Archive for November, 2010

Girl, you’ll be a woman soon

Tuesday, November 30th, 2010
The start of menstruation is a significant event. MEERA MURUGESAN tells how mothers can prepare themselves and their daughters for it. IT used to be mentioned in hushed tones. In the past, secrecy was the preferred method of dealing with menstruation. But today, advertisements for sanitary napkins appear on prime time television.
And with better educated, well-informed mothers passing on information to their daughters, menstruation is no longer the taboo subject it once was.
There’s now a new openness towards menstruation and awareness of it as a natural process, says associate professor Dr Harlina Halizah Siraj, an obstetrician and gynaecologist.

Dr Harlina says misconceptions about menstruation are gradually disappearing as women now have the knowledge to question many traditional claims. Practices such as avoiding the consumption of coconut water or pineapple during menstruation are not supported by clinical evidence. Still more damaging is the belief that a woman’s monthly bleeding is a divine punishment or curse.

Dr Harlina says that because menstruation involves blood and a woman’s private part, confusing and frightening messages were, for centuries, passed down to women, causing unnecessary stress and anxiety. But whatever people’s views on menstruation, a girl’s first period is a significant event. It reflects not just her transition to adulthood but the fact that she’s healthy and normal.

In traditional Indian communities where women married in their teens, a girl’s first period was an important event, marked in a celebratory coming-of-age ceremony attended by family and friends. Such ceremonies were a way to indirectly announce that the girl was ready for marriage. Today, few girls undergo such procedures although in some families, these rituals are performed a few days before an adult daughter gets married.

While girls today may be spared these traditional practices, they still need a guiding hand through menstruation and mothers play a crucial role. The issue of when to raise the subject depends on when a girl starts asking questions. Dr Harlina says that in some families, this can happen early, especially if there are older girls in the home and the child sees boxes of sanitary pads.

Mothers should use this opportunity to address the issue and stress that menstruation is not a burden but a natural process.
“It would be great if mothers could take a day off when their daughters get their first period and use that time as a bonding session to talk about what’s happening and allow the girl to voice her anxieties.”

This crucial moment can also be used to dispel any misconceptions the young girl may have about her period and educate her about everything, from personal hygiene and pre-menstrual syndrome to selecting a sanitary pad, the proper way to dispose pads and changes in the body.

Girls should also be encouraged to keep a “menstrual diary” so that they will know when their cycle begins and ends and note if there is any change in the cycle.

“This is important knowledge for every woman because how her cycle works is an indication of her overall health.”

In school, Dr Harlina says girls should be able to turn to female teachers with questions about menstruation but teachers, must be equipped to pass on accurate information.

For girls in Standard Four, Five or Six, learning about menstruation and personal health can make them better prepared and more confident to face changes in their bodies.

“The important thing is that girls should have ample opportunities to ask questions, whether at home or at school, and get right answers.”

The issue of early menstruation is also something parents today need to be aware of. Dr Harlina says most girls start menstruating when their body weight reaches 42kg or 45kg. In the past, girls reached this weight in their early teens so menstruation started at 13-15 years.

Today, with availability of good food and a sedentary lifestyle, girls reach this weight much earlier and may start menstruating even at 9 or 10.
Unfortunately, this can pose a challenge to some parents as the child’s mind lacks the ability to cope with these changes.

“What’s important is that parents must remember that menstruation is never the same for every girl and that every child needs guidance to face it in a positive manner.”

by Meera Murugesan.

Read more @ http://www.nst.com.my/nst/articles/Health_Girl_you__8217_llbeawomansoon/Article

Effective Empathy At Work

Monday, November 29th, 2010

Inheriting New Duties at Work

“The great gift of human beings is that we have the power of empathy” – Meryl Streep

Many confuse empathy with sympathy, thinking only the spelling is different. There is relationship between this two, however. Empathy allows one to sympathise. Without empathy there is no sympathy.

Simplest way of describing empathy would be, “to step in someone else’s shoe”. This is essential in employee relationship in any context. In essence, your skills aren’t complete, if you don’t have people skills in which empathy is essential.

Here’s a common definition for empathy and sympathy:

Sympathy: the act of imagining and interpreting the thoughts, experiences, and perspectives of others from our own lens (e.g. our history, experiences, priorities and values).

Empathy: the act of attempting to understand the thoughts, experiences, and perspectives of others from their own lens (e.g. their history, experiences, priorities and values).

Although subtle, the difference in effect between empathy and sympathy is significant.

Other’s Point of View

The more you try to understand your colleague, the more harmonious the relationship will be. All you need is to try and see things from the other person’s point of view.

By doing that, you will understand the other person’s intent, motivation and might even find their words and actions are justified from their point of view. If you think, “I would have done (or said) the same thing,” you have understood the person and situation well.

You may not be always right

Step back and examine what you have said or done. It may have adverse effect to your colleagues. If so, why? Why not seek them to frankly give their point of view? Viewpoints tend to clash, it happens all the way to the number one authority in the country. One’s ability to know the facts and situation behind the viewpoint forms the backbone of empathising.

The keywords are “listen, listen and listen”

Here you need a little bit more than your average listening skill. First, you need the patience to listen to the entire message your colleague us trying to communicate. While you are at it, watch him or her and observe the body language and the tone of the voice. Chances are, the person is only skimming the surface, and there might be more. If so, ask nicely and you may even get more information than you bargain for. Better understanding is established, and complete empathy can be achieved.

While listening, please be attentive. We don’t lend a listening ear with a blank face, don’t we? Interject politely and ask for clarification. Also, adding “uh-huh” or “I see” occasionally doesn’t hurt. That way, the other person knows that you are paying attention.

(Avoid commenting if possible, unless you are requested. This might be judgemental and lead to gossiping and creation of new chapter in office politics!)

Behaviours to avoid.

There are some forms of behaviours that will kill the potential empathiser in you. Worst of all is narcissism and opportunism. Equally damaging is the tendency to rationalise that end justifies the means.

Other common feature like aggressive, unsanctioned competition between employees and department should also be avoided. This is definitely a “lose-lose” situation. Other notable no-no includes blaming others for consequences that you have created. Sounds familiar? Then, stay away from it.

Empathy sells

In short, with empathy, you promote openness in relationship and help encourage others to share their ideas more willingly. This facilitates working relationships that produce creative solutions. It also eliminates misunderstanding, communication errors and confusion.

And if you are in customer service segment, empathising easily improve your ability to better serve your customers.

Read more @ http://www.jobsdb.com.my/MY/EN/V6HTML/jobseeker/142_career.html

History teachers must be up to the mark first.

Sunday, November 28th, 2010
KUALA LUMPUR: The National Union of the Teaching Profession has urged the Education Ministry to ensure History teachers are trained before a pass grade for the subject is made compulsory.NUTP president Hashim Adnan said the union reached a consensus on the issue at a special executive council meeting, which included the National Union Of Teachers yesterday.

“We considered all perspectives and concluded that the implementation of a compulsory pass for History by 2013 is premature,” he said after the meeting in a hotel here. Hashim said some schools faced a shortage of History teachers whereas others had an excess.

He added that some of those teaching History, at present, did not major in the subject.

“It is not fair to the students as many teachers had yet to master the subject.
“We hope the ministry would study the curriculum thoroughly as a lot of the topics and facts needed changing and refinement. It needs to be turned into something more realistic and more enticing for pupils.”

He said the union did not want a situation where many would not obtain certificates as a result of failing the subject.

“When many fail, they are unable to obtain their certificates and their future might be affected.”

It would also be unfair to those who failed the subject but did better in other core subjects such as Bahasa Malaysia, English and Mathematics.

The union would hold a meeting with the ministry’s curriculum department to discuss the matter.

He said, at present, only 60 per cent of those who sat the Sijil Pelajaran Malaysia examinations passed the subject.

By Azim Idris.

Spelling suffixes

Sunday, November 28th, 2010

Knowing these simple rules can help you remember how to spell words when confusing suffixes are added.

One of the problems in spelling English words is to know what to do with the final ‘e’ of a base word when a suffix that begins with a vowel is added.

In 4S, a number of simple rules are taught to address this spelling issue.

The 4S Key to Understanding Spelling teaches: When a word ends in a vowel, it is usually dropped before any suffix beginning with a vowel is added.

Consider the words brave, bake, use, defame, and inquire.

In each case, the final ‘e’ is dropped when suffixes beginning with a vowel or the semi-vowel ‘y’ are added.

Thus, brave: > braving – braved – braver – bravest – bravery.

The exceptions to this rule are few and involve some words ending in “ce” and “ge”.

Sometimes “ce” and “ge” words drop the final ‘e’, while at other times they retain it when “able” or “ous” is added.

Consider these examples: trace: > tracing – traceable, while change: > changing – changeable.

Note also prestige: > prestigious.

It is optional to use “usable” or “useable”, as both are correct.

The rule usually applies to words ending in two vowels, i.e. the final ‘e’ is dropped when a suffix is added.

Consider these examples: true: > truly; glue: > glued; toe: > toed.

The special exception “toeing” where the final ‘e’ is retained, needs to be remembered.

For and fore

We shall now consider a number of other common spelling issues.

The first one is: When do we spell with ‘for’ and when to use ‘fore’?

If the word being spelt has “before” or “in front of” as part of its meaning, ‘fore’ is used instead of ‘for’.

Consider these examples: forefront, forecast, foreground, forefather.

All these words refer in some way to “the front” or “before” something.

Now compare these words: forbid, forget, forsake, forlorn, forfeit.

To help solve problems spelling words with “cede”, “ceed” or “sede”, the 4S Key teaches: Most multi-syllabic words ending in the ‘seed..’ sound are spelt with the symbol combination ‘cede’.

Consider these words: precede, recede, concede.

This issue is made easier when it is realised that only three multi-syllabic words end in “ceed”, i.e. proceed, exceed, succeed and that only the word “supersede” ends in “sede”.

Another problem all learners have is dealing with words that change or are “shortened” when certain suffixes are added.

This problem is made more difficult because of the difference between American and traditional English spelling of some “or” and “our” words.

It is easy to remember this Key: Words ending in “our” shorten to “or” when some suffixes are added.

In traditional English, adding “ous”, “ary”, “ate” and “ist” to “our” ending words changes the “our” to “or”.

Consider these examples: humour > humorousglamour > glamorousvigour > vigoroushonour > honorary.

Some words that end in “er” are shortened to ‘r’ when certain suffixes are added.

Such words are exceptions and need to be committed to memory.

While adding “ance”, “y” and “ous” to “er” ending words can sometimes change the “er” to “r”, most “er” ending words simply add “y”.

Consider these examples: enter > entranceminister > ministrycarpenter > carpentrywonder > wondrous.

Now compare: summer > summery – rubber > rubbery – water > watery – discover > discovery.

Able or ible?

Like “ance” and “ence”, choosing between “able” or “ible” depends on whether these suffixes are clearly an “add-on” or are an integral part of the word.

If a word retains its root word when it is pronounced and can be seen to be a word in its own right, “able” is usually added. “Ible” is used when it is an integral part of the word.

Consider these “able” words: teachableperishableavailableconsiderablerespectable. The “base” word makes sense by itself.

Sometimes, the final ‘e’ of the base word is dropped but the full sound of the “root” is still retained. Consider: usable – lovable – removable.

Now consider these “ible” words: audible – tangible – edible – incredible – horrible.

These base words do not make sense until the suffix ‘ible’ has been added. Thus, the suffix is integral to its understanding.

However, there are of course exceptions.

There are some “complete” words that end in ‘ible’.

These should be grouped into a special word family, used in context and – sorry, no shortchuts – committed to memory: e.g. contemptible, responsible, flexible, sensible, digestible, convertible, resistible, impressible, forcible, and so on.

by  Keith Wright, the author and creator of the 4S Approach To Literacy and Language (4S).

Read more @ http://thestar.com.my/education/story.asp?file=/2010/11/28/education/7385913&sec=education

English, essential for core subjects

Sunday, November 28th, 2010

If Malaysia aspires to be a global player, then the learning of Maths and Science must be in English.

AFTER reading through numerous articles and replies to editors in the press about abandoning the PPSMI (the teaching of Science and Mathematics in English) policy, it seems to me that too many people have misconstrued the issue. While arguments have been put forward about the need to protect local identity from linguistic colonisation through the use of Bahasa Malaysia, it must be pointed out that this line of reasoning is seriously flawed.

Rather than usurping an existing identity, content-based language instruction such as the teaching of Mathematics and Science in English, actually invites learners to see their own identities in a brand new light.

Not only does it encourage learners to identify with a foreign culture, but it also raises their awareness of their own culture, by using language as a vehicle for meaningful communication. In this respect, education through the use of language actually promotes democratic values of understanding, tolerance and cultural diversity.Equally misunderstood, is the misguided argument about so-called information overload. “Not only do some students have problems in Mathematics and Science, but now there is the added difficulty of dealing with these subjects in English. Will they be able to cope?” most parents ask. I am of the view that they will obviously be able to cope well, if not better.

One of the most important advantages of learning both subjects in English is the enhanced development among students of broader cognitive strategies and skills. The subject-language duality inherent in these modules requires a macro-micro approach to teaching, which is reflected in higher levels of student achievement.

We all mentally process and learn things much better once we have discovered them on our own. Finally, there is no denying that the use of English helps develop mechanisms which students will eventually acquire to naturally oil the wheels of spoken discourse.

With both the subjects forming the cornerstone of the education system in Malaysia’s aspirations to raise itself to the status of a developed nation in today’s globalised world, the need to master English in these fundamental disciplines has never been clearer.

The use of ICT to study both Mathematics and Science also clearly shows the critical need for the use of English. It will not only allow Malaysian students access to technical knowledge mostly written in English, the world’s lingua franca, but also enhance their international career prospects and put them on an equal footing with their foreign counterparts.

I recently read that Japan, South Korea France and Germany were mentioned as examples of countries which had succeeded on the economic front without allowing English language to take a dominant part in their societies. I beg to differ.

Having worked in these countries, with the exception of South Korea, over the past 20 years, I can confidently say that while these countries uphold their languages as natural treasures, seemingly impervious to the slings and arrows cast upon them by the English language, the underlying reality is grossly different.

In France for example, a recent education reform bill has just ushered in the teaching of English to children at kindergarten level across the nation, spanning the use of the English as the lingua franca beginning with toddlers, right up to and beyond tertiary education.

Many state schools have been running History, Geography, Science and Mathematics classes in English from the equivalent of Form Three since 1992, as part of the French-European Education Development Programme.

Germany is even more advanced in this regard, and has been promoting bilingual forms of education from kindergarten upwards for over the last 40 years.

It is also not uncommon for English to be used as the working language of major corporations –both in its written and spoken form of internal and external communication.

Casting our eyes eastwards also explodes the myth that Japan is very insular in its approach to foreign cultures and languages. In fact, since the 1960’s, the interest in learning English has blossomed tremendously.

In 2002, the National Policy on English was created to enable all Japanese schools to communicate well in English. This was paving the way for globalisation for both the current and future generations to come.

The increasing importance and predominance of the English language is pervading all levels of society. Under the circumstances, we cannot but realise the importance of the English language and the role it plays in the teaching of Mathematics and Science in our schools.

by Nick Rogers, an experienced language teacher and lecturer. He has taught in Europe and Asia for over two decades.

Read more @ http://thestar.com.my/education/story.asp?file=/2010/11/28/education/7433712&sec=education

Teach with passion and compassion

Sunday, November 28th, 2010

Education is the key to success but that can be attained only if teachers engage their students with the right approach and dedication.

ONE of the most moving stories I’ve read on the power of education is the one told by Pulitzer Prize winning journalist Thomas L. Friedman in his book The World Is Flat.

In the book, he wrote about Abraham George, an Indian national who had pursued his higher studies at New York University (NYU), and later set up a software company in the country.

Years later, Abraham decided to return to India to start not only a journalism school for adults but an elementary one for children in a village outside Bangalore.

It was a school meant for only children from the untouchable caste, and what Abraham had offered to these children was an introduction to the flat world – a world-class education that would make them both computer-literate and proficient in today’s global language — English.

Abraham’s goal was to ensure these children aspired to “careers and professions that would have been totally beyond their reach for generations”.

Even if their names were a give-away of their caste and status, their education and social graces would eventually allow them to make their way anywhere in the world. As for their skills, he wanted them to be of a class of their own.

Educating these children was possible simply because of the foresight and generosity of a man like Abraham. He chose, as Friedman put it, “not only to see the greatness in each of the children, but, more importantly, got them to see the greatness in themselves while endowing them with tools to bring them out.”

He did it by literally working with the untouchables, who were from the bottom rung of society, and he managed to turn them around into educated and respectable human beings. For those who are reading this article especially the teachers amongst you, will find yourselves reflecting on your career as a teacher.

As a teacher, do you feel the power to change the fate of those whom you teach?

Some teachers think, “I’m just one person. What difference can I make?”

Some will say, “The students aren’t even listening to me. It’s a waste of my time to teach them.”

There are also many young teachers who, because of their inexperience, lack confidence and self esteem.

However, one must remember that every person has to make a fresh start. As a teacher, you will certainly have a positive influence over your students. That is why you should never feel discouraged. Continue to encourage, motivate, inspire and guide your students. Sometimes, it is not the efforts of one teacher alone, but that of several teachers that make a child a better person and student. The changes and results in their young charges may not be immediate, but they they will happen over time. However, teachers should remember that they can also scar a student for life and kill their enthusiasm over the manner in which they conduct themselves in class.

It will show in their manner, voice, personality and attitude. They may not have the same level of influence in every child, but certainly, there will be change.

Teachers also have the rare distinction of helping in narrowing the divide between rich and poor and by empowering and enlightening their students.

It is education that gives the young the same opportunities to succeed. Empowerment is about knowledge gained from an education – the flowering of the intellect, the honing of inherent talent, the mastery of skills and the broadening of the mind.

With an education, a young person can move forward in life, so long as he is diligent and willing to learn.

But, without education, all he will know is what the world serves him in the street.

If there’s a resolution teachers need for the coming year, here it is — resolve to teach well and notice the positive changes in your students.

by Nithya Sidhhu.

Read more @ http://thestar.com.my/education/story.asp?file=/2010/11/28/education/7478239&sec=education

Ineffective educators

Sunday, November 28th, 2010

DID you know that in the United Kingdom (UK), only 18 teachers have been sacked for incompetence over the past 40 years?

The under-performing teachers, instead of being removed from the system, are “recycled” by head teachers.

The scandal uncovered by the BBC’s (British Broadcasting Association) Panorama in July has sparked a heated debate on the hiring and retention system of teachers in the UK.

In what is said to be a common practice in the teaching community, the ineffective teachers are merely transferred from one school to another when they are found to be incapable of teaching.

It is further fuelled by the loophole in the employment system which allows incompetent teachers to continue teaching in schools without being penalised.

Panorama also uncovered evidence that some under-performing teachers agreed to be transferred to another school so long as they were given a positive reference in their work record.

Who is paying the price when a failing system is protecting the “bad” teachers? The children, unfortunately.

But more educators and policymakers begin to see this as a serious issue and that teacher quality is crucial in student learning.

This can be seen in the latest developments in New York, the United States (US).

Read more @ http://thestar.com.my/education/story.asp?file=/2010/11/28/education/7455267&sec=education

Knowledge Universe: Upgrade and don’t be choosy

Saturday, November 27th, 2010


“The only differences between various organisations is the culture, and ability to adapt is the advantage”.

The importance of education backing a career can never be understated. Whilst experience is important, education provides a smoother access to education without much of the pain. Continued upgrading of oneself assures path to higher level of achievement be it one’s dream career, or material enrichment.

Prisma Revolusi Sdn Bhd’s chief executive officer, Prem Mathavan, in an exclusive interview with JobsDB Malaysia, noted that most employees upgrade themselves only when there is a need to do so. Prisma is the key franchise holder of Knowledge Universe, which is part of Raffles Education Group.

“Generally very few think about upgrading themselves, and when they do they will think about it especially after five to eight years of working,” said Prem. “Mostly it would be pressure from their better performing peers, or those stuck where they are or those looking for increment or bigger bonuses.”

The bigger picture is different. Something differing from just a luxurious need to what Prem calls an “insurance policy”.

“It’s no difference a scenario then what insurance means when if you are physically disabled,” said Prem.

He noted a worst case scenario where an employee with upgraded qualification would not be short listed in the to-be-retrenched list. “On the other hand,” Prem pointed out, “even if they do retrench, chances of them getting job again, and soon, is much higher”.

With additional paper qualification in their resume, employees would always find themselves needed in the marketplace, as it tops up their already good experience.

“(Upgrade education) is a mechanism to see themselves in a wider spectrum, where they are able to fit anywhere,” said Prem. “I mean, the only differences between various organisations is the culture, and ability to adapt is the advantage.”

Prem cites institutes like Knowledge Universe as definite platform for employees who have missed out on acquiring diplomas, bachelor or masters degrees back in their student days. “Instead of you going to the University, we bring the University to you,” Prem said.

He noted that the facilitators are the real McCoy themselves, with personalities straight from the industry hotbed, like accountants, lawyers and bank managers, who not only provide knowledge but experience as well.

The period for the programmes are definitely workers-friendly. A diploma, for example, would take only one year, while an accredited one offered to high school leavers would stretch between two and three years.

Prem urged both employers and employees to identify the right program that would help employees to upgrade themselves and contribute to the company’s well being.

“One has to do proper search for the right program,” said Prem. “You don’t go for certain programmes just because it’s the trend to do so, or it’s popular….or because it has cute girls in the class.”

When asked about the fresh graduates and their position in the job market, Prem observed the same attribute that was complained about by other employers in this section – choosy!

“To the fresh graduates, we tell you this: don’t be choosy. Learn the job, learn how to do your tasks and most importantly you must listen, not just hear,” said Prem.

He said they should acquire the patience to learn their chores, the job inside out and not move on just because “someone is paying RM100 extra”.

“Once you have learned the job inside out, you can ask for the salary you wanted,” Prem said, noting that it’s the graduates attitude, alongside aptitude that have them swimming in the pool of unemployment.

“Global unemployment rate may be due to economic cycle but it should not be denied that there are also man-made factors like lack of interest on the employees’ part contributing to the high unemployment rate here in Malaysia.”

‘Drugs raise sex drive, HIV cases’

Saturday, November 27th, 2010
SHARING of needles among addicts is the main cause of HIV infection in this country. However, what is least known is addicts who take amphetamine-type stimulants (ATS) such as syabu, ice and ecstasy pills are also indirectly exposing themselves to the deadly virus which causes AIDS (Acquired Immuno Deficiency Syndrome).

State Women, Family, Community Development and Health Committee chairman Dr Robia Kosai told the assembly yesterday that ATS drugs not only stimulated addicts, but also boosted their sex drive.
“This leads to casual sex and increases the risk of HIV infection.”

Dr Robia, who was replying to Chia Song Cheng (BN-Pengkalan Rinting), said there was a declining trend of HIV-infected addicts compared with those who got infected via sexual intercourse.

In 2000, 77 per cent of those infected with HIV were drug-related, 19.7 per cent were through heterosexual intercourse and 0.7 per cent through homosexual activities. Last year, drug related HIV cases dropped to 56 per cent, but HIV-heterosexual and homosexual activities rose to 24 per cent and 3.4 per cent respectively.

Dr Robia added the chances of HIV infection because of sexual activities were also high among those who suffered from sexually transmitted diseases such as syphilis, genital herpes, chlamydia and gonorrhoea.

A total of 87,710 HIV infection cases were recorded since the virus was first detected in the country in 1986. Johor recorded its first case in 1989 and thus far, had recorded 14,753 cases of infection; 2,038 cases of deterioration to AIDS and 1,407 deaths.

by Shahrum Sayuthi.

Read more @ http://www.nst.com.my/nst/articles/22joh/Article

Cover Letter: Huh? What is That?

Friday, November 26th, 2010

Coming back to our Resume Q&A series, another most frequently asked question was about Cover Letter. What is it? When do one write a cover letter? What do you put inside the cover letter? Dead rat?

Before that picture this if you will: back when there was no internet, no mobile phone (there was but usually they are used to wedge car tyres on a slope) and worst, no satellite TV channels and you are already squirming.

Well, here’s the worst part. Those applying for job has to write in. Yes, write physically. Use pen or a typewriter to write a prose which basically says that you are looking to fill certain vacancies you saw in a newspaper and persuading them to give you an interview where they grill you to concede that you are not the right person for the job. Okay, I am kidding, but that was the cover letter used for…and here’s even more troubling part, you have to post them in what is now known as snail-mail. Those days it was known as snail-on-chain-mail, because it was even slower and sometimes they never even get delivered.

Well, if you had enough of the above horror let me reiterate to you that cover letter have not existed and in fact, very much exists….a reminder especially for those who only apply job through job portal through ours. Let’s get to the questions


So, what is a cover letter in nutshell?

And introduction of yourself, and your intent in having an interview session. Here, you inform them who you are, which vacancy you are looking at filling, and what can you contribute to the organisation.


Contribute? Like Contribution Statement?

Precisely. Remember Contribution Statement from the previous Q&A? Use that here after introducing yourself, it will be a good prelude to the mail receiver before reading your resume.

In fact, some may even not read your resume because you have an impressive cover letter and an awesome Contribution Statement. But remember, you have to be true and persuasive, any smell of bull dung may motivate them to delete your mail. Unlike the old days of getting into rage, tearing your letters to pieces, balling them and aiming the wastebasket and missing it, all it takes these days is just one click and they would do it happily.


Do we really need to write a cover letter?

Not if you use the online recruitment services like JobsDB. Sure, we encourage you to use our search function, go through many job offerings and just click on your job of choice.

It also helps if you also write them a personalised cover letter, cite where you found the job posting (posted on JobsDB on [date]) and upload a resume tailor-made for that particular organisation.


Can you give samples of cover letter?

There are many online, but we encourage you to start from scratch. Here are few introduction paragraphs, just to give you an idea:

“I am writing to introduce myself to you as a student of International School of Construction (ISC). I’m responding to your advertisement in the local Employment News for want of a senior project coordinator for your on-site department.”

“   I am writing with reference to your advertisement in JobsDB.com for want of a Senior Accountant. I consider that my credentials and interests matches with your requirement and want to apply for the same.”

Or a simpler one like this:

“My name is Bob Tan and I am currently working in XYZ Bhd as a sales manager. I am writing in reference to your job vacancy posting in JobsDB.com for Sales Director position”.

by Rakesh Kumar @ rakeshkukmar@jobsdb.com.my.

Read more @ http://www.jobsdb.com/MY/EN/Resources/JobSeekerArticle/cover-letter-101?ID=182