CareerZone Activity Guide - cteenrich2011.wikispaces.comActivity... · the list of occupations generated by their RIASEC code. “Find Someone Who” activity Day 3: ... Handout “Visualization

June 2012 Edition

Activities for Career Planning in Correspondence to www.CareerZone.ny.gov | NYSDOL Career Development and Youth Initiatives Office

NYSDOL CAREERZONE ACTIVITY GUIDE

DRAFT

CareerZone Activity Guide DRAFT 2

TABLE OF CONTENTS

Introduction……………………………………………………………………………………………………………………………………………3

Week 1 Overview……………………………………………………………………………………………………………………………………5

Day 1 Activity 1: Visualization ………….……………………………………………………………………………………….6

Day 1 Activity 2: Career Cluster Challenge……………………………………………………………………………..…10

Day 2 Activity 1: Finding Your Place…………………………………………………………………………………….……12

Day 2 Activity 2: Find Someone Who………………………………………………………………………………………..14

Week 2 Overview………………………………………………………………………………………………………………………………….15

Day 5 Activity 1: Totem Pole ……………………………………………………………………………………………………16

Day 5 Activity 2: My Dream Portfolio……………………………………………………………………………..…………17

Day 6 Activity 1: All About Me………………………………………………………………………………………………….18

Day 7 Activity 1: Creative Imagination………………………………………………………………………………………20

Day 7 Activity 2: Career Role Play…………………………………………………………………………………………….22

Day 8 Activity 1: Ready for Work………………………………………………………………………………………………23

Day 8 Activity 2: My Work World……………………………………………………………………………………………..24

Week 3 Overview………………………………………………………………………………………………………………………………….25

Day 9 Activity 1: Skill Builder…………………………………………………………………………………………………….26

Day 10 Activity 1: If You Can’t See it…You Can’t Be It……………………………………………………………….29

Day 10 Activity 2: Careers A to Z………………………………………………………………………………………………30

Day 11 Activity 1: My Strengths and Abilities……………………………………………………………………………32

Day 11 Activity 2: Translating Features to Benefits ………………………………………………………….……….33

Day 12 Activity 1: Coins of Strength………………………………………………………………………………………….34

Week 4 Overview………………………………………………………………………………………………………………………………….36

Week 5 Overview………………………………………………………………………………………………………………………………….37

Day 17 Activity 1: Budget Buster………………………………………………………………………………………………38

Day 18 Activity 1: My Future Dreams……………………………………………………………………………………….40

Day 19 Activity 1: College Knowledge……………………………………………………………………………………….42

Day 20 Activity 1: Skills for Life…………………………………………………………………………………………………43

Week 6 Overview………………………………………………………………………………………………………………………………….44

Day 21 Activity 1: Land the Job with Your Resume…………………………………………………………………..45

Day 22 Activity 1: My Life as Art……………………………………………………………………………………………….46

Day 22 Activity 2: Interview Role Play ………………………………………………………………………………………48

Day 23 Activity 1: Tips from the Top…………………………………………………………………………………………52

Day 23 Activity 2: Flipping the Switch…………………………………………………………………………………..……54

Appendix…………………………………………………………………………………………………….

Activities Guide Rubric for Assessment ……………………………………………………………..………………..……56 Student Scoring Sheet ………………………………………………………………………………………………………………57

Suggestions/Notes......................................................................................................................................58

DRAFT


Introduction

Most young people have a dream about their future and have been asked the age-old

question “what do you want to be when you grow up?” In order to answer that question students

need to be prepared to put their academic knowledge and skills into action and turn their dreams

into reality. The introduction of career development activities can provide the connection

between academics and the real world of work and provide that relevance that students seek to

answer that other age-old question “why do I need to know this?” This CareerZone Activity

Guide was designed to help educators, counselors and workforce professionals help students

explore the world of work and answer the questions: Who am I?, Where do I want to go?, and

How do I get there?

The following activities are designed for teachers and educators in correspondence to

New York’s CareerZone found at www.CareerZone.ny.gov. This activity guide specifically:

- Outlines each week with a specific set of goals pertaining to the career planning

process

- Focuses on one specific area in CareerZone per day for 24 days

- Incorporates at least one interactive activity every day that corresponds to the specific

area. All activities are optional and flexible at the discretion of the instructor.

- Allows time for students to independently explore CareerZone

- Contains an appendix with a suggested rubric for assessing students.

Developing a career path is an ongoing process in which one is confronted with “windows of

opportunity” that need to be recognized and evaluated. It is important for students to understand

and recognize that the more they know about how their skills and interests relate to the world of

work, the better prepared they will be to make good career decisions throughout their lives. The

activities in this guide will provide students with essential opportunities to discover who they

are, where they want to go in life and build a roadmap documenting how they can get there. The

use of CareerZone and the development of a career plan can assist students in taking charge of

their future and help them on their way to becoming competent, confident and connected adults.

For more information on CareerZone visit

www.CareerZone.ny.gov

or call the New York State Department of Labor Career Development

and Youth Initiatives Office at

1-877-226-5724

http://www.careerzone.ny.gov/


DRAFT


Weekly Goals

Below is a brief explanation for each weekly goal. At the start of every new week, you will find

a list of specific instructions on how to meet each goal through daily exploration of CareerZone,

class discussion, and interactive activities. Please refer back to these weekly overviews (pg 5, 15,

25, 36, 37, & 44) before and after each activity.

Week 1: Students will gain awareness on the career planning process.

Week 2: Students will gain knowledge of careers, explore career interests, and increase

knowledge about career exploration.

Week 3: Students will apply the relationship among interest, skills, and abilities to career

research.

Week 4: Students will complete a four day community resource mapping project.

Week 5: Students will understand the relationship among personal interests, skills and

abilities, and career research.

Week 6: Students will understand the elements of effective resume writing and develop a

hard-copy career plan.

DRAFT


Week One

Overview

Goals:

Students will increase awareness of the career planning process. Students will begin to answer

the questions: Who am I? Where do I want to go? How do I get there? Students will be

knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Day 1:

“The Visualization Game” activity

Introduction to Career Planning/CareerZone

o Discuss the importance of having a career plan. Show the PowerPoint

presentation on Career Planning

o “Career Cluster Challenge” activity

Day 2:

CareerZone: Assess Yourself“

o “Finding Your Place” activity

CareerZone Assess Yourself:

o Have students access the “assess yourself” tab in CareerZone. Have them choose

the three interest areas they chose during the Finding Your Place activity. View

the list of occupations generated by their RIASEC code.

“Find Someone Who” activity

Day 3:

CareerZone: STEM for Teens

o What is STEM: Play STEM Jeopardy!

o “Search” a career!

o Have students use the search tab to search for careers in the STEM (Science,

Technology, Engineering, Math) field

Day 4:

CareerZone: Resources and Help:

o Break up the class into small groups and assign a topic in the “for Students”

resource section of CareerZone to each group. Have each group create an

infomercial summarizing what they found and present to the class.

o Show the video “Did you Know 3.0” at

http://www.teachertube.com/viewVideo.php?video_id=118894&title=Did_You_

Know_3_0; discuss: What does it all mean?

*Optional: Use the “Navigating CareerZone” Worksheet Part I

http://www.teachertube.com/viewVideo.php?video_id=118894&title=Did_You_Know_3_0

http://www.teachertube.com/viewVideo.php?video_id=118894&title=Did_You_Know_3_0

DRAFT


CareerZone Activity Guide Day 1 Activity 1

Visualization

Activity Overview: This activity will allow students to begin visualizing their dreams, plans,

and goals for the future. They will begin to assess the impact that their dreams, interests, and

talents have on their future career development.

Materials: Handout “Visualization Questionnaire”

Pencils/pens

Time: 30 minutes

Activity Instructions: Read the section below to the students. Read slowly and allow students

time to visualize their responses. Once you have completed the paragraph have students

complete the visualization questionnaire.

Imagine that you are (twenty-five) years old. You are a successful young adult. Things

are going just the way you want them to. You have a good job, good friends and good

relationships. Get a picture in your mind of yourself at this age. What do you look like?

What do you like best about yourself? Think about how well things are going and how

good you feel.

Where are you living? Is it an apartment? A condo? A house? A boat? A farm? Get a

picture of it. How big is it? How is it furnished and decorated? What do you like about

it? Where is it located? Is it in a city? A suburb? A small town? In the country? By

the water? In the mountains? How did you decide to live there? What do you like about

the location?

Are you living alone or with others? If there are others, who are they? What is your

relationship to them?

Now visualize yourself going to work. How far is it from where you live? How do you

get there? Do you drive? Ride a bicycle? A motorcycle? Take the subway? A bus? A

train? A ferry or some other type of boat? Do you walk? Are you in a carpool? Do you

work out of your home?

What are you wearing as you go to work? Dress clothes? Casual clothes? Work

clothes? A uniform? Think about how good you feel as you get dressed for work.

Visualize your workplace. Is it an office? A factory? A warehouse? A school? A

theater? A store of some type? A laboratory? A forest? A farm? A studio? Is it mostly

DRAFT


indoors or outdoors? Is it a large organization with many employees, or a smaller one?

Do you work for a private firm, a government agency, or do you work for yourself?

How do you spend your work day? Are you moving around or sitting still? Do you

make or fix things? Do experiments? Handle paperwork? Help people in need? Do you

work mostly with information or with people or with things? Do you teach? Heal or

cure? Sell a product or service? Do you entertain people in some way? Do you create

something? Are you working with others? In what way? Do you have a boss or are you

the boss? What do you like best about being at work?

How do you spend your time when you are not working? How are you contributing to

your community? Do you coach, or tutor or help the less fortunate? Do you vote

regularly and follow current events? Do you read? Watch TV? Listen to music? Play

video games? Are you involved in sports, either team or individual? What are they?

What other hobbies do you have? What kind of spiritual life have you developed? Are

you a member of a church, a synagogue, a temple, a mosque or other religious

organization? What are you doing to take care of your health, i.e., diet, exercise, etc?

What are you doing to keep your mind active, i.e., to make sure you are a lifelong

learner?

What words do others use to describe you? What did you do to make this good life

possible? Did you go to school? Get into an apprenticeship program? What strengths,

skills and talents helped you become successful? What new knowledge and skills did

you acquire? Who helped and supported you? How did you know how and who and

when to ask for help? What could you do today to prepare for this great life? What do

you think your first step might be?

Debrief: Dreaming helps us visualize where we want to be 10, 20, 30 years down the road.

Bringing your dreams to life will allow you more opportunities to set goals and plan ahead.

Discuss how visualizing their dreams can help them become reality.

DRAFT


Visualization Questionnaire

Imagine that you are a successful young adult. Things are going just the way you want them to.

1. Where are you living? Location, type of dwelling, etc.

2. Where are you working?

3. What type of work are you doing?

4. How do you spend your workday?

5. How do you spend your time when you are not working?

6. How are you involved in your community?

DRAFT


7. How are you taking care of yourself, physically, mentally, emotionally, spiritually?

8. What words are people using to describe you?

9. What did you do to make this good life possible? When did you begin?

DRAFT



Career Cluster Challenge

Overview of Activity: Students will understand the relationship between education and work,

learn how to locate, evaluate, and interpret career information and methods used to classify

occupations.

Materials: Handout “The Six Career Clusters”

Newsprint

Markers

Time: 30-40 minutes

Activity Instructions:

Display signs around the room labeled with each of the 6 career clusters (Arts and Humanities,

Business and Information Systems, Engineering and Technology, Health Services, Natural and

Agricultural Sciences, Human and Public Services) Handout the “Six Career Clusters” list and

discuss the definitions of each cluster. Have students think of their future career and then stand

next to the sign displayed around the room that applies to it.

Go around the room and discuss: Why the student chose that cluster and if that occupation could

fall into more than one cluster.

Then divide the class into small groups. Give each group a different workplace. Have students

discuss, what different occupations are employed at that workplace, what cluster do those

occupations fall under? Have students share what they came up with on a poster and present to

the class.

Debrief: Explain to the students that knowing what career cluster they are interested in will help

them in their career search.

DRAFT


The Six Career Clusters

The six career clusters in CareerZone correspond to the six career majors developed by the New

York State Education Department. These career clusters contain occupations in the same field of

work that require similar skills. This clustering can help focus a student’s education plans toward

obtaining the necessary knowledge, competencies, and training for success in a particular career

pathway. Below is a description of the six career clusters.

Arts and Humanities

People engaged in this field participate in literacy, cultural, artistic, athletic, and entertainment

activities. They interpret and communicate concepts and ideas through writing, painting, drawing,

speaking, dancing, musical expression, and a wide variety of other communicative techniques.

Business and Information Systems

People working in this field support public and private enterprises by managing people and

information. They perform such activities as planning, training, promoting, consulting,

researching, and reporting. These activities result in the creation, storage, and

retrieval/distribution of information.

Engineering and Technology

People working in this field use technical knowledge and skill to assemble, inspect, design,

maintain, and repair. They provide scientific and diagnostic skills to maintain and repair

computer equipment, aircraft, automobiles, buildings, roads, bridges, and manufacturing

machinery.

Health Services

People working in this field provide health care and support services to address the physical,

mental, and emotional needs of their clients. They apply scientific, technical, social, and

interpersonal skills to diagnose and treat illnesses, document care, provide a therapeutic

environment and maintain the health of their clients.

Natural and Agricultural Sciences

People working in this field apply technical and scientific knowledge to the study of the earth and

its elements and frontiers. They care for and protect environments, harvest natural resources, such

as plants and raise animals.

Human and Public Services

People working in this field provide protective, social education, and community services. They

provide assistance to individuals or families in periods of need throughout their lives.

DRAFT



Finding Your Place

Overview of Activity: Students will use a process of decision-making as one component of

career development. Students will gain knowledge about themselves and their work values.

Materials: Newsprint

Markers

Time: 40 minutes


Put 6 pieces of paper around the room labeled with the 6 different group descriptions listed

below, then read the paragraph below to the participants.

Imagine that you walk into a room where young men and women your age are talking about

their future plans for education and work. You notice that there are six groups. You are

asked to join one of the groups and contribute to the conversation. Which group would you

most likely join first?

Group #__________

Group #1: Young people in this group are talking about working with their hands. They like

using machines and tools, being around plants and animals, working outdoors, and making and

fixing things. They enjoy physical work.

Group #2: Young people in this group are talking about using their minds to solve problems.

They like math, science, investigating and discovering things, developing new ideas and

products, and conducting research. They enjoy serious thinking.

Group #3: Young people in this group are talking about creating things that are pleasing to the

eye or ear. They like art, music, dance, literature, form, color, sound, patterns, and using the

imagination. They enjoy the arts.

Group #4: Young people in this group are talking about social issues. They want to eliminate

poverty, hunger, illness, racism, and sexism; help reduce crime and the need for welfare;

improve education; and help meet people’s spiritual needs. They enjoy helping others.

Group #5 Young people in this group are talking about business and politics. They like buying,

selling and investing; running a business or running for office; and persuading others. They

enjoy being in charge.

DRAFT


Group #6 Young people in this group are talking about making things run smoothly. They like

keeping records, files, and information systems; following policies and procedures; and taking

care of details. They enjoy keeping things organized.

In facilitating this activity after the group makes their first choice a discussion needs to occur

regarding why individuals made their choice, for example if someone chose Group #3 you could

ask, What made you choose this group? What personal life experiences might have influenced

that decision?

After a few minutes, you decide to join a second group. Which group would it be?

Group #__________

After a few more minutes, you decide to join a third group. Which group would it be?

Group #__________

Debrief: The three areas you chose in this exercise, not only tells you what type of people

you enjoy being with, it also provides clues to jobs you might enjoy, for example, if your

groups were RIA (Realistic, Investigative, Artistic), you may find being an occupational

therapist of interest. Have students find their three letter code and relevant occupations by

accessing the “Assess Yourself” module in CareerZone.

Adapted from “The Party,” found in The Quick Job-Hunting Map, by Richard N. Bolles and Victoria B.

Zenoff. Berkeley, CA: Ten Speed Press.

DRAFT



Find Someone Who?

Overview of Activity: This activity will allow students to analyze how their interests and

attitudes relate to others and the effects that may have on relationships in the workplace.

Materials: Paper

Pencils/pens

Time: 30 minutes

Activity Instructions

Please note: Students must have completed “assess yourself” in CareerZone to complete this

activity.

Have students find someone in the room with similar interest codes. Have them pair up and view

the occupations generated by their RIASEC code. Have them view the occupational profile of

that occupation. Write down the education and skills and abilities needed for that occupation.

Have them discuss with each other how their mutual interests may have a positive/negative effect

on their working relationships. Then pair up students with very different codes. Have them

discuss the same things.

Debrief: Discuss the connection between interests and careers. Explain and discuss the

differences between “Interests” (Something you would enjoy doing) and “Abilities” (Something

you are able to do).

DRAFT


Week Two

Goals:

Students will gain knowledge of careers, explore their career interests, and increase their

knowledge about career exploration. They will gain a better understanding of their work

values/needs. Students will gain an understanding of privacy in social media.

Day 5:

CareerZone: Introduction to the Portfolio:

CareerZone: Module 1; Personal Info

o “Totem Pole” activity

o REMINDER: Have students collect five of their “favorite” objects at home to

put in a brown paper bag and bring in for tomorrows activity

o Have students create a CareerZone Account

o “My Dream Portfolio” Activity

Day 6:

CareerZone: Module 2: The Interest Profiler is an expansion of the “Assess Yourself”

tool that was done the first week of class.

o “All About Me” activity

o Have students complete the Interest Profiler in CareerZone

Day 7:

CareerZone: Module 3: Journal

o “Creative Imagination” activity

o Discuss the importance of journaling. Access the Journaling module.

o “Career Role Play” activity

Day 8:

CareerZone: Module 5; Job Readiness Skills, Module 14; Work Importance Profiler

o “Ready for Work” activity

o Have students complete the Job Readiness Skills module.

o “My Work World” activity

o Have students complete the Work Importance Profiler

*Optional: Use the “Navigating CareerZone” Worksheet Part II

DRAFT



Totem Pole Activity

Activity Overview: Students will recognize that career planning and working toward attaining

your career goals is a life-long process. Students will recognize the importance of a career

portfolio and a career plan.

Materials: Manila folders

Markers/colored pencils

Time: 20 minutes


Discuss with students the concept of a portfolio. Ask if they have ever made a portfolio before,

such as an art portfolio. Ask why it is important to make a portfolio.

Hand out manila folders for students to label and decorate as their personal Portfolio. When

students finish a module in CareerZone they wish to keep, print it out using the “Print printer

friendly version” option to put in the folder. Students can keep a copy of what they did online.

Have students decorate their folder by putting an image of an animal that represents them. Read

the paragraph below:

Native American tradition provides that each individual is connected with nine different animals

that will accompany each person through life, acting as guides. Native beliefs further explain

that a totem animal is one that is with you for life, both in the physical and spiritual world.

Though people may identify with different animal guides throughout their lifetimes, it is this one

totem animal that acts as the main guardian spirit. Pick the animal that best describes you and

decorate your folder. Think about how that quality of the animal will help you in the world of

work (or hurt you)

Bear – symbol of strength

Beaver – symbol of wealth

Butterfly – metamorphosis, able to accept

change, grace

Cat – mischief, independence

Cow – swiftness, insight, focus

Coyote – mischief, clowning around,

ability to recognize mistakes

Deer – compassion, peace, gentle,

caring

Frogs – brings good fortune

Raven – guardian spirit

Salmon – symbol of wealth, fertility,

immortality

Snake – brings power of magic

Thunderbird – chief of all guardian spirits,

causes thunder and lightning

Whale – bad spirit who brings

destruction

Wolf – helpful spirit who also brings

skill in weaving and woodcraft

Debrief: A career portfolio allows you to save important information, reflect on past

accomplishments, be prepared for changes in careers, and set long-term and short-term goals.

DRAFT



My Dream Portfolio

Activity Overview: Students will understand the importance of career planning and keeping a

portfolio by creating their own “Dream Portfolio” with a sample resume and reference list. This

activity is especially useful for students to practice building a portfolio without previous work

experience or documents.

Materials: Manila folders (optional) 1 per person

Flip chart/ markers (optional)

A class set of computers to access CareerZone (recommended)

Time: 30 minutes


o Students will use www.careerzone.ny.gov’s resume builder (access this under guest

tools quick resume without logging in) to create a dream resume that will go into their

dream portfolio. Have students imagine that they are 100 years old and their life is

everything they had hoped it to be and more. What does their resume look like? Students

can get creative with coming up with reasonable future dates, education, jobs, and skills

they attained throughout their life. For the “objective” have students write something like,

“To obtain this dream resume.”

o If there is additional time, students may also create their dream references. Have them

Google names of significant people in their career that would serve as a great reference.

o Lastly, have students decorate/label “_______’s Dream Portfolio” on a manila folder

where they can print and keep their dream resume and references.

Debrief:

Discuss with students what the purpose of keeping this Dream Portfolio would be for them. Even

though the information isn’t real, how can they benefit from it or use it in the future? Tell

students that anything is possible and that this dream portfolio can become a reality if they plan it

out and stick to it. Lastly, tell them that even if it is just a dream portfolio, they can use it as a

reference for what a resume and reference list should look like.

http://www.careerzone.ny.gov's/

DRAFT



All About Me

Activity Overview: Students will gain knowledge of self and how the hobbies and activities

they love to do can have a positive influence on their career choice.

Materials: Brown bags

Paper

Pencils/Pens

Time: 30 minutes


Have students complete “How to Find What You Love to Do” activity. Have them put their

answers on slips of paper and then put into the brown bag filled with objects from home that

relate to their personal interests.

Have volunteers share the ingredients of their brown bag. Once they have shared all the contents

have the group discuss what occupations may fit with the interests of the student. For example,

if the student likes to work on cars in their spare time, reads car magazines, and they collect

models of cars; an auto mechanic may be a perfect career.

Debrief: Discuss the importance of finding a career that fits your interests and values. Ask if

the ideas of careers where anything that they had thought of prior to today?

DRAFT


How to Find What You Love to Do

Write your answer to each question on a slip of paper

When I have free time I like to______________________________________

My favorite subject in school is_____________________________________

When I am in the library or bookstore the magazine that I would pick up first to

read is__________________________________________________________

When I’m_____________________________, I lose track of time and don’t want

anyone or anything to disturb me.

My favorite interest is________________________________________________

When I am ___________________________________, I am so happy.

Source: Questions adapted from “What Color is Your Parachute? For Teens”, by Richard Nelson Bolles

and Carol Christen, Ten Speed Press, Berkley, 2006.

DRAFT



Creative Imagination

Activity Overview: This activity provides opportunities for students to think and perceive

creatively.

Materials: Handout “Imagination List”

Time: 30 minutes

Activity Instructions: This activity uses the students’ ability to think creatively as they respond to some unusual

questions. Begin by asking the students to let their minds expand as they consider innovative

ways of thinking and perceiving. Explain that in this activity students will be asked to respond to

some questions and then to explain why they responded as they did. Begin by assigning a student

at random one of the questions on the “Imagination List” from the next page. Have students

write their response in the journal section of CareerZone.

There is no right or wrong answer. Students are asked to think “outside the box” in this activity.

Debrief:

Once they have all answered their questions ask them how this exercise could help them in the

career planning process. For example; thinking creatively during an interview.

Source: Adapted from 100+ Ways to Start the Day, Center on Education and Work, University of Wisconsin-

Madison, 1025 W. Johnson Street, Madison, WI 53706-1796

DRAFT


Imagination List 1. What color is the letter “S”?

2. What color does happiness look like?

3. What color is today?

4. What does purple taste like?

5. What does your self-image look like?

6. What texture is the color green?

7. What color is the smell of your favorite perfume?

8. What does love look like?

9. What is your favorite sense?

10. What color is your favorite song?

11. What does summer sound like?

12. What texture is your favorite song?

13. How old is the letter “P”?

14. How does the letter “M” feel?

15. What color is the fragrance of soap?

16. What does a cloud sound like?

17. What is the weight of your anger?

18. What is the shape of your imagination?

19. What does your favorite book feel like?

20. How much does the number 6 weigh?

Source: Adapted from 100+ Ways to Start the Day, Center on Education and Work, University of Wisconsin-

Madison, 1025 W. Johnson Street, Madison, WI 53706-1796

DRAFT



Career Role Play Activity Activity Overview: Students will gain an understanding of the importance of career planning

and assess how your interests, values/needs are reflected in your career/work goals.

Materials: Set of computers to access CareerZone

Time: 40 minutes

Activity Instructions: Read the paragraph below to the students

As of right now, you're a high school guidance counselor. Students come to you with their hopes

and dreams. Your job is to help them turn those dreams into reality.

Log onto the CareerZone Portfolio go to Module 3 Journaling begin interviewing your partner

and asking questions about their future plans. Write all information in the Journal section of

CareerZone. Once the questions have all been answered and you have a few ideas for the student

swap roles and have the other partner log on to their journal section in CareerZone and complete

the same task. Have students share their career plan objectives/ideas for their partner to the class

Some helpful questions are listed below:

1. Does the student know what he or she wants to do after graduation?

2. If the student has a goal, is it realistic given the student's academic history?

3. If the goal is realistic, what should the student do next?

4. If the goal isn't realistic, what alternative career paths can you suggest that might be

appropriate? (Example: The student wants to be a doctor but does not have good grades in

science courses. What other options are available? Are other sciences or medical fields

appealing? What about other careers where the student can help people?)

5. If the student doesn't know what he or she wants to do, how can you help with life direction?

6. What steps should the student take at this point in his or her career to help insure a successful

future? How much would they like to earn? What working environment would they be most

comfortable in?

Debrief: Ask students how they felt being a career counselor? Ask why they think it is

important to talk with someone about their career plans. Ask why it is important to have a career

plan?

Source: Adapted from: FutureQuest: www.pvpusd.k12.ca.us/teachweb/twidwelll/FutureQuest.html

http://www.pvpusd.k12.ca.us/teachweb/twidwelll/FutureQuest.html

DRAFT



Ready for Work Activity Overview: Students will recognize that there are a variety of general employability

skills (interpersonal skills, honesty, etc) that are important to success.

Materials: Paper

Pencils/pens

Time: 40 minutes


Have students brainstorm a list of traits of a good worker. Then ask the students to prioritize

these traits from the most important to the least important. Do this by having the class work in

small groups

Have students log on to www.CareerZone.ny.gov and search an occupation of their interest.

Once they are on the occupational profile page have them click on “Jobs in NY” at the top of the

page.

Have them choose 3 of the real jobs posted and write down the skills that are needed for each.

Students can work alone or in small groups.

Debrief: Bring the students back together as a group and discuss/share their results. Ask why it

is important to know your skills and also what skills are needed for employment success.



DRAFT


My Work World

Activity Overview: Students will identify and explore occupations that you may like, based on

what you are looking for and what different occupations can offer you.


Markers

Time: 40 minutes


On each of the 6 newsprint sheets write the work value from the results generated by Work

Importance Profiler Module 14: Recognition, Working Conditions, Independence, Achievement,

Relationships, and Support.

Post these around the room. Have students take 5 -10 minutes at each newsprint and write one

example of what the word means in relation to a work environment. (For example, independence

could have things like, working on your own or being your own boss, Working conditions could

be working in a friendly, safe environment, achievement could be getting promoted,

relationships could be meeting new people… etc.

Debrief: Discuss the importance of knowing what you value in a work environment and how

that can influence what type of career you may enjoy. (For example: if relationships are valued

the most by a student then working in an environment where they rarely see other individuals

may not be a good fit for that individual).

Week Three

DRAFT


Goals: Students will demonstrate an understanding of the relationship among personal interests,

skills and abilities, and career research. Students will gain an understanding of the importance of

transferrable skills and how the activities they do at home and at school connect to the world of

work.

Day 9:

CareerZone: Module 6; School Classes; Module 11; After School Activities;

o “Skill Builder” activity

o Have students log into CareerZone and complete the School Classes module and

the After School Activities module.

Day 10

CareerZone : Module 9: Saved Occupations

o “If You Can’t See it, You Can’t Be it” activity

o Students should have occupations already saved in this module from previous

activities they have completed in CareerZone. Have Students complete the Saved

Occupations module in CareerZone

o “Careers A to Z” activity.

Day 11

CareerZone: Module 4; Abilities

o “My Strengths and Abilities” activity

o Have students complete the Abilities module in CareerZone

o “Translating Features to Benefits” activity

Day 12

CareerZone: Module 7; Areas for Growth

o “Coins of Strength” activity

o Have students brainstorm a list of traits of a good worker. Then ask the students to

prioritize these traits from the most important to the least important. Do this by

having the class work in small groups . Have students fill out the “Areas for

Growth” Module.

DRAFT



Skill Builder

Activity Overview: Students will recognize that many skills are transferable from one

experience (volunteer, job, etc.) to another and analyze the impact of their transferable skills on

their career options.

Materials: Print out of the “Transferable Skills List”

Pencil/pens

Paper

Time: 40 minutes


o Hand out the “Transferable Skills List” to each student. Have them identify what skills

they feel they have.

o Now that the students have identified their skills. Have them pick 3 of their strongest

transferrable skills and write down how they have used this skill. Have the student

partner up with another student and practice mock interviews explaining their skill to a

potential employer. Then have students switch roles. Suggested questions include:

What were your favorite courses? Why?

What are your three greatest skills?

Can you give me examples of how you obtained these skills from your

previous experiences?

Debrief: Ask some students what one of their skills they are highlighting and how they obtained

that skill. Then ask other students what they liked about their peer’s interview. When discussion

is over, have students sign into their CareerZone portfolio and go to Module 6 “School Classes”

and Module 11 “After School Activities.” Tell them their school classes and after school

activities (e.g. sports, clubs, volunteerism, etc.) can be tracked in CareerZone so they remember

their experiences and the important skills they acquired.

Transferable Skills

DRAFT


“Transferable skills” are skills that are portable in that they can be used across different

occupations and acquired from previous work experience and experiences outside of the work

Below are lists of transferable skills; though this list is not comprehensive, it will give you a

great start in determining what skills you have that will benefit you in the world of work.

Communication: the skillful expression, transmission and interpretation of knowledge and

ideas.

Speaking effectively

Writing concisely

Listening attentively

Expressing ideas

Facilitating group discussion

Providing appropriate feedback

Negotiating

Perceiving nonverbal messages

Persuading

Reporting information

Describing feelings

Interviewing

Editing

Research and Planning: the search for specific knowledge and the ability to conceptualize

future needs and solutions for meeting those needs.

Forecasting, predicting

Creating ideas

Identifying problems

Imagining alternatives

Identifying resources

Gathering information

Solving problems

Setting goals

Extracting important information

Defining needs

Analyzing

Developing evaluation strategies

Human Relations: the use of interpersonal skills for resolving conflict, relating to and

helping people.

Developing rapport

Being Sensitive

Listening

Conveying feelings

Providing support for others

Motivating

Sharing credit

Counseling

Cooperating

Delegating with respect

Representing others

Perceiving feelings, situations

Asserting

http://www.quintcareers.com/transferable_skills_set.html

DRAFT


Organization, Management and Leadership: the ability to supervise, direct and guide

individuals and groups in the completion of tasks and fulfillment of goals.

Initiating new ideas

Handling details

Coordinating tasks

Managing groups

Delegating responsibility

Teaching

Coaching

Counseling

Promoting change

Selling ideas or products

Decision making with others

Managing conflict

Work Survival: the day-to-day skills that assist in promoting effective production and work

satisfaction.

Implementing decisions

Cooperating

Enforcing policies

Being punctual

Managing time

Attending to detail

Meeting goals

Enlisting help

Accepting responsibility

Setting and meeting deadlines

Organizing

Making decisions

http://www.quintcareers.com/transferable_skills_set.html

DRAFT



If You Can’t See it…You Can’t Be It!

Overview of Activity: This activity brings awareness to occupations people may not be familiar

with. The activity begins with participants choosing occupations they are familiar with and

describing why they chose these occupations. The group is then given occupations they may not

be familiar with and they have to choose which of these occupations they would like to be in

now. The goal of the activity is, “if you can’t see it, you can’t be it.” Without career exploration

and research, students, parents, teachers and administrators are unaware of the vast amount of

career opportunities available to them.

Time: 40 minutes


Markers

Tape


o List four common occupation titles on newsprint and tape around the room (e.g.

Doctor, Lawyer, Teacher, and Firefighter).

o Underneath the 4 common occupations, list four uncommon occupation titles (e.g.

Faller, Millwright, Orthotist, Terrazzo Worker). These should be placed under the

common occupations so the participants can’t see them.

Visit CareerZone for occupation titles: http://careerzone.ny.gov/

o Tell participants to think back when they were young and to choose an occupation

that is taped on the wall. Give examples such as: Doctor, Lawyer, Teacher,

Firefighter

o After the participants have made their decisions, ask why they chose that

occupation: Example, I like helping people, working outside, I like kids, etc. and

how your interests (likes and dislikes) can help you determine a career path.

o Then give four different occupations choices Faller, Millwright, Orthotist,

Terrazzo worker. Have the participants pick which occupation they would like

now.

Debrief: Ask the participants why their first choices were easier? Why was the second set of

occupations more difficult to choose from? Discuss what tools can be used to make bring

awareness to occupations people aren’t familiar with (e.g. guest speakers, career fairs).

http://careerzone.ny.gov/

DRAFT



Careers A to Z

Activity Overview: Students will gain knowledge of the occupations available to them in the

world of work.

Materials: Handout “Careers A to Z”

Paper

Pencils/pens,

Markers,

Magazine clippings.

Time: 40 minutes


o Give students 15-20 minutes to complete the Careers A to Z activity. Starting with the

letter “A.” Incorporate STEM by asking students to include at least 1career for each letter

that would fall under a STEM career.

o Once students have completed as many as they can working alone, have them get up and

mingle with other students and write down occupations that they did not have on their

worksheet. Have them pick three occupations they are not familiar with and explore

further on CareerZone (www.careerzone.ny.gov)

o Have students pick one of the occupations on their “A to Z” list. Then have them create a

one page flyer on their occupation choice, including information from the occupational

profile page (skills needed, wages, education, outlook, etc.)

Debrief: Have students present their flyers and discuss some occupations they learned about

from their peers and what they learned about the occupation they researched. With a few

students, discuss how their current skills (from Day 9) match the occupation of their choice. To

connect students’ skills and occupation exploration, have students then sign into Module 9

“Saved Occupations.” Have them search for their top three occupations of their choice and save

to their portfolio.


DRAFT


Careers A to Z

Directions: Name as many careers as you can that begin with each of the following letters. Example: A – Air Traffic Controller .

A ____________________ ____________________ ____________________

B ____________________ ____________________ ____________________

C ____________________ ____________________ ____________________

D ____________________ ____________________ ____________________

E ____________________ ____________________ ____________________

F ____________________ ____________________ ____________________

G ____________________ ____________________ ____________________

H ____________________ ____________________ ____________________

I ____________________ ____________________ ____________________

J ____________________ ____________________ ____________________

K ____________________ ____________________ ____________________

L ____________________ ____________________ ____________________

M ____________________ ____________________ ____________________

N ____________________ ____________________ ____________________

O ____________________ ____________________ ____________________

P ____________________ ____________________ ____________________

Q ____________________ ____________________ ____________________

R ____________________ ____________________ ____________________

S ____________________ ____________________ ____________________

T ____________________ ____________________ ____________________

U ____________________ ____________________ ____________________

V ____________________ ____________________ ____________________

W ____________________ ____________________ ____________________

X ____________________ ____________________ ____________________

Y ____________________ ____________________ ____________________

Z ____________________ ____________________ ____________________

DRAFT



My Strengths and Abilities

Activity Overview: This activity helps students become familiar with their strengths and

abilities and how they can transfer to the world of work.

Material: Hand out list of strengths and abilities to each student.

Paper

Pencils/pens

Time: 30 minutes


Go through each of the letters and ask students what type of experiences and/or school classes

can help them gain these strengths and abilities. Have students create an acrostic by choosing

one strength for each letter of their name.

A. attentive, activating, adapting, administering, analyzing B. budgeting, building, briefing, balancing

C. communicating, controlling, co-coordinating, creating, checking

D. deciding, detailing, developing, directing, devising

E. endurance, empathizing, evaluating, examining, explaining

F. finding, fixing, formulating, finalizing

G. guiding, gathering, generating

H. helping, handling, hosting

I. imagining, implementing, influencing, initiating, improving

J. judging

K. keeping

L. learning, listening, locating, launching

M. memorizing, managing, mentoring, monitoring, motivating

N. negotiating, navigating

O. observing, organizing, overhauling

P. persuading, planning, preparing, presenting, problem-solving

Q. questioning, qualifying

R. researching, resolving, reporting, recording, repairing

S. scheduling, selling, supervising, simplifying, speaking

T. teaching, team-work, trouble-shooting, training, tracking

U. understanding, uniting, upgrading, updating

V. verbalizing, volunteering, verifying

W. writing, working

Debrief: Discuss how they can incorporate these traits into their daily lives (For Example:

chores, sports, clubs, etc.)

DRAFT



Translating Features to Benefits

Activity Overview: Students will be able to recognize their positive personality traits (or

personal features) they possess and how to communicate those traits to an employer by creating a

30-second commercial to market themselves.

Materials: 3-5 notecards


Time: 30 minutes


Explain that part of a job interview is actually a sales job. You are “selling” yourself and your

skills to an employer. This is not an easy task for many of us because we may not be sure about

our skills, lack a bit of self-confidence, or are just plain nervous. This is one skill that will

definitely get better the more it is practiced.

Take a few minutes to brainstorm some positive personality traits. (You may want to use the

strengths from the previous lesson). Ask participants to “yell” them out while you write them

where all can see. Examples of positive personality traits include, but are certainly not limited to:

friendly, creative, honest, dependable, trustworthy, enthusiastic, upbeat, patient, polite, helpful,

etc. Now, ask participants to think about what these features might mean to an employer. For

example:

• Honesty (feature) means you can be counted on to do the right thing (benefit).

• Friendliness (feature) means you will help customers feel welcomed (benefit)

Review a few of these examples until participants feel comfortable with the activity.

Have participants use their individual Features to Benefits cards to create a “30-Second

Commercial.” Explain that their goal is to hook an employer on hiring them, just as they might

get hooked on buying something from TV after seeing a commercial for the product. A few

suggestions for this activity include: record participants, allow for multiple takes and retakes,

encourage feedback and suggestions from peers, etc. Encourage participants to view each of their

successive videotapes to look for improvement.

Debrief:

Discuss how students feel when they talk about themselves in a positive way. Is it easy, difficult,

awkward, etc.? Ask, “Since this is important when it comes time getting a job, what might you

do to improve your ability to do this? If this is already easy for you, how can you be sure you

don’t come across as “full of yourself” or conceited?” Source: Adapted from: Soft Skills to Pay the Bills: http://www.dol.gov/odep/topics/youth/softskills/

http://www.dol.gov/odep/topics/youth/softskills/

DRAFT



Coins of Strength

Activity Overview: To get students thinking about how our strengths are often our weaknesses

as well—and how we need to focus on our strengths and our positive attributes.

Materials: Cardboard

Glue/tape

Scissors


Step 1: Have the circles/cards filled out with the strengths on one side and corresponding

weaknesses on the other side (from the coins of strength list, suggested size: 7” in diameter).

Step 2: Tape the circles up on the wall, or display on a table with the strength showing.

Step 3: Ask participants to choose a strength that best fits them and remove it from the wall and

tape it to their shirt (or just hold it).

Next, have participants go around the circle quickly and say their name and their strength.

Example: My name is Susan, and I’m Persistent.”

Have the participants flip their circles over and go around again quickly introducing themselves

again and including their weakness. Example: “My name is Susan, and I’m Stubborn.” There is

usually a noticeable difference in how people feel after the second introductions.

Debrief:

Share what happened: How did it feel to introduce you the first time? How was it different the

second time?

Process by asking some of the following: Are the two different descriptions related? What was

important about what you just experienced?

Generalize the experience: How might this experience help you in a job interview? How will

you use this experience?

*Have students sign into their CareerZone portfolio account and go to Module 10 “Future Goals

and Dreams.” Then have students identify how they can turn their weaknesses into strengths.

Source: Adapted from Cornell Cooperative Extension: 4-H organization

DRAFT


THE COIN LIST

Weakness/Liability Strength

Short Attention Span Many Interests

Irresponsible Fun-loving

Distractible Perceptive

Unpredictable Flexible

Impulsive Carefree

Loud Enthusiastic

Stubborn Persistent

Poor Planner Spontaneous

Willful Determined

Bossy Leadership

Disorganized Creative

Argumentative Committed

Tests limits Risk-taker

Manipulative Negotiator

Anxious Cautious

Explosive Dramatic

Disobedient Self-directed

Impatient Eager

Rebellious Nonconformist

Talks too much Articulate

Boring Stable

Critical Analytical

Rigid Organized

Aloof Quiet

Picky Detail - oriented

Arrogant Logical

Flaky Sensitive

Undisciplined Imaginative

DRAFT


Week Four

Goals: Students will complete a short (4 day) community resource mapping project, making the

completed project available to every participant via the Summer Enrichment Wiki

(Due to the amount of work students will be doing to complete the 4 day mapping project the

two CareerZone modules (Work Experience and Community Service) can be done time

permitting on any of the 4 days)

Day 13:

Community Resource Mapping Project – Planning and Initial Research

Day 14:

Community Resource Mapping Project – Community Walk – Resource Mapping and

Documentation

Day 15:

Community Resource Mapping Project – Map Development

Day 16:

Community Resource Mapping Project – Project Completion and Publication

CareerZone: Module 13; Work Experience; Module 12; Community Service

o Discuss the importance of giving back to your community

o Explain/Discuss: What is “work experience”? Benefits of a work experience.

o Have them complete the Community Service module and the Work Experience

module in CareerZone

*Have students research volunteer opportunities in their community at New Yorkers Volunteer

http://www.newyorkersvolunteer.ny.gov/

http://www.newyorkersvolunteer.ny.gov/

DRAFT


Week Five

Goals: Students will learn the importance of budgeting and how the career choices we make

impact the lifestyles we someday would like to have. Students will begin planning for their

future and begin familiarizing themselves with the college experience.

Day 17:

CareerZone: Dollars and Sense: Budgeting Tool

o “Budget Buster” activity

o Have students complete “Dollars and Sense” budgeting tool

Day 18:

CareerZone: Module 10; Future Goals and Dreams

o “My Future Dreams” activity

o Have students complete the Future Goals and Dreams module in CareerZone.

o Have them choose the occupation with the strongest rating percentage and

explore that career in detail on CareerZone. What skills are required? What

education? Wages? Outlook? Etc. Have them create a newsprint poster and

share with the class.

o Reserve time for students to work on their argumentative essay

Day 19:

CareerZone: Module 15; Colleges

o “College Knowledge” activity

o Have student’s complete Module 15 Colleges in CareerZone: Have students

search by college major. Have student’s select 3 colleges and visit their website.

o Reserve time for students to work on their argumentative essay

Day 20:

CareerZone: Module 8; Life Skills

o “Skills for Life” activity

o Have students complete Module 8: Life Skills in CareerZone

o “Flipping the Switch” activity

o Reserve time for students to complete their argumentative essay

DRAFT



Budget Buster

Activity Overview: Students will gain knowledge of how lifestyle choices can influence career

choices.

Materials: Handout “Budget Buster” activity

Time: 60 minutes: This includes 15 minutes for students to complete the Budget Buster

activity. 20 minutes for students to complete the Dollars and Sense activity.


Have students complete the Budget Buster activity. Then have students log on to

www.CareerZone.ny.gov and complete the Dollars and Sense activity. Have them compare the

results to the results on the Budget Buster activity.

Debrief: Ask students to respond in writing to the following questions:

o What did I do today?

o What did I learn?

o What do I want to learn more about?

Discuss how their numbers compared to the numbers in Dollars and Sense. How were

they similar? Different?

Brainstorm a list of events that could occur in people’s lives, which this budget plan does not

take into account (e.g. a natural disaster or loss of a job). Talk about how saving money by not

buying insurance or a dental plan could be harmful in the future. How could having a family

affect this budget plan? Look up careers that allow for a more flexible budget plan, in case any of

these things happen.


DRAFT


Budget Buster As an exercise, use the table below to figure out what you think it costs

to live in your area per month. Individual needs vary, so figure in your personal preferences. Category Amount Housing (rent/mortgage)…............................ __________ Food…........................................................... __________ Car…............................................................. __________ Car insurance, maintenance, gas….............. __________ Health insurance/Dental insurance…........... __________ Entertainment …............................................ __________

(eating out, movies, concerts) Clothing, personal items…............................. __________ Cable….......................................................... __________ Phone…......................................................... __________ Cell phone, pager…....................................... __________ Utilities (water, gas, electricity, etc.)…........... __________ Internet access…........................................... __________ Total ….......................................................... __________ Savings for emergencies __________ * Multiply Total by 12 to get annual living expenses = ___________ Source: adapted from the book “Raising Yourself: Making The Right Choices” by Sumant Pendharkar, a book on self-parenting

for ages 10 – 18. (ISBN 0-9708131-3-9; www.HillviewBooks.com)

http://www.hillviewbooks.com/

DRAFT



My Future Dreams

Activity Overview: Students will gain an understanding of the career plan process and lifelong

learning

Materials: Handouts of “My Future” (1 per student)

Time: 30 minutes


Ask students to go on an imaginary journey that takes them 15 years into the future. With their

input, develop a list of events that could happen to them during the next 15 years. This list could

include such things as: entering high school,

o winning a scholarship,

o participating in school events,

o attending a friend’s/older sibling’s wedding,

o experiencing a death in the family,

o having a part-time job,

o graduating from high school,

o taking a vacation,

o having a first full-time job,

o being laid off,

o getting engaged,

o having their first child.

Tell students they are now 28 or 30 years old, it is a weekday morning and all of them are

fortunate enough to have full time jobs and, at some point during the day, they have to go to

work (you may also wish to suggest that none of them is a millionaire – yet!). Distribute the `My

Future’ handout and ask students to answer the questions.

Debrief: Advise students they must now return to present day. Allow students who wish to

share their `Future’ with the class to do so (you may also wish to share your expectations of your

life 15 years from now). Explain that while not all dreams come true, there is less chance they

will come true if students do not begin now not only to plan for the future, but also to do things

that will enable them to work toward achieving their goals. Remind them: “A Dream…is just a

Wish…..without a Plan!”

DRAFT


My Future 1. How old are you? ______

Are you married? _____For how long? ____

2. Do you have children? ____ How many? ____ Ages? _____

3. What time do you get up on work days? _____

4. What do you usually wear to work? ____________________

5. What do you eat for breakfast? ____________________ Do you eat at home?

_____

6. Do you live in a house? ____an apartment? _____ a flat? _____ or a mobile

home? ____

7. Is it in the city? _____ suburbs? _____ town? _____ a village? _____ or the

country?____

8. What time do you leave for work? _____

9. What time do you have to be at work? _____ Do you have to be there at the

same time every day? _____ If no, why not? ____________________

10. What time do you leave work? _____ Do you go straight home on most days?

_____ If not, what do you do before going home? ____________________

11. What kind of work do you do? ___________________ Who is your employer?

____________________ What do you like best about your job? ________

___________ least? ____________________

12. Do you take your lunch to work? __________ or eat out? __________

13. What is your weekly take-home pay? __________ your grocery bill?

__________ light/heat bill? __________ rent/mortgage? __________

14. What do you usually do in the evenings on a work day?

____________________

15. What do you usually do on your days off? _________________

DRAFT



College Knowledge

Overview of Activity: Students will gain knowledge about the college campus experience

including what to expect in the college classroom, dorm life, academic and career counseling

center, etc.

Materials: Resource: www.knowhow2go.org

Time: 60 – 90 minutes

Activity Instructions: Have students log into www.knowhow2go.org and click on “Take a

Tour”. Have them locate the “University Dormitories Building” (This will be the second

building when they enter and turn left in the virtual tour). Have them go to the first red target on

the left “decorate your dorm room”. Allow students some time to decorate their personal dorm

room!

Break students up into small groups and assign each group a building on campus: There are 8

buildings on the virtual campus including the dormitories (Admissions, Academic Center,

Library, Financial Aid, Student Center, Career Center, and Athletic Center.) Have each group

create a newsprint poster about information on their assigned building. Have them present to the

class.

Debrief: Give students about 5 minutes to complete a journal entry that completes the following

sentence: “The activity we just completed makes me think about _________________ because

_______”.

http://www.knowhow2go.org/

http://www.knowhow2go.org/

DRAFT



Skills for Life

Activity Overview: Students will gain knowledge about life skills they have learned from

infancy and beyond.

Materials: pencil or pen

student journals

chart paper

markers

Time: 60-90 minutes


Break up students into small groups. Assign each group an age range (0-5 years old, 6-10, 11-

15, etc. Have your students write down the life skills they acquired during that age group.

Make a large chart with all the age ranges across the top and bring students back together as a

whole group to share their list and log onto the chart.

Debrief: Give students about 5 minutes to complete a journal entry that completes the following

sentence: “One of the life skills we talked about today that I use the most is ______________.”

DRAFT


Week Six

Objectives: Students will understand the elements of effective resume writing. Understand the

purpose for having a resume, compare and contrast resume styles and create a dynamic resume

Day 21: Introduction to Resume Writing

o “Land the Job with Your Resume” activity.

o Have students print their resume on CareerZone

o Reserve time for students to work on their oral presentation

Day 22: CareerZone: Print a Career Plan

o “My Life as Art” activity

o Have students create a 10-year career plan to specify where they want to be in one

year, five years, and 10 years. Have them write specific and measureable career

goals and then a plan of action for reaching these goals. Have them include how

CareerZone has helped them on their journey.

o “Interview Role Play” activity

o Oral Presentations Part 1

Day 23: CareerZone: Print a Career Plan

o “Tip from the Top” activity

o “Flipping the Switch” activity

o Oral Presentations Part 2

Day 24:

Commencement and Celebration – CONGRATULATIONS!

DRAFT



Land the Job with Your Resume

Overview of Activity: This activity helps students learn the components of a resume and build

their individual resumes using CareerZone. They will gain knowledge of working in teams,

presentation skills, and communication skills.

Time: 60-90 minutes total. 40 minutes to go over resume components and individual resumes.

Materials: Laptops, CareerZone website, printer, newsprint, tape, markers.


o Have students sign into their CareerZone Portfolio accounts.

o Go to the “Resume” module. Explain to student that as they have been filling out

their CareerZone portfolios, this information has populated their “Resume”

module

o Resources

http://www.labor.ny.gov/stats/publications/winning_edge/winnedge_resume.shtm

http://www.careeronestop.org/ResumeGuide/TheBasicElements.aspx

o Have students print off resumes. Give students 10-15 minutes to review their

resumes and ask questions

o Divide the class into small groups. Three to five students recommended per

group.

o Explain to each group that they (as a collective group) are trying to get a job with

a Public Relations firm to host a cultural event in their community. Give each

group about 20 minutes to combine the components of each of their resumes they

feel is most applicable for the job opening. Have them write their final resume on

newsprint. Once the groups are done with their resume, give them 10 minutes to

prepare a 30 second elevator speech as to why they would be the best group for

the job to present to the hiring group.

o One of the groups will be designated as the “hiring group.” Give this group 20

minutes to develop criteria they would like the applicants to have on their resume

and what they liked about the groups’ 30 second elevator speeches. Let the hiring

group review each individual group’s resumes for 1 minute before the group

presents their elevator speech.

o After all groups present, the hiring group will present who got the job and why.

Debrief

o Ask the students what the purpose of resumes is. What did they learn from their

peers’ resumes? How can students make their resumes stand out to businesses?

Also discuss why it is important to “market” yourself and your interests-relate to

the marketing of the mapping project.

http://www.labor.ny.gov/stats/publications/winning_edge/winnedge_resume.shtm

http://www.careeronestop.org/ResumeGuide/TheBasicElements.aspx

DRAFT



My Life as Art

Activity Overview: This activity helps students identify the importance of knowing their

philosophy about life. Students will also learn skills that can help them respectfully communicate

their philosophy to people who may have a different point of view.

Materials: Handout “My Life as Art”

www.wordle.net

Pencils/Pens

Time: 60 minutes - This includes 15 minutes discussing what a philosophy is, examples of

philosophies and the importance of knowing what your philosophy is. 20 minutes for students to

read and complete the activity on the next page. 15 minutes to complete and print the log.


Discuss with students that their philosophy of life shapes everything they do as well as

everything they are. It shapes all aspects of life and influences their career choice. Have

students read and complete the activity on the next page.

Debrief:

Ask students to anonymously respond in writing to the following questions:

o When different philosophies were shared during this group exercise, did each

student have an opportunity to share their thoughts?

o Did students feel that their viewpoints were respected even if not everyone agreed

with their philosophies?

The teacher reads the responses and comments accordingly. (The goal is to encourage

students to practice communication skills that will benefit them when they have an

opportunity to discuss different philosophies in the workplace.)

http://www.wordle.net/

DRAFT


My Life as Art

Begin by writing down what is most important to you (for example, family, friends, money, art,

freedom, or whatever). Think about why these are important to you and why you want them to

be part of your life. Now go a bit further and think about the qualities that are important to you

such as honesty/integrity, compassion, etc.

Next, think about how you will face difficult times in your life. How do you hope you will react

to obstacles that may block your path to goals? How will you deal with frustration?

Give yourself time to think about what you value and believe, then write down your thoughts.

Now write down what you hope to accomplish in your career. Do you want to go to college?

Technical School? Do you want a job where you can travel?

What kind of house do you want? Where do you want to vacation? What is your neighborhood

like?

What activities are you participating in? Do you have children?

After you have written your ideal life, log onto www.wordle.net click on “Create your own” and

cut and paste the essay into the box. Click on “go” and watch your ideal life become a unique

work of art. Click on “randomize” and it will generate several different colors and layouts of

your ideal life. When you have found the one you want click on print.

http://www.wordle.net/

DRAFT



Interview Role Play

Activity Overview: Students will understand the value of positive attitude and enthusiasm

during a job interview by role playing two scripted scenarios.

Materials: - “Interview Role Play” Scripts

- 3 actors/actresses One will play the interviewer, one will play the positive job

applicant, and one will play the not-so-positive job applicant

- If possible, the not-so-positive job applicant could use props such as a cell

phone, chewing gum, boxer shorts showing, and anything else that might be

perceived as unprofessional

Note: You may choose not to use the role-play scripts – and instead have participants

answer the questions in their own way — understanding that one person interviews very

well, while the other doesn’t (to the extreme). This is a good strategy for non-readers or

those with limited reading proficiency.

Time: 40 minutes


- Ask participants: Did you know that often an employer will decide within the first 30

seconds if an applicant is right for the job?

- What do you think can come across in 30 seconds? Why is the first 30 seconds so

important? Elicit responses. Obviously, this means you need to be on top of your game

going into the interview.

- Ask for volunteers to read a role play script about job interviews. Allow volunteer actors/

actresses a few minutes to review the scripts. Explain to each “interviewee” that they

should be “over the top” and that the “good” interviewee should be really, really good;

and the “bad” interviewer should be really, really bad.

- For a more creative twist and participation among students you may want to have

students come up with their own answers to the questions. Divide the class into groups of

3 or 4 students and instruct each group to prepare and act out a skit demonstrating either

good interview techniques or not-so-good interview techniques. Then have them show

their skits to the class.

Debrief: Discuss with participants the fact that these examples are both ends of the extreme.

What are some of the takeaways from either observing or participating in this role play?

Source: Adapted from: Soft Skills to Pay the Bills: http://www.dol.gov/odep/topics/youth/softskills/


DRAFT


Interview Role Play

INTERVIEWER’S SCRIPT

“Good morning, my name is [Mr. or Ms.] _______________________ and I will be conducting

your interview this morning.” Extend your hand to shake hands with the applicant. “Please have

a seat.”

“We are interviewing for the position of a restaurant host/hostess. We are looking for someone

with good customer service and communication skills, someone who is dependable and gets

along with others. This person will be the first person to greet guests when they come into our

restaurant, so it is very important to us that the host displays a positive and welcoming attitude.”

“Now, I have some questions to ask you.”

“Did you bring a copy of your resume?”

“Tell me a little bit about yourself.”

“What are your strengths?”

“What are your weaknesses?”

“Why do you want to work here?”

“Tell me about a recent job or volunteer position you had.”

“Why did you leave that position?”

“Do you have any questions for me?”

DRAFT


Interview Role Play

INTERVIEWEE SCRIPT 1

Q: “Did you bring a copy of your resume?” Yes, sir (or ma’am), I did. [You open up a folder you brought with you to the interview (where

you have copies of your resume). You hand one copy to the interviewer.]

Q: “Tell me a little bit about yourself.” I have lived in [your city or state] all of my life, I love being around people, and I love learning

new things. Right now, I’m learning a new language because I think it is important to be able to

communicate with a variety of people. I also like doing physical work and enjoy gardening and

landscaping. I’m quite proud of my yard.

Q: “What are your strengths?” I’m a really good listener. Don’t get me wrong, I’m a good talker too, but I think listening skills

are even more important. I’m also a good organizer. It doesn’t make any difference if it is

organizing my closet or a trip with my family; I love all the planning and organizing that goes

into it.

Q: “What are your weaknesses?” I like things to go according to my plans so when something comes up that may make my plans

go off schedule it sometimes stresses me out. But what I have learned about myself is that

coming up with a plan B helps a lot! So, if I plan ahead for potential problems, then I don’t stress

out at all because I have a good idea of what to do next.

Q: “Why do you want to work here?”

As I said earlier, I love being around people and in this job I’d get to meet every person that

walks through the door. Your restaurant has a good reputation for quality food and service and

that’s the type of restaurant I’d be proud to work in. I think my qualities will fit nicely here.

Q: “Tell me about a recent job or volunteer position you had.” I worked in a cafeteria serving food. Sometimes I worked in the kitchen but I really loved

working as a server. I got to meet a lot of people. Some days were easier than others. I set a goal

for myself to smile at everyone I served, especially those people who seemed upset or depressed.

It may seem like a boring job to some people but not me.

Q: “Why did you leave that position?” I left because I had started school and couldn’t do both school and work at the same time.

Q: “Do you have any questions for me?” Your staff has a great reputation for customer service, so I thought perhaps I’d ask if you have a

training program you put your staff through to achieve that?

Before you leave: I also have a list of references for you. [Hand the interviewer a sheet of

paper.] Thank you for the interview; it was a pleasure to meet you. [Offer a professional, firm

handshake – and a smile.]

DRAFT


Interview Role Play

INTERVIEWEE SCRIPT 2

This version of the interview should be over-the-top “bad.” The candidate should be dressed

inappropriately, wearing sunglasses, chewing gum, displaying poor posture, disorganized, late,

etc. In fact, the interviewee doesn’t pay attention when the interviewer begins – and doesn’t

realize that the interviewer offered to shake hands because he/she was too busy putting a cell

phone in his/her pocket.

Q: “Did you bring a copy of your resume?” A resume? Oh, yeah…it’s in here somewhere. [Dig around in your pocket or bag until you find a

crumpled resume. Smooth out the paper and hand it to the interviewer.]

Q: “Tell me a little bit about yourself.” Well, I’ve been taking a little time off lately – traveling around the United States. I’m trying to

get one tattoo from every state. I’ve already got a pretty good start, see? [Show the interviewer

your bare arm.]

Q: “What are your strengths?” I can talk to anybody…and about any subject! There’s never a dull moment when I’m in a room.

Q: “What are your weaknesses?” Hmmm, I can’t think of anything. Oh yeah, I have a weakness for Rocky Road ice cream. I bet I

could eat an entire gallon in one sitting. I also like to sleep late. Really, I’m much more of a night

owl than an early bird. Sure the early bird gets the worm, but who wants worms anyway?

Q: “Why do you want to work here?” I figured I’d be able to get free meals if I worked for a restaurant. Plus, I’m living at home with

my mom and she wants me to pay rent…why, I don’t know.Skills to Pay the Bills

Q: “Tell me about a recent job or volunteer position you had.” Uh, the last job I had was at a sporting goods store. That was a while ago, though – and it didn’t

last too long.

Q: “Why did you leave that position?” Well, me and the manager didn’t always see eye to eye. Sometimes customers were pretty rude

when we didn’t have the sports equipment they wanted and my manager expected me to be nice

to these people when they clearly didn’t deserve it. Let’s just say I left by mutual agreement.

Q: “Do you have any questions for me?”

Do your employees get free meals?



DRAFT



Tips from the Top

Overview of Activity: This activity helps students develop skills to locate, evaluate, and

interpret career information. It also helps students develop skills to prepare to seek, obtain,

maintain, and change jobs.

Materials: Copy of The Successful Worker worksheet for each student.

Paper

Pen/Pencil

Time: 60 minutes total. This includes 20 minutes to discuss and complete The Successful

Worker worksheet. 20 minutes to write essays.

Activity Instructions: 1. Distribute a copy of The Successful Worker worksheet to each student.

2. Have them circle each trait they feel they have.

3. Have students use the journaling section of CareerZone to write an essay on how they are

currently using these traits in their lives. They should cite examples of incidents where

they have shown each behavior.

4. Encourage students to include their essays in their career portfolios

Debrief: Encourage discussion with you as the leader by asking questions such as:

• Why are these skills important to employers? Why did employers identify these specific traits?

• How can these skills help a business succeed?

• In your essay you’ve identified how you are utilizing the traits listed. How can this information

help you apply for and get a job?

• In reference to the traits listed, is it true that practice makes perfect?

• How can you continue to develop these traits in preparation for your career?

• How will these traits help you in your career choice?

Source: Adapted from Learning a Living: SCANS Report. Secretary’s Commission on Achieving Necessary Skills

DRAFT


The Successful Worker

Listed below are several traits identified by business owners, public employers, union officials,

managers, and workers as the personal qualities needed for solid job performance.

Responsible * Work hard for excellence, even if a task is unpleasant.

* Pay attention to detail.

* Work toward high standards of attendance, punctuality, and attitude.

Confident * Believe in your own self-worth, skills, and abilities.

* Be aware of how your emotions, behavior, and attitude can affect others, and take

responsibility for your actions.

Sociable * Be friendly, sensitive, and polite to others.

* Be interested in what others say and do.

* Be flexible so you can interact with people from different backgrounds.

Self-Managing * Know your abilities, skills, and knowledge.

* Set realistic personal goals and be self-motivated to achieve them.

* Use others’ criticism and feedback to improve yourself.

Honest/Ethical * Know your community’s and organization’s code of ethics.

* Know how behavior that violates these codes hurts individuals and organizations.

* Be committed to ethical behavior in the workplace.

Source: Adapted from Learning a Living: SCANS Report. Secretary’s Commission on Achieving Necessary Skills

DRAFT



Flipping the Switch

Activity Overview: Students will analyze the different types of communication they might use

in different situations and environments by practicing verbal and nonverbal examples of

speaking to friends, family, and their employer.

Materials: “Flipping the Switch” Handout (1 per person)


Time: 30 minutes


o Lead an open discussion posing the following questions:

o How do you communicate with your friends? Your family?

o How would you communicate with an employer at an interview?

o Why is each situation different?

o What are the expectations of each person?

o What would happen if you greeted your friends in the way you greeted an

interviewer?

o What would happen if you greeted an interviewer the same way you greet your

friends?

o Knowing how to communicate with people in the right context for a given situation is an

important skill, as there are often unspoken rules and standards that are just expected. For

example, it’s common practice in the professional world to shake hands with people

when meeting, rather than offering a high-five or a hug. We might use slang with our

friends when talking about what happened at school or at a party, but we would usually

use different words and mannerisms when telling our parents the same information.

o Use the following handout to compare and contrast the differences in how we might share

the same type of information to different groups. You may also split the students into

different groups and have them portray different scenarios.

Debrief: What are some examples of communication (both verbal and non-verbal) that you

should always try to practice when communicating with an employer? How would an employer

react if you communicated with them the same you would to a friend?



DRAFT


Flipping the Switch

Consider the following situations. Create a list, discuss, draw a picture, or encourage participants

to act out the different ways one might communicate with each of following groups:

• FRIENDS

• FAMILY

• PROFESSIONAL (INTERVIEWER, EMPLOYER, TEACHER, ETC.)

Be sure to explore BOTH verbal language (what we say and how we say it, i.e., tone of voice)

and non-verbal language (facial expressions, behavior, body language, etc.)

SITUATION 1: Saying hello or goodbye Friends:

Family:

Professional:

SITUATION 2: Asking for help Friends:

Family:

Professional:

SITUATION 3: Emailing or texting Friends:

Family:

Professional:

SITUATION 4: Showing excitement Friends:

Family:

Professional:

SITUATION 5: (Create your own) Friends:

Family:

Professional:

DRAFT


Activities Guide Rubric

Instructions for student assessment: The following rubric is an informal assessment tool for

evaluating students’ effort and ability to complete selected CareerZone modules and activities in

this guide. It is recommended to grade individual students at the end of every day based on the

following categories and points.

After calculating the points earned for each student, record the scores of each student on the

following page. Perfect scores and passing scores may be adjusted based on any modifications

you may have made to the activity guide, when particular categories are not relevant, as well as

student attendance.

*Remember: These points are only recommendations and do not necessarily reflect the student’s

completion of your program.

Category 5 3 1

Contributions in

classroom

discussions

Routinely provides

useful ideas when

participating in the

group and classroom

discussion. A definite

leader who

contributes a lot of

effort.

Sometimes provides

useful ideas when


group and in

classroom discussion.

A satisfactory group

member who does

what is required.

Rarely provides

useful ideas when


group and in

classroom discussion.

May refuse to

participate.

Quality of written

work

Provides work of the

highest quality.

Provides standard

quality work that

occasionally needs to

be checked/redone by

other group members

to ensure quality.

Provides work that

usually needs to be

checked/redone by

others to ensure

quality.

Navigation of

CareerZone

Routinely uses time

well while navigating

CareerZone

independently to

ensure things get

done on time.

Tends to

procrastinate, causing

a need to deadline

extensions, but

always manages to

complete online

work.

Unable to complete

one or more specific

modules because of

this person’s

inadequate time

management.

Focus on the task,

especially

pertaining to the

specific activity

Consistently stays

focused and engaged

throughout the

activity and what

needs to be done.

Portrays a positive

attitude throughout

each activity.

Focuses on the task

and what needs to be

done some of the

time. Needs to be

reminded to stay on

task. Usually has a

positive attitude

about the task(s)

Rarely focuses on the

task and what needs

to be done. Lets

others do the work.

DRAFT


Scoring Sheet

Student’s name: _____________________________________

Use this page to record the daily points of each individual student based on the Activities Guide

Rubric. Student progress can be tracked by recording their strengths and needs for improvement

in the comments section.

Day Score (max. of 20) Comments:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

Total ________/______

DRAFT


CareerZone Activity Guide Comments/Notes/Suggestions

Documents

CareerZone Activity Guide - cteenrich2011.wikispaces.comActivity... · the list of occupations generated by their RIASEC code. “Find Someone Who” activity Day 3: ... Handout “Visualization