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Curriculum Vitae<o:p></o:p>
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A Curriculum Vitae, commonly referred to as CV, is a longer (two or more pages), more detailed synopsis. It includes a summary of your educational and academic backgrounds as well as teaching and research experience, publications, presentations, awards, honors, affiliations and other details.<o:p></o:p>
When to use a CV <o:p></o:p>
In the United States a Curriculum Vitae is used primarily when applying for international, academic, education, scientific or research positions or when applying for fellowships or grants. <o:p></o:p>
As with a resume, you may need different versions of a CV for different type of positions. <o:p></o:p>
What to include in your CV <o:p></o:p>
Like a resume, your CV should include your name, contact information, education, skills and experience. In addition to the basics, a CV includes research and teaching experience, publications, grants and fellowships, professional associations and licenses, awards and other information relevant to the position you are applying for. Start by making a list of all your background information, then organize it into categories. Make sure you include dates on all the publications you include. <o:p></o:p>
Colorado College's Career Center lists important points to consider when preparing an effective Curriculum Vitae. It should be: <o:p></o:p>
· Clear - well-organized and logical <o:p></o:p>
· Concise - relevant and necessary <o:p></o:p>
· Complete - includes everything you need <o:p></o:p>
· Consistent - don't mix styles or fonts <o:p></o:p>
· Current - up-to-date<o:p></o:p>
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How to Write a Curriculum Vitae
When should job seekers use a curriculum vitae, commonly referred to as CV, rather than a resume? In the United States, a curriculum vitae is used primarily when applying for academic, education, scientific or research positions. It is also applicable when applying for fellowships or grants. <o:p></o:p>
When asking for a job in Europe, the Middle East, Africa, or Asia, expect to submit a CV rather than a resume. Keep in mind that overseas employers often expect to read the type of personal information on a curriculum vitae that would never be included on an American resume, such as date of birth, nationality and place of birth. United States law on what information job applicants can be asked to provide does not apply outside the country. <o:p></o:p>
There are several differences between a curriculum vitae and a resume.<o:p></o:p>
A curriculum vitae is a longer (two or more pages), more detailed synopsis of your background and skills. A CV includes a summary of your educational and academic backgrounds as well as teaching and research experience, publications, presentations, awards, honors, affiliations and other details. As with a resume, you may need different versions of a CV for different types of positions.
Like a resume, a curriculum vitae should include your name, contact information, education, skills and experience. In addition to the basics, a CV includes research and teaching experience, publications, grants and fellowships, professional associations and licenses, awards and other information relevant to the position you are applying for. Start by making a list of all your background information, then organize it into categories. Make sure you include dates on all the publications you include. <o:p></o:p>
It's often helpful to take a look at a sample or two before you start writing. Here are a selection of sample CVs, including versions for academia and for international employment, to review: <o:p></o:p>
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Samples <o:p></o:p>
It's always helpful to look at samples when preparing a CV. Here's some to help you get started: <o:p></o:p>
The following curriculum vitae template will give you an example of what to include in your CV and show the appropriate format for a curriculum vitae. <o:p></o:p>
Sample Curriculum Vitae Template <o:p></o:p>
CONTACT INFORMATION
Name
Address
Telephone
Cell Phone
Email <o:p></o:p>PERSONAL INFORMATION
Date of Birth
Place of Birth
Citizenship
Visa Status
Sex<o:p></o:p>Optional Personal information:
Marital Status
Spouse's Name
Children <o:p></o:p>EMPLOYMENT HISTORY
List in chronological order, include position details and dates
Work History
Academic Positions
Research and Training <o:p></o:p>EDUCATION
Include dates, majors, and details of degrees, training and certification
High School
University
Graduate School
Post-Doctoral Training<o:p></o:p>PROFESSIONAL QUALIFICATIONS
Certifications and Accreditations
Computer Skills <o:p></o:p>AWARDS <o:p></o:p>
PUBLICATIONS <o:p></o:p>
BOOKS <o:p></o:p>
PROFESSIONAL MEMBERSHIPS <o:p></o:p>
INTERESTS<o:p></o:p>
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Erwin Johnson<o:p></o:p>
2306 North First Street
P O Box 207
Winterset, Iowa 50273
Home 515-462-1593
Office 515-462-3810, Ext. 404
Fax 603-719-0293<o:p></o:p>erwinj@earthlink.net<o:p></o:p>
<o:p></o:p>Career Profile <o:p></o:p>
Manufacturing Financial Manager with over twenty years experience leading the financial functions of manufacturing operations with up to 300 employees and $50 Million in sales. Recognized for ability to identify continuous change actions to reduce cost, enhance quality, and increase margins. Supervised up to 13 direct reports with responsibilities in financial reporting, planning, forecasting, information systems, accounts payable, payroll, fixed assets, and general ledger. Led several IS conversions bringing in new systems on or ahead of schedule and on or below budget. Enjoy driving new improvements.<o:p></o:p>
Key strengths include:<o:p></o:p>
o Process Improvement<o:p></o:p>
o Leadership<o:p></o:p>
o Financial and Operations Management<o:p></o:p>
Management Philosophy <o:p></o:p>
In today's competitive world, the best way to ensure organizational success is to delight the customer. Todays customers -- and tomorrows -- want responsiveness, low cost and high quality. If a company does not meet or exceed the customers needs, their competition will. <o:p></o:p>
Its no longer enough for employees to simply "embrace" change: continuous improvement must become a way of doing business, where people actively seek improvements and where systems and processes support and drive initiative. Trust is the key. The work environment must be such that people work without fear, within a culture that encourages pride in both personal and organizational accomplishments.<o:p></o:p>
Examples of Accomplishments<o:p></o:p>
Process Improvement <o:p></o:p>
§ Facilitated team charged with the improvement of inventory record accuracy: team results included improved on-time delivery from 45% to 95%, eliminated annual inventory losses exceeding $200,000, reduced freight costs by 1%, and improved record accuracy by 83%. <o:p></o:p>
§ Reduced new bill of material (BOM) cycle time from several weeks to one day and improved BOM accuracy to 100%. <o:p></o:p>
§ Developed a financial modeling system to evaluate multiple "what-if" scenarios; system reduced forecast and budget preparation time by 80%, increased process accuracy, and improved staff's awareness of actions needed to reach production and financial goals. <o:p></o:p>
§ Implemented automated financial reporting process to download data, reducing annual overtime by $25,000 and enhancing accuracy and timeliness. <o:p></o:p>
§ Developed and installed automated back flushing system to support JIT initiative. <o:p></o:p>
Leadership <o:p></o:p>
§ Led several cross-functional TQC teams and coached team members, as appropriate, to develop skills and confidence in their ability to examine work processes, create solutions, and measure improvements. <o:p></o:p>
§ Participated in management team process to develop vision and mission statements. <o:p></o:p>
§ Recognized for ability to develop consensus for strategic planning among all stakeholders. <o:p></o:p>
§ Communicated with managers and coordinated the financial reporting of fifteen locations to consolidate financial data. <o:p></o:p>
§ Facilitated numerous learning programs on new reporting systems. <o:p></o:p>
§ Decentralized accounts payable to facilitate transition from cost centers to profit centers, and trained employees in the new system. <o:p></o:p>
§ Identified ABM as a key strategy to drive process improvements. <o:p></o:p>
Financial and Operations Management <o:p></o:p>
§ Developed financial modeling system that reduced turnaround time from five days to one day. <o:p></o:p>
§ Directed the movement of IS to Winterset plant with only one day of downtime. <o:p></o:p>
§ Converted to new payroll and accounting systems that reduced and improved tax reporting and corporate consolidations. <o:p></o:p>
§ Directed several IS conversions to increase accuracy and reduce time for financial recording and reporting. <o:p></o:p>
§ Developed cost estimating process for quoting new business that was adapted by entire division. <o:p></o:p>
§ Assisted in closing one office that reduced costs by over $500,000. <o:p></o:p>
§ Installed LAN to enhance communication and information-sharing capacity. <o:p></o:p>
Career History <o:p></o:p>
Controller/IS Manager, Invensys Appliance Controls (formerly Siebe Appliance Controls, formerly Eaton Corporation), Winterset, Iowa, 1991 - Present<o:p></o:p>
o Responsible for financial management in a manufacturing plant with up to 225 employees and annual sales exceeding $34 Million. <o:p></o:p>
o Recognized for efforts to identify new processes to improve quality, reduce costs, and increase margin. <o:p></o:p>
General Accounting Manager, Eaton Corporation - Division Office, Carol Stream, Illinois, 1985 - 1991.<o:p></o:p>
o Coordinated the financial reporting functions of fifteen locations and supervised accounts payable for entire division. <o:p></o:p>
o Trained plants in the use of corporate reporting systems. <o:p></o:p>
o Assisted several acquired plants in converting to corporate reporting systems, and assisted with due diligence reviews for new business acquisitions. <o:p></o:p>
General Accounting Supervisor, Eaton Corporation - Division Office, Carol Stream, Illinois, 1980 -1985.<o:p></o:p>
o Supervised up to 13 people. <o:p></o:p>
o Directly involved in forecasting and planning, budgeting, and product line reporting for up to fifteen locations. <o:p></o:p>
Accountant, Eaton Corporation - Division Office, Carol Stream, Illinois, 1976 - 1980. <o:p></o:p>
o Prepared product line financial statements, month-end closing, and product budgets. <o:p></o:p>
Education <o:p></o:p>
Bachelor of Science
Northern Illinois University, 1974
- Comprehensive Major: Accounting<o:p></o:p>Associate of Science
Rock Valley College, 1972
- Major: Accounting
- Lettered in Football<o:p></o:p>Certified Management Accountant: Certificate 4314, 1984<o:p></o:p>
Certified Public Accountant: Certificate 20394, 1977<o:p></o:p>
Complete 30 Hours of Continuing Education annually to maintain certifications.<o:p></o:p>
What Others Say . . . <o:p></o:p>
"Has a knack for seeing ways to do more with less."<o:p></o:p>
"Intuitively knows IS technology and how to get more from the existing system."<o:p></o:p>
"Listens to what others have to say."<o:p></o:p>
"Erwin is always there - you can count on him."<o:p></o:p>
"He's very tenacious, sticks with it until it gets done."<o:p></o:p>
References furnished upon request<o:p></o:p>
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R E S U M E<o:p></o:p>
John X. Z. Wang<o:p></o:p>
SHANGHAI ADD: 13f, New Caohejing Tower, No.509, <o:p></o:p>
Caobao Rd., shanghai 200233, P. R. China<o:p></o:p>
( +86 21 6484 7530 - 8232 0 +86 21 6484 0196<o:p></o:p>
E-mail: fwwcs@online.sh.cn<o:p></o:p>
GUANGZHOU ADD: Room 210 Dong Feng Hotel, No.552. <o:p></o:p>
Dong Feng Rd. (E), Guangzhou 510063. P. R. China<o:p></o:p>
Tel: 020 8385 3480, Fax: 020 8382 7976<o:p></o:p>
E-mail: tvswkn@public.guangzhou.gd.cn<o:p></o:p>
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OBJECTIVE<o:p></o:p>
Seeking the managerial or consulting position, sales support representative for multinational company.<o:p></o:p>
SYNOPSIS<o:p></o:p>
A dedicated professional with more than 12 years experience in helping business thrive and develop. Extensive work in import and export business, marketing communication, case management and counseling, writing and editing.<o:p></o:p>
Client focused, service driven, goal oriented, enterprising work ethic and solid integrity. Accountable and well organized.<o:p></o:p>
SUMMARY OF QUALIFICATIONS<o:p></o:p>
· Solid writing, editing and oral communication skills. <o:p></o:p>
· Excellent human relations skills, having dealt a variety of customers, and employees. <o:p></o:p>
· Computer proficient with WINDOWS 98 applications, MS office and Internet explorer. <o:p></o:p>
· Superior ability to achieve immediate and long-term goals. <o:p></o:p>
· Proven ability to analyze, plan, manage and motivate. <o:p></o:p>
WORK EXPERIENCE <o:p></o:p>
July 1999 - Present<o:p></o:p>
Guangzhou, P. R. China . Shanghai TVS Business Management Co., Ltd.<o:p></o:p>
Chief Operating Officer in E-commerce Division based in Guangzhou.<o:p></o:p>
Writing E-commerce plan and communicating with 1 Pai.com for E-auction in China. Sourcing the products for E-business, building relationships with the manufacturers which can offer some products suitable for our web selling.<o:p></o:p>
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Shanghai, P. R. China<o:p></o:p>
1998 July 1999 Shanghai TVS Business Management Co., Ltd.<o:p></o:p>
Purchasing Manager<o:p></o:p>
Sourcing, evaluating and purchasing seen-as-on-TV products. Read and comment on TV drama and scenario of infomercial video tapes. Approve the purchasing documents. Examine and verify L/C. Responsible for coordinating and facilitating among the internal divisions and external customers. Utilize expertise to create proposals and marketing plan both in English version and Chinese version. Develop and plan designs for existing and new business. Writing and editing the wordings of Chinese products in English. Provided outstanding customer service by keeping abreast of Chinas new regulations. Maintain Internet connection, outlook express to update communications with customers; partners and suppliers as well as research from Internet for the products we need. Nurture and manage the interns from universities.<o:p></o:p>
Shanghai, P. R. China<o:p></o:p>
1998 1996 Paciworld ( CHINA ) Enterprises Group Co., Ltd.<o:p></o:p>
Purchasing Manager<o:p></o:p>
Import and sell the second hand machines and spare parts as well as prefabricated houses from Europe and Canada. Communicate with clients on a daily basis to ensure their needs and goals are being met. Translate, design and produce collateral materials and sales supporting documents. <o:p></o:p>
Changsha, Hunan, P. R. China<o:p></o:p>
1996 - 1992 Hunan Provincial Import & Export Group Corporation <o:p></o:p>
Manager<o:p></o:p>
Export machinery to Africa and negative Electronic products to Europe and United States. Build rapport with U.K. customers and manufacturers in china.<o:p></o:p>
Changsha, Hunan, P. R. China<o:p></o:p>
1992 - 1987 Hunan Provincial Import Corporation<o:p></o:p>
Import production lines plant and raw material from European and Asian countries in very large scale on behalf of the provincial government. Long term project management and negotiation with the suppliers. Resolve clients problems in a meticulous and organized fashion. Nurture and manage the interns from universities <o:p></o:p>
Have been to Europe five times and trained there for a short period of time for the manipulating import equipment.<o:p></o:p>
Changsha, Hunan, P. R. China<o:p></o:p>
1987 - 1983 Changsha Medical College<o:p></o:p>
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Lecturer<o:p></o:p>
Teach English to the doctors and medical students<o:p></o:p>
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HONORS AND CERTIFICATES<o:p></o:p>
Honors ( omitted ) <o:p></o:p>
· Certificate of Economist. <o:p></o:p>
· Certificate of Translator. <o:p></o:p>
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EDUCATION <o:p></o:p>
Hunan, P. R. China<o:p></o:p>
Hunan Teachers University<o:p></o:p>
Bachelor of Arts degree in English and English literature.<o:p></o:p>
Minor: International Trade.<o:p></o:p>
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PERSONAL ACTIVITIES<o:p></o:p>
Swimming, Writing computing, Internet exploring and a freelancer for magazines.<o:p></o:p>
ADDITIONAL<o:p></o:p>
Excellent health, non-smoker, married with one child and willing to relocate.<o:p></o:p>
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JAMES E. WINDSOR<o:p></o:p>
2000 NE 31st AVE.
Ft. Lauderdale, FL 33302
Home Phone 594-563-7467
Pager 1-888-594-5692<o:p></o:p>e-mail jewindsor@netscape.net<o:p></o:p>
Q U A L I F I C A T I O N S<o:p></o:p>
Substantial experience and outstanding skills in customer service with seventeen years at PRC Realty Systems including five in management. <o:p></o:p>
Accustomed to working in fastpaced environments with the ability to think quickly and successfully handle difficult clients.<o:p></o:p>
Use the Internet daily and know the workings of it from real estate to e-commerce.<o:p></o:p>
Completed two real estate courses during the last five years while working full-time. Passing the state test for agent licensing in New Mexico and becoming a broker in Florida. Working partime as a Realtor during this time.<o:p></o:p>
Excellent interperson skills, ability to work well with others, in both supervisory or support staff roles.<o:p></o:p>
Willing to relocate and travel.<o:p></o:p>
W O R K H I S T O R Y<o:p></o:p>
INSTALLATION MANAGER, BUSINESS CENTER CONCEPTS, INC Position, 1998- 1999<o:p></o:p>
Installing the "The Office", a state-of-the-art business center offered by AlphaNet Hospitality Systems Inc. at hotels across the country. "The Office" provides guest with a personal computer complete with Word, Excel and PowerPoint software, Internet and e-mail access as well as printing, faxing and photocopying capabilities. Installation includes assembling a desk, connecting credit card readers to each component and using a ethernet system to connect each unit to the master. Provide training to hotel staff and management in use of each component and having all installation contracts singed.<o:p></o:p>
SALES MANAGER, ADVANCED TECHNOLOGY COMPONENTS, INC. 1997- 1998<o:p></o:p>
ATC is a procurement specialists for the military, defense and aerospace industries. They supply clients with electronic components for current projects. Developed strong relationships with established accounts while acquiring new accounts. Coordinate the administration of product orders, understand customer needs and guaranteeing deliver of companys commitment.<o:p></o:p>
OWNER/OPERATOR, ENTERTAINMENT SERVICES, 1994 - 1997<o:p></o:p>
Marketed video vending machines to restaurant and cocktail lounges, installed and serviced machines. Did weekly customer service calls to existing customers.<o:p></o:p>
REALTOR/BROKER, RECA BETTER HOMES AND GARDENS/MILLER PROPERTIES 1994-1999<o:p></o:p>
Real Estate professional specializing in residential resale and new homes sales. Worked real estate full-time and part-time while doing other jobs. <o:p></o:p>
ACCOUNT MANAGER/ PRC REALTY SYSTEMS, 1976- 1994<o:p></o:p>
PRC Realty Systems provides on-line computer software to boards and associations of Realtors across the United States. As Account Manager, I was in charge of servicing multiple accounts which included all contractual items; supervising the on-site staff; preparing the budget; negotiating contract renewal; installation of new hardware and software; agent training; maintain customer relationship with Directors, MLS committees and Board staff. <o:p></o:p>
E D U C A T I O N<o:p></o:p>
Brokers Certificate, Gold Coast School of Real Estate, 1997<o:p></o:p>
Agent Certificate, New Mexico School of Real Estate, 1994<o:p></o:p>
Certificate Electronic Technician, TVI, 1976<o:p></o:p>
Junior year, Geography, University of New Mexico, 1974<o:p></o:p>
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Sample Cover Letter #1
Modified Block Format<o:p></o:p>Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email<o:p></o:p>Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name:
First Paragraph: Why You Are Writing. Remember to include the name of a mutual contact, if you have one. Be clear and concise regarding your request.
Middle Paragraphs: What You Have to Offer. Convince the readers that they should grant the interview or appointment you requested in the first paragraph. Make connections between your abilities and their needs or your need for information and their ability to provide it. Remember, you are interpreting your resume. Try to support each statement you make with a piece of evidence. Use several shorter paragraphs rather than one large block of text.
Final Paragraph: How You Will Follow Up. Remember, it is your responsibility to follow-up; this relates to your job search. State that you will do so and provide the professional courtesy of indicating when (one week's time is typical). You may want to reduce the time between sending out your resume and follow up if you fax or e-mail it. <o:p></o:p>
Sincerely,
Your Signature
Your Typed Name<o:p></o:p><o:p></o:p>
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General / Administrative / Business Cover Letter
Sample Cover Letter - General / Administrative <o:p></o:p>
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Dear Hiring Manager, <o:p></o:p>I was excited to read about this opening as I have the qualifications you are seeking. I have several years of experience in a wide variety of fields including hi-tech, insurance and the non-profit sector. <o:p></o:p>
Here are some of my skills: <o:p></o:p>
· Verbal and written communications <o:p></o:p>
· Computer proficiency <o:p></o:p>
· Customer service <o:p></o:p>
· Organizing office procedures <o:p></o:p>
In addition to my extensive office experience, I have excellent communication skills. I always maintain a mature, gracious and professional manner when communicating with people, even when difficulties arise. <o:p></o:p>
My broad experience and range of skills make me a superior candidate for this position. <o:p></o:p>
I look forward to hearing from you as soon as possible to arrange time for an interview. <o:p></o:p>
Sincerely, <o:p></o:p>
Your Signature
Your Typed Name<o:p></o:p><o:p></o:p>
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Sample Cover Letter - Assistant / Research
Sample Cover Letter - Assistant <o:p></o:p>
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name: <o:p></o:p>I am interested in the assistant position advertised in XXX. I am currently employed as Legislative Director for Assemblywoman XXXX, Chairperson of the NYS Assembly XXX. I accepted this position because of the emphasis on the writing and research skills which are applicable to your requirements for an authors assistant. My experience in the NYS Assembly has afforded me the opportunity to become familiar with the consolidated and unconsolidated laws of the State of New York.<o:p></o:p>
I also have extensive experience in legal and policy research. <o:p></o:p>
In my position as Legislative Director for Ms. XXX, I prepare her personal legislation which deals with issues relative to her position as Senior Member of the NYS Assembly Standing Committee on XXXX. In as much as she is Chairperson of the XXX Committee I am, of course, heavily involved in the current welfare and medicaid reform movement. <o:p></o:p>
In response to your search for a part-time assistant, I believe my experience in the Legislature, and my research and writing skills qualify me for consideration. If you would like, I can provide with current samples with my work. <o:p></o:p>
To further acquaint you with the specifics of my background I am enclosing my resume. I hope you will consider me for this position. I look forward to meeting with you and discussing my qualifications in more detail. <o:p></o:p>
Sincerely,
Your Signature
Your Typed Name <o:p></o:p><o:p></o:p>
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Consulting Firm Cover Letter
Sample Cover Letter - Consulting <o:p></o:p>
FirstName
LastName
87 Washington Street
Hopedale, NY 11233
518-555-5555
email <o:p></o:p>
Date <o:p></o:p>Mr. John Doe
A.T. Kiley
222 West Dover Street
Chicago, IL 60606
Dear Mr. Doe:
I had the extraordinary opportunity to work closely these past two years with Jane Smith, an A.T. Kiley consultant in the Higher Education Practice, as a member of XYZ University's Presidential Search Committee. This was my first exposure to the consulting profession, and I think it is a perfect match for someone with my academic record, communication and leadership skills, and drive to succeed in a collegial and team-oriented environment. <o:p></o:p>In my curricular, co-curricular and professional achievements during the past four years I have shown initiative, creativity in problem solving and a commitment to building consensus and excellence throughout our college community and in a variety of settings. <o:p></o:p>
As an intern in the Office of the U.S. Deputy Secretary of Education, I worked with the Senior Advising team to provide accurate, effective and concise statistical and anecdotal data to a variety of constituents in order to support legislative proposals concerning the condition of America's public schools. I combined the written and oral skills I have gained from courses in American Studies and Government with quantitative and analytical training in a high intensity environment.<o:p></o:p>
As Vice President of Academic Affairs for the Student Government Association and a student representative on several college committees (including the one which nominated the sixth President of XYZ University), I have learned: <o:p></o:p>
· to use language precisely and effectively <o:p></o:p>
· to articulate myself to a range of audiences <o:p></o:p>
· the value of integrity and persistence in working toward short- and long-term personal and institutional goals<o:p></o:p>
The opportunity to effect positive change for a range of institutions is the most attractive aspect of consulting for me. Employees have described A.T. Kiley as "down to earth" and as having an "open culture." I feel lucky to have been part of a college community whose openness has allowed for measured risks and the candor necessary to achieve its goals, and I hope to begin my career in a similarly rigorous and collegial environment where can I learn from industry leaders. I look forward to exploring further my opportunities at A.T. Kiley and will call next week to see if it is possible to arrange an interview. <o:p></o:p>
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FirstName LastName <o:p></o:p>======= <o:p></o:p>
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Sample Entry Level Cover Letter
Sample Cover Letter:
Sample entry level cover letter for a recent college graduate. <o:p></o:p>FirstName LastName
Name University
Street
City, State Zip
cell: 555-555-5555 <o:p></o:p>Date <o:p></o:p>
Name
Job Title
Company
Street
City, State Zip <o:p></o:p>Dear Mr. Name: <o:p></o:p>
My proven track record of successfully performing complex analyses on various corporations makes me an ideal candidate for the Analyst opportunity that you listed through the Name University Career Services Office. <o:p></o:p>
You specify that you are looking for someone with leadership, quantitative, analytical and communication skills. Last summer, I was given the opportunity to intern at First Real Estate Corporation. I worked within the Real Estate Finance Group, and assisted staff with problems arising from the misinterpretation of leases to miscalculation of rent schedules. <o:p></o:p>
As a result, I played an active role within the group and helped them to solve these issues. This process involved using the quantitative and analytical skills that I acquired through actively participating in coursework for my Business-Economics major. <o:p></o:p>
My ability to work well as part of team also related to my success within this group. These attributes, combined with my enthusiasm to learn, were essential to my contributions and success during this internship. <o:p></o:p>
I believe that I can apply the same skills within my internship last summer to a position within your company. I look forward to discussing the position with you in more detail. I will call next week to see if you agree that my qualifications seem to be a match for the position. If so, I hope to schedule an interview at a mutually convenient time. Thank you for your consideration. <o:p></o:p>
Sincerely, <o:p></o:p>
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Writing Effective Cover Letters
Writing a cover letter often seems like a particularly daunting task. However, if you take it one step at a time, you'll soon be an expert at writing letters to send with your resume. <o:p></o:p>
A cover letter typically accompanies each resume you send out. Your cover letter may make the difference between obtaining a job interview and having your resume ignored, so, it makes good sense to devote the necessary time and effort to writing effective cover letters. <o:p></o:p>
A cover letter should complement, not duplicate your resume. Its purpose is to interpret the data-oriented, factual resume and add a personal touch. A cover letter is often your earliest written contact with a potential employer, creating a critical first impression. <o:p></o:p>
There are three general types of cover letters: <o:p></o:p>
· The application letter which responds to a known job opening <o:p></o:p>
· The prospecting letter which inquires about possible positions <o:p></o:p>
· The networking letter which requests information and assistance in your job search <o:p></o:p>
Your cover letter should be designed specifically for each purpose outlined above as well as for each position you seek. <o:p></o:p>
Do not design a form letter and send it to every potential employer (you know what you do with junk mail!). <o:p></o:p>
Effective cover letters explain the reasons for your interest in the specific organization and identify your most relevant skills or experiences (remember, relevance is determined by the employer's self-interest). They should express a high level of interest and knowledge about the position. <o:p></o:p>
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Cover Letter Format
To be effective, your cover letter should follow the basic format of a typical business letter and should address three general issues:
1. First Paragraph - Why you are writing
2. Middle Paragraphs - What you have to offer
3. Concluding Paragraph - How you will follow-up
Why You Are Writing
In some cases, you may have been referred to a potential employer by a friend or acquaintance. Be sure to mention this mutual contact, by name, up front since it is likely to encourage your reader to keep reading!
If you are writing in response to a job posting, indicate where you learned of the position and the title of the position. More importantly, express your enthusiasm and the likely match between your credentials and the positions qualifications.<o:p></o:p>If you are writing a prospecting letter - a letter in which you inquire about possible job openings - state your specific job objective. Since this type of letter is unsolicited, it is even more important to capture the readers attention.
If you are writing a networking letter to approach an individual for information, make your request clear.<o:p></o:p>How You Will Follow Up
Bid directly for the job interview or informational interview and indicate that you will follow-up with a telephone call to set up an appointment at a mutually convenient time. Be sure to make the call within the time frame indicated.
In some instances, an employer may explicitly prohibit phone calls or you may be responding to a blind want-ad which precludes you from this follow-up. Unless this is the case, make your best effort to reach the organization. At the very least, you should confirm that your materials were received and that your application is complete.
If you are applying from outside the employers geographic area you may want to indicate if youll be in town during a certain time frame (this makes it easier for the employer to agree to meet with you).
In conclusion, you may indicate that your references are available on request. Also, if you have a portfolio or writing samples to support your qualifications, state their availability. <o:p></o:p>Next, let's look at some cover letter samples, plus review tips for creating cover letters that will have the maximum positive impact on employers. <o:p></o:p>
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Cover Letter Samples and Suggestions
Here are some sample cover letters to give you an idea of what effective cover letters should look like. Don't limit yourself to the ideas presented in these samples. Strive to create the best delivery of your background and experience for your readers. <o:p></o:p>
Cover Letter Samples <o:p></o:p>
· Modified Block Format <o:p></o:p>
· Full Block Format <o:p></o:p>
· Cover Letter Example <o:p></o:p>
· Another Cover Letter Example <o:p></o:p>
· More Cover Letter Samples <o:p></o:p>
Cover Letter T ips: <o:p></o:p>
· Try to keep paragraphs relatively short so they are easy to skim. <o:p></o:p>
Cover letters should be printed neatly on standard size (8 ½ X 11) quality laser bond paper.<o:p></o:p>
· Make sure there are no spelling, punctuation or grammatical errors and that you have ample margins (1"). Keep your letter to one page, and balance the paragraphs on the page. <o:p></o:p>
· Always address your cover letter to a specific person and include their title. To determine the name of the appropriate party to address, ask a mutual contact, check the companys web page, call the organization to request the name and title or consult trade publications, industry specific reports, guides and/or directories found in library reference sections or on the Internet. <o:p></o:p>
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Sample Cover Letter #1
Modified Block Format<o:p></o:p>Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email<o:p></o:p>Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name:
First Paragraph: Why You Are Writing. Remember to include the name of a mutual contact, if you have one. Be clear and concise regarding your request.
Middle Paragraphs: What You Have to Offer. Convince the readers that they should grant the interview or appointment you requested in the first paragraph. Make connections between your abilities and their needs or your need for information and their ability to provide it. Remember, you are interpreting your resume. Try to support each statement you make with a piece of evidence. Use several shorter paragraphs rather than one large block of text.
Final Paragraph: How You Will Follow Up. Remember, it is your responsibility to follow-up; this relates to your job search. State that you will do so and provide the professional courtesy of indicating when (one week's time is typical). You may want to reduce the time between sending out your resume and follow up if you fax or e-mail it. <o:p></o:p>
Sincerely,
Your Signature
Your Typed Name<o:p></o:p><o:p></o:p>
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Sample Cover Letter
Block Format <o:p></o:p>Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name:
First Paragraph: Why You Are Writing. Remember to include the name of a mutual contact, if you have one. Be clear and concise regarding your request.
Middle Paragraphs: What You Have to Offer. Convince the readers that they should grant the interview or appointment you requested in the first paragraph. Make connections between your abilities and their needs or your need for information and their ability to provide it.
Final Paragraph: How You Will Follow Up. <o:p></o:p>Remember, it is your responsibility to follow-up; this relates to your job search. State that you will do so and provide the professional courtesy of indicating when (one week's time is typical).
Sincerely,
Your Signature
Your Typed Name<o:p></o:p><o:p></o:p>
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Sample Cover Letter - Assistant / Research
Sample Cover Letter - Assistant <o:p></o:p>
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name: <o:p></o:p>I am interested in the assistant position advertised in XXX. I am currently employed as Legislative Director for Assemblywoman XXXX, Chairperson of the NYS Assembly XXX. I accepted this position because of the emphasis on the writing and research skills which are applicable to your requirements for an authors assistant. My experience in the NYS Assembly has afforded me the opportunity to become familiar with the consolidated and unconsolidated laws of the State of New York.<o:p></o:p>
I also have extensive experience in legal and policy research. <o:p></o:p>
In my position as Legislative Director for Ms. XXX, I prepare her personal legislation which deals with issues relative to her position as Senior Member of the NYS Assembly Standing Committee on XXXX. In as much as she is Chairperson of the XXX Committee I am, of course, heavily involved in the current welfare and medicaid reform movement. <o:p></o:p>
In response to your search for a part-time assistant, I believe my experience in the Legislature, and my research and writing skills qualify me for consideration. If you would like, I can provide with current samples with my work. <o:p></o:p>
To further acquaint you with the specifics of my background I am enclosing my resume. I hope you will consider me for this position. I look forward to meeting with you and discussing my qualifications in more detail. <o:p></o:p>
Sincerely,
Your Signature
Your Typed Name <o:p></o:p><o:p></o:p>
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Having a well written, effective resume at one's disposal is an excellent tool in today's ever changing job market. A strong resume may be the sole difference in getting a call for an interview or simply having your resume tossed into the proposed employer's sludge pile. Simply put, an effective resume may win you a job interview. In the world of academia, a strong resume, known as a curriculum vitae (CV) may open the door towards a tenured position.<o:p></o:p>
While no two resumes will look the same, there are certain commonalties in all good resumes. Almost every resume should include the following headings or sections: objective, education, work experience, teaching experience (if applicable), publications of note (if applicable), personal, and a references section. <o:p></o:p>
Under the "Objective" heading, the job seeker offers his or her goal of acquiring a certain position. Don't be afraid to state a bold objective. After looking at your name, the objective is oftentimes the next thing employers read. Here are two examples:<o:p></o:p>
Weak Objective: It is my goal to obtain a sales management job.<o:p></o:p>
Powerful Objective: As someone with an extensive background in pharmaceutical sales, my objective is to obtain a sales management position which would allow me to share my sales experiences and train the next generation of top pharmaceutical salesmen. <o:p></o:p>
The good example is certainly much more extensive than the bad example. Please note that the objective is to be ideally stated in one sentence. In short, try to catch the employers attention in one sentence in the objective section. If you need an additional sentence, then feel free to use one; but remember, you are trying to grab an employers attention with a short, crisply written message.<o:p></o:p>
For college students just entering the job world, you should probably list your "Education" section directly after stating your objective. Stress your high marks here, if you have them. Also, be sure to include your extra-curricular involvement in clubs, sports teams, and such similar campus organizations. Make certain you include your part-time and summer employment you had during your college years. Employers want to know that you weren't just loafing around during your off time. It will impress them if you worked to pay your way through college. Stress this fact and let them know that you were able to study, hold down a job, and pay your bills during college. <o:p></o:p>
If you have been out in the job world for some time, include your "Work Experience" section immediately after the objective. If you've been around the block, go ahead and flaunt your job experiences. At this point, your job experiences are usually much more important to an employer than what your college grades were. You can then list your "Education" background thereafter.<o:p></o:p>
In the "Personal" section, you want to humanize yourself a bit more. Tell the employer about yourself. Go ahead and open up. Share the names of your wife and three kids, if that's important to you. If you are a family man, you may want the employer to get the picture. Do you enjoy photography, boxing, gardening, or playing basketball? Share this information. You may find this information being brought front and center at the interview. It offers areas the employer can talk about and lighten the interview.<o:p></o:p>
Make use of your "Reference" section. In the "Reference" section, many job seekers put, "references available upon request." It's preferable to list the names of two or three people here. When names are listed, you are in effect saying, "Go ahead and call these people. I dare you." Listing references shows that you have nothing to hide. However, make certain that you inform your references that job employers may be contacting them. If not, your prospective employer will not be impressed when he contacts your reference and it takes two minutes before your reference is able to understand what the telephone call is about.<o:p></o:p>
Putting these elements to work for you, you will be able to complete a good resume. You should also make certain that you include a personalized cover letter.<o:p></o:p>
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10 Steps to Writing Effective Cover Letters<o:p></o:p>
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As an entrepreneur, writing letters are just one of the many tasks you do every day. Taking the time to write a good cover letter can pay off in the long run, especially when you're trying to interest an investor in funding your business or project.
What can a cover letter do?
A good cover letter introduces your business or product, makes a sales pitch and provides a call to action. It arouses interest or curiosity and entices the recipient to read through the rest of your material.
Here are some tips that will help you to write effective cover letters, quickly and easily.
1. Always address your letter to a specific person, and include their job title. Make sure you've spelled their name right.
2. Use a "block" letter format, with text justified to the left and double spaced paragraphs. Have someone proofread your letter and watch for spelling and grammatical errors.
3. Keep your letter short -- no more than one page. The longer the letter, the less effective it is.
4. Keep your paragraphs short and to the point. Your cover letter needs to have a beginning, a middle and an end. Most cover letters will be between four and six paragraphs long.
5. In your first paragraph, let the reader know why you are writing. (This is called the opening).6. In your second paragraph, ask for what you want. If you're asking for money, make sure you clearly state how much you need and what you plan to do with it. Keep your letter factual and don't use obvious flattery.
7. In your third paragraph, explain your "why". This paragraph is your sales pitch, so make it count. Focus on what makes you different from the competition, or why the reader should say yes.
8. Your fourth paragraph is your "call to action." This paragraph needs to be more than just thanking the reader for taking the time to read your letter. What specifically do you want them to do next?
9. Your promise. This can be included in the fourth paragraph, or depending on the type of cover letter you're writing, you can make it your P.S. This is how you will keep the lines of communication open. It tells your reader what you will do next. Are you going to call him? Will you be meeting again? Whatever you are going to do, make it specific and time oriented, so that the reader knows he has to do whatever you've asked him to do within a certain amount of time. (Make sure that you follow up exactly how and when you say you will).
10. Make it easy for the reader to get in touch with you if you have questions. Include your phone number and/or email address in the last sentence, and let them know that they should call you if they have any questions.<o:p></o:p><o:p></o:p>
Whether youve been downsized, are looking for a career change or are just starting out, your resume speaks volumes about you. If your resume doesnt make it past the first cut, youre doomed; no matter how qualified you are. Below are ten common mistakes to avoid when putting your resume together. Remember, you only get one chance to make a good first impression.
1. Multiple pages You need to be concise. Keep it to one page and one page only. If you cant highlight your talents on one page, youre giving the message that you are unorganized and tend to go on and on.
2. Fancy paper If your skills dont speak for themselves, then your fancy paper isnt going to make a bit of difference.
3. Fancy font Same as above. Dont try to set yourself apart with a different font on your resume. Set yourself apart by being uniquely qualified.
4. Irrelevant info No one really cares that you were a singing waiter if youre applying for an accountant job.
5. Outdated information Does it matter than you had a newspaper route and were on the high school cheerleading squad 24 years ago? No, not in the least. Leave it off.
6. Typos and misspellings You would think this is an obvious one, but youd be amazed at the number of resumes received with big blaring mistakes. <o:p></o:p>7. Falsified information Greatly elaborated credentials are the same as lies. Do not list diplomas, certifications, affiliations or awards that you did not earn. Just dont do it. Itll come back to bite you in the butt.
8. Attachments At the resume stage do not send any attachments, whatsoever. If you are granted an interview, at that time you could bring in whatever it is youre so hot to get into the selecting officials hands. The person accepting the resumes will likely just throw it in the round file.
9. Elaborating too much Place of employment, job title and brief, very brief description of job responsibilities are all you need. Dont complete a whole paragraph for each job youve held.
10. No cover letter Writing a good cover letter is a bit of an art. However, any cover letter is better than none. Just keep the same principles in mind with your letter: Brevity, relevant and free from typos.
If you can avoid these simple ten resume mistakes, youre more than half way there to getting an interview. Once you have your foot in the door you can really shine for the boss. If you dont make it past the first cut, due to any of the above fatal mistakes, your beautiful resume will be used to wipe up coffee spills or will be added to the recycle pile! Dont let that happen to you.<o:p></o:p><o:p></o:p>
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How to Write a Curriculum Vitae
When should job seekers use a curriculum vitae, commonly referred to as CV, rather than a resume? In the United States, a curriculum vitae is used primarily when applying for academic, education, scientific or research positions. It is also applicable when applying for fellowships or grants. <o:p></o:p>
When asking for a job in Europe, the Middle East, Africa, or Asia, expect to submit a CV rather than a resume. Keep in mind that overseas employers often expect to read the type of personal information on a curriculum vitae that would never be included on an American resume, such as date of birth, nationality and place of birth. United States law on what information job applicants can be asked to provide does not apply outside the country. <o:p></o:p>
There are several differences between a curriculum vitae and a resume.<o:p></o:p>
A curriculum vitae is a longer (two or more pages), more detailed synopsis of your background and skills. A CV includes a summary of your educational and academic backgrounds as well as teaching and research experience, publications, presentations, awards, honors, affiliations and other details. As with a resume, you may need different versions of a CV for different types of positions.<o:p></o:p>
Like a resume, a curriculum vitae should include your name, contact information, education, skills and experience. In addition to the basics, a CV includes research and teaching experience, publications, grants and fellowships, professional associations and licenses, awards and other information relevant to the position you are applying for. Start by making a list of all your background information, then organize it into categories. Make sure you include dates on all the publications you include. <o:p></o:p>
It's often helpful to take a look at a sample or two before you start writing. Here are a selection of sample CVs, including versions for academia and for international employment, to review: <o:p></o:p>
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Communication Skills
Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. Coaches wish to motivate the athletes they work with and to provide them with information that will allow them to train effectively and improve performance. Communication from the coach to athlete will initiate appropriate actions. This however, requires the athlete to not only receive the information from the coach but also to understand and accept it.<o:p></o:p>
Coaches need to ask themselves:<o:p></o:p>
· Do I have the athlete's attention ?
· Am I explaining myself in an easily understood manner ?
· Has the athlete understood ?
· Does the athlete believe what I am telling him/her ?
· Does the athlete accept what I am saying ?
Learning Styles
To coach effectively we need to understand the athlete's preferred learning style of which there are four distinct styles:<o:p></o:p>
Activist<o:p></o:p>
· Skills: chairing, evaluating, summarising, verifying
· Likes: learning by doing, variety, teamwork, role-play
· Dislikes: lengthy presentations, following instructions, working alone
· Behaviour clues: competitive, first of group to answer, attention wanders
Reflector<o:p></o:p>
· Skills: questioning, visualising, drawing conclusions
· Likes: learning by discussion, time to consider response
· Dislikes: facts without meanings, tight deadlines
· Behaviour clues: watches from sidelines, looks preoccupied, pauses before speaking
Theorist<o:p></o:p>
· Skills: analysing, organising, prioritising
· Likes: facts, structured presentations, intellectual challenges
· Dislikes: opinions unsupported by facts, decisions based on emotions
· Behaviour clues: organised, may look thoughtful, challenging
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Pragmatist<o:p></o:p>
· Skills: predicting, exploring, problem solving
· Likes: learning by trying, demonstrations, experimentation
· Dislikes: abstract theories, irrelevant discussions or games
· Behaviour clues: energetic, impatient, puts ideas into action
Non-verbal messages
At first, it may appear that face-to-face communication consists of taking it in turns to speak. While the coach is speaking the athlete is expected to listen and wait patiently until the coach finishes. On closer examination it can be seen that people resort to a variety of verbal and non-verbal behaviour in order to maintain a smooth flow of communication. Such behaviour includes head-nods, smiles, frowns, bodily contact, eye movements, laughter, body posture, language and many other actions. The facial expressions of athletes provides feedback to the coach. Glazed or down turned eyes indicate boredom or disinterest, as does fidgeting. Fully raised eyebrows signal disbelief and half raised indicate puzzlement. Posture of the group provides a means by which their attitude to the coach may be judged and act as pointer to their mood. Control of a group demands that a coach should be sensitive to the signals being transmitted by the athletes. Their faces usually give a good indication of how they feel, and a good working knowledge of the meaning of non-verbal signals will prove invaluable to the coach.<o:p></o:p>
Communication blocks
Difficulties in communicating with an athlete may be due a number of issues including the following:<o:p></o:p>
· The athlete's perception of something is different to yours
· The athlete may jump to a conclusion instead of working through the process of hearing, understanding and accepting
· The athlete may lack the knowledge needed to understand what you are trying to communicate
· The athlete may lack the motivation to listen to you or to convert the information given into action
· The coach may have difficulty in expressing what she/he wishes to say to the athlete
· Emotions may interfere in the communication process
· There may be a clash of personality between you and the athlete
These blocks to communication work both ways and coaches need to consider the process of communication carefully.<o:p></o:p>
Thinking Styles
More than 20 different thinking styles have been identified, but the main four are related to sensory focus. Each individual has a preference for one or more of the following: visual, auditory, kinaesthetic or digital thinking. To coach effectively we need to understand the athlete's preferred thinking style.<o:p></o:p>
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Visual<o:p></o:p>
· Likes: learning by watching, diagrams & pictures, visualisation
· Dislikes: too much information, solid text, slow presentations
· Word cues: image, clarify, perspective, snapshot, insight, spectacle
· Behaviour clues: speaks quickly, watches others, skim reads
Auditory<o:p></o:p>
· Likes: talking things through, overhearing others, listening
· Dislikes: distracting noises, people talking at once, sloppy language
· Word cues: hear, echo, sounds like, harmony, talk, language
· Behaviour clues: rehearses dialogue internally, likes word games/crosswords
Kinaesthetic<o:p></o:p>
· Likes: learning by doing, time to think, being tactile
· Dislikes: sitting down, being hurried, information presented quickly
· Word cues: touch, emotion, intuition, physically, comfortable, grasp
· Behaviour clues: speaks slowly, moves around, prefers meetings to phone calls
Digital<o:p></o:p>
· Likes: learning through data, focusing on facts, analysing data
· Dislikes: too much emotion, ambiguity, working with others
· Word cues: impartial, rational, facts, logical, technical, judicial
· Behaviour clues: works best alone, is unconcerned by appearance
Effective Communication
Before communicating with an athlete, coaches should consider: <o:p></o:p>
· WHY they want to communicate
· WHO they wish to communicate with
· WHERE and WHEN the message could best be delivered
· WHAT is it that they want to communicate
· HOW they are going to communicate the information
Effective communication contains six elements:
Clear
Ensure that the information is presented clearly
Concise
Be concise, do not lose the message by being long winded
Correct
Be accurate, avoid giving misleading information
Complete
Give all the information and not just part of it
Courteous
Be polite and non-threatening, avoid conflict
Constructive
Be positive, avoid being critical and negative
Be Positive
When coaches provide information to the athlete, which will allow them to take actions to effect change, it is important that they provide the information in a positive manner. Look for something positive to say first and then provide the information that will allow the athlete to effect a change of behaviour or action.<o:p></o:p>
Conclusion
Coaches should: <o:p></o:p>
· Develop their verbal and non-verbal communication skills
· Ensure that they provide positive feedback during coaching sessions
· Give all athletes in their training groups equal attention
· Communicate as appropriate to your athlete's thinking and learning styles
· Ensure that they not only talk to their athletes but they also listen to them as well
Improved communication skills will enable both the athlete and coach to gain much more from their coaching relationship<o:p></o:p>
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Coaching
The United Kingdom Coaching Strategy describes the role of the coach as one which "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavors". Dyson speaking to the 19th session of the International Olympic Academy, Greece 1979, widened the horizon when he said that "the wise coach develops not only the fullest physical potential in his charges, but also those capacities and habits of mind and body which will enrich and ennoble their later years". The role of the coach could be quite daunting since the above implies what could be construed as quite awesome responsibility, especially for the part-time non-professional.<o:p></o:p>
I believe the role of the coach is to create the right conditions for learning to happen and to find ways of motivating the athletes. Most athletes are highly motivated and therefore the task is to maintain that motivation and to generate excitement and enthusiasm. The roles that you will find you undertake as a coach will be many and varied and you will find at some stage in your coaching career that you will be : instructor, assessor, friend, mentor, facilitator, chauffeur, demonstrator, advisor, supporter, fact finder, motivator, counsellor, organiser, planner and the Fountain of all Knowledge. <o:p></o:p>
Coaching Process
The coaching process divides into three main areas: Planning, conducting and evaluating.<o:p></o:p>
Coaching Skills
As a coach you will find that you need to develop many skills. These include:<o:p></o:p>
· know how to communicate effectively with your athletes
· understand the learning process and training principles
· understand and implement appropriate teaching methods
· understand the various coaching styles
· understand the capabilities of growing children
· advise athletes on track safety
· understand the causes and recognise the symptoms of over-training
· understand how to reduce the risk of injury to your athletes
· prepare training programs to meet the needs of each athlete
· assist athletes to develop new skills
· use evaluation tests to monitor training progress and predicting performance
· advise athletes on their nutritional needs
· understand and know how to develop the athlete's energy systems
· advise athletes on relaxation and mental imagery skills
· advise athletes on the use of legal supplements
· evaluate the athlete's competition performance
· evaluate athlete/training and athlete/coach performance
Primary coaching skills<o:p></o:p>
In a coaching role you will initially need to develop the skills of: providing instruction and explanation, demonstrating, observing, analysing and providing feedback.<o:p></o:p>
In providing Instruction and Explanation you should think about and plan what you are going to say, gain the athlete's attention, keep it simple and to the point and check they understand.<o:p></o:p>
In providing demonstration make sure you are in a position where the athletes can clearly see you, focus on only 1 or 2 key points, repeat the demonstration 2 or 3 times (side, back and front view), ask if they have any questions and then let them practice the skill.<o:p></o:p>
In observing and analysing break the action down into phases, focus on one phase at a time, observe the action several times from various angles, compare the action with your technical model and if appropriate determine what corrective action is required.<o:p></o:p>
In providing feedback encourage the athlete to self analyse by asking appropriate questions, provide specific and simple advice, limit the advice to 1 or 2 points and make the whole process a positive experience for the athlete.<o:p></o:p>
Coaching Roles
· Advisor - Advising athletes on the training to be conducted and suitable kit and equipment.
· Assessor - Assessing athletes performance in training and in competition
· Chauffeur - Transporting them to sporting events if parents or family are unavailable to take them.
· Counsellor - Resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring.
· Demonstrator - Demonstrate to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit.
· Friend - Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost.
· Facilitator - Identify suitable competitions for them to compete in to help them achieve their overall objectives for the year.
· Fact finder - Gathering data of national and international results and to keep abreast of current training techniques.
· Fountain of knowledge - This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport.
· Instructor - Instructing athletes in the skills of their sport.
· Mentor - When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries.
· Motivator - Maintain the motivation of all the athletes the whole year round.
· Organiser and planner - Preparation of training plans for each athlete and organise attendance at meetings and coaching clinics.
· Supporter - Competition can a be very nerve racking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a 'Friend' and perhaps 'Counsellor' come in here to.
UK Coaching Certification (UKCC)
"Coaches are crucial for sport at all levels - on the school pitch, in the local club or for a major international team. They are the people who motivate, encourage and inspire. This certificate will recognise coaching as it should - a profession with a proper accredited qualification and career development structure." Richard Caborn MP, UK Minister for Sport<o:p></o:p>
In July 2002, in response to the UK's Government "Plan for Sport", the Coaching Task Force published their report on coach education and qualification schemes in the UK and identified the need for a coaching structure suitable for all sports and the implementation of a UK Coaching Certificate (UKCC). <o:p></o:p>
The five coaching levels of the UKCC are:<o:p></o:p>
· The coach will be qualified to assist more qualified coaches, delivering aspects of coaching sessions, normally under direct supervision
· The coach will be qualified to prepare for, deliver and review coaching sessions
· The coach will be qualified to plan, implement, analyse and revise annual coaching programs
· The coach will be qualified to design, implement and evaluate the process and outcome of long term/specialist coaching programs
· The coach will be qualified to generate, direct and manage the implementation of cutting edge coaching solutions and programs
The five levels provide coaches with a progressive development pathway from being a beginner coach (Level 1) through to being a highly evolved expert coach. The levels are reflective of the coaching skills attained and not the level of performer being coached.<o:p></o:p>
Coach/Athlete Training Roles
The roles of the coach and athlete in determining training requirements will change over the time an athlete is with a coach.<o:p></o:p>
· When an athlete first starts in a sport/event the coach's role is to direct the athlete in all aspects of training (autocratic role).
· As the athlete develops and demonstrates a sound technical understanding of the sport/event then gradually the coach's role changes to one where the coach and athlete discuss and agree appropriate training requirements (democratic role).
· As the athlete matures and demonstrates a sound understanding of training principals then the athlete will determine the training requirements. The coach's role becomes one of a mentor providing advice and support as and when required.
Is Coaching an Art or a Science?
Science<o:p></o:p>
To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyse the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc.<o:p></o:p>
Art<o:p></o:p>
The art of coaching comes when the coach has to analyse the scientific data and convert it into coaching and training programs to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned.<o:p></o:p>
By understanding the science, which is the foundation of training, a well designed training program can be developed that will help an athlete reach their full potential. The art is understanding the science and then applying it.<o:p></o:p>
Successful Athletes
Thomas Tutko and Bruce Ogilvie believe that the following characteristics form part of a successful athlete: Aggression, Coachability, Conscientiousness, Determination, Drive, Emotional Control, Guilt Proneness, Leadership, Mental Toughness, Self Confidence and Trust.<o:p></o:p>
I look for the 4C's: Concentration, Confidence, Control (emotional) and Commitment.<o:p></o:p>
Ethical and Legal Responsibilities
A coach is required to comply with their National Governing Body's code of ethics and conduct and as coaches we also have legal responsibilities.<o:p></o:p>
· Code of ethics for Coaches - IAAF
· Code of Ethics for Coaches - uk:athletics
· Code of ethics and conduct for Sports Coaches
· Legal responsibilities
The Coach's Non-technical Tool Box
The following checklist was first published in Issue 28 of the FHS magazine<o:p></o:p>
Remember:<o:p></o:p>
· Being a good coach is not just about having excellent sports-specific and technical knowledge
· The skill of effective coaching lies in asking the right questions
· It is important to ask yourself: Have I planned for perfection and covered all eventualities?
Coaches as leaders:<o:p></o:p>
· Require excellence; do not expect perfection
· Understand your athletes before you can influence them
· Create trust and command respect
· Motivate and inspire
Communicating with your athletes:<o:p></o:p>
· Keep the message concise and precise
· Work out whether your athletes receive the same message as the one you think you are communicating
· Remember your tone of voice and body language - only 10% of what we recall comes from the words spoken
· Find out what your athletes' preferred styles of thinking are - visual, auditory or kinaesthetic?
· Try to use a story to help get what you want to say across
Understanding how your athletes tick:<o:p></o:p>
· Think about how your athletes like to be coached
· Look at how well you know your athletes:
o What are their goals?
o What is stopping them from achieving this?
o What can you do to help?
· Think about how often you ask for feedback from your athletes about your coaching
Understanding how your athletes like to learn:<o:p></o:p>
· Understand what your athletes' preferred learning styles are
· Look at how your preferred coaching style is likely to be received by those with different learning styles
· Build the needs of those with different learning styles into how you present information
· If you feel you are not getting through to your athlete, remember that it might be the medium and not the message that is wrong
Making use of the media:<o:p></o:p>
· Remember that journalists are looking for a story that will sell
· Know what you want to get across and make it into a story
· Recognise the needs of different branches of the media and tailor your message accordingly
· Think before you use the media to try to psych out your opponents
<o:p></o:p>
<o:p></o:p>
Coaching
To motivate and develop your athletes you need these skills
The United Kingdom Coaching Strategy describes the role of the coach as one which "enables the athlete to achieve levels of performance to a degree that may not have been possible if left to his/her own endeavors". At the 19th session of the International Olympic Academy, Greece 1979, Dyson widened the horizon to "the wise coach develops not only the fullest physical potential in his charges, but also those capacities and habits of mind and body which will enrich and ennoble their later years". <o:p></o:p>
The role of the coach could be quite daunting since the above implies what could be construed as quite awesome responsibility, especially for the part-time non-professional. I believe the role of the coach is to create the right conditions for learning to happen and to find ways of motivating the athletes. Most athletes are highly motivated and therefore the task is to maintain that motivation and to generate excitement and enthusiasm. <o:p></o:p>
Coaching Skills
To be successful as a coach you will need to develop many personal and interpersonal skills. These include: <o:p></o:p>
· knowing how to communicate effectively with your athletes
· understanding the learning process and training principles
· understanding and implement appropriate teaching methods
· understanding the various coaching styles
· understanding the capabilities of growing children
· advising athletes on track safety
· understanding the causes and recognise the symptoms of over-training
· understanding how to reduce the risk of injury to your athletes
· preparing training programmes to meet the needs of each athlete
· assisting athletes to develop new skills
· using evaluation tests to monitor training progress and predicting performance
· advising athletes on their nutritional needs
· understanding and knowing how to develop the athlete's energy systems
· advise athletes on relaxation and mental imagery skills
· advise athletes on the use of legal supplements
· evaluate the athlete's competition performance
· evaluate athlete/training and athlete/coach performance
I will not go into any depth here on these above skills as these will topics will be addressed in future Successful Coaching Newsletters.<o:p></o:p>
Coaching Roles
Many people will consider the role of a coach to be one of teaching the athlete the appropriate skills to succeed in their chosen sport or event. The roles that you will find you undertake as a coach will be many and varied and you may find at some stage in your coaching career that you will be: instructor, assessor, friend, mentor, facilitator, researcher and many more. <o:p></o:p>
In my many years as a coach I have found myself undertaking many roles under the coaches mantle. These include:<o:p></o:p>
Advisor
Advising athletes on the training to be conducted and suitable kit and equipment to purchase
Assessor
Assessing athletes performance in training and in competition
Ambassador
Visiting schools, colleges and universities promoting the sport and club
Chauffeur
Transporting athletes to sporting events if parents or family are unavailable to take them
Counsellor
Resolving emotional problems on the basis that sharing anxieties can be both relieving and reassuring
Demonstrator
Demonstrate to the athletes the skill you require them to perform. To achieve this it is important that you also keep fit, if you can find the time between your full time job, coaching and family life
Friend
Over the years of working with an athlete a personal relationship is built up where as well as providing coaching advice you also become someone, a friend, who they can discuss their problems or share their success with. It is important to keep personal information confidential because if you do not then all respect the athlete had for you as a friend and coach will be lost
Facilitator
Identify suitable competitions for them to compete in to help them achieve their overall objectives for the year
Fact finder
Gathering data of national and international results
First Aider
There will be times when injury occurs and you have to mange the initial first aid before appropriate medical advice can be sought
Fountain of all knowledge
This may be part of the advisor role in that you will often be asked questions on any sporting event, events that were on the television, diet, sports injuries and topics unrelated to their sport
Instructor
Instructing athletes in the skills of their sport
Mentor
When athletes attend training sessions you are responsible, to their parents and family, for ensuring that they are safe and secure. You have to monitor their health and safety whilst training and support them should they have any problems or sustain any injuries. At some stage in your coaching career you find yourself taking on the role as a mentor to a new coach
Motivator
Maintain the motivation of all the athletes the whole year round
Organiser and planner
Preparation of training plans for each athlete and organise attendance at meetings and coaching clinics
Researcher
Keeping abreast of current training techniques and how to give your athletes that extra edge over their rivals
Supporter
Competition can be a very nerve racking experience for some athletes and often they like you to be around to help support them through the pressures. Role of a 'Friend' and perhaps 'Counsellor' come in here to
Sports Massage Therapist
Providing pre and post competition massage to help give your athletes that extra edge
Trust and Respect
Each athlete's training requirements are unique and so a one to one relationship develops between the coach and athlete. As a coach I believe there are two things that you need to develop in your athletes in order to have a good working relationship/partnership which will enable your athletes to develop to their full potential and they are: Trust and Respect.<o:p></o:p>
In working with an athlete you are a team and you should consider the athlete's partner, or parents in the case of young athletes, as being part of that team. They can provide valuable support to your athlete, which in turn can be very beneficial to you in your coaching role. Remember you also need to trust and respect the athlete as well as the partner/parents. The roles of the coach and athlete in determining training requirements will change over the time an athlete is with a coach.<o:p></o:p>
· When an athlete first starts in a sport/event the coach's role is to direct the athlete in all aspects of training (autocratic coaching role)
· As the athlete develops and demonstrates a sound technical understanding of the sport/event then gradually the coach's role changes to one where the coach and athlete discuss and agree appropriate training requirements (democratic coaching role)
· As the athlete matures and demonstrates a sound understanding of training principals then the athlete will determine the training requirements. The coach's role becomes one of a mentor providing advice and support as and when required.
<o:p></o:p>
<o:p></o:p>
<o:p></o:p>
Styles of Coaching
There are perhaps two coaching styles - autocratic (do as I say) and democratic (involve the athletes in decision making). The autocratic style could be broken into two types - telling and selling and the democratic style into sharing and allowing. Coaches will use a variety of styles/types depending on the coaching situation. <o:p></o:p>
Autocratic Style - Telling<o:p></o:p>
· The coach decides on what is to be done
· The athletes are not involved in the decision making
· The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are told the exercises to be completed<o:p></o:p>
Autocratic Style - Selling<o:p></o:p>
· The coach decides on what is to be done
· The coach explains what is required and the objectives
· The athletes are encouraged to ask questions to confirm understanding
· The coach defines what to do and how to do it
e.g. in a circuit training session the athletes are informed of the exercises in the circuit. The coach explains the object of circuit training and the purpose of each exercise. Athletes can ask questions to clarify any points. <o:p></o:p>
Democratic Style - Sharing<o:p></o:p>
· The coach outlines the training requirements to the athletes
· The coach invites ideas/suggestions from the athletes
· The coach makes the decision based on the athletes' suggestions
· The coach defines what to do and how to do it
e.g. the coach identifies a circuit training session. Athletes identify possible exercises for the circuit. The coach selects from the suggestions a set of exercises.<o:p></o:p>
Democratic Style - Allowing<o:p></o:p>
· The coach outlines the training requirements to the athletes
· The coach defines the training conditions
· The athletes brainstorm to explore possible solutions
· The athletes make the decision
· The athletes define what to do and how to do it
e.g. the coach identifies a circuit training session. The coach defines the conditions of the circuit to ensure it is safe and meets the overall objectives of the session. Athletes identify possible exercises for the circuit and then select a set of exercises that meet the coach's conditions.<o:p></o:p>
Alternative styles<o:p></o:p>
B. Woods (Applying psychology to Sport, Hodder & Stoughton, 1998) identified 4 styles of coaching:<o:p></o:p>
· Command style - direct instruction, coach dictates
· Reciprocal style - athlete takes some responsibility for their own development, monitored by the coach
· Problem solving style - athlete solves problems set by the coach
· Guided discovery - athlete has freedom to explore various options
Is Coaching an Art or a Science?
To support the coach there is a wealth of scientific information based on research conducted with athletes. Information is available to support the coach and athlete in all areas of training and development including nutrition, biomechanics, psychology, physiology & medicine. There are a number of scientific methods to measure and analyse the athlete's performance e.g. computer aided analysis of VO2 max, lactate levels, running technique etc. <o:p></o:p>
The art of coaching comes when the coach has to analyse the scientific data and convert it into coaching and training programmes to help develop the athlete. This analysis process relies heavily on the coach's experience and knowledge of the event/sport and the athlete concerned. By understanding the science, which is the foundation of training, a well-designed training program can be developed that will help an athlete reach their full potential. The art is understanding the science and then applying it. <o:p></o:p>
Successful Athletes
As coaches we would all like to develop the next Olympic champion so how do we initially identify a potential successful athlete. Thomas Tutko and Bruce Ogilvie believe that the following characteristics form part of a successful athlete: Aggression, Coachability, Conscientiousness, Determination, Drive, Emotional Control, Guilt Proneness, Leadership, Mental Toughness, Self Confidence and Trust. Personally I look for four characteristics: Concentration, Confidence, Control (emotional) and Commitment. Of these four C's the primary one I focus on to develop in any athlete is Confidence. If an athlete has high level of self-confidence then the commitment, control and concentration will also be high and likewise a low level of confidence will negatively impact the other three C's.<o:p></o:p>
Legal Responsibilities
Coaches need to be aware of their legal responsibilities, especially with respect to the advice they give their athletes and the way they manage and supervise them. Coaches have a legal responsibility to their athletes and should:<o:p></o:p>
· give appropriate advice and guidance
· not offer advice beyond their level of qualification
Heath and Safety<o:p></o:p>
Coaches are responsible for the health and safety of the athletes in their charge. Coaches should have access to first aid facilities and have the means by which to contact emergency services.<o:p></o:p>
Protection from Abuse<o:p></o:p>
Coaches also have a responsibility to protect children from all forms of abuse. There are four main kinds of abuse:<o:p></o:p>
· Neglect (providing inadequate food)
· Emotional abuse (being threatened or taunted)
· Sexual abuse
· Physical abuse (hitting)
Coaches should be able to recognise indicators, which may signify abuse and take appropriate action if concerned. All organisations (e.g. sports governing bodies, local authorities, clubs) should have a policy statement and guidelines regarding child abuse. <o:p></o:p>
Insurance<o:p></o:p>
Coaches should have appropriate insurance, which covers both public liability and personal accidents. Many governing bodies include insurance as part of their affiliation fee.<o:p></o:p>
Transportation<o:p></o:p>
It is recommended that coaches do not use their personal vehicles for transporting athletes to venues. If coaches do use their own vehicles then they should ensure they are properly licensed and insured. With young athletes coaches should seek the assistance of the parents/guardians.<o:p></o:p>
Supplements<o:p></o:p>
Coaches have an ethical and legal responsibility to:<o:p></o:p>
· educate their athletes about drug (supplement) use and abuse
· provide general and appropriate nutritional advise
Ethical Responsibilities
A coach is required to comply with their National Governing Body's code of ethics and conduct. The following is a summary of the code of ethics for coaches as supplied by the National Governing Body for Athletics in the UK to its registered coaches. The coach's primary role is to facilitate the process of individual development through achievement of athletic potential. This role accepts the athletes' long-term interests as of greater importance than short-term athletic considerations. To fulfil this role the coach must behave in an ethical manner respecting the following points: <o:p></o:p>
· Coaches must respect basic human rights. Coaches should operate without discrimination on the grounds of gender, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, birth or other status
· Coaches must respect the dignity and recognise the contribution of each individual. This includes respecting the right for freedom from physical or sexual harassment and advances
· Coaches must ensure that the practical environment is safe and appropriate. This must take into consideration the age, maturity and skill level of the athlete. This is particularly important in the case of younger or less developed athletes
· Coaches must acknowledge and respect the Rules of Competition. This respect should extend to the spirit as well as to the letter of the rules, in both training and competition, to ensure fairness of competitive opportunity between all athletes
· Coaches must exhibit an active respect for officials, by accepting the ability of the officials to ensure that competitions are conducted fairly and according to the established rules
· Coaches have a responsibility to influence the performance and conduct of the athletes they coach, while encouraging the independence and self determination of each athlete by their acceptance of responsibility for their own decisions, conduct and performance
· Coaches must assert a positive and active leadership role to prevent any use of prohibited drugs or other disallowed performance enhancing substances or practices. This leadership by coaches includes education of the athletes on the harmful effects of prohibited substances and practices
· The coach must acknowledge that all coaches have an equal right to desire the success of the athletes they coach - competing within the rules. Observation, recommendations and criticism of coaching practice should be directed to the appropriate person outside the view or hearing of the public
· Coaches should never solicit, either overtly or covertly, athletes who are already receiving coaching to join their squad
· Coaches should hold recognised coaching qualifications. Coaches should respect that the gaining of coaching qualifications is an ongoing commitment achieved through the upgrading of their knowledge by attendance at accredited courses and through practical coaching experience. Coaches also have a responsibility to share the knowledge and practical experience they gain
· Coaches must respect the image of the coach and continuously maintain the highest standard of personal conduct, reflected in both the manner of appearance and behaviour
Coaches should seek out and fully co-operate with all individuals and agencies that could play a role in the development of the athletes they coach. This includes working openly with other coaches, using the expertise of sports scientists and sports physicians, and displaying an active support of their National Governing Body.<o:p></o:p>
<o:p></o:p>
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écoutez (Can you write down what you hear ? Check transcript F.Z.)
Chepnis… let me tell you something, do you like monster movies, anybody ? I love monster movies. I simply adore monster movies and the cheaper they are, the better they are. And cheapnis in the case of a monster movies has nothing to do with the budget of the film, although it helps, but true cheapnis is examplified by visible nylon strings attached to the jaw of a giant spider. I’ll tell about a good one that I saw one time I think the name of the film “ It conquered the world” and the ( Yeah ! ) did you ever see that one ? The monster looks sort like some of an inverted ice-cream cone with teeth around the bottom it looks like a >>>> Your turn man !
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