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Co-op Programs in Management

Work Term Preparation Course Student Workbook Fall 2014/Winter 2015

MANAGEMENT CO-OP

Work Term Preparation Course Fall 2014/Winter 2015 1

WELCOME TO MANAGEMENT CO-OP Welcome to Management Co-‐op at the University of Toronto Scarborough! We are excited to have you with us and are looking forward to the opportunity to work with you over the next few years of your university career. The history of co-‐op at this campus began in 1975 when the Management Co-‐op Program was offered for the first time. Over the next 20 years, four more programs were gradually introduced—Arts Management and International Development starting in 1985, Computer Science in 1988 and Environmental Science in 1994. In the late ’90s, with a loyal base of employers established, U of T Scarborough made the commitment to become “the Co-‐op Campus” of U of T. Today, co-‐op is available to students in over 40 disciplines across U of T Scarborough’s eight academic units – Management Co-‐op has grown from just a handful to its current size of over 800 students. As the group who supports students in securing co-‐op employment opportunities, we feel privileged to participate in your career development. This workbook has been designed with the core tools you need to succeed in the Work Term Preparation Course, during your co-‐op job search, as well as when you prepare to launch your career. Throughout your program, we aim to provide you with the skills, knowledge and attitude to be successful in whatever field or endeavour you choose. We invite you to acquaint yourself with the resources and polices in this book that will help you to better understand the program and answer any questions you may have about Management Co-‐op at U of T Scarborough. Have a successful and rewarding year! Sincerely, Christine, Bobbi, Kathleen, Linda, Mary, Mehdi, Monika, Nicole, Philip, Rania, Sue and Ulex Your Management Co-‐op Team

MANAGEMENT CO-OP


TABLE OF CONTENTS

WELCOME TO MANAGEMENT CO-OP ................................................................................... 1

Important Contacts ............................................................................................................................ 4

Academic Program Information ....................................................................................................... 6

Co-op Policies ...................................................................................................................................... 8

ACADEMIC ELIGIBILITY REQUIREMENTS ........................................................................................................................................................... 8 NON-ACADEMIC ELIGIBILITY REQUIREMENTS .............................................................................................................................................. 10 WORK TERM PLANNING ................................................................................................................................................................................ 11 WORK TERM GRADING .................................................................................................................................................................................. 13 GRADUATION REQUIREMENTS ....................................................................................................................................................................... 15 VOLUNTARY WITHDRAWAL .......................................................................................................................................................................... 15

Co-op Fees ......................................................................................................................................... 16

Recruitment Cycle ............................................................................................................................ 18

STUDENT INFORMATION ................................................................................................................................................................................ 18 JOB SEARCH PLANNING AND PREPARATION ................................................................................................................................................ 19 JOB APPLICATION PROCESS ............................................................................................................................................................................ 20 INTERVIEW & MATCHING PROCESS ............................................................................................................................................................... 22 OFFER OF EMPLOYMENT ................................................................................................................................................................................. 24

The Work Term ................................................................................................................................ 25

SUCCESS ON THE JOB ...................................................................................................................................................................................... 25 EMPLOYMENT STANDARDS ............................................................................................................................................................................. 26

MANAGEMENT CO-OP STUDENT AGREEMENT ............................................................... 29

COURSE OUTLINE ......................................................................................................................... 37

LEARNING OBJECTIVES ................................................................................................................ 41

NETWORKING ................................................................................................................................ 43

PERSONAL BRANDING ................................................................................................................ 47

SEQUENCING .................................................................................................................................. 55

WRITING AN EFFECTIVE RÉSUMÉ ............................................................................................ 59

FORMATTING YOUR RÉSUMÉ ................................................................................................... 65

COVER LETTERS .............................................................................................................................. 67

INTERVIEWING ............................................................................................................................... 71

SUCCESS IN THE WORKPLACE ................................................................................................ 77

APPENDICES ..................................................................................................................................... 81

Appendix A: Business Cards ........................................................................................................... 81

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Appendix B: Networking ................................................................................................................. 85

Appendix C: Finding Your Own Job ............................................................................................. 87

Appendix D: Sample Associations to Network Through ........................................................ 88

Appendix E: Action Verbs List ....................................................................................................... 89

Appendix F: The Cover Letter Outline ....................................................................................... 91

Appendix G: Supporting Your Claims .......................................................................................... 92

Appendix H: Cover Letter Do’s and Don’ts .............................................................................. 94

Appendix I: Student Assessment Tool – Resume & Cover Letter Quality ......................... 95

Appendix J: Interview Do’s and Don’ts ........................................................................................ 97

Appendix K: Telephone Interview Tips ....................................................................................... 98

Appendix L: How To Answer Tell Me About Yourself ......................................................... 100

Appendix M: Written Exercise: The STAR Method ............................................................... 102

Appendix N: Student Assessment Tool – Interview Quality ................................................ 104

Appendix O: How To Provide References ............................................................................... 106

Appendix P: First Round Ranking Process ................................................................................ 108

Appendix Q: Offer Package Tip Sheet ....................................................................................... 113

Appendix R: Career Services Management (CSM) - Student Process ................................ 115

Appendix S: Information While on Work Term ..................................................................... 118

Appendix T: Work Term Projects ............................................................................................ 120

Appendix U: Employment Standards .......................................................................................... 127

Appendix V: OSAP Applications .................................................................................................. 128

Appendix W: Computer Skills ..................................................................................................... 130

Appendix X: Generational Differences ...................................................................................... 132

Appendix Y: Ernst & Young Generations Study Findings ...................................................... 133

Appendix Z: Senior Students on Success at Work ................................................................. 137

Appendix AA: Classic Job Roles .................................................................................................. 139

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2014-2015 PROGRAM POLICIES

Important Contacts Our mailing address: Our contact information: Management Co-‐op http://www.utsc.utoronto.ca/mgmt/co-‐op University of Toronto Scarborough Phone: 416-‐287-‐7111 1265 Military Trail, IC150 Fax: 416-‐287-‐7262 Toronto, ON M1C 1A4 Email: [email protected]

If you have questions, we have answers! Here are guidelines on how to approach your Management Co-‐op questions effectively: UNIVERSITY OF TORONTO SCARBOROUGH CALENDAR

Most concerns regarding Management Co-‐op Programs are directly addressed in the U of T Scarborough 2014-‐2015 Calendar, your most accurate and concise resource. Please refer to it first for program and course requirements, academic policies, and university dates. Also remember that you have a Management Program Advisor to help with any academic related questions. Your Program Advisor can be reached at [email protected]. WEBSITE (http://www.utsc.utoronto.ca/mgmt/co-op) The Management Co-‐op website is updated on a regular basis. The latest news, information about work term preparation, policies, fees, and access to CSM and other details can be found here. Information regarding the recruitment cycle, events and work term projects can be found on CSM. MANAGEMENT CO-OP RESOURCE ROOM (IC181) The Resource Room serves as a computer work area for job-‐search related activities. It’s also a great place to review job postings, company information and business news. Each student has printing credits available to them to print job related materials in the Resource Room. CO-OP ADMINISTRATION (IC150) Administrative staff members in the Co-‐op Office post co-‐op jobs, schedule employer interviews, maintain student and employer records, and help resolve technical questions with the online recruiting system. They also book appointments and organize student events such as software training. Drop by and say hello to: Mary McCrae Ulex Lyte Mehdi Agahi Student Success Advisor Employment Services Rep Employment Services Rep 416-‐287-‐7111 416-‐287-‐7107 416-‐208-‐2726 [email protected] [email protected] [email protected] CO-OP EVENTS For information about networking events or employer information sessions, please speak with: Bobbi McFarlane Coordinator, Alumni & International Initiatives 416-‐208-‐4888 [email protected]

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RECRUITMENT CYCLE COORDINATION

Meet your Coordinators, Work Term Preparation Course leaders and job search coaches. For questions relating to work terms, job descriptions, deadlines, interviewing and application material development, contact: Philip Brown Kathleen McDowell Manager – Operations & Student Development Coordinator -‐ Student Development 416-‐287-‐7421 416-‐287-‐7488 [email protected] [email protected] Sue Yang Nicole Tzimas Coordinator -‐ Student Development Coordinator – MIB program 416-‐287-‐5617 416-‐208-‐5101 [email protected] [email protected] Rania Youssouf Monika Szopinska Coordinator -‐ Business Development Coordinator -‐ Business Development 416-‐208-‐2657 416-‐287-‐7361 [email protected] [email protected] Linda Lee Coordinator – Business Development 416-‐208-‐4744 [email protected] The Director of Management Co-‐op provides overall vision and direction for the program: Christine Arsenault Director 416-‐287-‐7112 [email protected] GENERAL CO-OP QUESTIONS For general program questions, you can e-‐mail [email protected]. ACADEMIC MATTERS For any academic questions regarding your program or stream selection for which you cannot find answers in your U of T Scarborough 2013-‐2014 Calendar, please contact: Betty Walters Syed Ahmed Program Advisor Program Supervisor, Management 416-‐208-‐4818 416-‐287-‐7340 [email protected] management-‐supervisor-‐[email protected] Hugh Laurence Iris Au MIB Academic Director Program Supervisor, Economics 416-‐287-‐7521 416-‐287-‐5650 [email protected] economics-‐supervisor-‐[email protected]

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Academic Program Information Co-‐operative Education Programs are enrichment programs designed to integrate related practical experience with academic studies. Academic credits associated with the successful completion of work-‐term requirements are in the form of Credit/No Credit (i.e. COPC07H3) and are not counted toward the 20.0 credits required for a degree. No student may be enrolled in more than one co-‐op program and all students must be registered at U of T Scarborough in order to maintain their co-‐op status. All students in Management Co-‐op complete a 4-‐year Specialist degree. Students should carefully review the detailed information about the program in the U of T Scarborough 2014-‐2015 Calendar. Any specific questions not answered by the calendar should be directed to your Program Supervisor, as listed on the previous page. You have some flexibility in your course selection. The courses listed below are required, as part of a total of seven FCEs, prior to your first work term:

§ MGEA02H/MGEA06H (ECMA04H/ECMA06H) — Intro to Micro/Macro Economics § MGTA05H — Foundations of Business Management § MGAB01H & MGAB02H (MGTB05H & MGTB06H)— Financial Accounting I & II § MATA32H & MATA33H — Calculus for Management I & II § MGTA36H (MGTC36H) — Management Communications

Students must complete a minimum of 9 FCEs prior to their second work term and eleven FCEs prior to their third work term. Students must complete eight 4-‐month study terms for a total of 20 FCEs and must successfully complete three work terms (minimum of three months each) for Co-‐op certification upon graduation. Your work terms should be completed before you finish your 20 credits, as you cannot graduate immediately following a work term. Students are required to end their degree on a study term and should carefully plan their courses well in advance to minimize course selection difficulties. In the case of any discrepancies between the academic information outlined in these policies and the U of T Scarborough 2014-‐2015 Calendar, the U of T Scarborough 2014-‐2015 Calendar shall prevail. SPECIALIST PROGRAMS Students should carefully review the detailed information about selection of different Management Specialist programs in the U of T Scarborough 2014-‐2015 Calendar. For detailed registration instructions and course requirements for each specialist program, please see the registration guide published yearly by the Registrar’s Office (AA142). Students have the option of selecting one of the following Specialist programs:

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§ Specialist Program in Economics for Management Studies § Specialist Program in Management § Specialist Program in Management and Accounting § Specialist Program in Management and Finance § Specialist Program in Management and Human Resources § Specialist Program in Management and Information Technology § Specialist Program in Management and Marketing § Specialist Program in Strategic Management

Students may also have been admitted directly into the Specialist Program in Management and International Business.

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Co-op Policies

Academic Eligibility Requirements CONTINUATION IN CO-OP Students’ status in the Co-‐op Program will be assessed at the end of each session (Fall, Winter and Summer) when at least three FCEs have been completed since beginning their studies at the University of Toronto Scarborough or in other Arts and Science divisions of the University. Students must maintain a CGPA of 2.5 or higher to remain in the Co-‐op Program. Students who have attempted at least three FCEs and have a CGPA of less than 2.30, or who have failed to clear probation within two study sessions, will be removed from the Co-‐op Program. Students will also not be permitted to seek work if they will be exceeding 17.5 credits at the start of their work term. PROBATION PERIOD Students who have attempted at least three FCEs and have a Cumulative Grade Point Average (CGPA) of less than 2.50 but of 2.30 or more are placed on probation in the Co-‐op Program (i.e., they remain in the program subject to certain conditions). Students may clear probation by achieving a Cumulative GPA of 2.50 or better in the next study session. If, after one semester, a student achieves a sessional GPA of at least 2.5 but their Cumulative GPA is not 2.5 or higher, then their probation period may be extended for one more semester. After this second semester, if the student has not cleared probation by achieving a CGPA of 2.5 or higher, they will be removed from the Co-‐op Program. ELIGIBILITY FOR WORK TERM WHILE ON PROBATION Students on probation who are enrolled in the Co-‐op Program may not apply for a work term until they have successfully cleared their probation. However, if a student’s CGPA falls below 2.50 after having secured a work term through the job search process, the student will be permitted to complete the work term; such a student will be permitted to participate in the next recruitment process only after successfully clearing probation. COURSE LOAD Students should normally be registered as full-‐time students in the program in all terms from point of entry through to the final academic term. Full-‐time status can be defined as a minimum three (3) courses per trimester or 1.5 FCEs. The recommended full-‐time course load is 2.5 FCEs per trimester. Students who are seeking a work term while studying in the summer are discouraged from taking more than 1 intensive (May-‐June) course.

MANAGEMENT CO-OP


TAKING COURSES WHILE ON WORK TERM While on work term, your priority lies with your employer. This is why it is strongly advised to not enroll in any courses while on work term. If you do choose to enroll in a course, it must not interfere with your work term commitments. You should not request any time off to study, attend classes, or write exams. You only have a short time with each employer and do not want to jeopardize any potential opportunities by having too many competing priorities. No co-‐op student should take more than 0.5 FCEs per 4-‐month work term. In order to take 0.5 FCEs per 4-‐month term, a “Course While on Work Term” Request Form must be completed and approved by both your Work Term Supervisor and the Management Co-‐op Office.

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Non-Academic Eligibility Requirements WORK TERM REQUIREMENTS Students must successfully complete three work terms (minimum of three months each) for co-‐op certification upon graduation. Your work terms should be completed before you finish your 20 credits, as you cannot graduate immediately following a work term. Students are required to end their degree on a study term and should carefully plan their courses well in advance to minimize course selection difficulties. INTERNATIONAL VISA STUDENTS — WORK PERMITS International visa students require a co-‐op work permit in order to complete a co-‐op work term in Canada. Students must apply for their co-‐op work permit in their first year. At this time, the normal permit-‐processing fee is not charged to co-‐op students. To apply, students will need a letter from the Co-‐op Office, which indicates that their work terms are part of the program requirements. Students must present a valid co-‐op work permit prior to job searching. It will also take time after receiving a work permit to receive a Social Insurance Number (SIN). To apply see: http://www.cic.gc.ca/english/study/work-‐coop.asp The Citizenship and Immigration Canada website provides up-‐to-‐date information and forms: www.cic.gc.ca/english/study/work.asp http://www.cic.gc.ca/english/information/applications/menu-‐inside.asp If your work permit will expire before the end of your degree, it is important to work closely with the Co-‐op Office and the International Student Centre to ensure that the renewal process runs smoothly, as it can take upward of 8 months to complete. Additional information and comprehensive details on regulations and assistance for International Students are available from the International Student Centre: http://utsc-‐isc.ca/ WORK TERM PREPARATION COURSE During the first year of enrolment in the Co-‐op Program, students will participate in the non-‐credit Work Term Preparation Course. This tutorial-‐style course will cover a variety of topics designed to help students develop the skills and tools needed to secure work placements appropriate to their program of study, and to perform professionally in the workplace. Included in this course are supplementary sessions for international students to assist with work permits, cultural adaptation to the Canadian workplace, etc. Satisfactory participation in this preparation course is required before students may go on work terms. No academic credit is given for the course and no fee is charged. Times and locations for the 2014-‐2015 courses are set out in the U of T Scarborough Timetable. Students register for their preferred section on ROSI during course registration.

MANAGEMENT CO-OP


Work Term Planning WORK TERM SEQUENCE Work terms begin after the completion of three, four or five study terms. Once work terms begin, they normally alternate with study terms until all work terms have been completed. Students choose their ideal sequence (from the options below) during the Co-‐op Work Term Prep Course. Although every effort is made to provide students with their first choice, some students will be granted their second choice. Students are sequenced such that they will always end their degree on a study term as co-‐op programs are not permitted to have students end their degree on a work term. Co-‐op students are generally sequenced to have one work term in each of the three semesters. This is to maintain fairness between co-‐op students and to balance the competitiveness between each term. Once a sequence is set, students are expected to plan their studies in advance to meet all graduation requirements. Students with problems selecting their courses should contact the Program Supervisor of Studies. WORK TERM SEQUENCE OPTIONS Note: In the sequences outlined below, WT denotes work term. The assumption is that students will be taking courses in all three trimesters. These plans enable completion of the program within a 4-‐year time span. For those who choose not to take a full course load in all three study trimesters, the program will take longer than four years to complete. Sequence A Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 WT 1 Study 4 WT 2 Year 3 Study 5 WT 3 Study 6 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence B Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 WT 1 Study 5 Year 3 WT 2 Study 6 WT 3 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence C Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 Study 5 WT 1 Year 3 Study 6 WT 2 Study 7 Year 4 WT 3 Study 8 Study 9/Graduate

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WORK TERM SEQUENCE OPTIONS FOR STUDENTS WITH TRANSFER CREDITS OR ENTERING CO-OP IN 2ND YEAR (INCLUDING SUMMER 2014 ADMITS)

Sequence A

Fall Winter Summer Year 2 Study 3 WT 1 Study 4 Year 3 WT 2 Study 5 WT 3

Year 4 Study 6 Study 7 Study 8/Graduate

Sequence B

Fall Winter Summer Year 2 Study 3 Study 4 WT 1

Year 3 Study 5 WT 2 Study 6 Year 4 WT 3 Study 7 Study 8/Graduate

WORK TERM PLAN CHANGES Students are expected to follow the work term/study term sequence that they propose during their respective preparation course. Students must meet with the Manager, Student Development & Operations to request any changes to their work term sequence. Students must make all sequence change requests prior to their scheduled job search process. The Manager will evaluate the request based on individual need and space availability. Should an employer offer a position to a student for a time other than the student’s scheduled work term, the Co-‐op Office will normally alter the work term sequence to allow acceptance of the employment offer, but students should always discuss their particular situation with a Co-‐op Coordinator before assuming a sequence change. ADDITIONAL WORK TERMS Students can elect to do an 8-‐month or 12-‐month work term depending on the need of the employer and the availability of the student. However, for the purposes of planning/sequencing, students need to assume 4-‐month work terms. If a student elects to complete more than the required 12 months (3 work terms) of work experience, each additional 4 months of work will count as an additional work term to the maximum of 5 work terms. For each additional work term beyond the required 3 work terms, a student will be required to complete a work term project and pay an additional co-‐op work term fee. For specifics please visit the website at: http://www.utsc.utoronto.ca/mgmt/co-‐op ADDITIONAL WORK TERM RESTRICTIONS 12-‐month work term opportunities are only available to second and third work term students who are still able to end their degree on a study term. Students who wish to complete additional work terms are only permitted to participate in 3 job search cycles. Students are not permitted to seek a separate fourth or fifth work term within the Co-‐op Program.

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Work Term Performance Work terms are an integral part of the Co-‐op Program curriculum. Practical work experience in an approved setting is undertaken to enhance academic studies through the opportunity to apply and develop concepts and/or skills that are important in the academic programs. Work term opportunities are arranged by the Co-‐op Office for the program, but must be won by students in competition with all applicants for the position. EMPLOYMENT OBLIGATIONS All co-‐op students must abide by the terms and conditions outlined in their employment contract or letter of offer and by their job supervisor while on work term. FAILURE TO REPORT FOR WORK Failure to report to an employer or quitting a co-‐op work term without prior approval from the Co-‐op Office or designate will result in a failed work term. Withdrawal from the program may also be required. DISMISSAL Dismissal of a student by an employer will be investigated by the Co-‐op Office and will normally be recorded on the co-‐op student record as a failed work term, which results in withdrawal from the program. COMMUNICATION WITH THE CO-OP OFFICE In order to properly mitigate the situation, students must immediately report any concerns, problems or changes in work term circumstances or personal information to their Co-‐op Coordinator. Students must take responsibility to ensure that their contact information that is housed on the Career Services Management (CSM) system is accurate and up-‐to-‐date.

Work Term Grading For each work term a student completes, he or she is assessed on the basis of three forms of evaluation—the site visit, the final evaluation, and the work term project and/or presentation. For each of these, the student also has a chance to evaluate the co-‐op employer. The Co-‐op Office, Program Faculty and the employer evaluate work terms and a grade of CR (credit) /NCR (no credit) is recorded on the transcript. SITE VISITS After a student has been on the job for approximately seven weeks, the Co-‐op Office will contact the student and/or his or her employer to arrange a site visit with a Coordinator. The site visit can last from 30 to 45 minutes. The meeting enables the student and the student’s supervisor to exchange feedback on the student’s performance and share this information with the Coordinator. It also allows the student a chance to discuss their work term goals, any needs or concerns, clarify direction for the final report and discuss options for the student’s next work term. If you do not have a site visit booked by halfway through your work term, please contact the Co-‐op Office to arrange one.

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EMPLOYER EVALUATION Toward the end of the work term, students must ensure that their job supervisor completes a final evaluation. Your supervisor then faxes or e-‐mails the completed form to the Co-‐op Office. Some organizations have their own evaluations. In most cases, these evaluations can be submitted instead of or in addition to the Co-‐op Program’s final evaluation form. Check with the Co-‐op Office if you are in doubt. Submission of the final evaluation form is mandatory to meet the graduation requirements of the program, and students must receive a passing evaluation from their co-‐op employer to be eligible for subsequent work terms. The Coordinators will investigate work term performance evaluations marked as “unsatisfactory” to determine whether further professional training is appropriate and if withdrawal from the Co-‐op Program is necessary. WORK TERM REPORTS/PROJECTS Depending on the program, you will be required to submit either a written work term project/report and/or prepare and deliver a presentation or multimedia submission. Details are summarized on the co-‐op website. All co-‐op students must submit work term reports/projects and final evaluations before the Friday of the second week of classes following a work term. This applies to all work terms including the third work term. Students on a double work term are required to submit a report/project after the first four months and then another after the completion of eight months. If a student is hired for 8-‐months on their third work term, they are still required to complete a project for each four month term, i.e. they would complete a fourth work term project. Each report/project must be independent of each other with different topics. Students are strongly encouraged to have their work term report/project topic approved by their workplace supervisor and respective evaluator at least six weeks prior to the deadline date. Evaluator contact information is available on the co-‐op website, along with detailed instructions on the requirements for each report. Students must ensure that their work is properly referenced, as plagiarism can result in removal from the Co-‐op Program and suspension from the University. Failure to submit a work term report/project by the deadline date will result in removal from the Co-‐op Program.

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Graduation Requirements The Management Co-‐op Program requires at least eight 4-‐month terms of full-‐time study, and the satisfactory completion of three 4-‐month work terms. To maintain good standing in the Management Co-‐op Program, to be eligible for a work term, and to receive certification for work term completion upon graduation, a student must:

§ Meet all of the normal requirements for the B.B.A. degree; § Follow the course of studies described for the specific program; § Complete the non-‐academic requirements and any other prerequisites for the work

term; § Maintain a CGPA of at least 2.50 (note that this is higher than the CGPA of 1.60

required for good standing in regular non-‐co-‐op programs); § Receive a satisfactory evaluation for all work term performance evaluations and

work term projects; § Register as a full-‐time student during study terms (i.e., a course load in each study

term of at least 1.5 FCEs and normally 2.5 FCEs); § Return to studies after each work term; § Remit co-‐op fees as assessed by the University.

Voluntary Withdrawal PROCEDURES FOR VOLUNTARY WITHDRAWAL Students wishing to withdraw voluntarily from the Co-‐op Program must:

§ Meet with the Manager, Student Development & Operations to discuss in person the reasons for requesting withdrawal;

§ When the Manager, Student Development & Operations and Program Supervisor of Studies grant approval for the withdrawal, the Co-‐op Office will inform the Registrar’s Office of the change. A student’s status on ROSI WILL NOT change from co-‐op to non co-‐op without this meeting. Co-‐op fees will be incurred on the student’s financial statement until the Co-‐op Office confirms the withdrawal with the Registrar’s Office.

WITHDRAWAL WHILE ON WORK TERM The Co-‐op Office develops jobs for co-‐op students. It is important that these positions remain open to co-‐op students only. For this reason, if a student is on a work term or has accepted an offer from a co-‐op employer, the student is not permitted to drop out of the Co-‐op Program at that time. He/she must wait until completion of the work term. Students should discuss their intention to drop the Co-‐op Program with the Manager, Student Development & Operations.

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Co-op Fees WHERE DO MY CO-OP FEES GO? For students in the co-‐op Program, co-‐op fees are payable in addition to tuition and incidental fees. Co-‐op fees relate to costs associated with the administration of work terms and are calculated in accordance with Ministry of Training, Colleges and Universities, and University of Toronto policies. The costs recovered through the fees are:

§ Salaries and benefits of that portion of each professional and administrative staff position directly related to the provision of placement services and work-‐term activity (includes obtaining job postings, preparation of students for the work term experience, monitoring work term activity, and debriefing students and employers following the work term);

§ Non-‐salary expenditures attributable to the provision of recruitment services and work-‐term activities including travel, telephone, mailing/postage, printing, photocopying, publicity, computing, equipment and furnishing, supplies and expenses, and external meetings;

§ Maintenance costs, including costs of utilities, custodial service and security of the space used for administrative and professional co-‐op staff and interviewing or meeting rooms used during the recruitment cycle.

Regardless of whether they enter the program in the first or second year of university study, all students in the Co-‐op Program are eligible to complete the maximum number of work terms as required by their program. The co-‐op fee schedule ensures that the total amount of co-‐op fees payable is fairly assessed regardless of the year of entry, and that students will generally not be assessed co-‐op fees in the final year of their program, after their work terms have been completed. SCHEDULE FOR FEES ASSESSMENT The payment of co-‐op fees is spread over a number of sessions (Fall, Winter, Summer). The number of sessions and the amount of the fees depend on the year of entry to the program. For students admitted to the Co-‐op Program in Year 1, the co-‐op fees are payable in each of the first eight sessions (Fall, Winter, or Summer) in which the student either enrolls in any number of courses or is on a work term, after which no further co-‐op fees will be payable. For students admitted to the Co-‐op Program in Year 2, the co-‐op fees are levied at a somewhat higher level, but are payable in each of the first six sessions (Fall, Winter, Summer) in which the student either enrolls in any number of courses or is on a work term, after which no further co-‐op fees will be payable. FEES PAYMENT As in the case of tuition fees, co-‐op fees are posted to a student’s account. The co-‐op fees for the Fall and Winter sessions will be posted in the Fall; students must make a minimum payment to register, then may pay the balance of their account in monthly installments.

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Accounts should be paid in full by the end of the Winter session; in the event of an outstanding balance at the end of the session, students will not be permitted further registration, nor have transcripts issued. For the summer session, the co-‐op fees are payable in full at registration. For more details on payment of your account, see the Student Account Information Booklet provided with your registration material. Please note that all co-‐op students are charged co-‐op fees at the beginning of each registration period. If students do not register in courses or are not on a work term, the fees are reversed at the end of the course enrollment period in mid-‐May, mid-‐September and mid-‐January. REFUND POLICY If a student withdraws during the session from all of the courses in which he/she is registered, the refund schedule for incidental fees will apply to the co-‐op fees. If a student leaves the program for any reason, co-‐op fees paid in earlier sessions are not refundable. If a student registers for courses and subsequently secures a work term, the co-‐op office will request that the student’s course fees be refunded if the request falls within a reasonable amount of time. CO-OP FEES SCHEDULE FOR 2014/2015 Entry From Domestic

/International Number of Payments

Amount of Payment

First Year Domestic 8 $503 First Year International 8 $668 After First Year Domestic 6 $670

After First Year International 6 $890 Transfer Student Domestic 6 $670 Transfer Student International 6 $890

First Year- Management and International Business Domestic 8 $639

First Year- Management and International Business International 8 $804 Please direct questions regarding student accounts or payment of fees to University of Toronto Student Accounts at 416-‐978-‐2142 or [email protected]. Students can also consult the University of Toronto Fees Schedule at www.fees.utoronto.ca.

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Recruitment Cycle OBTAINING A CO-OP WORK TERM The recruitment cycle is the four to six month period before your work term is expected to commence (for overseas work terms, the recruitment cycle begins eight to 12 months in advance of the work term’s commencement). International students should apply for their work permit prior to the beginning of the recruitment cycle if they have not already done so (see earlier section on obtaining a co-‐op work permit). The goal of the recruitment cycle is for you to obtain a successful match with a co-‐op employer. During this cycle, you will perfect your résumé, produce targeted cover letters, practice your interview skills by participating in mock interviews, apply to jobs, attend interviews, and make decisions about which employment opportunities most interest you. Co-‐op jobs are not guaranteed. U of T co-‐op students are in stiff competition with other university and college co-‐op students, new graduates, and people looking for temporary work. Increase your chances of getting a job you really want by:

§ Considering the Co-‐op Office your partner in the job search process and working with them to set goals, develop jobs, and market yourself effectively;

§ Getting actively involved in the job search process at least four months in advance of a Fall or Winter work term, and ideally six months in advance for a Summer work term in order to compete effectively;

§ Making good use of networking opportunities, events and personal contacts; § Researching potential employers thoroughly; § Applying to as many advertised positions as possible; § Tapping into the hidden job market by identifying jobs that are not advertised; § Developing unique and interesting cover letters and effective résumés; § Performing exceptionally well in interviews.

The recruitment cycle takes time and energy—many students compare the workload of the recruitment cycle to that of an extra half-‐credit course. While some students may be matched with an employer early in the process and can then turn their efforts to their studies, this will not be the case for all students. If you are feeling doubtful about your co-‐op job prospects, don’t hesitate to meet with a Co-‐op Coordinator. Our experience is that students who meet regularly with a Coordinator develop the job search skills necessary to be successful in securing a co-‐op work term.

Student Information The Co-‐op Office is in frequent contact with students through phone, mail and e-‐mail. Often, the need to reach students is both urgent and important (i.e. to arrange an interview or offer a position), so it is vital that students remain in touch with the Co-‐op Office. Co-‐op

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student information resides on the Career Services Management (CSM) system. It is the student’s responsibility to update any changes to their contact information on ROSI as well as on CSM. There are many other fields of information that students can update directly on their profile on CSM. In particular, students are responsible for ensuring that all additional personal contact information is up to date and accurate at all times—i.e. temporary address and phone number, term address and phone number, cell phone, and alternate e-‐mail addresses.

Job Search Planning and Preparation Prior to applying to co-‐op positions as a co-‐op student, you are advised to plan your job search strategy, refine the necessary application documents—i.e., cover letter and résumé—and prepare for interviews. Planning a job search strategy entails clarifying the opportunities you are seeking in your next work term. It requires thinking about the ideal characteristics of the organization, the job and the working conditions. The more you can articulate these characteristics, the more effectively you can identify relevant opportunities, target your cover letter and résumé, and provide focused answers in an interview. The various work term preparation programs, guest speaker sessions, career information events, student groups, and employer information sessions hosted by the Co-‐op Office provides opportunities and tools for you to begin the thinking process for your job search strategy. We also recommend that all co-‐op students develop the habit of conducting further career research on their own, through a variety of methods: e.g., visiting Career Centre at U of T Scarborough to consult extensive career and employment resources, making an appointment with one of your Coordinators to brainstorm ideas, surfing the Internet, and talking to senior students and people in different fields of work that interest you. A well-‐crafted cover letter and professional résumé serve essentially one major purpose: to get you an interview! By the second week of the recruitment cycle, you need to ensure you have perfected your résumé and draft cover letter in order to commence the process of applying to jobs. Your Coordinators will work with you to ensure that you are presenting your credentials in the most effective way and have corrected spelling and grammatical errors that can eliminate you from consideration. A cover letter in which you change only the addressee, title and company is NOT an effective cover letter. The purpose of a cover letter is to explain to the reader why you are a fit for the position in question, why you would add value to the organization, and why you are interested. In other words, to be effective, it must be tailored to each position and organization. It requires time to analyze the position and employer, reflect about your fit in terms of skills and interest, and write a few relevant statements. Your efforts in planning a job search strategy will pay off by making it easier to write successful cover letters. The final aspect of preparation relates to the interview. Students will receive interview training and undergo mock interviews in the work term preparation course and during pre-‐

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recruitment cycle workshops. Your Co-‐op Coordinators will provide additional interview support upon request. During the recruitment cycle, it is also important that you prepare before each interview—i.e., do additional research on the organization and rehearse answers to common interview questions—especially the ones you don’t like answering! Reviewing your key accomplishments and the skills you developed from these endeavours will assist you in answering many common behaviourally based interview questions. Don’t forget to prepare questions that you would like answered at the end of the interview. Not only does asking a few good questions show your interest in the position, it also allows you to more carefully consider a job offer should one be extended to you.

Job Application Process The following section provides a general overview of the job application process. The Work Term Preparation Course workbook, the co-‐op website and other workshops held during the recruitment cycle will provide full details. Students apply for jobs through CSM, the software system where student and employer data is hosted. Job postings that are provided by employers are displayed on CSM, giving students the ability to review all relevant job information and apply for a job using a simple and intuitive interface. CSM also provides the ability to arrange interviews, rank and match students with employers and track a student’s pertinent employment details throughout the course of the co-‐op work term. A cover letter and résumé created and maintained by each student are key components on CSM during the job application process. In addition, your Academic History is extracted from ROSI and maintained on CSM for distribution to employers as required. APPLICATION TIMELINES & PROCEDURE In the recruitment cycle, students are expected to have targeted résumés and cover letters suitable to submit for applications. Students are advised to take advantage of the various work term preparation programs offered by the Co-‐op Office and Coordinator feedback received prior to beginning a recruitment cycle to ensure they have fine-‐tuned their application prior to entering a recruitment cycle. Jobs will be posted regularly during each recruitment cycle on CSM. Check the postings daily, as the turnaround time for applications can be quite short. If you have questions about a particular position, contact the appropriate Co-‐op Coordinator. Only students in the Recruitment Cycle for the upcoming work term can apply to postings. Do not share or refer these job postings to non co-‐op students as they are not eligible for these positions. For exact recruitment cycle dates see the Management Co-‐op website. JOB APPLICATION TARGETS Students are expected to actively seek work term employment through the process arranged by the Co-‐op Office. Actively seeking work would include submitting a sufficient number of targeted job applications consistently throughout the recruitment cycle. It also

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involves attendance at several résumé, cover letter and mock interview appointments with Coordinators, as well as workshops. While the Co-‐op Office makes every effort to assist students in gaining employment, students are encouraged to play an equally active role in the job development process. This might include referring employer leads to the Co-‐op Office, applying to general and employer specific on-‐line job boards, using the Career Centre, and pursuing opportunities through the student’s personal and professional networks. Students must remain available during the application process until their co-‐op employment is finalized. NOTE: Well over 25 targeted job applications must be submitted throughout the recruitment cycle, as well as attending all interviews. Based on a review of job search data over the past two years, we have found that successful students have applied to 40 – 60 jobs over the course of the job search. Students are also expected to meet with a Coordinator at least 3 times, for résumé/cover letter and interview advising appointments. APPLY, APPLY, APPLY Due to limited relevant work experience, first work term students should be open to and willing to accept a variety of positions. However, all students, regardless of work term and experience level, are encouraged to apply to as many postings of interest as possible. If you are unsure as to whether or not you are qualified for a job, contact a Co-‐op Coordinator. It is better to take a chance and apply, than to miss an opportunity. Be sure that you are not sacrificing quality for quantity in terms of your application materials— you must be able to balance applying for a reasonable number of positions with preparing excellent documents that will ensure you receive interviews. STUDENT-INITIATED WORK TERMS Do not rely strictly on the postings obtained by the Co-‐op Office. We encourage students to find their own jobs, as long as they have them approved by a Coordinator prior to accepting an offer. If a student receives an offer for a work term from an employer who has not posted their position through the Co-‐op Office, the student must first provide their Co-‐op Coordinator with the company information, a job description, and details of the offer. The Co-‐op Coordinator must approve the position as a suitable co-‐op learning experience before the student is permitted to use it as a co-‐op work term. The employer will be required to provide the student with a contract or letter of employment, and must agree to complete an interim and final evaluation of the student. As a minimum, approved jobs must be at least 35 hours/week and last 12-‐16 weeks. If a student chooses to pursue an independent job search, they must keep the Co-‐op Office informed of where they have applied and when. AUTHORIZATION TO RELEASE PERSONAL INFORMATION During the work term preparation course, students must sign the Co-‐op Student Agreement and Privacy Policy committing to their responsibilities as a co-‐op student and authorizing the Co-‐op Office to provide the student’s résumé, cover letter, and academic history to co-‐op employers. This signed form also permits the Co-‐op Office to release results from

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previous mid-‐term evaluations, final evaluations and work term project evaluations to co-‐op employers. A file is kept on every student and includes the co-‐op student record, academic history, mid-‐term and final evaluations, work term report evaluations, records of Coordinator meetings, etc. This confidential file is made available for student examination only upon the student’s proof of identification. No information may be removed from the file. DEFERRAL OF WORK TERM If a student has undertaken an active job search and does not secure a co-‐op position for the scheduled work term, the student can change the timing of the work term with the permission of the Co-‐op Office. An active job search is defined in the Job Application Targets section above. For example, a student scheduled for a Summer 2015 work term who is unable to secure a co-‐op position following an active job search, including a sufficient number of targeted job applications and regular meetings with Co-‐op Coordinators, will be permitted to apply for positions for the Fall 2015 work term. Note that turning down a position will also be considered during the assessment of an active job search. Students who have not engaged in an active job search in their scheduled recruitment cycle will not be permitted to defer their work term and will be responsible for an independent job search.

Interview & Matching Process Management Co-‐op students participate in two different rounds of interviewing and matching during the recruitment cycle—a First Round and a Continuous Round. FIRST ROUND Approximately one month after jobs start being posted there is a three weeklong first round of interviews. Make sure you check CSM regularly to find out if you have been granted interviews for companies that you have applied to. As soon as you are granted an interview, you must select a time slot for the interview. If for any reason you cannot find a time-‐slot that you can attend, please call the Co-‐op Office to arrange an alternate time. No offers are made by employers or accepted by students until the close of First Round. At the close of First Round, employers are asked to rank the students they have interviewed. Students will learn via CSM which employers ranked them. They will then be asked to rank their interviews based on their desire to work in a particular position. The Coordinators match your rankings to those of the employers and confirm your final match with you. If you are not matched with an employer, you proceed to Continuous Round. If, on the rare occasion, an employer contacts you directly with an offer before the close of the First Round, thank them for the offer and let them know you will respond once the First Round has closed, and be sure to communicate the circumstances of the offer to the Co-‐op Office. For more detailed information on the First Round and the ranking process, please see the appropriate co-‐op website.

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CONTINUOUS ROUND You generally have 24 hours within which to confirm your acceptance of the offer or defer to a discussion with a Co-‐op Coordinator. Students can request to discuss their offer with their Coordinator prior to making their decision. This is particularly encouraged if there have been significant changes in the position/employment terms from application. ATTENDANCE AT INTERVIEWS Students must attend all interviews granted to them until an offer of employment has been accepted. Students who anticipate missing an interview for just cause should inform the Co-‐op Office immediately so that alternate arrangements can be made. Students who miss interviews without just cause may be withdrawn from the Co-‐op Program. ACCEPTING OFFERS Students apply for jobs with the intent of accepting if offered. After a discussion with a Coordinator, students may be granted appropriate flexibility to reject a job offer if the Coordinator deems that extensive changes have been made to the position/employment terms. Students should note that they will be required to undertake an independent job search and will not be permitted to apply for further positions posted by the Co-‐op Office if they reject two job offers over the course of their degree. If an employer offers you a position directly, you should thank them for the offer and let them know you will need to liaise with the Co-‐op Office but will respond to their offer within 24 hours. Be sure to communicate the circumstances of the offer to the Co-‐op Office before accepting the position. NOTE: We do not force students to accept positions. However, once a student has accepted a position with an employer (either verbally, through the Co-‐op Office, via email or otherwise) they are expected to uphold this commitment. Students should receive a letter of offer from their respective employers outlining the terms of their co-‐op position sometime before the start of their work term, and are asked to provide the Co-‐op Office with a copy of the letter of offer. IMPORTANT NOTE FOR STUDENTS LIVING ON CAMPUS Co-‐op students living in residence at U of T Scarborough who plan to cancel their residence in order to accept a work term in another city need to be aware of and abide by deadlines for residence cancellation. When signing a residence contract students are required to meet the financial conditions of the contract and will not be released from their contract if their co-‐op term has them moving away from the local area. Failure to abide by these deadlines can result in loss of your full deposit. The following recommendations have been made to assist co-‐op students when living in residence:

§ To avoid the situation of leaving residence but still owing residence fees, co-‐op students are advised to sign up for a four-‐month term only—even if they think their placement will be in Toronto.

§ It is easy to extend a residence contract if the student wishes to continue to stay in residence; however, it is not possible to be released from the financial obligations of the contract—therefore the Student Housing & Residence Life Office recommends that co-‐op students sign up for four-‐month contracts only.

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§ If in doubt, contact Student & Residence Life office at 416-‐287-‐7365 or visit www.utsc.utoronto.ca/~residences/.

RECRUITMENT CYCLE DATES The 2014-‐2015 schedule of dates for the Recruitment Cycle is set out on the Management Co-‐op website (http://www.utsc.utoronto.ca/mgmt/co-‐op). Note that these dates are subject to change. Official dates are issued at the start of each recruitment cycle.

Offer of Employment Employers typically issue a written offer of employment. This letter includes your start and end dates, terms of employment, and salary. In some cases, you will be asked for references, asked to accept a security check and/or be required to sign a confidentiality agreement. Depending on how early in the process you are matched, employers can take up to five weeks to issue this letter. Contact the Co-‐op Office if you are concerned about not having received an offer letter. When you receive your offer letter, sign it and date it immediately. Once you have signed your offer letter, make two copies. Return the original offer letter to the employer, submit one copy to the Co-‐op Office, and keep one copy for your records. In some cases, an offer of employment will be finalized in the form of a Work Term Agreement prepared by the Co-‐op Office. If applicable, you will receive this from your Co-‐op Coordinator. INTERNATIONAL WORK TERMS Completing a placement abroad is an exciting alternative for co-‐op students. In previous years, students have worked in Mexico, England, U.S.A., Germany, and Hong Kong. Most students who have found placements abroad have done so via effective networking. The Co-‐op Office will provide support and resource suggestions in order to assist with facilitating a student’s job search abroad, but will not normally undertake a job search on behalf of a particular student. The job search process for positions outside Canada should begin eight to 12 months in advance of the work term and students are responsible for securing all necessary travel documents (permits, Visas, passports, etc.). In order to authorize an international work term, the Co-‐op Office requires that the student and the employer provide complete documentation, including travel and medical insurance details. Students must complete at least one of their three work terms in Canada. Students are also required to register with the U of T Safety Abroad Database and attend an international orientation session prior to their departure. Completing this documentation is time-‐consuming, and you should begin the process at least eight weeks before your departure. For more details, consult the student section of the appropriate co-‐op website and meet with one of your Co-‐op Coordinators.

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The Work Term

Success on the Job Congratulations! You’ve landed your co-‐op work term. You’ve started your new job. This is a great opportunity to build skills, meet interesting people, overcome challenges and show your value to your organization. Be aware: making the move to the workplace is a big adjustment from university, whether it is the hours of work, the people you work with or the projects that you are assigned. To make sure the Co-‐op Office can stay in touch with you, your first task is to provide the Co-‐op Office with your work phone number, address and e-‐mail. Further, it is important to review the appropriate co-‐op website for information about your site visit and work term reports. Now what? Make the most of your term! Below are some keys to success that past students implemented and recommend for you to be successful: UNDERSTAND THAT PERCEPTIONS PLAY AN IMPORTANT ROLE AT WORK Show yourself to be a committed professional through appropriate dress, showing up early for work and meetings, and being willing to do what it takes for team success. Perception is one reason why communicating effectively with your team and manager is critical. BUILD RELATIONSHIPS WITH YOUR CO-WORKERS This should start on day one, with introducing yourself to others in the office and learning about your teammates. By building relationships, you will be able to learn from different people, build trust in yourself and your colleagues, gain exposure to more projects, and generally have more fun. EXCEED EMPLOYER EXPECTATIONS Remember, you are not “just a co-‐op student”; you are an employee whose job it is to add value and strive for excellence. Recognize that supervisors want to trust that you can do the small jobs before giving you more work. Do a great job at the small things and the rest will follow! SHOW A POSITIVE ATTITUDE Your team always appreciates if you are enthusiastic and motivated. Be willing to take on and do anything while adjusting to the workplace and you will represent yourself and U of T Scarborough well. BE PROACTIVE IN THE WORKPLACE You should not be passively dependent on the organization during the first days at work, or any other time. You should choose to play an active role in integrating into the organization and learning how to be successful at work. This means:

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§ Seek out information about all aspects of your job (procedures, how to handle problems, etc.).

§ Seek out feedback on your performance from your supervisor and coworkers both during and after assignments.

§ Build relationships with people. TAKE AN ACTIVE ROLE IN ADDRESSING DIFFICULTIES AT WORK If you are having difficulties with your placement, we encourage you to discuss it with your supervisor. Before you do, feel free to speak with a Co-‐op Coordinator, who can help you with developing a strategy or approach to address the issue. Don’t be embarrassed if you are having a problem; everyone faces challenges. Finally, your work term is an investment in your career. Show care and dedication and you will be rewarded!

Employment Standards Co-‐op students at U of T Scarborough experience up to three different work environments over the course of their academic program. It is therefore important that they familiarize themselves with employment standards that govern employer-‐employee relations in matters of employee health, safety and wellbeing. ONTARIO OCCUPATIONAL HEALTH AND SAFETY ACT Employers have responsibilities to workers with regard to their safety and well-‐being. All co-‐op students are covered via their employers by provisions about health and safety while on their work terms. Visit the Ontario Occupational Health and Safety website for more information: http://www.labour.gov.on.ca/english/hs/ . WORKPLACE SAFETY & INSURANCE BOARD (WSIB) Co-‐op students are entitled to Workers’ Compensation Benefits on the first day of the job and as soon as they are registered on the payroll. The employer handles the cost of this benefit. If a student is injured on the job, he/she would be eligible to receive 90% of his/her net average earnings up to a maximum, which is subject to change. Any medical costs such as doctor’s bills, medication, etc. are the responsibility of the WSIB. For more information, visit the WSIB website: www.wsib.on.ca. IF YOU ARE INJURED DURING A WORK TERM, INFORM THE CO-‐OP OFFICE IMMEDIATELY. SEXUAL HARASSMENT As a student at the University of Toronto, you are both protected by and obligated to comply with the Sexual Harassment Policy. When you are on work term and therefore outside the University, the University’s agreement with its partners in the Co-‐op Program ensures that you will be treated fairly in accordance with University policies while you are on work term. In addition, you are covered by relevant local rules, including local human rights laws and policies on sexual harassment. For more information, advice, or assistance contact the Sexual Harassment Office at 416-‐978-‐3908.

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LIABILITY INSURANCE The University of Toronto has a general liability insurance policy, which covers all registered students. This also applies to all co-‐op students who work outside of the University as part of their course requirements. This policy insures against damages that a student may cause to his/her employer through inadvertent acts of negligence while on the job. Intentional acts are not covered by the policy. If an employer requires confirmation of coverage, contact the University of Toronto Insurance and Risk Department at 416-‐978-‐7465. HEALTH INSURANCE Ontario Health Insurance Plan (OHIP) Students who will be outside Ontario during their work terms are advised to check their status under OHIP. Those going abroad may find that additional private insurance coverage is necessary. Health & Dental Plan Enrolment Information Co-‐op students on a work term are not automatically covered by the Scarborough Campus Students’ Union Health & Dental Plan. The following is important information on how to enroll for coverage during your Work Term. A growing number of important health-‐care services are not covered by provincial health care. The Plan is a service provided by the Scarborough Campus Students’ Union (SCSU) to fill the gaps in government health care. At the time of print, coverage includes: • Health & Vision benefits such as prescription drugs, physiotherapist, chiropractor, massage therapist, vaccinations, medical equipment, eye exam, and more… • Dental benefits such as checkups, cleanings, fillings, x-‐rays, extractions, etc. • Travel benefits including 120 days per trip, $5,000,000 per incident, plus trip cancellation and trip interruption. If you are traveling for your Work Term, you can benefit from the travel health coverage for the duration of your Work Term, as well as for the first 120 days of your trip and for 120 days after the end, as long as you remain covered for the applicable policy years. You must notify www.ihaveaplan.ca before leaving on a Work Term greater than 120 days. Please note that travel coverage does not apply to international students traveling to their home country. How Do I Enroll? You can enroll for coverage during your Work Term by completing an enrolment form found at www.ihaveaplan.ca and returning it to the SCSU Office (located in the Student Centre) with your payment. If you wish to cover your spouse and/or dependents, you have to pay the appropriate couple or family fee in addition to your own enrolment fee. Enrolments can only be processed within the Change-‐of-‐Coverage Period.

How Much Does it Cost? Details of the cost can be found under the self-‐enrolment section of the website. You will find this option on the menu bar on the right hand side of the page. Change-‐of-‐Coverage Period: dates change regularly as listed on www.ihaveaplan.ca. Need Help? For complete details about the SCSU Health & Dental Plan, visit the website or call Member Services Centre at 1 866 369-‐8797.

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MANAGEMENT CO-OP STUDENT AGREEMENT

Given the mutually beneficial relationship among the three co-‐op participant groups – the university/Co-‐op Office, students and employers – it is important that co-‐op students agree to terms and conditions governing their involvement before, during and after their co-‐op work term experiences. As a Management Co-‐op student, I agree to: ACADEMIC EXPECTATIONS • Learn and abide by the spirit and the letter of the Code of Behaviour on Academic

Matters. The spirit of the Code embodies ethical principles of academic honesty, fairness, and mutual respect. It aims to uphold and preserve the integrity of the teaching and learning relationship.

• Learn and abide by the spirit and the letter of the Code of Student Conduct outlined in the University of Toronto Scarborough Calendar.

• Inform the Co-‐op Office if offences to the Code of Behaviour on Academic Matters or to the Code of Student Conduct occur which may result in suspension, in order to protect employment relationships that may in turn be adversely affected.

• Strive to maintain full-‐time student status in all terms other than those sessions during which I am completing a work term; maintain at minimum a part-‐time course load in terms during which I am seeking work.

• Maintain a cumulative grade point average (CGPA) of 2.50 throughout my studies in order to remain in co-‐op, be eligible for work terms, and graduate from the Program.

• Successfully complete and pass the required Co-‐op Work Term Preparation Course prior to my first work term.

• Successfully complete all courses required prior to my first and second work terms, as identified in the U of T Scarborough calendar.

• In order to be eligible for graduation, successfully complete the course requirements of a Specialist Program in Management as summarized in the U of T Scarborough calendar (in addition to meeting all other co-‐op requirements as outlined in this document).

• Be mindful of and show responsibility for course planning in order to end my degree on a study term and graduate with the Co-‐op designation.

• Represent the University as an Ambassador both on and off campus. RECRUITMENT CYCLE PARTICIPATION Recruitment Cycle Preparation • Actively participate in workshops, networking receptions, information sessions, mock

interviews, one-‐on-‐one résumé/cover letter reviews, the job posting and interview process.

• Update my contact information on Career Services Management (CSM) and respond promptly to Co-‐op Office email and phone messages.

• Review and check CSM regularly for notices, job postings and interview schedules. • Allow the Co-‐op Office to monitor my academic performance and to share my academic

history and past co-‐op evaluations with potential employers.

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Job Posting • Notify the Co-‐op Office and keep records of jobs I've applied to that were not advertised

through CSM. • Prior to accepting an offer for a position not advertised through CSM, ensure that the

Co-‐op Office has approved it. • Not distribute the co-‐op postings or employer information to students who are not in

Management Co-‐op. • Acknowledge that although the Co-‐op Office posts jobs, it is my responsibility to put

forth the effort to apply for jobs and ultimately secure a co-‐op position. • If unsuccessful in the recruitment cycle, demonstrate that I have actively applied to a

minimum of 25 job postings, met regularly with a Coordinator (at least 3 meetings throughout the term), maintained communication with the co-‐op office, and demonstrated a high level of responsibility, accountability and effort in order to have my sequence deferred (or my co-‐op status will be reviewed).

Interviews • Attend all interviews for which I am scheduled during the interview period, including

those held during reading week or during examination periods. • Inform the Co-‐op Office if an employer approaches me directly for an interview. Ranking/Matching • Submit my completed employer ranking by the date and time specified by the Co-‐op

Office; if I fail to do so I will not be included in the matching process and my co-‐op status may be reviewed.

• Accept any position I obtain through the employer ranking process; if I decline two solid offers without the approval of a Coordinator, I forfeit the right to access any future co-‐op positions through the co-‐op office and will have to seek positions for future work terms on my own.

WORK TERMS Expectations • Successfully complete three work terms as approved by the Co-‐op Office. • Follow through with my commitment to the employer upon accepting (either through

the matching process or via a verbal acceptance) any approved positions gained through my own efforts or through the Co-‐op Office. Understand that failure to follow through on my acceptance will result in my removal from the Co-‐op Program.

• Work for my co-‐op employer throughout the entire work term as outlined by the employment offer and not attempt to cut the work term short.

• Obtain my own accommodation if I need to relocate for a position. • Not take a course or courses during my work term (unless absolutely necessary and with

permission of my employer and the Management Co-‐op Office, through the completion and approval of a “Course While on Work Term” Request Form) in order to remain clearly focused on my duties as an employee.

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Performance • At all times, demonstrate professionalism, effort and tact. • When performance or other issues are brought to my attention, show willingness to

improve by addressing, taking appropriate responsibility for and attempting to rectify these issues immediately in order to not jeopardize my Co-‐op status and remain eligible for future work terms.

• Inform the Co-‐op office promptly of any concerns, contract discrepancies or workplace safety/harassment issues.

• Acknowledge that the Co-‐op Office will review my status if I “quit” or the employer “terminates” my position, and that the maximum penalty in these situations is dismissal from the Co-‐op Program; I may be withdrawn from the Co-‐op Program even if I have completed the minimum number of 12 weeks required for a work term before being dismissed by my employer.

• Abide by the rules, regulations and policies set out by the employer and Management Co-‐op.

• Employ caution, good judgment and confidentiality when discussing my co-‐op work term with employers, their affiliates, customers/clients, and with anyone other than University of Toronto Scarborough Co-‐op Staff members.

Work Term Projects • Meet the deadline as specified by the Co-‐op Office for submitting my work term project

after each work term. • Successfully complete each work term project according to the program guidelines on

preparing work term projects as published on the co-‐op website. • Acknowledge that failure to submit or pass my work term project will prevent me from

remaining in the Co-‐op Program. Liability • Not hold the University responsible if I do not secure an approved position. • Not hold the University responsible for terms and conditions outlined in an agreement

established with my employer, or any violation of said terms, including salary and benefits.

• Not hold the University responsible for any expense, personal injury, loss or damage of personal property arising from my employment during a work term.

• Authorize the University of Toronto Scarborough to use my information and photographs regarding my work terms when promoting the Co-‐op Program.

CO-OP FEES • Pay the co-‐op fee for each academic term, according to the fee schedule outlined in the

policies and the Management Co-‐op website.

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GENERAL EXPECTATIONS • At all times be professional when communicating with Co-‐op Office and their affiliates

(including trainers, employers and guest speakers), especially while using the facilities provided within the Co-‐op Office.

• Ensure actions taken and behaviour while in the Co-‐op Office and/or while using equipment provided by the Co-‐op Office, such as printers and computers, are solely related to co-‐op/job search activities and are conducted in a professional manner.

• Not encourage or provide opportunity for non co-‐op students to use co-‐op facilities or engage in non co-‐op related activities.

• Be on time for appointments made with personnel in the Co-‐op Office or give sufficient notification for absence/lateness.

I ____________________________ allow the Co-‐op Office to monitor my academic performance and to share my job application materials, academic history and past co-‐op evaluations with potential employers. I also authorize the University of Toronto Scarborough to use my information and photographs regarding my work terms when promoting the Co-‐op Program. As a Management Co-‐op student, I agree to the above terms and conditions and understand that if I fail to comply with any of the above regulations, the maximum penalty is my dismissal from Co-‐op. ____________________________________ Student Name (Please Print) Student Signature Student number Date The University of Toronto respects your privacy. When you provide information to the University it is collected pursuant to section 2(14) of the University of Toronto Act, 1971. It is collected for the purpose of administering admissions, registration, academic programs, university-‐related student activities, activities of student societies, financial assistance and awards, graduation and university advancement, and for the purpose of statistical reporting to government agencies. At all times it will be protected in accordance with the Freedom of Information and Protection of Privacy Act. If you have questions, please refer to www.utoronto.ca/privacy or contact the University Freedom of Information and Protection of Privacy Coordinator at 416-‐946-‐7303, McMurrich Building, room 201, 12 Queen's Park Crescent West, Toronto, ON, M5S 1A8.

+Keep this copy for your records.

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MANAGEMENT CO-OP STUDENT AGREEMENT Given the mutually beneficial relationship among the three co-‐op participant groups – the university/co-‐op office, students and employers – it is important that co-‐op students agree to terms and conditions governing their involvement before, during and after their co-‐op work term experiences. As a Management Co-‐op student, I agree to: ACADEMIC EXPECTATIONS • Learn and abide by the spirit and the letter of the Code of Behaviour on Academic

Matters. The spirit of the Code embodies ethical principles of academic honesty, fairness, and mutual respect. It aims to uphold and preserve the integrity of the teaching and learning relationship.

• Learn and abide by the spirit and the letter of the Code of Student Conduct outlined in the University of Toronto Scarborough Calendar.

• Inform the Co-‐op Office if offences to the Code of Behaviour on Academic Matters or to the Code of Student Conduct occur which may result in suspension, in order to protect employment relationships that may in turn be adversely affected.

• Strive to maintain full-‐time student status in all terms other than those sessions during which I am completing a work term; maintain at minimum a part-‐time course load in terms during which I am seeking work.

• Maintain a cumulative grade point average (CGPA) of 2.50 throughout my studies in order to remain in co-‐op, be eligible for work terms, and graduate from the Program.

• Successfully complete and pass the required Co-‐op Work Term Preparation Course prior to my first work term.

• Successfully complete all courses required prior to my first and second work terms, as identified in the U of T Scarborough calendar.

• In order to be eligible for graduation, successfully complete the course requirements of a Specialist Program in Management as summarized in the U of T Scarborough calendar (in addition to meeting all other co-‐op requirements as outlined in this document).

• Be mindful of and show responsibility for course planning in order to end my degree on a study term and graduate with the co-‐op designation.

• Represent the University as an Ambassador both on and off campus. RECRUITMENT CYCLE PARTICIPATION Recruitment Cycle Preparation • Actively participate in workshops, networking receptions, information sessions, mock

interviews, one-‐on-‐one résumé/cover letter reviews, the job posting and interview process.

• Update my contact information on Career Services Management (CSM) and respond promptly to Co-‐op Office email and phone messages.

• Review and check CSM regularly for notices, job postings and interview schedules. • Allow the Co-‐op Office to monitor my academic performance and to share my academic

history and past co-‐op evaluations with potential employers.

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Job Posting • Notify the Co-‐op Office and keep records of jobs I've applied to that were not advertised

through CSM. • Prior to accepting an offer for a position not advertised through CSM, ensure that the

Co-‐op Office has approved it. • Not distribute the co-‐op postings or employer information to students who are not in

Management Co-‐op. • Acknowledge that although the Co-‐op Office posts jobs, it is my responsibility to put

forth the effort to apply for jobs and ultimately secure a co-‐op position. • If unsuccessful in the recruitment cycle, demonstrate that I have actively applied to a

minimum of 25 job postings, met regularly with a Coordinator (at least 3 meetings throughout the term), maintained communication with the Co-‐op Office, and demonstrated a high level of responsibility, accountability and effort in order to have my sequence deferred (or my co-‐op status will be reviewed).

Interviews • Attend all interviews for which I am scheduled during the interview period, including

those held during reading week or during examination periods. • Inform the Co-‐op Office if an employer approaches me directly for an interview. Ranking/Matching • Submit my completed employer ranking by the date and time specified by the Co-‐op

Office; if I fail to do so I will not be included in the matching process and my co-‐op status may be reviewed.

• Accept any position I obtain through the employer ranking process; if I decline two solid offers without the approval of a Coordinator, I forfeit the right to access any future co-‐op positions through the Co-‐op Office and will have to seek positions for future work terms on my own.

WORK TERMS Expectations • Successfully complete three work terms as approved by the Co-‐op Office. • Follow through with my commitment to the employer upon accepting (either through

the matching process or via a verbal acceptance) any approved positions gained through my own efforts or through the Co-‐op Office. Understand that failure to follow through on my acceptance will result in my removal from the Co-‐op Program.

• Work for my co-‐op employer throughout the entire work term as outlined by the employment offer and not attempt to cut the work term short.

• Obtain my own accommodation if I need to relocate for a position. • Not take a course or courses during my work term (unless absolutely necessary and with

permission of my employer and the Management Co-‐op Office, through the completion and approval of a “Course While on Work Term” Request Form) in order to remain clearly focused on my duties as an employee.

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Performance • At all times, demonstrate professionalism, effort and tact. • When performance or other issues are brought to my attention, show willingness to

improve by addressing, taking appropriate responsibility for and attempting to rectify these issues immediately in order to not jeopardize my co-‐op status and remain eligible for future work terms.

• Inform the Co-‐op Office promptly of any concerns, contract discrepancies or workplace safety/harassment issues.

• Acknowledge that the Co-‐op Office will review my status if I “quit” or the employer “terminates” my position, and that the maximum penalty in these situations is dismissal from the Co-‐op Program; I may be withdrawn from the Co-‐op Program even if I have completed the minimum number of 12 weeks required for a work term before being dismissed by my employer.

• Abide by the rules, regulations and policies set out by the employer and Management Co-‐op.

• Employ caution, good judgment and confidentiality when discussing my co-‐op work term with employers, their affiliates, customers/clients, and with anyone other than University of Toronto Scarborough Co-‐op Staff members.

Work Term Projects • Meet the deadline as specified by the Co-‐op Office for submitting my work term project

after each work term. • Successfully complete each work term project according to the program guidelines on

preparing work term projects as published on the co-‐op website. • Acknowledge that failure to submit or pass my work term project will prevent me from

remaining in the Co-‐op Program. Liability • Not hold the University responsible if I do not secure an approved position. • Not hold the University responsible for terms and conditions outlined in an agreement

established with my employer, or any violation of said terms, including salary and benefits.

• Not hold the University responsible for any expense, personal injury, loss or damage of personal property arising from my employment during a work term.

• Authorize the University of Toronto Scarborough to use my information and photographs regarding my work terms when promoting the Co-‐op Program.

CO-OP FEES • Pay the co-‐op fee for each academic term, according to the fee schedule outlined in the

policies and the Management Co-‐op website.

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GENERAL EXPECTATIONS • At all times be professional when communicating with Co-‐op Office and their affiliates

(including trainers, employers and guest speakers), especially while using the facilities provided within the Co-‐op Office.

• Ensure actions taken and behaviour while in the Co-‐op Office and/or while using equipment provided by the Co-‐op Office, such as printers and computers, are solely related to co-‐op/job search activities and are conducted in a professional manner.

• Not encourage or provide opportunity for non co-‐op students to use co-‐op facilities or engage in non co-‐op related activities.

• Be on time for appointments made with personnel in the Co-‐op Office or give sufficient notification for absence/lateness.

I ____________________________ allow the Co-‐op Office to monitor my academic performance and to share my job application materials, academic history and past co-‐op evaluations with potential employers. I also authorize the University of Toronto Scarborough to use my information and photographs regarding my work terms when promoting the Co-‐op Program. As a Management Co-‐op student, I agree to the above terms and conditions and understand that if I fail to comply with any of the above regulations, the maximum penalty is my dismissal from co-‐op. ____________________________________ Student Name (Please Print) Student Signature Student number Date The University of Toronto respects your privacy. When you provide information to the University it is collected pursuant to section 2(14) of the University of Toronto Act, 1971. It is collected for the purpose of administering admissions, registration, academic programs, university-‐related student activities, activities of student societies, financial assistance and awards, graduation and university advancement, and for the purpose of statistical reporting to government agencies. At all times it will be protected in accordance with the Freedom of Information and Protection of Privacy Act. If you have questions, please refer to www.utoronto.ca/privacy or contact the University Freedom of Information and Protection of Privacy Coordinator at 416-‐946-‐7303, McMurrich Building, room 201, 12 Queen's Park Crescent West, Toronto, ON, M5S 1A8.

Please hand this copy in to the Co-‐op Office for your file.

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COURSE OUTLINE WEEK OF MODULE HIGHLIGHTS OF ACTIVITIES/REQUIRED READING for the week September 8, 2014

Introduction to Management Co-‐op Syllabus Discussion • Student Agreement/Co-‐op

Success • Profile Discussion for CSM Networking

• Obtain WTPC Workbook • Upload a current copy of résumé to Documents Section on

CSM • Update CSM profile incl. picture (see Appendix R)

September 15, 2014

Networking Building Your Brand Business Cards

Required Reading: • Networking module (p. 43) • Business Cards (Appendix A) • Learning Objectives (p. 41) • Personal Branding module (p. 47)

September 22, 2014

Sr. Student Panel

• Hand in signed Student Agreement (p. 33)

September 29, 2014

Reading Job Descriptions Résumés 1

• Bring in current copy of résumé as a working copy • Job Search Assignment assigned Required Reading: • Writing an Effective Résumé module (p. 59)

October 6, 2014

Résumés 2 Sequencing

Required Reading: • Formatting Your Résumé module (p. 65) • Sign up for Résumé Blitz on CSM under Events • Sign up for only ONE 15 minute timeslot

October 13, 2014

Reading Week

• NO CLASS

October 20, 2014

Résumés 3

October 27, 2014

Résumé Blitz • Attend Résumé Blitz for your specified time • Sequence Forms Due (p. 57)

November 3, 2014

Cover Letters 1

Required Reading: • Cover Letters module (p. 67)

November 10, 2014

Cover Letters 2

November 17, 2014

Cover Letters 3 • Job Search Assignment Due

November 24, 2014

Networking Event (with Senior Students & On Campus Resources)

• Note: This event will occur during class time

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WEEK OF MODULE HIGHLIGHTS OF ACTIVITIES January 5, 2015

Social Media (LinkedIn/Twitter) Hand back & discuss assignments

• Hand out assignments in class • Networking Event sign-‐up procedures • Note: The Networking Event will occur in the evening of the

week of January 26th

January 12, 2015

Interviews 1

• Resubmission of Job Search Assignments DUE Required Reading: • Interviewing module (p. 71)

January 19, 2015

Interviews 2 • Sr. Student Mock Interview sign up starts this week

January 26, 2015

Networking Event (Employers & Alumni)

• THIS IS AN EVENT IN THE EVENING AND IS IN PLACE OF CLASS TIME

February 2, 2015

Interviews 3

February 9, 2015

Mock Interview Blitz (with Senior Students)

• Sr. Student Mock Interviews to be held on Wednesday February 11th and Friday February 13th

• Employer Mock Interview sign up begins Friday February 13h at 3:00pm

February 16, 2015

READING WEEK • NO CLASS

February 23, 2015

Workplace Values & Professional Fit In Depth with Interviews

• Employer Mock Interview Applications due Tuesday February 25th 9:00am

March 2, 2015

Practice Interviewing with Senior Students

• Bring questions you have about interviewing with you to class

March 9, 2015

Success in the Workplace

Employer Mock Interviews begin Required Reading: • Success in the Workplace module (p. 77)

March 16, 2015

Guest Speaker • Employer Mock Interviews continue

March 30, 2015

Planning Your Next Steps & Wrap Up

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Be sure to keep a hard & soft copy of all work handed in. Please purchase a binder for next class to keep your Workbook together and bring it with you to ALL classes. The material covered is interrelated and can be requested at anytime! Class Facilitators: Kathleen McDowell & Sue Yang,

Coordinators – Student Development [email protected] & [email protected]

416-‐287-‐7488 416-‐287-‐5617 Other Co-‐op Coordinators and Guest Speakers will join us throughout the various modules. Management Co-‐op Web site: http://mgmtcoop.utsc.utoronto.ca/ Career Services Management (CSM): https://utsc-‐utoronto-‐csm.symplicity.com/students/ (Co-‐op Job Posting Site) Resource Room: IC-‐181 Please feel free to use the resource room to:

• Work on assignments • Research companies on-‐line • Collect employer information

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ASSESSMENT METHODS Student Evaluation: There are 8 measures to evaluate student performance in the WTPC.

1. Attendance and Punctuality – Assessed through regular attendance. Students must attend 80% of the classes. Students who are more than 10 minutes late do not get credit for attendance that day.

2. Update of Personal Profile on CSM – All students are required to update their personal profile, including uploading a picture, on CSM. Please try to have your picture 300 x 400 pixels wide (4 x 5 inches). It is imperative that your file is current and up to date, as the Co-‐op Office could require to contact you at any time.

3. Résumé Blitz – The Management Co-‐op Department will be partnering with

student groups and senior students to have WTPC students have their résumé reviewed before the Job Search Assignment is due.

4. Job Search Assignment – Includes a cover letter and résumé targeted to a position

provided; criteria will be discussed in class.

5. Networking Events – Students are required to attend the 2 Networking Events listed in the Syllabus to gain firsthand experience in meeting and conversing with others.

6. Senior Student Mock Interview Blitz – Senior students will be conducting mock

interviews with all students in the WTPC. This is practice for the upcoming Employer Mock Interviews.

7. Employer Mock Interviews – Real hiring professionals volunteer their time to

conduct mock interviews with the students. Students must first submit a résumé and cover letter targeted to the employer’s job posting (to be supplied by Co-‐op Office). This is the ultimate assignment that incorporates all of the intended learning outcomes.

8. Speaker Series – Students are expected to attend two (2) guest speaker sessions.

Further details will be provided in class.

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LEARNING OBJECTIVES Overall Course Objective: At the end of the Work Term Preparation Course, you will be prepared to succeed in your job search and in the workplace. Further, you will be thinking strategically about your career path and taking the steps you need to take to accomplish your goals. Interpersonal/Communication: • You will understand the perspective of the employer and therefore effectively tailor

your résumé and cover letter, and prepare for interviews and networking events accordingly.

• You will be able to communicate your skills, knowledge and interests in a résumé and cover letter and apply your knowledge of proper formatting and content.

• You will be able to communicate your skills, knowledge and interests in an interview and apply your knowledge of how to prepare and structure answers for the different types of interviews.

• You will be able to network effectively: you understand how to properly leverage your personal network, prepare for networking events, and communicate with individuals in your network.

• You will understand how to collaborate with others (i.e. active listening, empathy, etc.) in the workplace.

• You will be able to integrate your personality into professional interactions with employers throughout the job search process as well as in the workplace.

Intrapersonal/Self-‐Management: • Self-‐awareness/personal branding: You will explore and become aware of your skills,

knowledge, attributes possessed, strengths and areas to developed, as well as your interests and values, and how these shape your personal brand.

• Self-‐confidence: You will become confident in your ability to effectively job search (write résumés and cover letters, interview, network) and succeed in the workplace.

• Initiative: You will learn to be more proactive in generating innovative ideas in the job search and in the workplace, including looking for opportunities to go above and beyond what is expected.

• Self-‐management: You will understand the value of being positive and persistent in the job search, and how to effectively manage your time and emotions.

• Goal setting & planning: You will build from your understanding of yourself and develop a strategic approach to setting goals; this will include researching how to achieve your goals and developing action plans for the job search, the work term and in the long term.

• Resourcefulness: You will learn to use the resources available to you when preparing your applications, for interviews and the workplace, and when job searching outside of co-‐op.

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Logistical/Administrative: • You will understand the job search process, including how to access and use CSM. • You will be aware of and understand the co-‐op policies and purpose. • You will be aware of relevant employment legislation and the implications of these in

the workplace.

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NETWORKING “Networking is simply the cultivating of mutually beneficial, give and take, win-‐win relationships. It works best, however, when emphasizing the 'give'

part.” – Bob Burg

Learning Objectives Upon completion of this module, you will:

• Understand the value of networking in your careers. • Understand how to network and the different types of networking. • Feel capable of networking. • Have met people and gathered information that will help you in your co-‐op and academic careers. • Understand how to leverage social media in networking.

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Pre-reading Exercise: Networking

What is networking?

§ Talking to people we know in order to meet the people we don’t know

§ Building relationships § Developing rapport § Positive Self-‐Advertising § Being a “Career Activist”

Why network?

§ Applicants who use networking as a job seeking method can expect to find a job while completing 11% less applications and interviews than their counterparts relying on other methods (Franzen & Hangartner, 2006).

§ According to career consultants and outplacement specialists, 70-‐80% of the ‘best jobs’ are found through good networking and personal contacts (Koss-‐Feder, 1999).

§ Networking is consistently the best way to find a satisfying job that is considered a long-‐term career investment.

Who to network with?

§ Family § Friends § Acquaintances § Work/volunteer associates § Professors § Businesses/Associations

Where to network:

§ At school, with friends, professors, co-‐op staff, student groups, etc. § At home, with family § At formal networking events, such as CA Facts Night, the Management Co-‐op

Networking Breakfast, etc. § Where you volunteer, community groups, etc. § Online, via LinkedIn, Twitter, Blogs, etc. § Informational Interviews

How do you network?

§ Stay in touch with people you like and respect even if they can't help you immediately. You don't want to go to someone only when you are desperate.

§ Talk to people whom you do not know, everywhere you go. Cocktail parties and weddings are just the tip of the iceberg; don't forget about airplane rides,

-‐ Quick Tip -‐ Conduct some research about the person that worked in the job

previously. They can give you great insights into how to secure the role. A positive reference from the current student has often secured students

interviews.

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supermarket lines, sporting events, festivals, bookstores and so on. § Learn to ask "What do you do?" with comfort, sincerity and interest. § Become a better listener. Ask a question and then be quiet until you hear the

answer. § Practice your own presentation of your skills. Learn more than one approach,

whether frank or subtle. § Keep a great updated brochure, business card or other form of information

about yourself on you at all times. Get comfortable handing out your card. § Take classes to improve your public speaking, body language and writing skills. § Join every networking club and association in your field. § Follow up on any lead, no matter how minor.

Written Exercise After thinking about your interests and goals for co-‐op, identify 3 people you know who you think could help you directly or could connect you to someone else. Who are they? Why can they help? How would you approach them? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In-Class Take Home Messages 1. 2. 3.

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Still interested in this subject? READ ON! 1. Dress for success: http://www.bnet.com/2422-‐13950_23-‐211480.html 2. Business cards: See appendix 3. Sample associations to network through: See appendix 4. How to use Social Networking – Twitter as an example:

a. http://www.youtube.com/watch?v=IAERpeMySuw b. http://www.youtube.com/watch?v=8Lyi-‐sS1l0U

5. Be Aware of Your Social Media Presence: http://wikibin.org/articles/employers-‐using-‐social-‐networks-‐for-‐screening-‐applicants.html

6. Summary of The Fine Art of Small Talk: a. http://www.cbsnews.com/video/watch/?id=917785n

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PERSONAL BRANDING "Regardless of age, regardless of position, regardless of the business we happen to be in, all of us need to understand the importance of branding. We are CEOs of our own companies: Me Inc. To be in business today, our most important job is to be head marketer for the brand called You." -‐ Tom Peters


• Understand the value of personal branding in all areas of the job search.

• Discover your Unique Selling Points (USPs) and know how to communicate these through your résumé, cover letter, interviews and networking.

• Know who you are, relative to your

competition, and how to leverage your USPs to create brand YOU. • Understand who your customer is (the employer), what their perspectives are

and what they are looking for in a candidate. • Be able to develop strategic action plans for the job search based on your short

and long term career goals.

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Pre-reading Exercise: Excerpt from “The Brand Called You” by Tom Peters

Published August 31, 1997. Retrieved June 11, 2010. http://www.fastcompany.com/magazine/10/brandyou.html It's a new brand world. That cross-‐trainer you're wearing -‐-‐ one look at the distinctive swoosh on the side tells everyone who's got you branded. That coffee travel mug you're carrying -‐-‐ ah, you're a Starbucks woman! Your T-‐shirt with the distinctive Champion "C" on the sleeve, the blue jeans with the prominent Levi's rivets, the watch with the hey-‐this-‐certifies-‐I-‐made-‐it icon on the face, your fountain pen with the maker's symbol crafted into the end...

You're branded, branded, branded, branded.

It's time for me -‐-‐ and you -‐-‐ to take a lesson from the big brands, a lesson that's true for anyone who's interested in what it takes to stand out and prosper in the new world of work. Regardless of age, regardless of position, regardless of the business we happen to be in, all of us need to understand the importance of branding. We are CEOs of our own companies: Me Inc. To be in business today, our most important job is to be head marketer for the brand called You.

It's that simple -‐-‐ and that hard. And that inescapable.

Behemoth companies may take turns buying each other or acquiring every hot startup that catches their eye -‐-‐ mergers in 1996 set records. Hollywood may be interested in only blockbusters and book publishers may want to put out only guaranteed best-‐sellers. But don't be fooled by all the frenzy at the humongous end of the size spectrum.

The real action is at the other end: the main chance is becoming a free agent in an economy of free agents, looking to have the best season you can imagine in your field, looking to do your best work and chalk up a remarkable track record, and looking to establish your own micro equivalent of the Nike swoosh. Because if you do, you'll not only reach out toward every opportunity within arm's (or laptop's) length, you'll not only make a noteworthy contribution to your team's success -‐-‐ you'll also put yourself in a great bargaining position for next season's free-‐agency market.

The good news -‐-‐ and it is largely good news -‐-‐ is that everyone has a chance to stand out. Everyone has a chance to learn, improve, and build up their skills. Everyone has a chance to be a brand worthy of remark.…

What makes You different?

Start right now: as of this moment you're going to think of yourself differently! You're not an "employee" of General Motors, you're not a "staffer" at General Mills, you're not a "worker" at General Electric or a "human resource" at General Dynamics (ooops, it's gone!). Forget the Generals! You don't "belong to" any company for life, and your chief affiliation isn't to any particular "function." You're not defined by your job title and you're not confined by your job description.

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Starting today you are a brand.

You're every bit as much a brand as Nike, Coke, Pepsi, or the Body Shop. To start thinking like your own favorite brand manager, ask yourself the same question the brand managers at Nike, Coke, Pepsi, or the Body Shop ask themselves: What is it that my product or service does that makes it different? Give yourself the traditional 15-‐words-‐or-‐less contest challenge. Take the time to write down your answer. And then take the time to read it. Several times.

If your answer wouldn't light up the eyes of a prospective client or command a vote of confidence from a satisfied past client or -‐-‐ worst of all if it doesn't grab you, then you've got a big problem. It's time to give some serious thought and even more serious effort to imagining and developing yourself as a brand.

Start by identifying the qualities or characteristics that make you distinctive from your competitors -‐-‐ or your colleagues. What have you done lately -‐-‐ this week -‐-‐ to make yourself stand out? What would your colleagues or your customers say is your greatest and clearest strength? Your most noteworthy (as in, worthy of note) personal trait?

Go back to the comparison between brand You and brand X -‐-‐ the approach the corporate biggies take to creating a brand. The standard model they use is feature-‐benefit: every feature they offer in their product or service yields an identifiable and distinguishable benefit for their customer or client. A dominant feature of Nordstrom department stores is the personalized service it lavishes on each and every customer. The customer benefit: a feeling of being accorded individualized attention -‐-‐ along with all of the choice of a large department store.

So what is the "feature-‐benefit model" that the brand called You offers? Do you deliver your work on time, every time? Your internal or external customer gets dependable, reliable service that meets its strategic needs. Do you anticipate and solve problems before they become crises? Your client saves money and headaches just by having you on the team. Do you always complete your projects within the allotted budget? I can't name a single client of a professional services firm who doesn't go ballistic at cost overruns.

Your next step is to cast aside all the usual descriptors that employees and workers depend on to locate themselves in the company structure. Forget your job title. Ask yourself: What do I do that adds remarkable, measurable, distinguished, distinctive value? Forget your job description. Ask yourself: What do I do that I am most proud of? Most of all, forget about the standard rungs of progression you've climbed in your career up to now. Burn that damnable "ladder" and ask yourself: What have I accomplished that I can unabashedly brag about? If you're going to be a brand, you've got to become relentlessly focused on what you do that adds value, that you're proud of, and most important, that you can shamelessly take credit for.

When you've done that, sit down and ask yourself one more question to define your brand: What do I want to be famous for? That's right -‐-‐ famous for!

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Think About It: What do you have to offer an employer?

The image part

The Brand YOU Framework

USPs – Unique Selling Points: These are the key skills, attributes, knowledge and/or experiences you have that are unique to you and that make you stand out.

Competition (other students): It is important to know who your competition is and where you fit in relation to others.

Customer (the employer): “Your résumé is about you, but it’s not for you.” – Philip Brown You need to know who your audience and/or customer is (the employer) and thus, target your application documents, interview answers and conversations when networking to best meet their needs.

Planning: Once you have identified your USPs and know who your competition and customer are, you need to develop a strategy and plan of action to meet your goals.

Think About It: What Unique Selling Point can you highlight in your résumé, cover letter or in an interview that will put you ahead of your peers? Which areas do you need to work to develop?

Think About It: What do you know about the employer you want to work for? What more do you need to find out?

Think About It: What types of co-‐op experiences do you want to aim to acquire? What steps do you need to take to make yourself marketable?

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Skills Checklist – Exercise Using the chart below, identify the skills you have acquired or used during your work or volunteer experiences. List each of your experiences in the top right boxes in the first row (1 experience per column). Under each experience, check off the skills or knowledge which you used or developed. Feel free to add additional skills or knowledge that is relevant. Bring this completed chart with you to class.

List your experiences here à

Management Skills

Leadership Delegation Motivation Coordination Event Planning Project Management Initiative

Time Management

Skills

Multi-tasking Planning Prioritization

Analytical Skills

Analytical Evaluation Interpret Investigate Problem solving

Communication / Interpersonal

Skills

Client service Coaching Collaboration Counseling Facilitation Listening Presentation Relationship Building Selling / Promoting Teaching Teamwork Translation Writing

Financial / Quantitative

Skills

Auditing Budgeting Calculating Forecasting Reconciliation

Data Management / Research Skills

Cataloguing Collection Compilation

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List your experiences here à

Data Management /

Research Skills

Processing Reporting Researching Validation Updating

Creative Skills

Conceptualization Creation Designing Invention Layout

Adoptive Skills

Adaptable Assertive Detail-oriented Energetic Flexible Self-motivated Tactful Thrive under pressure

Business Knowledge

Financial Accounting Cost Accounting Accounting: Taxation Financial Modeling Finance: Investments

Marketing Promotions

Market Research HR: Recruitment HR: Training HR: Compensation

Computer Knowledge

Microsoft Word Microsoft Excel Microsoft Access Microsoft PowerPoint

Photoshop Webpage creation SAP Caseware TaxPrep

Language Knowledge

French

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In-Class Take Home Messages 1. 2. 3.

Still interested in this subject? READ ON! 1. Check out Dan Schawbel’s Personal Branding Blog:

www.personalbrandingblog.com 2. Take a look at Tom Peters’ YouTube videos on Personal Branding.

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SEQUENCING Submit one form to the Co-‐op Office and keep one for your records. If you were admitted from 1st year at UTSC, you will need to also meet with the Manager, Student Development & Operations to arrange your sequencing. Sequencing Details

§ There are three possible terms during which you can go out: o Fall: September to December o Winter: January to April o Summer: May to August

§ Sequenced for one work term in each semester. § Must end degree with a study term (before 20 credits are done). § Not permitted to seek work if more than 17.5 credits at the start of work term. § Required Courses Prior to 1st Work Term:

o MGTA05, MGEA02, MGEA06, MATA32, MATA33, MGAB01, MGAB02, MGTA36

o 7 credits in total § 9 Credits required prior to 2nd work term, 11 credits prior to 3rd work term. § Allows you to plan courses/degree effectively. § Once you decide, we plan to ensure that competition from the other 800+

students in the program is fair. Once you have decided, we commit to keeping things fair and equal. We ask that same commitment from you.

§ Therefore, altering your sequencing is something that is done rarely, based on extenuating circumstances (e.g. family emergency, etc.).

§ In those rare instances, altering must be negotiated well in advance of scheduled work term with Manager, Student Development & Operations, via an in person meeting.

§ We can adjust sequences to accommodate new job offers, return offers, extension of your work term.

§ If you accept an 8-‐month job for your 1st & 2nd work terms, you will come back to school for 8 months prior to your 3rd work term.

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q Economics q Human Resources q Marketing q Investments

q Public Mgmt q Corporate Finance q IT

q Accounting q Consulting q Business Mgmt

2014/2015 Sequence Selection Form Keep this page for your records.

Name: Student #:

Students Admitted after 1st Year at UTSC Students Admitted Directly from High School: Please Rank Sequence Options According to your Preferences (e.g. Sequence B: 1, Sequence C: 2, Sequence A: 3)

Sequence A: Fall Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 WT 1 Study 4 WT 2 Year 3 Study 5 WT 3 Study 6 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence B: Winter Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 WT 1 Study 5 Year 3 WT 2 Study 6 WT 3 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence C: Summer Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 Study 5 WT 1 Year 3 Study 6 WT 2 Study 7 Year 4 WT 3 Study 8 Study 9/Graduate

I am interested in the following field(s) of business (Note: this is to guide our efforts to find more employers and will not affect what jobs you can apply to):

I was admitted after my first year at University and have already met with the Manager, SD & Operations

I was admitted after my first year at University and have not met with the Manager, SD & Operations

MANAGEMENT CO-OP


q Economics q Human Resources q Marketing q Investments

q Public Mgmt q Corporate Finance q IT

q Accounting q Consulting q Business Mgmt

2014/2015 Sequence Selection Form Submit this page to the Co-‐op Office.

Name: Student #:

Students Admitted after 1st Year at UTSC Students Admitted Directly from High School: Please Rank Sequence Options According to your Preferences (e.g. Sequence B: 1, Sequence C: 2, Sequence A: 3)

Sequence A: Fall Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 WT 1 Study 4 WT 2 Year 3 Study 5 WT 3 Study 6 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence B: Winter Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 WT 1 Study 5 Year 3 WT 2 Study 6 WT 3 Year 4 Study 7 Study 8 Study 9/Graduate

Sequence C: Summer Start Fall Winter Summer Year 1 Study 1 Study 2 Study 3 Year 2 Study 4 Study 5 WT 1 Year 3 Study 6 WT 2 Study 7 Year 4 WT 3 Study 8 Study 9/Graduate

I am interested in the following field(s) of business (Note: this is to guide our efforts to find more employers and will not affect what jobs you can apply to):

I was admitted after my first year at University and have already met with the Manager, SD & Operations

I was admitted after my first year at University and have not met with the Manager, SD & Operations

MANAGEMENT CO-OP


MANAGEMENT CO-OP


WRITING AN EFFECTIVE RÉSUMÉ “Volunteer – not so you can build your résumé, but so you can build yourself.”

– Author Unknown


• Understand what the different sections of a résumé are, and how to organize them strategically for the job and organization you are applying for.

• Know how to write effective accomplishment statements.

• Know how to highlight the relevant transferable skills acquired through your work and volunteer experiences.

• Understand how to target the content of your résumé to the job and organization that you are applying for.

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Pre-reading Exercise: Standard Sections of a Résumé Your Name & Contact Info This is the header of your résumé – your own personalized letterhead. It should include your full name, including the name that you wish to be called, your full mailing address, a professional email address and a phone number where you can be easily reached. Not only should it provide the employer with your contact information, but it should also be an expression of Brand YOU. Take the time to be creative and show who you are. Summary of Qualifications This is a great way to highlight some of the skills and experiences that are relevant for the position to which you are applying and to draw the recruiter’s eyes to other areas of your résumé. There should be no more than 4-‐5 bullet points here; be sure you are targeting each statement to the job you are applying for – this section should not be the same for every application. Accomplishment statements go here and under your specific job titles. In the “Summary of Qualifications”, accomplishment statements are highlights that set you apart or cover more than one of your jobs. Education Here is where you indicate your current status as a candidate for the Bachelor of Business Administration – Management Co-‐op at the University of Toronto Scarborough, as well as any other post-‐secondary education you have completed. If you are specializing in one particular area of Management, such as Accounting or Human Resources, make sure you indicate this here. You may also note if you are completing a major in another area, for example Environmental Science or Computer Science. If you have taken or are in the process of taking any courses that are relevant to the position you are applying for, and your grades in these courses are strong, you can list them here as “Relevant Courses”. Experience There are a number of ways you can organize your experience in your résumé. This is dependent on the type of résumé structure you have selected, which is discussed in further detail in the Formatting Your Résumé module. Traditionally, Work Experience is the first section, which is any paid experience you have. This is followed by Volunteer and/or Extracurricular Experience. Each experience you have under these categories is normally listed in chronological order, starting with your most recent experience. You should not be including experiences that are more than 5 years old. Under each experience, there should be no more than 4-‐5 accomplishment statements. These should describe the skills acquired and any achievement you accomplished. Where you are able, make sure to quantify your results.

-‐ Quick Tip -‐ Got a LinkedIn profile? You can include a public link to it at the top of your

résumé!

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See the “Building Your Accomplishment Statement” handout below for more details on how to write an accomplishment statement. The key is to think strategically about the way you organize your experiences. Always try to list what is most relevant as early on as possible. For example, let’s say you are applying for a job as a Marketing Coordinator, and currently you have a part-‐time job working at a grocery store as a cashier. Since this is the most recent experience, and is paid, normally this would be the first experience on your résumé. However, let’s say you also hold the unpaid position as Marketing Manager of MESA. This would normally be much further down on your résumé under “Extracurricular Experience”, but is more relevant to the Marketing Coordinator role than your paid experience at the grocery store. In this case, you could create a section called “Relevant Experience” and list the more relevant experiences in chronological order. Then, create another section called “Additional Experience” to include your paid experience at the grocery store. Alternatively, you can keep the traditional layout structure, but highlight your relevant experience in the “Summary of Qualifications” to draw the recruiter’s attention to it. Interests/Awards This section is where you can indicate any strong interests or outstanding achievements you have outside the workplace or academics. For example, perhaps you have trained as a national swimmer and competed at the regional or international level. Mentioning this here tells the employer that you are hard working and dedicated. Since this section is optional, you should only include it if you have exceptional involvement in an activity or interest. Your interests will often become topics of discussion during an interview and help you be perceived as a well-‐rounded person. References You should have three professional references ready to provide to an employer should they request them. However, on your résumé, you only need to note “References Available Upon Request”. A reference can come from a current or previous supervisor of either paid or unpaid experience, a professor, or a colleague. This should be someone who is able to speak about your skills and ability from firsthand experience working with you.

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Building Your Accomplishment Statement Below are some examples of finished accomplishment statements. Key Word

Start with an action verb in the past tense.

Description What skills or techniques did you use?

Value Added/Result What's better because of what you

did?

Communicated ... daily with customers to ensure full satisfaction...

resulting in recognition as Employee of the Week.

Initiated ... new promotional strategies and innovative events...

resulting in a new record of 203 paid members and an event participation rate increase of up to 90% compared

to the previous year.

Researched and

introduced ...a new print and paper supplier... that saved the company $500 per

month in printing expenses.

Balanced ...multiple tasks within the office environment…

including categorizing cash receipts and payments, managing the credit process and reconciling the internal

data.

Designed ... print and online marketing materials to advertise the Ashbridges Bay Beach

Volleyball Tournament...

helping to recruit over 2000 participants.

Created ... Excel VBA programs automating performance reports...

reducing production time from 3 hours to 15 minutes.

Remember your potential employer wants to see how you increased sales, lowered costs, improved morale, increased productivity, and by how much ($, % or #’s), so quantify your results whenever possible. In situations where the numbers such as budgets or market share may be confidential, use the % format (e.g., exceeded target by 10%).

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Written Exercise The following videos are interviews with recruiters from a number of top employers, some of whom recruit UTSC Management Co-‐op students. KPMG: http://bit.ly/a1UT0P Accenture: http://bit.ly/bl1SNU JP Morgan: http://bit.ly/cJFckP IBM: http://bit.ly/b4aIOx After watching each of the videos from various organizations, make a list of the most common mistakes mentioned. Bring this list to class with you. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In-Class Take Home Messages 1. 2. 3. Still interested in this subject? READ ON!

1. Should You Use a Career Objective on Your Résumé? – Quintessential Careers http://www.quintcareers.com/resume_objectives.html

2. Avoid These 10 Résumé Mistakes – Quintessential Careers http://www.quintcareers.com/resume_mistakes.html

3. The Scoop on Résumé Length: How Many Pages Should Your Résumé Be? – Quintessential Careers http://www.quintcareers.com/resume_length.html

4. New Grads Must Dig Deeper to Beef Up Skimpy Résumés – Quintessential Careers http://www.quintcareers.com/skimpy_resumes.html

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FORMATTING YOUR RÉSUMÉ “Your résumé is about you, but it’s not for you.” – Philip Brown


• Determine the most effective format for your résumé and skill set. • Understand how to tailor the format of your résumé to the job that you are applying for. • Learn formatting tricks to list your most relevant experience first. • Realize that your résumé is part of “your brand” and requires constant updating.

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Pre-reading Exercise: Quintessential Careers – What Résumé Format is Best for You?

Read the article found on the following webpage: http://www.quintcareers.com/printable/best_resume_format.html Written Exercise Create a rough draft of your résumé. If you already have one, review/edit it again after reading the “pre-‐reading exercise” listed above. Know what type of résumé suits you best. Bring a copy of your newly edited résumé to class. In-Class Take Home Messages 1. 2. 3. Still interested in this subject? READ ON!

1. Ask your family and friends what your strengths are. Make sure you highlight

these in your résumé. 2. “Open Doors: A Guide to Powerful Résumés & Covering Letters”. Available at the

front desk of the Co-‐op Office. 3. Get your résumé reviewed by a Career Counsellor or senior co-‐op student for

great feedback in advance of the job search.

-‐ Quick Tip -‐ Always bring the most current version of your résumé to the Work Term Preparation Course. This way the feedback that you

receive in class is always the most relevant!

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COVER LETTERS “You have to be unique, and different, and shine in your own way” – Lady Gaga


• Understand the different purposes of a cover letter. • Understand the essential elements and how to effectively write a targeted cover

letter. • Know how to conduct proper research on the market/industry/company for the

job you are applying for, and apply research properly to the cover letter. • Understand the importance of establishing your brand through your cover letter

and how to do so. • Know how to validate your skills through specific examples. • Understand who your audience is (the employer) and what they are looking for.

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Pre-reading Exercise: What is a Cover Letter? WHAT IS A COVER LETTER? A cover letter is a self-‐marketing tool that should always accompany your résumé. It serves as a link between your résumé and the job you are applying to. It is also a carefully thought out, one page letter that explains to the reader why you are submitting your résumé, and should be tailored to the specific position and company to which you are applying. This is your opportunity to show what you know about the company and to relate it to what you have told the reader about yourself to make you and the company seem like a great match. WHAT IS THE GOAL/PURPOSE OF A COVER LETTER? The main purpose of a cover letter is to get a prospective employer interested enough to want to meet you for an interview. A good cover letter can demonstrate to an employer why you should be considered for the position. The cover letter also demonstrates your genuine interest in the role and the organization. Every cover letter should have the following elements:

• YOUR CONTACT INFORMATION • THE CORRECT DATE • RECIPIENT’S NAME & CONTACT INFORMATION • SUBJECT LINE “RE: JOB TITLE” • SALUTATION (DEAR MR. LAST NAME) • OPENING PARAGRAPH: INTRODUCTION • FIRST BODY PARAGRAPH • SECOND BODY PARAGRAPH • CLOSING • SIGNATURE

For more information on what to include and how to format your cover letter, see Appendix F, G and H.

-‐ Quick Tip -‐ Wordle.com – Try creating a word

cloud by using an employer’s mission statement to see what the

key messages are

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Written Exercise Read the attached job description “Co-‐op Specialist, Event Marketing”. On the right hand side of the chart below, list the top five skills you think are important for this role. On the left hand side, list your top five skills (Hint: if you can’t remember these, check out the skills checklist exercise you completed in the Personal Branding module). Compare and contrast – do your skills match the skills the employer is looking for? Your Skills/USPs Skills for the Role 1. 1. 2. 2.

3. 3.

4. 4.

5. 5.

Job Description: Co-op Specialist, Event Marketing

MobileFone is a great place to work. You can see it in our team members. The diversity of the MobileFone team and their unique contributions set us apart from the competition. Our success is based as much on our future friendly team as the innovative internet, voice, data and wireless products and solutions we offer. Our team members include people like you -‐ enthusiastic, innovative, passionate and energetic. We believe that you’ll find our high-‐performance culture personally fulfilling, professionally challenging and financially rewarding. Join our team and make your future friendly too. Position Overview: The candidate in Event Marketing is responsible for creating the back-‐to-‐school campaign strategy for 2015. Responsibilities: ·∙ Research and document 5 year history of back-‐to-‐school campaigns at MobileFone ·∙ Research and document competitive analysis of campus/youth campaigns conducted by competitors in the cellular phone industry ·∙ Research worldwide experiential events relating to university/college youth and create a best practices portfolio for reference.

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·∙ Create a comprehensive contact list for all Canadian universities and colleges detailing sponsorship and event opportunities. ·∙ Assist in the development and execution of a national and regional consumer marketing event plan for the back-‐to-‐school time period (for university and college). ·∙ Coordinate interaction with various design, event management/marketing & event suppliers related to the marketing plan. ·∙ Assist with various event marketing initiatives. ·∙ Perform administrative duties as required. Qualifications: ·∙ Extreme organizational discipline and proven attention to detail. ·∙ Some experience in event management, promotions and event marketing preferred. ·∙ Bilingualism is an asset. ·∙ Strong written, verbal communication and analytical skills. ·∙ Proficient in Word, Excel, and Powerpoint for Windows. Please Apply To: Mr. Philip Brown GTA Recruiter MobileFone Canada Inc. 1265 Military Trail Toronto, ON M2C 1A4 In-Class Take Home Messages 1. 2. 3. Still interested in this subject? READ ON!

1. Cover Letter Outline and Do’s & Don’ts in Appendix H. 2. Cover Letter FAQs and the Competitive Edge in the Job Market – Quintessential

Careers http://www.quintcareers.com/edge.html 3. The Dynamic Cover Letters: Formula for Job-‐Search Success – Quintessential

Careers http://www.quintcareers.com/cover_letters.html

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INTERVIEWING “Never wear a backward baseball cap to an interview unless applying for

the job of umpire.” – Dan Zevin Learning Objectives Upon completion of this module, you will:

• Apply your knowledge of how to prepare and structure answers for the different types of interviews.

• Be able to communicate your skills, knowledge and interests in an interview. • Understand what the employer (your customer/audience) is looking for, and

how to tailor your answers accordingly. • Know the importance of professionalism in your dress, body language and

image. • Know how to present “Brand You” within an interview setting. • Experience the actual interview process through practice in class as well as in a

mock interview setting.

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Pre-reading Exercise: The Nuts & Bolts of Interviewing

What is an Interview? An interview is a method of evaluation used by employers as part of the candidate selection process. Through this, the employer hopes to assess whether or not a particular candidate is the right person for the job. Interviews are traditionally face to face (although telephone interviews are also used) and usually involve an interviewer asking the interviewee a series of questions. The types of interview questions are discussed in more detail below. Interviews can range from being very conversational, to extremely structured in terms of format. Who Conducts an Interview? The interview is normally conducted by a Human Resources representative, such as a Campus Recruiter, and/or the hiring manager for the particular role. For example, if the position is a Marketing Analyst Co-‐op, the interviewer could be the Marketing Manager. One person or a panel of individuals can conduct interviews. Types of Questions Open Ended Questions These questions require more than a simple yes or no answer. The employer is typically looking for you to elaborate on your information. Example: Tell me about yourself.

Strategies: Take this opportunity to target your answer to the skills that the employer is seeking. Also, this is a great chance to let them know about your USP’s (Unique Selling Points). Set yourself apart from your competition! Closed Ended Questions This type of question is typically used to verify or confirm information. Example: You are in Management Co-‐op, correct?

Strategies: You can simply answer the question, yes or no, but also expand on your answer. Take the opportunity to add some extra information such as why you feel privileged to be in the program or why you are excited to have the opportunity to integrate school and work opportunities. Situational Questions This technique is used by interviewers in combination with other types of interviewing styles. It is an opportunity to provide the candidate with a situation to determine how they would handle that specific scenario. The interviewer will listen to the answer to determine if the candidate is displaying qualities and behaviours desirable for the position. Typically, these types of questions start with “Imagine you are…”, or “I’m going to give you a situation…”.

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Strategies: When formulating a response for a Situational question, it is advisable that you think back to a specific experience that you may have previously encountered that is similar. If you have had a similar experience, use the STAR method (explained below) to answer the question. If you have never encountered the situation in the past, you should answer it intelligently and logically on how you believe you would handle it (once again trying to use the STAR method). Also, try to figure out what skill the employer is asking for and why the question is being asked. Behavioural Questions This technique is much like storytelling and based on the theory that past behaviour is a good indicator of future performance. Interviewers using this style will have a list of desired behaviours an ideal candidate will possess. They will ask the candidate for stories about situations in which certain traits such as teamwork, initiative, stress/time management, organization skills, analytical skills etc. were demonstrated. Typically, these types of questions start with phrases such as “Tell me how…”, “Give me an example….”, “Tell me about a time when…”, “Describe a situation….”.

Strategies: When formulating a response for a behaviour-‐based question, it is advisable to use the STAR method (see below). If you follow the STAR method, you will demonstrate your skills and how you have used them in the past, and therefore, how you will use them in this new opportunity. Case & Technical Questions These techniques are often used for finance and consulting roles, almost exclusively at the senior (2nd and 3rd work term) level. Case interviews are used to assess the candidate’s quantitative, analytical and problem solving skills. The interviewer presents most cases orally, although in some situations they involve handouts, slides or are completely written. Types of case interviews include “guesstimates” or market sizing questions, such as “How many watermelons are sold in Canada each year?”, as well as brainteasers, for example, “You have a five-‐litre jug and a three-‐litre jug. You must obtain exactly four litres of water. How will you do it?” Technical questions can often involve financial situations where the candidate will be required to calculate a solution or provide a step by step analysis, such as "How would you used the Discounted Cash Flow model to value a company?" or "What are 3 stocks you would invest in and why?"

Strategies: If you are pursuing a career where these questions are common, you will want to practice and prepare using available resources. To do so, check out the “Read on” section below, or book an appointment to speak with a Co-‐op Coordinator. When in an interview and one of these questions arise, the keys to success are: remaining calm, listening and clearly explaining your thought process. Take notes when the interviewer is presenting the case. If you need to make an assumption to move forward with your solution, make sure you lay this out to the interviewer. Listen carefully and take your time. Try to organize your thoughts by laying out to the interviewer the process you will take to answer the question.

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The STAR Method

Situation or

Task

Describe the situation that you were in or the task that you needed to accomplish. You must describe a specific event or situation, not a generalized description of what you have done in the past. Be sure to give enough detail for the interviewer to understand. This situation can be from a previous job, from a volunteer experience, or any relevant event.

Action you took Describe the action you took and be sure to keep the focus on you. Even if you are discussing a group project or effort, describe what you did -‐-‐ not the efforts of the team. Don't tell what you might do, tell what you did. It is important to include details in this section of your answer.

Results you achieved

What happened? How did the event/situation end? What did you accomplish? What did you learn? What skills did you use, develop or improve upon? Try to relate the skills to those that the employer is seeking.

Written Exercise View the following video http://www.youtube.com/watch?v=U9rn5kuTpHw. After watching the above video, please write down the tips that you found most helpful to you. Did any of the tips surprise you? Are there any other tips that you would like to add? Bring this with you to class. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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In-Class Take Home Messages 1. 2. 3. Still interested in this subject? READ ON!

1. Interviewing Prep: Job Interview Checklist: http://www.quintcareers.com/job_interview_checklist.html

2. Telephone Interview Tips from Quintessential Careers: http://www.quintcareers.com/phone_interviewing-‐dos-‐donts.html

3. Mastering the Case Interview: http://www.quintcareers.com/case_interviews.html

4. Check out the Co-‐op Office for books on Case and Finance interviews, such as the Vault Guide to the Case Interview. Just ask at the front desk!

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MANAGEMENT CO-OP


SUCCESS IN THE WORKPLACE “The best way to appreciate your job is to imagine yourself without one.” – Oscar Wilde Learning Objectives Upon completion of this module, you will:

• Understand how to collaborate with others (i.e. active listening, empathy, etc.) in the workplace.

• Be able to integrate your personality into professional interactions with employers throughout the job search process as well as in the workplace.

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Pre-reading Exercise: Top 5 Characteristics of Ideal Employees by Patty Inglish © P. Inglish 1995 - 2010

http://hubpages.com/profile/Patty+Inglish%2C+MS 1) DEPENDABILITY Management and executive staff and corporate employers overall see Dependability in these good qualities:

• Always Follows Directions • Consistently Accurate • Works Independently • Gets Along with peers, management, and clients • Good Grooming and Hygiene • Always On Time to work and back from breaks. • Good Attendance -‐ Does not take off all their sick time just

because they have it • Cooperative, but asks good questions • Upbeat and Proactive Attitude Team Player

2) HONESTY & INTEGRITY This is more than just telling the truth. It includes doing your best work for your work team, your company and your boss. Holding back because one is afraid of working more than others and not being rewarded for it is an immature belief; such employee needs to sit down with the supervisor or boss and ask about the chances for advancement and raises and how to accomplish them. The action of doing as little as possible while others make up the difference is not a likeable personality trait at work, a home, or anywhere else. Remember that many founding colonies and new nations began by leaders telling their settle "He who does not work, does not eat." Such an employee will make enemies of coworkers and also not be promoted. In addition, this negative trait will definitely show up as a problem on annual performance reviews. Examples of dishonesty and lack of integrity:

• Working more slowly than the standard pace. • Having coworkers clock in for them when late. This is usually illegal as well. • Pilfering work-‐related supplies and equipment. • Extended breaks and rest room visits.

• Completing personal tasks on the job, using company equipment and supplies, including the telephone and Internet.

3) POSITIVE, PROACTIVE ATTITUDE Attitudes project your beliefs and values, and what you think of your job, coworkers and boss. It is shown in the quality of your work. The boss is aware of your individual attitudes at work and is watching them every day. They are as important as the work that you produce. A "positive" attitude does not always mean "happy", but it is better to be upbeat at work rather than brooding and angry, "Positive" can also mean proactive, which means you go after things and don't wait for them to come to you (using initiative).

-‐ Quick Tip -‐ Break the ice with senior employees. Take the initiative and introduce yourself before they come up to you. 99% of senior employees are very pleased to meet new co-‐ops! -‐-‐ Advice from a 3rd work term student

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Good attitudes help get you promoted, make friends, please customers and raise sales. Good attitudes increase your value to your company.

4) WILLING TO WORK You show your willingness to work with these qualities:

• Ability and Desire to Communicate: Organizing and presenting your thoughts clearly. • Intelligence: Showing common sense and the ability and desire to learn. • Self-‐Confidence: Showing assertiveness and initiative. • Accepting Responsibility: Takes on new challenges, admits mistakes and fixes them. • Leadership: Being a good example, taking charge; High Energy Level. • Flexibility: Adaptable, accepts changes; Gets along with others. • Handles Conflict. • Sets and Achieves Goals: Continuous improvement; Has personal direction. • Occupational Skills: Able to do the job and accept new training.

5) USES DOWN TIME PRODUCTIVELY When you are not busy at work, or between major projects, be productive by doing these things:

• Read trade journals and magazine articles about your company and the industry in which you work. • Read about current trends in your industry on the Internet. • Ask for, or find, new tasks to do; help someone else. • Think of a better way to do something in your job or in the company. • Clean and organize your work area. • Update your filing systems, clean out old email messages, etc. • Write an article about your job or your industry and share it with your boss. • Take an online class that is relevant to your job; Some of these are free of charge.

Good Attitudes: • Smiles • Good posture • Pleasant tone of voice • Complaining through proper channels,

while offering ideas for improvement. • Respect and courtesy • Managing conflict and anger • Good job performance • Interested in others

Bad Attitudes: • Blank facial expression or a frown • Slumping in chairs, leaning on walls • Sarcasm, unmodulated voice, mumbling • Complaining on the work floor • Trash talking about the company to coworkers;

enabling bad attitudes among others • Displaying anger inappropriately • Substandard job performance • Ignoring people at work

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Written Exercise Identify from the pre-‐reading above, 2 areas that you need to work on the most to be successful in your first work term. List 1-‐2 additional activities (i.e. workshops, competitions, networking, events etc.) that you can do to improve in these specific areas. Be prepared to share in class. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In-Class Take Home Messages 1. 2. 3. Still interested in this subject? READ ON!

1. Know your rights: Harassment, WSIB & Equity – See appendix 2. Generation differences (taken from www.cnn.com) – See appendix 3. The generation gap: the real story at Ernst & Young – See appendix 4. Making a Successful Transition from School to Career: Time for a Reality Check:

http://www.quintcareers.com/college-‐to-‐career.html

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APPENDICES

Appendix A: Business Cards

What are business cards? Personalized business cards are an excellent way for students to promote themselves while leaving behind some pertinent information to catch a potential employer's interest. Business cards should be carried at all times. Having a business card shows a sense of professionalism and creates a favorable impression to employers. Business cards can include a range of different professional information. The name, phone number, and email are the most common standards. Any of the following information is optional. Pick what works for you:

§ Name § Phone Number § Email Address § Degree & Program § Full Address or School Address § Interests § List of Skills § Past experiences § Intended graduation date § A personal photo

How to make business cards in Microsoft Word

§ Go to Tools § Go to Envelopes and Labels § Select Option § Select #3612 Business Cards

Key considerations when creating business cards

§ What is your personal brand? What impression do you want to leave? The way a business card is designed will send employers a message.

§ How can I stand out? Your business card is an opportunity for you to be distinct from other students and be creative. Avoid templates and bland designs.

§ How do I come across as professional? As a business student, professionalism is key. Avoid designs that are too busy looking, look too young or send an immature impression.

§ How can I make it useable for employer? Make sure that the card is not too cluttered and packed with information – is should be easy to read. Also, make sure there is white space available for employers to write a note after they meet with you.

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Business cards to learn from

Below are a few business cards that have positive things and things that can be improved about them. These can help in getting a sense of distinctive and professional design. Sample Business Card Comments

§ UTSC Management business card can be purchased at http://www.utscmanagementstore.ca/

§ Very clean design that offers the UTSC Brand

§ However similar to many other students on the campus

§ Like design on front of card – distinct font & esthetic.

§ Graphics on back of card not appropriate for business setting.

§ No room to write comments.

§ Background doesn’t seem to fit.

§ Company name font not professional.

§ Image has pros & cons: easier for employer to remember, requires quality printing, not all employers like.

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§ Clearly creative. § Distinct font & nice layout § Pink colour and image leave

an impression of young & girly, not necessarily the goal for a management program.

§ Design seems dated: clip art, layout.

§ Fonts not distinctive. § Too much information

included. § Colours are distinctive, but

not positively.

§ Simple & professional. § Distinctive font. § Space on back to write

comments. § Strong use of good quality

paper

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§ Very well laid out. § Professional & simple use of

colour. § Name easily seen.

§ Good use of a different

orientation (vertically vs. horizontally).

§ Design overlap from front to back creative.

Additional Resources

§ In addition to Microsoft Word, other programs such as Photoshop (available in computer labs in the Bladen building on campus) can be used.

§ There are numerous online websites (e.g. http://www.vistaprint.ca), as well as stores (e.g. Staples) that can be used to create business cards.

§ Professionally printed business cards can be helpful, with good quality paper & printing. However, they can be expensive and your business card may change over time.

§ http://www.sideroad.com/Business_Communication/make-‐business-‐cards.html

§ http://www.hackcollege.com/blog/2008/3/26/doing-‐the-‐student-‐business-‐card-‐jobs-‐series.html

§ http://internships.about.com/od/resumetipssamples/a/businesscards.htm

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Appendix B: Networking Networking: A Different Approach -‐ written by Donna Messer What is networking? It’s giving as well as receiving. Networking is the best way to make connections for everything, including jobs, friends, and fun! Do you want to use networking to find a job? Don’t say you are looking for employment! The following includes one of the best ways to use networking while not abusing your contacts. Research 12 companies that you want to connect with. Find as much information as possible about the company and then send a letter/fax advising your interest in such a forward thinking company. Suggest in your letter/fax that you are starting a small business in the area of… and you would appreciate the opportunity to meet to learn more about their rise to success. Do this with all 12 companies. You might even send something memorable with your letter of interest. If you get a call, go to the meeting, ask questions, and thank them for their time. Do not leave a résumé, or suggest that you are looking for work. If the meeting went well, send a letter thanking them for the chance to meet with you, and suggest that you would be pleased to keep in touch. Send a copy of your résumé only if there was as a good rapport. How do you meet the right people? Who are the right people? If you want to meet a specific person, do some research; where does that person work? What are his/her hobbies, interests, talents? Do you like to read? Chapters has a great “singles event” on Thursday evenings. Are you hoping to meet someone who likes animals, visit the Humane Society, the Seeing Eye Dog Program, etc.

What do you trust and how much should you tell? Do you have a product that you want to launch and you are not sure of the procedure? Do you have an idea, and you are afraid of giving it way before you can market it? Who can you trust? If you are going to market a new product/process you have invented, there are several things that can be done. You can draw a picture of the product, describe the product in detail and put all of the documentation into a self addressed envelope and send it through registered mail to yourself. This establishes ownership of the idea/product/invention. You can see a lawyer, and patent the product. You can call the investors alliance and ask for guidance. An idea is only an idea until it is marketed. If you must talk to people, ask them to sign a non-‐disclosure. This is only as good as a person’s word. However, it might make both parties feel better.

How do you approach people you already know in a new and more professional way? Friends and acquaintances that have known you personally are easy to approach on a business basis. Draft a letter giving these people the news. Suggest that you would love to get together with them. Find a common interest and invite them to join you. Send a brochure of the new product or company. Do not try to sell them anything. Just inform and look for a way to meet. If there is a fit, you will be able to move from a personal to a professional relationship. Don’t push, you may lose a friend.

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How do you get out of your shell? Nervous? Don’t know how to break the ice? Can’t carry a conversation in a business environment? The best way to get comfortable in a networking situation is to let the other person do the talking! If you are attending an event and you do not know a soul…here is the best way to come out of your shell. Get to the event early. Check out the room; find the bar, the food, the washroom. Stand close to the entrance and when the first person arrives, go up to them, extend your hand and say “hello, my name is ….have you been here before? If they say yes, ask them to tell you about the association, the event, themselves. If they say no, tell them about the room, where the food is, the bar, the price of liquor, and then ask them to tell you about themselves. Listen carefully and try to find a common interest. Once you hear you have something in common, you should be able to come out of your shell and talk comfortably. How do you find the names of the appropriate associations where you would fit in? What do you like to do? What makes you smile? These are the first clues to the appropriate associations to investigate. If you want a list of associations that might be right for you, there are a number of ways to find them. First, visit the reference library – it has the association handbook with every association known to man. Secondly, you might want to connect with The Canadian Society of Association Executives, and they can also provide a list of associations. As small business owners and entrepreneurs, there are many places to investigate. Mentor programs, Industry associations, Chambers of Commerce, Young Entrepreneurs Association, and Business Matchmakers. How do you network for business? What is your target market? Who is your potential customer/client? If you are selling a product, the Canadian Professional Sales Association is a group to investigate. If you are in the food industry, look for groups that are connected with the industry. If you are a small business or a home business, there are groups you can connect with. Are you on the internet? There are incredible lists of connections through the internet. How do you make your connections? First, by having a good one minute infomercial. Second, by keeping a good database management system. Make sure you have a firm handshake, make eye contact and smile when introducing yourself. Learn to listen carefully to the people you meet. Think laterally, and find common interests. Want to learn more about making connections – need a different approach when it comes to networking? Contact ConnectUs International: Visit the website www.connectuscanada.com Donna Messer is the founder of ConnectUs Communications Canada. Author of Effective Networking Strategies, a key note speaker and seminar leader. Winner of Woman of the Year, and nominated for Entrepreneur of the Year, by Ernst Young, Donna travels across Canada and throughout the world teaching effective networking skills.

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Appendix C: Finding Your Own Job

When seeking work for your co-‐op work terms, you will have access to the jobs posted on CSM. However, taking the time to incorporate some independent job search could uncover opportunities that fit exactly with what you are looking for. Be sure to consult with the Co-‐op Office if you do find an opportunity that may meet your goals for your next work term. Here are some tips for online searching:

Spider Sites Spider sites look at other job websites and provide you with a list of all the jobs found with the keywords you have provided. The Best… www.indeed.com & www.eluta.com -‐ Indeed and Eluta work to put together listings from major job websites, company websites, associations, and other online sources. Their simplicity and ease of use are their best features.

Other Online Job Sites

www.monster.ca

www.workopolis.ca

www.charityvillage.ca

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Appendix D: Sample Associations to Network Through Accounting CPA Ontario – Chartered Professional Accountants Ontario http://www.cpaontario.ca Human Resources Human Resources Professionals Association http://www.hrpa.ca Finance Toronto Certified Financial Analyst Society http://www.torontocfa.ca Marketing American Marketing Association Toronto Chapter http://www.ama-‐toronto.com/ Canadian Marketing Association http://www.the-‐cma.org/

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Appendix E: Action Verbs List The following is a list of words that might help you while you are constructing your résumé. Management Skills Communication Skills Research Skills Administered Addressed Clarified Analyzed Arbitrated Collected Assigned Arranged Critiqued Attained Authored Diagnosed Chaired Collaborated Evaluated Consolidated Convinced Examined Contracted Corresponded Extracted Coordinated Developed Identified Delegated Directed Inspected Developed Drafted Interpreted Directed Edited Interviewed Evaluated Enlisted Investigated Executed Formulated Organized Improved Influenced Reviewed Increased Interpreted Summarized Organized Lectured Surveyed Oversaw Mediated Systematized Planned Moderated Prioritized Negotiated Technical Skills Produced Persuaded Assembled Recommended Promoted Built Reviewed Publicized Calculated Scheduled Reconciled Computed Strengthened Recruited Designed Supervised Spoke Devised Translated Engineered Teaching Skills Wrote Fabricated Adapted Maintained Advised Financial Skills Operated Clarified Administered Overhauled Coached Allocated Programmed Communicated Analyzed Remodeled Coordinated Appraised Repaired Demystified Audited Solved Developed Balanced Upgraded Enabled Budgeted Encouraged Calculated Helping Skills Evaluated Computed Assessed Explained Developed Assisted Facilitated Forecasted Demonstrated Guided Managed Educated Informed Marketed Facilitated Instructed Researched Motivated Persuaded Planned Referred Set goals Projected Represented

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Clerical or Detail Adoptive Skill -‐ words that describe personal traits Approved Arranged Catalogued Classified Collected Compiled Dispatched Executed Generated Implemented Inspected Monitored Operated Organized Prepared Processed Purchased Recorded Retrieved Screened Specified Systematized Tabulate Validated Creative Skills Acted Conceptualized Created Customized Designed Developed Directed Established Fashioned Founded Illustrated Initiated Instituted Integrated Introduced Invented Originated Performed Planned Revitalized Shaped

Active Adaptive Adoptive Adept Aggressive Analytical Assertive Broad-‐Minded Committed Competent Conscientious Cooperative Creative Dedicated Dependable Determined Diligent Diplomatic Disciplined Discreet Effective Efficient Energetic Enterprising Enthusiastic Experienced Fair Familiar Firm Forceful Honest

Independent Innovative Instrumental Keen Logical Loyal Mature Methodical Objective Open-‐Minded Outgoing Personable Pleasant Posed Positive Practical Productive Receptive Reliable Resilient Resourceful Self-‐confident Self-‐motivated Self-‐reliant Sensitive Sharp Sincere Strong Successful Tactful Tenacious Well-‐organized

1

-‐ Quick Tip -‐ Check out: http://www.quintcareers.com for more action verbs listed by skill!

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Appendix F: The Cover Letter Outline Your Address OR Your Header (same as on your Résumé) Date of Writing Employer’s Name Employer’s Job Title Company Name Address RE: Name of the Job Title

Dear Mr/Ms (last name of employer), • INTRODUCTION: Tell the employer why you are writing. Create an immediate

interest. • Be specific and give details • Showcase your knowledge/interest with the employer; show your motivation

for applying and fit with the organization • State your 2 main skills that you will discuss in the letter

• BODY OF LETTER: Tell the employer what you can do for them. • Body Paragraph A:

• State your main skill/ academic qualification that is targeted to the position • Validate the skill/ academic qualification with one or two specific examples

including the results • Link the skill/academic qualification and your experiences back to the

employer/job

• Body Paragraph B: • State your next skill/ academic qualification that is targeted to the position • Validate the skill/ academic qualification with one or two specific examples

including the results • Link the skill/ qualification and your experiences back to the employer

• CLOSING: Tell the employer what should happen next. • Reiterate your interest in the position/how you match their company • Showcase your research of the employer again • Thank them for their time

Sincerely, Your Signature (optional for electronic applications) Your typewritten name

2

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Appendix G: Supporting Your Claims Showcasing your abilities is a top priority for your résumé and cover letter. Students are often very eager to tell employers that they meet all of a job’s qualifications but neglect to support these claims. Without validation, employers cannot be sure if you actually possess the skills and abilities or if you are just saying that you do. Have you ever written “I have excellent communication, interpersonal, and teamwork skills so I am the best candidate for this position” or similar? It is great that you are confident in your skill set, but there are a few issues:

• If your claims about your skills are not supported later on in your cover letter, it is an empty statement and you can lose credibility.

• As a candidate, you can never be certain that you are THE BEST applicant. Saying that you are THE BEST comes across as arrogant.

• Remember: Employers will compare you to other applicants. Others may write about the same skills. What sets you apart? Show the employer why you might be better.

What should I do? Use specific accomplishments to show how you used or developed a particular skill/ability. There are multiple ways to provide validation. Here are some examples:

• Results: Provides quantitative evidence to show what you did worked o Increased club membership by over 75%. o Reduced weekly processing time from 3 hours to 1 hour.

• Depth: Demonstrates how difficult or large a particular task was o Organized a 100-‐attendee event. o Presented findings to Directors and VPs. o Wrote a 200-‐page process manual.

• Breadth: Shows the variety or complexity associated with the experience o Coached students from 30 different countries. o Interacted with clients in person, over the phone, and via email.

• Duration: Outlines the length of time you had the responsibility o Over 5 years experience in leading teams. o Taught children how to play soccer for 2 years.

• Description: Shows that you understand the skill and demonstrates how you have used it

o My ability to communicate effectively is exercised during each skating class I teach. When I convey the instructions for each skill to be performed by my group, I must be clear and concise, but I must also fully explain the proper technique for each skill.

o Planned and executed a networking event, including developing timelines, securing employers, venue logistics, promoting to students, and delegating to teammates.

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Tips • Make your accomplishment obvious. Don’t make the interviewer guess what you

did! o Have someone else read it and ask if they have a clear idea of what you

did. • Ensure that each statement adds value. Space is limited so don’t include

unnecessary information. Two suggestions: o Write down all ideas (with validation) and then select the most relevant

ones. o Build an outline before drafting your documents to provide structure and

flow. • Don’t under/oversell yourself! Demonstrate what you achieved but never

exaggerate or lie. • Currently working? Track your activities (ex. # of tax returns prepared) as you do

them. This way, you won’t forget what you did and will provide a helpful source of accomplishments.

• Refer to your co-‐op evaluations. Your supervisor comments provide valuable insight into your strengths and accomplishments.

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Appendix H: Cover Letter Do’s and Don’ts

Do’s

Don’ts

• Research the company

• Be focused

• Be specific

• Show enthusiasm and confidence

• Match your qualifications with the position requirements

• Be concise

• Have others proofread your work

• Highlight strengths and

accomplishments

• Send out a form letter to several companies

• Rewrite your résumé in paragraph format

• Be too long or wordy

• Talk above or below your reader

• Mention salary or benefits

• Use first names

• Focus on negatives

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Appendix I: Student Assessment Tool – Resume & Cover Letter Quality

LEVEL DEFINITION

Poor

Very poor quality, needs extensive revision -‐ not original and does not make the student stand out • Poorly formatted: difficult to read/scan, insufficient space, inconsistent visual identity, headers not clearly differentiated etc.

• Poorly organized: not logically organized, not reverse chronological order • Poorly written: grammar and spelling errors, not using active voice • Poorly targeted: not related to the role, relevant knowledge, skills, experience outlined • Poorly validated: student did not provide evidence of results

Fair

Poor quality, needs significant revision -‐ still does not make the student stand out • Similar to above but somewhat better formatted (still in need of revision) • Perhaps logically organized but not with the most important information first • Not well written: using the active voice, but vague choice of words (assisted, worked, etc.) • Slightly targeted: not related to the role, but some required skills identified (important ones missing)

• Poorly backed up: little evidence, similar to above

Satisfactory

Moderate quality, needs some revision-‐ material fits standards, but doesn’t make the student stand out • Acceptably formatted: no huge errors, but does not stand out: easy to read/scan, sufficient space, somewhat inconsistent visual identity, etc.

• Organized: logically organized, reverse chronological order • Acceptably written: limited grammar and spelling errors, using active voice • Fairly targeted: relevant knowledge, skills, experience well outlined, relation to role is limited

• Some back up: student did provide limited evidence of results in both cover letter and résumé

Very Good

Good quality, needs little revision -‐ format and content make student stand out as a good candidate • Professionally formatted: easy/pleasant to read/scan, very consistent visual identity; above average

• Well organized: logically organized, most important information is first • Well-‐written: written at above-‐average level; no grammar and spelling errors, and using active voice

• Well targeted: highlights most relevant knowledge, skills, experience well outlined that is needed by the job AND that are student strengths. Strengths are somewhat connected to the job

• Backed up: student provides evidence of results in both cover letter and résumé

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Outstanding

Exceptional quality, minimal revisions necessary -‐ the student stands out as an exceptional candidate • Professionally formatted: extremely easy and pleasant to read/scan, very consistent visual identity, which is at an outstanding level

• Well organized: logically organized, most important information is first • Excellently written: written in a dynamic and clearly personal voice, with no grammar and spelling errors, and using active voice

• Superbly targeted: highlights most relevant knowledge, skills, experience well outlined that is needed by the job AND that are student strengths. Strengths are closely connected to the job

• Well backed up: student provides evidence of results in both cover letter and résumé that are compelling as to the student’s performance

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Appendix J: Interview Do’s and Don’ts

Do’s

Don’ts

• Show interest and enthusiasm for the position and the company

• Express yourself clearly with a strong voice and good diction and grammar

• Take an extra copy of your résumé and a list of references with you to the interview

• Pay close attention to your personal appearance; dress to your advantage

• Look the interviewer in the eye (but don't stare him or her down)

• Have as much knowledge about the industry, employer, and position as possible

• Display a sense of humor and self-‐confidence

• Take time to think before answering difficult or unexpected questions

• Use the STAR method to answer behavioural questions

• Have questions prepared about the employer and position

• Be late to the interview • Emphasize money as your main interest

in the job • Make excuses for unfavorable factors on

your record or transcripts • Condemn past employers or institutions

of education; keep comments positive • Display a marked dislike for schoolwork • Be indecisive • Display intolerance or prejudice • Contradict yourself in responses • Take notes during the interview -‐ jot

down your notes immediately after the interview

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Appendix K: Telephone Interview Tips

Telephone Interview Tips & Techniques

Employers use telephone interviews as a way of identifying and recruiting candidates for employment. Phone interviews are often used to screen candidates in order to narrow the pool of applicants who will be invited for in-‐person interviews. They are also used as way to minimize the expenses involved in interviewing out-‐of-‐town candidates. While you're actively job searching, it's important to be prepared for a phone interview on a moment's notice. You never know when a recruiter or a networking contact might call and ask if you have a few minutes to talk. Beware of the cell phone The Management Building has limited service for cell phones. A big mistake is to use a cell phone, which may drop the call during the interview. This can be a very damaging to your interviewing. Wherever possible use a secure landline. Use the Co-‐op Office if necessary The Co-‐op Office has interview rooms that have telephones that can be booked for telephone interviews. Please contact the Management Co-‐op Office and book the room as far in advance of your interview as possible.

Be Prepared to Interview § Prepare for a phone interview just as you would for a regular interview. Compile a

list of your strengths and weaknesses, as well as a list of answers to typical interview questions.

§ In addition, plan on being prepared for a phone conversation about your background and skills.

§ Keep your résumé in clear view, on the top of your desk, or tape it to the wall near the phone, so it's at your fingertips when you need to answer questions.

§ Have a short list of your accomplishments available to review. § Have a pen and paper handy for note taking. § Turn call waiting off so your call isn't interrupted. § If the time isn't convenient, ask if you could talk at another time and suggest some

alternatives. § Clear the room -‐ evict the family and the pets. Turn off the stereo and the TV. Close

the door.

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Practice Interviewing Talking on the phone isn't as easy as it seems. I've always found it's helpful to practice. Have a friend or family member conduct a mock interview and tape record it so you can see how you sound over the phone. Any cassette recorder will work. You'll be able to hear your "ums" and "uhs" and "okays" and you can practice reducing them from your conversational speech. Also rehearse answers to those typical questions you'll be asked. During the Phone Interview

§ Do not smoke, chew gum, eat, or drink. § Do keep a glass of water handy, in case you need to wet your mouth. § Smile. Smiling will project a positive image to the listener and will change the tone

of your voice. § Speak slowly and enunciate clearly. § Use the person's title (Mr. or Ms. and their last name.) Only use a first name if they

ask you to. § Don't interrupt the interviewer. § Take your time -‐ it's perfectly acceptable to take a moment or two to collect your

thoughts. § Give short answers.

After the Interview: If possible, take notes about what you were asked and how you answered.

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Appendix L: How To Answer Tell Me About Yourself

This is the most frequently asked interview question and is typically asked first. Employers ask the question to let you set the tone of the interview. It is an introduction to the rest of the interview and should therefore be a short summary of what you have to offer and your motivation for the role. During an interview you must communicate ideas effectively and confidently, so prepare an answer to this question and do not ramble. How can I prepare a great response? Provide a synopsis of you. This is your Unique Selling Proposition or personal branding statement. It is a succinct description of who you are, your key strength and the major benefit that a company will derive from this strength.

Ex.: “I am an energetic marketing student who is passionate about the power of social networking. I developed a social media-‐based membership drive for the Marketing Students’ Association which resulted in a 40% increase in membership.”

Prepare your response in three steps and then put the steps together.

1. Work out what the THREE most important qualities are for the job. Begin your answer by stating that you have these qualities.

Ex. “I enjoy helping others resolve their issues as it combines my analytical and interpersonal skills. I set challenging goals and persistently work to achieve them.”

2. Select one or two things you achieved at your most relevant job. Ex.: “I worked as a Junior Accountant for my last co-‐op work term at TaxIsFun Accountants. I prepared over 100 personal tax returns with a high degree of accuracy.”

3. Demonstrate specific knowledge of the industry and company. Say why you want to work for that particular company and show enthusiasm.

Ex.: “I want to work with a mid-‐sized accounting firm because I want to build on my experience of creating solid long-‐term relationships with clients. I know this is a key focus of your firm. Also, I am excited to join your team, as at your firm I will be able to learn about all aspects of the audit process, due to the tightly knit small audit teams.”

Now combine the parts. 1+2+3 equals a great response! TIP: Ask a question at the end of your reply to provide an opening for the employer, along the lines of: “Is there any part of my background I can expand on for you?”

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What NOT to do:

• DON’T show interest in only yourself. o Example of what NOT to say: “I want to work for your company because you

have great benefits and pay high commissions.” • DON’T make your answer too long.

o 90 seconds tops. You want to interact with the interviewer. If you go over 90 seconds you are giving a speech, not interacting.

• DON’T forget to make eye contact. o You want to connect with the interviewer so look them in the eye. There can

be too much of a good thing -‐ don’t have a staring contest!

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Appendix M: Written Exercise: The STAR Method For each of the skills listed below, briefly outline an example of a previous experience in which you have demonstrated that particular skill. Follow the STAR method. Remember to concentrate on the Situation – what was the specific circumstance, and avoid generalizations; the Task-‐ what were the details of the job you were required to complete; Action-‐ highlight the steps YOU took in order to achieve the goal; Results-‐ what was the outcome and what skills did you develop. Communication: Situation – __________________________________________________________ & __________________________________________________________ Task __________________________________________________________ __________________________________________________________ Action-‐ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Result-‐ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Time Management: Situation -‐ ___________________________________________________________ & ___________________________________________________________ Task ___________________________________________________________ ___________________________________________________________ Action-‐ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Result-‐ ____________________________________________________________ ____________________________________________________________ __________________________________________________________

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THE STAR METHOD For the skill(s) listed below, use the space provided to briefly outline a situation and/or past experience which positively and sufficiently demonstrated the selected skill. Be

sure to include the context of the situation, as well as your individual accomplishment and outcomes. Situation / Task -‐ __________________________________________________________ __________________________________________________________________________________________________________________________________________________________________ Actions -‐ ________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Result -‐ _______________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transferrable Skills: √Leadership √Time Management √ Problem Solving √Analytical

√Interpersonal/ Team Work √Communication √Research √ Creativity √Motivation √Multi-‐tasking √Assertiveness √Adaptability

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Appendix N: Student Assessment Tool – Interview Quality

LEVEL DEFINITION

Poor

Very poor performance, needs extensive improvement -‐ information is not effectively communicated • Poorly organized: does not respond in STAR order or format at all • Poorly communicated: does not use the active voice; vague choice of words; lots of fillers (um, uh, etc.)

• Poorly targeted: not related to the role, and relevant knowledge, skills, and experiences are not expressed

• Poorly backed up: student did not provide supporting evidence of results achieved

• Poor vocal and physical presentation: very nervous appearance, no word emphasis, not energetic

Fair

Poor performance, needs significant improvement -‐ does not make the student stand out • Similar to above but somewhat better (still in need of improvement) • Perhaps responses are logically organized in STAR format but not in order or with the most important information first

• Not well communicated: perhaps using the active voice, but vague choice of words (assisted, worked, etc.), still uses lots of fillers

• Marginally targeted: still not related to the role, but some required skills are expressed (some important ones still missing)

• Poorly backed up: little evidence, similar to above • Poor vocal and physical presentation: still has nervous appearance, some word emphasis, energetic at some points

Satisfactory

Average performance, needs some improvement -‐ acceptable but does not make the student stand out • Organized: responses logically organized in STAR format and order, most important information is generally first

• Acceptably communicated: using active voice with more specific action-‐based words but some are still vague, uses some fillers

• Fairly targeted: relevant knowledge, skills, experience well expressed, relation to role is limited

• Some back up: student did provide limited evidence of results achieved • Good vocal & physical presentation: not nervous most of the time, word emphasis, somewhat energetic

Very Good

Good performance, needs little improvement – performance & content make student a good candidate • Well organized: responses logically organized in STAR format & order; most important information first

• Well communicated: using active voice and mostly specific action-‐based words, uses few fillers

• Well targeted: highlights most relevant knowledge, skills, & experience outlined

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needed by the job AND that are student strengths. Strengths are somewhat connected to the job

• Backed up: student provides evidence of results achieved • Good vocal & physical presentation: not nervous most of the time, word emphasis, generally energetic

Outstanding

Exceptional performance, minimal improvement necessary – stands out as an exceptional candidate • Well organized: responses logically organized in STAR format & order; most important information first

• Excellently communicated: using active voice and expressed in a dynamic and clearly personal voice, uses action-‐based words, no fillers

• Superbly targeted: highlights most relevant knowledge, skills, experience outlined needed by the job AND that are student strengths. Strengths are closely connected to the job

• Well backed up: student provides evidence of results and is compelling • Excellent vocal and physical presentation: not nervous, consistent word emphasis, energetic

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Appendix O: How To Provide References Frequently, either before offering a position, or after extending a conditional job offer, employers ask to check your references. This is generally done to ensure the accuracy of your application (you worked where you said you did, when you did, and you did the tasks you outlined). Also, it is to ensure that there are no major areas of concern with regards to your performance. Here is a template of the reference list sheet with what is usually required: Mr. / Ms. Name Job Title Company Relationship (include approximate dates) Email address Business/Home/Cell Phone Quick Tip: Format your references similarly to your résumé – same header, font, etc. Normally for your co-‐op work term jobs, you should be giving Professional References. That means you should be using people to whom you reported or who were responsible for reviewing your work as your reference. Appropriate examples include your supervisor, manager, or co-‐workers (someone others respect). It is a good idea to maintain a list of all potential professional references, and to select three to five who fit best with specific positions. Three is the normal number of expected references. Using LinkedIn is a great way to keep in touch with past employers, especially in the event that they move to another organization. Always check with the people who you intend on using as a reference: ask for their permission and if they will provide a positive reference. This is crucial – the last thing you want is for a reference to damage your chances of securing the role. If you know someone on the hiring committee then DON’T use them as your reference because sometimes it will backfire: it puts that person in a 'conflict of interest' situation. What if you don’t have any professional references? There are other people to whom you can turn for helping you with a reference. Ideally that person should be a respected member of the community or a profession. Examples include your Professors and volunteer supervisors. (HINT: although they may know you really well, don't just use your friends). Can I ask someone from the Co-‐op Management office to be my reference? If you have worked in the Co-‐op Office (ex. work-‐study), please speak directly with your supervisor. If you have NOT worked in the Co-‐op Office, we unfortunately cannot provide a reference for a co-‐op position. We strive to find all co-‐op students great placements so providing references to students poses a conflict of interest.

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For more information on giving reference: http://www.wisegeek.com/what-‐are-‐professional-‐references.htm http://employment.typepad.com/for_job_seekers/2006/12/tough_situation.html http://www.quintcareers.com/job_reference_services.html

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Appendix P: First Round Ranking Process

Step 1: Employers submit their rankings By 12 noon on the day of rankings, most employers who have interviewed one or more of our students inform the Co-‐op Office of their ranking decisions. If they rank a student #1, it means that this student is their most preferred student. Employers can then rank the remaining candidates they are interested in hiring #2, #3 and so on. The CSM system displays these rankings to the remaining candidates with a #2, so as a student, you know that this employer has ranked you and they are interested in having you work with them. So, if you were ranked 4th by an employer, a #2 would be displayed on CSM. If the employer does not rank the student at all, it means they would not be willing to hire this student. By 3:30 p.m. on Ranking Day, all students who have so far been on interviews will be able to view the ranking results on CSM:

• Which employers ranked you #1 • Which employers ranked you #2 or more (will be shown as #2) • Which employers will be submitting their rankings late, shown as #3 on the system • Which employers did not rank you (“N/A”)

Step 2: Students submit their rankings After making your ranking decisions, you must submit your rankings through CSM. Please ensure that you include meaningful comments for all of your ranking decisions. This can be done by clicking on the “Review” button to the left and then clicking on “Edit Interview Comment” and entering your thoughts. Salaries for each position (unless not provided to us in time) will be made available before rankings are published. Please check the job posting for the salary information. Please note this salary information is an estimation, not a confirmed amount. 2a) Decision-‐making Considerations You must rank all the positions for which you have been interviewed, with #1 being YOUR most preferred position, #2 being YOUR second most preferred position and so on. If you attended interviews for two different positions with the same employer, rank each position separately. Try to approach this ranking from the perspective of: "In an IDEAL world, I truly would prefer to work in position X. If I can't get X, I'd next pick Y. And if I can't have Y, my next choice would be Z." Therefore, your rankings would be as follows:

• Position X: Rank #1 • Position Y: Rank #2 • Position Z: Rank #3

If an employer has ranked you #1, you are assured of a match if you also rank this employer #1. However, if this is not a position or an employer that truly interests you, you may want to reflect that by ranking it lower.

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Another option is to select the “Select” code on the ranking drop down instead of a number, which means that you would not accept the position even if it were a possible match. If you do this, it is imperative that you enter your thoughts in the “Edit Interview Comment” section AND email a Coordinator with your reasoning. Please see Section 2c for more information. It comes down to whether your goal is a guaranteed position or an optimal position. Holding out for the optimal position requires that you assume the risk of ending up without a match in Round One. On the other hand, you can take advantage of positions that might become available during Continuous Round. In ranking the positions for which you interviewed, establish some criteria that you think would make for a great work term, then assess each position on the basis of its ability to meet your criteria. Here are areas in which you might develop some evaluation criteria:

• Nature of the work you will do and skills you will develop as a result • Type of people you will work with and contacts you will make • Environment or industry sector you will work in and its relationship to the

environment or industry sector you prefer • Overall fit with your future career goals

NOTE: Although you cannot rank an employer that has not ranked you, it is critical to let us know your thoughts for ALL the positions for which you interviewed. You can do this by entering notes in the “Edit Interview Comment” section. In some cases, we may go back to an employer and propose an alternate candidate they have interviewed, but not ranked, in order to ensure the employer has a student for the work term and that we ensure a match for one more of our students. An employer will be more receptive to such a call if we can say "this student has commented that you are one of his/her preferred employers." If you feel that you need to discuss your decision-‐making with a Coordinator, please contact the Management Co-‐op Office. You can email or call a Coordinator, and they will get back to you as soon as possible. 2b) How to submit rankings

• Log in to CSM and click on "Interviews" (top menu bar). You will then click on the “Scheduled Interviews” tab. All of the interviews that you have gone on will show and will have an “Employer Rank” and “Rank” column. The "Employer Rank" column may indicate one of:

o 1 o 2 o 3 o Blank with an “N/A” in the Rank column

• Go to the “Rank” column and set your choices for each of the job applications that you are able to rank.

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2c) Making Comments for your Rankings Click on the "Review” button to the left of the table and then click on the “Edit Interview Comments” section. In the space provided, ensure that you include additional comments that you would like the Co-‐op Office to be aware of. For example, if you choose "Select" which will mean that you are not willing to work for this employer, you need to provide us with some explanation as to why you would turn down an opportunity with the company. As well, it is important to enter your comments on the job, employer and ranking when you do rank an employer so that we get a better insight into your thoughts, the interview process and our employers. Only the Co-‐op Coordinators see these comments, the employers will never see them. IMPORTANT: As per co-‐op policies, "If a student rejects 2 firm offers, the student will be required to undertake an independent job search and will not be permitted to apply for further positions posted by the Co-‐op Office." A firm offer would be when you are ranked #1, but be aware that being ranked at all gives you an opportunity to ultimately secure that job. If you turn down a position for which you are ranked #2 and so on, this would also count as a turn-‐down (unless otherwise decided in consultation with a Coordinator). Please note that if you receive more than one #1 ranking, you will have to choose one offer to accept and turn down other offers; this process would NOT count as a "turn-‐down." Step 3: Co-‐op Office updates CSM with matches Students who have been matched with an employer will find their work term documented by going to their “Profile” on the top menu bar in CSM and then clicking on the “Work Term” tab. By clicking on the “Edit” button, the student can view the details of their placement. IMPORTANT: Ranking an employer (unless you click “select” to say that you are not willing to work for them) indicates an agreement to work with that employer if matched by the Co-‐

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op office. Thus, you need to ensure that you provide clear comments that help us understand your ranking decisions. Please be aware that once you are "matched" with a position, you are committed to that position and employer. Students who are matched as part of First Round are thus not permitted to interview for and/or accept late offers once the First Round matching process has been completed. Students who cannot be matched with an employer (including those who have not been out on interviews yet) will receive an email, which outlines in more detail the procedures for Continuous Round. Step 4: Co-‐op Office communicates with all Employers who ranked students Employers who are matched with a student will be informed. Employers will then prepare and send an offer letter to the student's mailing address (as indicated on the student's résumé) and advise them of their employer responsibilities and our mid-‐term evaluation visit (within 1-‐8 weeks). Note: When we advise employers that a student has accepted the match, the University, the Co-‐op Office and the student are making a commitment to the employer. We are therefore relying on you to be very sure of your intent to follow through when you submit your rankings. Employers who cannot be matched with a student will be encouraged to post any unfilled positions in Continuous Round. Step 5: Employers create and send offer letters to students As mentioned above, it can take from 1 to 8 weeks before you receive an offer letter. Please note that the offer letter is simply a confirmation of your acceptance based on the ranking process. The offer letter might include any or all of the following categories of information: nature of the job, reporting relationship, hourly compensation, benefits where applicable, hours of work, confidentiality agreement. As soon as you receive this letter, you will generally be asked to sign it and return a copy to the employer by fax, email or mail. You must supply the Co-‐op Office with a copy of your signed letter for your file and keep a copy for your own record. This is critical to enable us to begin your work term record. Step 6: Students not matched enter Continuous Round There are no guarantees of a match in First Round, even for those who were invited to interviews. Be prepared. In the event you are not matched, you will need to continue responding to job postings in Continuous Round. Continuous Round begins after Ranking Day and Matching Day have taken place. The earliest deadline for jobs to close is typically within one week of the beginning of Continuous Round. During Continuous Round, employers and students interact on a first-‐come first-‐served basis. The Co-‐op Office will continue to call employers, post positions and act as the intermediary for the scheduling of interviews and confirmation of an offer of employment. Employers can offer the job to the student during the interview, though they may take up to a week after the interview to decide if they want to offer the position to one of our students. If offered a position, students need to make a decision within 24 hours.

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Ideally, employers will make their offers through the Co-‐op Office. If they go directly to you to make their offer, make sure you always keep us informed, as we might be lining up other interviews for you. If you do end up in Continuous Round, continue responding to job postings! There is still plenty of time left in the term. Also, remember that the more positions you apply to, the greater your odds are of a successful match. Final Comments Please be sure to come and see us for a résumé/cover letter reviewed, and/or mock interview. As always, do not hesitate to drop by, call or email if you have questions. In some cases, doing all three makes sure your question gets immediate attention! Good luck from all of us in the Management Co-‐op Office.

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Appendix Q: Offer Package Tip Sheet An offer package contains the paperwork an organization needs to get you set up as an employee. Most of the time the employer expects quick turnaround of 24 – 48 hours. Read the instructions carefully, sign all required documents and return them back to your employer as soon as possible. Sometimes you may need to attach a void cheque and certain government issued ID copies. Inside your offer package, generally you will have the following documents (names and inclusion of certain forms may vary depending on the company):

§ Your offer letter § Employment Terms and Conditions § Applicant Identification and Authorization Form § Police Disclosure of Criminal Record Form § Emergency Contact Information § Independence and Confidentiality Declaration § Form TD1/TD1ON (see below for details)

Form TD1/TD1ON -‐ What this form is for When a new employer hires you and you will be receiving salary/wages, or any other type of remuneration, your employer needs to determine how much federal (TD1) and provincial (TD1ON) tax to deduct each time he/she pays you. This form will help your employer to determine how much personal tax credit you have so that the amount of tax they deduct from your paycheck is appropriate (you don’t want the employer to deduct too much that shrinks the cash in your pocket, nor do you want the employer to deduct too little that next year when you file your tax return you owe the government money!). To fill out the form: 1. Generally, if you are OVER 18 YEARS OF AGE, SINGLE, FULL-‐TIME STUDENT AT UofT and

PAY TUITION, you need to fill out Line 1 and Line 5. Review the other sections but they do not apply to most students.

Line 1: Basic personal amount: for most cases, everyone gets the basic personal amount of $10,382 (on TD1) and $8,943 (on TD1ON). Pro-‐ration might apply to you if you lived/will live outside of Canada for part of the year. Check www.cra.gc.ca for further information.

Line 5: Tuition, education, and textbook amounts (full time and part time): as a UofT student, you can claim the amount of tuition you paid + prescribed textbook amount in the year as a credit to offset your taxable income. You can put down an estimate of what amount of tuition you are going to pay. The calculation method is on the form. It’s OK if you don’t know how much exactly you’re going to pay. Try to come up with the amount as close to reality as possible. Be aware this is for a calendar year (e.g. January 2013 – December 2013).

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2. Read other lines to see if they apply to you (spouse amount, caregiver amount, disability amount, etc.) and fill out the appropriate amounts.

3. Line 13: Add the amounts in Lines 1-‐12 and put the total in Line 13. 4. On 2nd page check the boxes that apply to you. 5. If you think the salary you will earn is going to be less than the credit amount on line 13

on the previous page, check the box under Total income less than total claim amount. This way your employer will not deduct any tax on each of your paychecks. KEEP IN MIND that if you earned more than the credit amount on line 13, the following year you may have to pay the tax that was not withheld by the employer.

6. REMEMBER to sign and date the form. For more information on how to fill out TD1 form, go to: http://www.cra-‐arc.gc.ca/tx/bsnss/tpcs/pyrll/hwpyrllwrks/stps/hrng/td1/menu-‐eng.html

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Appendix R: Career Services Management (CSM) - Student Process Logging In The student interface for Career Services Management (CSM) is https://utsc-‐utoronto-‐csm.symplicity.com/students/. You will use your student number as your username and the password as emailed to you from the system. Once you are in the system, you can change your password by going to Profile and then the Passwords/Preferences tab. If you have difficulty signing in, please email [email protected] The following screen shot is of your home page. The highlighted areas are as follows:

1. Tool bar at the top for the various functions you will perform. 2. Announcements section that will showcase various events/items of interest to you. 3. Shortcuts section can be used as a fast way to view items such as your scheduled

interviews and job postings. 4. Log out section at the top right corner 5. The Circle that is blank inside is highlighted to show you where Alerts will show on

your home page. For example, if you have been invited to an interview, an Alert will show in this section.

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Updating Personal Information The CSM system will be operation central for all of our employer and student record keeping. The Co-‐op Office needs to stay in contact with all of our co-‐op students at all times, including while you are on work term. We therefore request that you provide information to the Co-‐op Office and keep it up to date at all times. This information includes uploading your picture. Please note that employers will not see this picture, it is strictly for the use of the Co-‐op Coordinators.

(Size of picture 300 X 400 Pixels)

Maintaining your Information Under the Profile tab on the tool bar and the Personal Information tab, you can view and change your personal information. You will notice that there are quite a few fields that are required and we request that you fill in as many as possible.

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Viewing your Sequence In order to view your work term sequence, click on “Profile” and then “Academic Information”. You will see your Eligibility for the work term and your sequence for Work Term 1, 2 and 3. If your work term sequence is incorrect or if it needs to be modified, contact the Management Co-‐op Office.

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Appendix S: Information While on Work Term In addition to being successful in your position and in building relationships with your manager and team, there are a number of actions that are specific to being on a co-‐op work term that are important to be aware of.

1. Check your email regularly. Check your email address listed on CSM regularly (preferably @mail.utoronto.ca), as the Co-‐op Office sends out important communications while on work term to this address. It is also helpful to send your Coordinator, your work email address and phone number for site visit booking purposes.

2. Sign up for Health & Dental Insurance. While you are enrolled in courses at UTSC, you can opt in to the SCSU’s Health and Dental insurance plan, which covers you beyond OHIP or UHIP. If you are not covered by a parent/guardian’s health and dental insurance plan, the Co-‐op Office would encourage you to sign up for coverage while on work term. To do so, visit the SCSU. This needs to be done before the start of the work term.

3. Avoid taking courses while on work term.

The Co-‐op Office recommends that students focus on their job while they are on work term, and use extra time that they may have available to take initiative in their role. This is particularly important for students on their first work term, who also are adjusting to the workplace. There may be an unwritten expectation at your job that you will work beyond 5pm. We discourage students from taking any courses while on work term, as it lets your employer know that they are not the priority -‐ not the right foot to start off a work term on. As stated in the co-‐op policies, no student may take more than 0.5 FCEs while on work term. Further, in order for students to take any course(s) during a work term, they must have permission from their employer, and fill out a “Course While on Work Term” Request Form, and have this approved by the Management Co-‐op Office.

4. Evaluations.

As a part of your co-‐op work term, you and your manager will need to jointly complete a mid-‐term evaluation (at the half-‐way point of your term) and a final evaluation. These evaluations are helpful for you to understand how you have performed, and are also helpful in setting goals to grow in the work term. While there is no grade associated with them, satisfactory work performance is a requirement for the successful completion of a work term. The evaluation forms can be found on our website: http://www.utsc.utoronto.ca/mgmt/student-‐forms-‐documents

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5. Mid-‐Term Site Visit. At the halfway point of your work term, a Coordinator will visit you and your supervisor in your workplace. This meeting is an opportunity for you to gain valuable feedback on your performance and discuss your ongoing development during the second part of the term. A further goal of this meeting is to ensure the needs of the student and the employer are being met. This will involve reviewing the completed Mid-‐Term Evaluation form.

6. Work Term Projects. All students, regardless of whether you are on a 4, 8 or 12 month work term need to complete a work term project for each 4 month term. Most of the projects involve identifying an opportunity to improve business performance, develop at least two alternative ways to address that opportunity, do a dollar-‐figure cost/benefit analysis and make a recommendation. Full assignment information about the project can be found on CSM under the Resources Section, in a document entitled "Management Work Term Projects."

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Appendix T: Work Term Projects Purpose Work term projects are designed to be:

A) Analytical, demonstrating an ability to identify business opportunities. B) Communications-‐oriented, effectively convincing others to implement your ideas.

In summary, you should:

§ Identify a business opportunity, situation or issue that your organization can improve on and describe it.

§ Pick at least two alternative ways to address it. § Evaluate each one using a dollar-‐figure cost-‐benefit analysis to calculate the ROI. § Recommend what actions your employer should take.

This document outlines the details for each work term project, including:

§ How to structure the projects § How to submit projects § Requirements for 1st, 2nd, 3rd, 4th, and 5th work terms § Tips on how to avoid common issues

For further information, you can review this video overview: http://www.youtube.com/watch?v=qE6LzSkGmxY. For questions, contact your Co-‐op Project Consultant:

§ Tarun Dewan ([email protected]) if your last name begins with letters A-‐L. § Jessica Bhola ([email protected]) if your last name begins with letters M-‐Z.

" The most surprising aspect of my Co-‐op experience, though, was the value of the work term reports required at the end of each of the 3 work placements. I honestly thought that they provided little real value at the time, but while on a 3rd interview for full-‐time employment I was asked to analyze a case study in PowerPoint with serious time constraints. The skills and tools acquired in presenting the 3rd Co-‐op work term report, along with comments from Prof. Howard afterwards, were extremely helpful in succeeding during this 'real world' interview." -‐ 4th-‐year B.B.A. Student

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Structure Requirements The structure of work term projects is as follows: Section 1: Executive Summary

§ State the purpose of the project -‐ the Problem you are addressing § Your Job Description/Role § Stakeholder Identification: who may be affected by the issue and what are their

interests.

Section 2: Situation Analysis & Problem Definition § Clearly Define A Single Problem § Analyze the Existing Situation (Stakeholders) -‐ Who is affected? How? § Identify the Gap between the Desired Goal and Existing Situation § Identify the Root Cause of the Problem: the factor that links all the issues together;

and if solved would yield the greatest results in bridging the gap between the desired and existing situation.

§ Define at least 2 Alternatives ("doing nothing" is not an acceptable alternative). It is recommended that you brainstorm multiple options and then select the best ones to include.

Section 3: Assessment of Alternative Solutions Each of the relevant alternatives should be assessed in the following manner:

§ Outline of Alternative § Outline your Implementation Plan § Assess & Quantify the Costs and Benefits of Implementing Each Alternative. Review

this website for information about how to do this! http://www.mindtools.com/pages/article/newTED_08.htm

§ Must provide $ figures for each cost and each benefit – there are generally several costs/benefits per alternative!

§ Calculate the Return on Investment (ROI) of Each Alternative

Section 4: Recommendation § Make a Recommendation and Provide Justification § Evaluate the Short Term & Long Term Success of your Recommendation

Section 5: Conclusions

§ Sell your thesis with your closing comments. You should be trying to convince the audience to fund your idea.

Section 6: References (if necessary) Section 7: Appendix (if necessary)

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1st, 2nd, 3rd, and 4th Work Term Project Formats 1st Work Term: Written Report: The first work term project is to be a written business report, 8-‐10 pages (12 point font, double-‐spaced) excluding tables, appendices, etc.

§ You must address a business opportunity or solve a problem or issue that you have the ability to analyze throughout your placement.

§ Outline your role (i.e. a paragraph about your job) and how you were involved as part of the problem or issue presented.

§ You must present at least 2 alternative ways to solving the one problem. "Doing nothing" is not an acceptable alternative.

§ It is essential that you employ a cost-‐benefit analysis of your alternative(s). You must present your costs, as well as your benefits, separately -‐ in dollars -‐ for each alternative.

§ Time is money: when thinking about costs and benefits, think about hours invested in the alternative, or time saved as a result.

§ There are often several costs and several benefits (e.g. the costs of implementing a new piece of software might include: purchasing the software, time setting it up, time testing it and training time).

§ It may be necessary to estimate the cost/benefit figures. If so, describe the assumptions that guide your calculations.

§ If appropriate, a report can include a SWOT Analysis), or PEST Analysis (http://www.quickmba.com/strategy/swot/) instead of the Situation Analysis.

2nd Work Term: Presentation Deck & Notes: The second work term project is to be 15-‐25 slides in PowerPoint, with bullet form notes representing the oral portion of the presentation.

§ Tip: the text can be included in the notes section of the PowerPoint deck. § Follow the guidelines for the 1st work term in terms of analysis, and adjust the

structure requirements in a way that would make sense for a presentation (i.e. no job description slide)

§ Use clear and appropriate headers on every slide. § Avoid making your slides a reading exercise (use visual representations of content

like diagrams or graphs). § Use bullet points only on all slides (with the exception of headers). § Use stock photography instead of clip art (professionalism). There are several

websites from which to get free photography. § Carefully select bullet points for your slides to create a train of thought that is clear,

concise, and reinforce your premise. § Your premise should be on every slide. § Tip: review information on how to present effectively available online, e.g.:

http://lifehacker.com/5810271/how-‐to-‐create-‐presentations-‐that-‐dont-‐suck

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3rd Work Term: Oral Presentation The third work term project is a formal PowerPoint presentation to a Co-‐op Project Consultant and possibly a small audience.

§ Possible presentation dates will be posted on CSM before the report is due. If you do not receive these dates, please contact the Co-‐op Office.

§ For any missed presentations, please note that there will be a rebooking fee. § On the day of your presentation, bring 1 hard copy of the slide and 1 soft copy on

USB. § If your 3rd Work Term is 8 months in length, your report is to be submitted and

presented at the 4-‐month mark of your term. § Your presentation should be 13-‐15 minutes in length, using 15-‐25 slides. § Follow the format guidelines for the 2nd work term and use visual representations

(like tables, diagrams and stock photography). § Rehearse your presentation and avoid reading the slides. Your slides are only there

to support your text. The focus of your presentation is on you and your presentation skills.

4th Work Term: Short Essays & Job Application The 4th work term project is for students completing an extended last work term. The project consists of two short essays integrating theory and practice and a job application consisting of a job posting, cover letter and résumé. Core guiding principles include: integrating practice and theory, self-‐reflection, career launch and personal branding. Essays

§ The two essays will be short (300-‐500 words) exploring a specific topic related to an area of academic studies (theory) that was dealt with during the work term (practice).

§ The essays could be related to: a particular field of studies (e.g. finance), an organizational behaviour issue experienced, or an industry review.

§ Examples include: change management, trends in derivatives markets, new accounting standards, people conflict.

§ A solid essay includes co-‐op experiences, a reflection on this experience, reference to academic studies and current trends in that particular field/area of interest, discussions of what could have been done better, and what effects it had on the department/company/industry.

Job Application A student conducting their fourth work term has now experienced real employment. S/he knows the type of work s/he likes or dislikes, has an idea of where s/he would like to end up, realizes his/her strengths and opportunities. S/he now needs to package all of this and sell it to the employer/admissions office. To do this, the student will be required to create one full résumé with specified sections and attach a cover letter targeted to a specific job of interest that will encompass his personality and offering.

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5th Work Term: Essay, Advice and/or LinkedIn Profile The 5th work term project is for students completing an extended last work term. Students shall select two of the three components below that will allow them to: integrate practice and theory, analyze their workplace experience and demonstrate personal branding. 1. Connecting university and work. The short essay (300-‐500 words) will outline how courses taken at UTSC relate to the experience gained in the workplace. A strong essay will touch on specific courses, identify the relevant content from those courses and articulate how this content was applied in a work setting, as well as discuss how your work experience will be applied upon your return to school. 2. Advice for future students. Presented either as an online video (submit the link) or as a short essay (300-‐500 word), you will provide advice for future students interested in pursuing work with your employer. Please be sure to touch on: what skills you developed and why you found the role beneficial, what students can do to prepare for the role, guidance on how to succeed in the position, and any observations on workplace culture that can help students adapt. 3. LinkedIn Profile. Your LinkedIn profile should be an effective marketing tool that highlights your personal brand, work experience and performance. Please submit the public profile link. Your profile must be 100% completed (as outlined by LinkedIn) and must include: a strong professional summary identifying key offerings and career interests; an appropriate photo; all relevant experiences included with appropriate paragraphs for each; membership in appropriate networks to highlight career interests; and at least 1 recommendation from a current colleague or supervisor. When looking at your LinkedIn profile, employers should feel that this could serve in place of a résumé as a marketing tool.

Grading The projects will be evaluated against the criteria laid out on this website: structure, problem definition and analysis, research, analysis of alternatives (especially cost/benefit), and clarity of writing/presentation/visual layout The most common issues that have resulted in a failed work term project to avoid:

§ Not selecting a clear issue or opportunity (vagueness). § Not identifying at least two alternatives. § Listing only 1 obvious cost, when there are multiple costs. § Not quantifying the benefits. § Not justifying/explaining numbers and assumptions (why do you believe it will save

that much money?). § Not referencing any research, when it was necessary. § Extensive grammatical and spelling issues. § Long sentences on PowerPoint, “cheesy” clip art.

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Submission Requirements § Projects are due on the second Friday of the new academic term, submitted via

CSM, for all work term projects (including 3rd). § Projects are required for every 4 months of work – if a student is on an 8-‐month

work term, they need to complete 2 projects. § Projects require a cover page, either using this template

(http://mgmtcoop.utsc.utoronto.ca/downloads/students/WorkTermTitlePageTemplate.doc), or including the same info.

§ Failure to submit work term projects, plagiarism, or collaboration with other students, may result in removal from the Co-‐op Program.

Submitting your Work Term Project Via CSM

1. Select Profile tab, 2. Click on the Work Term sub-‐tab. 3. Click edit on the appropriate work term. 4. Click on the Semester Report sub-‐tab. 5. Click the Choose File button, select your report. 6. Select Save. 7. If your work term project is larger than 5mb or multiple files, try to use compression

software (e.g. zip). If none of that works, upload the cover page and email the remaining document to the Co-‐op Office, per the guidelines on CSM.

If you have saved it successfully, you will see a green checkmark next to the Semester Report and the line showing your work term report uploaded: "Current Uploaded Semester Report: xxxxx.doc."

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Project Tips Project Planning

§ Review guidelines and brainstorm potential ideas early in your work term (first couple of months).

§ Meet with your supervisor to discuss ideas, obtain feedback and explore other options.

§ Also discuss with your supervisor how to avoid releasing confidential information and consult a work term project consultant if necessary.

§ Complete your project and information-‐gathering at work, when you have access to the most resources.

§ Think carefully about how to quantify (using $) costs and benefits – this may involve research on your part.

Choosing a Topic It is wise to select a single problem of a reasonable size (i.e. not so big that it bleeds way outside of their role, but not so small that it's an obvious thing to fix... like re-‐filling the printer paper consistently). If necessary, confirm with your Co-‐op Project Consultant. Keep in mind that your topic needs to be one that can be examined effectively given the length restrictions for each project. Although the topic does not have to be original, the project must be your own work. Possible topics for a project (described very generally) include:

§ How to improve the performance (efficiency, output quality) of an organizational function or activity.

§ How to take advantage of a new market, technology or opportunity. § The implications of a social/economic policy issue for the organization and its

activities. § Analysis of how a formal concept or method is applied and how it ought to be

applied in a field of professional practice (e.g. accountancy, market research) Staff retention has historically been a very common and very generic issue, and is often not well done – it may be better to tackle a different issue. Writing/Presentation Style

§ The style of writing or presentation depends on your audience, such as a senior executive versus a co-‐worker in a specialized field. Consider this when preparing your project and indicate it in your introductory section.

§ The work term project should be written at the same standard as is expected of a document prepared in a professional environment. Your argument and exposition should be concise, coherent and well organized.

§ Before submitting, carefully review for clarity, grammar/spelling and that you meet all requirements (you may also want to have someone else review it).

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Appendix U: Employment Standards Co-‐op students at U of T Scarborough experience up to three different work environments over the course of their academic program. It is therefore important that they familiarize themselves with employment standards that govern employer-‐employee relations in matters of employee health, safety and well-‐being. ONTARIO OCCUPATIONAL HEALTH AND SAFETY ACT Employers have responsibilities to workers with regard to their safety and well-‐being. All co-‐op students are covered via their employers by provisions about health and safety while on their work terms. Visit the Ontario Occupational Health and Safety website for more information: http://www.labour.gov.on.ca/english/hs/. WORKPLACE SAFETY & INSURANCE BOARD (WSIB) Co-‐op students are entitled to Workers’ Compensation on the first day of the job and as soon as they are registered on the payroll. The employer handles the cost of this benefit. If a student is injured on the job, he/she would be eligible to receive 90% of his/her net average earnings up to a maximum, which is subject to change. Any medical costs such as doctor’s bills, medication, etc. are the responsibility of the WSIB. For more information, visit the WSIB website: www.wsib.on.ca. IF YOU ARE INJURED DURING A WORK TERM, INFORM THE CO-‐OP OFFICE IMMEDIATELY. SEXUAL HARASSMENT As a student at the University of Toronto, you are both protected by and obligated to comply with the Sexual Harassment Policy. When you are on work term and therefore outside the University, the University’s agreement with its partners in the Co-‐op Program ensures that you will be treated fairly in accordance with University policies while you are on work term. In addition, you are covered by relevant local rules, including local human rights laws and policies on sexual harassment. For more information, advice, or assistance contact the Sexual Harassment Office, at 416-‐978-‐3908. LIABILITY AND HEALTH INSURANCE The University of Toronto has a general liability insurance policy, which covers all registered students. This also applies to all co-‐op students who work outside of the University as part of their course requirements. This policy insures against damages that a student may cause to his/her employer through inadvertent acts of negligence while on the job. Intentional acts are not covered by the policy. If an employer requires confirmation of coverage, contact the University of Toronto Insurance and Risk Department at 416-‐978-‐7465. Students who will be outside Ontario during their work terms are advised to check their status under OHIP. Those going abroad may find that additional private insurance coverage is advisable.

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Appendix V: OSAP Applications When should I apply for OSAP? To ensure that your funding is available when you start classes, make sure you apply early. Be sure to check the OSAP website to ensure you have the correct application dates and can apply by the deadlines. OSAP applications for the new academic year are often available in mid-‐to-‐late April. Apply online at http://osap.gov.on.ca. As a Co-‐op Student, what is my eligibility? Co-‐op students are eligible for assistance from OSAP during the session in which they are registered full-‐time students and attending classes. Students, planning to be on a co-‐op work term, or with a confirmed co-‐op work term, must apply for the correct number of weeks of assistance. You want to avoid any overpayment issues caused by picking up funding relating to an incorrect study period. To understand this, review the scenarios below. Scenario 1: Student will be a full time student attending classes on campus during the Fall Session and on the Co-‐op work term in the Winter Session. This student will apply for OSAP assistance for the Fall Session only (approx. 17 weeks). The student will maintain their loans in good standing by completing a Continuation of Interest Free Status form at the beginning of the Winter Session (see below). Scenario 2: Student will be at the co-‐op work term during the Fall Session and will be coming back to full time studies in the Winter Session. This student will apply for OSAP assistance for the Winter Session only (January to April – approx. 17 weeks). The student will maintain their loans in good standing by completing a Continuation of Interest Free Status form at the beginning of the Fall Session (see below). Scenario 3: Student will be attending classes during the Fall & Winter Sessions. This student will apply for OSAP for a full academic year – Fall & Winter Sessions – approx. 34 weeks. What if I don’t go on my work term? If for any reason a student doesn’t go on a co-‐op work term, as planned, he or she can amend their OSAP application. It is very important that you let the Financial Aid & Awards Office know about your plans for co-‐op work. You can book an appointment with a financial aid counselor through eService (https://webapps.utsc.utoronto.ca/regoffice/eservice/student/login.php). Maintaining Interest-‐Free Status Student loans are interest free when the student is a full time student (60% course load, or 40% course load for students with a permanent disability). Normally, students are in school from September to April; work during the summer and upon returning to classes the following September, pick up new loans. This “normal” cycle will keep a student’s loans in

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interest free status. Many co-‐op students do not follow this “normal” cycle and sometimes a student can run into problems keeping their loans in interest free status. As a co-‐op student: you will have a bit more work keeping your loans in interest-‐free status. If you don’t pick up new funding in a subsequent study period, and you are on a co-‐op work term, you must notify the lender (National Student Loan Service Centre). You do this by completing a 'Continuation of Interest-‐Free Status' form. The University considers you to be in full-‐time attendance while out on your co-‐op work placement, and therefore, you are entitled to a 'Continuation of Interest-‐Free Status' form. In order to avoid going into repayment status, you must complete 'Continuation of Interest-‐Free Status' form. All co-‐op students are encouraged to complete the 'Continuation of Interest-‐Free Status' form at the beginning of each co-‐op work term. Where can I obtain a 'Continuation of Interest-‐Free Status' form? The following options are available:

§ Visit the Financial Aid & Awards Office to obtain the form, complete it and submit it. The form is on the counter and can be submitted in the box, so there is no need to line up.

§ Go to the OSAP Website (http://osap.gov.on.ca) to download the form. Return the completed form by mail or fax (416.287.7528) to the Registrar’s Office.

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Appendix W: Computer Skills The Co-‐op Office offers the following computer courses during the year:

§ Intermediate Excel, offered every term, covering: o Basic Formulas o Basic Functions o Database Setup o Presenting Data Visually

§ Advanced Excel, offered every term, covering: o Database Functions o Macros o Pivot Tables

§ Taxprep – offered during the Fall term § Caseware – offered during the Fall term

Why do we offer computer courses? These courses give you an excellent understanding of the most commonly used business software. An in-‐depth/advanced knowledge of Excel in particular is critical in all areas of business. How valuable are the skills learned in theses courses? These skills are valued on-‐the-‐job, and give you a competitive advantage over others when applying for positions. Employers consistently remark on the benefits of strong Excel skills in the workplace. And accounting software skills are a must-‐have, when working in tax preparation offices and departments. Are any other computer courses offered? Depending on demand and instructor availability, we will occasionally offer other courses, such as Financial Modeling, Microsoft Access, etc. What other computer skills would be helpful to know and learn? Additional computer skills vary depending on the particular area of business a student is focused on. Some common examples include:

§ Web design & programming: HTML, XML, VBScript, JavaScript, ASP, Flash § Database queries and reporting (SQL, SAP, Oracle) § Graphic design (Photoshop, Illustrator, InDesign) § Financial news/data programs: Bloomberg, Capital IQ.

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Microsoft Excel: Levels of Competency

LEVEL DEFINITION OF SKILLS

1 This level of skills is required to perform basic tasks, however a person at this level

is not comfortable using Excel

This person has the skill to: § Locate and open Excel § Locate most tools and functions, but does not need to know how to

operate them § Input numbers and data into a spreadsheet

2 This level of skills is required to work with

data in worksheets. A person with this level of skills is able to

enter and correct data, modify a workbook, and format a worksheet.

The person has the skills to: § Use the menu commands § Format cells, rows, and columns § Understand navigation and movement techniques § Use simple arithmetic functions in the formulas (e.g. SUM) § Modify a database and insert data from another application § Print worksheets and workbooks

3 This level of skills is required to work with

multiple worksheets, filter data, use integrate functions, and manipulate

databases. With this level of skills, a person

understands the concepts of databases and can work with charts.

The person has the skills to: § Create, modify, and format charts § Use graphic objects to enhance worksheets and charts § Sort and filter data and manage a filtered list § Perform multiple-‐level sorting, use sorting options, and design

considerations § Sufficiently utilize mathematical, logical, statistical, and financial

functions (e.g. ABS, TRUE, AVERAGE, ACCRINT, etc.) § Group & dissociate data & perform interactive analysis

4 This level of skill is required to utilize the functions of the previous level, with the addition of few advanced functions.

The person has the skills to: § Customize the work area § Use advanced functions (e.g. Names, VLOOKUP, IF, IS) § Work with Pivot Tables § Use spreadsheet Web components § Create and use basic Macro commands § Effectively format spreadsheet for printing (e.g. repeat 1st row of title on

additional pages; create headers and footers)

5 This level of skills is required to use

advanced techniques for analyzing and manipulating data in Excel.

A person with this level of skills is able to automate some operations, manage

Macro commands, and create MS Excel applications.

The person has the skills to: § Manage Macro commands: concepts, planning, operations, execution,

modification, interruption § Perform some programming in VBA § Effectively perform advanced calculations from cell data with virtually no

errors § Create advanced plots from large data sets § Create protected workbooks and forms

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Appendix X: Generational Differences

Traditionalists

Born between 1925 – 1945

Baby Boomers

Born between 1946-‐1964

Generation X


Generation Y / Millennial’s


Age: 66 – 86

Key word: Loyal

Age: 47 – 65

Key word: Optimistic

Age: 31 – 46

Key word: Skepticism

Age: 16 – 31

Key word: Realistic

•Value logic and discipline •Top-‐down approach •Don’t like change •Build a legacy in career •Live within means (waste not want not)

•Idealistic •Competitive •Money, Title and Recognition are important •Question authority

•Eclectic •Resourceful •Self Reliant •Adaptive to change •Technologically savvy

•Globally concerned •Diversity and Change •Personal Safety •Flexibility and Recognition •Want Meaningful work

•Major Influences: Great Depression, World War I and II

•Major Influences: TV, Vietnam, Human rights movements

•Major Influences: MTV, Video Games, Personal Computers, divorce rate tripled, latch key children

•Major Influences: technology, natural disasters, violence and gangs

Strategies for this group: show respect, choose face-‐to-‐face conversation, give them your full attention, learn the corporate history

Strategies for this group: get to the point, use email, give them space, do not micro-‐manage, remind yourself that it is OK for work to be fun. Generation Xers tend to think you are too intense and set in your ways.

Strategies for this group: challenge them – group wants to work on things that matter – give responsibility, ask them their opinion – love to collaborate and be team players, find them a mentor, provide timely feedback

How to Bridge the Generation Gap

• Be aware of the differences • Appreciate the strengths • Manage the differences effectively • Transfer of knowledge • Engage in Mentorship opportunities

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Appendix Y: Ernst & Young Generations Study Findings

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Appendix Z: Senior Students on Success at Work “Make sure you communicate clearly.”

• “If you are asked to do something, and are not clear regarding the requirements, don't be afraid to ask for clarification. If you are too proud, get over yourself. If you're too afraid, don’t be! Your manager will be happy to help you. Why? Realize that if you clarify the procedure before starting work, you will definitely be more efficient at completing your work and decrease your chances of ‘getting it wrong’.”

• “If you’re a shy person, try practicing speech by talking in front of a mirror or with

your family members, it really helps!”

• “Always ask questions. Trust me, people will be happy to help.”

• “Always dress to impress and smile. You'll make great connections and friends.”

• “Learn to use the IT request, email system, and computer common drive ASAP, especially for a large corporation – You want to make sure you have access to all the documents for your assignments.”

• “If you find yourself stuck with a problem, make sure you communicate with your

supervisor your understanding of the situation -‐ that will show them that you took initiative to figure out the possible problems and come up with potential solutions.”

• “Prepare how to greet someone when being introduced to new people. From my

experience, the first 15 seconds of meeting someone can greatly impact your ability to maintain those relationships.”

• “Get to know everyone in your department. That way, when you need assistance,

you can ask around for help.”

• “Always take initiative.”

• “The most important thing to bring to your first work term is confidence. All of us are nervous and unsure when we first transition into the workplace. All of these negative emotions you might have are more reasons to stay confident, whether it's in the ways you interact with co-‐workers, your supervisor, or in your abilities to complete work that is required of your position.”

• “Ask questions. But first, if you are given a student manual or guide, refer to it for

solutions.”

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• “Clarify what is expected of you and work accordingly. Talk to your supervisor about this at the beginning, and half way through your work term ask if you are meeting the expectations.”

• “Immediately identify and correct any mistakes. If you have made a mistake, do not

ignore it. Inform your Supervisor and work out a solution. If you wait longer to rectify the issue, the problem may worsen and become difficult to solve.”

• “Opportunities never come to you unless you ask for them. Talk to your coworkers

and let them know that you would be happy to take on more responsibilities if you have free time.”

• “Punctuation is extremely important. It shows your supervisor you are serious about

your work and that you are reliable.”

• “Be professional: Speak properly and use professional language in written work and emails; don’t make inappropriate jokes.”

• “Check your work! Details are critical, don't miss them.”

• “The best piece of advice that I would give to co-‐op students is this: Be willing to

take initiative to undertake new tasks or projects during the course of your term. From what I have observed, most co-‐ops are too afraid of failure, resulting in a lack of initiative to take on new things (which is exactly what the manager is looking for!)”

• “The work term means a more strict routine than school. Typically 9am -‐ 5pm every

weekday. Sleep early so you can wake up fresh and avoid a caffeine overdose.”

• “Try to avoid slang, keep it short and sweet.”

• “Break the ice with senior employees. Take the initiative and introduce yourself before they come up to you. 99% of senior employees are very pleased to meet new co-‐ops!”

• “Understand the organization's big picture.”

• “Ask intelligent questions, go above and beyond your duties whenever you can,

build up a network, and have the right attitude – to learn, to work, and to endure.”

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Appendix AA: Classic Job Roles

Business Process Reengineering Job Summary What is Business Process Reengineering and what does this type of role do? Business Process Reengineering (BPR) is a management approach to improving operations through increasing the efficiency and effectiveness of business processes that exist within the organization. Rather than simply modifying certain aspects of existing processes, individuals working in BPR roles are required to take what is known as a “clean slate” approach, determining how to best build these processes to improve how the organization conducts business. This redesign typically begins through an examination of the organization’s mission, strategic goals, and customer needs. Often after conducting analysis on these areas, organizations may find that they are operating on inaccurate assumptions, such as the wants and needs of their customers. Common philosophies or frameworks used to conduct BPR include Six Sigma, Total Quality Management (TQM), and Just-‐in-‐Time (JIT) methods. Typical processes that someone in BPR may work on improving are: Human Resources processes, Supply Chain or Logistical processes, and Information Technology processes. Individuals in BPR roles will often be involved in creating workflow diagrams and process maps. Benefits of these roles Students who have successfully completed BPR positions have found them beneficial as strong learning experiences. Some of the benefits past students have found include:

§ Specific knowledge about project management, business process reengineering, Six Sigma and TQM

§ Opportunity to develop and strengthen teamwork, communication and organizational skills

§ Opportunity to work with Subject Matter Experts (SMEs) and understand various business processes

§ Company knowledge and understanding of environment The desired skills of an ideal candidate

§ Strong communication skills, as a BPR role interacts frequently with their project team, the Subject Matter Experts and managers

§ Highly developed problem solving, conceptual and analytical skills, as BPR roles require diagnosing, understanding and conceptualizing how to properly design a process so as to ensure efficiency and effectiveness

§ Superior project management/organizational skills, as much of the work involves ensuring that these complex and costly projects are delivered on time and within budget

§ Excel and MS Project experience, as the extensive reporting and tracking of project processes is most frequently done in Microsoft Excel

§ Knowledge of the business is an asset, as the effectiveness of processes will differ

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from one organization to another. Certain processes may be very effective in an organization with specific attributes, however completely ineffective in an organization with different attributes

Common Technical BA positions posted

§ Ministry of Government Services, Supply Chain Management – Strategic Sourcing Analyst

§ Kohl and Frisch – Project Analyst § CIBC – Process Coordinator – Technology & Operations § RBC – Process Engineering Assistant Analyst, Business/Process Analyst, Lean Six

Sigma Technical Program Support Language often found on the posting

§ Analyzing and gathering business requirements/documentation, creating process maps in Visio (software package)

§ Continuous improvement/Kaizen tools and techniques § Collaborating with business units, end users and the technical team § Implementation strategies § Working with Black Belts, Green Belts (Six Sigma certified individuals) § Gathering data from Subject Matter Experts (SMEs) § Conducting risk assessment § Presenting findings and recommendations to project team, creating reports for

distribution § Supporting the Project Management Office (PMO) § Maintain and update project plans, reports, schedules and documentation

Sample job titles

§ Project Coordinator § Business Analyst § Quality Assurance Analyst § Strategic Sourcing Analyst

§ Business Systems Analyst § Process Coordinator § Business/Process Analyst § Project Analyst

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Financial Analyst (Non-‐Investment) Job Summary What a Financial Analyst (Non-‐Investment) role entails: Financial Analysts typically work in non-‐financial institutions, performing the financial analysis for general business processes. The role involves analyzing financial reports and conducting research of certain business drivers and their value for decision-‐making purposes (e.g. reviewing the impact of capital expenditures on the finances of the corporations). Financial analysts use spreadsheet and statistical software packages to analyze financial data, spot trends, and develop forecasts. On the basis of their results, they write reports and make presentations, usually making recommendations. They are found in a number of key industries such as Consumer Packaged Goods (e.g. Canadian Tire, Kraft Canada, Loblaw Companies and Unilever), Communication Services (e.g. Bell, Rogers) Energy (e.g. GE Canada, Hydro One, Imperial Oil, Ontario Power Generation) and all levels of Government. Co-‐op Financial Analysts assist these companies by also performing roles similar to management and cost accounting. Benefits of these roles Students who have successfully completed these positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ Comprehensive knowledge of key factors influencing business decisions § Effectively preparing business cases and cost estimates § Excellent report creation, development and presentation ability § Excel skills, such as pivot tables and if-‐statements

The desired skills of an ideal candidate

§ Basic analytical skills for assessing corporate finances, such as cost forecasts § Strong communication skills to effectively obtain information and communicate

issues and requests to team members within and across departmental lines § Sound knowledge of accounting principles § Attention to detail because these roles entail analyses used in business decisions § Excel experience, as the extensive reporting and tracking of project processes is

most frequently done using Microsoft Excel Common Financial Analyst (Non-‐ Investment) positions posted

§ Bell Canada – Revenue – Financial Planning Analyst § GE Canada – Financial Analyst Co-‐op § Imperial Oil Limited – Accounting Analyst § Kraft Canada – Finance Intern § Ministry of Finance – Co-‐op Policy Analyst § Rogers – Co-‐op Business Analyst, Product Strategy § Unilever – Junior Financial Analyst – Corporate Finance

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Language often found on the posting § Assisting in understanding customer trends, analyzing business opportunities and

their business impact § Development of business cases and analytics to support key department initiatives § Data management and extraction from various financial systems, and verification of

data § Daily management of financial data and assessment of its validity § Assist in the design, development and implementation of new and ad hoc reports § Aid managers with month-‐end reporting deadlines § Excel and General MS Office Proficiency, knowledge of SAP an asset

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Human Resources Coordinator Job Summary What a Human Resources Coordinator does: The Human Resources Coordinator assists with the administration of the day-‐to-‐day operations of the human resources functions and duties. The Human Resources Coordinator has partial responsibility for the following areas:

• Recruiting and staffing logistics • Performance management and improvement tracking systems • Employee orientation, development, and training logistics and record-‐keeping • Assisting with employee relations • Company-‐wide committee facilitation and participation • Company employee communication • Compensation and benefits administration and recordkeeping • Employee safety, welfare, wellness, and health reporting • Maintaining employee files and the HR filing system • Assisting with the day-‐to-‐day efficient operation of the HR office

Benefits of these roles Students who have successfully completed HR roles have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include increasing their knowledge of the following areas which HR departments are usually responsible for:

§ Recruitment § Human Resources Information Systems § Employee relations § Training and development § Benefits and compensation § Executive administration and employment § Departmental and organization development


§ Must possess strong organizational, problem solving and time management skills to meet several deadlines

§ Demonstrated analytical, research and project management skills § Strong skills in MS Word, Excel, PowerPoint § Excellent interpersonal, written and oral communication skills § Self-‐motivated with the ability to work independently and as part of a team § Detail-‐oriented and ability to multi-‐task § Demonstrated history in developing creative and innovative solutions § Proven track record in conducting interviews, focus groups and presentations § Demonstrated leadership aptitude and ability to work effectively in teams § Ability to listen interactively; respectful and tolerant of others § Ability to converse with anyone, establish a connection and build quick relationships

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Common HR roles posted at UTSC

§ Syncrude Canada -‐ Human Resource Co-‐op § Shell Canada Limited – Co-‐op student -‐ Graduate Recruitment Team § Toronto Board of Trade -‐ HR Surveys & Programs Surveys Production/Publication

Assistant § Toronto Hydro -‐ Senior Technical Student -‐ Organizational Effectiveness § Towers Watson -‐ Seasonal Analyst

Language often found on the posting

§ Collection, compilation and analysis of staffing information and data § Development of guidelines and tools used to monitor and assess staffing

performance § Data entry and maintenance § Test and evaluate software § Strategic change planning and management § Merger integration § Talent management and leadership development § HR strategy and transformation § Culture assessment and planning § Assistance in HR activities and projects such as staff planning, compensation, survey

and benchmarking studies § Research and competitive analysis of recruitment processes § Review and modification of interview guides § Development and review of job descriptions and interview guides § Coordination of recruitment activities including interview arrangements § Career fair coordination support § Campus Recruiting & Career Fairs § Enhancement and potential delivery of training materials

Sample job titles

§ HR Analyst § HR Generalist § HR Coordinator § Seasonal Analyst

§ Associate, Human Capital § HR Consultant § Compensation/HRIS Analyst § Personnel Co-‐op Student

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Internal Controls Auditor Job Summary What an Internal Controls Auditor does Following the corporate accounting scandals including Enron, WorldCom and Tyco, governments enacted legislation to improve auditor independence, corporate governance, internal controls assessment and financial disclosure. These are the Sarbanes-‐Oxley Act (SOX) in the US and Bill 198 in Ontario. In auditing internal controls, students assess both the design and operating effectiveness of selected internal controls, understand the flow of transactions, especially IT aspects, and identify potential risks for fraud. While a financial audit assesses whether the financial statements are accurate, complete and fairly presented, an internal controls or Bill 198 compliance audit focuses on whether the controls on relevant processes meet legislative requirements. As such, the focus of the audit is on business processes, IT solutions, policies, and documentation, not on financial numbers. Benefits of these roles Students who have successfully completed Internal Controls Audit positions have found them beneficial as building blocks for the next step in their careers in accounting and in information technology. Some of the benefits past students have found include:

§ Opportunities to develop analytical and problem solving capabilities. § Exposure to current reporting and analysis techniques. § Hands-‐on experience with practical application of current analytical and financial

control concepts. § Opportunity to use a variety of data collection and reporting software/systems. § Opportunity to understand business processes in a complex business environment. § Understanding the various roles and responsibilities within a finance organization. § Internal controls and especially IT controls is a field growing quickly and there is a

high level of demand for expertise in this area. The desired skills of an ideal candidate

§ Knowledge of Canadian GAAP and understanding of financial concepts, and an understanding of policies and controls would be an asset.

§ Understanding of audit process, including GAAS, sampling techniques, acceptable evidence, exception identification, and documentation standards is advantageous.

§ Problem solving and analytical skills in completing tests and identifying risk. § Strong technology knowledge advantageous, especially advanced Excel skills, with

knowledge of mainframe systems an asset (e.g. SAP, Essbase, PeopleSoft, etc.). § Ability to understand complex system and process workflows outlined in procedural

documents or obtained through interviews with management. § Self-‐motivated to deliver work against inflexible deadlines and ability to work within

short timelines and prioritize competing issues. § Strong interpersonal and communication skills, both written and oral, with the

ability to communicate identified problems and facilitate resolution.

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Common Internal Controls Audit positions posted § Reliance Comfort, a Division of Union Energy – Co-‐op Staff Accountant – Financial

Reporting & Bill 198/SOX position § Sears Canada – Internal Audit Intern § Deloitte – Enterprise Risk Consultant Co-‐op § Hydro One – Co-‐op Position, Bill 198 and Compliance


§ Evaluating current and new business processes for compliance, updating control documentation, testing key financial controls, documenting findings and updating the results in the system.

§ Conducting evaluations of key IT general controls with the business to verify the existence of the control design and its operating effectiveness.

§ Execution of compliance scripts to test operating effectiveness of controls. § Work on projects with senior auditors and help with completing the different phases

of operational, compliance, and IT audits. § Review and analysis of policies, procedures and test results to evaluate compliance

to financial processes. § Ensuring timely identification and resolution of significant IT risk and control issues

and highlighting any concerns. § Ensure that business processes and related financial controls are compliant with the

requirements of Bill 198. § Supports the annual CEO/CFO IT Certification process. § Increasing awareness and understanding of IT risks and controls among

management and staff.

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Investment Banking & Private Equity Job Summary What these roles entail: An Investment Banking (IB) Analyst’s role is to help organizations or their clients manage their investments. IB Analysts typically work for large investment banks that assist companies and governments in raising capital and advising on mergers and acquisitions. They also analyze trends that can affect a certain industry or company (e.g. competition, changing business practices, new regulations, financial health, etc.). Private Equity (PE) Analysts evaluate investment opportunities in entire companies, such as the buyout of entire corporations or the acquisition of a significant amount of a firm’s debt and/or equity. PE Analysts typically work for the private investment groups of investment corporations, such as the Teachers’ Private Capital group of the OTPP. Analysts in these two roles are typically assigned to a group that specializes in a certain industry group, such as Financial Institutions, Diversified Industries, Power & Energy and Mergers & Acquisitions. A co-‐op student in this role assists full-‐time analysts and associates in developing financial models used in company valuation and developing pitch books to be sent out to clients. Benefits of these roles Students who have successfully completed these positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ Specific knowledge of a particular industry or sector, such as financial services § Strong Excel skills from developing financial models § Developing strong relationships with top-‐industry professionals and great referrals


§ Exceptionally high attention to detail for developing financial models and analyzing investment opportunities

§ Advanced Excel skills in financial modeling § Strong time management skills to constantly balance multiple projects § Excellent interpersonal and communication skills in order to work well in teams and

perform in a high pressure and fast paced environment § A degree focus in business and/or economics with a CGPA of at least 3.6, especially

in finance and accounting courses § Dedicated self-‐starters who are willing to work 80+ hours per week and enjoy the

challenges of a fast paced environment § Preference generally given to students with a concentration in finance, accounting

or economics with at least 1 or 2 work terms of experience in a similar role

Common Analyst positions posted § Ontario Teachers’ Pension Plan – Teachers’ Private Capital § CPP Investment Board – Private Investments § BMO Capital Markets – Investment Banking Analyst

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§ Financial modeling in Excel, such as creating leveraged buyout models § Performing accretion/dilution and comparable company analysis § Conducting industry and company research, such evaluating financing requirements § Creating pitch books proposing acquisition targets and methods of raising capital

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MARKETING JOB SUMMARY What a Marketing Co-‐op Student does Marketing is a broad term that encapsulates several different functions, including market research, marketing campaigns, and e-‐marketing. Market Research Analysts study and predict the sales of products and services. For each product/service, they literally “research the market,” finding out how consumers react to the product/service. Their research involves three basic steps: gathering information, analyzing it, and writing a report stating conclusions. When market research co-‐op students gather information about products and services, they look at data on the products’ competitors, prices, sales, and methods of marketing and distribution. They devise different methods of collecting information, like conducting surveys over the telephone or by mail. Once the data has been collected, analysts evaluate it to draw conclusions about the product or service. After evaluating the data, the analyst writes a marketing report on the findings. These reports are used by companies to make decisions about their products and services. Marketing campaign co-‐op students set up, monitor and evaluate ad campaigns. This also involves maintaining communications with advertisers, vendors, clients and internal stakeholders. E-‐marketing may involve assisting in the development of on-‐network creative work for a variety of products: concepts, briefs, scheduling as well as generating product awareness through internal and external communication initiatives including copy writing and sending email “blasts”. The use of social networking formats (Facebook, Twitter) has become important in achieving these initiatives. Benefits of these roles Students who have successfully completed Marketing positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ Experience with marketing campaigns, as well as product, customer and segment analysis

§ Gained analytical project management skills § MS Excel (table filters, V-‐lookup, and pivot tables) skills § Ability to conduct data mining of customer data to support direct marketing

campaigns as well as data comparison and pattern identification § Demonstrated their ability to write and present effectively in a professional

environment The desired skills of an ideal candidate

§ Strong communication skills (written and oral); a Marketing co-‐op student meets frequently with their project team and management

§ Superior project management/organizational skills, ensuring that complex and costly projects are delivered on time and within budget

§ Ability to manage multiple concurrent projects while establishing clear priorities

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§ Strong research and analytical/problem solving skills, to diagnose/resolve a range of issues

§ Excel experience, as the extensive reporting and tracking of project processes is most frequently done in Microsoft Excel

§ Strong interpersonal, listening and teamwork skills § Some knowledge of marketing fundamentals, with an emphasis on direct marketing

processes Common Technical Operations/Logistics positions posted

§ Search Engine People – Internet Marketing Specialist § Yahoo!– Marketing Intern § AdParlor Inc. – Campaign Manager § Microsoft – Depth/Breadth Marketing Associate § Canadian Tire – Marketing Coordinator § GE Canada – Marketing and Commercial Analyst


§ Data comparison and pattern identification § Flexible, a self-‐starter who shows initiative § E-‐business; community building via blogs and forums § Knowledge of HTML and related web-‐based technologies is an asset § Setting up, monitoring, tweaking and evaluating ad campaigns § Develop Bulletins associated with campaigns and events § Analyzing market data using MS Excel and Access § Supporting advertising activities § Assist with coordinating events and seminars § Participate in focus groups, custom research projects, advertising and product

testing Sample job titles

§ Depth Marketing Assistant § Internet Marketing Specialist

§ Marketing Intern § Planning Analyst

Other Resources Marketing Research and Intelligence Association (MRIA) http://www.mria-‐arim.ca This association represents the Canadian market research industry. Look in the Chapters across Canada section for links to local chapters. Click here for information about the CMRP designation: http://www.mria-‐arim.ca/EDUCATION/CertificationStart.asp

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Operations Analyst Job Summary What an Operations Analyst role entails: Operations are the backbone of any financial institution, whether it is an investment bank or pension fund. The role of an Operations Analyst deals with the valuation of client accounts, and the follow up processes of investing (e.g. trade settlement, reconciliation of investment records, and the calculation and reporting of investment performance). Ideal candidates for the job must have attention to detail, superior organization skills, and great communication skills. Accounting, reconciliation skills or knowledge of investment products are definite assets. Advanced MS Office skills and the ability to work on multiple projects simultaneously are essential ingredients to success in this position. Benefits of these roles Students who have succeeded in these roles have gained:

§ Specific knowledge of investment products and their reconciliation § Analytical and organizational skills development § Exposure to the full breadth of operations of investment firms and banks


§ Strong analytical skills to understand financial concepts and investment products § Knowledge of investment operations, accounting and/or trade settlement processes § Outstanding attention to detail in order to effectively reconcile reporting errors § Knowledge of Excel, such as data manipulation using pivot tables § Ability to prioritize work and manage multiple responsibilities simultaneously § Completion of CSC test is definitely an asset, but typically not a requirement

Common Operations Analyst positions posted

§ CACEIS – Portfolio Accountant Co-‐op § CPP Investment Board – Portfolio Accounting Business Analyst Intern § CPP Investment Board – Derivatives Administrator Intern § Ontario Teachers’ Pension Plan – Investment Services Administrator § UBS – Equities Operations Intern § Olympia Capital Financial – Fund Accountant § RBC Dexia – Fund Accountant


§ Performing daily, weekly and/or monthly investment reporting functions § Preparing reconciliations of holdings and activity § Accurately and efficiently processing client trades to ensure appropriate booking § Performing various operational functions including trade capture, accounting,

valuations, reporting and cash related processes § Validating documented results with business subject matter experts and business

analysts § Communicating with the Investment Manager, prime broker &/or custodian to

resolve discrepancies

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OPERATIONS/LOGISTICS JOB SUMMARY What a Co-‐op Student in Operation/Logistics does In Operations/Logistics, the co-‐op student often supports the effective processing of orders through operational execution of existing order management tools, reports to identify issues and any analytics required to identify root cause or opportunities for improvement. Co-‐op students in these roles study business functions such as manufacturing, storage, transportation, and distribution. They help devise the most cost-‐effective ways of using people, raw materials, energy, money, and information to ensure deadlines are met. Operation/Logistics co-‐ops perform a number of different tasks, depending on the company. For example, they may study current inventory policies (such as the amount of stock held in the warehouse) and recommend ways to improve efficiency. These tasks involve talking to managers in various departments and analyzing information. Operations/Logistics students sometimes present findings to senior management, along with recommendations for improvement. Co-‐op students may also support or independently study current transportation, distribution, and supply chains: How do the goods get from the warehouse to stores on time? Is the warehouse too far from the highway? Are the trucks taking the best route? Benefits of these roles Students who have successfully completed Operations/Logistics positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ Problem solving skills – the ability to apply Management Science models and concepts on the job

§ Process improvements, Total Quality Management § MS Access and Excel skills § Demonstrated ability to write and present effectively in a professional environment


§ Superior project management/organizational skills, ensuring that complex and costly projects are delivered on time and within budget

§ Possess strong problem solving skills as well as the ability to work independently with changing priorities

§ Strong analytical skills, to diagnose/resolve a range of issues § Ability to think strategically with excellent quantitative skills § Strong initiative and time management § MS Excel experience, as the extensive reporting and tracking of project processes is

most frequently done in Excel § Candidate must have strong attention to detail, and knowledge of MS Access and

other MS Office programs § Strong communication skills (both verbal and written); an Operations/Logistics

person frequently communicates with their project team, the programmers and management

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Common Technical Operations/Logistics positions posted

§ Canadian Tire – Order Management Process Analyst, Logistics, Supply Chain Process Analyst (Co-‐op)

§ Porsche – Operations Coordinator IT Planning Analyst Co-‐op § RBC – Project Assistant, Capital Markets IT § Barometer Capital Management Inc. – Operations Assistant Co-‐op


§ Analyzing and gathering business requirements/documentation, process flows § Developing mathematical models to describe systems § Collaborating with business units, end users and the technical team § Ability to think strategically with excellent quantitative skills § Maintaining client relationships § Data analysis § Strong financial metric skills

Sample job titles

§ Supply Chain Intern § Supply Chain Process Analyst § Management Consultant § Operations Assistant Co-‐op

§ Order Management Process § Analyst, Logistics § Logistics Specialist § Project Assistant

Other Resources Canadian Operational Research Society (CORS) http://www.cors.ca CORS is dedicated to advancing the practice of operational research in Canada.

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Policy Researcher Job Summary What a Policy Researcher does Policy researchers conduct research, develop policies and implement and administer programs in areas such as employment, economics, finance, immigration, law enforcement, corrections, human rights, housing, labour, and family services. Benefits of these roles Students who have successfully completed Policy Research positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ General learning ability to develop programs, legislation and proposals based on demographic, social and economic analysis and pilot projects

§ Ability to communicate research findings both orally and in writing § Numerical ability to conduct statistical analysis


§ Interest in coordinating information to develop programs, legislation and proposals based on analysis, and to evaluate pilot projects

§ A basic understanding of, or interest in, the policy and legislative development processes of the Ontario/Federal Government

§ Well-‐developed research and analytical skills to conduct primary and secondary policy research

§ Excellent written and verbal communication skills § Ability to work independently or as part of a project team § Robust organizational skills and the ability to prioritize workload to ensure that

assignments are completed within deadlines with a high level of accuracy § Excellent tact, judgment, and discretion when dealing with colleagues, stakeholders

or representatives from other organizations § Ability to read/comprehend/analyze highly technical and complex documents § Experience using relevant computer technology and software

Language often found on the posting § Assist with research, information analysis, and data gathering § Analyze and organize information and data by preparing charts, tables, databases

and reports § Assist with the collection, management, and analysis of data using a variety of

research methods such as literature searches, surveys and focus groups § Maintain a variety of resource materials such as stakeholder and sector profiles; act

as a resource to support cross-‐functional teams in the branch and assist in overflow work from other units

§ Participate in project team meetings and develop minutes and action items § Assist senior staff in organizing meetings and communicating information to various

stakeholders

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Common Policy Researcher positions posted § Ministry of Finance – Research Assistant § Ministry of Finance – Policy Analyst Co-‐op § Ontario Financing Authority – Research Analyst, Corporate Finance § Ombudsman for Banking Services and Investments – Financial Services Sector

Analyst

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Project Manager Job Summary What a Project Manager does A project creates unique deliverables, which are products, services, or results. A Project Manager is a facilitator -‐ the person accountable for accomplishing the stated project objectives. Project Management is the art and science of getting things done – the application of knowledge, skills, tools and techniques for project activities to meet project requirements. It is accomplished through the application and integration of the project management processes of initiating, planning, executing, monitoring and controlling, and closing. Key project management responsibilities include: creating clear and attainable project objectives, building the project requirements, managing the triple constraint for projects, which are cost, time, and quality (also known as scope), and adapting the specifications, plans, and approach to the different concerns and expectations of the various stakeholders. Benefits of these roles Some of the benefits past students have found include:

§ Ability to manage risk § Development of team building, communication and negotiation skills § Adaptability § Understanding of the project environment and stakeholders’ perspectives


§ Strong leadership ability § Ability to develop people § Excellent communication skills § Good interpersonal skills § Problem solving skills § Time management skills § Ability to set-‐up and manage budgets

Common Project Management positions posted

§ Kohl and Frisch – Project Analyst Co-‐op § Scotiabank – Associate Business Analyst, Equities/Derivatives § ING Insurance – Co-‐op student -‐ Project Management Office § Hydro One – Co-‐op/Developmental, Cornerstone Project

Sample job titles Note: not all Project Manager roles are technical.

§ Project Coordinator § Demand Planner § Project Manager § Project Control Officer § Operations Manager

§ User Experience Specialist § Project Assistant § Manager, Planning & Analysis

Sales & Trading Job Summary What a Sales & Trading role entails: Salespersons introduce new investment opportunities to clients, as well as keep them informed about changing market conditions that might affect their investment portfolio. Sales people spend most of their time on the phone with clients, from the moment the financial markets open until they close. They often specialize in one group of clients, such as financial institutions, hedge funds or corporations. This is a high-‐pressure role that requires the ability to quickly translate news events or a market shift into transactions for clients. One must also be charming and persuasive, have excellent customer service skills and in short, be very good at selling. Traders actually buy and sell the products on the secondary markets. Specifically, they execute trades for the brokers and clients and are primarily responsible for making markets in certain securities. Traders often specialize in trading a specific product in one market, such as equities, currencies or fixed income derivatives. They must be able to make split-‐second decisions that can involve millions of dollars. To be successful, you need a good head for numbers, ability to thrive under pressure and the determination to churn profits. The desired skills of an ideal candidate

§ Work well under pressure demonstrated by maintaining a CGPA of 3.5+ while balancing school and extra-‐curricular activities

§ Self-‐confident and ability to maintain composure in high-‐stress environments § Excellent communication skills (e.g. ability to develop and maintain client relations) § Ability to understand complex products § Passion and knowledge of financial markets by reading the news on a daily basis § Dedicated self-‐starters, who are willing to work between 60 to 70 hours a week § Canadian Securities Course (CSC) test should be in progress, if not already passed

Common Sales & Trading positions posted

§ Scotia Capital – Analyst, Fixed Income (FI) Trading § Ontario Teachers’ Pension Plan – Equity Products § Ontario Teachers’ Pension Plan – Global Opportunities § BNP Paribas – Equity Derivatives Sales Internship § CPP Investment Board – Portfolio Analyst, Global Capital Markets

Language often used or found on the posting

§ Equities (Stocks), Fixed Income, Foreign Exchange (Currency), Commodities, Derivatives, Structured Products, Securities Lending (Repo)

§ Develop tools, models and Excel spreadsheets to monitor trading and hedging strategies § Measure and analyze the P&L (Profit & Loss) of positions and P&L reconciliation § High levels of critical thinking required to analyze and act on timely market data § Assist traders and portfolio managers with structuring and pricing trades

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Work Term Preparation Course 2012-‐2013

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Staff Auditor Job Summary What an Auditor does: In public accounting, Staff Auditors engage in analyzing and verifying the information contained in the statements provided by the client. Under the supervision of an Audit Senior, they will work with the client to obtain information and determine the validity and accuracy of the accounting records. The Auditor is responsible for investigating specific accounts assigned to them, and identifying, resolving and documenting any material issues. In private accounting, Internal Audit Staff work under the direction of senior managers in conducting compliance audits, and testing internal controls and information systems. Benefits of these roles Some of the benefits past students have found include:

• Recognize potential audit issues or unusual relationships from basic analysis of the financial statements

• Increased ability to communicate vital information in a professional manner The desired skills and qualities of an ideal candidate

• Intention to obtain CA designation • Superior analytical and problem-‐solving skills • Ethical behavior and professionalism • Personal attributes such as accountability, adaptability to change and the ability to self manage • Strong communication skills required to interact with clients; accurately conveying necessary

information to all parties involved • Strong interpersonal and team-‐building skills • Leadership and initiative, in and out of the work environment

Common Audit positions posted

• Deloitte & Touche LLP – Staff Accountant/Analyst Co-‐op • Ernst & Young LLP – Assurance Co-‐op • Grant Thornton LLP – Staff Accountant • KPMG – Staff Accountant • Pricewaterhouse Coopers – Co-‐op Associate

Sample job titles

§ Staff Accountant § Assurance Co-‐op

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Technical Business Analyst Job Summary What a Technical Business Analyst does A Technical Business Analyst (BA)’s role is centrally to support the development and implementation of new or improved technology systems that will help a business operate. This process starts with identifying what the end users need in the system, creating documentation of these needs and developing a business case to get the system approved. Then, the timelines and project plan need to be tracked to ensure that the programmers are on track. Once an initial version of the program has been developed, then the system needs to be tested thoroughly to ensure that it actually does what it has been requested to do and there aren’t any problems that would affect the end users. Finally, once the testing is complete, the system is implemented in the business unit. Benefits of these roles Students who have successfully completed Technical BA positions have found them beneficial as building blocks for the next step in their careers. Some of the benefits past students have found include:

§ Specific knowledge of a particular technical area, such as Finance. E.g. a student learned the derivatives trading process by testing a new piece of trading software)

§ Demonstrated their ability to write and present effectively in a professional environment. § Strong Excel skills from reconciling data and creating tracking reports. § Knowledge of a particular company culture and processes, as well as the possibility for internal

referrals and networking. The desired skills of an ideal candidate

§ Strong communication skills, as a Technical BA interacts frequently with their project team, the programmers and the end-‐users that are a central part of this process.

§ Superior project management/organizational skills, as much of the work involves ensuring that these complex and costly projects are delivered on time/within budget.

§ Excellent attention to detail, as the cost of errors in these roles is high. § Strong analytical/investigative skills, as you will need to diagnose a range of issues § Excel experience, as the extensive reporting and tracking of project processes is most frequently

done in Microsoft Excel. § Knowledge of the business is an asset. The reason why employers hire business students for these

roles is that they want staff who can understand the end users. For example, if the role is implementing a new equity trading system, the employer would like a candidate who has an understanding of how equities are traded.

Common Technical BA positions posted

§ Caseware International Incorporated -‐ Finance Co-‐op Quality Assurance Analyst § Scotiabank – Associate Business Analyst, Equities/Derivatives/Scotia Capital Finance/ScotiaMocatta

– Precious Metals/Corporate Banking/Fixed Income/Global Wholesale Services/Risk Management § OLG – IT Planning Analyst Co-‐op § RBC – Project Assistant, Capital Markets IT


§ Analyzing and gathering business requirements/documentation, process flows § Executing test scripts § Collaborating with business units, end users and the technical team

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§ Implementation strategies § Root cause analysis § Development of training materials § Maintaining client relationships § Data migration § “Business requirements gathering, writing, design analyst, and testing through the various phases of

the project” § Maintain and update project plans, action logs, reports, schedules and documentation

Sample job titles Note: not all Business Analyst roles are technical. They may also be process-‐oriented or management-‐accounting related.

§ Associate Business Analyst § Business Analyst § Quality Assurance Analyst § Business Systems Analyst § Application Support Analyst § IT Planning Analyst § Project Assistant