Guide for Volunteers and Teachers

Guide for Volunteers and Teachers

JA YOU’RE HIRED │ 2

TABLE OF CONTENTS

SESSION 1 JA INSPIRE

CAREER PLANNING STARTS WITH YOU 3

SESSION 2 RESUMES THAT SELL! 10

EXTENDED LEARNING

CREATING A COVER LETTER 14

SESSION 3 BE AN INTERVIEW STAR 18

SESSION 4 BUSINESS NETWORKING 23

SESSION 5 CONFLICT RESOLUTION 26

SESSION 6 JA INSPIRE:

DEBRIEF AND NEXT STEPS 30


RECOMMENDED TIME

This session typically

takes 30–45 minutes

to complete. Ask the

teacher to help you

keep track of the time.

Concepts

Skills

SESSION ONE Career Clusters

Soft Skills

Analytical Thinking

Self-Evaluation

Research

Work Priorities

JA INSPIRE

CAREER PLANNING STARTS

WITH YOU

Overview Students are introduced to JA Inspire. Through close examination

of specific skills and career clusters, they learn the key factors to

investigate career planning, skills, interests, work priorities, and

job outlooks.

Objectives Students will:

Assess their soft skills and identify need for improvement.

Identify industries and jobs that offer opportunities.

Recognize career clusters that match their skills and

interests.

Preparation □ If students are going to take an online assessment, make

sure they have access to computers and the Internet.

Note: The career assessment may be completed outside of

class time.

□ Review the session and prepare student materials.

□ Review Career Cluster Cards

□ Become familiar with the terms introduced in this session.

Materials □ JA You’re Hired presentation deck for Session 1

□ JA Digital Career Book/Online Career Assessment:

https://career.ja.org/locations/108204

□ Career Cluster Cards

□ Virtual login for the classroom (provided by teacher)

□ The volunteer will need an electronic device with a camera,

audio, and internet access to lead this lesson



Introduction (5 minutes) Greet the students and introduce yourself, give your name, describe your

job, and provide some information about your background.

Share the following scenario and ask students to respond.

You’re walking into school and a teacher stops you and asks, “What

courses are you taking?” She then asks, “Why are you taking them?”

Explain to the students that they will be participating in the JA Inspire, an

event offering them the opportunity to meet with local businesses and learn

about future career opportunities.

What job do you want in the future?

Do you know how to get it? What education would you need?

Why would an employer want to hire you?

Define career cluster as a career cluster is a grouping of jobs and

industries related to skills and products.

Explain that career clusters group industries by their products and the

skills that workers need. A career cluster describes jobs and the education

that a student needs to enter a career and be successful.

Share with students that an important reason for completing the career

assessment that they will be doing at the end of today’s session, is to

identify personal strengths—their interests, skills, and work priorities.

Define work priorities as the physical and social conditions that affect the

quality of a job experience.

Tell students that by knowing their strengths, they can better explore

careers that may be of interest, confidently set personal goals, and

increase their likelihood of success.

Explain that this self-awareness allows students to identify why they are

drawn to certain activities and why others seem challenging. It prepares them to make better

decisions about their education and career.

Activity Career Clusters (15 minutes)

Review the Career Cluster Activity instructions with the students on page 10 of the Volunteer

Guide.

Read each Career Cluster and definition.

Ask students to give job examples for each Career Cluster. Share the jobs that would be

found in that Career Cluster, listed on page 10.

Regardless of which career we choose all employers are looking for employees with good soft skills.

Define soft skills as people skills, social skills, personality traits, and attributes that enable people to

work well with others. Ask the student what are some other soft skills employers may desire?

(Accept all reasonable answers.)

Explain that students need to develop their soft skills to be able to get and keep a job.

Teaching Tip:

The introduction

helps students

think about the

relationship

between

education and

career success.

KEY TERMS

Career Cluster:

A career cluster is a

grouping of jobs and

industries related to

skills and products.

Work priorities:

The physical and

social conditions that

affect the quality of a

job experience.

Soft Skills: People

skills, social skills,

personality traits, and

attributes that enable

people to work well

with others.

https://en.wikipedia.org/wiki/People_skills

https://en.wikipedia.org/wiki/Social_skills

https://en.wikipedia.org/wiki/Personality_traits





In this activity, they will look at some of the soft skills employers want and begin to understand what

they have to offer.

Activity Soft Skills (10 minutes) □ Tell students that you will read aloud a soft skill that is needed in the workplace. (Read from

the “Soft skills and Workplace Scenarios” section below). Students will consider whether they

are generally strong at that skill or if they are still developing that skill to enter the world of

work.

□ Ask the students to give you a “thumbs up” if they are “Strong” in a particular skill and a

“thumbs down” if they are still developing a skill. Let students know that many people their

age are still developing soft skills through their school courses and activities.

□ After reading the soft skill and definition, read the related workplace scenario for that soft skill

and have students consider whether their self-assessment changes based on that specific

scenario. Ask them again to give you a thumbs up or thumbs down based on the scenario.

□ Allow students to offer evidence or comment on the soft skills and scenarios throughout the

activity.

Soft Skills and Workplace Scenarios Responsibility: I take personal responsibility for my actions.

Scenario: One hour before I am scheduled to be at work, my ride cancels. I know that I am

responsible for finding a ride to work, even if it is inconvenient or uncomfortable for me.

Perseverance: I persevere (keep trying) even when conditions are unpleasant or I am

discouraged.

Scenario: I was being considered for a promotion and believe I was the best candidate for

the job. My company gave the promotion to someone else, but I still keep a positive attitude

and do my job well.

Initiative: I see what needs to be done and do it without being told to by others.

Scenario: I was given four hours to complete a task. I was almost finished after two hours

when a coworker told me to slow down or the boss would give me more work. I finished early

and took the initiative to do the other work without being asked.

Leadership: I can positively influence others when necessary.

Scenario: My coworkers were complaining loudly about work and gossiping about other

workers while customers were nearby. I persuaded them to talk about a more positive subject

and lower their voices.

Thank the students for participating. Ask students to reflect on the activity and choose one soft skill

they already have to offer an employer.

Emphasize that these skills are valued by almost all employers regardless of the specific job.

Remind students that it usually takes years to get the education and develop the skills needed for

a career.

Explain that self-awareness will let the students identify why they are drawn to certain activities

and why others seem so challenging. Knowing more about themselves prepares them to make

better decisions about their education and career.


Students may or may not be interested in a particular career or career cluster at JA Inspire, but

they will have the opportunity to experience them all.

Emphasize to students that the role of the program is to spark their interest and introduce them to

various work environment priorities and the skills necessary for their successful participation in the

world of work.

Activity: Career Assessment

(20 minutes) If students have access to individual computers, have them complete a

personal career assessment using either JA USA’s career assessment on

the JA My Way website: https://www.jamyway.org/resources/ or in the

student JA Digital Career Guide: https://career.ja.org/locations/108204.

These assessments allow students to explore their skills, interests, work

priorities, and the possible job outlook for jobs they are interested in.

Wrap Up (5 minutes)

□ Review the importance of recognizing individual strengths, interests,

and skills and how this influence the kind of work we do best and how

successful we are.

□ If desired, tell students they can learn more about career clusters or jobs by visiting the U.S.

Bureau of Labor Statistics at www.bls.gov.

□ Thank students for their participation.

Teaching Tip:

Before starting

this activity check

with your

classroom teacher

as he/she may

choose to have

students complete

this activity

independently.

https://www.jamyway.org/resources/



Career Cluster Cards Volunteers read the Career Cluster category and its corresponding definition aloud.

Ask students to give examples of jobs they might do in each Career Cluster category.

Volunteer review the supplied answers.

CAREER CLUSTER TITLE

CAREER CLUSTER DESCRIPTION

CAREER CLUSTER JOB EXAMPLES

Agriculture, Food, and Natural Resources

Careers related to all aspects of agricultural products and resources, including plant and animal products and resources

• Farmer/Rancher

• Veterinarian

• Water Quality Manager

Architecture and Construction Careers for those who design, plan, manage, build, and maintain structures

• Architect

• Electrician

• Surveyor

Arts, Audio/Video Technology, and Communications

Professionals who design, produce, exhibit, perform, write, and publish multimedia content, such as within the arts, journalism, and entertainment

• Actor

• Animator

• Desktop Publisher

• Telecommunications Specialist

Business Management and Administration

Careers for those who plan, organize, lead, and evaluate functions for running a business

• Accountant

• Human Resources Manager

• Sports/Entertainment Manager

Education and Training

Careers related to all aspects of education, training, and learning support services, such as administration and professional support services

• Coach

• Social Worker

• Teacher

Finance

Professionals who provide services for financial and investment planning, banking, insurance, and business financial management

• Actuary

• Loan Officer

• Tax Preparer





Government and Public Administration

Professionals who plan and execute government functions at the local, state, and federal levels, including national security, foreign service, planning, revenue and taxation, and regulations

• Ambassador

• Police Officer

• Tax Attorney

Health Science

Careers for those who provide and manage therapeutic services, diagnostic services, health information, support services, and biotechnology research

• Emergency Medical Technician

• Home Health Aide

• Nutritionist

Hospitality and Tourism

Professionals who assist people with their recreational and entertainment needs in the restaurant industry, food/beverage services, lodging, travel / tourism, and amusement attractions industries

• Food Service Manager

• Pastry/Specialty Chef

• Tour/Travel Coordinator

Human Services

Careers related to families and human needs, such as counseling and mental health services, community services, personal care, and consumer services

• Cosmetologist

• Insurance Representative

• Licensed Professional Counselor

Information Technology (IT)

Careers related to the design, development, support, and management of hardware, software, multimedia, and systems integration services

• 2D/3D Artist

• Database Administrator

• Webmaster

Law, Public Safety, Corrections, and Security

Professionals who provide or manage legal services, public safety, protective services, and homeland security, including professional and technical support services

• Attorney

• Hazardous Materials Responder

• Park Ranger





Manufacturing

Professionals who process mate-rials into products and related professional and technical sup-port activities

• Assembler

• Plumber/Pipe Fitter/ Steam Fitter

• Quality Control Technician

Marketing and Sales

Careers related to marketing activities for an organization, such as brand management, professional sales, merchandis-ing, marketing communications, and market research

• Art/Graphics Director

• Entrepreneur

• Sales Executive

Science, Technology, Engineering, and Mathematics (STEM)

Professionals who manage and conduct scientific research and professional and technical services (e.g., physical science, social science, engineering), including laboratory and testing services and research and development services

• Aerospace Engineer

• Marine Scientist

• Radio/TV Broadcast Technician

Transportation, Distribution, and Logistics

Careers related to the movement of people, materials, and goods by road, pipeline, air, rail, and water, and related professional and technical support services

• Aviation Inspector

• Environmental Scientist/Specialist

• Heavy Truck Driver


RECOMMENDED TIME




teacher to help you


Concepts

Skills

RESUMES THAT SELL!

Overview Students learn how the skills they are currently developing in school

can be used to create a professional entry-level resume that

emphasizes their personal experience and goals.

Objective Students will be able to:

Apply their personal priorities to their resume.

Identify their skills, characteristics, and experiences.

Use identified skills to create a resume.

Preparation □ Review the session and list of materials.

□ Familiarize yourself with the Key Terms in this session.

□ If you choose, have a sample resume to share with the students.

(Block out all personal contact information per Junior

Achievement policy.)

□ Check with the teacher to see what technology is available to

access the classroom and obtain the login. Be sure to download

and install the platform if applicable.


□ Student Worksheet (digital or printed)




Key Skills

Resume

Power Words

Technical Skills

Transferrable Skills

Analytical Thinking

Organizing

Information

Self-Evaluation

Written

Communication

SESSION TWO




Note what you would like to share about your background with the

students

Explain you are a volunteer with Junior Achievement who will be leading

them through the JA You’re Hired program: a program designed to help

them prepare for their future careers.

Let students know that today they will be preparing a resume to make

them stand out to potential employers. Applying for jobs means writing a

resume. Define a resume as a written summary of a person’s education,

skills, and work experience. A good resume is the first step in landing the

job you want.

Show the video “How to Create an Awesome Resume” :

https://www.youtube.com/watch?v=VA24_NF_lq8

Activity 1 (20 minutes) Creating your resume Tell students that they are ready to begin

creating a resume that sells. They will use the Draft Your Resume

Template on page 3 of their student workbook for this activity. Display the Sample Resume

provided and discuss the following points:

1.) Keep it Simple Avoid fancy fonts and layouts. Hiring managers prefer a resume that is easy

to scan and highlights important information. Choose a simple format: left-justified alignment, a

clean font such as Arial or Garamond, use bold type and italics to highlight key points, and add

bullet points to describe your experience.

2.) Create a Header Think of your resume as being divided into three parts. When it is opened

on an electronic device, the top third is often all that can be seen. Be sure it captures the reader’s

attention and includes:

□ Full Name

□ Phone Number

□ Address

□ Email

Teaching Tip:

Ask all students to

mute and turn their

cameras on before

beginning. Review

with students how

you want them to

“raise their hand”

when answering or

asking a question:

send an emoji,

use the platform

reactions, raise

their hand on the

screen, etc.

Suggest students

unmute or use the

chat when called

upon.

Talking Points

Why is a resume important? Ask the class to share several

reasons a resume is important.

How do you know which skills to include on your resume?

How do potential employers decide who they will interview?

KEY TERMS

Resume: A written

summary of a

person’s skills,

education and work

experience.

https://www.youtube.com/watch?v=VA24_NF_lq8

https://www.roberthalf.com/creativegroup/blog/whats-the-best-resume-font


Make sure your email address is professional; if your current email

address is [email protected] or [email protected], suggest

setting up a new email, such as [email protected] or

[email protected].

3.) Key Skills Employers are looking for people with the abilities that relate

to a job, these are Key Skills.

Example of Key Skills:

□ Proficient in Social Media Applications

□ Proficient in Word, Excel, and Publisher

□ Time Management

□ Customer Service

Ask students to share what skills they would list under Key Skills.

While employers hire employees for their technical skills, they also

are looking for people can work well with others, communicate ideas

and find solutions to problems. These are examples of transferrable

skills.

Knowing what skills you have to offer is the first step to creating a

successful resume.

4.) Career Goals (Objective) Be specific to set yourself apart from the

competition. Briefly state the strengths that will help you contribute to the

position and why you should be hired.

Ask students what transferrable skills a candidate could list for a

retail/customer service position that would make them more attractive

to the employer?

Example: I want to utilize my customer service skills and experience to work for a company

focused on listening and identifying the needs of others.

5.) Work History List your most recent job experience first. Include volunteer work, internships, or

work such as babysitting, lawn mowing, house, or pet sitting. Each resume should be customized

for the current job you are applying for, highlighting the skills that best apply to that job.

6.) Power Words Use power verbs or words to convey experience such as: increased,

implemented, developed, expanded, or improved.

Share the example below with the class and ask how they may restate this using power words.

Instead of saying “Responsible for recruiting and training camp counselors for summer

program” how could you convey your skills using Power Words?

Example: Increased camp counseling program recruitment and retention by 10 percent by

implementing a five-step recruitment plan.

7.) Education Include diplomas and certifications completed with the name of the school and

location (city/state). Include awards, extracurricular activities, and special courses only if they

demonstrate skills your employer is looking for.

KEY TERMS

Key Skills:

The employable

skills that relate to a

job. These are the

Technical and


needed for the world

of work.

Technical Skills:

The abilities and

knowledge used in a

profession.

Transferable Skills:

People skills, social

skills, personality

traits, and attributes

that enable people

to work well with

others.

Power Words:

Action words that

communicate with

clarity and impact.

mailto:[email protected]










What special classes, clubs, or projects could be included in their resumes. Answers may include

Junior Achievement programs, DECA, sports, computer classes, etc.

Include expected graduation year if graduation is pending.

8.) Proof Your Resume Always get a second pair of eyes to look it over. It is easy to miss spelling

and grammar mistakes when you are the only one proofreading your resume.

Ask a teacher, friend, or family member to double-check your document for errors.

Activity 2 (5 minutes) We only get one chance to make a good first impression with our resumes. It is important to be

able to identify the good versus the bad.

Display Bad Resume Example for students to review. Tell students that the bad and good

resume samples are on pages 4 and 5 in their student workbook.

Bad Resume:

Ask the students to identify why this is a bad resume.

Ask for volunteers to share how they would correct this resume.

Display Good Resume Example for students to review.

Good Resume:

Ask them to identify why this is a good resume.

Ask for volunteers to share why this is a good resume.

Summary and Review (3 minutes) Review with students why a resume is an important tool that will help them obtain their first job.

Let student know that they can create a personalized resume using a professional template by

visiting: www.jamyway.org.

Students will need to create an account and then click on My Resume to create a personalized

digital resume.

They will be able to set job goals and enter their education, experience, and skills. They will also

be able to pick a style for their resume that fits their needs.

Thank the students for their participation.

http://www.jamyway.org/


RECOMMENDED TIME




teacher to help you


Concepts

Skills

CREATING A COVER LETTER

Overview Students learn how the skills they are currently developing in school

can be used to create a professional entry-level cover letter that

emphasizes their personal experience and goals.


Apply their personal priorities to their cover letter.

Use identified skills to create a cover letter.



□ If you choose, have a sample cover letter to share with students.

(Block out all personal contact information per Junior

Achievement policy.)

□ Check with the teacher to see what technology is available and if

you will be able to share your screen. You may need to prepare

any items to share and send to your teacher ahead of time.

□ Confirm the platform used by the teacher to interact with

students and obtain the login. Be sure to download and install

the program if applicable.

Materials □ JA You’re Hired presentation deck for Extending Lesson

□ Student Worksheets (digital or printed)




Cover Letter

Key Skills

Power Words

Technical Skills


Analytical Thinking

Organizing

Information

Self-Evaluation

Written

Communication

EXTENDED LEARNING




A Cover Letter is a single-page document that you send with your resume

when applying for a job. It is meant to answer the question: Why should I

hire you? It should grab an employer’s attention, highlight why you are the

best applicant and ask for an interview.

You can increase the chances your cover letter will get noticed by keeping

these five tips in mind:

BE SPECIFIC: The ability to express your career goals quickly,

verbally, or in writing is your ally during a job search. Show upfront the

value you bring to the employer.

ADDRESS YOUR COVER LETTER TO THE HIRING MANAGER:

You will make a much stronger case for your candidacy if you can

grab the hiring manager's attention, and nothing does that better than

using the person's own name. Research the company online to

identify the right person. In some cases, a quick phone call to the

company can also yield this information.

USE PERFECT GRAMMAR AND SPELLING: While quickly written

emails and texts on phones are part of the modern business world,

the cover letter is not the place for slang, emoticons, typos,

abbreviations, or misspellings; you need to show your eye for detail.

Take time to reread every line and make sure you showcase your

ability to communicate effectively. A weak cover letter does more

harm than good, and it is worthwhile to have someone you trust to

proofread your work or use an application like Grammarly checker.

NEVER REUSE A COVER LETTER: Even when applying for similar

jobs, remember a well-crafted cover letter is your opportunity to tie

your resume, and accomplishments to the specific requirements of

each position. Avoid copying and pasting from cover letters you have

used for other jobs. Take time to prepare a customized letter that

gives examples of your key skills and how they relate to the position.

□ BE POSITIVE: Always focus on what you can do for the company.

Instead of talking about how bored you are at your current job,

describe how ready you are for new challenges. Avoid expressing

your dislike for a company. Instead, talk about how excited you are

about the great things you've heard about your prospective employer.

Activity (15 minutes)

The students will practice writing a cover letter using skills they identified during Session One.

Share the Sample Cover Letter and review each section with the students. Share with them this

sample is also located on page 6 of the student workbook.

Teaching Tip:

The volunteer may

choose to share a

personal example

of a Cover Letter

they have written.

Be sure to black out

any personal

information before

sharing examples

with students.

KEY TERMS

Cover Letter:

A single-page

document that you

send with your

resume when

applying for a job.

Teaching Tip:

Ask all students to

mute and turn their

cameras on before

beginning. Review

with the students

how you want them

to “raise their hand”

when answering or

asking a question:

send an emoji,

use the platform

reactions, raise

their hand on the

screen, etc.

Suggest students

unmute or use the

chat when called

upon.

https://www.grammarly.com/


Students will draft their own Cover Letter using the Job Description on page 7 of the student

workbook. Review the parts of a Cover Letter as the student create their own draft.

1. INCLUDE CONTACT INFORMATION: Be sure to include your full name, phone number,

and email for an employer to easily contact you.

2. GREETING: Address the letter and greeting to the hiring manager or person listed on the job

posting. Avoid “To whom it may concern” as this appears that you did not take time to

research the company ahead of time.

3. OPENING: Write a friendly, inviting, opening paragraph that lists the job you are applying

for and highlights how your skills are a perfect fit.

4. HOOK: Highlight your past achievements that relate to the job you are applying for and

summarize additional key skills, such as computer skills or special training.

5. CLOSE: Express your enthusiasm for the job and your interest in scheduling an interview.

6. SIGN IT: Little details matter—a signature adds a personal touch to your cover letter.

As you lead the students through each section, pause and give students 2 to 3 minutes to

complete each section in the student workbook. Ask students to volunteer to share examples from

all six parts.

Summary and Review (5 minutes) Remind students that their cover letter is their first chance to make a good impression on their

future employer. Not every cover letter is created equally—but with the right words, you can use

every opportunity available to set yourself apart from the competition with a winning cover letter.

Let students know that they can log into their account on www.jamyway.org to create a

personalized digital Cover Letter. They will be able to pick a style that fits their needs and

customize a personal Cover Letter for a job they choose.


http://www.jamyway.org/


Haven’t you always wanted a career that brings out your true talents? By joining our retail sales

team you can. We are a leading athletic-inspired fashion retailer with more than 1,000 stores.

If you are a sneakerhead, sports fan, or trendsetter, and you enjoy the latest sporting goods buzz,

you will be right in the heart of it. You’ll also have the chance to work in a fast-paced, challenging,

and exciting environment. This is a great opportunity to shine with the possibility for advancement.

You will work with a great team that will help you achieve store and personal goals. We are always

looking for passionate and motivated individuals to join our top-notch team.

In the sales associate role, you will be paid to engage with our customers. You’ll keep them ahead

of the competition with our selection of the newest and hottest sporting goods, fashion apparel,

and accessories. You will get the opportunity to learn about and become a sport guru in all the hot

new and well-known brands. You will be in charge of making sure that you are upholding all of our

customer service policies, procedures and standards, and talking up all of our exciting promotions,

sales, and events happening in stores.

A great work environment with flexible hours that are perfect for students, part-time, night and

weekend shifts available.

Responsibilities include:

Provide outstanding customer experiences.

Encourage services provided by our company.

Track sales by following guidelines and using results to reach or improve store and personal

goals.

Learn, practice, and uphold all company policies, standards, and procedures.

Attend and engage in all mandatory staff meetings scheduled for the store.

Communicate merchandise needs, pricing concerns, and operations problems consistently to

management.

Assist with unloading shipment and store projects.

Ability to be on feet for up to 8 hours at a time and lift up to 40 pounds.

Qualifications

High school diploma or general education diploma (GED) or be currently enrolled in High

School.

Strong oral/written communication skills

Collaborative skills, be able to work well in a team or independently

Ability to perform and prioritize multi-level tasks in a fast-paced environment while dealing

with multiple interruptions.

Ability to problem-solve and adjust as needed.

Submit Resume with Cover Letter to: Sharon MichaelsDirector of Talent Acquisition

Academy Sports4578 Main Ave.Chandler, AZ 85226

Part-Time Employment Retail Sales Associate


RECOMMENDED TIME




teacher to help you


Concepts

Skills

BE AN INTERVIEW STAR

Overview Students will learn how to use the STAR method to provide clear and

concise responses to questions asked in a behavior-based interview.

Students will learn how to successfully create a positive and

professional first impression at the interview.


Make a strong, positive, first impression at an interview.

Identify common interviewing mistakes.

Practice behavioral interviewing.

Use the STAR method to respond to behavior-based questions.

Communicate their skills effectively in an interview.



□ Discuss with the teacher how to organize the students into

groups for breakout sessions.









Behavioral

Interviewing

Behavior-based

questions

STAR method

Analyzing

Information

Decision-making

Peer Evaluation

Self-Evaluation

Situational

Interviewing

Verbal and

Nonverbal

Communication

SESSION THREE


Introduction (10 minutes) Greet the students and let them know that today you will lead them through

activities to help them ace an interview and leave a good impression to get

the job.

It is important to start your interview with a good first impression.

Show video: https://www.youtube.com/watch?v=-vk-99seC_I&t=11s

Interviewers will ask you to put your experience in context. For example,

they’ll ask you to describe a challenge you had, how you overcame it

and what you learned from the experience. This is called Behavioral

Interviewing.

Define Behavioral Interviewing as behavior-based questions that require

an applicant to provide specific stories that demonstrate how they used

their skills in the past.

One of the best ways to answer behavioral questions is by using the STAR Method. STAR stands for Situation, Tasks, Action, and Results:

Situation: Think of a situation similar to what the interviewer is asking

you about that had a successful outcome. The situation can be from a

previous job, volunteer experience, school project, as long as it is

relevant.

Remember to include the who, what, where, when, and how.

Task: Describe the task you were responsible for in that situation.

Keep it specific but concise. Make sure to highlight any specific

challenges you faced.

Action: This is the part where you describe exactly what you did. How did you complete

the task you were assigned? Remember to focus on what you did and highlight traits

(qualities) that a hiring manager will find desirable such as initiative, teamwork, leadership,

dedication, etc.

Result: This is where you get to share what the outcome of the situation was and how you

specifically contributed to the outcome. What did you accomplish? What did you learn?

What were the results of your actions?

As with all good storytelling, keep it clear and direct when answering interview questions.

Talking Points Ask students to share some of the mistakes the applicant made

and what he did differently to make a good first impression.

You only have a seven second window upon first meeting

someone to make a first impression on your interviewers.

Ask if anyone has been on a job interview and if they would share

their experience?

KEY TERMS

Behavioral

Interviewing:

An interview

technique that asks

candidates to

provide specific

examples of how

they demonstrated

certain behaviors,

knowledge, skills,

and abilities in the

past.

Behavior-based

Questions:

Interview questions

require the

applicant to provide

specific stories that

demonstrate how

they used their skills

in the past.

STAR Method:

A structured way

of responding to a

behavioral-based

interview question

by telling a story

using the specific

Situation, Task,

Action, and Result.

https://www.youtube.com/watch?v=-vk-99seC_I&t=11s


For example, if you’re being interviewed for a fast-food job, don’t tell

the interviewer your goal is to be a famous basketball player.

Try to deliver your STAR answers in less than five minutes and

always keep it positive.

Activity 1: Be An Interview STAR

(5 minutes)

Practice the STAR method with the students using the following behavioral

question. Encourage students to share additional answers and examples

as you go through each part of the STAR Method.

“Tell me about a time that you had to meet a goal as part of a team.”

SAMPLE STAR RESPONSE:

Situation (S): I was the sales director for our high school newspaper

The Wildcat Review. Our advertising revenue was falling off and large

numbers of our long-term advertisers were not renewing their contracts.

Task (T): My goal was to generate new ideas, materials, and incentives that would result in at

least a 15% increase in advertising revenue over last year.

Action (A): I designed a new promotional packet to go with the rate sheet and included a

comparison of The Wildcat Review circulation with other ad media in our area. I also set up a

special training session for our sales team with a professor from the local college to share with the

team competitive selling strategies.

Result (R): We signed contracts with 15 former advertisers for our weekly ads and I added five

contracts for special supplements. This increased our new advertisers by 20 percent over last

year.

Your goal when you apply for a job is to present yourself as someone who has the potential to do

the job well. That means you need to be able to explain how your work and life experiences are

relevant to the job.

Activity 2: Why Are You the Right Person? (20 minutes) Ask students to turn to page 8 of their student workbook Why Are You the Right Person?

Tell students they should prepare for all interviews by learning about the company and

anticipating questions so they can explain why they’re right for the job.

Review the common key areas to be prepared to discuss during interviews:

□ teamwork

□ collaboration

□ working independently

□ adapting to change

Prepare them for the common interview question, “Tell me about your greatest strength.”

Teaching Tip:

Volunteers can

share examples

from their past

interviews to give

students concrete

examples on how to

answer Behavioral

Interview questions.


Think about a personal skill or achievement, such as math, writing, or a volunteer award.

Be prepared to describe it in a way that makes it relevant to the job.

Prepare them for the common interview question, “Tell me about your weaknesses” (framed as

meeting and overcoming challenges).

Explain that this is an opportunity for students to describe how they successfully face

challenges and adversity.

Think about something that could be considered a weakness, such as fear of public speaking

or procrastination. Then tell about a time when this attribute worked against you. Finally,

explain how you are working to improve or have already improved. You want to show a

commitment to personal and professional growth.

Working with the students have them write down their answers to the common interview questions

on the Why Are You the Right Person? worksheet on page 8 of the student workbook.

Encourage them to practice using the STAR method.

Remind students they will need to model the following professional behaviors when they are

interviewing:

Speak appropriately and clearly.

Make eye contact.

Introduce yourself.

Address the interviewer as Mr. or Ms. and the last name unless specifically told to use first

names.

Listen carefully to the interviewer.

Respond appropriately, taking a moment to gather your thoughts if needed.

Be honest.

Remember to smile!

Alternate Activity Mock Interviews

(30–35 minutes) Make sure all students have access to the Mock Interview Scenario

Cards on page 9 in the student workbook. Let students know they are

going to practice Mock Interviews.

Role Play: Divide the class into groups of three to four. Arrange seating so

that each group’s members can face one another.

Students will take turns practicing interview skills and coaching one

another. Each student will take a turn participating in the roles of

Interviewer, Interviewee and Coach.

Have each group decide each role for the first round:

□ One interviewer who will ask an interview question

□ One interviewer who will answer the selected question using the STAR Technique

□ One to two coaches who will observe and prepare feedback for the interviewee

Teaching Tip:

Check with the

classroom teacher

before leading this

session to see if

they would like

you lead the Mock

Interview activity

in place of Activity

2.


Have the students refer to the Mock Interview Scenario Cards on page 9

in the student workbook.

To start the interview, the interviewer and the interviewee should stand,

shake hands, introduce themselves and then be seated.

□ The interviewer will start by asking the interviewee a question from of

the Mock Interview Scenario Cards.

□ The interviewee will answer the question using the STAR Technique.

□ After the interviewee answers, the coaches will each give specific

feedback on the answer and any non-verbal communication,

providing one thing that the interviewee did well, one thing they can

improve, and a second thing that was done well.

□ Everyone in the group then rotates roles and repeats the process until

everyone has had a chance to be both the interviewer and the

interviewee.

As time allows, ask for volunteers to share what they learned from the

interview about one of their peers during the interview.

Summary and Review (5 minutes) Interview Follow Up

Once you have successfully completed your interview, what can you do after you leave the

interview to demonstrate your interest in the position? (Accept any reasonable answers.)

One of the best ways to leave a great impression and show your interest is by sending a thank you

note to your interviewer. Taking the time to say thank you sets you apart from the competition.

Shows your appreciation for the interview and interest in the job.

Allows you to briefly summarize why you are the best candidate for the job

Remember to proofread your Thank You notes before you send them. A typo or grammatical

error can knock you out of the running.

Encourage the students to continue practicing using the STAR METHOD by using the Behavioral

Interview Questions to formulate how they would answer these common interview questions.

Students can share their answers with their peers, family members, or teachers to get feedback.

Thank the students for their participation. Let them know that the things they learned today will help

them in future job interviews.

Teaching Tip:

If students are

learning remotely

the volunteer will

play the role of

the interviewer,

and ask each

student a different

questions.

Encourage the

other student to

provide feedback

after each student

answers, on what

they did well, and

one suggestions

for improvement.


RECOMMENDED TIME




teacher to help you


Concepts

Skills

BUSINESS NETWORKING

Overview Students will learn effective networking behaviors to connect with

others. They will learn how to put the interests of others first through

asking questions, they can build a strong business network.


Explain how business networking benefits professional careers.

Identify different ways to do business networking online and

through professional groups.

Analyze factors that influence human behavior.

Engage in business networking conversations to form

connections.


□ Familiarize yourself with the Key Term in this session.




□ Tell your teacher that students will need to be able to work in

pairs and change partners every few minutes for the activity

portion of this session. Have her or him coordinate how this can

be done using their classroom platform. If students are remote,

the activity will need to be conducted as a group.






SESSION FOUR Networking

Creating a

Professional Image

Business

Communication

Collaboration

Fact-Finding

Identification

Public Speaking

Nonverbal

Communication


Introduction (15 minutes) Greet the students. Ask students what is a network? You will get many varied answers, for

example, computer networks, social networks, or the internet. Define Networking as interacting

with other people to exchange information, creating relationships, and developing contacts, for

mutual benefit.

Business professionals use both social and business networking apps. These apps are used to

keep in touch with others they work with, contacts in the community, and past colleagues.

Ask students for examples of Professional or Social Networking apps. Answers may include

LinkedIn, Facebook, Twitter, Instagram, Google +.

There are effective and ineffective ways to network. Explain that business communication requires

you to be friendly, polite, and respectful of all individuals. Networking is about making connections

for you and others.

Point out that adults meeting for the first time generally shake hands, regardless of the setting.

Shaking hands properly and looking someone directly in the eye as you introduce yourself is your

first opportunity to make a good impression.

Explain that Business Networking requires more formal behavior than students typically use when

they’re at home or out with friends, even if the networking occasion feels casual (casual dress

code, coworkers who are friends outside of the job, etc.).

Ask students to describe how they should speak when engaging in business networking.

Examples include:

□ formal language rather than casual greetings, no slang or offensive language

□ calling superiors “Mr.” and “Ms.” upon first meeting and thereafter unless asked to use first

names

□ professional (work-related) subjects and vocabulary, no discussion of religion, politics, or

sensitive topics

□ “please” and “thank you,” “excuse me,” etc.

□ speak positively about the company, avoid gossip, insults, or complaints

Talking Points

Research shows that networking is the most common way people

find jobs; 1/3 of jobs are found through a person’s network.

Networking can happen at any time. It can also be less formal,

such as groups who network at sporting or social events.

Networking is a very useful skill that helps us establish a

professional reputation and meet our personal and professional

goals.

Give an example of your early career/networking connections that

helped you.

KEY TERMS

Networking

Interacting with

other people to

create relationships,

exchange

information, and

develop contacts,

for mutual benefit.


Think about the way you speak to people you respect. You wouldn’t

interrupt or use bad language. You would let them finish their thoughts

before you speak, and then you would speak courteously.

Activity Speed Networking (25 minutes) This activity will help students practice their networking skills through

several rounds of Speed Networking.

Ask students to refer to the Speed Networking Questions on page 10 in

the student workbook Review the following instructions.

□ Students will be paired in groups of two to three students.

□ Students will role-play effective networking: greet each other and take

turns asking and answering the open-ended questions from page 10

of the student workbook.

□ Each round will last 1-2 minutes. Be sure to conclude the

conversation with a friendly goodbye before time runs out.

□ When time is up, students will be paired with a new partner to start a

new conversation.

□ Complete as many rounds as time allows.

□ Ask the teacher to help you keep track of time.

Summary and Review (5 minutes) After the last round, ask the students to share some things that they learned about networking:

□ How did you start a conversation?

□ How did you close conversations when you realized that time was running out?

□ What were some of the challenges?

Each of us is always building our reputation and our network, whether we realize it or not.

Business networking involves give and take; practicing your networking skills with the people in

your network helps you develop and refine this skill.


Teaching Tip:

If students are

learning remotely,

select two students

at a time to network

for 1-2 minutes,

while the class

observes. Once the

students finish,

have each student

select someone

else to network—

calling on every

student only once,

until everyone has

had a chance to

practice networking.


RECOMMENDED TIME




teacher to help you


Concepts

Skills

CONFLICT RESOLUTION

Overview Students will explore communication tools that can help them

effectively resolve workplace conflicts. Students will consider how

their personal values and ethics can affect their decision-making.


Communicate more effectively both verbally and non-verbally.

Recognize common positive and negative responses to conflict.

Avoid and respond to conflict in the workplace.

Incorporate ethics and values into their decision-making process.

Practice public speaking.






□ Tell your teacher that students will need to be able to work in

groups of four or five for the activity portion of this session. Ask

her or him how this can be done using their classroom platform.






SESSION FIVE Active Listening

Conflict

Conflict

Management

Ethics

Values

Active Listening

Analyzing

Information

Conflict Resolution

Critical Thinking

Oral and Written

Communication

Problem Solving


Introduction (10 minutes) Greet the students. Tell the students that today’s session is designed to

help them learn how to reduce and resolve conflicts. Explain that these

skills will help them communicate more effectively and help them develop

strong, healthy personal and professional relationships in the future.

Conflict commonly arises when people misunderstand intentions, lack

respect for each other, or have different values, ethics, or opinions.

Ask students to give you a thumbs up or a thumbs down if they fall

into category A or B. “During a conversation do you A) listen

carefully or B) wait to talk?”

Let students know that there are four basic communication skills that they

can start using to help them prevent future communication problems.

Active listening: concentrate on what the speaker is trying to communicate and

avoid interrupting.

Consider your words and audience carefully (i.e. peer vs. boss): take a moment

to consider your words before you speak. Reread written communication to make

sure you have accurately conveyed your message.

Nonverbal communication speaks as loud as your words: keep an open posture

and neutral facial expression.

Avoid multitasking: give your full attention to the conversation.

Define Active listening as the act of mindfully hearing and attempting to comprehend the meaning

of words spoken by another in a conversation or speech using tools such a rephrasing what the

other person says.

Ask students why active listening important? Answers include:

□ It helps you understand others.

□ Reduces conflicts due to misunderstandings.

□ Improves relationships by showing respect.

Talking Points Research shows that only about 10 percent of us listen

effectively. We think we are listening, but we are actually just

considering how to jump in and reply.

Ask students if they have ever multi-tasked and checked their

texts or emails when a friend or co-worker was talking to them.

Ask students to raise their hands if they believe they are good

multi-taskers.

Recent studies on multi-tasking found that 97% of individuals

cannot effectively concentrate on two tasks at once.

KEY TERMS

Active Listening:

The act of mindfully

hearing and

attempting to

comprehend the

meaning of words

spoken by another in

a conversation or

speech using tools

such as rephrasing

what the other

person says.

Conflict:

A disagreement over

opinions, interests,

or principles.

Values: A person’s

beliefs and ideals.

Ethics: moral

principles that govern

a person’s behavior.


Teaching Tip:

Share an example

of a professional

conflict and how it

was resolved.

Effective conflict management means that you need to consider

the other person’s values, needs, ideas, and objectives with the goal of a

positive resolution to the conflict. Ask a few students to share an example

of conflicts that occurred at school, in their family, current events, or work

situations. How did their response to the conflict affect the outcome?

The four effective steps to resolve conflict include:

□ Communicate effectively

□ Actively listen

□ Review possible options

□ End with a positive resolution

Show the following video and ask the students to identify the examples of poor

communication as they observe them: https://www.youtube.com/watch?v=hcUxRMF2-uw.

Review the Poor Conflict Management Communication Tools on page 11 of the student workbook

to see if the students recognize any of the behaviors.

Next, ask students to review the Good Conflict Management Communication Tools on page 11 of

the student workbook and discuss which tools would have helped resolve the conflicts in the video.

Both of these lists are on page 11 of the student workbook.

When resolving conflicts it is important to consider how our personal values and ethics impact our

actions and shape our behavior. Your behavior should always be ethical and professional during

both personal and work conflicts.

Activity (25–30 minutes) Students will practice their conflict management skills to solve work-based dilemmas.

Ask students to turn to the Conflict Management Scenario Cards on page 12 of the student

workbook. Review the instructions with the students:

□ Students will work in groups of four or five as determined by their teachers.

If students are remote, lead a group discussion for each scenario.

□ Assign a lettered Scenario to each group. For Example, Group 1 Scenario A, Group 2

Scenario B, Group 3 Scenario C, etc.

□ Each group must work together to decide what action they would take to resolve the conflict in

their scenario.

□ Each group will appoint a spokesperson to share their decision with the class.

□ Students will have 5 to 7 minutes in their group to reach their

decisions.

□ The volunteer will randomly select a group spokesperson to share

their group’s Scenario and what action they decided to take.

□ Each group will have up to 2 to 3 minutes to present their solution to

the class, as time allows.

Teaching Tip:

If students resolve

their chosen

scenario before

time is up they can

choose another

Scenario to discuss.

https://www.youtube.com/watch?v=hcUxRMF2-uw


A. You have just won tickets to a concert tonight! You know that you are scheduled to work and that

your job has a strict call-out policy. Your boss allows you to switch schedules with other

employees but requires that both employees call in to verify any schedule changes. What will you

do?

B. You are running 10 minutes late for your scheduled shift – you have been warned that if you are

tardy again this month, you will be written up. Your co-worker has called to let you know that your

manager is looking for you and they have offered to clock you in—what is the best way to handle

this? How will you respond to your co-worker and boss?

C. You are working at the new clothing store in the mall. Your job responsibilities include

keeping the customers happy while looking after the company’s interests. One minute before

closing a customer comes into the store very upset. She had opened a store credit card and

made a very large purchase. She has just received her bill and is upset that her bill is much

higher than expected and wants to return all of the items. This requires manager approval and

your manager has gone home for the night. How do you respond?

D. Your summer job has offered you a permanent part-time position for the school year, promising

that they will work with your school schedule. Your manager is very pleased that you are so

reliable and dependable, often scheduling you during the summer to take other employee’s shifts

when they called out. With school, you are limited in the number of hours you can work each

week. Your manager continues to schedule you as she did during the summer. You want to keep

the job, but need to go to school. How do you communicate this

to your manager?

E. You and a close friend have been working together for the same supervisor. He is always asking

you to do the most ridiculous things and it seems like he is just trying to waste your time. You tell

your friend that if it does not stop, you are likely to quit. The next day, you find out that your friend

told your supervisor that she should get more hours because she thinks you may be looking for

another part-time job. You are fuming—you need this job and that conversation was private. How

do you respond to your supervisor and friend?

Summary (5 minutes)

If time allows, ask students to give feedback on each group’s solution.

Discuss with students how the ability to resolve conflict and come up with a positive solution is an

invaluable skill to employers. Unprofessional or unethical workplace behavior during conflicts can

permanently damage your reputation and can cause you to be reprimanded, overlooked for

promotions or even be fired.


Conflict Management Scenario


RECOMMENDED TIME




teacher to help you


Concepts

Skills

Overview Students reflect on what they have learned and identify the next

steps to further define their academic choices and career path.

They also compose a thank you note to a chosen company.

Educators Note: Consider ways to ensure that students can

integrate this knowledge with your curriculum and use their learning

beyond the duration of JA Inspire as they prepare for the future. The

My Plan tool provided in the Personal Reflections handout may

serve as a starting point for future exploration.


Evaluate personal goals and priorities based on their

experience at the JA Inspire event.

Identify next steps, including exploration of high school

coursework and other research.

Understand relevant business communication practices.




access the classroom and obtain the login. Be sure to

download and install the platform if applicable.




Career Planning

Goals

Values

Business

Communication

Goal Setting

Identification

Research

Self-evaluation

JA INSPIRE:

DEBRIEF AND NEXT STEPS

SESSION SIX


Introduction (5 minutes) Congratulate students on their successful participation in the JA Inspire

event. Ask students about their experiences. Utilize the following questions

to get the conversation started.

Activity Event Summary (15 minutes) Students will reflect individually about the event.

□ Be sure students have access to the Personal Reflections digital

worksheet on page 13 of the student workbook.

□ Instruct students to review Part 1: Event Summary on their Personal

Reflection worksheet.

In the column labeled Career Cluster, have students name the

top three career clusters that they learned about during the

JA Inspire event, listing one in each row.

For each Career Cluster they list, ask students to complete the

next three columns:

1. A Career they learned about in that Career Cluster.

2. Three things they learned about this career/career cluster.

3. Why this career is a good match for their skills and interests.

□ Give students a few minutes to fill in their Event Summary.

□ Ask several students to share one of the Career Clusters and answers

with the class.

□ Encourage the student to share if they chose the same Career

Clusters and why.

Let students know that achieving their career goals and getting a first job

requires thought and planning. That means they will need to:

Pick their school courses deliberately.

Understand the education or training required in each career.

Develop the required skills, such as creative thinking, math, writing

ability, presentation skills, and public speaking.

Continue to develop networking connections with adults who can advise them and help them

get an internship or a job.

Talking Points Was the event what you expected? Why or why not?

What surprised you?

What did you like the best?

What new ideas do you have about your future career?

Teaching Tip:

This session can be

led by a volunteer or

teacher and is

available as a virtual

or self-guided

student session.

The classroom

teacher will let you

know how this

session will be

implemented in their

class.

Teaching Tip:

if presenting this

session virtually,

volunteers may

want to project the

Personal

Reflections digital

worksheet on the

slide deck and have

the student fill in

each column as a

group. A volunteer

can record the

students’ answers

using the Annotate

or White Board

option available in

the video platform.

Volunteers will have

the students work

together to identify

three Career

Clusters and fill in

the columns for

each.


Activity My Plan (15 minutes)

Students will look more closely at one career that interests them.

□ Be sure students have access to the Personal Reflections digital

worksheet on page 14 of the student workbook.

□ Instruct students to review Part 2: My Plan on their Personal

Reflection worksheet.

□ Pick one career that interests you. Write that career in the first row

under the column labeled Career.

□ Fill out the next three columns in that row:

The skill they will need to succeed in this career.

Education or training they will need to get started.

The Next Step the student can take while still in school.

Ask students to share what they learned.

Encourage students to research the top three careers they identified on

their Personal Reflections worksheet outside of class to help them in

planning for the next steps they can take.

Summary (5 minutes)

Congratulate the students on their success. Encourage them to review their career assessment

results as they consider academic courses for next year and beyond.

Remind students to keep their JA Digital Career Book and Personal Reflections handout as they

choose their courses or research jobs they would like.

Thank the students for their attention and participation throughout the JA program.

Teaching Tip:

if presenting this

session virtually,

volunteers may

want to project the

Personal

Reflections digital

worksheet on the

slide deck and fill in

each column as a

group. Volunteers

will have the

students work

together to identify

a Career they would

like to research and

then brainstorm

with students to fill

in the columns.

Documents

Guide for Volunteers and Teachers