Economics for the Virtual Enterprise€¦ · Web viewWhat are some of the things you would need to learn or do before taking Step 1, before taking Step 2, before taking Step 3,

Job Explorer: My Dream Job-Lesson 1

Topic: Introduction to Job Explorer

Objectives:Students will be able to:

Examine topics in the Job Explorer learning unit Share information from past experiences about the job search process Explain the steps involved in searching for a job Suggest topics they would like emphasized in Job Explorer learning unit

Materials: Worksheets 1A, 1B, 1C and #1D

Focus Question: What is Job Explorer about?

Teaching Strategies:Introduction:

Distribute Worksheet #1A, “Job Explorer.” Have students follow the directions on the worksheet. Then, have them explain their answers to the following:

- Based on what you see on this list of topics, what is Job Explorer about?- Which topics are you most interested in learning more about?

Body of the lesson:Tell the class that today they will be discussing the Job Explorer learning unit and an overview of the job search process.

Distribute Worksheet 1B, “Steps.” Have the students follow the directions on the worksheet. Then, have them explain their answers to the following:

- What were some of the five steps you listed on the chart (call on at least 4-5 volunteers)?

- Which of these would be the first step you would take?- Which of these steps is the most important step to take in finding a job?- Which step would take you the most time?

Distribute Worksheet # 1C, “Career Path.” Have students follow the directions for the exercise on the worksheet (the correct order for job search steps and their descriptions is 1D, 2A, 3B, 4E, and 5C) then have them explain their answers to the following:

- In your own words how would you summarize each of the following steps suggested for getting a job: Step 1, Step 2, Step 3, Step 4, and Step 5?

- Of the 5 steps, which is the most important?- Of the 5 steps, which is the most difficult?

Distribute Worksheet #1D, “Self-Assessment.” Have students explain their answers to the following:

- How many of you have taken all of the steps in each of the five categories?- How many of you have taken most of the steps in each of the five categories?- How many of you have taken few of the steps in each of the five categories?- How many of you have taken none of the steps in each of the five categories

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- What are some of the things you would need to learn or do before taking Step 1, before taking Step 2, before taking Step 3, before taking Step 4, and before taking Step 5?

Summary/Assessment: Have students explain their answers to the following:

- Which of the 12 topics on Worksheet #1A should we spend the most time discussing in class?

- Are there topics other than the ones list on Worksheet #1A that you think we should talk about in this learning unit?

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Worksheet #1A, “Job Explorer”Exercise: In the Job Explorer learning unit, we will discuss the topics listed below. Place an “X” in front of the three topics that interested you most.

_____Lesson 1 Introduction to Job Explorer and overview of the job search process

_____Lesson 2 Personal interests and jobs

_____Lesson 3 Skills, talents, and jobs

_____Lesson 4 Writing skills and jobs

_____Lesson 5 Creating personal goals

_____Lesson 6 Careers goals, and strategies

_____Lesson 7 Work environments and business attire

_____Lesson 8 Work settings

_____Lesson 9 Education levels and careers

_____Lesson 10 Job internships, volunteering, and shadowing

_____Lesson 11 The Resume

_____Lesson 12 The Job Interview

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Worksheet #1B, “Steps”Exercise: Finding a full-time job involves a number of steps between the time an individual decides he/she wants to work and the day he/she accepts a job offer. In boxes 1-5 (with 1 being the first step after the start) list, in the order they should be taken, the five steps that a person should take in finding a job.

End:I have accepted a job offer

5)

4)

3)

2)

1)

Start:I wanta full time job

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Worksheet #1C, “Career Path”Exercise: Column I lists the five steps one should take to find a job. The descriptions of those five steps appear in Column II. However, the descriptions in Column II are not paired correctly with the steps in Column I. Directions: To the left of Steps 1-5 in Column I, place a letter (A, B, C, D, or E) representing the correct matching description from Column II.

Column I- Steps to take in finding a job Column II- Descriptions of Steps 1-5___ STEP 1 –Get to know yourself and understand your personal qualities better. (Take This Step 4 Years Before Taking a Job)

A. Make connections between different jobs, things that are important to you, and things you do well.

___ STEP 2 –Match your personal qualities with possible careers (Take This Step 3 Years Before Taking a Job)

B. Gain actual information about jobs that interest you, through informational interviewing, internships, and relevant part-time and summer jobs.

___ STEP 3 –Learn more about possible careers (Take This Step 2 Years Before Taking a Job)

C. Analyze actual job offers made to you. Consider pros and cons of each offer including salary, working conditions. Accept a job offer.

___ STEP 4 -Develop and implement a career search strategy (Take This Step 1 Year Before Taking a Job)

D. Identify personal values, interests, skills, and interests

___ STEP 5 –Make your decision about a taking a job (Take This Step 6 Months Before Taking a Job)

E. Make a list of potential employers. Prepare for interviews and practice interviewing skills with a mock interview. Network with friends, parents, faculty, alumnae/i and others with job connections. Attend career fairs, company presentations, and career-related forums with alumnae/i

Adapted http://www.simmons.edu/cec/undergraduate/careers/coaching/index.php

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Worksheet #1D, “Self-Assessment”Exercise: Review Worksheet #1C. Indicate to what extent you have taken the actions described on Worksheet #1C by placing an “X” in one of the four columns for each of the five steps listed.

Steps I have taken many of the actions described

I have taken some of the actions described

I have taken very few of the actions described

I have taken none of the actions described

1. Get to know yourself and understand your personal qualities better

2. Match your personal qualities with possible careers

3. Learn more about possible careers

4. Develop and implement a career search strategy

5. Make your decision about taking a job

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Topic: Personal Interests and Careers


Identify their personal interests Discuss the role one’s personal interests play in finding a job Examine circumstances under which someone should consider taking a job in which

they had little or no interest.

Materials: Worksheets 2A, 2B, and 2C.

Focus Question: What role do personal interests play in finding a job?


Distribute Worksheet 2A, “Understanding Yourself.” Have the students follow the directions on the worksheet. Then, have them explain their answers to the following:

- Using your own words, summarize the quotation on this handout?- What does the writer mean by saying: “Understanding yourself is the first

step in identifying a good fit for satisfying career?”- To what extent do you agree or disagree with this quotation?

Body of the lesson:Tell the class that today they will be discussing the roles one’s personal interests play in finding a career.

Distribute Worksheet # 2B, “Interest Survey.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What are some of your greatest interests that were identified in this survey?- What did you learn from this survey about your interests that you did not know

before?- How can learning about your interests help you in the search for a job?- How important to you is finding a job that meets your interests? Is salary or, a

good boss, just as/less/more important than finding work that meets your interests?

Distribute Worksheet #2C, “Reading.” Have students follow the directions to complete the exercises on this worksheet. Then, have them explain their answers to the following:

- What is this reading about?- What title would you give to this reading?- What arguments are made in this reading about the importance of following

one’s interest in looking for a job? Do you agree with these arguments?- It is possible to develop an interest in career that you were not interested in at

first?

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Summary/Assessment: Under what conditions would you consider working in a job that did not interest you?

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Worksheet 2A, “Understanding Yourself”Exercise: In the space labeled “Rewrite” below, summarize the quotation below in your own words.

“Understanding yourself is the first step in identifying a good fit for satisfying career. Often people want to skip the important first step, and jump right into exploring options and launching a job search plan. But before you jump forward, it is important for you to step backward in order to identify what's most important in your career and life so that you can make informed and meaningful decisions. We know that people who find satisfying careers are those whose strengths, interests, values and goals are in alignment. Often they lead healthier and more fulfilling lives and can achieve future successes.”

Rewrite:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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Worksheet 2B, “Interest Survey”Exercise: Look at the list below and circle the five things that you most like to do. Then follow the directions below. 1. Learn how things grow and stay alive2. Make the best use of the earth's natural resources3. Hunt and/or fish4. Protect the environment5. Be outdoors in all kinds of weather6. Plan, budget, and keep records7. Operate machines and keep them in good repair8. Read and follow blueprints and/or instructions9. Work with my hands10. Perform work that requires precise results11. Solve technical problems12. Visit and learn from beautiful, historic, or interesting buildings13. Follow logical, step-by-step procedures14. Use my imagination to communicate new information to others15. Perform in front of others16. Read and write17. Play a musical instrument18. Perform creative, artistic activities19. Use video and recording technology20. Design brochures and posters21. Work with numbers and detailed information22. Be the leader in a group23. Make business contact with people24. Work with computer programs25. Create reports and communicate ideas26. Plan my work and follow instructions without close supervision27. Communicate with different types of people28. Help others with their homework or to learn new things29. Direct and plan activities for others30. Handle several responsibilities at once31. Help people overcome their challenges32. Work with numbers33. Work to meet a deadline34. Make predictions based on existing facts35. Analyze financial information and interpret it to others36. Handle money with accuracy and reliability37. Take pride in the way I dress and look38. Be involved in politics39. Negotiate, defend, and debate ideas and topics40. Plan activities and work cooperatively with others41. Analyze information and interpret it to others42. Travel and see things that are new to me43. Work under pressure44. Help sick people and animals45. Participate in health and science classes46. Respond quickly and calmly in emergencies

47. Work as a member of a team48. Work with all ages and types of people49. Organize activities in which other people enjoy themselves50. Have a flexible schedule51. Communicate easily, tactfully, and courteously52. Learn about other cultures53. Care about people, their needs, and their problems54. Participate in community services and/or volunteering55. Listen to other people's viewpoints56. Think of new ways to do things57. Make friends with different kinds of people58. Work with computers59. Reason clearly and logically to solve complex problems60. Use machines, techniques, and processes61. Read technical materials and diagrams and solve technical

problems62. Play video games and figure out how they work63. Concentrate for long periods without being distracted64. Work under pressure or in the face of danger65. Make decisions based on my own observations66. Interact with other people67. Be in positions of authority68. Respect rules and regulations69. Debate and win arguments70. Observe and analyze people's behavior71. Work with my hands and learn that way72. Put things together73. Apply math to work out solutions74. Use hand and power tools and operate

equipment/machinery75. Visualize objects in three dimensions from flat drawings76. Shop and go to the mall77. Be in charge78. Make displays and promote ideas79. Give presentations and enjoy public speaking80. Persuade people to buy products or to participate in activities81. Communicate my ideas to other people82. Take advantage of opportunities to make extra money83. Interpret formulas84. Work in a laboratory85. Figure out how things work and investigate new things86. Explore new technology87. Experiment to find the best way to do something88. Pay attention to details and help things be precise89. Travel90. Solve mechanical problems91. Drive or ride

Adapted from: http://checkoutacollege.com/explorecareers/interestsurvey.aspxDirections: Complete the sentence below.I learned the following about my interests from taking this survey: _______________________________________________________________________________________________________________________________________________________

Worksheet 2C, “Reading”

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http://checkoutacollege.com/explorecareers/interestsurvey.aspx

Exercise: Read the worksheet below, make up a title for this worksheet, and write next to word “title.”Title: ________________________________________________________________

Pursuing a career that interests you is important because, unless you care about your career, it will be difficult to make and sustain the effort required and it will affect your own well-being. Although parents and others may pressurize you to enter a particular career, you should not bow to their pressure and pursue a career in which you have no interest. There are many reasons why and here are some of them.

If you have no interest in your career, it is difficult to sustain the necessary effort to ensure your success in the field. You may have to study subjects that you do not enjoy for many years to qualify for the career. You will then have to spend forty odd years doing something in which you have little, or no, interest. When you feel that what you are doing is pointless, and has no joy in it, it is difficult to have the enthusiasm to do it properly. Employers like enthusiastic employees. Your lack of enthusiasm and lack of productivity will be apparent and others will get promotions and you will not, you could even lose your job.

If you force yourself, against your natural inclination, into a career, it will cause you years of unhappiness and may sour your character. Square pegs do not fit into round holes. This unhappiness, and the feeling that your work is pointless, can grow into the idea that you are pointless. Many middle-aged people bitterly regret their original career choice. This bitterness can cause stress, mental and physical health problems. Your happiness and well-being are crucially important.

If you are on the wrong career path, it will affect your character, nature, relationships and personal growth. When you are miserably stuck in a career, that you do not enjoy, it is supremely hard to summon the necessary enthusiasm to change and grow.

Interest in your career is what gives you the drive, and the ambition to succeed in that career. When you are not interested in your career, you do not have the interest to reach the top of your profession. You may never be more than mediocre. Whereas, if you choose a career in which you are interested, you will have the interest, passion, confidence, talent, and aptitude, for your subject to pursue the excellence that will get you to the top of your profession.

Copyright © 2002-2013 Helium, Inc. All rights reserved.Helium.com: A Service of RR Donnelley

http://www.helium.com/items/1960661-why-it-is-important-to-pursue-a-career-that-interests-you

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Topic: Skills/Talents and Careers


Identify personal skills and talents Discuss which skills and talents employers find most useful Examine how talents/skills may be improved

Materials: Worksheets #3A, 3B, and 3C

Focus Question: What role does one’s skills/talents play in helping workers succeed in their careers?


Ask students to make a list in their notebooks of up to 3-5 special talents/skills they possess. Then, have the class explain their answers to the following:

- What are some of the talents/skills that you put on your lists?- Explain how one of these talents or skills might be useful in a career?

Body of the lesson:Tell the class that today they will be discussing how a person’s talents/skills may be helpful in developing a career.

Distribute Worksheet # 3A, “Skills/Talents Survey.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What did you learn from this survey about the skills, talents, and personal qualities that employers find most useful?

- What are some of the most important skills, talents, and personal qualities that you have that are on this list?

- What does the author of this worksheet mean by saying, “Employers value people who, metaphorically, dig a well before they’re thirsty.”

- Do you think individuals are born with the skills/talents/personal qualities on this list, or can they be developed throughout one’s life?

Distribute Worksheet #3B, “Reading.” Have students follow the directions to complete the exercises on this worksheet. Then, have them explain their answers to the following:

- What is this reading about?- What title would you give to this reading?- What does the author of this passage mean by saying having “varied talents is

better” than having a singular talent?- In what ways can worker’s careers be hurt by having too many talents or skills?

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Distribute Worksheet #3C, “Increasing Talent.” Have students follow the directions to complete the exercises on this worksheet. Then, have them explain their answers to the following:

- What is this reading about?- How does igniting the spark of inspiration lead to growing one’s talents?- How does practicing lead to growing one’s talents?- How does having the right coach lead to growing one’s skills.- Which of the three ingredients is most important is growing one’s skills related to

his/her career?

Summary/Assessment: Have students explain their answers to the following:

- You have now learned about the roles one’s interests and talents play in the search for a career. Which is more important in getting a job having a special interest (as discussed in the previous lesson) or having special talents?

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Worksheet 3A, “Skills Survey”Exercise: On the list below, make a check mark next to any of the talents or skills that appear that you believe you possess.

I. Popular skills that employers wantA roundup of several surveys suggests the employers most admire employees who possess the following skills:

____1.

Effective communication skills: Employers seek candidates who can listen to instructions and act on those instructions with minimal guidance. They want employees who speak, write, and listen effectively, organize their thoughts logically, and explain everything clearly

____2.

Computer and technical literacy: Almost all jobs now require an understanding, ranging from basic to advanced, of computer software, word processing, e-mail, spreadsheets, and Internet navigation.

____3.

Problem-solving/Creativity: Employers always want people who can get them out of a pickle. Problem-solving abilities can aid you with making transactions, processing data, formulating a vision, and reaching a resolution. Employers need the assurance that you can conquer job challenges by thinking critically and creatively.

____4.

Interpersonal abilities: Relationship-building and relationship-management are high priorities with many employers. These skills confirm that a candidate can relate well to others, both co-workers and customers.

____5.

Teamwork skills: The ability to work well with others while pursuing a common goal is a long-running favorite of employers. But so is the ability to work with minimum supervision.

____6.

Diversity sensitivity: In today’s world, cultural sensitivity and ability to build rapport with others in a multicultural environment is highly valued by employers.

____7.

Planning and organizing: Workplace life requires prioritizing and organizing information. Employers value people who, metaphorically, dig a well before they’re thirsty.

____8.

Leadership and management: Leadership consists of a strong sense of self, confidence, and a comprehensive knowledge of company goals. These are qualities that motivate and inspire, providing a solid foundation for teamwork.

http://www.dummies.com/how-to/content/skills-and-personal-qualities-that-employers-want.navId-397846.html?print=true

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II. Personal qualities that employers wantExercise: On the list below, make a check mark next to the personal quality that you believe you have

Here is a list of some of the personal qualities that employers typically rate highly:

____1.

Adaptability and flexibility: Nearly half of employers in a recent survey gave a high rating to “openness to new ideas and concepts.” They also like candidates who can work independently or as part of a team, changing gears when required, whether multitasking or adapting working hours and locale.

____2.

Professionalism and work ethic: Employers seek productive workers with positive work ethics who stick with challenges until they meet them.

____3.

Positive attitude and energy: The last to be picked and promoted are candidates who show gloomy outlooks and emotional immaturity. Exhibit a sunny outlook and energetic, organized behavior.

http://www.dummies.com/how-to/content/skills-and-personal-qualities-that-employers-want.navId-397846.html?print=true

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Worksheet 3B, “Reading”Exercise: At the bottom of this worksheet, create an outline for 2-3 minute talk you would give based on the reading below. Your talk should have an introduction, body, and conclusion.

If You Want a Good Job, You Need More Than One Talent

Varied Talent Is BetterYou might not expect that jobs for a medieval art lawyer, a French-Canadian

copywriter specializing in nutrition, or a customer support representative with experience in film contract administration actually exist, but they do. Specific jobs that require (or, at least, prefer) the mixing of often unrelated skills show up in job listings regularly. They may not be a dime a dozen, but they're far from non-existent. Even when you apply to a job that appears standard, your additional talents—no matter how irrelevant they may seem—can offer you an advantage.

While common advice may dictate that passion and focus on the one thing that you love in life will help you become significantly more employable in that field, they actually lower your chance for a job. Highly talented, ambitious lawyers make a lot of money—but most lawyers don't. When you try to be the best at one broad thing, you open yourself up to an incredibly large amount of competition where only a small percentage of people find significant success. When you apply to specific jobs that center around not only your primary talent, but other talents you've never sought to fully promote, you're suddenly a big fish swimming in a small pond. When applying for work, that's the ideal situation. As humans, we have difficulty making decisions when we have too much information. When competing for a job, you could very well be the best fit but when a hiring manager needs to make a decision he or she may not choose you due to information overload. When you have to interview many candidates, it's very easy to only get a small picture of each one. When you have multiple relevant talents, you'll rise to the top and set yourself apart.

Grow the Talents You Already HavePeople who've focused on a singular goal their entire life often believe they have a

single talent. Most of us, however, have hobbies and other interests. While we might not have the polished skill set required for professional work, growing such an interest to that point is not only easy but something we enjoy doing.

Let's pretend you're a lawyer and you have a few hobbies: cooking, cars, and television dramas. While you can't grill a steak during a deposition, you can cater your services towards restaurants, bakeries, and other food-related establishments, as well as seek out work related to food issues. If you love cars and know plenty about them, that puts you at an advantage when applying for legal jobs at car manufacturers. Auto shows require lawyers as well. Several companies create gadgets for cars, or even the technology behind self-driving cars, and lawyers are certainly needed for that. Lawyers are also consulted on television dramas frequently, and Hollywood loves employing lawyers to fight their many legal battles. While these are just a handful of examples, most career paths have various places where your interests can help you get a job if you grow

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http://www.theverge.com/2012/12/14/3766218/self-driving-cars-google-volvo-law

http://en.wikipedia.org/wiki/Google_driverless_car

http://lifehacker.com/5966189/why-too-much-information-makes-decision-making-impossible

http://lifehacker.com/5966189/why-too-much-information-makes-decision-making-impossible

http://lifehacker.com/5978452/if-you-want-a-good-job-you-need-more-than-one-talent

them into skills you can promote in a job interview and on your resume. Sometimes, these skills can even help you get work when you have no relevant experience.

Companies Like to Take Advantage of Multi-Talented WorkersPeople who can do more than one thing, whether it's in their job description or

not, offer added value to a company. You may have a primary task, like sales, but if you also have design skills you could potentially help the company with promotions. If you work as an assistant but know how to code, you can write an app to automate a lot of your work so you have time to get more things done. When you have an extra skill and you find a way to bring it to the table, you exceed the value of a traditional employee.

This reality has the potential to put you in a bad situation. Multiple talents make it seem like you're capable of doing the job of multiple people. As you're only one person, you'll burn out working two jobs for the cost of one. That aside, it's simply not fair to you or to the person who might be employed if you didn't take on their job as well. While the intersection of talents can help get you hired, it's important to set boundaries in the beginning. Don't take on more work than you can handle, and identify sources of burnout before they can affect you.

Stay PatientLike with any job search, finding specific work takes time. Use that time to grow

your skills and continue to seek out positions that are most relevant to your interests. Generic employees with one great skill, however talented, aren't as attractive in a poor economy because they don't offer a company as much bang for their buck. If you can offer more, you'll improve your chances. http://lifehacker.com/5978452/if-you-want-a-good-job-you-need-more-than-one-talent

Exercise: Outline for a 2-3 minute talkTitle: If you want a good job, you need more than one talentI. Introduction:

A.

B.

C.

II. Body of the talk:A.

B.

C.

III. Conclusion:A.

B.

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http://lifehacker.com/5884439/burnout-is-real-how-to-identify-the-problem-and-how-to-fix-it

http://lifehacker.com/5720706/how-do-i-get-a-job-when-i-have-no-relevant-experience

Worksheet #3C, “Increasing Talent”Exercise: Three ingredients for increasing talent are mentioned on this worksheet. Select the one ingredient mentioned below that you believe is most important in increasing talent and circle it.

How to Increase TalentWhat is the secret of talent? How do we unlock it? Journalist and New York Times

bestselling author Daniel Coyle visited nine of the world’s greatest talent hotbeds — tiny places that produce huge amounts of talent, from a small music camp in upstate New York to an elementary school in California to the baseball fields of the Caribbean.

He found that there’s a pattern common to all of them — certain methods of training, motivation, and coaching. This pattern, which has to do with the fundamental mechanisms through which the brain acquires skill, gives us a new way to think about talent — as well as new tools with which we can unlock our own talents and those of our kids.

There seems to be three keys for unlocking, reshaping, and improving existing talents. (1) The first key ingredient is igniting “the spark” of inspiration. This “spark” is what begins a huge, deep transformation. It’s the beginning of unlocking talent. Something has to ignite desire. That spark for Coyle was ignited in 1970 when he met a famous writer and said, “if he could be a writer so could I.” Coyle then put myself through a self-study program that contained well more than 10,000 hours of writing, reading, writing and more reading; of being rejected for years, and yet trying again and again (and again and again). Finally, his first book was published in 1984.

(2) The second key ingredient is engaging in a particular kind of practice. When Coyle was learning how to play the harmonica some thirty years ago, he nearly threw the instrument against the wall. While it’s easy to just blow through a harmonica and get some music out of it, learning how to blow through single holes, bend notes, and control your breathing and the resulting music is a challenge. But he kept practicing. He practiced every day at 7 pm on the front porch of an abandoned house. After an entire year, he could play like a relatively good blues harmonica player. But it took practice that involved struggle, errors, correction, and more practice. That’s part of the secret to increasing talent.

(3) The third secret ingredient is great coaching. While one can refer to books, courses, CDs and more on how to do something, there’s nothing like having a personal coach there to guide one’s learning. Coyle describes the experience of having failed geometry the first time he took the course, but excelling at it the second time, attributing his success to a better coach. He learned to pilot a plane in a short amount of time again due to a great teacher.

Adapted from: http://blog.mrfire.com/how-to-increase-talent/

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Focus Question: What are your possible career paths that outline your skills and talents?Teaching Strategies:

Pre-class preparation: Get all job listings books from the library and have them available in your classroom for this session. Or, have your career exploration class in the library today. Students can conduct research on the CareerZone.ny.gov website on various career paths.

Body of the Lesson:Tell the class that today they will be exploring possible career paths based on the skills/talents that they possess.

1. Have students reexamine their skills and talents through Worksheet 3A and use the handout to research possible career paths that outline those skills and talents. They should use the job listing reference books, as well as, CareerZone.ny.gov to assist them in researching possible career paths. Students should select at least three careers and write them down on the bottom left-hand corner of “Fast, slow: How do you know?” (Worksheet #4A). In groups, have students use a newspaper or Internet to explore and identify individuals who work in any of those career paths. Or, students can identify products that have been created, decisions that have been made or problems that have been solved by people in those careers. Students can use these examples to draw conclusions about the job.

2. Direct students to complete the questions on the Fast, slow: How do you know?” (Worksheet #4A). If there is time, discuss some of their answers. (The questions require them to identify the potentially unconsidered implications of their chosen career.)

Summary/AssessmentAsk students: Why does each of their three career paths interest them?Homework: Have students journalize how each career appeals to his/her personality, strengths and skills.

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Topic: Potential Career Paths

Objectives: Select three potential career options To examine the implications of a potential career path

Materials:

Job Listings Reference Books CareerZone.ny.gov Worksheet 3A: “Skills Survey” Worksheet #4A Fast, slow: How do you know? Newspaper

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Topic: Creating Goals


Explain the importance of setting goals Differentiate between the various goal categories Distinguish between short and long term goals Write sample short and long term goals

Materials: Worksheets #5A, #5B, #5C, and #5D

Focus Question: How will setting goals help us get the job we want?


Ask students to explain their answers to the following:- Make a list of three important things you would like to accomplish by this time

next year?- Why do some people believe it is important to create lists of the things they hope

to achieve?- To what extent do you believe that creating such lists make it more likely you

will achieve the things you want?

Body of the lesson:Tell the class that today they will be discussing how setting goals will help them getting the job they want.

Distribute Worksheet #5A, “Goals.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What did you learn about goals from this worksheet?- Explain some of the reasons people set goals?- What is meant by the quotation: “if you don’t have a goal in life, you are

spending your life running around and not achieving anything for yourself?”- Of the six reasons listed, which is the most important reason for setting goals?

Distribute Worksheet # 5B, “Categories.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- Raise your hand to tell the class how many of you created goals in the:a) career category b) education category c) family category d) financial category e) public service category f) artistic category g) attitude category h) physical category or i) personal pleasure category

- Read to us what you wrote on the worksheet (call on at least five volunteers).- How useful do you think goal writing will be in accomplishing important things

in your life?

Distribute Worksheet # 5C, “Steps.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

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-Tell us why each of the following steps is important in achieving your goals:o Step 1o Step 2o Step 3o Step 4o Step 5o Step 6o Step 7

- Which of these is the most important step of all?

Distribute Worksheet #5D, “Writing Goals.” Have students follow the directions to complete the exercises on this worksheet. Ask for three volunteers to write their long-term and related short-term goals on the board. Have each student explain his/her goals. Then have the class explain their answers to the following:

- Based on what you know about goals, how well were these written?- What suggests can you offer to make these goals statements more effective?

Summary/Assessment: Have students make believe they write for the school newspaper. Ask them to complete

the following assignment: write an editorial, explaining to readers why everyone should create a set of personal goals.

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Worksheet #5A, “Goals”Exercise: Of the six reasons mentioned below, circle the one that best explains why goal setting is so important.

Below are 6 key reasons for setting goals:1. Gives Clarity On Your End VisionSomeone once said, “If you don’t have a goal in life, you are spending your life running around and not achieving anything for yourself.” Setting your goals gives you a clear vision of what you ultimately want. It makes you crystallize and articulate the desires floating in your mind. It ensures that you are channeling your time, energy and efforts into things that really matter to you. It makes you live more consciously.

2. Drives You ForwardYour goals represent desires that motivate you in life. Having goals at your side serve as constant reminders of your motivational sources. They are the fuel that will drive you forward and keep you going when the going gets tough.

3. Gives You FocusGoals give you a single focal point to place your attention in. Goal gives you laser focus on what exactly to spend your time and energy on. Think of your time, energy and efforts as input, and results as the output. A goal guides and channels you to where you want to go. When you don’t have goals, you are floating around every day.

4. Makes You AccountableHaving goals makes you accountable. Rather than just talking about what you want all the time and not do anything concrete about them, you are now obligated to take action. This accountability is accountability to yourself, not anyone else. When you stay accountable toward your goals, you are in fact staying true to your desires (see 1 above).

5. Be The Best You Can BeGoals help you achieve your highest potential. By setting goals, you set targets to strive for. These targets make you venture into new places, new mindsets and new situations that puts you into growth mode. They make you stretch beyond your normal self and reach new heights.

6. Live Your Best LifeGoals ensure you get the best out of life, for two reasons. Firstly, by becoming a better person, your newfound knowledge and abilities let you experience more out of the same life events compared to the previous you. Secondly, time passes in our life, whether we want to or not. Goals with specific measures and deadlines ensure we are maximizing our output and experiences during our time here. Adapted from http://personalexcellence.co/blog/6-important-reasons-why-you-should-set-goals/

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http://personalexcellence.co/blog/are-you-sleepwalking-your-life-away/

Worksheet 5B, “Categories”Exercise: Read the worksheet on this page, which lists nine categories of goals and questions each goal helps to answer. Then follow the directions below.

1. Career goals – What career do you wish to enter? What level do you want to reach in that career?

6. Artistic goals – Do you want to create drawings, photos, sculptures etc. that will appeal to you or others? Do you want to earn money selling your creations?

2. Education goals – Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals?

7. Attitude goals – Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behavior or find a solution to the problem.)

3. Family goals – Do you want to get married? Do you want to be a parent? If so, how are you going to be a good parent?

8. Physical goals – Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?

4. Financial goals – How much do you want to earn, by what stage? How is this related to your career goals?

9. Personal Pleasure goals – How do you want to enjoy yourself? What kinds of things do you enjoy doing that give you personal pleasure?

5. Public Service goals – Do you want to make the world a better place? If so, how?

Directions: Select one of the nine categories listed above and create a specific goal in the space below these directions. In creating your goal:

- answer the question(s) that goal helps to answer- explain why this goal is important to you(For example, if the goal category you selected was “Career,” you might write the following: The career I would like to enter would be carpentry. I would like the reach the level of master carpenter within five years. I would like to achieve this goal because carpentry work is needed in many industries and in both the public and private sectors. As a result I can earn a good living as a carpenter)

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Worksheet 5C, “Steps”Exercise: The seven steps below are suggested for achieving your goal. For each seven step listed write a sentence explaining why the step is important in achieving your goal.

Step 1. Write your goal on a piece of paper This step is important because:

Step 2. Write a deadline (month/year) for completing your goalThis step is important because:

Step 3. List the obstacles you will have to overcome to complete your goalThis step is important because:

Step 4. Identify the person, group or groups, if any, that you will need to work with to complete the goal.This step is important because:

Step 5. List the skills you will need to possess or master to reach the goalThis step is important because:

Step 6. Develop a plan of the actions you will take to achieve the goalThis step is important because:

Step 7. Determine the benefit(s) to you of achieving this goalThis step is important because:

Adapted from http://www.occonline.occ.cccd.edu/online/klee/GoalSetting.pdf

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Worksheet #5D, “Writing Goals”In writing goals, you should create both long-term goals (generally to be achieved between 5 years and life-time) and related short-term goals-term goal (generally to be achieved in one year, one month, and one week). Here is an example of a long-term and related short-term goal:

I. Long-term goal (to be achieved in a life time)Career – "To be managing editor of the magazine that I work for."

II. Short term goals (to be achieved over short periods of time)One-week goal: Book a meeting with the Managing Editor.One-month goal: Talk to the current managing editor to determine what skills are necessary to become managing editor.One-year goal: Volunteer for projects that the current Managing Editor is leading.Adapted from: http://www.mindtools.com/page6.html#sthash.zZQwNMsb.dpuf

Exercise: Review Worksheet #5B. Identify one of the nine categories on Worksheet #5B which seems most important to you. In the spaces provided below, write a long-term goal for that category and related short-term goals for one-week, one month and one-year.

I. Long-term goalArea (select one of the 9 categories on Worksheet #5B)

Goal:

II.Short-term goalsOne-week goal

One-month goal

One- year goal

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Topic: Career Goals and Strategies


Identify three possible career goals Describe strategies that support each of the career goals they created

Materials: Worksheets #6A, #6B, and #6C.

Focus Question: What are my career goals and supporting strategies?


Ask students to explain their answers to the following:- What is one lifetime career goal you have?- Describe one strategy that would enable you to accomplish this goal.

Body of the lesson:Tell the class that today they will be discussing career goals and supporting strategies

Distribute Worksheet #6A, “Cartoon.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What is this cartoon about?- How would you answer the question posed by the character in the cartoon:

“What am I supposed to do with the different pieces of the puzzle?”- What title would you give this cartoon?

Distribute Worksheet # 6B, “Strategies.” Have students follow the directions to complete the exercise on the worksheet. Then have the class explain their answers to the following:

- Why is important to have strategies to support your career goals?- Which of these strategies would be easiest for you to carry out?- Which of these strategies would be most difficult for you to carry out?- Which of these is most important to carry out to achieve your career goals?

Distribute Worksheet #6C, “Dream Job Essay Challenge and Dream Job Worksheet”:

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Worksheet #6A, “Cartoon”Exercise: Study the cartoon below and in one or two sentences summarize the meaning of the cartoon in the space below.

Adapted from: http://www.beyond.com/articles/setting-career-goals-part-1-11204-article.htmlSummarize the meaning of the cartoon in one or two sentences below:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________Worksheet #6B “Strategies”

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I asked for some information about career goals and strategies. Instead, my school career counselor gave me these puzzle pieces. What do these pieces have to do with goals and strategies?

Exercise: The list below contains 7 suggested strategies for achieving career goals. Place a check mark in the appropriate box to indicate whether the strategy suggested would be easy or difficult for you to carry out.

Strategies for Achieving Career Goals Easy for me to carry out

Difficult for me to carry out

1. Have Confidence The first strategy is believing in yourself. Believing in yourself begins with setting achievable goals and identifying when those goals need to be adjusted.2. Set a Clear Direction. Strategy two involves developing a clear focus and knowing the most direct path to your goal. Having focus and direction will keep you energized, engaged, and determined to make the best decisions, taking the wisest actions.3. Make the Necessary Changes. Achieving your career goals will almost certainly require making some changes in your attitude, skill set, or personal habits, Faced with the need to change, you can either choose to do so, do nothing, or resist. Resisting making necessary changes or choosing to wait and see means you have chosen not to succeed.4. Identify Your Strengths. Strategy four requires you to identify your strengths and use the most relevant ones to achieve your goals.5. Transform Stumbling Blocks Into Steppingstones. The next strategy calls upon you to identify potential obstacles to your career success, whether external (other people or situations that affect what a person wants to be or do) or internal (the person's own fears, self-doubts, and concerns) and turning those stumbling blocks into opportunities for career growth.6. Ask for help when you need it. It’s not always easy to ask for – or get – help from others. An important strategy in achieving career goals is to know how to ask for help when you need it-- and get it. Effective communication is key here.7. Making Good Decisions. You must develop a decision-making strategy in order to achieve career goals. You do this by evaluating all actions that could be taken in any given scenario, and then select the action that will be most effective for achieving the desired results.

Adapted from: http://www.2sbdigest.com/Career-and-Personal-Goals

Worksheet #6C, “My Dream Job”

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1. List the three careers that you chose from Lesson 4: a.

b.

c.

2. Circle the career that is your Dream Job, and you would like to focus your essay on

3. Write for five minutes about your dream job and what a person in that field does.

4. Re-read your draft, underline important duties of the job.

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Topic: The Work Environment & Proper Attire for Business


Identify components of a positive work environment Examine sample dress codes and discuss how dress codes relate to a positive work

environment


Focus Question: What does your picture of the ideal work environment look like?


Ask students to explain their answers to the following:- Describe in a paragraph or two, the ideal environment in which you would like to

work. Have students explain their answers to the following:

- Summarize what you wrote about your ideal work environment

Body of the lesson:Tell the class that today they will be discussing the ingredients that would make a work environment ideal for them.

Distribute Worksheet #7A, “Workplace Environment.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- Based on this list, what are the kinds of things make up the workplace environment?

- Which of the things on this list did you find to be most important?- Which of the things on this list were least important to you?- Are the items about the workplace environment that you would add to this list?

Distribute Worksheet # 7B, “Characteristics.” Divide the class into 5 groups. Have each group read about a different one the characteristics listed on the worksheet. For the characteristic each group reads have them:1) Summarize the characteristic in their own words2) Explain why that characteristic is so important to a positive workplace environment3) Give an example to show how an employer can create that characteristic

After each group gives its presentation, have the class explain their answers to the following:

- What title did you give to this reading worksheet?- What did you learn about the characteristics of a positive work environment from

these presentations?- Other than the characteristic on which your group presented, which is the most

important characteristic of a positive work environment?

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Distribute Worksheet #7C, “Sample Dress Codes.” Have students follow the directions to complete the exercise on the worksheet. Then have the class explain their answers to the following:

- What role does a company’s dress code play in creating a positive work environment?

- Would you prefer working for a company that had a more formal or less formal dress code?

- How many of you found the dress code on this worksheet in Category 1 acceptable or unacceptable? If unacceptable, explain your objection.






- Did you find the punishment for dress code violations fair or unfair? Explain your answer.

Summary/Assessment: Have students explain your answers to the following:

What is the most important thing you learned about the workplace environment from this lesson?

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Worksheet #7A, “Workplace Environment”Exercise: Rate the importance of each aspect of the work place environment listed in the 17 statements below, by placing a number between 1-4 (1= Very important, 2= Some what important, 3= Of small importance, 4=Not important at all) to the left of each statement.

Statements about aspects of the work environment_____ 1 There should be a feeling that individuals are part of a team with a shared

mission, values, efforts and goals._____ 2 There should be a feeling that individuals are challenged and given

assignments that inspire, test, and stretch each person’s abilities._____ 3 A conscious effort should be made to recognize, in tangible ways, the

efforts of employees in the workplace._____ 4 Supervisors should offer constructive feedback, emphasizing the positives

rather than negatives._____ 5 Employees should be encouraged to innovate and take the initiative.

_____ 6 Policies and procedures for most workplace situations should be consistent and non-contradictory

_____ 7 Employees should be encouraged to solve as many of their own work-related problems as possible.

_____ 8 Workers should be accepted for who they are.

_____ 9 Employees should be made to feel in control of their work and capable of competently carrying out their daily tasks.

_____ 10 There should be greater rewards for success than the penalties for failure._____ 11 Workers should feel free to give honest feedback to supervisors.

_____ 12 Individuals should feel accepted and valued by colleagues.

_____ 13 Management should create an environment where workers feel safeand secure.

_____ 14 Workers should feel safe going to management to express any difficulties they are having with aspects of the job.

_____ 15 The needs of individuals should be strongly considered when supervisors make decisions affecting the work life of employees.

_____ 16 Workers should have adequate freedom to exercise their judgment and expertise in the workplace.

_____ 17 Managers should be viewed as workplace resources rather than as obstacles.

Adapted from: http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/work_environment_survey.pdf

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Worksheet 7B, “Characteristics”Exercise: On the line below, write a title for this worksheet.Title: __________________________________________________________________Here are the most important work environment characteristics.1. Transparent & Open CommunicationA transparent and open form of communication addresses the employee’s need to feel that what they have to say has value and makes employees feel that they belong. Work then becomes meaningful because the employees know that what they contribute affects the organization. Having open discussions get people involved and allow them to share their views and perspectives on how to achieve company goals.

2. Work-Life BalanceThere has to be some sort of balance between work and personal life. In general, having that sense of balance will improve job satisfaction among employees because they will feel that they’re not overlooking the other areas of their lives that are, if not more, important to them than work. When employees fulfill their various needs and goals in life, such as those of family, friends, spiritual pursuits, self-growth, etc., they can then feel more confident about themselves and perform their best at work.

3. Training & Development-FocusedIn a time when change occurs so frequently, it is necessary for organizations to be keep abreast with the changes and train their employees accordingly. For instance, technology is evolving so rapidly that what organizations commonly used ten years ago could be made obsolete today. Adapting to change is never more crucial in this era because those who do not change get replaced. This applies to both the individual and the organization itself. A training and development-focused organization has a clear roadmap for training their employees to sustain and enhance the productivity of the organization as a whole.

4. Recognition For Hard WorkRewards are necessary to encourage certain behaviors. This is known as positive reinforcement. It is used in organizational behavior management as well: by rewarding employees who put in effort for their work, this will promote similar behaviors in the future. A reward here doesn’t have to be monetary in nature; sometimes even a simple verbal recognition by the supervisor is all that is necessary to spur the employees’ motivation.

5. Strong Team SpiritWe naturally seek support from our peers and seek to belong to a group. Come tough times, the team should come together to deal with whatever problems are out there. This is where a sense of unity is evoked in the team and employees will no longer just feel that they’re working for themselves. They are now working towards something bigger than themselves, and as a team. Instilling a strong team spirit is not easy because it involves the acceptance and tolerance of differences in perspectives and working styles between teammates. There is a need for them to see that they’re working towards a common goal before they can look beyond the differences.

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Adapted from: http://www.hongkiat.com/blog/positive-working-environment/

Worksheet 7C, “Sample Dress Codes” Exercise: After numbers 1-6 below, write the letter “A” if you would find this dress code requirement acceptable and a “U” if you would find this requirement unacceptable. For those requirements you would find unacceptable, explain your opinion in the space provided.Business Casual

1. ________Slacks, Pants, and Suit Pants Slacks Pants and slacks that are similar to Dockers and other makers of cotton or synthetic material pants, wool pants, flannel pants, dressy capris, and nice looking dress synthetic pants are acceptable. Inappropriate slacks or pants include jeans, sweatpants, exercise pants, Bermuda shorts, short shorts, shorts, bib overalls, leggings, and any spandex or other form-fitting pants (e.g. biking pants). Explanation:

2. ________Skirts, Dresses, and Skirted Suits Casual Dresses and skirts, and skirts that are split at or below the knee are acceptable. Dress and skirt length should be at a length at which you can sit comfortably in public. Short, tight skirts that ride halfway up the thigh are inappropriate for work. Mini-skirts, skorts, sun dresses, beach dresses, and spaghetti-strap dresses are inappropriate for the office.Explanation:

3. ________Shirts, Tops, Blouses, and Jackets Casual Shirts, dress shirts, sweaters, tops, golf-type shirts, and turtlenecks are acceptable attire for work. Most suit jackets or sport jackets are also acceptable attire for the office, if they violate none of the listed guidelines. Inappropriate attire for work includes tank tops; midriff tops; shirts with potentially offensive words, terms, logos, pictures, cartoons, or slogans; halter-tops; tops with bare shoulders; sweatshirts, and t-shirts unless worn under another blouse, shirt, jacket, or dress. Explanation:

4. ________Shoes and Footwear Conservative athletic or walking shoes, loafers, clogs, sneakers, boots, flats, dress heels, and leather deck-type shoes are acceptable for work. Wearing no stockings is acceptable in warm weather. Flashy athletic shoes, thongs, flip-flops, slippers, and any shoe with an open toe are not acceptable. Explanation:

5. _______Jewelry, Makeup, Perfume, and Cologne Should be in good taste, with limited visible body piercing. Remember, that some employees are allergic to the chemicals in perfumes and make-up, so wear these substances with restraint. Explanation:Explanation:

6. _______Hats and Head Covering Hats are not appropriate in the office. Head Covers that are required for religious purposes are allowed. Explanation:

Penalties If clothing fails to meet these standards, as determined by the employee’s supervisor and Human Resources staff, the employee will be asked not to wear the inappropriate item to work again. If the problem persists,

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the employee may be sent home to change clothes and will receive a verbal warning for the first offense. Progressive disciplinary action will be applied if dress code violations continue.

Adapted from: http://www.entrepreneur.com/formnet/form/312Job Explorer: My Dream Job-Lesson 8

Topic: Work Settings and Job Categories


Examine a variety of work settings Match specific work settings with different job categories Select a job and work setting that they prefer most


Focus Question: Is the work setting or the job itself more important in selecting a future career?


Ask students to explain their answers to the following:- In thinking about a future career is the job itself or the work setting more

important to you?

Body of the lesson:Tell the class that today they will be discussing different work settings and their importance in choosing a career

Distribute Worksheet #8A, “Work Settings.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What are the most important differences between each of these six work settings?- Which of these work settings has the greatest appeal to you?- Which of these work settings has the least appeal to you?

Distribute Worksheet # 8B, “Categories.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- Which work setting is most suitable for jobs in:o Category A. Explain you answerso Category B. Explain you answerso Category C. Explain you answerso Category D. Explain you answerso Category E. Explain you answerso Category F. Explain you answers

- Based on work setting and the categories described, which category of job has the greatest appeal to you?

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Distribute Worksheet #8C, “Jobs.” Have students follow the directions to complete the exercise on the worksheet. Then have the class explain their answers to the following:

- Which of these jobs interested you the most?- Are there any jobs that you first learned about from this list you never heard of

before today?

Summary/Assessment: Have students explain your answers to the following:

Which is most important to you the job itself or the work setting?

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Worksheet #8A, “Work Settings”Exercise: This handout describes six possible work settings. Each work setting highlights a different priority. Circle the one that appeals to you most.

Work Setting #1- Priority: Working Conditions

Occupations that feature this work setting place importance on factors such as job security, safety, and cleanliness.

Work Setting #6-Priority: Support

Occupations that feature this work setting place importance on having supportive management that stands behind employees.

Work Setting #2-Priority: Achievement

Occupations that feature this work setting place importance on achieving results and encouraging their employees to use their strongest abilities, while giving them a feeling of accomplishment.

Work Setting #5- Priority: Relationships

Occupations that feature this work setting place importance on allowing employees to provide service to others and work with colleagues in a friendly non-competitive environment.

Work Setting #3- Priority: Independence

Occupations that feature this work setting place importance on allowing employees to work on their own and make decisions with little interference from others.

Work Setting #4- Priority: Recognition

Occupations that feature this work setting place importance on offering employees advancement, potential for leadership, and are often considered prestigious.

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Worksheet #8B, “Categories”Exercise: Some work settings are better suited to a particular job category rather than others. Match the most suitable work settings with the most appropriate job categories appearing below, by writing a number, 1-6 (representing the work settings described on Worksheet #8A) to the left of job categories A-F. You can list more than one work setting for a job category. Also, you can repeat work settings for different job categories.

_______A. Arts and HumanitiesWorkers in this field engage in literary, cultural, artistic, athletic, and entertainment activities. They integrate and communicate concepts and ideas through writing, painting, drawing, speaking, dancing, musical expression, and a wide variety of other communication technologies.

_______B. Business and Information SystemsWorkers in this field support public and private enterprise by managing people and information. They perform activities such as planning, training, promoting, connecting, researching, and reporting. These activities result in the creation, storage, and retrieval/distribution of information.

_______C. Engineering and TechnologyWorkers 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.

_______D. Health ServicesWorkers 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.

_______E. Natural and Agricultural SciencesWorkers 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

_______F. Human and Public ServicesWorkers in this field provide protective, social, education, and community services, They provide assistance to individuals or families in periods of need throughout their lives.

Adapted from: https://www.careerzone.ny.gov/views/careerzone/index.jsf

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Worksheet #8C, “Jobs”Exercise: 5 jobs are listed for each of six job categories that appeared on Worksheet #8B. Circle the two jobs that interest you the most.1. Arts and HumanitiesActors Play parts in stage, television, radio, video, or motion picture productions for

entertainment, information, or instruction. Interpret serious or comic role by speech, gesture, and body movement to entertain or inform audience. May dance and sing.

Photographers Photograph persons, subjects, merchandise, or other commercial products. May develop negatives and produce finished prints.

Technical Writers Write technical materials, such as equipment manuals, appendices, or operating and maintenance instructions. May assist in layout work.

Foreign Language and Literature Teachers, Postsecondary

Teach courses in foreign (i.e., other than English) languages and literature.

Musicians, Instrumental Play one or more musical instruments in recital, in accompaniment, or as members of an orchestra, band, or other musical group.

2. Business and Information SystemsAccountants Analyze financial information and prepare financial reports to determine or

maintain record of assets, liabilities, profit and loss, tax liability, or other financial activities within an organization.

Chefs and Head Cooks Direct the preparation, seasoning, and cooking of salads, soups, fish, meats, vegetables, desserts, or other foods. May plan and price menu items, order supplies, and keep records and accounts. May participate in cooking.

Cost Estimators Prepare cost estimates for product manufacturing, construction projects, or services to aid management in bidding on or determining price of product or service. May specialize according to particular service performed or type of product manufactured.

New Accounts Clerk Interview persons desiring to open bank accounts. Explain banking services available to prospective customers and assist them in preparing application form.

Urban and Regional Planners Develop comprehensive plans and programs for use of land and physical facilities of local jurisdictions, such as towns, cities, counties, and metropolitan areas.

3. Engineering and TechnologyAir Traffic Controllers Control air traffic on and within vicinity of airport and movement of air traffic

between altitude sectors and control centers according to established procedures and policies. Authorize, regulate, and control commercial airline flights according to government or company regulations to expedite and ensure flight safety.

Electricians Install, maintain, and repair electrical wiring, equipment, and fixtures. Ensure that work is in accordance with relevant codes. May install or service street lights, intercom systems, or electrical control systems.

Marine Engineers Design, develop, and take responsibility for the installation of ship machinery and related equipment including propulsion machines and power supply systems.

Pattern Makers (wood) Plan, lay out, and construct wooden unit or sectional patterns used in forming sand molds for castings.

Telecommunications Line Installers and Repairers

String and repair telephone and television cable, including fiber optics and other equipment for transmitting messages or television programming.

4. Health Services

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Athletic Trainers Evaluate, advise, and treat athletes to assist recovery from injury, avoid injury, or maintain peak physical fitness.

Family and General Practitioners (Doctors)

Diagnose, treat, and help prevent diseases and injuries that commonly occur in the general population.

Nurse Practitioners Provide advanced nursing care and treatment to patients. Perform physical examinations, order diagnostic tests, develop treatment plans and prescribe drugs or other therapies.

Substance Abuse and Behavioral Disorder Counselors

Counsel and advise individuals with alcohol, tobacco, drug, or other problems, such as gambling and eating disorders. May counsel individuals, families, or groups or engage in prevention programs

Veterinarians Diagnose and treat diseases and dysfunctions of animals. May engage in a particular function, such as research and development, consultation, administration, technical writing, sale or production of commercial products, or rendering of technical services to commercial firms or other organizations. Includes veterinarians who inspect livestock.

5. Natural and Agricultural SciencesAnimal Control Workers Handle animals for the purpose of investigations of mistreatment, or control of

abandoned, dangerous, or unattended animals.Door-To-Door Sales Workers, News and Street Vendors, and Related Workers

Sell goods or services door-to-door or on the street.

Librarians Administer libraries and perform related library services. Work in a variety of settings, including public libraries, schools, colleges and universities, museums, corporations, government agencies, law firms, non-profit organizations, and healthcare providers. Tasks may include selecting, acquiring, cataloguing, classifying, circulating, and maintaining library materials; and furnishing reference, bibliographical, and readers' advisory services. May perform in-depth, strategic research, and synthesize, analyze, edit, and filter information. May set up or work with databases and information systems to catalogue and access information

Personnel Recruiters Seek out, interview, and screen applicants to fill existing and future job openings and promote career opportunities within an organization.

Telemarketers Solicit orders for goods or services over the telephone.

6. Human and Public ServicesAstronomers Observe, research, and interpret celestial and astronomical phenomena to

increase basic knowledge and apply such information to practical problems.First-Line Supervisors/Managers of Agricultural Crop and Horticultural Workers

Directly supervise and coordinate activities of agricultural crop or horticultural workers.

Nursery Workers Work in nursery facilities or at customer location planting, cultivating, harvesting, and transplanting trees, shrubs, or plants.

Parts Salespersons Sell spare and replacement parts and equipment in repair shop or parts store.Zoologists and Wildlife Biologists Study the origins, behavior, diseases, genetics, and life processes of animals

and wildlife. May specialize in wildlife research and management, including the collection and analysis of biological data to determine the environmental effects of present and potential use of land and water areas.

Adapted from: https://www.careerzone.ny.gov/views/careerzone/search/occupationResults.jsf

Worksheet 8D “Exploring Occupations”

Dream Job Chart

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Title of the Occupation:

Responsibilities:

Location of Employment:

Qualifications – including training, special skills or experience:

Environment on the Job:

Education Requirements:

Future Outlook:

Worksheet 8E “Dream Job Duties”

Directions: Using the information you have gathered, what are the three most important duties of your “dream job?”

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1.

2.

3.

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Topic: Importance of Education and Careers


Discuss the relationship between education and careers Interpret a cartoon explaining the importance of education in finding a job Interpret a chart demonstrating the relationship between careers and the level of

education attainment Write a letter to the editor expressing an opinion about the importance of education in

getting a good job

Materials: Worksheets #9A, #9B, #9C and #9D

Focus Question: What is the connection between education and a career?


Distribute Worksheet #9A, “Cartoon.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What is this cartoon about?- What is the opinion of the cartoonist about the importance of education in finding

a job? Do you agree with the cartoonist’s opinion?- What title did you suggest for this cartoon?

Body of the lesson:Tell the class that today they will be discussing the relationship between education and careers.

Distribute Worksheet #9B, “Reading.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What is this reading about?- According to this reading what value does a good education provide?- How does a good education reduce a person’s economic and social risks?- What does this reading tell us about the effect of education on the gap

between skills and employers’ needs?- What information do we get from this reading about the mix of academic and

vocational education necessary for a good job?

Distribute Worksheet #9C, “Chart.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- How can you explain the title of the Chart, “Median Incomes Vary Greatly By Education Attainment?

- What information does this chart reveal about income and levels of educational attainment?"

- What conclusions can you draw from this chart about levels of income and education attainment?

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- Do you think paying people a higher salary because they have attained a higher education level makes good business sense?

Distribute Worksheet #9D, “Dream Job Chart” Have students follow the directions for the exercise on the worksheet as it relates to their dream job essay.

Summary/Assessment:

Have the class explain their answers to the following:- To what extent is staying in school important for getting a good job?

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Worksheet #9A, “Cartoon”Exercise: Suggest a title for this cartoon and write it on the line below.

Title:___________________________________________________________________

http://www.toonpool.com/cartoons/education_142023

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Worksheet #9B, “Reading”Exercise: Read the worksheet on this page and underline three reasons given to support the argument about “the value of a good education.”

The value of a good educationIn the wake of the economic crisis of 2007-8, there is a widening employment and

earnings gap between well-educated youths and those who left school at an early age. In some areas of the world, the average difference in earnings between those who didn’t finish high school and those who have a university degree has risen from 75% in 2008 to 90% in 2011.

The crisis has also produced ample evidence that a good education provides valuable insurance against a lack of work experience: the impact of educational attainment on unemployment is much greater for younger than older people.

Education reduces economic and social risksThe message is clear: it is a person’s education that determines whether he or she

will be extremely or only moderately exposed to economic and social risks in times of crisis. Those without a minimal level of education, and certainly those without a stable job, find themselves without any shelter from the storm. Meanwhile, the relative returns on higher education increase. Some might argue that this is largely due to changes in the labor market, resulting in highly educated people taking the jobs of the middle-educated individuals, who, in turn, drive low-educated workers into unemployment. The earnings data do not seem to confirm this hypothesis. In times of economic crisis and tough competition in the labor market, employers are less willing to value skills as much as they seem to do at other times.

The gap between skills and employers’ needs Education does not automatically translate into relevant skills, better jobs and

better lives, as in some countries there are many unemployed college graduates, while at the same time, employers say they cannot find people with the skills they need. This year’s data shows the value of vocational qualifications as a pathway to employment. Countries with a higher share of vocational graduates saw youth unemployment rise much less than their peers with only academic qualifications. Compared to purely government-designed curricula taught exclusively in schools, learning in the workplace allows people to develop “hard” skills on modern equipment, and “soft” skills, such as teamwork, communication and negotiation, through real-world experience. Hands-on workplace training also seems to help motivating disengaged youth to stay in or re-engage with education and smoothen the transition to work.

At yet, while vocational education is a great way into employment, the data also show that the long-term benefits of a university education later in life remain unsurpassed. That’s why this should not become a question of pushing young people to make a choice between academic and vocational education, but about providing them with the right mix of academic and vocational skills.

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Worksheet #9C, “Chart”Exercise: In the space marked “Information” following the chart, write two important facts that you learned from the chart below.

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49

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http://taxfoundation.org/blog/chart-day-income-levels-vs-education-levelWorksheet #9D, “Dream Job Chart”

Dream Job:

1. Fill out this chart based on your dream job. Skills Education/Training Personality Experience

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2. Circle the attributes above that relate to you.

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Topic: Internships, Volunteering, and Job Shadowing


Examine job internships as a means of learning about a career Examine volunteering as a means of learning about a career Examine shadowing as a means of learning about a career

Materials: Worksheets #10A, #10B, #10C, and #10D

Focus Question: Are job internships, volunteering, and shadowing good ways of learning about a future career?


Ask students to explain their answers to the following:- What do you know about any of the following: job internships, volunteering, and

shadowing?- Which of these opportunities would you find most valuable in learning about a

possible career?

Body of the lesson:Tell the class that today they will be discussing job internships, volunteering, and shadowing and what we can learn from each about a career.

Distribute Worksheet #10A, “Internships.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What did you learn about internships from this worksheet?- Describe the different types of internships available to potential workers?- What are some of the different ways of finding internships? - If someone asked you for advice about internships what would you tell that

person?- After completing this reading, what questions do you have about internships?

Distribute Worksheet # 10B, “Volunteering.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What is this worksheet about?- Which of the four statements in the exercise were true, which were false, and

which were you unsure about?- Based on what you read on this worksheet, what advice would you give someone

about how to succeed in a volunteering opportunity?- If you were an employer, what qualities would you be looking for in a volunteer-

worker?- After looking at this worksheet, what questions do you have about volunteering?

Distribute Worksheet #10C, “Shadowing.” Divide the class into 8 groups. Have two groups read Part I on the worksheet, two groups read Part II on the worksheet,

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two groups read Part III on the worksheet, and two groups read Part IV on the worksheet. Tell each group that they should be prepared to make a brief presentation (1-2 minutes) in which they:

1. summarize the information they read2. explain what they learned from the reading about job shadowing

Call on four of the groups (one that read Part I, one that read Part II, one that read Part III, and one that read Part IV) to deliver their presentations to the whole class. As part of the whole-class discussion, ask the class to explain their answers to the following:

- What did you learn about job shadowing from these presentations.

Summary/Assessment: Distribute Worksheet #10D, “Comparison.” Have students follow the directions

to complete the exercise on the worksheet. Then have the class explain their answers to the following:

- What are the major difference between internships, volunteering, and job shadowing?

- Which of these job exploration experiences would you prefer?

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Worksheet #10A, “Internships”What is an internship?Internships are short-term work experiences that allow you to observe and participate in professional work environments and explore how your interests relate to possible careers. Having an internship is beneficial because it provides the opportunity to:92. Get an inside view of an industry and organization/company93. Gain valuable skills and knowledge94. Make professional connections and enhance your network95. Get experience in a field prior to taking a full-time jobIncreasingly, employers are looking for students who have gained experience through internships

Types of InternshipsInternships can vary from industry to industry and from one organization to another. Typically, interns have an opportunity to work at an organization for a selected number of hours per week over a specific period of time. They can vary greatly in terms of intensity, work style and compensation. Internships are available during the summer as well as the school year.

Remember that the purpose of an internship is not to make money; it is to explore a career interest, develop skills, and gain experience. It is up to you to make the most of the internship by learning as much as you can, asking questions and making contacts, the value of which far exceeds most internships compensation. When considering an internship, focus on the skills you will learn and the experiences you will have, not simply on the company name.

Finding an InternshipIn general, there are three different ways you can find an internship:• Advertised opportunities are those that are posted, much like traditional jobs, and are often posted in the same

places, such as company websites, job boards and other job posting systems. Many advertised internships are a part of established internship programs that offer additional support and learning opportunities.

• Hidden opportunities are not advertised. They are often found in newer and/or smaller companies. Hidden opportunities are primarily identified through networking with friends, family members, former employers, classmates and other personal contacts.

• Self-created opportunities are developed by the intern and the employer together. Often, a student will approach an organization in which he or she is interested in working and propose a project or simply offer his or her skills. This is a great way to intern for a company that has not had interns, does not normally hire interns or does not have an established internship program. While this takes initiative and time, self-created opportunities can be especially rewarding because the intern has a hand in designing the experience.

An effective internship search will involve applying to advertised opportunities as well as networking to find hidden opportunities. Keep in mind that there are many resources for finding an internship, so do not limit yourself to only one website or networking contact.

Internship TimelinesAll industries recruit at different times, so it is important to become familiar with the recruiting cycles in your target industry. Knowing when companies recruit or collect resumes is critical for the interview process. Moreover, you will want to give yourself plenty of time to apply because it can be time consuming once you find an internship to which you would like to apply.

Many organizations, including some government agencies and large media companies (and virtually all financial services and consulting firms), conduct their recruiting well in advance of their start dates, while others hire on an as-needed basis, usually 2-3 months in advance. Generally, the less structured the internship, the more the company will hire as needed and on a rolling basis.Adapted from http://www.careereducation.columbia.edu/findajob/internship

Worksheet 10B “Volunteering”We all have heard about the challenge facing new jobseekers who need experience before they can get a job, but also need a job to get experience. So what is someone just about to enter market to do? Why not try volunteering? Besides

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gaining that seemingly elusive job experience, volunteering can let you "try before you buy" a new career. Try it on for size to determine if you would enjoy the work by actually doing the work.

Many times volunteers are later offered a paid position with their volunteer company. Especially if they have treated their volunteering as they would a "real" job and performed their work conscientiously. You make yourself desirable to the prospective employer by demonstrating your ability to perform the tasks required of the position. Also while you are volunteering the employer can see how well you fit into the job environment. They can also have a preview of your work ethics. Do you stay on track? Do you leave early? Are you punctual? Do you work well with your coworkers?All of these things, which an interviewer must try to guess from a short interview, become plainly obvious when they watch you volunteer on a day-by-day basis.

Volunteering is also a great way to build up your networking contacts. Today's employees will hold many jobs throughout their career. The better you are at building the connections with other people - in other words, developing a good network- the easier it will be for you to transition from one stage of your career to the next. Networking is so very important in finding a job, as many job openings never appear in the newspaper or in the various other traditional job search venues. Also if you are volunteering the field that you want to work in the contacts that you can make are invaluable. People will remember you if you do quality work. Be organized and maintain your network of contacts. Remember the old saying, ‘it's not what you know, but who you know?”

By volunteering you show yourself to be a disciplined, motivated and dedicated person. These are qualities that are highly valued by prospective employers.

Choose your volunteer position to maximize the job skill experience that you will earn. In other words, if you want to work in as a librarian it would be more useful to volunteer at a library or at least at some place that you will use the same skills at.

So after deciding on your career goal ... what do you want to be or what do you want to do? Then do some research at the library and online. Also do some research in person, by interviewing people that already work in the field you are interested in. Try to identify the specific job skills that are needed for the career you desire. Make a list of them.

Pretend that you are the employer that wants to hire a person in your desired job. What would you want to ask them? What kind of experience would you want them to have and what job skills would they need? Use the answers to these questions to identify the specific job skills that you want to gain experience in. Then look for available volunteer opportunities. Try to match the job skills of the volunteer position with the job skill requirements for your desired job.

Be sure to keep an ongoing written record of all your volunteer positions, supervisors' names, dates of service, and particularly any awards or honors received. Also be sure to quantify your accomplishments and to document them on your volunteer record.

There is almost an endless supply of volunteer opportunities. Even if a certain place is not actively trying to recruit volunteers, often if you will approach the person in charge and other to volunteer your services. They will be more than happy to work with you.

Also be sure to approach your volunteer supervisor and request a letter of recommendation. Remember job skills that you gain through volunteering are real job skills. They have value. They increase your value as a job candidate.http://voices.yahoo.com/how-job-experience-via-volunteering-2042932.html?cat=2

Worksheet #10C, “Shadowing”I. What is job shadowing?Job shadowing is a career exploration activity that offers an opportunity to spend time with a professional currently working in a person’s career field of interest. A job shadowing opportunity usually last for a day, but could be a little longer. Job shadowing

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offers a chance to see what it’s actually like working in a specific job. Not only does job shadowing give a person the opportunity to observe the day-to-day activities of someone in the current workforce, it also gives a person the chance to have questions about a career answered.

II. How to set up a job shadowing experienceFirst check with your school counselor to see if the school offers a formal job shadowing program. If not, career counselors or other teachers can be of enormous help in assisting you to find potential job shadowing opportunities that may exist. The alumni of your college or high school are a good place to start. Large organizations and government agencies also offer job-shadowing programs for students. You may also check with organizations of interest to see if there is someone currently working in your career field of interest who would be interested in hosting a job shadower for one or more days over the course of the summer or perhaps during one of your school breaks.

III. Preparing for the job shadow.You will want to make a good impression at the job site so be sure to check out the dress code before arriving. If you have been corresponding with your job shadow sponsor, don’t hesitate to ask about appropriate dress code for your visit. Since job shadowing is similar to information interviewing, preparing a list of questions beforehand is essential to getting the most you can out of the experience. Once the shadowing experience is over, be sure to immediately send out a thank you note that highlights what you enjoyed most and that expresses your gratitude for the time and effort the job shadow sponsor took out of his/her busy day.

IV. Job Shadowing for career changers.Job shadowing can also be a good activity for those currently in the process of changing careers. Not only can a job shadow provide more information than print or online resources, it can also offer a first-hand look at the culture of the organization. Besides possessing the relevant knowledge and skills to complete a job successfully, fitting in with the overall culture and other staff members is crucial to future success within any organization. Career changers possess a multitude of transferable skills that they usually can bring to a new job; but, depending on the nature of the change, additional training or education may be required.

Adapted from http://internships.about.com/od/internships101/a/whatisjobshadowing.htm?p=1

Worksheet #10D, “Comparison”Exercise: Complete the chart below, listing two differences and two similarities between internship, volunteering, and job shadowing.

Job Exploration Category

Similarities Differences

Internships 1.

2.

1.

2.

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http://internships.about.com/od/thankyounotes/a/ThankYou.htm

http://internships.about.com/od/interviewing/a/InfInterview.htm

Volunteering 1.

2.

1.

2.

Job Shadowing 1.

2.

1.

2.

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Worksheet #10 E

1. From your four-column list of qualifications, select four qualifications that you possess that are essential to success in your dream job.

a. For your dream job essay, the goal is for the judges to feel like you are the best candidate for the job. Make sure you explain your qualifications!

2. Create an Outline for your “Dream Job Essay.”

Introduction:1. Share the three most important

duties of my dream job2. Share why I believe I’m qualified3. Thesis Statement

My Qualification 11. Explain why this qualification is

necessary to succeed in the job2. Two examples of why I have this

qualificationMy Qualification 2

1. Explain why this qualification is necessary to succeed in the job

2. Two examples of why I have this qualification

My Qualification 31. Explain why this qualification is

necessary to succeed in the job2. Two examples of why I have this

qualificationMy Qualification 4

1. Explain why this qualification is necessary to succeed in the job

2. Two examples of why I have this qualification

Conclusion1. Repeat thesis statement2. Remember this is your last chance

to make an impression on the judges

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Topic: Writing Skills for Business


Discuss the importance of using writing skills in business Explain tips for writing effective business emails and letters Write sample emails and letters employee using some of the tips they learned

Materials: Worksheets #11A, #11B, and #11C

Focus Question: How important is it for people in business to write well?


Ask students to do the following:- Respond to the following question with one these replies--very important,

somewhat important, not important or not sure: How important is it for a business person to have good writing skills? Explain your answer give reasons for your opinion.

Body of the lesson:Tell the class that today they will be discussing the importance of having writing skills in business and some tips to promote more effective writing skills.

Distribute Worksheet #11A, “Writing for Business.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What headings did you suggest for each of the four paragraphs that appeared in the exercise?

- What are some of the things you learned about writing for business from this worksheet?

- Why does the author of the worksheet say that, “Keeping paragraphs and sentences relatively short is helpful when putting together virtually any kind of communication involving business writing?”

- What is the most important thing you learned about writing for business from this worksheet?

Distribute Worksheet #11B, “Emails.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What did you learn about writing emails from these tips?- What is meant by the following suggestion: Never begin a message with a

vague "This"--as in "This needs to be done by 5:00?"- Which of these tips was most valuable to you?

Pair students with a partner. Have them exchange the emails each wrote. Have each partner critique the others email. Then, as part of the whole-class discussion, have students explain their answers to the following:

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- What did you find most difficult about writing your email?- What is the most valuable lesson you learned about writing emails from the

suggestions you received from your partner?

Distribute Worksheet #11C, “Letter.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- Explain what the reading means when it says, “Writing for business is different than other kinds of writing?

- What does the author of this worksheet means by saying “focused and specific” when writing for business?”

- What did you find most difficult about writing your business letter?

Summary/Assessment: Have students exchange their business letters with the partner previously assigned

to review the email written for Worksheet #11B. Have each partners critique his/her partners letter. Then have the class explain their answers to the following:

- What was the most valuable lesson you learned about writing a letter for business from the critique by your partner?

- What piece of advice about writing for business would you give to a friend?

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Worksheet #11A, “Writing for Business”Exercise: The worksheet below was taken from a web page titled “Business Communication Writing.” Four of the paragraphs from the web page appear below, however the subheading from each of the paragraphs was omitted. Write in your own subheadings on the four lines provided.

I. _____________________________________________________________________There are many types of business communication writing methods and styles that influence how companies, corporations, governments, and institutions communicate with each other and share information. You might be surprised to learn that the various types of business communication writing – including emails, letters, and formal invitations – are actually similar in style.

II. _____________________________________________________________________Business writing is a critical aspect of how people can share information with each other in an efficient, professional manner. Businesses work both online and offline, sharing information via letters with each other – especially since most communication is done away from the telephone and is instead completed via email. We are often encouraged to write more simply and succinctly – in reality, most of our written communication these days involves some form of business writing. Formality is a critical element of how business writing is conducted today. In fact, each document has to be considered as a legal document, and should be considered an important facet of a company or organization’s communication system. Keep in mind that any information shared with business writing can be read by bosses, superiors, and administrators in an organization.

III. ____________________________________________________________________Here are a few types of business communication writing that you might come across in your work: advertisements, emails, snail mail, manual writing and writing about technology, recommendations and proposals, papers, and summaries. People also use business writing to ask for a job, to inquire about opportunities, or even to resign from a current position.

IV. ____________________________________________________________________The main feature of business writing that ties all forms (memos, emails, letters, documents, etc.) together is the style. Keeping paragraphs and sentences relatively short is helpful when putting together virtually any kind of communication involving business writing. No matter what kinds of documents you are writing, the style should be concise, clear, and convey information in an effective way. Make sure that when you write, you can ensure that the writing style is simplified, streamlined, and organized. If you are describing information for the benefit of another party, or if you want to showcase your skills, use effective, targeted language that will be very clear for a reader who skims your work. Even though there are different types of business communication writing, you can know that the simple style is effective in all sorts of written documents.

Adapted from: http://grammar.yourdictionary.com/style-and-usage/types-of-business-communication-writing.html

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http://grammar.yourdictionary.com/grammar-rules-and-tips/tips-for-writing-memorandums.html

http://grammar.yourdictionary.com/writing/how-to-write-a-resignation-letter.html

http://grammar.yourdictionary.com/style-and-usage/writing-a-business-proposal.html

http://grammar.yourdictionary.com/tips-for-writing-a-good-recommendation-memo.html

http://grammar.yourdictionary.com/style-and-usage/business-communication-letter-writing.html

http://grammar.yourdictionary.com/grammar-rules-and-tips/five-tips-to-writing-an-effective-email.html

Worksheet 11B “Emails”Exercise: Read the handout below and complete the exercise that follows.

Ten Quick Tips on Writing a Professional Email

96. Always fill in the subject line with a topic that means something to your reader. Instead of writing "Decals" or "Important!," write something more specific like, "New Hiring Policies."

97. Put your main point in the opening sentence. Most readers won't stick around for a surprise ending.

98. Never begin a message with a vague statement such as "This needs to be done by 5:00." Always be specific explaining what you're writing about. For example, “Here are my suggestions regarding the new hiring policy.”

99. Don't use ALL CAPITALS (no shouting!), or all lower-case letters either.

100. As a general rule, PLZ avoid textspeak (abbreviations and acronyms): you may be ROFLOL (rolling on the floor laughing out loud), but your reader may be left wondering WUWT (what's up with that).

101. Be brief and polite. If your message runs longer than two or three short paragraphs, consider (a) reducing the message, or (b) providing an attachment. But in any case, don't snap, growl, or bark.

102. Remember to say "please" and "thank you." 103. Add a signature block with appropriate contact information (in

most cases, your name, business address, and phone number, along with a legal disclaimer if required by your company). Don’t clutter the signature block with a clever quotation or artwork.

104. Edit and proofread before hitting "send." You may think you're too busy to sweat the small stuff, but unfortunately your reader may think you are very careless.

105. Finally, reply promptly to serious messages. If you need more than 24 hours to collect information or make a decision, send a brief response explaining the delay.

Adapted from: http://grammar.about.com/od/developingessays/a/profemails.htm

Exercise: Using the tips above, write a sample email to your boss on the other side of this page. The email should include the following information: you are requesting meeting with your boss for the purpose of giving your opinion about the company’s new hiring policy. You oppose the new policy, especially the fact that new hires, like yourself, will not able to receive raises for at least three years.

Worksheet #11C, “Letters”

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http://grammar.about.com/od/pq/g/proofreadterm.htm

http://grammar.about.com/od/e/g/editingterm.htm

http://grammar.about.com/od/ab/g/acronymterm.htm

http://grammar.about.com/od/ab/g/abbreviaterm.htm

http://grammar.about.com/od/tz/g/Textspeak.htm

http://grammar.about.com/od/il/g/lowercaseterm.htm

http://grammar.about.com/od/c/g/capletters.htm

Exercise: Read the worksheet below and complete the exercise that follows:

This handout will help you write business letters required in many different situations.

Principles to keep in mind1. Business writing is different than other kinds of writingWriting for a business audience is usually quite different than other kinds of writing. Business writing strives to be crisp and succinct rather than creative; it stresses specificity and accuracy. When you write a business document, you must assume that your audience has limited time in which to read it and is likely to skim. Your readers have an interest in what you say insofar as it affects their working world. They want to know the “bottom line”: the point you are making about a situation or problem and how they should respond. Business writing varies from the conversational style often found in email messages to the moreformal style found in contracts. In business writing, as in all writing, you must know your audience. In most cases, the business letter will be the first impression that you make on someone. Though business writing has become less formal over time, you should still take great care that your letter’s content is clear and that you have proofread it carefully.

2. Be focused and specificBusiness writing should be clear and concise. Take care, however, that your document does not turn out as an endless series of short, choppy sentences. Keep in mind also that “concise” does not have to mean “blunt”—you still need to think about your tone and the audience for whom you are writing. For example, instead of saying, “Nobody liked your project idea, so we are not going to give you any funding,” it would be better to say: “After carefully reviewing this proposal, we have decided to prioritize other projects this quarter.”

3. Where to beginReread the description of your task (for example, the advertisement of a job opening,giving instructions for submitting a proposal, or assignment prompt for a course). Think about your purpose and the requirements mentioned in the description of the task. Listthese requirements on piece of paper. This list can serve as an outline to govern your writing and help you stay focused. Next, identify qualifications, attributes, objectives, or answers that match the requirements you have just listed. Strive to be exact and specific, avoiding vagueness, ambiguity, and generalities. If there are industry- or field-specific concepts or terminology that are relevant to the task at hand, use them in a manner that will convey your competence and experience. Avoid any language that your audience may not understand.Adapted http://writingcenter.unc.edu/files/2012/09/Business-Letters-The-Writing-Center.pdf

Exercise: Following up on the meeting with your boss about the company’s hiring policy (see Worksheet #10B), she asks you to write a formal letter to her in one page or less. In the letter, she would like you to give the reasons why are opposed to the company’s hiring policy which prohibits giving raises to new employees for at least three years.

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Topic: The Job Interview


Explain the different types of job interviews Identify typical questions asked in a job interview Discuss some of the tips suggested for doing well in job interviews

Materials: Worksheets #12A, #12B, #12C and #12D.

Focus Question: How can you do your best in a job interview?


Distribute Worksheet #12A. Ask students to explain their answers to the following:

- What do you know about job interviews already?- What are the three pieces of information you would want to know about job

interviews that you listed in the exercise?- To what extent are you more comfortable/more stressful at the thought of going

on a job interview?

Body of the lesson:Tell the class that today they will be discussing the job interview and the role it plays in finding a job.

Distribute Worksheet #12B, “Types of Interviews.” Have students complete the exercise on the worksheet. Then, have them explain their answers to the following.

- What are some of the important differences between the types of job interviews listed on this handout?

- In which type of interview would you be most comfortable?- Which type of interview would cause you the greatest stress?

Distribute Worksheet #12C, “Questions.” Divide the class into groups of four students each. Assign each group to review one of the four types of questions appearing on the worksheet (as a result of class size, two groups may be reviewing the same set of questions). Ask four of the groups to give a brief presentation (each on a different set questions—meaning some groups may not present, depending on the size of the class) in which they:

o Identify the three most difficult questions they found in the set they looked ato Explain why they found these questions so difficult to answer

Then, as part of the whole class discussion, have students explain their answers to the following:

- Which of the questions mentioned would you find most difficult to answer? Is there anyone in the class who has a good answer for this question?

- What conclusions would you draw about job interviews from this worksheet?

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Distribute Worksheet #12D, “Tips.” Have students follow the directions for the exercise on the worksheet. Then, have them explain their answers to the following:

- What did you learn about job interviewing from this worksheet?- Which of the tips suggested here were you unfamiliar with?- Which was the most valuable tip suggested here?- Are there tips you would give someone about interviewing that are not mentioned

on this worksheet?

Summary/Assessment: Have the class explain their answers to the following:

- What is most important advice you would give to someone going on his/her first job interview?

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Worksheet #12A, “CD”Exercise: The photo on this worksheet comes from the cover of a CD about job interviews. Complete this exercise below, following the directions that appear.

http://www.listenandlive.com/images/Ace%20Any%20Job%20Interview.jpg

Directions: List three pieces of information that you would want to know about job interviews from this CD1.

2.

3.

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Worksheet #12B, “Types of Interviews”Exercise: Read the worksheet below. Write the letter “C” in front of the interview in which you would feel the most comfortable. Write the letter “S” in front of the interview in which you would feel the greatest amount of stress.There are a variety of different types of interviews that employers use to screen candidates for employment including those below:____1. One on One InterviewA typical job interview is one-on-one between a candidate for employment and a hiring manager. The interviewer will ask questions about the applicant's experience and skills, as well as about work history, availability, and the personal attributes the company is seeking in the person they will hire for the job.

____2. Behavioral InterviewAn interview based on discovering how the interviewee acted in specific employment-related situations. The logic is that how you behaved in the past will predict how you will behave in the future.

____3. Dining InterviewDining with a prospective employee allows employers to review your communication and interpersonal skills, as well as your table manners, in a more relaxed (for them) environment.

____4. Group or Panel InterviewAn interview by a panel or group of interviewers. There may be one candidate and multiple interviewers, multiple candidates and one interviewer, or several candidates and several interviewers.

____5. Interviews in a Public PlaceA job interview held in a public place, like a coffee shop or restaurant. It could be because they are hiring for a field position and they don't have a local office. Or, it may be more convenient to interview candidates in a setting other than the office, especially if you don't want your current employees to know that you're hiring.

____6. Open Job InterviewAn interview in which a company accepts job applications during a block of time when all applicants can attend. Interviews are held on a first-come, first served basis.

____7. Phone InterviewPhone interviews are often used to screen candidates in order to narrow the pool of applicants who will be invited for in-person interviews.

____8. Screening InterviewA job interview conducted to determine if the applicant has the qualifications needed to do the job for which the company is hiring. A screening interview is typically the first interview in the hiring process.

____9. Second InterviewSometimes, a second interview is a one-on-one interview with the person you originally interviewed with, other staff, or it can be a day-long interview. You may meet with management, staff members, executives, and other company employees.

____10. Third InterviewWhen you have made it through the first interview, then a second interview you might think you're done with the interview process and you'll soon find out whether you'll be receiving a job offer. That's not necessarily the case. You may have to endure a third interview and possible more interviews after that.Adapted from: http://jobsearch.about.com/od/jobinterviewtypes/tp/jobinterviewtypes.htm

Worksheet #12C, “Questions”Exercise: You will be assigned to a group. Each group will look at one of the four sets of

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http://jobsearch.about.com/od/jobinterviewtypes/tp/jobinterviewtypes.htm

http://jobsearch.about.com/od/second-interviews/a/third-interviews.htm

http://jobsearch.about.com/od/second-interviews/tp/second-interviews.htm

http://jobsearch.about.com/od/jobsearchglossary/g/screening-interview.htm

http://jobsearch.about.com/cs/interviews/a/phoneinterview.htm

http://jobsearch.about.com/od/jobinterviewtypes/g/open-job-interview.htm

http://jobsearch.about.com/od/interviews/qt/public.htm

http://jobsearch.about.com/od/interviews/qt/interviewtipgroup.htm

http://jobsearch.about.com/cs/interviews/a/interviewdining.htm

http://jobsearch.about.com/od/behavorialinterviews/tp/behavioral-job-interviews.htm

http://jobsearch.about.com/od/interviewsnetworking/a/interviewguide.htm

questions below. For the set of questions your group looks at, place an “X” in front of the three questions they would find most difficult to answer. Be prepared to make a brief presentation to the class identifying each of the three questions you designated, explaining why your group found these questions so difficult to answer.

1. Questions About Previous Jobs106. Name of company, position title and description, dates of employment. - 107. What were your expectations for the job and to what extent were they met? - 108. What were your starting and final levels of compensation? - 109. What were your responsibilities? - 110. What major challenges and problems did you face? How did you handle them? - 111. What have you learned from your mistakes? - 112. What did you like or dislike about your previous job? - 113. Which was most / least rewarding? - 114. What was the biggest accomplishment / failure in this position? - 115. What was it like working for your supervisor? - 116. What do you expect from a supervisor? - 117. What problems have you encountered at work? - 118. Have you ever had difficulty working with a manager? - 119. Who was your best boss and who was the worst? -

2. Questions About You• What is your greatest weakness? - • What is your greatest strength? - • How will your greatest strength help you perform? - • Describe your work style. - • Do you work well with other people? - • Do you take work home with you? - • How many hours do you normally work? - • How would you describe the pace at which you work? - • How do you handle stress and pressure? - • Are you a self motivator? - • What are your salary expectations? - • What do you find are the most difficult decisions to make? - • Tell me about yourself. - • What has been the greatest disappointment in your life? - • What are you passionate about? - • What are your pet peeves? -• What do people most often criticize about you? - • What is the worst thing that you have ever gotten away with? - • When was the last time you were angry? What happened? - • Why did you choose your major? - • If you could relive the last 10 years of your life, what would you do differently? - • If the people who know you were asked why you should be hired, what would they say? • Do you prefer to work independently or on a team? - • Give some examples of teamwork. - • More teamwork interview questions. - • What type of work environment do you prefer? - • How do you evaluate success? - • If you know your boss is 100% wrong about something how would you handle it? - • Describe your most difficult work or school situation and how you handled it. -

3. Questions About the New Job and the Company1. What interests you about this job? -

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2. Why do you want this job? - 3. What applicable attributes / experience do you have? - 4. Are you overqualified for this job? - 5. What can you do for this company? - 6. Why should we hire you? - 7. Why are you the best person for the job? - 8. What do you know about this company? - 9. Why do you want to work here? - 10. What challenges are you looking for in a position? - 11. What can you contribute to this company? - 12. What do you see yourself doing within the first 30 days on the job? - 13. What would you do if you found out the company was doing something illegal? - 14. Are you willing to travel? - 15. What is good customer service? - 16. How long do you expect to remain employed with this company? - 17. Please rate me as an interviewer - 18. Is there anything I haven't told you about the job or company that you would like to know? -

4. Questions Your Future1. What are you looking for in the job after this one? What is important to you? - 2. Where do you see yourself 5 years from now? - 3. What are your goals for the next five years / ten years? - 4. How do you plan to achieve those goals? - 5. What are your salary requirements - both short-term and long-term? - 6. Questions about your career goals. - 7. What will you do if you don't get this position? -

http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm?p=1

Worksheet #12D, “Tips”Exercise: Circle the most valuable tip about job interviewing offered on this worksheet.

Here's are some tips and strategies about interviewing for a job. Gather Research on the Company

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Step one should be gathering background information on employers. You will need to be prepared to answer the questions "What do your know about our company?" and "Why do you want to work here?" Knowing as much as possible about the company's past performance and future plans can make your interview more interactive and could be just the leg up you need in a competitive job market. Before the interview review the company's web site and don't be afraid to contact your prospective employer to request details on the position you are interviewing for or to ask for company literature.

Practice Makes PerfectPractice makes perfect (or at least leads to improvement). Practice interviewing with a friend and record or videotape your responses so you can replay the interview and see how well you did. Prepare answers to commonly asked interview questions. Doing so will help you analyze your background and qualifications for the position.

Behavioral InterviewsBehavior based interviewing is based on the premise that a candidate's past performance is the best predictor of future performance. For this type of interview, you will you need to be prepared to provide detailed responses of your work or school experiences.

Prepare For the InterviewThe best way to prepare is to think of examples where you have successfully used the skills you've acquired. Take the time to compile a list of responses to both types of questions and to itemize your skills, values, and interests as well as your strengths and weaknesses. Emphasize what you can do to benefit the company rather than just what you are interested in. Also prepare a list of questions you want to ask the interviewer. Remember, you aren't simply trying to get the job - you are also interviewing the employer to assess whether this company and the position are a good fit for you. It is very important to be on time for the interview. On time means ten to fifteen minutes early. If need be, take some time to drive to the office ahead of time so you know exactly where you are going. Know the interviewer's name and use it during the interview. If you're not sure of the name, call and ask prior to the interview. Remember to bring an extra copy of your resume and a list of references.

Stay CalmTry to remain as calm as possible during the interview. Ask for clarification if you're not sure what's been asked and remember that it is perfectly acceptable to take a moment or two to frame your responses so you can be sure to fully answer the question.

End the interview with a thank you to the interviewer and reiterate your interest in the position. Follow-up with a personal thank you note, restating your interest.http://jobsearch.about.com/od/interviews/Job_Interview_Tips.htm


Topic: My Dream Job Essay

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http://jobsearch.about.com/od/referenceletters/a/list-of-references.htm

http://jobsearch.about.com/od/jobsearchglossary/g/resume1.htm

http://jobsearch.about.com/cs/interviews/a/behavioral.htm

http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm

http://jobsearch.about.com/od/companyresearch/


Finish a rough draft of their dream job essay Finalize essay through peer and teacher feedback

Materials: Worksheet #13A, Worksheet #13B

Focus Question: How can you do your best on the dream job essay?

Teaching Strategies

1. Using the outline (Worksheet #13A) as a guide, have students write a first draft of their introduction on the computer. Make sure they include a thesis statement. Their thesis statement tells the judges what the paper is going to about and what they will use as their supporting evidence.

2. Write the body paragraphs of their essay. Have the students use the outline as a guide. The essay does not have to completely follow the outline.

3. Have students write their concluding paragraph. 4. Students should create a title for their essay. 5. Have students look at the Dream Jobs rubric and review their essay. Make sure that their

essay meets the standards in the rubric. If not, have them make the necessary revisions. 6. Have students workshop their rough draft with other peers in their class. Use the Peer

Feedback (Worksheet #13B) sheet to provide feedback to others7. Once students are finished with their rough draft, have them turn it in. Teachers should

offer feedback and suggestions on students’ paper. 8. The final essay must be no more than 500 words, Typed, Double Spaced, 12pt Times

New Roman Maximum 500 words

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Worksheet #13AEssay Outline

Create an outline of your essay. It should follow the outline below, using your own information.

I. Introduction: Share the three most important duties of my dream job Share why I believe I’m qualified Thesis statement

II. My Qualification 1 Explain why this qualification is necessary to succeed in the job Example 1 (proof) of how I possess this qualification Example 2 (proof) of how I possess the qualification

III. My Qualification 2 Explain why this qualification is necessary to succeed in the job Example 1 (proof) of how I possess this qualification Example 2 (proof) of how I possess the qualification

IV. My Qualification 3 Explain why this qualification is necessary to succeed in the job Example 1 (proof) of how I possess this qualification Example 2 (proof) of how I possess the qualification

V. My Qualification 4 Explain why this qualification is necessary to succeed in the job Example 1 (proof) of how I possess this qualification Example 2 (proof) of how I possess the qualification

VI. Conclusion

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