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CACEE Application Form and Guide

 CACEE Word Form
If you are currently using the CACEE Form Filler (.cac file), we strongly recommend you copy your text from the CACEE Form Filler over to the Microsoft Word version.

The CACEE application was developed by the Canadian Association of Career Educators and Employers as a general job application form. It replaces the individual forms that many companies once used and provides one common form. This helps students because they need only fill out one form and then make minor modifications for each company.

This also helps employers, because they receive the same form from students all across Canada with all information in the same order, on basically the same form each year.

Guide To Filling Out CACEE Form

The following information serves as a guide to filling out the CACEE standard application form.

Page 1: General Information and Education

Check off the type of position you are applying for in the upper right corner (full-time, summer, co-op, internship or other).

Name of Organization – Refer to the job posting, and ensure correct spelling.

Positions Sought – List the job titles and codes as per instructions on the posting.

General Information – Fill in all fields of your personal information.

  • "When are you available to start work?"—If you are graduating in December, indicate this in bold text.
  • "Preferred Locations"—See the job descriptions for the locations available.

Education – List the post secondary institutions you have attended, beginning with the most recent. If you have not yet graduated, put your expected graduation date under "Date Obtained."

  • "Highlight skill relevant to the positions sought"— tailor this section for each different position you are applying for. Read the job description carefully and assess the employer's specific needs. You can include specific computer skills (hardware, software or languages), certificates (first aid, dangerous chemicals, coaching, special driver's license, public speaking courses, business courses, pilot license), or languages (French, German, etc.) with your level of fluency in reading, writing and comprehension.

Page 2: Experiences, Accomplishments and Activities

Educational Experiences and Accomplishments – This is a very important section. It may be written in paragraph or point form, depending on your situation. You may wish to break up your information into sub-headings.

  • Review the job descriptions to determine what the employer is looking for, and highlight those skills when describing project work, relevant courses, etc.
  • List any awards or scholarships you have received. Students in upper years of university should concentrate more on post-secondary experience than on high school experience.
  • “Project Work”—Briefly describe the project, your role, and the outcome or result of the project.
  • “Presentations”—Highlight communication skills, teamwork and/or leadership. Describe the audience and the purpose of the presentation.
  • “Relevant Courses”—Link the relevancy of your educational background to the position for which you are applying.

Extracurricular Activities – In this section, the employer is looking for leadership, interpersonal skills and community or volunteer work.

  • List all of your memberships, starting with the most important or relevant first. If you held a position within any of these organizations, list the title and the duties involved.

    For example:
    2005 - present Commerce Student Society
    - organized ...
    - conducted weekly ...
  • List any other extracurricular activities, such as individual and team sports.
    Employers look at this section to see whether you work well with others. They will also use the information stated here for the "break-the-ice" conversation in an interview.

Page 3: Work Experience

  • Do not state "See Resume" for this section.
  • Place your most recent work experience at the top of the page, and work backwards as you move down the page.
  • Use point form to describe the duties for each position, putting the most important tasks first. The key is to focus on relevant accomplishments and achievements. Start each point off with an action verb. The wording of your job descriptions can be the same as on your resume.
  • Consider your technical skills, administrative skills and people skills when describing your job duties.

Page 4: Summary

This critical area of your application often takes the place of a cover letter.

  • Use paragraph format (not a bulleted list)
  • Show your individuality, goals and motivations
  • Highlight elements of your background that make you unique
  • Consider discussing up to three areas, beginning with the most relevant or important
  • If time permits, tailor this page for each employer, reading the job descriptions carefully

Hints and Tips

  • Don't repeat statements or job descriptions already listed elsewhere on this form
  • Don't rush! This is the section where most spelling and grammatical errors occur
  • If you are going to discuss work experience in detail, do not repeat the job descriptions or duties but explain what you gained personally from the experience
  • If you are going to discuss education, you may want to express your commitment to learning or desire for knowledge in specific areas. You should highlight areas of your education or specific class details that are relevant to the position.
  • If you are going to discuss your extracurricular activities, identify your leadership qualities and/or teamwork abilities. Show that you maintained a balance between work, school and leisure.
  • Employers are looking for well-rounded employees who have been more than just students. They look for people who test their skills and abilities and who have demonstrated them through employment, volunteer work or personal accomplishments.
  • Remember to end with a definite summary or closing paragraph. You may wish to describe your enthusiasm for the position or express a willingness to relocate.
  • Remember to sign and date your application!

If you have questions, please contact the SECC.

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