at a pre-qualifying interview. 9. Regardless of the country, all CVs should adopt the same style and conventions. 10. Candidates can only apply in English.

After you watch

Join up with a partner to compare your answers; then correct the false information. Does any of the information surprise you?

16

Stage 3: Preparing job application materials The first steps in the selection process involve writing job application documents. These usually consist of a curriculum vitae (CV), a cover letter, an application form and, occasionally, personal statements (as a separate document or as part of an application). No matter how skilled or experienced you are, your written application is your first, crucial, chance to demonstrate your value to potential employers: if your application lets you down, you probably will not get any further in the selection process.

1. The application process There is no one single application procedure adopted by all organisations. However, most employers now use online application processes, although you will still need to present hardcopy versions of your application materials at some point. In all your applications, you must make sure you follow all the recruiters’ instructions and if in doubt, contact them. 1. 1. Some basic principles for presenting job application materials Read the following advice and work with a partner to answer the questions.

• Use plain, good quality paper.

What size? …………………………………………………………………………………………………………………………………………………………………………………………

• Make sure your texts are reader-friendly.

How? …………………………………………………………………………………………………………………………………………………………………………………………

• Use professional-looking fonts.

Which font, what size? …………………………………………………………………………………………………………………………………………………………………………………………

• Proof read carefully.

Why? …………………………………………………………………………………………………………………………………………………………………………………………

1.2. Can you think of any other general advice? Work with another pair to think of at least two tips. ………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………… 2. Job application materials: Introduction

2.1. The CV (short for curriculum vitae), or résumé, is a key document in the job search. It provides a summary of a candidate’s experience and other qualifications. Answer these questions in pairs.

• How many pages is a typical CV? …………………………………………………………………………………………………………………

• What do you think is its main purpose? …………………………………………………………………………………..………………

17

2.2. A cover letter accompanies a CV as way of introducing the candidate to potential employers and of complementing the information provided in the CV. Working in the same pairs, answer these questions.

• How long should a cover letter be? ……………………………………………………………………………………………………………

• What do you think is its main purpose? …………………………………………………………………………………..………………

2.3. Whether online or paper versions, application forms will be required at some stage of the recruitment process. They ask for similar details to a CV and may also give the opportunity to provide additional information in support of your application. In pairs, answer these questions.

• What advantages do application forms offer to the recruiter? …………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………

• What do you think could be the most serious mistake a candidate might make when

filling in an application form? ……………………………………………………………………………………………………………………..… …………………………………………………………………………………………………………………………………………………………………………………………

2.4. Work in pairs and decide in which application material you would usually give the following information. Tick the corresponding boxes (more than one may be appropriate). Put a cross against any information you would definitely not include. Would you include any other points, and where?

Application form* Curriculum vitae (CV) Cover letter

Availability for interview

Contact details

Date of birth

Details of the job vacancy

Diplomas and certificates

Employers’ addresses

Examinations at school level

Knowledge of languages

Leisure interests

18

Marital status

Nationality

References

Salary conditions

* As such, application forms will not be covered in this unit; but check the link to interactive exercises for completing online applications (appendix 2, page 44: ‘Resources for preparing application materials and job interviews’). 3. Writing an effective CV

Your CV and cover letter are the first impression you offer a potential employer. To be effective, a CV should provide a concise and easy-to-follow summary of your qualifications and show the recruiter that you have the skills and experience to do the job you are applying for. It will also act as a roadmap for interviewers during the job interview.

3.1. Points to remember Work with a partner to complete this list of recommendations for writing CVs. Write ‘Do’ or ‘Don’t’ in the corresponding spaces.

1. …………..……………… tailor your CV to each job you apply for.

2. …………..……………… put the key information at the top of your CV.

3. …………..……………… use specific examples to back up any information you give about skills,

achievements and experiences.

4. …………..……………… lie. You will be questioned about your CV during the interview.

5. …………..……………… pay attention to the job description and personal requirements.

6. …………..……………… repeat your CV in your cover letter.

7. …………..……………… make mistakes in grammar and spelling.

8. …………..……………… write long sentences.

9. …………..……………… use a professional email address.

10. …………..……………… include a photo.

11. …………..……………… write ‘Curriculum vitae’ at the top of your CV.

12. …………..………………………………………………………………………………………………………………

19

3.1.2. From an expert’s viewpoint You are going to hear several human resources experts giving advice on writing CVs. Which of the previous recommendations do they comment on? Work with a partner and tick the points they mention. Add any other advice given.

3.2. Types of CV Depending on your work history, experience and achievements, you may want to employ one of these types of CV:

• The chronological approach, the most frequently-used structure, presents information in a reverse chronological order, with work experience placed in the most prominent place.

• A functional (or skill-based) CV focuses on, and gives evidence of, the candidate’s skills and competencies.

• The combined, or hybrid, type of CV is a mixture of a chronological and a functional approach, focusing on the functional structure but also listing skills and achievements in a reverse chronological order.

Work in pairs and decide on the most suitable type for the following candidates’ CVs. Explain your choice.

1. A recent graduate who has some, but limited, work experience gained through

internships and unpaid voluntary work. ……………………………………………………………

2. This candidate has a strong employment history and aims to further his career in a

new post. ……………………………………………………………

3. This worker wants to target his skills, as well as demonstrating how his career

has evolved. ……………………………………………………………

4. Which structure do you think you will use in your first job applications? ……………………………………………………………

3.3. Headings

There are no formal rules about the headings to be used in your CV: the information you include and the headings you employ will vary depending on the post being applied for and on the stage you have reached in your career. Work in pairs. Underline the headings which will always appear and mark with an asterisk those which are optional.

• Personal and contact details • Personal profile / career objective • Education • Relevant work experience • Other work experience

• Skills • Additional information • Achievements • Interests • References

20

Template for an online CV: The Boeing résumé

-------------------------------- (Retrieved from http://www.worksourceonline.com)

21

Sample CV for an entry-level aerospace engineer

Steven L. Holmes

5 West Lane Sometown, GA 30332 (555) 555-5555 sh@somedomain.com

Upcoming graduate of ABET-accredited bachelor’s-degree program seeking an entry-level aerospace engineer position. Completed flight test internship with XYZ Company and assisted in research study that examined methods for improving Boeing 737 flight acoustics. Academic studies have provided a foundation in aerodynamics and physics; structural dynamics; systems design and testing; flight mechanics and controls; and 2D and 3D CAD design tools.

EDUCATION ABC UNIVERSITY (Sometown, GA) Pursuing BS in Aerospace Engineering (GPA: 3.7), degree expected June 2012 Program Highlights:

• Computing for Engineers • Engineering Graphics & Visualization • Principles & Applications of Engineering

Materials • Low-Speed & High-Speed Aerodynamics • Differential Equations • System Dynamics & Control • Thermodynamics & Compressible Flow • Aerospace Vehicle Performance

• Circuits & Electronics • Mechanics of Deformable

Bodies • Aerospace Structural

Analysis • Flight Dynamics • Jet & Rocket Propulsion • Experimental Fluid Dynamics • Aeroelasticity • Control Systems Design

EXPERIENCE XYZ COMPANY (Sometown, GA) Leading aerospace company and manufacturer of commercial jetliners. Flight Test Engineer Intern, May 2011 to August 2011 Shadowed aerospace engineering and mechanical teams and helped prepare flight and advance fabrication reports, weight and balance forms and flight test safety checklists for new aircraft. Participated in test coordination meetings, on-aircraft ground testing and instrumentation installs.

• Increased knowledge of aircraft systems, flight test program procedures, documentation and regulatory requirements.

• Served on team that conducted flight readiness reviews for new aircraft. Helped perform ground/electromagnetic interference tests, fit checks and remote site test preparations.

• Prepared detailed test plans, reports and documentation in compliance with FAA regulations.

• Gained competencies in a range of engineering disciplines and systems including structural design, aerodynamics, stress analysis, fluid power systems, fuel systems and test instrumentation.

22

ABC UNIVERSITY (Sometown, GA) Research Assistant, Department of Aerospace Engineering, September 2010 to May 2011 Assisted Professor Susan Jones in her study of flight acoustics and the suppression of noise for Boeing 737 commercial aircraft using the university’s state-of-the-art flight-simulator facilities. Participated in planning meetings and data analysis for paper that is under review for publication in the Journal of Aerospace Engineering.

COMPUTER SKILLS AutoCAD, MathCAD, C++, Python, MS Excel, MS Project, Unix/Linux -------------------------------- (Retrieved from http://career-advice.monster.com )

Remember that your CV is your own personal document. You should, therefore, research several CVs before deciding on the most appropriate format, content, etc. for you. Check the online resources for preparing application materials (appendix 2, page 44). 3.4. Useful language 3.4.1. Look at the following extracts from personal profiles. Which do you think is/are more persuasive and why?

Extract 1 A highly motivated engineering graduate who has just completed a degree in electronics engineering at the University of Liverpool.

Seeking a position in the industrial sector, preferably in the research and development division.

Extract 2

I am hard working, a good communicator and well-organised. I am a team manager, able to work well both in a team and individually. I work well under pressure and can meet deadlines. Also, I am a good problem-solver and have a creative mind.

Extract 3 A recent graduate from City University London, with a 2:1 honours degree in industrial engineering.

Have developed specific industry experience by means of internships within leading organisations such as Rolls-Royce and BAE Systems.

23

3.4.2. Circle the correct option in this advice about the language to be used in CVs:

• To describe your personality and/or skills, use: - one or two adjectives. - ‘I am …’.

• To refer to your ideal next stage in your professional career, use: - ‘ing’ verb forms. - ‘I want to …’.

• To comment on achievements, use: - ‘I’ + past verb form in complete sentences. - present perfect or past simple with no subject.

• To highlight your tasks and skills, use: - action verbs. - ‘I had to …’. ‘I was involved in … ’.

3.4.3. Action words Action words are those that express doing, achieving, obtaining results, etc. They are important power words in CVs and cover letters for describing strengths, abilities and achievements. Which of the following is more concise and direct? Circle the correct option.

‘I was the head of a team that . . .’ or ‘Managed a team that . . .’ ‘For final-year project, conducted survey of ...’ or ‘For my final-year project, I had to conduct survey of ... ’ 'Duties included writing technical reports' or 'Wrote technical reports'

The range of action words that can be used is extensive. This table contains just a small sample of verbs. Consult the resources for preparing application materials (appendix 2, page 44) for more power words, together with an analysis of their use.

achieved, analysed, assembled, conducted, constructed, completed, dealt with, demonstrated, designed, developed, engineered, established, evaluated, fixed, focused, gained, generated, handled, improved, increased, installed, launched, maintained, managed, modified, obtained, operated, performed, planned, presented, produced, researched, resolved, selected, solved, transformed, undertook, upgraded, used, won, wrote …

3.4.4. Active vs. passive forms Which of the following targets the writer’s achievements? Circle the correct option.

• ‘Collated data’ or ‘Data was collated’ • ‘A database was used to keep track of data collected.’ or ‘Used database to (...)’

3.4.5. Word count: fewer is better Which words have been omitted in these sentences, and why?

• ‘Analysed test results‘ • ‘Participated in planning meetings and data analysis‘

24

3.5. Preparing your CV in different formats There are no fixed rules on how to format CVs. Your CV is your own personal document and the format employed will vary according to the situation. Work with a partner and imagine you are recruiters receiving CVs in the following situations. What differences would you expect to find in the physical presentation and format?

• A hardcopy CV sent by post or handed over at an interview or to a networking contact. • An online CV to be viewed on a screen. • A CV posted on a job board.

________________________________

Assignment: 2 This assignment forms part of the evaluation of your work on this unit. You must hand in the printed, formatted, version of your CV on the date indicated by your teacher.

______________________ The sample CV (page 20) is a non-formatted guide to provide ideas of how to structure and what to include in your own résumé. DO NOT COPY IT DIRECTLY! Instructions

PLAN → WRITE → AFTER YOU WRITE →

Tailor your CV to the job description and person specifications indicated in the job advertisement (see assignment 1).

Think about your work experience (internships, summer jobs, volunteer work) and achievements (extracurricular activities, research work, course projects) and identify what you have to offer employers. Organise your CV so that it focuses on your strengths and downplays any shortcomings you may have.

Write your CV so that you can catch the reader’s attention within seconds, focusing those points which a potential employer will find more valuable.

Write clearly, concisely and accurately, using the appropriate professional tone and technical language.

Check your work using this checklist:

- The content is targeted to the job vacancy. - The content and its presentation are reader-friendly. - The design and layout are clear.

- The appropriate tone, style and language are employed.

- There are no errors in grammar or spelling.

________________________________

25

3.6. CVs vs. LinkedIn profiles In addition to the curriculum vitae, which is essential for a successful job application, an online presence is also increasingly important. A LinkedIn profile is a powerful tool for the job search, enabling companies to look for candidates among LinkedIn members by searching for keywords referring to skills and qualifications.

It is similar to, but not the same as, a CV. Which of the following information do you think refers to CVs and which to LinkedIn profiles? Write CV or L (LinkedIn) next to the corresponding points. …………..……………… Recommendations: personal connections who can say something about you,

your work, strengths, etc. …………..……………… Static: cannot be revised to reflect updates, recommendations

and interactions with others. …………..……………… Length: not limited to one or two pages …………..……………… Personal statements: provide specific details relating to the candidate and the job specification and illustrate how you match the requirements …………..……………… Language: write in the first person; use ‘I’ …………..……………… Key words: emphasise your personality, skills and achievements …………..……………… Contact details: adjust privacy settings to protect confidential data …………..……………… Photo: must be professional …………..……………… Include a link: encourage people to find out more about you

Catherine Haughey [In the professional headline box, you should use key words that distinguish you from the competition]

↓ Aerospace engineer ■ Advanced concepts ■ R & D ■ Aero-engines Project management ■ Aerospace materials, structures and systems No preferred job location, willing to relocate

Current: Product manager at GE Aircraft Engines (West Drayton, United Kingdom)

26

Previous: Mechanical Design Engineer at General Aeronautical Systems (Stockbridge, United Kingdom) Education: MSc in Advanced Engineering Materials (University of Manchester); BEng Aerospace Engineering (University of Sheffield) Summary: I am experienced in all phases of aero engine development, with a broad knowledge of aircraft subsystems such as structures, propulsion, electronics, avionics... | Read More

↓

[You should use the summary to explain your background and the key points in your career, together with your professional achievements. Use from around 50 words to a maximum of 2,000 characters. The style should be more personal than in conventional CVs, using I + verb + noun structure, rather than action verbs: e.g. I wrote technical reports - not technical report writer -, or I analysed stress test results - rather than analysis of stress test results.]

--------------------------------

(Sample extract from LinkedIn profile, adapted) 4. Writing a successful cover letter A cover letter must always accompany your curriculum vitae, to introduce you and your CV. It should give the right impression in order to achieve its purpose: to get the recruiter to read your CV.

There are two main types of cover letter: the targeted letter is a reply to a specific job advertisement, while a speculative letter is used in ‘cold’ contacts. 4.1. Test what you know The structure of both targeted and speculative letters is very similar and, in order to be successful, they should be presented according to the rules of standard business correspondence.

Work in pairs and decide:

• how to organise the sender’s contact information and what details to include. • how and where to write the date. • how to organise and write the receiver’s details. • any other information to be included in the letter heading.

27

4.2. Organising the cover letter Read the sample cover letter below and match paragraphs A-E with their content.

1. reference to future contact □

2. reason for writing □

3. relevant study modules □

4. suitability for the job □

5. expression of interest in the post □

6. reference to the job advertisement □

7. current academic situation □

8. reference to work experience □

9. transferable skills □

A Introduction

I am writing to express my interest in joining ACM Semiconductors as an entry level graduate. I am currently studying a degree in electrical engineering at the University of Leeds and expect to graduate in July 2012. My objective upon completing my studies is to become a design engineer in the semiconductor industry.

B Main body

I learned about the electrical engineering position with ACM Semiconductors on the web site: http://www.engineerjobs and am interested in discussing this opportunity further.

C Main body

As my enclosed CV indicates, I have successfully completed courses directly related to automatic identification and digital design systems. My studies have also given me practical experience during summer vacation work in the electronics industry and a yearlong industrial placement at Cooper Systems, where I successfully helped develop motor controller accessories.

D Main body

As an undergraduate, I have collaborated with the Students’ Union, where I have enhanced my organisational and teamwork skills through the everyday management of events.

E Conclusion

I believe my coursework and work experience in electrical engineering will be a valuable asset in helping your division achieve its goals, and look forward to meeting you to discuss the job position further. I will contact you before June 5th in order to discuss my application. If you wish to contact me, my phone number, email address and LinkedIn profile are listed above. Thank you for your time and consideration.

4.3. Setting out your letter

• Single-space your letter • Leave a space between each paragraph • Leave a space between your contact information and opening (e.g. Dear Mr Smith) • Leave three spaces between your closing (e.g. Yours sincerely) and your typed name • Either align all paragraphs to the left of the page or indent the first line of each

paragraph to the right • Sign your name between your closing and typed name

________________________________

28

Assignment: 3 This assignment forms part of the evaluation of your work on this unit. You must hand in the printed version of your cover letter on the date indicated by your teacher.

______________________

Instructions The sample cover letter (page 27) is a guide to provide ideas of how to structure and what content to include in your letter. DO NOT COPY IT DIRECTLY!

______________________

PLAN → WRITE → AFTER YOU WRITE →

Tailor your cover letter to your CV (see assignment 2).

Consider what you have to offer: skills, experience and personal qualities and how they match the employer’s needs (see assignment 1). Do not use a standard template.

Write a cover letter of about 300 words.

Target your qualifications, experience, skills, etc. to the particular employer. Write clearly and concisely, using the appropriate register, language and vocabulary.

Check your work using this checklist:

- The letter is written following the structure and layout for business correspondence. - It is one page in length. - The letter is addressed to a particular person.

- The style is formal. - The four or five paragraphs provide the necessary, and targeted, information. - The grammar, vocabulary and spelling are all accurate.

29

Stage 4: Preparing for the interview If your job application materials have made a good impression and you have been shortlisted for the job interview, the next stage is to prepare for the interview. 1. Work in pairs and discuss these questions.

• Have you ever attended a job interview? • What advice would you give to a recent graduate preparing for their first job

interview?

2. You are going to hear a university careers advisor giving recommendations on how to prepare for a job interview.

2.1. Before you listen The following sentences appear in the extract you are going to listen to. Work alone and use the context to work out what the underlined words mean. Tick the correct option.

It’s great to sound enthusiastic, but it’s also important to sound knowledgeable.

knowledgeable means:

□ famous or celebrated

□ knowing a lot about many different subjects or about one particular subject

Note any competencies you highlight in your CV.

highlight means: □ to describe something in a way that makes people notice it

□ to make or become more intense

Anticipate any delays, do a dummy run if necessary.

dummy run means: □ something that is made to look like a real object, and which is used for practising something

□ a test of something in which you practise doing it before doing it in a real situation

The best way to prepare is to have a mock interview.

mock interview means:

□ a model of something that is the same size as the real thing, used for research or testing

□ something that you do in order to practise for the real event

Prepare and rehearse soundbites about yourself.

rehearse means:

□ to practise something you are going to say or do

30

□ to discover or verify information for use in a book, programme, etc.

soundbite means:

□ the exact words as spoken or written by somebody □ a short comment taken from a longer conversation because it is very interesting or effective

Don’t allow last minute hitches.

hitch means:

□ a sharp increase, especially in price or cost

□ a temporary difficulty or problem

Compare your version with a classmate’s answers.

2.2. First look at the list of recommendations, then listen to the speaker and identify the tip(s) she does not refer to. Compare your answers with a partner.

□ Analyse yourself: your strengths, weaknesses and achievements and how they match the company’s needs. □ Be prepared to go through your CV with the interviewers.

□ Check your own online presence.

□ Decide what clothes to wear.

□ Find out the kind of job interview you will be attending.

□ Know about the company’s competitors and the industrial sector.

□ Plan your journey.

□ Prepare copies of any documents you might need.

□ Prepare your answers to common interview questions.

□ Rehearse the interview.

□ Study as much as you can about the company.

□ Think of some questions to ask the interviewers. 3. Types of job interviews

The type of interview you will be invited to attend depends on the kind of job you are applying for and the particular stage of the recruitment process: virtual interviews (via telephone, e-mail, video- or tele-conferencing) are increasingly used to make the first sift of candidates, while competency based-interviews are structured to enable the candidates to demonstrate the competencies and skills that the organisation requires. You are going to hear a recruiter discussing the competency-based interview procedures which shortlisted candidates might be faced with.

31

As you listen, complete the sentences. Use no more than three words.

Before, when people applied for a job, they usually just

1.

This typically consisted of no more than

2.

The disadvantage of this kind of interview was that it didn’t give a true indication of

3.

For instance, if a candidate says they have good presentation skills, the recruiter needs to see

4.

Consequently, nowadays candidates attend interview sessions that may take

5.

and consist of a

6.

4. Common interview questions

The purpose of the interview is for the recruiter to find out whether: • you have the skills to do the job properly. • you will fit in with the organisation’s working culture and environment. • you are sufficiently motivated to do the job.

The questions they ask will be focused on this objective.

4.1. Match each question with the question-type. Write the number next to each question.

1. Icebreakers

□ Why do you want to work for us?

□ What are the different fields of aerospace engineering and why did you choose your specialisation?

2. Questions about the organisation

□ Is your academic record a good indication of how you will perform in this job?

□ Tell us about the best teacher you have ever had. What made him/her such a memorable teacher?

□ Tell us about yourself. How would your

32

3. Questions about the job itself friends describe you?

□ You say on your application that you have used specialised computer software. Could you explain what you have used it for?

4. Questions about you and your background

□ What interests and skills would help somebody as an aerospace engineer?

□ Could you give us an example of how you would explain a complicated procedure to someone who was new to the situation?

5. Questions about your skills and commercial awareness

□ Describe an occasion when you had to persuade others to your point of view.

□ What do you think are the greatest challenges facing the aerospace sector?

6. Questions about your technical knowledge

□ Tell us about your university studies. Why did you decide to study this degree?

□ What do you know about this company?

7. Questions about your CV

□ How was your weekend?

□ What are your best skills for this job?

Can you think of one more question to include for each question-type? Work in pairs and write your question in the corresponding box on the left.

4.2. Answering interview questions Use the STAR structure in your response to questions that begin ‘Describe a situation …’ ‘Tell me about a time …’. STAR stands for:

• S = Situation: set the context for your story. For example, if the question asks for an

example of teamwork, explain what project you were working on, who you were

working with and where, etc.

• T = Task: describe what was required of you. Explain the task that you had to perform

as a team and, in detail, what you personally did, how and why you did it, and so on.

• A = Action: say what you actually did, the steps you took. Mention the skills you

employed and the personal strengths that were involved.

33

• R = Result: explain how well the situation turned out, and how your actions

contributed to the success of the situation. Comment what you learned or gained from

the experience.

Practise answering this type of questions from the previous exercise. 4.3. Answering difficult interview questions Challenging interview questions are not necessarily looking for a right or wrong answer: they are looking at how candidates think on the spot. Work in pairs and decide the best way to answer these difficult questions.

• Why are you leaving your present job? • How long do you think would you stay in the position? • What is your biggest weakness? • Describe a time when you failed. • Imagine one of your bosses loses his temper and shouts at you in front of others, how

would you deal with this? • What would you say to a member of your team who was always late handing in his

teamwork?

Join up with another pair and compare your answers. Which is the best answer proposed for each question? 4.4. Preparing questions of your own

Interviewing is a two-way process. On the one hand, the interviewers want to select the most suitable person to fill the vacancy; and, on the other, the candidates can, and should, ask questions. Indeed, for some recruiters, a candidate’s having no questions can indicate a lack of preparation for the interview or, even worse, of no independent thought process. You must, however, ask the right questions in order to show the interviewers that you have prepared the interview carefully and to allow you to demonstrate your knowledge of the company and its industry. Work with a partner and decide which of the following questions are appropriate. Then add one more question to the list.

1. What specific qualities and skills are you looking for in the candidates? 2. Could you show me some examples of projects that I’d be working on? 3. What salary could I expect? 4. What are the next steps in the selection process? 5. When can I expect to hear from you? 6. What does a typical day look like for the employee in this post? 7. Does the company provide continued training? 8. What holidays will I be entitled to? 9. How do you see me as a candidate for the post, compared to the ideal candidate? 10. ………………………………………………………………………………………………………………………………………………………

34

5. A mock interview Remember that the interview starts immediately after you set foot inside the building where the interview is being held: whoever you talk to (from the receptionist on) and whatever you talk about (from accepting or turning down a coffee) can be, and often is, used by recruiters to filter candidates. You are going to prepare for a job interview by participating in a mock interview. You will work in groups of four:

• Student A will be the candidate: you should answer the interviewers’ questions using the information you have provided in your CV and cover letter. You should also have one question ready to ask your interviewers.

• Students B and C will be interviewers: you should decide which of the job interview questions to ask (5 in total)

• Student D will be the observer: you should take notes on the candidate’s performance using the table on the next page.

5.1. Take turns so that each of you will be the candidate, an interviewer and the observer.

35

Feedback form for mock interview

Candidate: Performance* First Impression*

Body Language*

Questions asked:

1.

2.

3.

4.

5.

Closing the Interview:

Candidate’s question:

* Key for rating

3 points = Excellent

2 points = Good

(would not be a problem in a job interview)

1 point = Fair

(needs improvement)

0 points = Poor

(would be a serious problem in an interview)

Total Points: _______ (out of 27)

Interpretation:

• 23-27 points: You’re hired! • 19-23 points: You may get the job, but there are other candidates in the running too! • 18-14 points: Your getting the job is doubtful; you need more interview practice. • 13-9 points: You are unlikely to get the job; you need much more interview practice. • 0-7 points: Sorry, there’s no job for you today; you definitely need to do much more

work on preparation and planning for job interviews.

5.2. Feedback

As the observer, which one piece of advice would you give to this candidate? ________________________________

36

Assignment: 4 This assignment forms part of the evaluation of your work on this unit. You must hand in the printed version of this work on the date indicated by your teacher.

______________________

Instructions Prepare for the interview. Answer the following questions with your own personal information. 1. About your academic background

• Which part of your degree course did you enjoy most? Why did you like it? • Have you started work on your final year project? Can you tell me about it?

2. About your work experience

• Have you had any jobs during your studies, summer jobs or volunteer work? • In what ways did you benefit from this work experience?

3. About yourself

• What do you do in your free time? What hobbies and interests do you have? • Can you describe an important challenge in your life? • What are your career goals? • Where do you see yourself in five years’ time?

37

Stage 5: Attending the interview Introduction: How savvy are you? You have five minutes to do our last-minute quiz on interview etiquette.

1. What should you wear for an interview?

□ A suit and tie (or equivalent for women).

□ Whatever matches the company policy.

□ Whatever you feel conformable in.

6. What would be your response to ‘What questions do you have for us’?

□ None at the moment.

□ When will I be entitled to holidays?

□ How do you see me as a candidate for the job, in comparison with your ideal candidate?

2. You should arrive for the interview

□ on time.

□ 10 minutes before.

□ half an hour before.

7. You are less likely to be hired if interviewed

□ first.

□ last.

□ It doesn't matter. 3. What should you not bring to the interview?

□ Copies of your CV, along with a list of references.

□ Your laptop or iPad.

□ A bottle of water.

8. Which personal qualities impress interviewers most?

□ Sense of humour, enthusiasm, appearance

□ Appearance, verbal skills, honesty

□ Honesty, enthusiasm, verbal skills 4. The interviewer asks 'How do you do?’ Do you answer

□ How do you do?

□ I'm fine and you?

□ Good and you?

9. When do recruiters make up their minds about a candidate?

□ In the first few minutes of the interview.

□ About halfway through the interview.

□ After the interview, when discussing all the candidates with the panel.

5. Which of the following is inappropriate interview behaviour?

□ Admitting that you don’t know the answer to a question.

□ Sitting down without being invited to do so.

□ Shaking hands firmly and introducing yourself.

10. Your cell phone rings during an interview, do you

□ answer it and explain that you cannot talk at that moment?

□ reach for the phone and hit the 'off' button immediately?

□ look at the interviewers and say 'I'm so sorry. I was so caught up in preparing for my interview that I forgot to turn it off?

Discuss your answers with a classmate and check your score here.

• 9-10 points? The job’s yours! • 6-8 points? Passable. You should go through the answers and think about why you

chose your response. • 0-5 points? You really do need to spend more time planning in order to present

yourself in a positive light at job interviews.

38

Assignment: 5 Your job interview

Follow your teacher’s instructions for this assignment.

Stage 6: Following up on the interview 1. Self-assessment: Rate your performance at the job interview. After a job interview you should assess your performance, taking note of your strong points and of what you could do to improve your interview skills.

On a scale from 1 – 5 (5 being the highest), rate yourself on the following aspects:

1. □ Were you punctual?

2. □ Did you greet the interviewer appropriately?

3. □ Did you introduce yourself clearly and professionally?

4. □ Did you speak calmly and confidently throughout the interview?

5. □ Was your nonverbal communication appropriate?

6. □ Was there good rapport between the interviewer and you?

7. □ Did you provide clear examples of your strengths?

8. □ Did you comment on your weaknesses in a positive tone?

9. □ Did you handle the difficult questions with ease?

10. □ Did you ask good questions about the job?

11. □ Did you request information about what to expect next?

12. □ Did the interview end on a positive note?

2. Follow-up notes In the event that all the other candidates are as impressive as you, which of the following factors do you think will give you an edge?

• Knowing more about the organisation than any other candidate • Sending a follow-up note to the interviewers • Keeping contact through regular phone calls and emails to the recruiters

While a follow-up letter or email is not going to get the job for a poor candidate, many recruiters agree that following up on the interview is a critical part of job hunting.

39

1. Purpose Work with a partner to decide on the purpose of this kind of correspondence. Tick the correct option(s). Is it

• to be polite? • to express your gratitude? • to make yourself more memorable to the interviewers? • to convince them you are the right candidate?

2. Structure and content: plan

Formal greeting

• Paragraph 1: Explain why you are writing: to thank the interviewer and express your appreciation of the company and the opportunity to work there.

• Paragraph 2: Explain how your skills match the job requirements and how you will add value to the organisation. Additionally, you might take the opportunity to expand on or to improve on any answer given during the interview.

• Paragraph 3: Emphasise your enthusiasm for the opportunity and offer to provide more information.

Formal ending

2.1. Use the plan to organise the paragraphs in this follow-up letter.

……………………. = paragraph 1 ……………………. = paragraph 2 ……………………. = paragraph 3

A

As mentioned during the interview, I will be graduating in ………………………………………………. ……………………. with a

degree in………………………………………………. ……………………. Through my education and experience I have gained

many skills, such as ………………………………………………………………………………….as well as an understanding of concepts

like …………………………………. You mentioned that you need someone who has strong ………………………………….

skills, and this is an area in which I excel: as we discussed, at university I ………………………………………………………………………………………………………………………………………………..………………………………………..………………………………………………………….

B

Again, thank you for considering me for this exciting opportunity. I look forward to the

possibility of joining your team. Please feel free to contact me if you need additional

information or have any questions. I can be reached by phone on (…...) or by e-mail at

(……..),

C

Thank you for meeting me this morning to discuss the position of …………………………………. . I enjoyed

our conversation, which served to reinforce my strong interest in becoming a part of your

team.

40

2.2. After your interview fill in the gaps in the text in order to construct your own follow-up letter. 2.3. If you were writing an email, what subject line would you use? Discuss your ideas with a partner. ________________________________

Assignment: 6 After the job interview This assignment consists of two exercises, which form part of the evaluation of your work on this unit. You have 15 minutes to do them and you must hand in both exercises to your teacher before you leave the interview room. 1. Self-assessment of your performance at the interview Copy this and write your rating (exercise 1 page 38).

………………………………….Question 1 …………………………………. ………………………………….Question 2 …………………………………. ………………………………….Question 3 …………………………………. ………………………………….Question 4 …………………………………. ………………………………….Question 5 …………………………………. ………………………………….Question 6 …………………………………. ………………………………….Question 7 …………………………………. ………………………………….Question 8 …………………………………. ………………………………….Question 9 …………………………………. ………………………………….Question 10 …………………………………. ………………………………….Question 11 …………………………………. ………………………………….Question 12 …………………………………. 2. Handwrite your follow-up letter.

Your letter must be addressed to your teacher and must target the job application materials you have submitted and the interview you have just attended.

41

Appendix 1: Common interview questions

1. According to a post-interview survey, the two most frequent questions at graduate job

interviews were:

• Why do you want to work for this organisation?

• Have you got any questions?

2. Other common questions

2.1. Questions about you:

• A key skill in the engineering workplace is the ability to take initiative. Can you

describe a situation where you did this?

• Are you prepared to relocate?

• Are you willing to travel?

• Can you give us a recent example of a situation in which you have worked effectively

as part of a team?

• Describe a situation where you had to make a difficult decision / to plan or organise

something / had to take responsibility as a leader / had to solve a problem.

• Describe your ideal job.

• Describe yourself as a person.

• Describe yourself as an employee.

• Did you do an internship? What was the most challenging thing about it?

• Do you perform well under stress? Describe a situation in which you had to work

under stress.

• Do you plan to continue your education?

• Do you prefer to work by yourself or with others?

• Do you think your technical expertise will help us achieve results?

• Have you ever achieved something you didn't think you could? What was it?

• How do you handle these types of situations: deadlines, work frustrations, difficult

people and absurd rules?

• How does your work experience relate to this position?

• How have you demonstrated organisational skills?

• How have you grown or changed over the past few years?

• How long do you think you would stay with the company if you were appointed?

• In your CV, you say you are interested in (…). Tell us about this.

• Tell us about your final year project. What did you learn from it?

• Tell us about yourself.

42

• What are your career goals?

• What are your hobbies?

• What are your strengths/weaknesses?

• What computer skills do you have?

• What did you enjoy/dislike most about your university studies?

• What do you expect to be doing in 5 years’ time?

• What is important to you in a job?

• What is your worst fault, and what is your best quality?

• What were your favourite subjects /course components at university?

• What would your references say about you?

• When you were at high school, what other careers did you consider?

• Who else have you applied to/got interviews with?

• Why did you choose your degree and what factors influenced your choice?

• Why do you think you are qualified for this position?

2.2. Questions about the job, the company and the industrial sector:

• How long do you expect to remain employed with this company?

• Is there anything we haven't told you about the job or company that you would like to

know?

• We have a lot of applicants for this position, why should we hire you?

• What can you do for this company?

• What do you expect from this job?

• What do you know about this company?

• What do you see yourself doing in your first month working here?

• What do you think are the main challenges facing this industry?

• What interests you about this position?

• What skills or experience do you have that are applicable to this post?

• Why do you want this job?

3. ‘Practice makes perfect’

It is important to rehearse your answers to interview questions before the event. This involves

practising until you feel comfortable talking spontaneously about yourself, your skills and work

experience, not memorising your responses to every imaginable question. Remember to use

the STAR structure (pages 32 -33) when appropriate.

If possible, find someone to practise with and ask them for feedback on your performance.

43

Appendix 2: Useful webpages

Online resources for job hunting:

• Centro de Orientación e Información de Empleo (UPM): http://www.coie.upm.es/

• The Spanish Association for Defense, Aeronautics and Space Technologies (TEDIE):

Visit their webpage for a comprehensive list of companies involved in the aerospace sector in Spain:

http://english.tedae.org/Asociados/all/

• Colegio Oficial de Ingenieros Aeronáuticos (COIAE):

http://www.coiae.com/Coiae

• Colegio Oficial de Ingenieros Técnicos Aeronáuticos (COITAE):

http://www.aeronauticos.org/web/invitado/principal

• Check the jobs portals of Spanish universities with degrees in aerospace engineering:

http://www.theknowledgeworld.com/world-of-aerospace/Spain-Aerospace-

Universities.htm

• The Royal Aeronautical Society’s careers and education portal:

http://aerosociety.com/Careers-Education/Jobs

• The Engineer Jobs lists vacancies in aerospace in the UK:

http://jobs.theengineer.co.uk/

• http://www.aviationjobsearch.com/

• http://jobs.flightglobal.com/

• http://euroengineerjobs.com/

• http://www.rileyguide.com/

• http://www.monster.co.uk/

• http://www.careerbuilder.com/

• http://www.milkround.com/

• http://www.dice.com/

• http://www.jobsite.co.uk/

• http://matchtech.com/

• http://targetjobs.co.uk/

• http://www.linkedin.com/studentjobs

44

Company websites of some of the largest aerospace employers:

• http://www.flightglobal.com/news/articles/top-100-aerospace-manufacturers-as-good-as-it-gets-314627/

• http://www.airbus.com/work/ • http://www.baesystems.com/careers • http://www.boeing.com/boeing/careers/index.page • http://www.eads.com/eads/int/en/work-for-eads.html • http://www.lockheedmartinjobs.com/index.aspx • http://www.rolls-royce.com/careers/ • http://www.thalesgroup.com/Careers/

Resources for preparing application materials and job interviews:

• http://engineers-international.com/ • http://www.euroengineerjobs.com/career_guide • http://www.prospects.ac.uk/careers.htm • http://www.monster.com • http://www.kent.ac.uk/careers/applicn.htm • http://www.cvtips.com/ • http://www.pathfinder-one.com/ • http://www.gradsintocareers.co.uk/ • http://www.wikijob.co.uk/wiki/job-interviews • http://studentaffairs.stanford.edu/cdc • http://www.nottingham.ac.uk/careers/students/applying/index.aspx • http://owl.english.purdue.edu/owl/section/6/ • http://careerweb.leeds.ac.uk/ • http://targetjobs.co.uk/careers-advice • http://www.bu.edu/careers/ • http://careers.theguardian.com/ • To prepare for online application:

http://www.selectsimulator.com/ • To carry out a self-assessment of your transferable skills:

http://www.kent.ac.uk/careers/sk/skillsinventory.html • For a list of list of action verbs, organised according to the core competencies:

http://career.opcd.wfu.edu/files/2011/05/Action-Verbs-for-Resumes.pdf -------------------------------- NOTES:

• This list represents only a fraction of the many resources available online. Be sure to check the careers offices of UK and American universities for more information.

• 404 errors? All the links were working at the time of ‘going to press’. But if you do get a broken link message, try visiting the homepage of the site and use their search facilities to locate the page you are looking for.