• “Line B-2: Summary” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.

1. a. True
2. a. True
3. b. The ability to compete in a global market, a shortage of workers with specific credentials, and a skills gap
4. b. False
5. a. True
6. d. All of the above
7. b. False
8. a. True
9. b. False
10. a. True
11. a. True
12. d. Document use
13. a. True
14. a. True
15. a. Equity
16. b. Equality
17. c. Intersectionality
18. a. 5%
19. d. All of the above
20. a. True

Self-Test 2

1. c. In the interview process
2. a. True
3. c. The ability to work well under pressure
4. c. Being fluently bilingual (English-French)
5. b. False
6. d. Increased flexibility, entrepreneurship, and work-life
7. a. True
8. c. All of the above
9. c. Ability to determine your working hours
10. a. True

Self-Test 3

1. a. True
2. b. False
3. b. False
4. d. Individuals are considerate, inclusive, and supportive of one another.
5. c. All of the above
6. c. Consider the impact of words or actions and how they affect others
7. d. All of the above
8. a. True
9. b. False
10. b. Polices and reinforces heterosexual gender norms

Self-Test 4

1. a. True
2. b. False
3. a. True
4. c. Respect and understanding
5. a. True
6. a. Taking sole responsibility for a decision made by a colleague or team
7. b. False
8. c. Mindful of the business relationship and respectful at all times
9. d. Listened to, documented, and brought forward to the appropriate individual according to company policy and procedures
10. c. Inclusive

Self-Test 5

1. b. False
2. a. True
3. c. All of the above
4. a. True
5. b. False
6. a. True
7. c. Be assertive and discuss the issues with the appropriate individual(s).
8. a. True
9. c. All of the above
10. d. Seek help from a trained professional and get the help you need.
11. a. True
12. a. True
13. b. Go to the bar and drink.
14. d. Look at how you work and determine if there is room for improvement or increased efficiency.
15. a. True
16. b. False
17. a. True
18. a. qualified counselor
19. a. True
20. a. True

Self-Test 6

1. d. Everyone. It is part of everyday life whether you are at home or at work.
2. a. True
3. d. Find out who is responsible for the problem so that you can assign blame.
4. a. True
5. b. False
6. c. All of the above
7. b. False
8. c. All of the above
9. a. True
10. d. Be prepared for the worst and hope for the best.
11. c. Don’t make it personal
12. a. True
13. a. Make sure you have all the facts
14. b. Give yourself time to reflect
15. c. Use good communication techniques

Self-Test 7

1. a. True
2. c. Visible job market and hidden job market
3. a. True
4. b. False
5. c. All of the above
6. b. False
7. b. More time and effort
8. d. Be polite, accept "no" as their answer, and thank them for their time. Use their website and other sources of information to find out more about the company.
9. a. True
10. d. Chronological, skills-based, and combination
11. a. True
12. a. True
13. d. The issues addressed in the job posting in order to encourage the reader to look further at your application
14. b. False
15. b. False
16. a. True
17. a. True
18. b. Overconfidence in your abilities
19. a. True
20. a. True
21. a. True
22. a. True
23. b. False
24. b. False
25. b. False

• Open Education Team
• Hilda Anggraeni, Graphics

Camosun College

• Olaf Nielsen, Chair, Trades Development and Special Projects, School of Trades and Technology
• Nannette Plant, Manager, Enterprise Point Operations & Special Projects, Office of the VP Strategic Development
• Rod Lidstone, Instructor, Plumbing and Pipe Trades, Lead Writer/Reviewer
• Brian Coey, Instructor, Sheet Metal and Metal Fabrication, Writer/Reviewer
• Zack (Richard) Zajchowski, Writer/Reviewer
• Matt Zeleny, Camosun Innovates, 3D imaging

Open School BC

• Monique Brewer, Director
• Adrian Hill, Instructional Designer
• Dennis Evans, Image Coordinator, Photographer, Graphics, Production Technician (layout)
• Farrah Patterson, Production Technician

Industry Training Authority of BC

• Erin Johnston, Director of Training Delivery
• Cory Williams, Manager, Industry Relations

Publishing Services, Queen’s Printer

• Spencer Tickner, Director of QP Publishing Services
• Dwayne Gordon, Manager, Electronic Publishing

Intellectual Property Program

Second Edition Changes

History of the Trades Access Common Core Resources

• Line A – Safe Work Practices
  • A-1 Control Workplace Hazards
  • A-2 Describe WorkSafeBC Regulations
  • A-3 Handle Hazardous Materials Safely
  • A-4 Describe Personal Safety Practices
  • A-5 Describe Fire Safety
• Line B – Employability Skills
  • B-1 Apply Study and Learning Skills
  • B-2 Describe Expectations and Responsibilities of Employers and Employees
  • B-3 Use Interpersonal Communication Skills
  • B-4 Describe the Apprenticeship System
• Line C –Tools and Equipment
  • C-1 Describe Common Hand Tools and Their Uses
  • C-2 Describe Common Power Tools and Their Uses
  • C-3 Describe Rigging and Hoisting Equipment
  • C-4 Describe Ladders and Platforms
• Line D – Organizational Skills
  • D-1 Solve Trades Mathematical Problems
  • D-2 Apply Science Concepts to Trades Applications
  • D-3 Read Drawings and Specifications
  • D-4 Use Codes, Regulations, and Standards
  • D-5 Use Manufacturer and Supplier Documentation
  • D-6 Plan Projects
• Line E – Electrical Fundamentals
  • E-1 Describe the Basic Principles of Electricity
  • E-2 Identify Common Circuit Components and Their Symbols
  • E-3 Explain Wiring Connections
  • E-4 Use Multimeters

Safety Advisory

Disclaimer

Symbols Legend

Important:

Media Attributions

• "Important" icon by Stefan Parnarov is licensed under a CC BY 3.0 licence.
• "Poisonous" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "Flammable" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.
• "Explosive" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• "Safety Gear" icon by johartcamp is licensed under a CC BY 3.0 licence.
• "Bolt" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.

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Webbook vs. All Other Formats

Resources

Media Attributions

• "Line B-2 Introduction" was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• "R" icon by Nathan David Smith is licensed under a CC BY 3.0 licence.

Labour Market Projections

The following reports on the WorkBC website may help you gain a better understanding of British Columbia’s labour market:

• British Columbia Labour Market Outlook 2022
• High Opportunity Occupations in British Columbia
• Trade Occupations Outlook

While you are on the WorkBC website, take the opportunity to explore it in detail. You’ll find information that is regularly updated on the labour market forecasts by province, region, and occupation. The site also offers a "Blueprint Builder," which provides you with all the information you will need to explore careers both in the trades and other fields, as well as information on jobs currently available: WorkBC

Global Marketplace, Technology, and Environmental Concerns

Changing Organizational Structures and Diversity in the Workplace

Focus On Essential Skills

1. Reading

2. Writing

3. Document Use

4. Numeracy

5. Digital Skills

6. Thinking

7. Oral Communication

8. Working with Others

9. Continuous Learning

The video at the following link provides a first-hand account from two employers on the importance of essential skills to their company’s success.

Canada’s National Occupational Analysis (NOA)

Readers’ Guide to Essential Skills Profiles [PDF]

To look at the essential skills profiles of other occupations, visit: Explore Careers by Essential Skills: Government of Canada Job Bank

Essential Skills Profile - Plumbers (NOC 7251)

Reading

• Read short text entries on forms, such as work orders and log books. (1)
• Read bulletins and notices, e.g. read bulletins to learn about changes to operating procedures and read notices to learn about product recalls. (2)
• Read workplace safety materials, e.g. read Material Safety Data Sheets (MSDS) to understand the chemical composition of products and possible hazards. (2)
• Read a variety of installation procedures, e.g. read manufacturers’ instructions when installing new plumbing fixtures. (2)
• May read magazine and website articles to stay current on industry trends and broaden their knowledge of plumbing techniques and materials. (3)
• Read occupational health and safety standards, e.g. read rules to learn how to work safely in confined spaces. (3)
• Read a variety of manuals to learn how to install, repair and maintain plumbing fixtures and systems. (3)
• Read trade textbooks, e.g. read textbooks to understand the acceptable use of materials and science related to plumbing, such as the properties of water, metals and alloys. (4)
• Read the Canadian Plumbing Code to learn the regulations that govern the design, construction, extension, alteration, renewal or repair of plumbing systems. (4)

Document Use

• Observe hazard and safety icons, e.g. scan icons affixed to products, such as flux-core solders, to learn about their toxic properties. (1)
• Enter and locate data, such as dates and identification numbers, in labels and tags. (1)
• Complete a variety of checklists and forms, e.g. complete hazard assessment forms and purchase orders by checking boxes and entering data, such as dates, times and quantities. (2)
• Study a variety of assembly drawings, e.g. study assembly drawings to learn how to install fixtures and appliances. (2)
• Locate data in a variety of complex tables, e.g. locate data, such as dimensions, classifications, tolerances, coefficients, identification numbers and quantities, in specification tables. (3)
• Interpret a variety of construction drawings, e.g. scan construction drawings to learn how plumbing, electrical, carpentry and mechanical installations are to coordinate. (4)
• Interpret a variety of complex schematic drawings, e.g. scan schematics to locate circuits, flows and capacities when planning for complex plumbing installations of piping. (4)

Writing

• Write reminders and short notes to customers and co-workers, e.g. write short notes to inform supervisors about repairs in-progress and tasks to be completed. (1)
• Write short comments in forms and logbooks, e.g. write comments in order forms to specify part requirements. (1)
• May describe project details on estimate sheets and work orders, e.g. explain the plumbing tasks to be performed on job estimates. (2)
• May write reports to describe events leading up to workplace accidents, e.g. write about injuries and events when completing reports for workers’ compensation boards. (2)

Numeracy

• May receive cash, debit and credit card payments and make change. (1)
• Take a variety of measurements using basic tools, e.g. measure the lengths and diameters of pipes using tape measures. (1)
• Compare measurements to specifications, e.g. compare pressure gauge readings to required manufacturers’ standards. (1)
• May approve payment for invoices submitted by suppliers, verifying the accuracy of the charges for parts ordered and received. (2)
• May schedule the completion of complex plumbing projects by considering project tasks, lead times and the availability of labour and parts. (2)
• Use formulae, e.g. use formulae to calculate the total falls on drain lines. (2)
• Calculate material requirements, e.g. calculate the amount of material, such as valves, connectors and piping, needed to complete projects. (2)
• Calculate averages from sets of readings to determine if humidity, temperature and water pressure are within levels recommended by manufacturers. (2)
• May estimate the material requirements for projects. They consider project scopes and the materials needed for similar jobs in the past. (2)
• Estimate the length of time it will take to complete projects. They consider projects and the availability of materials and labour. (2)
• May calculate amounts for estimates and invoices. They multiply hours worked by labour rates and add amounts for materials, supplies and applicable taxes. (3)
• Calculate loads, e.g. calculate the total hydraulic loads on sanitary drainage systems using Canadian Plumbing Code conversion factors and variables, such as fixture units. (3)
• Analyze multiple pressure readings to evaluate plumbing system functions and troubleshoot faults, e.g. compare measurements of pressure to calculated or predicted values at various points in a system to identify the location of leaks. (3)
• Calculate rolling offsets to design, fabricate and install piping around obstacles. (4)

Oral Communication

• Speak with suppliers to learn about products, prices and delivery schedules. (1)
• Discuss specifications, timelines, procedures, expectations and other work-related matters with co-workers and other tradespeople, e.g. speak with forepersons about job assignments and with other tradespeople to co-ordinate activities and schedules. (2)
• May talk to customers to respond to questions and complaints, gather information about needed repairs, explain plumbing procedures and discuss the results of inspections and repairs. (2)
• Talk to building inspectors, engineers, and architects, e.g. speak with Technical Standards and Safety Authority (TSSA) representatives about system certification requirements. (2)
• May provide detailed step-by-step instructions to apprentices, customers and other tradespeople, e.g. explain to apprentices the steps to install water heaters. (3)

Thinking

• Encounter delays due to equipment breakdowns and shortages of materials. They inform others about the delays and perform other work until repairs are completed and needed materials arrive. (1)
• Miss deadlines when tasks extend beyond time estimates for completion. They may consult with their supervisors and customers to reschedule work and work overtime as required. (1)
• Decide order of tasks and their priorities, e.g. decide the order in which to install fixtures and test systems. (2)
• Choose tools, methods and products for plumbing installations and repairs, e.g. consider project scopes and the availability of materials and labour. (2)
• Evaluate the safety of work sites. They consider the hazards of working from heights and in confined spaces. (2)
• Evaluate the preparedness of job sites for plumbing installations. They consider the adequacy of access to work areas and protection from inclement weather. (2)
• Clarify installation procedures by referring to the Canadian Plumbing Code and job specification books and by talking to mechanical engineers, suppliers and manufacturers. (2)
• Locate information on plumbing products and fixtures by conducting Web research and by reading catalogues issued by suppliers. (2)
• Refer to schematics and speak with general contractors to locate system components, such as gas flow shut-off valves. (2)
• Refer to trade, provincial and national code books to ensure installations and repairs are compliant with industry standards for plumbing and heating systems. (2)
• Face disruptions of work schedules, timelines and budgets when project designs are found to be faulty and when specifications change after projects have already started. They assist in the development of new designs and perform other work until the project starts. (3)
• May select materials and suppliers, e.g. decide which brand and type of materials to use by considering specifications, warranties, costs and ease of use. (3)
• Assess the quality of plumbing installations and repairs. They take measurements, observe the appearance of joints and check for signs of leaks. (3)
• Plan their work in conjunction with forepersons, supervisors and other tradespeople on the job. Time pressures may become intense and interruptions from others result in frequent stops and starts. They reprioritize their tasks to accommodate emergencies and make adjustments to project timelines. Job task planning and organizing differs according to the work context.
• In the case of residential service appointments, there may be 10 to 15 service calls in one shift. Planning and organizing must take into account the distance between customer locations and the urgency of specific calls. When working on new construction projects, job task planning and organizing is geared towards fitting smoothly into a schedule that involves other trades coming before and after them. Plumbers work both independently and in co-operation with other tradespeople on job sites. (3)

Digital Technology

• Use calculators and personal digital assistant (PDA) devices to complete numeracy-related tasks, such as calculating material requirements. (1)
• May use word processing software to write letters to customers and prepare job estimates and invoices. (2)
• May use spreadsheet software to tally costs for job estimates and invoices. (2)
• May use billing and accounting software to input and track sales, produce invoices and estimates and print reports, such as income and expense statements. (2)
• May use communication software to exchange email with customers, suppliers and co- workers. (2)
• May use computer-assisted design (CAD) software to access, modify and print technical drawings. (2)
• May use databases to enter and retrieve project information. (2)
• May use databases to retrieve and print scale and assembly diagrams. (2)
• May use the Internet to access training courses and seminars offered by apprenticeship trainers, associations, unions, suppliers and employers. (2)
• May use Internet browsers and search engines to access technical service bulletins, plumbing codes, specifications and troubleshooting guides. (2)
• May use online plumbing software to streamline their scheduling, dispatching and routing activities. (2)
• May use project management software for complex equipment installations to schedule lead times and the completion of project milestones. (3)

Additional Information

Working with Others

Continuous Learning

Impact of Digital Technology

How Do My Skills Measure Up?

• ITA Essential Skills: This website allows you to look at programs, take an assessment, and obtain a personalized learning plan based on your scores.
• Build Your Career with Essential Skills: This website allows you to research occupations and assess your skills in reading, document use, and/or numeracy. At the end of the assessment, you obtain your results and a personalized learning plan to help you build your skills.
• Essential Skills for Ontario’s Tradespeople: This website allows you to research essential skills for 53 Red Seal trades, take online assessments, and receive a customized learning plan based on your scores.
• Measure Up: SkillPlan’s Measure Up site allows you to complete an informal test to assess yourself and have an idea of how your skills match up with those required for over 200 different occupations. The site also provides practice for individuals who will be completing a formalized TOWES assessment (see below) and allows you to explore careers.
• TOWES: TOWES is a suite of nationally recognized assessment products that measure three essential skills: reading, using documents, and numeracy. This site provides information on preparing for TOWES, including sample questions.

Self-Assessments

• Oral Communication Self-Assessment
• Writing Self-Assessment
• Reading Self-Assessment
• Numeracy Self-Assessment

• Essential Skills Self-Assessment for Trades: This checklist will help you to identify strengths and areas for improvement in all nine essential skills.
• Essential Skills Workbook for Trades: This workbook, which includes an answer guide, allows you to practice your skills with activities in areas such as reading, document use, numeracy, math, conversions, and word problems.

Self-Test

Media Attributions

• “Line B-2 Learning Task 1” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "Essential Skills: Reading Text" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Writing" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Document Use" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Numeracy" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Digital" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Thinking" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Oral Communication" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Essential Skills: Working with Others" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• "Working with Others: An Essential Skill" video by literacyAB is licensed under the Standard YouTube licence.
• "Essential Skills: Continuous Learning" video by Skills/Compétences Canada is licensed under the Standard YouTube licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• dependable and punctual (showing up on time and ready to work and not being a liability)
• self-motivated
• enthusiastic (having a positive impact that enhances the organization)
• committed
• willing to learn (lifelong learner)
• able to accept constructive criticism
• a good problem solver
• strong in customer service skills
• adaptable (willing to change and take on new challenges)
• a team player
• positive in attitude
• strong in communication skills
• good in essential work skills (following instructions, demonstrating critical thinking skills, knowing limits)
• ethical
• safety conscious
• honest
• strong in time management

What Workers Expect from Their Employers

• respect in the workplace
• equal treatment (adhering to anti-discrimination laws that prohibit unfair employment practices based on factors such as race, gender, sexual orientation, national origin, religion)
• a safe work environment
• communication (about the company, their team, their performance)
• recognition (tangible and non-tangible)
• recognition that there is life outside of work (boundaries)
• problems being handled efficiently and effectively
• good salary and benefits (if applicable)
• parental benefits (if applicable)
• flexible schedules (for those with families to accommodate childcare needs)
• continued learning and education on new technologies.

• work-life balance
• flexibility (telecommuting, techno-savvy)
• being more entrepreneurial (self-starters; starting their own businesses and working as a subcontractor rather than an employee)
• flexibility as a sign of success, not just salary
• more meaningful work that leverages their strengths

Meeting Expectations

Punctuality and attendance

Time management

Work ethic

• Follow the established procedures or protocols set by your company.
• Try to correct the unsafe condition.
• Warn others.
• Inform your supervisor.
• Inform those who caused the safety violation.
• Inform the safety officer or repair staff.
• Check that the violation has been corrected.

Self-Test

Media Attributions

• “Line B-2: Learning Task 2” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• Taking the attention off the target, changing the topic of conversation or the art of distraction can often quickly shift focus from the target to something else.
• Confronting the behavior, directly engaging with the person participating in the inappropriate behavior when safe to do so, can shut down further harm and show that you find this behavior to be unacceptable in the workplace.
• Finding assistance to intervene, if you don’t feel as though there is a safe way to do either of the above options, or you are not comfortable stepping in, this is a way to still make a difference.  By engaging with a supervisor, a peer, or an authority figure for assistance, you can still help to diffuse the situation and ensure the safety of your co-worker. Remember safety does not just apply to physical harm, but also psychological harm.

Unconscious Bias

Examples

• considerate of one another
• inclusive of other individuals or groups regardless of differences in background, gender, culture, strengths, or opinions
• not subjected to disrespectful, discriminating, bullying, or harassing behaviour
• supported by their employer/management team to resolve disputes

• Personal harassment is considered any behaviour by a person directed against another person that a reasonable person would consider offensive, humiliating, or intimidating. Examples include making derogatory comments, swearing, yelling, inappropriately interfering in another person’s work, derogatory gestures, inappropriate practical jokes, ridicule, gossip, reckless disregard or denial of another’s rights, improper use of power or authority, or physical assault.
• Bullying is a repeated or systematic behaviour—physical, verbal, or psychological—that is intended to belittle, intimidate, coerce, or isolate another person.
• Discrimination is unfair differential treatment of an individual or group based on race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, age, or unrelated criminal conviction.
• Discriminatory harassment is abusive, unfair, offensive, or demeaning treatment of a person or group that interferes with work or creates an intimidating, hostile, or offensive workplace.
• Gender-based harassment is any behaviour that polices and reinforces traditional heterosexual gender norms, this can include harassment for gender non-conformity.
• Sexual harassment is conduct of a sexual nature that is unwanted or unwelcome. This can include, but is not limited to unwanted remarks, behaviours, or communications of a sexual nature. Sexual solicitations, advances, suggestive comments, gestures, songs, and chants.  The inappropriate display of sexually suggestive or sexualized pictures, posters objects or graffiti.  Non-consensual sharing of explicit, sexual, or sexualized pictures, video, or other media on the internet or otherwise.  Sexual comments or slurs on social media platforms.  Expressions of gender bias that may include remarks that discriminate, denigrate and/or create a toxic learning environment. And sexual or sexualized content that interferes with a person’s dignity or privacy such as voyeurism or exhibitionism.
• Sexual Assault is any form of sexual contact without consent.

Legislation

• Workers Compensation Act: The Workers Compensation Act outlines the general duties for employers, workers, and supervisors. In the case of bullying or harassment in the workplace, an employer is required to take all reasonable steps necessary to address complaints. If the issue is not handled at the workplace, a formal complaint can be submitted to WorkSafeBC.
• Human Rights Code: The Human Rights Code of British Columbia is intended to address all issues of discrimination that prevent full and free participation in economic, social, political, and cultural life in BC.
• Canadian Charter of Rights and Freedoms: The Charter recognizes primary fundamental freedoms, democratic rights, mobility rights, legal rights, and equality rights and recognizes the multicultural heritage of Canadians.
• Civil Rights Protection Act: This Act addresses conduct and communication that promotes hatred or contempt or superiority/inferiority based on colour, race, religion, ethnic origin, or place of origin.
• Multiculturalism Act: This Act recognizes diversity as a fundamental characteristic of society in which there are no impediments to full and free participation in the economic, social, cultural, and political life of British Columbia.
• Criminal Code of Canada Consolidated Statutes and Regulations: This section of federal legislation defines criminal harassment, prohibited conduct, and punishment.

Guidelines for Your Own Behaviour

• Before acting, consider the impact of your words or actions on others. How would it feel to be on the receiving end?
• Know your unconscious biases and be aware of how they influence your decision making.
• Recognize and respect the differences of your co-workers.
• Monitor your communications: verbal, written, body language, and listening.
• Gain a better understanding of yourself and the triggers that set you off. This will allow you to better control your reactions and act appropriately instead of in haste or anger.
• Take responsibility for your actions and be proactive in resolving conflict with your employer or co-workers.
• Base your decisions on facts rather than assumptions.
• Remember that you are not at the centre of all activities and look at the bigger picture.
• Don’t sit on the sidelines when you fear or see a co-worker being harassed or bullied. Complacency allows inappropriate behaviour to continue and escalate and can cause lasting physical or psychological harm.
• If you encounter a problem in the workplace, be proactive in resolving it in an appropriate way. WorkSafeBC’s Toward a respectful workplace: A handbook on preventing and addressing workplace bullying and harassment is a thorough overview on this topic and provides examples of how to foster a respectful workplace.

 Toward a Respectful Workplace: A Handbook on Preventing and Addressing Workplace Bullying and Harassment

Self-Test

Media Attributions

• “Line B-2: Learning Task 3” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• Practice common courtesy and treat others as you like to be treated. Be honest, make eye contact with your co-workers, and exchange greetings.
• Use effective communications: verbal, written, aural, and physical (body language).
• Be observant. If you feel that something is wrong, follow up with the individual or group.
• Be respectful of other people’s time.
• Be proactive in asking for help from your colleagues when necessary.
• Use social media with caution. Don’t mention issues related to work, your employer, or co-workers on the Internet. These messages can go viral, be taken out of context, and have serious long-term repercussions.
• Remember to keep work and home life separate. Your relationship with co-workers must remain professional and beyond reproach, even if you are friends outside of work.
• Have a positive attitude and don’t complain about work to your colleagues. It can have a negative effect on the entire office and contribute to poor morale.
• Be welcoming to new employees, management, and visitors.
• Be inclusive with co-workers, isolating or excluding others can result in a toxic work environment.
• Check your unconscious biases when interacting with others, don’t let prejudices or stereotypes guide your interactions with others.
• Own your mistakes. For example, if a complaint is made about your behaviour and you believe that it is justified , apologize and work at correcting the problem so it doesn’t reoccur. If you believe a complaint is unfair, be polite and attempt to deal with the misunderstanding that arose between you and your co-worker. Try to close the matter in a way that allows you to remain on good terms and thank the individual for discussing the matter with you.
• Touch base with your co-workers on a regular basis.
• Understand the hierarchy within your organization and how to communicate with the different levels. For example, follow the chain of command in reporting on an issue and respect seniority.

Client/Customer Relationships

• Be patient in developing relationships with new or potential clients.
• Act professionally.
• Dress appropriately and maintain a good appearance.
• Be respectful with clients at all times. This includes respecting lifestyles that may be different from your own.
• Don’t make assumptions about clients or the work that they would like completed.
• Be an active listener and treat your clients as you would like to be treated.
• Respond to client questions quickly, be it by returning phone messages, meeting with the client in person, or email.
• Never make promises that you can’t keep.
• Work within your area of authority. If discussing work with clients is outside of your area of responsibility, make sure you put them in touch with your supervisor.
• Document all client requests even if they are very simple. If a client wants to meet or speak to your supervisor, call your supervisor and leave a message or take a note to them. Always follow up on the notes that you take and the status. To ensure that you don’t lose your notes, get into the habit of carrying a small notebook in your pocket or use a similar application on your smart phone. Always remember to follow up with your notes and cross out items when you have completed them.
• If you are responsible for dealing directly with client requests, document the requests. You may do this by having a client complete a standard form or agreement or by emailing a client after a discussion and asking the client to confirm your message. If changes are later made to the scope of work, be sure they are signed off by both the contractor and the client before the work begins.
• Work with integrity. If you’ve made a mistake, acknowledge it and work with your employer and/or the client to resolve the issue.
• If a customer has a complaint, address it without delay. This does not mean you have to provide a solution immediately, since there may be additional information required or you may have to move the complaint forward to a supervisor or other individual. But you should let the customer know that the complaint is being dealt with promptly.

Self-Test

Media Attributions

• “Line B-2: Learning Task 4” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• Remember that stress is a part of normal life, provided it is managed.
• Everyone handles stress differently and has a different threshold of stress that they can tolerate. Just because a colleague doesn’t handle stress in the same way as you does not mean that they are not under stress.
• Being prepared can help reduce your level of stress. Plan your day; show up at the job site early and ready to perform. Make sure that you complete any pre-work or reading that is required before starting a job.
• Ask any questions you may have about a specific task before starting on a job or assignment.
• When on the job, focus on the task at hand. At the end of the day, make sure your job site is clean and organized so you’ll be ready for the next day. If you work in multiple locations, make sure that you know your schedule for the next day so that you can plan your travel time accordingly.
• Know where the stress is coming from. If your personal life is causing additional stress in the workplace, acknowledge and address the issue. As much as possible, personal life should remain out of the workplace; however, this isn’t always possible. Being preoccupied or acting out on the job site can increase the risk of workplace accidents and be hazardous to both you and your colleagues. If you are unable to manage your personal stress, seek the necessary help (for example, visit your doctor).
• If the stress is related to working conditions, be assertive and discuss the issues with the appropriate individual, be it a colleague, your team, or your supervisor. Once the issue is out in the open and discussed and reconciled in a respectful manner, it should help to reduce the stress level of all individuals involved.
• If you cannot reduce your stress, it is important to recognize when it reaches an unhealthy level and take the necessary steps to get the assistance you need. Don’t wait until an incident occurs before addressing this issue.
• Many unions, schools and other organizations have specific supports in place for employees struggling with stress, anxiety, addictions, or mental health issues. Don’t be ashamed to seek help, these supports are often free to employees and are confidential in nature.  Many employers understand that the wellness of their employers directly correlates to their ability to perform in their job.

Signs of unhealthy stress levels

• significant changes in personality noticed by co-workers, family, or friends
• emotional changes such as feeling sad, guilty, depressed, anxious, afraid, or tense, or displaying frequent mood swings
• behaviour changes such as crying often, withdrawing from others, becoming angry or aggressive, losing your temper easily
• fatigue, insomnia, or restlessness
• changes in sleep patterns
• misusing alcohol, drugs (including prescription drugs), or food
• inability to concentrate or make decisions
• digestive problems such as ulcers, stomach cramps, heartburn, diarrhea
• headaches
• nervous habits such as nail biting or teeth grinding
• loss of hair
• skin rashes
• increased perspiration and dizziness, or cold hands and feet

Reducing stress

• Set aside time each day to relax and enjoy leisure activities.
• Take care of your body by exercising at least three times a week and eating right. Keep junk food to a minimum and try to keep body weight in line with Health Canada’s recommendations for a healthy weight.
• Do not abuse alcohol or drugs, including prescription and over-the-counter drugs.
• Visit your doctor and dentist regularly and address any issues promptly as they arise.
• Visit a qualified counsellor or other mental health practitioner to help you navigate your stress and anxiety in a healthy way.
• Get adequate sleep each day.
• Continue to do activities that you enjoy.
• Try to find some down time each day when you can be alone and away from the demands of work and others.
• Make decisions promptly and then own them. Don’t worry about second guessing yourself.
• Take responsibility for making your job and workplace enjoyable. Keep a positive attitude and bring humour into your life.
• Share your feelings rather than bottling them up.
• Get involved in community activities.
• Learn how to use relaxation techniques such as meditation or deep breathing to reduce stress.

Dealing with Overwork

• Am I making the best use of my time while at work? Are there areas in which I can improve; for example, making sure to stay within the approved lunch and break periods and spending less time talking to friends while on the job site?
• Are there areas where training would help me improve my performance and work more efficiently? If so, what are they? Can my supervisor/journeyperson help me to acquire these skills, or do I need to get formal training or practice on my own time?
• Are there workplace solutions that can help me improve my performance? For example, could I reorganize my tools and supplies at the job site to make them more readily accessible and easier to locate?

Self-Test

Media Attributions

• “Line B-2: Learning Task 5” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• First identify the issue. If you are working as part of a group, keep in mind that there may be some differences of opinion about the problem. It is important to take the time to actively listen to individuals to ensure that the solution takes into account all opinions voiced.
• If you are trying to solve a problem alone, carefully consider all possible options based on experience. If you are struggling to come up with a solution to a particularly challenging problem or something you are lacking in experience with, reach out to someone for assistance.
• Look for solutions to the problem. Explore a variety of solutions and the strengths and weaknesses of each. Be cautious not to overcomplicate the solution, this can generate more problems, particularly in execution.
• Determine how the decision will be made. Will it be made by consensus? By majority rule? Or by submitting a recommendation to superiors for review and a decision?
• Determine how the solution will be put in place and monitored. Depending on the breadth of the problem, it could be quickly implemented or need a gradual introduction with multiple steps. It is also important to put in place a system that lets you monitor the solution for effectiveness. For example, if your team has experienced some difficult, you might want to build in an agenda item to the end of your weekly meeting to address any issues that might have come up during the week. If the issue is one-on-one, you and your colleague may want to meet occasionally during lunch or break to go over any issues that may have arisen and to resolve them. The more comfortable you become with one another in solving problems to your mutual satisfaction, the easier they will be able to resolve over time.

Conflict Resolution

• conflicts based on resources, procedures, and practices
• conflicts that are personal or based on relationships
• conflicts of interest

Conflict resolution process

1. Acknowledge that there is a conflict that needs to be resolved. Since each human being is different, interpretations of when there is a conflict can differ significantly. Being able to clearly articulate what the conflict is, is part of being able to discuss and resolve it.
2. Create a neutral environment in which to discuss the issue. Choose a time and place that is convenient for both parties where there is minimal disruption. Make sure that both parties are in the right state of mind to participate in the discussion. When either or both parties are very upset or angry, it is best to wait until they have time to get control of their emotions. If this is not feasible, then it is important to acknowledge the other party’s feelings. This does not mean you have to agree with them.
3. Set ground rules for your discussion. Agree to work together to find a solution to the problem. Agree to allow each other the opportunity to state their feelings free of interruption. The person speaking should avoid being confrontational, abusive, or inflammatory. Instead of accusing the other person, information should be expressed in terms of personal feelings. For example, instead of "you did this," say "I felt this." The person listening should focus on trying to understand what the other person is saying and not on their own feelings or rebuttal. Once a speaker is finished, take the opportunity to ask questions that may help resolve the question. Both parties should be mindful of body language and tone of voice.
4. Stay focused on individual and shared needs. Find out what each person hopes to resolve from the situation and make this the basis of discussion. It is easy to go into other issues if you are uncertain of what your goals are.
5. Don’t make it personal. Identify your own unconscious biases and feelings before you enter into the conflict resolution process.  If you have a good idea of the emotion you are feeling, you will enter the resolution more aware of what is fueling your reaction to the conflict. Keep any preconceptions about the other person out of it, never make decisions based on assumptions.
6. Use good communication techniques. Model effective listening skills by making good eye contact, nodding and echoing back what the other person has said.  Communicate assertively, be direct, calm and honest about the situation.
7. Keep your safety in mind. If for any reason things escalate or you feel unsafe, walk away and find someone you trust to assist you with resolution.  It is also important to recognize if you feel that there may be a risk of escalation, choose a place to discuss the conflict that is easy to leave from, an open area or somewhere with multiple exits.
8. Stay positive. Look at the resolution of this conflict as an opportunity to learn new skills. Focusing on the negative is counterproductive.
9. Take a moment to consider what the other person has said and what you may not have considered before responding.  This prevents a reactive response which can be emotional.
10. Make sure you have all the facts. A significant amount of conflict stems from miscommunication.  If you feel as though you need more clarification or you do not understand something the other person has said, ask them to clarify.  Be prepared to also clarify anything you have said to ensure there is no confusion.
11. Generate options. Depending on the type of conflict and the individuals brought in to help resolve the conflict, the options may vary significantly. Brainstorm and think of ways the issue can be resolved. Be respectful of other people’s ideas and enjoy the process.
12. Set goals and develop an action plan. Depending on the issues being discussed, you may be able to immediately agree on one item that can be resolved, or you may identify several goals with a long-term action plan that may involve other participants. Resolution may require additional meetings and discussions between the individuals involved in the conflict.
13. Make a mutual benefit agreement. Both (or all) parties need to agree to a decision that they can accept; that is, a "win-win" situation rather than a compromise that neither party is happy with.
14. End on good terms. This is essential for you to be able to work collaboratively again in the future and resolve any other conflicts that may arise.

Self-Test

Media Attributions

• “Line B-2: Learning Task 6” was generated using NaturalReader Commercial by BCcampus and is licensed under a CC BY 4.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• The visible job market. The visible job market refers to jobs that are advertised in public places, such as newspapers, Internet job banks, and signs posted in stores.
• The hidden job market. The hidden job market refers to jobs that are not advertised publicly, but through word of mouth, networking, or direct contact with employers.

The Visible Job Market

Scanning job ads

Job category

Job titles

Location

Parameters

Salary

Special skills

Accessing the Hidden Job Market

Making contact

Here are some guidelines:

• Be clear about your intention for the call and the request for the information meeting.
• Keep your meeting professional and on time (ask for only 10 to 15 minutes of someone’s time).
• Keep your meeting focused on the purpose for your meeting.
• Present yourself in a manner fitting for an actual job interview. In preparing for the information interview:
  • Prepare questions by writing them down in advance.
  • Demonstrate that you have conducted some research on the company. Be sure to take a notepad and pen to record information when you go to your information interview. (It doesn’t hurt to take more than one pen, just in case one of them doesn’t work!)
• Once you return home, transfer your information into a table or database where you can keep track of the information.

The elevator pitch

Step A: Job description

Step B: Elevator pitch

• introducing yourself
• stating your interest in working for the organization you’ve chosen
• identifying two to three skills that you possess that would make the organization interested in interviewing you

Step C: Evaluating your pitch

• Did you identify the organization and position that interests you at the onset of your pitch?
• Was the content well organized?
• Was your communication purposeful?
• Were your tone and vocabulary professional?
• Was your pronunciation clear and articulate?
• Was your delivery confident?

Dressing the Part for the Interview

Résumés and Cover Letters

Résumés

• Keep it short, no more than one or two pages.
• Organize it with coherent information presented in an attractive and tidy way.
• Focus it to show the employer how your skills and accomplishments can benefit the organization.
• Have proof to support every statement about yourself with a specific, recent example.

Chronological résumé

Skills-based résumé

Combination résumé

Hints for writing your résumé

• A résumé has to be word processed (typed) and easy to read.
• Do not include your race, birth date (consider also leaving off the date you graduated high school as this can be used in reverse to find your birthdate), or social insurance number.
• Include your city and province but do not include your home address (this can create a personal safety issue in some situations).
• Important information, such as your contact information, should be easy to find.
• Avoid lengthy paragraphs. Use bullets to highlight information.
• Ensure you have 3 references at the ready (with complete contact information and where they are from) and they know that you’ll be applying for jobs and they are your reference.
• Don’t discount any skills that could be considered transferable, especially if you are changing careers. For instance, if you have worked in the food service industry as a server, you will have communication skills, customer service skills, time management skills and organizational skills that transfer easily to a job in the trades.
• Make it perfect! Have someone proofread it for spelling and grammatical errors.
• Do not handwrite corrections on the final copy.
• Use action words or verbs (e.g., coached, designed, built, organized) to describe your skills and experience. Refer to the list of action words below when you create your résumé and cover letter.

Using action verbs in your resume

Creative

• acted
• composed
• conceptualized
• created
• cooked
• displayed
• drafted
• directed
• designed
• developed
• established
• fashioned
• founded
• illustrated
• instituted
• integrated
• introduced
• invented
• mapped
• modelled
• originated
• painted
• performed
• planned
• photographed
• printed

Research

• clarified
• collected
• critiqued
• diagnosed
• evaluated
• examined
• extracted
• identified
• inspected
• interpreted
• Interviewed
• Investigated
• Organized
• Reviewed
• Summarized

Helping

• assessed
• assisted
• cared for
• clarified
• coached
• counselled
• decided
• demonstrated
• diagnosed
• educated
• expedited
• facilitated
• familiarized
• guided
• lead
• managed
• motivated
• referred
• rehabilitated
• represented
• supervised

Financial

• administered
• allocated
• analyzed
• appraised
• audited
• balanced
• budgeted
• calculated
• computed
• developed
• forecasted
• managed
• marketed
• planned
• projected

Management

• administered
• analyzed
• assigned
• attained
• chaired
• consolidated
• contracted
• coordinated
• consulted
• delegated
• developed
• directed
• evaluated
• executed
• improved
• increased
• organized
• oversaw
• planned
• prioritized
• produced
• recommended
• reviewed
• scheduled
• strengthened
• supervised

Detail

• approved
• arranged
• analyzed
• assessed
• catalogued
• checked
• classified
• collected
• complied
• copied
• defined
• dispatched
• executed
• evaluated
• examined
• filed
• generated
• implemented
• inspected
• learned
• monitored
• operated
• organized
• prepared
• processed
• purchased
• proofread
• processed
• purchased
• recorded
• retrieved
• screened
• specified
• systematized
• tabulated
• updated
• validated

Communicate

• addressed
• arbitrated
• arranged
• authored
• corresponded
• developed
• directed
• drafted
• edited
• enlisted
• formulated
• influenced
• interpreted
• lectured

Teaching

• adapted
• advised
• clarified
• coached
• communicated
• coordinated
• developed
• educated
• enabled
• encouraged
• evaluated
• explained
• facilitated
• guided
• informed
• initiated
• instructed
• persuaded
• set goals
• stimulated

Technical

• Assembled
• Adjusted
• Built
• calculated
• computed
• Drove
• designed
• devised
• engineered
• Fixed
• fabricated
• installed
• Lifted
• maintained
• operated
• overhauled
• programmed
• remodeled
• repaired
• scheduled
• solved
• serviced
• Tested
• trained
• upgraded

Cover letters

• the position for which you’re applying
• your skills, achievements, and experience that relate to the position
• your contact information

• the standard format of a greeting
• an introductory paragraph
• a supporting paragraph
• a closing or summary paragraph
• a signature closing

• Grab the employer’s attention. You’re trying to make yourself stand out against other applicants.
• Address your letter specifically to the person in charge, and include their title (e.g., Site Manager, Director of Human Resources). Researching that information, instead of addressing your letter "To Whom It May Concern," shows initiative. Make sure you have the correct spelling of the person’s name and are using the correct title and pronouns to address them. If you don’t know what their pronouns are, it’s best just to stick to their first and last name when addressing the letter.
• Base your correspondence to employers on what you can do for them, not on what you want them to do for you.
• Don’t be presumptive, when formatting your letter don’t make statements like "when I get this job," or "I expect to hear from you soon." Instead, be gracious using statements like "I look forward to the opportunity to discuss my qualifications further."
• Use "I" statements, rather than "you" statements. There is a big difference between "I believe that I am a qualified candidate for this position" and "you will see I am the best person for the job"
• Interest the employer enough to read your résumé by specifically pointing out why you are perfect for the job.
• Provide information about how, where, and when you can be contacted.
• Tailor your letter to match the duties and qualifications of the job. Show that you know the employer’s priorities and concerns, this can be achieved by reflecting back what they were looking for in their ad.
• Write a different letter for each application. Although all your letters can have the same format and some similar information, each letter must match each job for which you apply.
• Present something unique about yourself.
• Stay brief and focused. Keep the cover letter to one page.
• Keep the cover letter free of spelling and grammatical errors.
• Send an original copy of the cover letter, not a photocopy.

The following examples show a model for writing a cover letter and an example.

Cover letter model

Cover letter example

Review cover letter

1. Check content (Have you done what you set out to do?)
   • Does your cover letter address all of the key points/job requirements listed in the job posting?
   • Is your résumé up to date? For example, are the employers or job functions you’ve listed in your cover letter in your résumé?
   • Are there any unnecessary details in your letter or résumé that should be deleted? For example, as you gain more experience in your trade, some of your previous work experience may no longer be relevant and can be deleted from your résumé. As a general rule, a résumé can include 10 to 15 years of prior relevant experience.
2.  Check language (Is it easy to follow?)
   • Are there any unnecessary words that need to be deleted?
   • Are there transitions from one idea to the next?
   • Are your sentences properly constructed?
   • Are the words you selected accurate and specific? Don’t hesitate to look up a word in the dictionary if you are not sure if it is being used correctly.
3. Check format
   • Do your documents (cover letter and résumé) follow the suggested format (or another recognized format)?
   • If you use a subject line in your cover letter, does the title reflect the job posting? (Note: Some job descriptions require that you include the job posting number and job title in a subject line.)
   • Do you have a new paragraph every time you change to a new idea?
   • Did you include your name and the date?
   • Did you use only one side of the page? In general, résumés and cover letters should not be double sided.
   • Are your fonts and font sizes consistent throughout your documents?
4. Check grammar, punctuation, and spelling
   1. Grammar:
      • Do all subjects and verbs agree?
      • Are the verb tenses consistent and correct?
   2. Punctuation:
      • Are apostrophes used with all possessive nouns?
      • Does each sentence begin with a capital and finish with end punctuation?
      • Are proper names capitalized?
      • Are quotation marks used correctly where appropriate?
   3. Spelling:
      • Did you use spell check to catch obvious spelling errors?
      • Did you read through the document manually to ensure that the spell check changes are correct? (Never rely on the automated spell check only to proofread your documents.)
      • Did you manually look up difficult or confusing words in the dictionary?

The Job Interview

• determine if your personality will fit into the company
• ask what you can do for the company
• get a sense of your attitude about work and their business
• see what you know about their business
• verify the facts on your résumé and cover letter

• find out more about the position for which you have applied
• ask questions about the job and the company
• decide if you really want to work for this company
• convince the employer that you are the best person for this job

• Tell me about a time when… (you provided exceptional customer service)
• Describe a time when… (you had a difficult customer)
• Give me an example of your           skill (mathematical, organizational, etc.)

• Tell me about yourself.
• What can you do for our company?
• What are your strengths and weaknesses?
• Tell me about your leadership experiences.
• How would your classmates describe you?
• How would your teachers describe you?
• Why did you apply for this job?

Practicing for the interview

• Part 1: Factual answer - I feel that my strongest skills are my ability to work with my hands, follow specifications, and meet deadlines.
• Part 2: Detailed example (proof) - In school we had to create many projects, from custom pieces to duct fittings, and I was always top of the class in shop marks. I also have a letter of reference from JB Metals, where I completed a six-month work placement, attesting to the quality of my work and my ability to follow specifications and meet deadlines.
• Part 3: Link to potential employer (value) - I believe that these skills would be beneficial to your company because the custom work done here demands high quality, precision, and meeting established deadlines.

Typical questions

1. Tell me something about yourself. The interviewer is trying to find out what kind of person you are, not merely about your job skills. Mention your personal strengths, interests, and abilities.
2. Why do you want to work here? The interviewer wants to make sure that you’ll be satisfied with the job and likely to stay. This question also demonstrates if you have researched the company. Share what you learned about the job, the company, and the industry through you own research. Talk about how your professional skills will benefit the company.
3. Why did you leave your last job? The interviewer is trying to determine whether you had previous work problems. Don’t say anything negative about your previous company or supervisor. Simply give an appropriate reason, such as you relocated away from job; company went out of business; temporary job; no possibility of advancement; or wanted a job better suited to your skills. Hint: In the interview, keep answers straightforward and concise. Try to keep answers to less than two minutes long.
4. What are your long-range career goals/objectives? The interviewer wants to know if your plans and the company’s goals are compatible. Talk about new experiences or responsibilities you’d like to add in the future that build on the current job you are applying for.
5. What do you consider to be your greatest strengths and weaknesses? If you have researched the organization, you should have an idea of what skills or qualities the company values. Use examples to illustrate your positive qualities and how they apply to work. In discussing weaknesses, talk about things that you recognize and have taken steps to improve.
6. What wage are you expecting? Instead of stating a certain amount, ask the interviewer to discuss the company and the approximate pay range for the position. It is important to know what the current wage is for the position; you can find salary surveys at the library or on the Internet or check the classified ads to see what comparable jobs in your area are paying. This information can help you negotiate your wage once the employer makes you an offer.
7. Do you prefer to work alone or with others? The interviewer wants to get a sense of your ability to get along well with others. Discuss the advantages of working in a group and be prepared to give concrete examples of your experience of teamwork. Hint: Avoid one-word answers, such as "yes" or "no." Provide an example whenever possible.
8. Under what circumstances do you work best? The interviewer may be indicating that the job can be stressful. Talk about several examples where you met deadlines and show how capable you were of rising to the occasion.
9. What are your hobbies? The interviewer may be looking for evidence of job skills outside of your work experience or may simply be curious about your life outside of work. Employees who have creative or athletic outlets for their stress are often healthier, happier, and more productive.
10. What contributions do you see yourself making to this job/company? Offer examples of actions you took and the positive results you obtained. Show how this ability transfers from your previous position to the new job/company.

• What do you see as being your most significant accomplishment?
• What are your expectations regarding career progress and promotion?
• Which of your jobs was the least interesting/most interesting and why?
• When you are supervising others, how do you motivate them?
• What motivates you to put forth your best effort?
• What would you look for in an employee and/or colleagues?
• How do you adapt to new situations?
• How do you determine or evaluate success?
• Describe your contribution to a group effort that you may have participated in.
• Have you ever had to work with someone who did not share the same work style or ethic as you? How did you manage that?

Inappropriate interview questions

• How much do you weigh?
• How tall are you?
• How old are you?
• What religion do you practice?
• Have you ever received psychiatric care?
• What is your sexuality?
• Have you ever been convicted of a criminal offence for which you have not been pardoned?
• Do you smoke or drink?
• Are you married?
• Are you single?
• Do you have any children?

Questions you can ask

• What qualities are you looking for in an employee?
• What are your expectations of new employees?
• Can you tell me about your training programs?
• How is an employee evaluated and promoted?
• What are the opportunities for personal growth?
• What are the challenging aspects of this job?

What employers are looking for

• Make a good first impression. The decision to hire is often made in the first 30 seconds. Practice coming into a room, offering your hand confidently, smiling, and introducing yourself. Use your left hand for carrying, leaving your right hand free for the handshake.
• Be prepared. Know something about the company. Bring an extra copy of your résumé, as well as a pen and a notepad to have something to hold in case you are nervous or want to make notes.
• Stay calm. Create a good first impression by appearing confident and being mindful of your body movement (hands, fingers, feet).
• Watch your body language:
  • Offer a firm handshake.
  • Stand up straight and look confident.
  • Sit only when instructed to do so or if the interviewer sits first.
  • Cross legs at ankles, not the knees.
  • Look at the interviewer.
  • Smile.
  • Remember to breathe.
• Watch your appearance:
  • Have clean, styled hair.
  • Make sure you’re wearing clean shoes.
  • Make sure that you have clean fingernails.
  • Don’t wear strong perfume or cologne.
  • Don’t wear distracting jewellery.
  • Carry your extra papers in a bag that’s not ripped or tattered or a portfolio.

Interview summary

Thank-You Emails/Letters

• shows that you understand and practice good business etiquette
• keeps your name fresh in the employer’s mind
• reinforces your interest in the position
• gives you a chance to reinforce some of the positive things you said in the interview
• allows you the chance to mention something that you might have forgotten to say in the interview
• lets you talk about the workplace you have seen and how you feel you would fit

Which format?

Business thank-you letters

• First paragraph: Thank the interviewer for taking the time to meet with you (mention the date). Remind them of the position for which you interviewed.
• Second paragraph: Restate your interest in the position and the company. Mention something you learned from the interview or comment on something of importance that you discussed. Again, emphasize your strengths, experiences, skills, and accomplishments, and slant them toward the points that the interviewer considered the most important for the position.
• Third paragraph: Once again, thank the interviewer for their time and consideration. If appropriate, close with a suggestion for further action (if a second interview is a possibility), or mention that you will follow up with a phone call in a few days. Include your phone number as well and offer the interviewer the chance to contact you.

The following is an example of a business thank-you letter.

Thank-you emails

• Make sure your email address is professional. If it is an address you use for MSN or corresponding with your friends (studley456@msn.com, for example), you may need to set up a new email account for business correspondence (a_brown@msn.com).
• Use a meaningful subject line (e.g., Re: Interview for Carpentry Position).
• Double space between paragraphs.
• Use at least a size 10 font.
• Do not use texting-type abbreviations such as "k" or "u."
• Pay attention to grammar, spelling, and punctuation (use the same rules as for business letter correspondence).
• Don’t use all capitals. Writing in capitals is the email equivalent of SHOUTING and people don’t like it. By the same token, don’t use all lowercase letters.
• Don’t include anything that has potential to be offensive or misunderstood.

The following is a sample thank-you email.

Self-Test

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