STIC - Engineering:
Work Search
(Module 2)
Understanding
Job Ads: Skills and Personal Attributes
(Topic 1)
Content
The facilitator should be familiar with the following:
- Conference Board of Canada , Corporate Council on Education, Employability
Skills 2000+: The Critical Skills Required of the Canadian Workforce.
(This brochure is downloadable from the Conference Board of Canada's
Web site at conferenceboard.ca).
- National Occupational Classification (NOC)
descriptions of engineering disciplines (mechanical, chemical, electrical/electronic
and industrial). These can be downloaded from the NOC Web site: www23.hrdc-drhc.gc.ca/2001/e/generic
/welcome.shtml.
- The Department of Human Resources and Skills Development (previously
Human Resources Development Canada), Essential Skills Occupational
Profiles. (See www15.hrdc-drhc.gc.ca/English/general/es.asp).
The facilitator should prepare examples of skills and attributes required
by engineering professionals. Familiarity with employer expectations
in an engineering context is important. In addition, the facilitator
should be sure to use recent job ads in this lesson.
Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1A Job Ad
- Handout 2 Chart
- Handout 3 Words and Phrases in Job Ads
- Handout 4 Job Ads
- Handout 5 Skills and Attributes
Questions in Introduction 1 could be prepared on an OHT or chart
paper. Materials needed: access to an OHP and OHT 1 .
Methodology
Introduction
(20 minutes)
1. Elicit from the class the information
they researched in the sector Orientation and Overview workshop. Ask
how they are or will be applying that information in their job-search
process.
Place the participants in pairs and have them interview each other using
the questions below:
- Have you ever tried to look for an engineering job in Ontario?
- If yes, how did you look for it?
If no, how would you look for it?
- Which job search methods do you think are the most effective
and why?
2. Take up questions with the class. The most common
answers for b and c are: job ads, Internet job postings, employment services,
recruitment agencies, library resources, self-marketing, networking,
in-field specialists, attending trade shows, using job-referral services,
and trade publications. These should be listed on the board.
3. Explain to the class that searching for an engineering
job takes time and preparation. The next two lessons will be spent identifying
the generic skills and attributes required by engineers. Explain that
preparing for an employment interview is perhaps the most challenging
part of the job search. Pre-Tasks
1. (20 minutes)
Explain that although most jobs
(80%) are not advertised, job ads are still a very good place to
find out what employers are looking for. Elicit what to look for
in a job ad. Put information on the board (i.e., position, company
name, responsibilities, qualifications, application procedures,
etc). Distribute Handouts 1 and 2 (job ad and chart). Ask participants
to complete the chart with information from the job ad. Take up
the chart on an overhead with the class. Discuss terminology as it
comes up. Ask participants if they understand all the words and expressions
found in the job ads.
2. (20 minutes)
Distribute Handout 3, a list of
common expressions found in job ads, and have participants work
in pairs to negotiate the meaning of words in bold print. Take
up as a whole class.
3. (10 minutes)
Elicit from the class the meaning
of transferable "skills" and "attributes". Let participants negotiate
the meaning in groups of three, and then ask volunteers for answers.
(Skills - what can you do? Personal attributes - what kind of person
are you?).
4. (25 minutes)
Regroup participants in pairs and
give them five or ten minutes to write down as many personal attributes
and skills of an engineer as possible. Ask them to compare their
ideas with another pair. Make a list on an overhead or board.
5. (25 minutes)
Distribute Handout
4 with job ads from the Globe and Mail. Ask participants
to read the ads and list the words/expressions describing both
skills and personality traits. Take up with the class on an overhead
or board.
Examples of skills: good leadership skills, computer literacy, written/verbal
communication skills, outstanding team skills, organizational skills,
proficiency with AutoCAD, Excel, Word, and other application software
relevant to their own speciality.
Examples of attributes are strong work ethic, creative, flexible,
enthusiastic, active, innovative.
6. (10 minutes)
Participants should be familiar
with the emphasis on teamwork skills in the workplace, but may not
know the skills and personal attributes needed to be a "team player".
Explain that in today's workplace, there is a lot of emphasis on
teamwork. This is not specific to engineering, but certainly includes
it. See if any of the skills and attributes from the previous activities
(Pre-Tasks 4 and 5) are necessary for teamwork. Have a volunteer
circle them. Have the class reflect on working in a team and ask them what additional
skills and attributes are necessary. Expect words such as flexible,
helpful, people skills, etc. Explain to the class that a successful
work search process depends on knowing what the current workplace
requirements are.
7. (15 minutes)
Explain that the next activity
(Handout 5) will help them expand their vocabulary related workplace
requirements. Handout 5 contains a list of generic skills and attributes,
many of which are transferable. Have the participants work in pairs
to review the list. Take up as a whole class to ensure understanding.
8. (30 minutes)
Using Handout 5, have the participants
orally use the words in the following structures:
- I am a _______________ person.
- I have excellent/superior _______________ skills.
- I am able to _______________ very well.
- (i.e., I am energetic;
I have excellent team-building skills)
In pairs, have participants practise using the words (skills and
attributes) in sentences. Ask them to identify and list those skills
and attributes that apply to them. By the end of the class, they
should have a comprehensive list of their own general skills and
attributes in sentence form. Explain that they will need the list
for the next class.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Work Search: Topic
1 [2.1 MB, 14 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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