S.95-7
SIMON FRASER UNIVERSITY
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MEMORANDUM
J.M. Munro, Chair
Senate Committee on
Academic Planning
December 13, 1994
To: ?
Senate
?
From:
Subject:
?
Non-Credit Post Baccalaureate
?
Date:
Certificate Program in Employment
Communication Skills
Action undertaken by the Senate Committee on Continuing Studies and the Senate
Committee on Academic Planning (SCAP Reference SCAP 94 - 65) gives rise to the
following motion:
Motion:
"That Senate approve and recommend to the Board of Governors the
proposed non-credit Post-Baccalaureate Certificate Program in
Employment Communication Skills."
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SCAP 94 - 65
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Office of the
VICE-PRESIDENT FOR HARBOUR CENTRE
?
AND CONTINUING STUDIES
Memorandum
To: ?
Dr. J.M.
Munro, Chair
Senate Committee on Academic Planning
From: ?
Jack Blaney
Date: ?
November 28, 1994
Subject: ?
Proposal for Post-Baccalaureate Certificate Program in
Employment Communication Skills
Attached is the proposal for a non-credit Post-Baccalaureate Certificate
Program in Employment Communication Skills (ECS Program) for
submission to the Senate Committee on Academic Planning.
The proposed ,
program meets the criteria for non-credit certificate
programs at Simon Fraser University as it:
• provides for academic support from a group of faculty members who
will make decisions regarding the academic quality of the program and
agree to the instructors' qualifications
• provides for formal evaluation of students comparable to that in other
university programs
provides 140 contact hours (minimum is 120)
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Enclosure
NOTE: This oroqram was approved b
y
the Senate Committee on Continuino
Studies at the meetino of November 10, 1994.
NON-CREDIT POST-BACCALAUREATE
CERTIFICATE PROGRAM
IN
EMPLOYMENT COMMUNICATION SKILLS
0
10
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PROPOSAL
NON-CREDIT POST-BACCALAUREATE CERTIFICATE PROGRAM
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IN EMPLOYMENT COMMUNICATION SKILLS
Background
The Post-Baccalaureate Certificate Program inEmployment Communication
Skills (ECS Program) is being developed to respond to the increasing demands of
the labour
r
wl e
t
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fo
graduates with specific and applied
epp
l
oyrent
skills. As
well, the program addresses the need for the employment seach skills and
practical skills now required in the Lower Mainlnd in
which
only 50% of
employment is now represented by
raditiollal
t
full-time, full-year work.' The
other 50% is contract
I
consulting work and part-time, part-year work.
Eligibility
University graduates from any field of study are eligible for the program. It is
anticipated participants will comprise tose enterillg or re-entering the work
force as well as a number of university graduates who are considering a career
change. Fluency in written and spoken English will be a condition of admission
to the program.
The program content is delivered at a level and pace that assumes a graduate
level of communication, learning and social interaction skills and a career target
of professional employment or self-employment.
Objective
Building on the academic and intellectual foundation students have acquired at
university, the program aims to provide specific practical employment skills
which can be immediately applied to the job search process and to an
employment environment. The program will aid graduates transition from an
academic to employment environment by enabling them to find and maintain
suitable employment.
Increasingly employers are demanding that university graduates not only bring
with them to the work place the traditional benefits of a university education
(subject matter competence; critical thinking and abstract reasoning
skills;
problem solving and research skills), but the ability to perform specific work
Statistics Canada
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.
related skills (business writing and presentation skills; team work skills; conflict
resolution skills) and an awareness and understanding of issues relating to cross
cultural ommunication and professional behaviour.
The ECS Program will offer students job search and interview skills which will
facilitate the best match between employer needs and applicant skills, interests
and abilities. It will also prepare students for a labour market in which 1)
increasing numbers of jobs are short term, contractual arrangements and 2)
increasing numbers of workers are essentially self-employed. The curriculum
will cover aspects of entrepreneurial skills including financing, marketing and
operating home-based businesses.
Structure
The program comprises 11 classroom components conducted over six weeks of
classroom and tutorial instruction, case studies, group discussions, evaluation
and feedback in practical employment skills, and additional (optional) three-
week career search / entrepreneurial group support components.
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Active Learning
Employers, large and small, public and private, increasingly value
entrepreneurial attributes including initiative, creativity, perseverance,
enthusiasm and results orientation - - attributes which are all activity focused. In
order to foster such entrepreneurial behaviour, teaching methods will encourage
active learning with an emphasis on students' responsibility for their own
learning and internalizing information.
Applied Problem Solving
There will be a strong emphasis throughout the program on integrating practical
assignments with course material to ensure students have the opportunity to
solve problems and produce results directly relevant to the skills they are
learning. For example, the component on oral communications might include an
assignment which requires a presentation (using relevant computer software for
visuals) on conflict management (researched via databases) in preparation for the
next prograni component.
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Team Skills
As work is increasingly orgaiized on a team basis, team skills are critical for
success in the workplace. Students will be required to work in teams for a
significant portion of their assignments. Facility in cross cultural communication
will be encouraged by ensuring teams are as diverse as possible.
Technological Skills
Competence iii current office information technologies is essential in the high
skill jobs for which university graduates are qualified. Technological
requirements in the work force include using electronic mail, accessing national
and international databases, and competence in using word processing qjid
spreadsheet software. The ECS programwill provide instruction
on
all these
essentials. The use of these technological skills will be integrated with all
program components.
Instruction
Instructors will include faculty and qualified business
2
professionals. They will
be leaders in their field and will bring up to date expertise on both the theoretical
and practical aspects of the program content.
Evaluation
Participants will be evaluated on class assignments and projects.
The program will be regularly evaluated by students on a component and overall
basis, especially in the first offering.
Program Management
The proposed program will be administered by Special and Applied Business
Programs, Continuing Studies at Harbour Centre.
Governance
The program will be sponsored by a Faculty Steering Committee appointed by
the Vice President, Academic. The Committee will include representation from
the Faculty of Applied Sciences, the Faculty of Arts, the Faculty of Business
Administration, the Faculty of Education and the Faculty of Science.
2 The word "business" is used to include all employment situations, including those in the public
and private sectors.
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Faculty members who have indicated they would be willing to serve on such a
Committee and whose background would be an asset in the development and
evaluation of this program include:
Dr Katherine Heinrich, Chair, Department of Mathematics and Statistics
Prof. Andrea Lebowitz, Associate Dean of Arts, and Faculty Member,
Department of English
Dr. Daniel Shapiro Director, Executive Programs,. Faculty of Business
Administration
Dr. Jan Walls, Director, David Lam Centre for International Communication,
and Faculty Member, Department of Communication)
Dr. Marvin Wideen, Professor, Faculty of Education.
Individuals who have indicated they would be willing to serve on a broader
Advisory Group
and whose background would be an asset in the development
and evaluation of this program include:
Michele Coleman, Manager, Planning & Development, Human Resources,
Vancouver Corporate Banking Centre, Royal Bank of Canada
be Remedios, 4th year student in the Faculty of Business Administration and
the President of AIESEC (French acronym for the International Association of
Students in Science, Economics and Business).
Suromitra Sanatani, Director Provincial Affairs, B.C. & Yukon, Canadian
Federation of Independent Businesses
The Advisor
y
Group will be supported by:
Wendelin Fraser, B.A., M.B.A., Director Special and Applied Business
Programs, Continuing Studies
June Cullen, B.A., M.B.A., Program Consultant, Employment
Communication Skills, Continuing Studies
Budgetary Implications
The program will operate on a cost-recovery basis. The costs incurred by the
recording of student evaluations and administering entrance procedures will be
covered by a fee for the certificate. Initial program development costs have been
funded by an Innovation Fund Grant from the Ministry of Skills, Training and
Labour.
Consultations
A
select
list of individuals who have been consulted regarding the need fur this
program and its contents includes:
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Susan Alley, Manager, Temporary & Contract Division, Holloway Schulz
Nazmin Bhatia, University Relations Officer, SFU Student Society
Gloria Bradbury, Manager, Business Training and Counselling, Federal Business
Development Bank
Rick Bradshaw, Assistant Director and Senior Psychologist, SFU Counselling'
Services
Kate Braid, Labour Program, Continuing Studies, Simon Fraser University
Kimberly Caster, Branch Manager, Canada Trust
Lee Clements Nazarali, Manager Business Training, BC Tel
Tama Copithorne, Director, Japanese Program, David Lam Centre for
International Communication, Simon Fraser University
Ian Downey, Acting Regional Director, Canadian Union of Public Employees
Jeanine Drewitt, Manager Employment, BC Tel
Agneta Dyck, Marketing Coordinator, Co-operative Education, Simon Fraser
University
Keith Gray, Vice President Education & Administration, Business Council of
British Columbia
Doreen Godwin, Director, Co-operative Education, Simon Fraser University
Cathy Griffin, Manager, Career Options Program, Douglas College
Christine Hearn, Program Director, Writing and Publishing Program, Continuing
Studies, Simon Fraser University
Dr. Roslyn Kunin, Economist, President, Roslyn Kunin and Associates, and
Director, Laurier Institute
Karen Lee, Principal, The K.J. Lee Group
Bill Lui, Program Director, Advanced Interpreter Education Program, Continuing
Studies, Simon Fraser University
Joe Remedios, President AJESEC, Business Administration, Simon Fraser
University
Mark Rutter, Vice President, Association of Collegiate Entrepreneurs (SFU
Chapter)
6
'-)FU Engineering Undergraduate Student Society
SFU Kinesiology Student Union
Suromitra Sanatani, Director Provincial Affairs , B.C. & Yukon, Canadian
Federation of Independent Businesses
Dr. Daniel Shapiro, Director Executive Programs, Faculty of Business
Administration, Simon Fraser University
DArcy Warner, Vice President, SFU Alumni Association Executive Board
David Wier, President, SPU Political Science Student Union
Monte Wiederhold, Manager Human Resources, Western Canada, IBM Canada
Ltd
Mihaella Yeung, SFU Sociology and Anthropology Student Union
Meetings and consultations with several other relevant groups and individuals
have been scheduled.
Material and Programs Review:
A
select
list of material and programs that have been reviewed regarding the
need for this program and its contents includes:
Irn\'r(lJns:
Career and Life Planning Centre, Johns Hopkins University, School of
Continuing Studies
Career Discovery, Harvard University, Graduate School of Design
Centre for Career Education, George Washington University
NICO Professional Services Business Training, Vancouver
School of Continuing Education, New York University
Stepping Out: Career Preparation Program, Simon Fraser University
A/hi h 'ruils:
ACT Symposium Report, National Education Organizations committee
(December 1992)
Career Options: The Graduate Recruitment Annual 1994195,
published by ACCIS
Career Paths: Career Planning Guide for British Columbia and Yukon,
Youth
Employment Skills Canada (Fall 1994)
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"Current Practices in Employer Sponsored Education and Training," John
Dinsmore (October 1993)
"Employability Skills Profile: The Critical Skills Required of the Canadian
Workforce," The Conference Board of Canada
Little Giants: How Small Business Drives the Canadian Economy,
The Royal Bank
Business Report (October 1994)
"Learning to Work," Roslyn
Kunin, Vancouver Province
(July 1994)
"New Ph.D's Can Find a Life Outside Academe,"The
Chronicle of Higher Education
(October 12, 1994)
"Pink-, blue-collar jobs on way out," Daphne Bramham,
Vancouver Sun,
(October
16, 1994)
Putting the Pieces Together: Toward a Coherent Transition System for Canada's Labour
Force,
Report of the Task Force of the Canadian Labour Force Development
Board, (April 1994)
"Report recommends emphasis on employee life-long learning,"
Canadian HR
Reporter
(December 1993)
"Shifting Gears: Navigating in a Changing World," International Association of
Business Communicators Canadian Conference (1994)
"Skills Development and Training," Summary of Proceedings of Premier's
Summit (June 1993)
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Skills Now: A New Approach to Education and Training in British Columbia,
Seminar sponsored by the Pacific Association of continuing Education, October
1994
"Successful Employee Characteristics Survey of Employers," Business Council of
British Columbia (1993)
"Survey highlights gap between employee skillsand training,"
Canadian HR
Reporter
(October 1993)
"The 25 Best Business Schools for Entrepreneurs,"
Success
(September 1994)
"The Role of the University in Preparing the Labour Force: A Background
Analysis," by Donald Fisher
et a!,
Centre for Policy Studies in Education,
University of British Columbia, 1994
"Training Methods Most Appropriate for Small Business Needs in BC," Canadian
Federation of Independent Businesses, Provincial Survey (June 1993)
"Training Programs Most Appropriate for Small Business Needs in BC,"
Canadian Federation of Independent Businesses, Provincial Survey (June 1993)
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PROGRAM CONTENT
The program components will include 140 contact hours of instruction and will
cover the following subjects:
1.
Technological Skills
2.
Career Management and Job Search Skills
3.
The New Economy and Labour Market
4.
Written Communication Skills
5.
Verbal Communication Skills
6.
Managing and Resolving Conflict
7.
Team Skills
8.
Cross Cultural Communications Skills
9.
Employee Rights and Responsibilities
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10. ?
Quantitative Skills
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Entrepreneurial Skills
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TECHNOLOGICAL SKILLS
Employees must be proficient in the tools of the information age, including using
electronic mail, word processing and spreadsheet software and internal and
external databases.
With widesprea4 access to computers and desktop publishing t
echn
ol
o
gy,
the
minimum standard for professional looking documents is extremely high.
Employees must have the skills required to make documents appear visually
appeaiing and professional.
Program content for this subject will include:
• fundamentals of electronic mail and information technologies
• fundamental software skills: word processing,
s p e
a4 heets,
presentations
• information search and retrieval throl4gh databases
• design issues in printed materials
Instructors Under Consideration for this Component Include:
DANA MORIN, B.A., B.Ed.
provides
con
sulting and training services on the
Internet. Presently he is involved with programs at Langley School Board,
Mindlink! Educational Services, CBC Broadcasting and Simon Fraser University.
RON WOODWARD, B.A.,
M.A. has been working and teaching in the printing
and publishing fields for the past 20 years. In 1984 he was hired by Selkirk
College to develop the graphic communications department where he was
chairperson, taught electronic publishing, and guided the development of the
curriculum. He is a regular instructor in the Design and Book Publishing
programs at the Banff Publishing Workshop and the Writing and Publishing
Program, Simon Fraser University.
CAREER MANAGEMENT AND JOB SEARCH SKILLS
Graduates are most likely to succeed in careers which match their interests,
values and abilities. Today as the business environment is subject to increasingly
rapid change, graduates must also be prepared to change career directions.
Job search success is significantly increased through the use of appropriate
strategies including networking and personal marketing and ensuring resumes
and interview skills are polished and professional.
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Program content for this subject will include:
• career management
• career planning
• labour market analysis
• job search strategies
• effective resume writing
• interview skills
• work experience alternatives
• networking and mentors
• employer expectations
• presenting a professional image
Instructors Under Consideration for this Component Include:
AGNETA DYCK, B.A., C.M.C.
has extensive experience in training,
organizational development, career planning and executive search / recruiting as
a management consultant and as Coordinator of Cooperative Education, Faculty
of Arts, Simon Fraser University. In addition to her work as a consultant, Ms.
Dyck established and managed two successful limited companies in which she
was.involved in establishing strategic plans, developing and facilitating training
programs, and supervising and training staff.
SANDRA HEATH, B.A., C.P.M.
has extensive experience in the human
resources field, including recruitment and training. Her professional experience
includes being Director of Human Resources and Management Development
Consultant for Deloitte and Touche, and running her own business as a
Management Consultant. She provides consulting services in the areas of
recruitment, facilitation and team skills training to clients including the Justice
Institute of British Columbia and the B.C. provincial government.
THE NEW ECONOMY AND LABOUR MARKET
The Canadian labour market is undergoing significant structural change. The
majority of available jobs are no longer going to be full time, regular positions in
large corporations.
• Increasingly, businesses are gaining the human resources flexibility they need by
contracting out work during peak periods or contracting specific services.
Many new entrants to the labour market will find that contract work is the only
way to gain entry to many large organizations or that being a self-employed
contractor / consultant offers the greatest opportunity to sell their skills.
Program content for this subject will include:
• structural changes in the labour market
• selling skills on a contract / consulting basis
• self-employment fundamentals
• home-based business fundamentals
Instructors Under Consideration for this Component Include:
JUNE CULLEN, B.A., M.B.A.
has 17 years' experience in the human resources
field. She has worked in both the private and public sectors in the areas of
recruitment, labour relations and human rights. She has designed and delivered
training programs in human rights, recruitment and selection, and diversity in
the workplace to organizations such as Canada Post Corporation, the University
of Victoria and the Yukon Territorial Government. She owns and runs a home-
based consulting business.
WRITTEN COMMUNICATION SKILLS
Employees must be able to communicate effectively and appropriately in many
different written business formats including reports, proposals, letters and
memoranda. Effective business writing requires a specific process and an
appreciation of the needs of the targeted audience(s).
Program content for this subject will include:
• fundamentals of the business writing process: invention, drafting and
revision
• audience analysis
• specifics of style
• letter and memorandum writing
• proposal writing
• report writing
• writing as a collaborative activity
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Instructors Under Consideration for this Component Include:
TOM SWANKEY, B.A., B.ARCH.
has been involved in communications
education and training since 1980, both as a consultant and teacher in business
communications (written, verbal and graphic). He has run his own consulting
business
for
the past five years. His professional experience includes designing
and delivering business writing courses
for
a wide range of private sector and
public sector organization, including universities, colleges, corporations and
private individuals.
VERBAL COMMUNICATION SKILLS
To perform effectively, employees must have expertise in oral communication
which includes effectively presenting ideas and information to colleagues,
managers and customersin a variety of contexts (meetings, training sessions,
sales presentations).
Program content for this component will include:
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• presentation skills for selling (ideas and products)
• presentation skills
for
information / training
• presentation skills for public speaking
•
communicating with statistics, graphs and charts
• effective meeting preparation, facilitation and participation
Instructors Under Consideration for this Component Include:
MARGARET HOPE, M.Ed.
has, for more than fifteen years, designed and
instructed programs for clients such as MPR Teltech Ltd., BC Tel, BCE (Bell), the
Workers Compensation Board, BC Transit, the Institute of Chartered
Accountants of BC, the Federal Business Development Bank, and the BC Health
Association. She has also worked with several post-secondary institutions
including the University of British Columbia, the BC Institute of Technology, and
the University College of the Cariboo. For the past six years Ms. Hope has been
teaching presentation skills in the School of Engineering Science at Simon Fraser
University.
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MANAGING AND RESOLVING CONFLICT
Conflict in organizations is normal and inevitable, however, it must be managed
appropriately so that it is constructive rather than destructive. In order to foster
a cooperative work environment, employees must be able to resolve differences
in goals and points of view in a manner which leaves both paries satisfied with
and committed to the solution.
Program content for this subject will include:
• principles of conflict management
• conflict resolution
• mediation
• negotiation skills
Instructors Under Consideration for this Corn
•
poet Include:
MICHAEL FOGEL, LL.B., J.D., M.Ed
is a law' yer and mediator iii private
practice. Prior to his residency in British Columbia,
he
practised law in Los
Angeles, California for 16 years. Currently he is a senior instructor in thejustice
Institute of British Columbia's conflict resolution program and
and has presented, as
well as developed, negotiation and mediation training seminars nationwide for
lawyers, judges, mental health professionals, govekninentand pri
T
ate seitb
management groups, native leaders and professional frédiators. Mr. Fogel
served as a Director of Mediation Services at the V
p
cotii'éF Centre for
Commercial Disputes.
TEAM SKILLS
With the trend to flattening work hierarchies, decision making is increasingly
characterized by consultation and debate within work teams and task forces.
Employees must contribute to and influence decision making within teams
without having any formal authority.
Employees may also be responsible for implementing policies or procedures, or
obtaining resources, which require the cooperation and support of organizational
members over whom the employee has no formal authority.
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Program content in this subject will include:
• the interpersonal communication process
• team member skills
• team leader skills
• group facilitation
• strategies for influencing
• influence without authority
• communicating ideas persuasively
Instructors Under Consideration for this Component Include:
GARY ROBINSON,
M.Sc. has a Master of Science degree in civil engineering
from the University of Saskatchewan and a Master of Science degree in
Organizational Development from Pepperdine University. He is currently a
principal of E.M. Sciences Ltd., a management cohsulting firm specializing in
assisting organizations and project teams with planning and development, long
range and strategic planning, collaborative project planning and scheduling and
team building.
CROSS CULTURAL COMMUNICATION SKILLS
The workplace in becoming increasingly culturally diverse with employees from
both European / North American and many other cultures: Employees must
have the skills to benefit from the competitive advantages available through
cultural diversity and to avoid cross cultural misunderstandings with co-
workers, customers and suppliers.
Employees with supervisory responsibilities must be able to recruit, select and
retain the best qualified talent available in the labour market.
Program content for this subject will include:
• cross cultural communication dynamics
• competitive advantages of diversity in the workplace
• employee diversity
• customer diversity
• diversity in Canada and internationally
• Cultural behaviour specifics
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Instructors Under Consideration for this Component Include:
TAMAKO COPITHORNE, B.A.,
M.A. is Director of the Japanese
Program
at the
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is
David Lam Centre for International Communication at Simon Fraser University.
She has taught sociology / anthropology and Japanese language and culture at
the University of Ottawa, the University of Malaya and the University of Hong
Kong.
EMPLOYEE RIGHTS AND RESPONSIBILITIES
Employers expect employee to solve problems and make decisions in a context of
organizational values and ethics. However employees bring personal ethics and
values into the workplace which may conflict with organizational values or those
of other employees.
A knowledge of the legal and ethical frameworks of the business world will
assist employees in dealing appropriately with moral dilemmas.
Program content for this subject will include:
• professional workplace behaviour
• business ethics
• confidentiality
• legal rights and obligations of individuals in the workplace
• dealing with racism and sexism
Instructors Under Consideration for this Component Include:
LEE CLEMENTS-NAZARALI, B.A.
is the Manager of Business Training for the
BC Tel Education Centre. In this role, she selects, implements and delivers
training programs in leadership development, change management and
performance management.
QUANTITATIVE SKILLS
Employees are often expected to develop and control departmental or functional
budgets and to read and correctly interpret finahcial statements.
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The trend towards self employment means many workers now must have a firm
grasp of cash flow planning and tax planning.
Statistics are an integral component of many employment environments and are
often used to support opinions and guide policy. A fundamental understanding
of statistical concepts, as well as the uses and abuses of statistics, is essential for
their constructive use and interpretation.
Program content for this subject will include:
• cash flow planning
• taxation
• budgeting
• financial statements
• statistical concepts
• uses and abuses of statistics
Instructors Under Consideration for this Component Include:
KIMBERLY CASTER, C.M.A.
is currently a Branch Manager with Canada Trust
and was Director of Admissions for the Society of Management Accountants of
British Columbia from 1989 to 1992. She has instructed courses in organizational
behaviour, financial planning and small business for the Society of Management
Accountants, the B.C. Institute of Technology and the Federal Business
Development Bank.
ENTREPRENEURIAL SKILLS
Small business are creating more jobs than large corporations, and even within
large organizations such as government entrepreneurial skills are valued as
selected programs are increasingly expected to operate on a cost recovery basis.
Employees in small business may perform several functions and must have an
appreciation and understanding of a wide range of management skills, including
financial management, human resource management and marketing
management.
The increasing numbers of self employed workers need skills in financing,
marketing and planning in order to effectively manage their time and finances
and market their skills.
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The four basic elements of a business are sales, finance, production and
administration. Program content for this subject will include:
Sales
market research
marketing
customer service
Finance
• financing a business
• budgeting
• financial controls
• cash flow management
Production
• planning
• scheduling
• quality control
Administration
• administrative and legal issues
• managing and responding to change
• recruitment and selection of employees
• essential equipment for the home-based business
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nstructors Under Consideration for this Component Include:
JUNE FRANCIS, B.Sc., M.B.A., Ph.D.
is an Assistant Professor in the Faculty of
Business Administration at Simon Fraser University. Her areas of special interest
include international marketing, cross cultural negotiation, strategic marketing
and team-building in marketing organizations. She has taught marketing courses
for SFU's Executive M.B.A. program and has private consulting experience.
LARRY J
.
STUBBS, B.Sc.,
a Chartered and Registered Financial Planner, has
instructed courses in financial and marketing courses for organizations such as
B.C. Institute of Technology and the Federal Business Development Bank. He
runs a small business and is a member of the Canadian Institute of Financial
Planning.
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CAREER SEARCH
/
ENTREPRENEURIAL GROUPS
Following the six week classroom and tutorial section of the program, there will
be a three week optional career search group and entrepreneurial group
component. Students may choose whether to join' the career search group or the
entrepreneurial group.
Career Search Groups
Based on the highly successful job finding club concept, these groups are
designed for students who wish to focus on working for an organization rather
than being self employed.
Students will be assigned to small groups of 10-15 members who will provide
mutual support and networking through an intensive three-week job search.
This process will be facilitated by a group coordinator / consultant with a high
level of knowledge and expertise in job search strategies, effective resume
writing and interview skills.
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Entrepreneurial Groups
These groups are designed for students who wish to focus on self employment.
Students will be assigned to small groups of 10-15 members who will provide
mutual support and networking through an intensive three-week business
planning activity.
This process will be facilitated by small business experts in financing, marketing
and planning who will advise participants as they develop a business plan and
supporting material.
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