Exploring Career UNIT B - Technology Education / Careers / …jwhisnant.pbworks.com/f/4.02.pdf · · 2010-01-026158 Exploring Career Decisions Summer 2008 Unit B - 4.02 ... Explain

COURSE: 6158

Exploring Career Decisions

UNIT B How Do I Get There?

COMPETENCY: 4.00 B2 26% Understand job search techniques.

OBJECTIVE: 4.02 B2 16% Understand how to apply, interview and make a career plan for employment.

ESSENTIAL QUESTION:

What is the process for applying, interviewing, and making a plan for employment?

Unpacked Content

I. How do you apply for employment? A. Job Application

1. Purpose 2. Guidelines 3. Components

B. Résumé 1. Purpose 2. Guidelines 3. Components

C. Cover letter 1. Purpose 2. Guidelines 3. Components

II. What are the types of interviews? A. Formal B. Group C. Informational D. Telephone

III. What is the interview process? A. What to do before the interview? B. What to do during the interview? C. What to do after the interview?

IV. Plan for future employment A. Purpose B. Development of a preliminary career plan

6158 Exploring Career Decisions Summer 2008 Unit B - 4.02 – page 153

Instructional Activities Relevancy Resources

1. • Inform students that applying for employment is the first step toward obtaining employment. Have students brainstorm how people they know applied for jobs. List responses on the board. Share how you (teacher) applied for your job.

• Distribute the Employment Documents – Application for students’ use in taking notes while viewing and discussing Slides 1-7 of the 4.02 PowerPoint.

• Discuss the importance of selecting references who can attest to one’s honesty, work ethic, and abilities.

• Instruct students to list three references in the space provided at the bottom of their activity sheets.

• Teacher note: Several activities in this objective require the use of computers and the Internet.

• Begins students thinking about how to apply for employment

• Assists students in identifying references

• Employment Documents – Application

• 4.02 PowerPoint (Slides 1-7)

Continued on next page



2. • Explain the purpose and uses of a social security number (SSN)

• A SSN is a person’s unique nine-digit identification number that must be protected at all times to avoid identify theft.

• A SSN is required on every job application and every worker must have a social security card to show their employer before starting employment.

• Distribute the Job Application activity sheet to students in hardcopy OR send the 4.02-Application to students electronically. This file is a template. Students will simply use their tab key to navigate through each section as they enter information.

• Review the purposes, guidelines, and components of the form. Explain that applications may be used for activities other than paid employment.

• Instruct students to apply for an age-appropriate job such as a babysitter, yard worker, pet sitter, or club member as they complete the application. Allow them to use you (teacher) as a previous employer or reference if needed.

• Teacher note: Students should leave the SSN section blank

• Remind students to follow the guidelines from their notes when completing the application

• After all students have had sufficient time to complete the applications, instruct them review their neighbor’s application for any errors.

• Instruct students to revise and correct any errors that were found during the review.

• Facilitate discussion about completing a job application. Ask students the following questions:

• Which parts of the application were difficult?

• Why is accuracy important?

• Why is black /blue ink preferred (if handwritten)?

• What were some common mistakes?

• Provides opportunity for students to experience completing and evaluating job applications

• Helps students Understand (B2) of how an employer views the job application as a “picture” of an applicant

• Job Application activity sheet

• 4.02-Application (separate file located in the Unit B folder)

• Computer lab (optional)



3. • Optional: Have students complete a generic online job application at http://www.wa.gov/esd/ generic_job_app.doc for a career that they researched in Competency 2.00.

• Instruct students to pretend that they have the training and experience required for the job.

• Allow students to print their completed job application.

• Facilitate a discussion on the differences in completing job applications on paper versus online.

• Discuss the importance of neatness, accuracy, and correct grammar when completing job applications.

• Introduces students to on-line applications

• Helps students Understand (B2) procedures for completing job applications

• Generic job application http://www.wa.gov/esd/generic_job_app.doc

• Computer lab

• Internet

4. • Explain to students a résumé is an employment document that is often substituted for an application when applying for high level positions.

• Instruct students to read and take notes on Putting a Résumé Together, pages 126-130, in the Exploring Careers, textbook.

• Distribute Employment Documents – Résumés for students’ use in taking notes while viewing Slides 8-10 of the 4.02 PowerPoint.

• Helps students Understand (B2) the uses, types, and components of employment documents


• Exploring Careers, Glencoe McGraw Hill

• Employment Documents – Résumé



http://www.wa.gov/esd/%20generic_job_app.doc

http://www.wa.gov/esd/%20generic_job_app.doc

http://www.wa.gov/esd/generic_job_app.doc




5. • Review the purpose, guidelines for keying, and components of résumés.

• Distribute the Résumé activity and instruct students to key the document with no errors.

• Instruct students how to save and submit their work.

• Distribute the 4.02- Résumé to students electronically and instruct them to key a résumé using their personal information. This file is a template. Students will simply use their tab key to navigate through each section as they enter information. The file is located in the Unit B folder and saved as 4.02- Résumé

• Alternative activity for sixth graders: Instruct students to complete their first résumé via: http://www.careerkids.com/resume.html

• Instruct students to exchange their completed résumés with their neighbor for evaluation. Once evaluated, students should revise and correct any errors.

• Review components and guidelines for keying

• Display student résumés in the classroom.

• Helps students explore and organize information about themselves and their qualifications in order to obtain employment

• Résumé activity (p 18)

• Computer lab

• 4.02- Résumé (separate file located in the Unit B folder)

• http://www.careerkids.com/resume.html

6. • Distribute Employment Documents – Cover Letter for students’ use in taking notes while viewing and discussing Slides 11-13 of the 4.02 PowerPoint.

• Distribute the Cover Letter activity and instruct students to key the document according to directions.

• Instruct students how to save and submit their work.

• Once submitted, require students to revise the document to correct any errors.

• Review the components orally.

• Helps students Understand (B2) the purpose and components of a cover letter


• Employment Documents – Cover Letter

• Cover Letter activity and key

• Computer lab



http://www.careerkids.com/resume.html





7. • Teacher note: Make sure there is adequate time to cover the remaining activities before initiating this activity.

• Divide students into three groups. Give each group an assignment to create a PowerPoint or brochure on a job application, résumé or cover letter.

• Instruct groups to include tips and important guidelines to follow when completing employment documents.

• Facilitate discussion after each group presents.

• Display PowerPoint or brochures in the classroom.

• Provides a review of procedures and employment documents

• Computer lab

8. • Instruct students to write a summary about what they leaned about how to apply for employment.

• This may be assigned as homework.

• Reinforces what students learned about applying for employment

9. • Facilitate a discussion about job interviews by asking students to share their experiences when interviewed for paid or volunteer jobs. Share your interview experiences as well.

• Distribute the Interview Process graphic organizer for students’ use in taking notes while viewing and discussing Slides 12-18 of the 4.02 PowerPoint.

• Divide the class into four groups. Assign each one of the following topics: Types of Interviews, Before the Interview, During the Interview, and After the Interview.

• Instruct each group to create a role-play demonstration of their topic.

• Allow a specific amount of time for creation of role-play before inviting groups to demonstrate to the class

• Discuss the similarities and differences between the types of interviews.

• Introduces students to job interviewing

• Interview Process graphic organizer





10. • Distribute the Interview Questions activity to students.

• Review each question and solicit suggestions of possible responses.

• Explain how to answer each question positively.

• Explain how to avoid negative comments about previous employers and coworkers.

• Explain how to be honest without being self-destructive.

• Instruct students to independently complete the Interview Questions activity sheet.

• After students have independently answered the interview questions, pair them with another student to practice answering the questions.

• Introduces students to the question and answer process of a job interview

• Interview Questions activity sheet

11. • Discuss the importance of preparing and practicing before an interview.

• Instruct students to prepare a two-minute personal commercial that could be used in an interview to interest an employer in hiring them for their dream job.

• Instruct students to include the following in their commercials: a self-introduction, information about their skills, interests, experience, goals, why they want the job, and why they are the best person for the job.

• Have students present their personal commercials to the class

• Teacher Note: Magazines or clothing store ads, scissors, tape, glue, and paper will be needed for Activity 12.

• Provides a fun way for students to practice what to do before an interview




12. • Facilitate a discussion on appropriate interview attire.

• Divide students in groups of four.

• Distribute magazines or clothing ads.

• Instruct each group to create a collage of appropriate interview attire.

• Have each group to present their collage.

• After each group presentation, discuss if the collages display appropriate interview attire.

• Helps students Understand (B2)appropriate interview attire

• Magazines or clothing ads

• Scissors

• Glue

• Poster board

13. • View the Expert Village Video demonstration of proper handshake etiquette at http://www.expertvillage.com/videos/ business-etiquette-handshake-video.htm (1 min. 22 sec.)

• Have students view the Guidelines for the Business Handshake on the website http://content.monster.ca/7893_en-CA_p1.asp

• Facilitate a class discussion about content in Expert Village Video and Guidelines for Business Handshake.

• Ask for a student volunteer to come to the front of the class to demonstrate the proper technique for handshakes.

• Explain the proper way for the students to introduce themselves during a job interview. Ask the student volunteer to demonstrate the introduction with the handshake.

• Divide the class into groups of 2 – 4. Have each group practice handshakes and greetings. Students should take turns and allow each student to greet each other with an introduction and a handshake

• When the students have completed the activity, ask each group who had the best handshake and greeting and why.

• This fun activity will introduce students to the proper way to introduce themselves and to shake hands.

• Helps students Understand (B2) by practicing in the small groups and then evaluating each other's handshake and greeting

• Expert Village Video http://www.expertvillage.com/videos/ business-etiquette-handshake-video.htm (1 min., 22 sec)

• Guidelines for the Business Handshake website http://content.monster.ca/7893_en-CA_p1.asp



http://www.expertvillage.com/videos/%20business-etiquette-handshake-video.htm


http://content.monster.ca/7893_en-CA_p1.asp













14. • Distribute and instruct students to take notes on the Job Interview Do's and Don'ts graphic organizer while facilitating discussion.

• Invite student suggestions of “Interview Do's and Don'ts” and record answers on flip chart paper.

• Instruct students to read What to Do and What Not to Do, on page 181 in the Learning for Earning textbook.

• Instruct students to add Do’s and Don’ts to their Job Interview Do's and Don'ts, graphic organizer while reading.

• Review reading assignment with the class and add any new items to the class list.

• Play the “To Do or Not to Do” game.

• Invite on student to select and demonstrate a behavior from the class Interview Do's and Don'ts” brainstorm list.

• Allow students to guess if the demonstrated behavior is an interview do or don’t.

• Discuss why the behavior is an interview do or don’t.

• Select another student and repeat the game.

• Introduces appropriate job interview behavior

• Reinforces what students learned about interview behavior

• Job Interview Do's and Don'ts graphic organizer

• Learning for Earning textbook, Goodheart-Wilcox

15. • Review what to do after an interview.

• Instruct students to key a Thank You Letter to a company of their choice in the same format as the cover letter.

• Teachers may want to use the digital projector to display a sample thank you letter.

OR

• Refer students to the Glencoe Career City website http://www.glencoe.com/sec/careers/career_city/. A sample thank you letter can be found in the Other Job Search Correspondence section of the website.

• Review letters with the class and post.

• Help students better Understand (B2) the parts of a thank you letter, while practicing their keying skills and letter formatting

• Career City website http://www.glencoe.com/sec/careers/career_city/

• Computer lab


http://www.glencoe.com/sec/careers/career_city/






16. • Optional: Demonstrate and discuss resources available on the Glencoe Career City website http://www.glencoe.com/sec/careers/career_city/ to learn more employment documents

• Provides students with an online employment resource

• Career City website http://www.glencoe.com/sec/careers/career_city/

17. • Teacher note: Activities 17-18 involve mock interviewing. Plan ahead to ensure the success of these activities. Ask your local CDC for assistance with planning and conducting the mock interviews. Invite employers, school staff, parents, and business community professionals to serve as interviewers.

• Plan for additional days as needed for Mock Interviewing. Let the students know in advance so they can prepare and dress appropriately.

• Mock Interview preparation:

• Distribute and review the Mock Interview activity with students.

• Distribute and review the Interview Rubric

• Facilitate discussion about appropriate interview attire.

• Allow students time in class to prepare for the Mock Interview. Remind students to refer to the résumé and cover letters that they have already completed.

• Allow students to work in pairs or small groups to write the questions for the interview and the questions for the employer.

• Allow students time to practice asking and answering interview questions.

• Have a brief fashion show, allowing the students to model appropriate interview attire or view business attire on the Internet.

• Helps students review and better Understand (B2) of interview procedures

• Mock Interview activity

• Mock Interview Rubric









18. • On the day of Mock Interviews, divide the students into groups of two and instruct each pair to take turns conducting and participating in an interview.

OR:

• If available have employers, school staff, parents, and business community professionals conduct the interviews.

AND

• Circulate and facilitate as needed.

• At the end of the day, facilitate a class discussion with the students about the importance of the résumé, the cover letter, and the behavior during the interview and instruct students to write a brief summary about the positive and negative aspects of their interviews

• Reinforces what students have learned about interviewing through hands on activities

• Community leaders, school personnel, parents

19. • Distribute Making a Career Plan to students and instruct them to complete the activity independently according to directions

• Ask for volunteers to share their responses while facilitating class discussion and integrating what students have learned throughout the entire course.

• Invite a high school counselor and a Career Development Coordinator (CDC) to talk with your class about the purpose and importance of making a career plan for employment and the career development planning process.

• Teacher note: Prior to the school counselor and CDC visit, facilitate a brainstorm session for students to generate a class list of questions students need to ask the school counselor and CDC about making a career plan.

• Demonstrates the purpose and importance of career planning

• Allows students an opportunity to talk with and learn more about career planning

• Making a Career Plan activity





20. • Teacher note: This activity involves students making a preliminary career development plan (CDP).

• Check with the school counselor or CDC to make sure that your students are making their preliminary career development plan based on current graduation requirements.

• Make adjustments to the career plans if necessary

• Obtain several copies of the high school course listings or course descriptions

• Electronic CDPs are available at the College Foundation of North Carolina, www.cfnc.org or Futures for Kids, www.F4K.org.

• Distribute the NC Course of Study Graduation Requirements, Career Development Plan (CDP), and Course Selections handouts.

• Discuss the NC Course of Study Graduation Requirements so that students are familiar with the requirements and pathways to a diploma.

• Discuss high school course descriptions.

• Guide students through completion of a CDP.

• Discuss the different Courses of Study. Invite the guidance counselor to assist the students in choosing the right one.

• Instruct students to circle their intended Education/Employment plan. Be prepared for questions.

• Ask students to write in their career goal and any career development activities they have already completed.

• Instruct students to complete the Course Selections activity.

• Fill in any assessments that students have taken.

• The CDP should be signed by the school counselor or designee and the student and reviewed annually.

• Assists students in setting career and educational goals

• www.cfnc.org

• www.F4K.org

• NC Course of Study Graduation Requirements handout (saved as 4.02-Graduation-Requirements in the Unit B folder)

• Career Development Plan (CDP) activity

• Course Selections

http://www.cfnc.org/

http://www.f4k.org/

http://www.cfnc.org/

http://www.f4k.org/

Employment Documents – Application Student Activity Name: Period: Date:


EMPLOYMENT DOCUMENTS – APPLICATION Directions: Record notes while viewing the 4.02 PowerPoint

Job Application

Why is it important?

What is its purpose?

What are the guidelines?

What are the Personal information

Employment Documents – Application Student Activity Name: Period: Date:


Job Application

Position applied for

Education

Work experience

Criminal history

Signature

components?

References

References

Name Address Phone Relationship

Job Application Student Activity Name: Period: Date:


JOB APPLICATION Directions: Complete the application using notes from the Documents Used For Employment activity. This application may be completed electronically.

APPLICATION FOR EMPLOYMENT Social Security Number

Name: Phone Number:

Address

(Referred By:)

Employment Desired Position Date You Can Start Salary Desired $ /hr

Education Name and Location of School Years

Completed Did You

Graduate?Degree(s) Major/Subject Date

High School 1 3 2 4

YES

NO

College or

Business School

1 3 2 4

YES

NO

Special skills or courses taken:

Previous Employers (starting with the most recent employment)

Current or Last Employer: Supervisor

Address Phone No:

From (Month, Year) To (Month, Year) Ending Salary $

Job Duties:

Employer: Supervisor

Address Phone No:


Job Duties:

Employer: Supervisor

Address Phone No:


Job Duties:

References

Name Address Phone No. Years Known

Employment Documents – Résumé Student Activity Name: Period: Date:


EMPLOYMENT DOCUMENTS – RÉSUMÉ Directions: Record notes while viewing the 4.02 PowerPoint

Résumé



Employment Documents – Résumé Student Activity Name: Period: Date:


Résumé

Personal Data

Objective

Education

Work Experience

Skills and Abilities

Honors and Activities

What are the components?

References

Résumé Student Activity Name: Period: Date:


RÉSUMÉ Directions: Key the résumé below and submit according to teacher instructions.

Amber Payne 1944 Allen Road

Ocean Isle, North Carolina 28456 336-586-8945 (H) 336-854-7855 (C)

[email protected] OBJECTIVE Seeking a cashier’s position at Food Lion EDUCATION Sophomore at Macon High School, Ocean Isle, NC Graduation May 2010 Business and Information Technology concentration GPA 4.0 EXPERIENCE Save-Way, Ocean Isle, NC Cashier, April 7, 2008 to present Manage cash register and assist customers as needed. Self Employed Babysitter, 2005 to present Care for neighborhood children, all ages on an as-needed

basis. ACTIVITIES & Point Guard for Girl’s Basketball team, 2008 INTERESTS Editor of school newspaper, 2007 REFERENCES John and Candice Apple, 19A Seaside Court, Ocean Isle,

NC 57899, 336-859-9977 Yolanda Creech, 454 Conch Way, Ocean Isle, NC 58455,

336-585-4201 Max and Melinda Gates, 904 Minnow Lane, Ocean Isle, NC

58245, 336-542-0012

mailto:[email protected]

Employment Documents – Cover Letter Student Activity Name: Period: Date:


EMPLOYMENT DOCUMENTS – COVER LETTER Directions: Record notes while viewing the 4.02 PowerPoint

Cover Letter



Paragraph 1

Paragraph 2

What are the components?

Paragraph 3

Cover Letter Student Activity Name: Period: Date:


COVER LETTER Directions: Key the letter below in personal business letter format with a two inch top margin and one inch side margins. Include your name, period, and date in the header section. Save and submit according to teacher directions.

1923 Alamance Church Road Greensboro, NC 28601 May 17, 2009 Mr. Thomas Baker Puppy Palace 19 East Davey Street Greensboro, NC 28601 Dear Mr. Baker: I would like to apply for the dog grooming position at Puppy Place as advertised in the July 9, 2008 edition of the Middle School Daily Record. As evidenced by my résumé, my experience at “Suds and Snips” provided excellent training in dog grooming and care. My skills include bathing, clipping toenails, cleaning ears, administering flea and tick medicines, brushing teeth, and hair styling. I enjoy working with dogs of all sizes and temperaments. I have received great reviews from my customers and am often recommend to other clients. I’m available to work afternoons and weekends as described in the ad and can be reached at 336-587-5689 daily after 3:30 p.m. Please call at your earliest convenience to schedule an interview. Sincerely, Andy Madison Enclosure: Résumé

Cover Letter Teacher Key


The Interview Process Graphic Organizer Name: Period: Date:


THE INTERVIEW PROCESS

What is the purpose of the interview?

Types of Interviews

Formal

Group

Informational

Telephone

The Interview Process Graphic Organizer Name: Period: Date:


Before the Interview

During the Interview

After the Interview

Interview Questions Student Activity Name: Period: Date:


INTERVIEW QUESTIONS Directions: Write what you would say to the following questions during an employment interview. After completion, you will be paired with another student to practice and role play an interview.

Question Response

1. Tell me about yourself

2. Why did you choose this career field?

3. What are your career goals?

4. How well do you get along with other people?

5. What are your strengths?

6. What are your weaknesses?

7. What would satisfy you in a job?

8. What motivates you?

9. Why should I hire you?

10. List other questions that an interviewer might ask during an interview

Job Interview Do’s and Don’ts Graphic Organizer Name: Period: Date:


JOB INTERVIEW DO’S AND DON’TS

Directions: Record notes from class discussion about how to behave properly during a job interview

Do Don’t

Summary

Mock Interview Student Activity Name: Period: Date:


MOCK INTERVIEW

Directions: Read and follow the instructions below to prepare for and participate in Mock Interview Day.

1. Submit the following documents to your teacher two days before the interview:

a. A completed résumé (with no errors)

b. A cover letter (with no errors) addressed to

Ms. Susan Johnson Simone Company 123 Maple Street Nottingham, NC 28554

c. A list of prepared references, including names, addresses and contact information

d. A list of possible questions the employer might ask

e. A list of questions to ask the employer

2. Mock Interview Day

a. Arrive dressed for success

b. Bring your résumé and references for the interview

c. Participate in the Mock Interview

3. The day after the interview

a. Send a “thank you” letter to Ms. Susan Johnson

b. Write a description of what you will say when making the follow-up phone call

Interview Rubric Rubric Name: Period: Date:


INTERVIEW RUBRIC

Component Value Points

Cover Letter

Format

• Personal business style with all necessary components and an appropriate salutation and closure

10

Content

• Paragraph 1: Introduction, statement of position applied for, and how learned of position

5

• Paragraph 2: content: Description of qualifications 5

• Paragraph 3: Request for interview and contact information 5

Résumé

Format

• Properly aligned and attractive 10

Content

• Includes all necessary components 10

• Comprehensive and concise 10

Interview

• Appropriate and knowledgeable questions and answers 5

• Dress 5

• Body language 5

• Performance 5

Thank you note – clear, concise, proper format 15

Phone call 10

Total Points 100

Comments

Making a Career Plan Student Activity Name: Period: Date:


MAKING A CAREER PLAN Directions: Answer the following questions

1. Why is it important to make a career plan for employment?

2. How can knowing who I am influence how I make a career plan for employment?

3. How can knowing about the world of work

4. influence how I make a career plan for employment?

5. What resources are available to help me make a career plan for employment?

Student Name: Pathway:

CAREER DEVELOPMENT PLAN

Student Name Soc. Sec. #.

Last First Middle

Address

Street City State Zip

Birthdate Race Sex

Month Date Year

Course of Study (check all that apply) General Vocational College Prep College Tech Prep

Education/Employment Plan (check all that apply)

Community College Technical School 4 yr. College Military Employment Other Explain

Career Goal

Career Pathway (check all that apply)

Biological & Chemical Technologies

Business Technologies Industrial Technologies Transport Systems Technologies

Public Services Technologies

Engineering Technologies

Arts & Sciences Construction Technologies

Agricultural & Natural Resources Technologies

Commercial & Artistic Production Technologies

Health Sciences

Career Development Activities (check all that apply)

Career Day College Day Job Shadowing Speakers CTSO member Work History



COURSE SELECTIONS Directions: Write the correct name of the course that you will take in each of the boxes. Remember to check for course prerequisites.

Course Ninth Grade Units Tenth Grade Units Eleventh Grade Units Twelfth Grade Units

English

Math

Science

Social Studies

Health/PE

Elective

Elective

Elective

Elective

Elective

Total Units for Year




Assessment Data

Instrument Name Date Results/Summary Counselor/

Teacher Initials

8th Student Signature Date Annual Review Date

(Student Initials)

Annual Review Date

(Student Initials)

Annual Review Date

(Student Initials)

Annual Review Date

(Student Initials)

Teacher Signature Date Annual Review Date

(Teacher Initials)

Annual Review Date

(Teacher Initials)

Annual Review Date

(Teacher Initials)

Annual Review Date

(Teacher Initials)

I understand that this is for guidance purposes only and will be reviewed and updated yearly.