Caes2905 - Coursebooklet W Cover

CAES2905-
English for Professional Communication

for Economics and Finance Students
2013 -
2014

CAES2905 EPC for Economics and Finance Students 1

CAES2905
English for Professional Communication
for Economics and Finance Students

Centre for Applied English Studies
6/F Run Run Shaw Tower
Tel: 3917 2004
http://caes.hku.hk/home/
The copyright for these materials is owned by the Centre for Applied English Studies at the
University of Hong Kong. These materials may not be reproduced without permission.


Table of Contents

1. Letter from the Director of CAES 3
2. CAES rules 4
3. Learning Resources 5
4. Course Overview 7
5. Course Schedule 9
6. Investigative Workplace Project 11
7. Applying for a Job 17
8. Preparing for an Interview 39
9. Reflective Writing 54
10 Group Presentation 66
11 Course wrap-up 67


Letter from the Director
Dear Student,
Welcome to your Academic English course. You are probably wondering what this
programme will offer you and what you will find in this book. Let me first reassure you about
what you are getting yourself into. You are among the 7,500 undergraduate and
postgraduate students who will take one of our courses this year so you are in very
experienced hands. Our goal is to assist you with the English you need for your professional
and academic development so that you can approach your university studies with more
confidence and a greater chance of success.

To achieve this goal you will find yourself in a small group of around twenty students where
we encourage English to be spoken at all times. Your teacher will do his or her best to
provide an active and supportive learning environment for you by arriving on time, being
well prepared, providing tasks to help you engage with your learning, and by giving you
feedback on your work in a timely manner. The teacher will also explain the course
assignments and assessment criteria to you clearly in advance and answer any questions
you may have about the course and about English language learning in general. He or she
cannot, however, proofread your work for you or help you with assignments from other
courses.

To get the most from your course, however, you need to participate in the class by arriving
on time and being well prepared, by speaking in English as much as possible and by taking a
full and active part in your classes, for example by working with others in group work. It
is also important to attend all classes and to inform the teacher in advance if you need to
miss a class.

I hope you enjoy your English course and wish you success in your studies. Good luck!

Professor Ken Hyland
Director and Chair of Applied Linguistics


CAES Rules

Attendance
You must attend 80% of the classes in order to pass the course. If you miss more than 2
classes, you must provide a medical certificate to your teacher.

Plagiarism
Plagiarism is a very serious offence at university. If your work contains any plagiarism at
all, your assignment will be given a fail automatically.
Depending on the extent of the plagiarism, you may also be considered for further
disciplinary action.

Submission of Assignments
If you are sick and unable to hand in an assignment, you must contact your teacher to let
them know and also provide a medical certificate.
Assignments which are handed in up to three days late will have one full letter grade
deducted each day. If your assignment is more than three days late, it will be given a fail
automatically and will not be marked.

Bad Weather
In the case of bad weather such as Black / Red Rain or Typhoon Signal 8, please following
the university guidelines at:
http://www.asa.hku.hk/weather.htm


ENGLISH FOR FREE IN THE LEARNING COMMONS, ZONE R,
STUDENT ADVISORY SERVICES

Want to watch recent movies and TV series from the UK and USA?
Want to get one on one advice from CAES experts about ways to improve your English?
Want to discuss interesting topics with other students in English?
Want to attend workshops on pronunciation or conversational English?
Need to prepare for the IELTS test?
Need to improve your writing skills?

THEN GO TO THE

Learning Commons, Zone R, Student Advisory Services, Run Run Shaw Tower 2/F.
Check out the Virtual English website (VE) http://caes.hku.hk/ve

FACILITIES: The Learning Commons, Zone R, has the following facilities
A wide range of resources for improving English skills
Activities room for group workshops and discussions
Reading area with newspapers and magazines
Consultation rooms for student advisory services (CAES, CEDARS, Library, etc.)

ENGLISH SUPPORT: Zone R provides human support
Consultations where you can talk to a CAES consultant about suitable learning
materials. You can get advice about language problems, ways of learning more
efficiently, and diagnosis of pronunciation, writing and grammar weaknesses. Sign up
at http://caes.hku.hk/ve
Discussion groups and other self-access learning workshops that are run by the CAES
consultants. Sign up at http://caes.hku.hk/ve


ENGLISH RESOURCES: Zone R contains loads of resources
Over 1800 feature films, comedy and detective series, documentaries, and BBC
classic drama series.
Newspapers and magazines including the South China Morning Post, Time, the
Economist, Wallpaper, National Geographic and Time Out Hong Kong.
Hundreds of books, DVDs, CD-ROMs and tapes for studying English. Look at the VE
online catalogue for up-to-date lists of what's available
Shelves of test preparation and reference materials: IELTS, TOEFL, GRE, TOEIC etc.

ONLINE LEARNING:
Check out the English Learning Resources at http://caes.hku.hk/ve/wiki
A portal to a world-wide range of online resources as well as a guide to independent
learning.

CEDARS - 4
th
Floor, Meng Wah Complex
CEDARS-Counselling and Person Enrichment Section (CEDARS-CoPE) promotes
attitudes and skills that are necessary for your success in the university environment and in
your pursuit of productive, satisfying and psychologically healthy lives.
Exam and test taking advice
http://w3.cedars.hku.hk/counselling/content/resources.php
Counselling for students with emotional / mental issues
http://w3.cedars.hku.hk/counselling/content/CAC.php
Help for students with learning difficulties such as dyslexia
http://w3.cedars.hku.hk/counselling/content/diversity.php#dyslexia
Careers advice
http://cedars.hku.hk/cedars/careersplacement.aspx


Course Overview
Course Aims
You will soon be finishing your academic studies and applying for jobs. The EPC course
aims to take you through the process of finding a job, and to prepare you to perform
confidently in an interview. Through the Investigative Workplace Project (IWP) you will
explore your chosen professional field and investigate a local company or organization: you
will report your findings to your classmates and teacher. Many of the tasks plus
supplementary information are also available on the web, so you are advised to check out the
web site specially written for this course.
Course Learning Outcomes
The following outlines what you should be able to do by the end of this course:
SKILL / LANGUAGE
FOCUS
COURSE LEARNING OUTCOMES
Features of professional
writing

Distinguish language features of professional writing
genres
Write a concise and grammatically accurate resume
and cover letter

Interview skills

Ask and answer appropriate questions as an
interviewer and interviewee
Research information about a prospective career

Presentation skills Organize and present information systematically in a
group presentation

Reflective writing Reflect on your own working style and personality


Course Assessment
The following outlines the assessments that you will be required to complete for this course.
ASSESSMENT TASK WEIGHTING
DATE OF
ASSESSMENT
Resume and cover letter 30% Week 5
Job interview: role-play 25% Weeks 7 & 8
Investigative Workplace Project
Presentation (individually assessed)
25% Week 11
Reflective Writing
20% Week 12
Course Learning Activities
The course will be highly integrative and collaborative and will require a high level of
participation from you in and out of class. It will include the following types of activities.
Pair and group work: asking and answering interview questions; completing of
language tasks
Drafting and redrafting written work (your own and your peers) in a series of
professional writing tasks
Using resources out of class to network and make contact, and to carry out library
searches
Organising and presenting information systematically in a group presentation
Reflecting on the project experience


Course Schedule
Session Topic

Activities Assignments
1 Introduction to the Course
Introducing the Investigative
Workplace Project (IWP)
Applying for a job-writing a
resume I
Ice-breaking activity: knowing yourself;
features and functions of a resume;
distinguishing between 'features' and 'benefits'
Introducing the Investigative Workplace
Project
Forming IWP groups
Collect job advertisements bring to
next class
Draft resume - hand in Week 2 for
teacher feedback
2 Writing a resume II
Introduction to Investigative
Workplace Project (IWP)
Using action words; brevity and clarity in
describing experiences; understanding core
competencies; writing a concise and
persuasive statement of relevant experience;
making the most of extracurricular activities
Networking: begin to make contact
3 Writing a cover letter

Purpose of a cover letter; recognising the
parts of a cover letter, writing a cover letter
Selection criteria commonly used by
employers
Revise resume - hand in Week 5 for
assessment
Cover letter - hand in Week 5 with
revised resume
4 Investigative Workplace
Project (IWP) preparation
Evaluating a cover letter
Holding a meeting: discuss issues relating to
the IWP
Letter of confirmation
Plan interview techniques to use in
company setting


5 Open Session Tutorial/ Feedback
Discuss interview questions for IWP
Distribute IWP package
Hand in revised resume & cover
letter (30%)
6 Job Interview I Anticipating questions; difficult questions
and effective answers; strengths and
weaknesses; preparation for panel
interview
Video viewing: Through other eyes

7 Job interview assessment I Interview role play assessment and
feedback (25%)
Thank you letter

8 Job interview assessment II Interview role play assessment and
feedback (25%)
Workplace (IWP) interviews deadline
9 Reflective writing Reflecting on the project in a short written
feedback (Reflective writing)
Evaluating two samples of reflective writing
Prepare outline of presentation
10 Presentation preparation Preparing for Group presentation Prepare group presentation
11 Reporting information Group Presentation (25%) Write reflection
12 Course wrap-up Feedback and Course Evaluation Hand in reflection (20%)

CAES2905 EPC for Economics and Finance Students
11

Learning Outcomes
The aim of this project is to help you become better acquainted with English in the
professional workplace. You will investigate a workplace of your choice and this may be
based on your future career, or an issue relevant to your studies. You will follow two avenues
of investigation:
firstly, research of the issue/organization through media publications/library search/the
Internet, and
secondly, an interview with a member of the selected organization.

Brainstorming (Week 1)
1. In which career field are you interested? e.g.
human resources investment banking
advertising education
public relations post graduate work
accounting management/ management training
Once you have decided on your area of interest, you will be asked to form a group of 4 or 5
students so that you can work together on this project. Allocate research tasks.
2. Choose a local company or organization in Hong Kong that you would like to find out
more about. Have one or two backups in case you need to approach more than one company
or organization.
Which kind of company would you like to approach?
Which companies do you know in this field?
Networking - Do you have any contacts? Can relatives or friends help?

12

Holding a meeting and drafting interview questions
3. You will now need to hold a meeting in class to decide what you have to do next. Once
you have narrowed down your field, decide on issues that you would particularly like to
investigate.
What do you want to find out?
Are there any current challenges that the company might be facing?
When is English used in the workplace?
If you are interested in postgraduate work, what programmes are available?
What else do you need to decide on?
4. Complete the Statement of Intent as this will help you to draw up a time frame of what you
aim to investigate and the outcomes of the project. Add as many details as you can so that
you all know what you will be responsible for.
Researching and establishing contact
What do you know about the company or organization? Where can you find information? Is
there a web site that you can refer to? Do they have any PR material that you can collect and
read?
What do you know about the issue? Where can you find out more about what is happening at
present?
Now that you have some background information, who will you contact at the company to
ask for an interview? How will you persuade them that it is worth their time talking to you?
Once you have successfully made contact and arranged an interview, confirm the
arrangements in writing, giving them a contact number where they can ring you or email you
if necessary. You may ask if they would like to see the resumes of those attending the
interview. Will you be permitted to record the interview in English?
You should aim to conduct the interview during Reading Week, but the absolute deadline is
Week 8 as you will then begin the preparation of your presentation.

13

Planning the host interview
5. Before the interview, plan the questions you are going to ask - you may even want to send
them to the company together with the letter of confirmation.
Conducting the host interview (Weeks 5-8)
Decide how many of you will be able to attend it is best if you can all attend although the
interviewee may ask that only one or two of you go along. How will you dress? How will you
get there? Do you know where exactly the office is located? What will your roles (e.g. note
taker, interviewer) be? How will you take notes?
Follow up
Write a letter of thanks to your interviewee, showing what you learned as a result of the
discussion. What kind of language will you use?

Out of class activity: Reflective interview (to be done with your partner)
Write down your objective with regard to your audience (your classmates). Note what you
think will be most interesting to them and give your teacher an outline of your talk

Group Presentation (Week 11 + Week 12) and Reflective Writing (Week 12)

14

The flow chart below illustrates the stages of the project:

1. Decide on a career field of
interest - based on future career
or an issue relevant to studies
2. Choose a local company/
organization you would like to find
out more about
3. Identify a professional person at
the company/ organization for an
interview
4. Conduct the Workplace Interview
(Deadline: Week 8)
5. Reporting back and Writing a reflection

In groups, you will
Researching/ Establishing contact/ Networking/ Making a request
Holding a meeting in class and writing minutes
Letter of confirmation
(including a list of
interview questions)
Thank-you letter

15

Statement of Intent
Class group: __________
Group Members (Full name + UID): _____________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Group Area of Interest: _______________________________________________________

Organisation / Company to approach: ____________________________________________

Contact Persons Name: ___________________________ Position: _________________

Issues to investigate: _________________________________________________________
_________________________________________________________
________________________________________________________

**************************************************************

16

Draw up a work plan for the following project tasks.
Project Tasks Start Date Completion
Date
Project Task Outcomes
1. Hold a Project Planning
meeting
A set of interview
questions
2. Conduct research on the
company/ organization
Information about the
company/ organization
3. Establish contact Email or telephone
contact
4. Confirm the interview
arrangements
Letter of confirmation as
follow-up
5. Plan interview questions A set of questions for
interviewee
6. Prepare for the interview Details about the interview
7. Conduct the interview A written record of the
interview
8. Thank the interviewee A letter of thanks
9. Analyze & organize interview
data
Content input for final oral
presentation
10. Prepare for final outcome A PowerPoint for oral
presentation
11. Reflect on project
experience
Reflective writing

17

Session 1
Learning Outcomes
By the end of this class, you should be able to:
Identify your strengths and weaknesses
Identify your priorities in job searching
Reflect on your own qualities and attributes

Applying for a job
Resume and Cover Letter
Task 1: Knowing Yourself Work in pairs. Use the Quiz in the Worksheet (for either Student
A or B) and interview your partner to find out what kind of work s/he likes and the personal
qualities and attributes s/he possesses. Try to discuss the responses and give each other
comments. Remember that there are no right or wrong answers. This is an entirely
exploratory activity.

In deciding on a future career, it is most important for you to know your priorities, your
strengths and weaknesses, and above all, your personal preferences for a particular kind of
work. It is good to establish at this early stage that while a job may look attractive, it is not
necessarily the most suitable for you. The aim of this activity is for you to find out a little
more about yourself. This will also give you an opportunity to compare your profile with
those of your classmates.

You may wish to compare the responses you give in this interview with those in the
reflection interview at the end of the course to find out how much you have learnt from this
experience.

18

Worksheet for Task 1 STUDENT A
Quiz: Know Yourself
Ask your partner the following questions:
Questions Yes / No X Comments
1. Do you like keeping routines? Do you like working
regular hours?

2. Do you like discussing issues in a group?
3. Are you a good listener?
4. Do you have the ability to establish rapport with people
from different backgrounds and cultures?

5. Can you meet deadlines? Do you have the stamina to
begin and finish a piece of work on time?

6. Do you worry before and/or after some important
event?

7. Are you flexible? Do you have the ability to adapt to
different situations and ways of thinking?

8. Do you work with a certain degree of commitment (or
even passion!) without worrying too much about personal
gain or loss?

9. Are you an extrovert/introvert?
10. Can you describe yourself as ambitious or aggressive?
11. Are you attracted to the idea of achieving a high
powered corporate image?

12. Are you comfortable and confident of using English?
13. Do you prefer to work alone?
14. Are you willing to travel?
15.

19

Worksheet for Task 1 STUDENT B
Quiz: Know Yourself
Ask your partner the following questions:
Questions Yes / No X Comments
1. Do you like to work in an office? Do you like a desk
job?

2. Do you like to persuade and influence others through
argument?

3. Do you like to be the centre of attention? Are you likely
to monopolize the discussion?

4. Do you like working with young people?
5. Do you mind having to spend your after-office hours
entertaining business associates and clients?

6. Do you have what is referred to as "emotional
stability"? Can you keep calm and cool in a crisis?

7. Are you independent minded? Can you work and think
on your own?

8. Do you have any higher goals in life other than making
money?

9. What kind of lifestyle do you prefer - do you mind
having to be smartly dressed all day, every day?

10. Are you a friendly person who understands other
peoples' motives, needs and problems?

11. Are you creative?
12. Are you comfortable and confident of using Chinese?
13. Do you prefer to work as part of a team?
14. Are you willing to relocate?
15

20

Task 2: Recognising the features and functions of a resume
Resumes: Myths and Realities
Work through the list of statements below and try to agree whether each is `Probably TRUE',
`Probably UNTRUE' or tick the `NOT SURE' box. You can check the suggested answers
afterwards. Make a note of additional comments or queries you may have. You can check
your answers on the web.

P
r
o
b
a
b
l
y

T
R
U
E

P
r
o
b
a
b
l
y

U
N
T
R
U
E

?

COMMENTS
1. The only use of a resume is to get a
job.

2. You should write a different resume
for every different situation.

3. A resume is a description of yourself
that shows you have as many
different talents as possible.

4. It's a good idea to include an
objective and a personal summary at
the start of the resume.

5. When looking for a job, it's best to
send your resume to hundreds of
employers rather than to just a few.

6. Employers like detailed, lengthy
resumes because it gives them
complete information for screening
candidates. Try to get as much as
possible on each page.

21

7. You should not include your hobbies
or recreational pursuits in your
resume e.g. reading, cycling.

8. It's essential to put salary
expectations and references on your
resume.

9. You should list all your courses and
grades.

10. You must include details of your age,
sex, marital status, ethnic origin etc
as well as a photo of yourself in your
resume.

11. Potential employers are more
interested in your holiday jobs and
extra-curricular activities than in
your academic record.

12. The resume is less important than
other activities, e.g. interviews, in
getting a job.

This document is adapted from material by Robin Corcos. Staff and students of HKU may print and make copies
for personal use no other reproduction allowed without express permission of the author.

22

Session 2
Learning Outcomes
Distinguish between features and benefits in resume writing
Write a personal summary and career objective
Achieve clarity and conciseness in describing experience

Applying for a job
Resume and Cover Letter
Task 1: Distinguishing between "features" and "benefits"
On the basis of these advertisements, which of these vitamin products would you buy? Why?

23

Task 2: Writing a personal summary and a career objective
Employers spend very little time looking at resumes when they first review them. One way of
attracting their attention and showing them that you are the right person for the job is to write
a short personal summary and/or a career objective and put it before your educational and
extracurricular experience.

24

Here are some positive qualities that you might find useful to describe yourself.
Nouns
ability capability capacity competence management
preference team player
____________________________________________________________________
Adjectives
academic accurate capable competent consistent administrative
detailed extensive effective efficient enthusiastic evident
executive experienced flexible mature knowledgeable original
pertinent positive potential productive professional proficient
proven qualified resourceful responsible significant sound
stable substantial successful technical thorough versatile
vigorous well-rounded

Refer to the job advertisement you have brought to class. Write your personal summary
highlighting your characteristics that best match the requirements of the job in no more than
50 words.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

25

Your career objective will depend on the kind of job you are looking for. Here are some
examples:
1. To do research within the field of law.
2. To obtain a position as an accountant with a public accounting firm.
3. To become a management trainee where I can use my administrative and research skills.
4. To work within the telecommunications industry as a technical advisor.
5. To secure a position as an editor for a mid-size publishing firm.
6. To work in a public relations position within an international organization.
7. To work for a government agency using my management and communications skills.

Write your career objective and ensure that it is:
Personal Action-Oriented and Specific
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Task 3: Achieving clarity and brevity in describing experiences
Which of these two descriptions of experience is more effective? List the differences that
make one of the descriptions more effective than the other.
Description A Description B
I was secretary of the Music Society from
2010-2012. During this time I realized that
the Society's reserve funds needed to be
increased. Many new members were
recruited and a number of successful concerts
were held. In this way, enough money was
raised to cover all our general expenses up to
2000. I also rearranged the committee so that
all members knew what their duties were
supposed to be.
Secretary of the Music Society 2010-2012:
Increased Society's funds from $20,000 to
$150,000. Directed recruitment drive,
increasing membership from 102 to 345 in
six months. Streamlined committee,
establishing clear duties for each member.

26

Differences:

Task 4 Comparing four resumes
Your teacher will show you four samples of resume prepared by four candidates who are
competing for the same position. Read the job advertisement below. Which candidate(s)
would you shortlist for an interview? Explain your choice(s).
Dairy Farm Group Management Trainee
Programme: FLIT
At Dairy Farm, we believe our most important investment is our
people. In this connection, our Future Leaders in Training Programme
(FLIT) is aimed at nurturing and developing our next generation of
business leaders.
As a result of Dairy Farm's current expansion both organically and
geographically, we are targeting to groom a pool of Managers-in-Training (MITs) for future
deployment as middle / senior managers within the Group in various key functions such as Operations,
Merchandising, Marketing and Logistics.

27

On satisfactory completion of our two-year FLIT Programme, you can expect excellent career
prospects within the Group. High fliers will have the opportunity to work under the Group's different
retail brands and in different countries.
Key Features & Benefits
A 2-year structured programme that exposes trainees to different
retail functions as well as instils a solid grounding in industry
knowledge and management skills.
Each trainee will be assigned a mentor throughout the programme.
A 2-year job rotation plan will be drawn up for each trainee.
Thereafter, career progression will depend on individual performance and the Group's requirements.
For high fliers this programme, which offers opportunities to work in various retail environments
and different countries, is the fast track to senior management.
In addition to academic qualifications, we seek candidates with
exceptional personal qualities. To be considered for our FLIT
Programme, you should have the following:
Educational Qualifications
University graduates (in any disciplines)
Proven English proficiency
Personal Qualities
Strong leadership potential
A passion for retail
A creative mind, flexible thinking, resilient attitude and an ability to
think laterally
Good communication, interpersonal and analytical skills
Sensitivity to cultural issues
Application Procedures
Candidates interested in applying for Dairy Farm's FLIT programme should submit their resume
through the online system. Shortlisted candidates will be invited to attend a series of interactive
selection tests followed by a final interview.

28

Source: Adapted from Dairy Farm Group: Management Trainee Programme FLIT. Retrieved from
http://www.dairyfarmgroup.com/recruitment/trainee.htm#100
The job advertisement has been adapted for Task 4 of Session 2. The information and requirements
of the job are slightly different from those in the authentic advertisement.
Reminder: Please bring an advertisement for a job in which you are interested to the
next class.

29

Session 3
Learning Outcomes
Describe previous experience concisely using appropriate vocabulary

Applying for a job
Job applications
Task 1: Rewriting long clumsy statements of experience
Rewrite the following descriptions taking account of the items you have listed in the previous
task. Choose "action" words from the following and invent quantities where appropriate:
supervised organised implemented launched managed
completed solved researched executed initiated

1. I was put in charge of a direct mail campaign and sent a lot of letters to all the company's
customers.

2. Duties included the management of the club's annual budget, which I increased by
starting a series of fundraising activities.

30

3. I asked the University administration to work with the Union on a plan for allocating the
use of rooms in the Chong Yuet Ming Amenities Centre between all clubs and societies.
We agreed on a suitable arrangement.

4. There were not enough members of the sub aqua club to train new members. So I looked
for good ways of training and suggested one to the committee. I was put in charge of the
new training programme so that many more members than previously could be trained.

Task 2: Understanding the use and function of 'action' words
Writing a concise and persuasive statement of your work experience
Write up an account of your experience in a summer job or committee using some of the
action words shown below. What tense should you use to describe a work experience last
summer? Try also to incorporate what you have learnt about showing how you can benefit a
company. What qualities do you have that they need?

31

ABLE TO THINK CLEARLY
formulated
assembled
budgeted
appraised
clarified
judged
ABLE TO PLAN
prepared
developed
co-ordinated
synthesised
structured

ABLE TO ORGANIZE
administered
analysed
arranged
documented
catalogued
handled
ABLE TO COMMUNICATE
advised reported
demonstrated
presented instructed
explained interpreted
exhibited counselled
facilitated negotiated
persuaded

ABLE TO MAKE DECISIONS
selected
recommended
verified
solved
ABLE TO TAKE A LEAD
established
directed
proposed
guided
instructed
motivated
delegated
supervised
ABLE TO CHANGE THINGS
designed structured
programmed created
proposed improved
recruited initiated
repaired experimented
started installed

ABLE TO ACHIEVE GOALS
accomplished
achieved
raised
served
increased
implemented
invented

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TEN CORE COMPETENCIES
1. Adaptability The ability to adjust yourself easily and willingly to different
conditions, and to see change as a challenge and an opportunity.
2. Commitment A promise that one will stay with a particular company for a long
time and be a reliable and responsible person.
3. Creativity The ability to look at things in different ways. It begins with taking
an objective look at a problem or obstacle, and combining
imagination and reason to discover a solution.
4. Motivation The intention to achieve career success within the organization. The
motivation to seek success in specific projects. A positive attitude
towards changing systems, methods and, in particular, approaches
to the development of the business.
5. Foresight The ability to analyze present conditions carefully, along with a
realistic projection of future trends. For instance, one can think of
expanding markets, creating new applications for established
products or finding variations of services now provided.
6. Independence The ability to work on your own, to take a project and get it done
without having to be told what to do every step of the way.
7. Leadership The ability to move others towards a stated goal or objective. The
ability to define goals and to support / motivate others in reaching
them. A related facet is the ability to influence others through
argument and persuasion without having to rely on assertive
direction.
8. Emotional
Stability
The ability to cope with difficulty and frustration without an
excessive display of emotion. The inclination to take a positive
view under adverse conditions. Not being subject to continuous
anxiety and tension.
9. Analytical
Reasoning
The ability to generate solutions to problems.

10. Communication
Skills
The ability to communicate confidently, clearly and succinctly in
oral/written communication. The ability to establish rapport quickly
with those from diverse cultures.

33

Task 3: Core competencies: Making the most of extra-curricular activities
Look at the job advertisement and your draft resume. You need to write a cover letter to send
with your resume when you apply for the job. Read the selection criteria, or ten core
competencies, that employers commonly use and note any unfamiliar vocabulary. How can
you best present the qualities that the company is looking for?
What are the requirements for this position? What skills does the applicant need? Can you
give evidence that you possess these skills? What kind of administrative tasks have you
undertaken at school, university or in a summer job? Are there other requirements not listed
below?

34

This worksheet may be referred to again in preparation for interviews.

Requirements (Yes/No) Evidence

1. A recent university graduate

2. Good communication skills

3. Strong in presentation skills

4. Fluency in Putonghua / English

5. Responsible

6. Able to work independently

7. Able to work under pressure

8.

9.

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Session 4
Learning Outcomes
Describe previous experience concisely using appropriate vocabulary
Write a clear and concise cover letter

Task 1: Evaluating a cover letter
Read the sample cover letter below. What makes a good cover letter? Look at the layout, the
style and the tone of the letter. Check the tone, language accuracy and spelling.
----------------------------------------------------------------------------------------------------------------
14/F Tai Yip Mansions
6 Leighton Road
Causeway Bay
Hong Kong

February 5, 2011

Mrs. Jenny Chan,
Personnel Manager,
Hong Kong Dragon Airlines Limited
22/F Devon House, Taikoo Place
979 Kings Road
Quarry Bay
Hong Kong
Dear Sir or Madam,

36

Application for the post of Management Trainee
I am very interested in your Management Trainee Programme, the details of which you
placed with the Hong Kong University Careers Education and Placement Centre. I am sure
you will immediately recognise that my educational background in Management and
Business Administration, my unique leadership skills, and track record of outstanding
management in student affairs will make me a vital and essential member of your team.
In addition to having taken subjects that are obviously relevant to your companys work and
operations, I can also offer lots of skills that can be developed to meet your specific needs in
the future. In particular, my successful use of Lotus 1-2-3 and dBase software in my research
project demonstrates my brilliant analytical mind. My work as an arbitrator for three years at
the Student Counselling Centre is proof of my interpersonal skills. Also, my advanced skill
and proficiency in Indonesia could really be of use in your new cargo service to Lombok.
I am attracted to your esteemed company by the fame of your Management Trainee
Programme and by your recent amazing growth. I am tremendously impressed by your recent
successful take-over bid for Macau Airways in the face of stiff competition from Cathay. I
am also impressed by your acquisition of 17 new Airbus A 300 aircraft and the addition of
six new routes into China, which I believe will ensure a promising future for the company.
I expect a package in the region of $500,000 p.a. with the usual fringe benefits.
Trusting you will give my application kind consideration and hoping to hear favourably from
you at your earliest convenience. I am available on February 16
th
. Can I meet with you
personally to discuss at greater length the contributions I could make to your team? Please
contact me 2765 6785 after 6p.m. or call me at 95231122 during the day.
Thanks a lot for your attention.
Yours sincerely

Erica Sze
Enc. Resume

37

Task 2: Writing a cover letter for a job application
Write a cover letter for your job application. Refer to your revised resume and the job
advertisement of you have identified.

Task 3: Writing a letter of confirmation
Refer to the sample circulated by your teacher, and start drafting a confirmation letter for
your host interview.

Task 4: IWP Project Preparation (out-of-class activity)
Drafting interview questions
You will now need to start thinking about the questions you would like to ask your
interviewee. Decide on issues that you would particularly like to investigate.
What do you want to find out?
Are there any current challenges that the company might be facing?
When is English used in the workplace?
If you are interested in postgraduate work, what programmes are available?
What else do you need to decide on?

38

Session 5
Learning Outcomes
Tutorial
Identify strengths and weaknesses of your individual and group writing of
professional documents
Report orally on progress and problem areas, and adjust your plans accordingly

Your teacher may use this small group tutorial to give you feedback the interview questions
and/or discuss your IWP progress. You should make sure you have completed the I WP
Statement of I ntent and work plan.

39

Session 6
Learning Outcomes
Anticipate interview questions and effective answers
Use positive language in an interview context
Develop strategies for answering difficult interview questions
Organize and hold a formal meeting

Preparing for interviews
Task 1: Preparation for the interview process
A. Why do companies include questions such as those below as interview questions? Look at
the list of questions below and in pairs/groups discuss the criteria the employers will use to
judge the answers.
QUESTIONS
1. Please describe why you want to become a Cathay Pacific Trainee. (Cathay Pacific)
2. Please describe how you could contribute to the Mass Transit Railway Corporation.
(Mass Transit Railway)
3. Give details of your main extra-curricular activities and interest. What do you
contribute and what do you get out of it? (Jardine, Matheson, and Co. Ltd.)
4. Explain what attracts you about working for Jardines and state what type (s) of work
you feel would be most suited to your abilities. Offer evidence of your suitability.
(Jardine, Matheson, and Co. Ltd.)
5. Please mention any point you would like to raise at the interview. (Jardine, Matheson,
and Co. Ltd.)

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6. Describe an instance where you set your sights on a high/demanding goal and saw it
through to completion, despite obstacles. (Proctor and Gamble)
7. Summarize a situation where you took the initiative to get others going on an
important task or issue, and played a leading role to achieve the results wanted.
(Proctor and Gamble)
8. Describe a problem situation where you had to seek out relevant information, define
key issues, and decide on which steps to take to get the desired results Proctor and
Gamble)
9. Describe an instance where you made effective use of facts to secure the agreement of
others. (Proctor and Gamble)
10. Give an example of how you worked effectively with people to accomplish an
important result. (Proctor and Gamble)

Criteria:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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B. A friend has written some answers in response to Questions 10, 11 and 12. Evaluate them
and identify their strengths and weaknesses.
Q.10. Give an example of how you worked effectively with people to accomplish an
important result.
In my second year in university, 1 took a course called 'System Analysis and Software
Development.' In this course, all the students were divided into groups, and every group had
to complete a long project. The project requires us to assume the role of a system consulting
firm. It has to establish a computerized system for a computer company, for handling stocks
and the internal documentation flow so that in the long run, the cost of operation of the
system would be lowered, and so that the system could run more efficiently and effectively.
Despite different opinions, we managed to complete the project through continuous
discussion and cooperation. Finally, we finished the project with an excellent result.

Q.11. Describe a certain creative/innovative idea that you produced which led to a
significant contribution to the success of an activity or project.
Last year, I participated in organizing an outing for my hall mates, the destination of which
was Cheung Chau. I came up with an innovative idea which was warmly received by the
planning committee. One part of the outing was an orienteering game. My idea was to
arrange for two hall mates to suddenly disappear in the middle of the picnic. Unaware of the
fact that this was pre-arranged, the other hall mates were asked to go and look for them.
Before this, we had left various clues on the island, which led to the discovery of the two
friends. When the truth was finally revealed to those who participated in the process, they
Strengths:

Weaknesses:

42

told me that they were deeply impressed by this creative format of orienteering, and said that
this was an unforgettable experience.

Q.12. Provide an example of how you assessed a situation and achieved good results by
focusing on the most important priorities.
In F. 7, I was a school prefect and the captain of the school's table-tennis team. At the same
time, I also had to prepare for my A-level examinations. I evaluated my priorities and
decided that studying was the most important. My aim was to enter the Computer Science
Department in HKU. Accordingly, I concentrated on preparing for the examinations, but was
also able to perform my other duties efficiently. Eventually, 1 was overjoyed when I learned
that I was admitted to the program of my choice.

Strengths:

Weaknesses:

Strengths:

Weaknesses:

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Task 2: Anticipating questions
Look at the advertisement for the vacancy in which you are interested. Identify the key skills
and competencies required and then prepare some questions that you think are likely to be
asked at the interview. Give a copy of your resume to the interviewer(s) for his/her/their
reference. The interviewer(s) will then decide on the questions to be asked in order to find out
your suitability for the position, based on the selection criteria in the job advertisement and
your performance at the interview.
Educational Background

What were your strong subjects in school/university?

Technical competence

Which software programmes are you familiar with?

Job motivation

Why have you applied for this job?

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Personality/disposition

Do you like working in a team?

Interests

Do you have any interests outside of your studies?

Interview roles
An interview works best if there is co-operation on both sides. Consider the following
descriptions of roles which may be helpful to a successful outcome.
Interviewer Interviewee
Try to put interviewee at ease Try to appear confident and at ease. Self
consciousness can detract from your purpose
Give interviewee time to answer Think before you speak but do not appear
uncommunicative
Explain the purpose of the interview Try to work out the ground-rules and scope of
the interview
Keep the goal of the interview in mind Do not ramble on about irrelevancies
Let the interviewee do most of the talking Be informative do not answer in mono-
syllables

45

Pursue questions that have not been adequately
answered
Do not dodge difficult questions entirely
Keep a record of key points and your impressions Try to monitor your own performance and
assess the impression you are giving
Avoid premature decisions or those based on
minor details
Give as balanced a picture as possible
Establish an appropriate communication climate Do not be over-familiar or over-formal, smile
as necessary (but dont over-do it)
Consider whether open or closed questions are
appropriate use a fair number of open questions
Do not just answer Yes or No. Qualify points
where appropriate, justify views, offer
examples
Have a questioning strategy prepared Try to see where the questioners points are
leading to
Prepare key questions but remain flexible Be helpful. If possible, guide the talk into
interesting or favourable areas

Task 3: One to one/panel interviews
1. Before we start the interview role-play session there are a number of things you can do.
Note to interviewer(s): Note to interviewee:
Did you
read the selection criteria in the
advertisement carefully?
read the interviewees cover letter
and resume?
go through the items on the
evaluation sheet?
Did you
read the selection criteria in the
advertisement carefully?
go through the interview questions
you have prepared?
read your cover letter and resume?
go through the items on the
evaluation sheet?

46

2. In one to one interviews, you will work with a partner and ask each other questions
relating to the position you have applied for. Use the evaluation sheet to give feedback.
In panel interviews, you will be divided into groups of four. Two will be the interviewers,
one will be the evaluator, and one the interviewee. Decide which questions each interviewer
will ask based on the selection criteria for the job before the interview begins.
Interview
Name
Interview 1 Interview 2 Interview 3 Interview 4
Candidate:

Interviewer 1:

Interviewer 2:

Evaluator:

When the interview is over, you will exchange roles so that at the end of the session,
each person will have the chance to be an interviewer, interviewee and evaluator.
During the interview, take notes of the candidates' performance, paying particular
attention to strengths and weaknesses. You may use the evaluation sheet to guide you
through this task.
Candidates should also evaluate their own performance to identify areas which might
need improvement.
When all four candidates have been interviewed, decide as a group which candidate
would be most suitable for the job.
Give feedback to those who were unsuccessful, explaining how they can improve
their interview skills.
Alternatively teachers and students can decide on other ways of carrying out the role-
plays.

47

Grade the applicant's performance on all items that are relevant to the job.
Name of the company: _________________________
Applicant's name: _____________________________
Interviewed by: _______________________________
Post applied for: ______________________________
Criteria: The candidate was able to Assessment
(I) Handling of questions

give focused, relevant and structured answers
support answers with evidence
show knowledge of the company/ the job
give answers that were spontaneous and did not
sound rehearsed

Poor

Excellent
(II) Language skills

speak clearly and audibly
speak at the right pace
use appropriate vocabulary/ jargon to express
ideas/ technical knowledge
speak without too many grammatical errors

Poor

Excellent
(III) Social presence/ Interpersonal skills

maintain sufficient eye contact
show enthusiasm
show confidence and appear at ease
handle Dead Air appropriately (if applicable)
dress appropriately for the occasion

Poor

Excellent

Additional comments (if any):

48

Task 4: Strategies for handling difficult situations and questions
During interviews, it is not uncommon for candidates to encounter situations where they are
lost for words and do not know what to do or how to answer tough questions. So, apart from
anticipating general questions, you need to develop some strategies for handling difficult
situations and questions.
In groups, assess the situations below and see what you can do. Add two more questions you
might be asked.
Difficult situations and questions How to handle them
1. If the question was unexpected and
difficult to answer, what should I do?

2. If I need time to think, what should I do?

3. If there was a conflict between my view
and the interviewer's, what should I say?

4. If I could not catch the question or
understand the intended meaning of the
question, what should I do?

5. If I felt answering the question would put
me or a third party (e.g. a previous
employer/colleague) in an unfavourable light,
what should I say?

6. If I could not understand the accent or
speech of an expatriate interviewer, what
should I do?

49

7. If there was an aggressive interviewer who
interrupted my answer or showed that s/he
was not convinced by my answer, what
should I do?

8. If I were asked how much starting pay I
expected, what should I say?

9. If my answer is very long how can I avoid
losing the listener?

10. What should I do if I am very nervous?

11. Should I prepare my answers?

50

Preparation: One-to-one/Panel Interview (Out-of-class activity)
Go through the following checklist and tick the items that you wish to discuss with your
friends or teacher.
ITEMS Problem Solution(s) Y/N Problem Solution
My voice is audible and clear.
I have an interesting speaking voice.
I am not long-winded.
My answers are usually relevant.
I speak at the right pace.
I do not recite memorized answers.
I maintain sufficient eye contact.
I listen attentively.
I look relaxed.
I dress neatly.
I am punctual.
I am not afraid to ask questions.
I give honest answers.
I am polite.

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Positive language (Out-of-class activity)
Sometimes you can say the same thing or describe the same point in a variety of different
ways. Each description might have a different effect or create a different impression on the
receiver. Tick the expression that is more likely to impress the receiver and to contribute to a
more favourable impression.

1. I appreciate job security
I want a nice, safe job
2. I like watching TV every evening
I enjoy following world events in the media
3. I prefer a flexible approach, and to explore all avenues
I dont have any particular ideas on how to do this
4. I had a great skiing holiday in Canada last year
I enjoy international travel
5. I gained experience in dealing with telephone enquiries
I learned how to answer the phone
6. I am keen to acquire new skills to apply to the job
I dont know how to do that so I would need training
7. I got pretty average grades most of the time
I was consistently successful at school
8. I have used a variety of computer applications
I mainly use the computer for playing games
9. My term project was rather difficult and boring
I did an in-depth investigation for my term project which was highly relevant to
my career interests
10. I am easily bored by office routine
I prefer to be challenged by different responsibilities and opportunities
11. I want a lot of money
I expect that the reward would be commensurate with my qualifications

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12. My university career demanded independence and high academic standards
I didnt go to lectures but managed to pass most of the exams
13. I am quite slow but I get there in the end
I demonstrate perseverance and determination
14. Im keen to start making a contribution to society as soon as I can
I need to start earning money really fast to pay off my debts
15. My friends think Im really weird
I have original and creative ideas
16. I prefer to keep my options open for the time being
I havent got a clue about what I want to do in future
17. I expect to work as an office cleaner
I will be responsible for general office maintenance duties
18. I am a good communicator and can create a congenial atmosphere
I find it difficult to stop to stop talking but I like playing practical jokes on
colleagues
19. I enjoy a leadership role
I like telling other people what to do
20. My last job was collecting and posting letters
I was responsible for organizing the mail distribution system
21. Im sociable and approachable
I spend all my time chatting and laughing
22. I prefer independent work
I dislike working with other people as part of a team
23. My present job is really boring
Im looking for greater responsibility than offered by my present job
24. I take a consultative approach
I dont like being held responsible and taking decisions alone

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Sessions 7 & 8
Learning Outcomes
By the end of these sessions, you should be able to:
Apply interview skills and strategies in an interview role-play
Analyze your own and others interview performance
Reflect on areas for improvement

Sessions 7 and 8 will be devoted to the job interview role-plays and feedback on interview
performance. Assessment can be conducted in the form of one-to-one interview, panel
interview or a format decided by your class teacher. Each interview assessment will be
around 10 minutes, and is followed by immediate feedback from the teacher and other
members within the project group.

54

Session 9
Learning Outcomes
Reflect on overall learning experience
Identify the differences between descriptive and reflective writing

Reflective Writing
Reflection is an important aspect of your ongoing professional learning. The most
effective learning includes analyzing and reflecting on your learning experience.
Reflection helps you to make links between theory and practice, integrate new
knowledge with previous knowledge and develop your understanding.
Reflecting on and learning from your experiences, including your mistakes, can help you
to avoid repeated mistakes and, at the same time, identify successful aspects of an
experience and principles which might usefully be applied to other situations.
Reflection provides the opportunity to make sense of and learn from any experience and
handle similar situations appropriately another time.
Reflection gives you the chance to explore thoughts and feelings, work through difficult
or painful experiences, and develop self awareness and fresh insights.
Reflection can help you to get away from routine, automatic action and make conscious
and informed decisions after weighing up all aspects of a situation.

55

Reflection may take place at different times:
Before action weighing up different aspects before deciding on a particular approach
During action thinking on your feet
After action looking back and predicting the future

Reflective writing is largely concerned with looking back - but with a view to the future.
To be effective and constructive, reflective writing needs to go beyond description of events
and your own associated feelings.

You need to:
step back, explore and analyze your own role in the experience
consider the different perspectives of other people involved
show what you have learnt from the process

Stage 1 Self-Reflections - Drawing up an outline of your Reflective Writing
Task 1
1. You will draw up an outline of your reflection (in not more than 300 words) based on
your experience throughout the EPC course, i.e. what have you learnt about yourselves
through preparing your CVs and going through the job application process including the
interview role plays, the IWP and teamwork experience;

2. You may draw up the outline in point form;

3. The outline will form the basis for the questions of the buddy interviews (Stage 2).

The following checklist of questions, based on two main categories (Going through the job
application process and the IWP experience), could be a useful starting point in prompting
more *profound* self-reflection:

56

(I) Going through the job application process- Preparing your CVs Y/ N? Comments
1.
Do you think you sell yourself well in the CVs?

2.
Do you think you have the relevant skills and experience for
the targeted job?

3.
Do you think you know the company and the job well?

4.
Do you think you have demonstrated the core competencies
such as adaptability, commitment, leadership, independence,
etc. (p.17 of course book) in a summer job/ internship/ or
committee (in your extra-curricular activities)?

*5.
What do you need to do to alter the situation above?

*6.
What have you learnt from this experience (preparing your CVs)?

57

Going through the job application process- the Interview Role-plays
Y/ N? Comments
1. Do you think you handled the questions effectively by

a. giving focused, relevant and structured answers

b. supporting answers with evidence

c. showing knowledge of the company/ the job

d. giving answers that were spontaneous and did not sound rehearsed

2. Do you think you spoke fluently and accurately, using appropriate
vocabulary?

3. Do you think you maintained sufficient eye contact throughout the
interview?

4. Do you think you showed enthusiasm and confidence?

*5. What do you need to do to alter the situation above?

*6. What have you learnt from this experience (the interview role-plays)?

58

(II) The IWP experience- About the company/ the job/ the interview Y/ N? Comments
1.
Was this your first visit to a company or organization? What
was your first impression?

*2.
Was this your first interview to someone working in this career
field? What impressed/ surprised/ inspired you most?

*3.
What do you think are your strengths and weaknesses in
relation to this career field?

*4.
Do you think you would like to work in this type of
organization/ company/ career field? Why/ Why not?

*5.
What have you learnt from this experience (the IWP experience)?

59

The IWP experience- About Teamwork
Part 1
Read the checklist of project tasks below, to what extent do you think you have been
ACTIVELY INVOLVED in accomplishing them? What role did you play in your team?
Project Tasks
Proactive Active Quite
involved
Rather
passive
1. Conduct research on the organization you would like to
find out more about

2. Establish contact/ Make a request

3. Confirm arrangements about the interview

4. Plan interview questions (including conducting more
research on the company and the job)

5. Prepare the agenda and the minutes

6. Hold meeting to plan and prepare for the interview

7. Conduct the interview

8. Thank the interviewee

9. Process, analyze and organize interview data

10. Prepare for the oral presentation

Part 2: The IWP experience- About teamwork: more *profound* Self-reflection
1. What role do you feel most comfortable taking up in a team?

2. What troubles you most, if anything, when working in a team?

3. What assumptions did you make, if any?

4. What were your feelings at that time?

60

5. What did you do to overcome these difficulties?

6. What are your feelings now? Are there any differences? Why?

7. What might you do differently if faced with a similar situation again?

8. Are others seeing this issue from different points of view that may be helpful to you to
explore?

9. If you step back from this issue, does it look different?

10. What have you learnt about yourself?

Overall, which part of the course do you enjoy most/ least? Why?

You may ask your teammate(s) to comment on your responses if you so wish.

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Stage 2 Reflective Interviews: Reflecting on the EPC course
The aim of the Reflective interview is to STIMULATE reflection on YOU. In pairs, you will
interview your partner to find out how much s/he has learnt from this experience.

a. Drafting Interview Questions
i. Read the Reflection outline (and/or the responses in Stage 1 above) of your
partner
ii. Devise questions relating to your partners experience
iii. Go through the questions with your partner before the interview begins

b. Reflective Interviews
i. Interview your partner using the interview questions to find out how much s/he
has learnt/ changed/ found out more about during the course
ii. Try to discuss the responses or even dig deeper into your partners experience
and give each other comments
iii. Each interview should take about 5 minutes and it should be recorded

Task 2
Proposed Interview Questions for the Reflective Interview
________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Girot, E.A. (2001). Reflective skills. In Maslin- Prothero S.(Ed.) Bailleres Study Skills for Nurses
second edition. Baillere Tindall/RCN, London.
Moon, J. (1999). Reflection in Learning and Professional Development, Kogan Page, London.

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Task 3
Evaluate the following samples of reflective writing. You may use the guiding questions
provided to help you with your evaluation.
Reflective Writing Sample 1

The most inspiring experience for me in the course was the Investigative Workplace Project, which I
interviewed an Educational Psychology professor, Dr. Lam with group mates. During the interview, she
answered our questions nicely so we could know more about the actually situations of the field. For example,
she emphasized that the public had some misconceptions about the work role of Educational Psychologists
(EP) such as they counseled children only, which was not correct. Instead, they have to handle problems of
teachers, parents and students and carry our research. In addition, she told us about some personal criteria
that an EP should have such as hardworking, mature and experienced in education. Since I really want to
become an EP, which allows me contribute to society by utilizing my knowledge and skills, the interview gives
me much useful information that allows me to decide whether I am suitable to be an EP. Although I may not
possess all these required qualities now, but I will try my best to equip myself better. For example, I will pay
more effort on my study to be more competent in terms of academic qualifications. I think I am suitable to be
an EP in future.
In addition to the project experience, I learnt some techniques in handling job interview and had a chance to
participate in a mock interview. During the mock interview, I nothrouticed some problems in my interview
skills such as I cannot manage the eye-contact and body language well. I think this is really a problem. The
most direct way to improve my interview skill is to speak in English more in everyday life. I will also read
English newspaper aloud to improve my oral skill.
Apart from the interview skills, I also learnt how to write a resume and cover letter. I thought a good resume
should have many pages before I took the course. Now, I realize that it is a misconception because a god
resume should be concise. I think that the ability to write a good resume and cover letter is very important
because it will give a first impression of me to employers. I think my skills and writing resume and covering
still needs to improve. I will try to write more resume and discuss with friends to see how I can improve.
In conclusion, I think this is a useful course and I have learnt a lot from the course and my team members.

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Reflective Writing Sample 2

The materials covered in the CAES course of this semester were truly useful and practical. Although
some of my classmates believe that career-planning is still a bit early for us, I think it is good to plan
things ahead and explore more about myself and my desired career.
With limited time to decide what to work on for the IWP, my teammates and I held a number of
informal meetings to discuss and share our career interests and views. Through such sharing, I have
learnt a great deal from my teammates, who mostly major in Cognitive Science. We eventually have
chosen to explore the job of an Educational Psychologist (EP) without precise information of the role
and duties of an EP. However, as soon as we have started the IWP and followed the process and
instructions given, we have gained much knowledge about the profession, especially through the
interview with a former frontline EP - Dr. Lam.
Dr. Lam has become my role model after the IW interview - she vividly demonstrated to us the qualities
an EP should possess e.g. good interpersonal skills, commitment and diligence. I found myself having an
increasing interest in being an EP, but I also felt quite desperate and surprised when I knew about the
strict entrance requirements of the EP training programme. It requires the candidates to be highly
experienced in the education field. Fortunately, I discovered that I am not hopeless in getting admitted
to the programme after I prepared my cover letter and resume. I did not realize I had quite a number of
relevant experiences until having reviewed my previous working experience e.g. being a Maths teacher
in a secondary school, which gave me an opportunity to train up my communication skills with
teenagers. Such an experience is valuable, though I am aware that it is not adequate for equipping me
to become a competent EP. Unlike what I thought about the nature of target clients, the usual clients
for EPs are in fact not children, but teachers and parents. An EP must be mature and experienced
enough to gain trust from their clients.

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Guiding questions for evaluation

Content
Does the writer of Sample 1 show awareness of her strengths and weaknesses in
relation to her suitability for the job as an Educational Psychologist? Does she support
her claims with any evidence?

Does the writer give a plan of how she may improve herself (qualification-wise and
personality-wise) to sharpen her competitive edge?

Has the writer offered a critical and thorough discussion of what she has gained from
the course? (You may go through the questions in the pre-writing task concerning the
key areas of learning: Writing professional/employment-related documents,
Although Dr. Lam told us that the life of an EP can be disastrous (e.g. long working hours and few
holidays; have to be able to work under pressure etc.), I am still attracted by the nature of the job,
and the opportunities it offers for helping people who are under stress. Helping the next generation
to fight for a better education system and learning environment is my wish. I have taken actions to
increase the probability of success in achieving my goal. For example, in the coming summer, I will
join the HKU Educational Psychology Laboratory to do a Twin Study, which aims to investigate and
compare the learning motivation and attainments of twins. Another plan is to enroll in a
Certification course of Education upon graduation and become a qualified secondary school
teacher. If possible, I would like to teach in special schools like Social Development Schools which
are specially designed for children with emotional or behavioural problems. Teaching in this kind of
schools will enable me to understand the needs of them more thoroughly, and to practically utilize
my knowledge in psychology.
I consider the past 10 weeks of learning an opportunity to re-discover myself. The IWP has given me
deeper insight into my desired career, and enabled me to reflect critically on my suitability for my
target job. Although I am still behind in terms of academic and professional qualifications,
personality-wise I think I am a suitable candidate for the job as an EP. With more substantial
training and relevant exposure, I am very confident that I will be able to make contributions to the
field.

65

Interview skills, IWP, Teamwork experience. Check if you can identify answers
from her reflective writing to the questions in the pre-writing task. You may highlight
the descriptive and reflective elements in her writing to facilitate your evaluation.)

Organisation
Do you find the thematic flow of the writing easy to follow? Has the writer used
appropriate devices to establish links within each paragraph?

Are the links between paragraphs well established?

Does the introductory paragraph serve as a good lead-in for the main body of the
reflection?

Are the paragraphs well structured? (e.g. Topic sentence are concisely phrased and are
followed by substantial and thoughtful elaborations.)

Does the conclusion offer a precise and concise summary of the overall learning
experience, and specify areas for further self-development/improvement?

Language
How do you comment on language accuracy of this sample?

Does the writer demonstrate competence over the use of a variety of sentence
structure and vocabulary to reflect her views and feelings in her writing?

*Now go back to your reflective writing outline, and check the notes you have taken in the
buddy interview. Think thoroughly before you start writing, and proofread your work
carefully before submission.

66

Sessions 10 & 11
Learning Outcomes
Reflect on the IWP experience
Organise and present information gathered from the IWP project systematically

Session 10: Presentation Preparation
In Session 11 you will report the information you have gathered from the IWP interview to
your classmates through a group presentation. Discuss the presentation plan with your group
mates before you attend this lesson and seek advice from your teachers in the group tutorial.

Session 11: Presentation Assessment
The presentation assessment will begin in Session 11. Although the presentations are
conducted in groups, each student will be assessed individually. Each person will speak for 5
(and no more than 6) minutes, and each group presentation will last for 20-25mins. Assign 5-
10 minutes for the Q & A session.

67

Session 12
Learning Outcomes

In this session your teacher will return the presentation feedback forms to you.
Please submit your IWP reflection to your teacher.

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English for Professional Communication

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