Module 2 Career Planning Lesson Plans v 6.0

MODULE 2 CAREER PLANNING

Preparing for Flight

PEER EDUCATOR GUIDE ©2012 Education Development Center, Inc.

This content may not be reproduced without the permission of Education Development Center or the United States Agency for International Development.

This curriculum is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Education Development Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.

Career Planning Module Peer Educator Guide

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Welcome to Module 2: Career Planning!

Module 2 guides participants to reflect on career choices and to identify ideal career and work possibilities that match their unique strengths, interests, and dreams. Having strengthened their Personal Leadership muscles in Module 1, Career Planning focuses participants on answering the questions: What will my ideal job be three years from now? What goals can I set to get there and what actions will lead me to my goals? How will I deal with challenges along the way?

There are four lessons in Module 2. Lesson 1 invites participants to imagine their ideal work or career so that they begin the planning process with their personal aspirations. Lesson 2 guides participants to set short and long-term goals. Lesson 3 continues the journey by helping participants explore what specific skills are needed for the kind of work they want to do, and teaches informational interviewing as a strategy to learn about different types of work and build a network of supporters. Lesson 4 re-visits the skill of overcoming difficulties and challenges, this time in the context of implementing their 3-year goal.

Module 2 Purpose To identify the steps necessary to achieve the career of their choice.

Module 2 Lessons Lesson 1 – Your Life is as You Dream It Lesson 2 – Setting Career Goals Lesson 3 – Finding Career Opportunities Lesson 4 – Overcoming Challenges Module 2 Learning Objectives: By the end of this module, each participant will be able to:

• List and describe personal skills and interests • Define short term and long term career goals • List steps necessary to reach short term and long term career goals • Demonstrate their ability to use different approaches for finding work and educational opportunities • Identify the skills, qualifications and experience necessary for their career of choice • Explain how they will overcome challenges when reaching for their goals

Module 2 Assignments

1. My World is as I Dream It 2. Skills Inventory Survey 3. Career Exploration Interview 4. My Goal Worksheet 5. Sub-Goal Action Plan 6. 2 Year Career and Life Diagram 7. Skills and Qualifications Worksheet 8. Beginning My Career Network 9. Informational Interview Form 10. Personal Strategies for Overcoming Obstacles Worksheet


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CAREER PLANNING 1 YOUR LIFE IS AS YOU DREAM IT

LESSON STRUCTURE TIME (Min) ACTIVITY

5 Introduce the Module 35 Dreaming 40 Rating Interests and Skills 30 Stereotypes About Work 5 Take Away Assignment 5 Appreciative Inquiry Assignment

INSTRUCTIONS

PREPARATION & TIPS TIME (Min)

LESSON INSTRUCTIONS

Have the participants go through the module in the workbook as you review

5 1. INTRODUCE THE CAREER PLANNING MODULE • Use notes from the introduction to this module to give an inspiring

opening to the module. Include its purpose and how the four lessons are related.

• Describe what will be covered in the different lessons • Introduce lesson 1 – agenda and objectives

Tip: When leading the visualization speak slowly. Pause for 20 seconds to a minute between each step so you leave time to imagine.

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2. DREAMING This activity is a guided visualization where you will lead the participants to picture their life as they wish it to be. 1. Make sure everyone has blank paper and a pen in front of them 2. Say: Visualization is a powerful first step in creating what we want. For

example, before we can build a house, we need an architect to design a plan. Before we cook a dinner for someone, we need to plan a menu. Visualization is a process that allows you to use your imagination to “see” and dream what you want—so you have a vision or goal that you can then take actions to achieve.

3. Say: As we begin the Career Planning module we want you to visualize your ideal work. Where do you want to be working? What do you want

Assignments • My World is as I Dream It • Skills Inventory Survey • Career Exploration Interview

LESSON OBJECTIVES

By the end of the lesson, each participant will be able to:

• List and describe personal skills and interests


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LESSON INSTRUCTIONS

Tip: This type of exercise may be new to your class. If they are uncomfortable with closing their eyes, tell them to just look down. The reason is so they can be quiet and focus inside. This is not a type of prayer or religion.

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it to look like? 4. Read the Script: Script: • Look down in your lap or close your eyes. Focus your concentration inside

your mind so you are not distracted by the room. Make yourself comfortable. Take a few deep, relaxing breaths.

• Now we begin to dream. • The dream is not about the life you live today, but you in a short period of

time, living your life how you wish it to be. Your perfect life. • Our world can become exactly as we dream it, no matter how big or

seemingly small those dreams are. • Notice a friendly person is talking to you telling you they want to help you.

They are there to help you imagine your ideal place of work. They tell you that in a moment you will see positive images of your ideal place of work.

• Slowly, you start to see images of your ideal place of work. • Take a good look around. Where are you? • What are you doing? • Take a few more slow, deep breaths. • What does it feel like to be at this place, doing this work? Happy?

Satisfied? How much energy do you have? • See yourself making notes of what your ideal work place looks like and

what’s happening in it. Notice that as you write you are writing what you truly want and wish for in your ideal workplace. I’m going to stop talking for 2 minutes to allow you to remain in this space in your imagination as you continue writing notes about what you are noticing. (They aren’t actually writing – they are just seeing it).

• (Wait 2 minutes or a bit less) • Now, it’s time to come back. • Slowly, very slowly, open your eyes and look up without speaking.

5. Say: Continue not speaking and turn to an empty page in your notebook and draw the scene that you saw.

6. Ask them to complete the worksheet My World is as I Dream it. 7. Ask participants to think of a “title” for their drawing. Give them 5

minutes. 8. Give the participants about 10 minutes to draw and complete the

worksheet. 9. As they are writing, explain that imagining what you want and deeply

believing that is possible will help make it a reality. The opposite is also true – always thinking about what you don’t want your life to be like can make it seem like what you don’t want is all around you.

10. Invite everyone to hang their drawings on the wall so everyone can see them.

11. Give a chance to briefly share the title and main concept of their drawings.

12. Encourage them to take a small step of bravery and take ownership of their dream by speaking it out loud to friends who support them.


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LESSON INSTRUCTIONS

Low Literacy Tip: The survey can be done verbally. Youth can tick off for each category when it applies to them.

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3. RATING INTERESTS AND SKILLS 1. Ask youth to complete the Skills Inventory Survey and get their ratings. 2. Discuss the results with partners. 3. Explain that skills and qualities that you have can be assets in the

workplace. For example, compassionate people do well in healthcare and education. People who are good at math make excellent accountants.

4. Ask the youth to join groups based on the category they had the highest score. There will be 4 groups: Communication, Human Relations, Organization/Management/Leadership, and Hands on Skills.

5. Ask each group to write down examples of jobs that are appropriate for the skill set.

6. Ask the groups to each share 5 jobs with the large group. Preparation: Write the definition of stereotype on a flip chart. Scenarios for Activity: 1. Cook 2. Construction jobs 3. Mechanic 4. Early childhood

teacher 5. Driver 6. Herdsman 7. Security guard

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4. STEREOTYPES ABOUT WORK 1. Begin by introducing the concept of stereotypes. Ask the group with

what they think this word means. Then share the definition. Definition: A stereotype is a judgment based on our beliefs and worldview.

2. This activity is a role play. Ask the participants to form groups of four. 3. Go up to each group and tell them what their scenario will be. 4. Ask them to come up with a short scene which portrays local beliefs

about this work. 5. Then ask them to replay the scene with a person who is successful and

happy in that career. 6. Ask each group to present the 2 versions of their scene. 7. Ask: What did you learn about how professions could be seen

differently? What surprised you?

5 5. TAKE AWAY ASSIGNMENT 1. Ask the youth to think about what field of work they would like to

pursue. 2. Explain that they will be working on short term and long term goals in

the next session. If they have a couple areas of interest that is okay, but they should limit it to two.

Specify the exact date that this will be due by looking at your time table.

5 6. CAREER EXPLORATION INTERVIEW ASSIGNMENT 1. Go through the worksheet together. 2. The worksheets are due on the last day of the Career Planning Module. 3. Explain that while this assignment may take them out of their comfort

zone, it is a requirement for everyone. If they are having trouble, they can ask for help from the peer educators.

Notes:


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Career Planning

Lesson 1

Participant Worksheets


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My World is as I Dream It

1. Describe the scene where you were working in your visualization. Where were you, and what were

you doing?

2. How did it feel imagining your life as you would like it to be?

3. Are there parts of you that don’t believe that you can achieve this dream? What do those voices say?

4. What thoughts or feelings can help you believe that this dream will come true?


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SKILLS INVENTORY SURVEY1 As you begin your job search, it is important that you know your own qualifications. Over the years you have developed many skills from coursework, extracurricular activities and your total life experiences. A prospective employer expects you to be able to apply the skills you have learned to the work environment. Below is a list of broad skill areas which are divided into more specific, skills. Rate the skills indicating your ability in each area.

0=no ability 1=enough ability to get by with help from others 2=some ability 3=strong ability Communication: The skillful expression and understanding of knowledge and ideas.

Hands on Skills: Skills that require working with your hands.

Score Skill Score Skill Speaking effectively Handling objects Writing clearly Being athletic Listening attentively Working with the earth and nature Expressing ideas Filling and emptying machines Facilitating group discussion Working with animals Providing appropriate feedback Using tools Negotiating Operating equipment Perceiving nonverbal messages Operating vehicles Persuading Precision work (such as drilling, adjusting,

drawing, sewing) Reporting information Setting Up Describing feelings Repairing things Interviewing Building things Correcting Total Score Total Score Total Score Human Relations: The use of interpersonal skills for resolving conflict, relating to and helping people.

Organization, Management & Leadership: The ability to supervise, direct and guide individuals and groups in the completion of tasks and fulfillment of goals.

Score Skill Score Skill Developing good relationships Initiating new ideas Being Sensitive Handling details Listening Coordinating tasks Conveying feelings Managing groups Providing support for others Delegating responsibility Motivating Teaching Sharing credit Coaching Counseling Counseling Cooperating Leading Delegating with respect Selling ideas or products Representing others Decision making with others Perceiving feelings, situations Managing conflict Assertive Persuading Total Score Total Score The area that I have the highest amount of points is:


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Career Exploration Interview Worksheet Instructions

The purpose of this activity is to discover what a role-model has done in their life to become what they are today in their work.

1. Choose a person in your community who is working in a job similar to the one you imagined in your visualization. It may be someone you know. If you don’t know anyone who works this field yet—then you will need to network to identify a person to interview. The person does not have to do work that is an exact match to your dream…but their work should have several qualities of the work that you aspired to in your visualization.

2. Make a 60-minute appointment with this person. Let them know you are participating in the G-Youth Work Readiness Program. Tell them this interview assignment will be very helpful to you to learn more about the work you think you might like to engage in. Tell them you appreciate their time.

3. Arrive to the appointment on time. Introduce yourself and tell the person about your

background and your participation in the G-Youth Work Readiness Program. This will help them feel more at ease and understand how to offer information that is useful to you.

4. Use the interview questions below. Interview Questions

1. Please, tell me about your background and your journey leading up to doing this particular work? What was your first job? What promotions did you achieve along the way?

2. What were the educational and professional qualifications required?

3. What do you most value and like about doing your job?

4. Would you describe this job as ideal for you? Why?

5. What unique skills and qualities are you using in this work?

6. Tell me a time, a moment, when you were really satisfied doing this work.

7. What are typical challenges that one faces when doing this work?

8. What advice do you have for youth, like me, who are interested in this type of work/career?

9. As I start my career in this field, what possible jobs are realistic for a beginner?

10. Now that you know me a little bit better, what additional steps do you think I should take to continue preparing myself for work in this field?


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11. My last question is…if you had one wish to keep growing professionally, and it could be granted no matter what, what would you wish for?

Thank you very much for your time. It has been very helpful to me. I hope that I may be able to call on you again as I continue my own development and work preparation

Summary of What I Learned

After the interview, summarize your learning below.

1. What did you learn about doing this particular work?

2. What did you learn about the skills and qualities needed to do this work?

3. What did you learn about the high points and challenges doing this work?

4. What did you learn about the process of becoming prepared to do this work?


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5. From what you learned, how do you now feel about this work?

6. What next steps are important for you to take to prepare yourself for this work?


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CAREER PLANNING 2 SETTING CAREER GOALS


15 Where do I Want to Be in 3 Years?

40 How to Set Goals 40 Steps to Achieve Career Goals 20 Personal Goal Setting 5 Take Away Assignment

INSTRUCTIONS


LESSON INSTRUCTIONS

Preparation: Write the questions on a flip chart.

15 1. WHERE DO I WANT TO BE IN 3 YEARS? 1. Ask everyone to find a partner. This activity will help them take what

they learned in the last lesson and make goals that are right for them. 2. With their partner, they will discuss the following questions:

a) Where do I want to be in the next 3 months, 6 months, 1 year? b) What must I know to get there? c) What steps must I take in order to know and be able to do these

things? d) What abilities and experience do I already have that are going to help

me take these steps? e) What challenges might be in my way and how can I deal with them? f) What should I do first, second and so on?

Tip: The key point to be made is that we greatly increase our chances of

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2. HOW TO SET GOALS 1. Ask the youth to open their Handbooks to Goal Setting Guidelines in this

Lesson. 2. Ask for volunteers to read each paragraph. 3. After each paragraph, try to reinforce the major points with examples

ASSIGNMENTS

• My Goal worksheet • Sub Goal Action Plan • 2 Year Career & Life Diagram

LESSON OBJECTIVES


• Define short term and long term career goals • List steps necessary to reach short term and long term career goals


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LESSON INSTRUCTIONS

reaching our goals when we take the guidelines into consideration. Scenario 1 should lead to the conclusion that he does not necessarily need to choose one over the other – we can be fulfilled in different parts of our lives with different activities, which may eventually come together in our careers. Scenario 2 should lead to the conclusion that it is never too late to change career goals.

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from their experiences. 4. After each point ask them to brainstorm examples. For instance,

regarding the concept of achievability, have them brainstorm a list of achievable and then a list of unachievable goals.

5. Now lead the group in a discussion to go deeper using the following questions: 1. Does setting a goal automatically mean that you will reach it? 2. How do you ensure that you reach your goals? 3. Refer the participants to scenarios 1 & 2 in their handbook. 4. Scenario 1: Imagine a young man who has two passions – computers

and accounting. He loves both equally and would love them to come together in his work, but does not know what this would look like. What should he do when setting his goals?

5. Scenario 2: Imagine a young woman who had started in form 3 to prepare to become a doctor. She has taken many courses and put a lot of effort into this. Now that she is 22 she realizes that she is not interested in science and finds it very difficult. What she really wants to pursue is working in business – she is good with numbers and has many good ideas. Is it too late for her to change? What would her goals look like?

Tip: Refer to your observation from the opening activity of what the career goals are. Name different careers and point to where in the room they should go.

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3. STEPS TO ACHIEVE CAREER GOALS 1. Explain that you will now practice taking your goals and breaking

them down into steps. 2. Review the two diagrams that demonstrate educational paths in the

Kenyan system. 3. Lead the large group through it together. Use a profession you are

familiar with as an example (such as a nurse or tailor). Ask: a. If a young lady who is a primary school leaver wants to

become a tailor, what does she do first? (allow time for responses)

b. Second? c. Third? d. Etc.

4. Ask the class to break into small groups based on career interests. There will be some larger groups and some smaller groups. Some people may have unique goals unlike others in the room, but see that everyone has at minimum a partner with similar interests.

5. Ask each group to identify steps necessary to be prepared for a particular career and write down. They should agree on one career. They will have another opportunity to work on their personal goals.

6. When they are done discussing, they can draw their steps on the chalk board (based on their discussion).

7. Have each group share with larger group.

20 4. PERSONAL GOAL SETTING1

1 Activity and worksheets adapted from ESRA Peer Seminar Presentation Guide 1. EDC, 2005.


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LESSON INSTRUCTIONS

Tip: Move about the room and check in with the participants, assisting them as necessary. Don’t tell them what to write, but rather ask them questions to help guide their thought process.

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Now the participants are going to use the goal setting guidelines the worksheets in their workbooks to set a personal goal for themselves. 1. Say: Using the desired career that you discovered in the previous lesson’s

visualization, select a career goal that you want to commit to moving towards.

2. Have them open their workbooks to the pages titled My Goal and Sub-Goal Action Plan.

3. Explain that you would like the participants to use these worksheets to set a major goal and a series of mini-goals.

4. Ask them to complete the sheet called My Goal first. 5. Ask them to use the Sub-Goal Action Plan to develop a series of sub-goals

with a specific target date for each. Explain that sub-goals are short term goals that will help them reach their long term goal.

6. Explain that goals can change and it is okay for them to adjust as you move along.

5 5. TAKE AWAY ASSIGNMENTS

1. Each participant needs to find one person at home to share their short term and long term goals with. It is up to them who they speak to (a parent, uncle or aunt, older sibling).

2. Participants will use a worksheet to map out the course of their desired career for the next 2 years.

3. Participants are to bring copies of Wednesday and Friday’s Daily Nation and Standard to the next lesson if they have them at home. (If they don’t have them, it is okay).


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GOAL SETTING GUIDELINES2 Goals are important because they are statements of how we would like to act. While we may not always find it easy to achieve them, there are many ways we can help ourselves realize our goals. Here are a few guidelines that you may find useful. Let’s work with the example of becoming a manager of a company. Make Your Goals Desirable. Set goals that you truly want to achieve. It is hard to do the work necessary to complete something you are not even sure you want to do in the first place! On the other hand, if you really want to do something, you might be surprised at just how easy it can seem to get it done. In our example, the person setting the goal of becoming a manager likes organizing and leading and working with numbers and enjoys fast paced work situations. Make Your Goals Believable. You should state your goals in such a way that you believe they are possible. Be realistic in your expectation of yourself. One way to do this is to develop a series of mini-goals that lead up to your major goal. By developing mini-goals you will hopefully realize a series of successes that will motivate you to continue working towards your major goal. For example, to become a business manager, the person will need a bachelor’s degree in business administration. To obtain this degree, it is sometimes easier to first obtain a certificate or diploma in business management. In order to get the certificate or diploma, they must have a mean score of C- to be able to enroll in a certificate program. Make Your Goals Achievable. Set goals that are within your given strengths, skills and abilities. For example if you never lifted more than 50 kg of weights, it simply would not be achievable for you to attempt to power lift 100 kg by the end of the week. Be fair to yourself and shoot for accomplishments that are possible within a reasonable time frame. In our manager example, it is not reasonable for a form 4 graduate with a mean score of D to be offered a job in a company as a manager. It is more reasonable that they achieve accomplishments along the way which would make them qualified for this position. Likewise, it is unreasonable for a class 6 leaver to be given a position of accounts clerk, unless they obtain further education. Make Your Goals Measurable. Your goals should be stated in such a way that they are measurable. For example, you may decide you want to be a better person. That is a great thing to work towards, but it is hard to measure. A more measurable goal might be to decide that you would do five favors for other people each week. That's a goal you can measure and it will help you become a better person. By setting goals that are measurable we can see progress and recognize our achievements. This can serve as a great source of satisfaction and motivation. Our aspiring manager could set goals for where he would like to be every two years in order to finally gain the experience needed to become a manager.

2 From ESRA Peer Seminar Presentation Guide 1. EDC, 2005.


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Education Paths in Kenya


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The two diagrams show the paths available to you whether you completed primary only, are a secondary school leaver, or a secondary school graduate.


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Career Planning Lesson 2



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My Goal

This is your opportunity to set a career goal that you want to work towards in the next 2 years. Think about the visualization you did in the last lesson regarding your ideal work. What career goal from that visualization can you realistically expect to achieve in the next 3 years? Make sure that your goal is desirable, believable and achievable. Examples of clear goals:

1. In 3 years I would like to be working as an IT technician 2. In 3 years I would like to be an administrative assistant in an office 3. In 3 years I would like to have a successful business fixing mobile phones 4. In 3 years I would like to manage my own tailoring business 5. In 3 years I would like to be running my own welding workshop

My Goal:

In three years I would like to….


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SUB-GOAL ACTION PLAN

The image shows a mountain that you must climb with the goal of reaching the top. Write your large goal at the top and all the smaller goals that serve as the steps to help you reach your larger goal.

Example: My goal is to become a Manager in a large construction company by January 2016

Be promoted to supervisor or apply for and be employed as construction supervisor by a new company by January 2014. Attend short courses in managerial skills and company finance

Secure a job with Concordia construction. Attend short courses in advanced technical skills and supervisory skills. Date: January 2013.

Take a diploma course in building and construction at NEP TTI. Find a construction internship. Date: Jan. 2010 to Dec. 2012

Identify an appropriate course at a local school Date: Sept. 2009


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2 YEAR CAREER AND LIFE DIAGRAM

The purpose of this worksheet is to help you plan goals for what you would like to achieve and have in your life over the next two years. Include goals for your career, your personal life and community service you would like to offer. Fill in the boxes with goals for where you realistically would like to be in all of these areas in each point in time.

3 Months 6 Months 1 Year 2 Years


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CAREER PLANNING 3 FINDING CAREER OPPORTUNITIES


10 Review Lesson and Assignment 30 Resources for Finding Work 30 Analyzing Job Advertisements 45 Successful Networking 5 Take Away Assignment

INSTRUCTIONS

PREPARATION & TIPS TIME (Min) LESSON INSTRUCTIONS

Depending on the class size, determine if you want everyone to speak or let participants self select.

10 1. REVIEW PREVIOUS LESSON & ASSIGNMENT 1. Ask each person to share their long-term career goal 2. Ask the group to name the guidelines for setting goals without looking at

their workbooks

Be sure to stress that the G-Youth Career Resource Center is there just for them! Describe all the resources available there. Encourage youth to visit the CRC on their own time.

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2. RESOURCES FOR FINDING WORK – 30 Min. 1. Ask the participants to open their handbooks to Resources for Finding

Work. 2. Read the list one at a time. Describe each resource and ask for

questions and comments. 3. Ask if there are any other resources they can think of. 4. Ask which resources are best for finding work locally. 5. Ask which are best for finding work nationally.

Tip: Participants will bring newspapers they may have at home. If you have some, bring them!

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3. ANALYZING JOB ADVERTISEMENTS 1. Ask the youth to turn to the sample adverts in their Handbook. 2. Ask youth to read them. 3. Ask them what position would be considered entry level. Middle level?

Senior level? Why? What is the difference they notice?

ASSIGNMENTS

• Skills and Qualifications Worksheet • Beginning My Career Network • Networking Assignment

LESSON OBJECTIVES


• Demonstrate their ability to use different approaches for finding work and educational opportunities • Identify the skills, qualifications and experience necessary for their career of choice


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PREPARATION & TIPS TIME (Min) LESSON INSTRUCTIONS

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4. Ask them to fill out the worksheet. 5. End the activity by discussing what they have learned from doing this

activity.

Allow as many people to share as time permits.

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4. Successful Networking Introduction: This is a 2-part activity. First youth will complete a worksheet, and then they will practice asking people about job opportunities. 1. Ask for volunteers to read each paragraph in How to Network in the

Handbook. 2. Have youth Complete the Beginning My Career Network Worksheet. 3. Next, have everyone find a partner. 4. Ask them to identify who will be A and who will be B. 5. A’s are looking for work. B’s already work in this field. Identify the field

of work and which role B is playing. 6. Practice the networking conversation. 7. Switch roles. 8. Finish by asking how this activity was for them. How could they see

themselves doing this outside of class?

5 6. TAKE AWAY ASSIGNMENTS 1. Each person is to conduct at least 1 networking conversations and

complete the form. They have until the last day of the Career Planning Module to do this.

2. Explain the informational interview form and why they are useful. Each person is to conduct at least 1 informational interview and complete the form. Make sure they understand what the informational interview is, and what they need to do. They have until the end of the WRP to do this.

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RESOURCES FOR FINDING WORK

Career Resource Center (CRC) The G-Youth Career Resource Center has many resources available to help with the career search process. Resources include books, newspapers and computers for conducting online job searches. There are regular workshops and lectures. Yellow Pages Directory The Yellow Pages can be very useful in identifying businesses and institutions in your field of interest. The yellow pages list businesses by type so you can go to your field of interest and see who works in this area. Kenya National Library Services The library always has newspapers on hand which you can use for looking for work. In Garissa, the library has a local notice board for career advertisements. District Information Documentation Center (DIDC) At the DIDC office there is a room you can get government documentation reports and development plans. There is also a cyber café. Radio Sometimes organizations will use local radio to announce job postings. They may list the person to contact on the radio or direct you to a location to find more information. Local Notice Boards It is not uncommon for organizations to post opportunities on local notice boards. In Garissa, notice boards can be found at the Kenya National Library Services, Garissa Municipal Council, Garissa County Council, Provincial Commissioner’s Office Headquarters, District Commissioner’s Office, District Education Office, District Development Office, NEP TTI, Garissa Teacher’s College, Supreme Council Office and the Arid Lands Resource Management Office.

Newspapers Daily Nation: A special jobs section is included on Wednesdays and Fridays. Look here for public service commission openings, private sector jobs, teacher service commission positions, parastatal positions (institutions indirectly related to the state and performing a function related to the government) and NGO work. Standard: A special jobs section is included on Wednesdays and Fridays. Look here for public service, private sector and NGO work. Kenya Gazette: This paper is published by the Government of Kenya and is a good resource for government jobs. It is found in public offices. Online Resources ReliefWeb: http://www.reliefweb.int/rw/res.nsf/doc212?OpenForm. Relief web is an excellent source for NGO jobs in Kenya and beyond.

Kenya Job Blog: http://kenyanjobs.blogspot.com/ This website has a comprehensive and up-to-date listing of all Kenyan jobs, career opportunities and vacancies, job search tips and job interviews advice.

People You Know (Networking) Networking is very helpful in finding work. Often people we know work in places we are interested in or may know of openings. It is important to let people know that you are looking for work, what type of work you are looking for, and the skills that you have. Networking will expose you to opportunities that you hadn’t previously known about.

http://www.reliefweb.int/rw/res.nsf/doc212?OpenForm

http://www.reliefweb.int/rw/res.nsf/doc212?OpenForm

http://kenyanjobs.blogspot.com/


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SAMPLE JOB ADVERTISEMENTS Sample 1:

Plantcool Garissa is a regional company dealing in supply and repair of deep freezers, refrigerators and air conditioners. We supply and deliver goods at customer’s door steps or convenient locations.

Title: Office Caretaker

Summary:

The Office Caretaker is responsible for the maintenance of the general cleanliness of the Office and compound. The Office Caretaker will report to the Administrative and HR Officer. This position is located in Garissa town.

Duties include [but are not limited to]:

• Facilitate the day to day office circulation of documents/supplies both within the office and out of the office

• Deliver and collect messages; orders; letters; documents; packages; and other items/supplies to and from offices , business premises or customers

• File documents in an organized manner • Pay bills, register letters for postage, obtain receipts and make payment for articles delivered and

maintain a log of items delivered or received on a daily basis • Clean all the rooms, verandas, and stairs of the office • Preparation of tea for office staff • Cleaning of office utensils • Cleaning of curtains, rugs, office towels etc. • Ensure the cleanliness of the office compound • Distribute incoming and outgoing correspondences and orders; • Ensure that customers coming to the office are comfortable and their business is facilitated; • Stock kitchen and office supplies • Empty all garbage/trash cans daily • Wash down all black/white boards after meetings; • Any other duties as may be assigned by the Admin and HR Officer

Qualifications and Requirements:

• Minimum two (2) year’s relevant experience providing messenger and/or courier services • Demonstrated experience in providing high quality administrative support • Flexibility and ability to do handle tasks and prioritize duties • Strong interpersonal and communication skills and ability to read and follow written and oral

instructions


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• Ability to work independently and as a team member • Fluent in English, Kiswahili and Somali • Ability to work long hours including early mornings and evenings • Maintaining confidentiality of information obtained in the course of work • Demonstrated professionalism and professional appearance

How to apply

Applicant should send a CV together with an application letter to:

Managing Director

Plantcool Garissa(K)

P.O.Box 44335

Garissa


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Sample 2:

VACANCY ANNOUNCEMENT

POSITION TITLE: Receptionist

LOCATION: Garissa

Freshco (K) Ltd is one of the companies in Kenya dealing with dairy products and other food supplies. Our mission is to be able to satisfy all Kenyans with provision of quality products.

GENERAL POSITION SUMMARY:

The Receptionist will perform assigned duties and support the company in administrative tasks, receiving orders and customers supervising office orderly to ensure supplies needed at the front area are available at all times and other support services as required. She will effectively interact with diverse staff, engage as a member of a team, accept feedback, seek help, supervision and support as needed. This position reports to the HR and Administration Officer and works directly with all staff to ensure the company’s mission is achieved.

Functions include [but are not limited to]:

• Ensure the reception area is welcoming • Always be presentable with a welcoming and smiling face • Receive and welcome all visitors/customers in a professional way • Ensure visitors/customers are assisted and directed to respective personnel in good time to avoid

overcrowding at the reception area • Attend to the switch board by receiving all incoming calls and making required calls while keeping a

record of all outgoing calls in the phone log register • Prepare monthly phone report • Maintain the visitors/customers book/register


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• Direct, inform, record and handle basic inquiries professionally at the front desk before forwarding specific issues to relevant personnel

• Ensure drinking water and clean glasses are available for staff and visitors/customers at all times. • Receive, distribute and dispatch official correspondence • Any other duties assigned by the supervisor

Qualifications and Requirements:

• Minimum of three (3) year’s relevant experience in providing reception services • Flexibility and ability to handle multiple tasks and prioritize duties • Strong interpersonal and communication skills • Ability to work independently and as a team member • Computer knowledge • Ability to learn new forms and systems • Highly motivated to work extra hours when need arises • Fluent in English and Kiswahili

If you are interested send your application to the address below along with a detailed CV, Certificates and testimonials to reach us on or before July 4.

The Personnel manager Freshco (K) Ltd. P.O.Box 9999 Garissa, Kenya Email [email protected]


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Sample 3

Wajir, Kenya

JOB DESCRIPTION

Organization Overview Mercy Corps is an International Non-governmental Organization dedicated to humanitarian assistance. Mercy Corps works with secondary schools in Kenya. Mercy Corps is hiring a Career Counselor.

POSITION TITLE: Career Guidance Coordinator

LOCATION: Wajir

SUMMARY: The Career Counselor will provide vocational, educational, and career counseling services to students of all partner high schools in Wajir. The Career Counselor will also work with high schools to develop and implement career development support services to students that will increase access to higher education and employment. The position is located in Wajir and reports to the Career Development Specialist.

RESPONSIBILITIES INCLUDE: • Serve as career guidance and counselor to youth beneficiaries • Provide appropriate career development services to partner high schools • Conduct career development workshops and organize seminars/presentations that teaches career

planning, job finding and job retention skills • Assist with the coordination and implementation of the in-school youth program • Develop and administer assessment tools that facilitate in the career planning process; • Assist in the development of mentorship programs • Coordinate and implement career fairs and higher education university placement workshops • Review the achievements of students expected to graduate to determine if the qualifications of the

student match those requested by the prospective employer or school

Qualifications and Requirements: • Bachelor’s degree (or equivalent) in Career Guidance and Counseling or human resources

development or similar • 3-5 years related experience. • Preferably 3 years or more experience working in an international organization • Preferably 3 – 4 years experience as an Educator or Trainer • 3 – 4 years working in human resources development and/or career counseling


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• Experience with youth employment issues in Garissa • Excellent organizational skills. • Flexibility and ability to handle multiple tasks and prioritize duties. • Strong interpersonal and communication skills. • Ability to work independently and as a team member. • Computer skills in word processing, spreadsheets, emailing, internet-based research. • Fluent in English, Kiswahili and Somali

HOW TO NETWORK

What is Networking? Networking involves creating a community of people who can support you, plan and achieve your career goals. Networking involves meeting people, talking to people and finding creative ways to stay in contact with people to let them know how you are doing with your goals. It is an important skill and probably something that you already do a lot of. You already have a person network – friends, family and other people you know. You also have a professional work network – people whose work is the same or similar to what you are interested in doing. Both networks can help you in your job search. How Can it Help? Your contacts can tell you about job opportunities that they hear about. They may even hear about job opportunities before they become public and tell you about these. They might help you find someone who can give you more information on the type of work you’re looking for. Later, when you find a job you want to apply to, one of your contacts may help you get an appointment with the person responsible for hiring for that job. Growing Your Network Think of your network like a tree. Now, it may be a young tree. But as you continue to keep the contact information of people you meet month to month and year to year, it will become a mature tree full of fruit. It is important to keep the contact information of people you meet – names, phone numbers and email – so you can utilize their knowledge as needed in the future. Create a special place to keep your network list. Be assertive in adding to your contact list. Set a goal to add one person a week or two people a month. But I Don’t Have any Contacts! You probably have more contacts than you realize. Here are a few:

• Family –immediate and extended • Friends and parents of friends • Neighbors • Workmates and employers (past and present) • Teachers or professors • School guidance counselors or club sponsors


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• Religious leaders and people in your religious community • People you meet in line at the market • Mentors

INFORMATIONAL INTERVIEWS

What is an Informational Interview? An informational Interview is a meeting in which a job seeker asks for advice rather than employment. The job seeker uses the interview to gather information on the field, find employment leads and expand their professional network. This differs from a job interview because in an informational interview it is the job seeker who asks the questions. There may or may not be employment opportunities available.

How Can I Get an Informational Interview? Informational interviews are initiated by the job seeker. There are many avenues the job seeker may pursue to obtain the informational interview. Career and social networking, newspaper adverts, job boards, placement services, company websites, human resource contacts and job search websites are sources for identifying people to interview. You can get the names of people to talk to from workmates, friends and career counselors. What Happens in an Informational Interview? When you talk to people, you are hoping they will give you ideas about which types of careers would benefit from your skills and if any opportunities may be available. In informational interviewing, you want to talk to actual people doing the work you think you’d love to do. You will often be meeting someone for the first time during your informational interview.

What you want to ask them is what the work is like. This is like going to a clothing store and trying on different dresses that you see hanging. Why do you try them on? Well the dresses that look lovely in the window don’t always look so great when they are on you. Likewise, the careers that sound lovely in books or in your imagination don’t always look so great when you see them up close and personal.

Sample Questions An informational interview will take at least twenty minutes. Here are some questions that will help you when conducting informational interviews:

• How did you get into this work? • What do you like the most about it? The least? • What types of jobs would someone do in the first 1-2 years of this career? • Do you know of work opportunities, places I should look into, or people I should talk to?

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

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


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SKILLS AND QUALIFICATIONS WORKSHEET Directions: Refer to job descriptions (in the Handbook) that fit the position levels below to complete the following form. Be as specific as possible especially with qualifications (list years of experience, certifications and degrees required, etc.). What you see in the adverts may not exactly fit the form – do the best you can.

Career Field: _________________________________________________________________________

Entry Level (0-2 years of experience beyond

education)

Job Title: _________________

Mid-Level (about 3-5 years of work

experience plus education)

Job Title: _________________

Senior Level (6-10 years of work experience

plus higher degree)

Job Title: _________________

Describe Job:

Describe Job: Describe Job:

Duties:

Duties:

Duties:

Skills and Qualifications:

Qualifications: Qualifications:


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Beginning My Career Network

DIRECTIONS: Use the following worksheet to help with the networking process.

1. Identify people you know or those you have heard of who work places that you would like to work or in your field of interest. List at least 5 people and where they work. Add their names, titles, place of work. Where possible, include phone numbers and emails.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

2. How would you introduce yourself? Write a short introduction. Be sure to explain that you are in the G-Youth program, explain what you want to talk to them about, that you are exploring career options and what your background is.


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3. List questions that you would ask them.


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Informational Interview Form

Directions: Conduct at least 1 informational interview with people in your network list. You may want to write a letter to the interviewee introducing yourself and explaining why you would like to speak with them. Summarize your learning on the form below. You have until the first day of the Work Habits and Conduct Module to complete this. Be sure to bring your forms to class as you will review them with your classmates. Who Did You Speak to? ___________________________________________________________________________ Where Do They Work? ____________________________________________________________________________ What is Their Position? ___________________________________________________________________________ What Did You Ask? What Did You Learn?


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CAREER PLANNING 4 OVERCOMING CHALLENGES


10 Introduce Lesson 60 Moving Past Obstacles 30 Personal Strategies 10 End of the Module 10 Community Service Learning

INSTRUCTIONS

PREPARATION & TIPS

TIME (Min) LESSON INSTRUCTIONS

Tip: Observe the participants as they share, making mental notes about participant progress

10 1. INTRODUCE LESSON 1. Ask: Once you set a goal, what are reasons that you may not reach it? 2. Explain that today’s lesson will support them in reaching their goals

despite the challenges they will face. 3. Ask them to each share with their small group the type of work they’re

interested in, places to look for opportunities for this type of job and people they plan to talk to.

60

15

5

2. MOVING PAST OBSTACLES AND CHALLENGES 1. Remind youth that just because we set goals doesn’t mean they will

come into reality without facing challenges. These challenges are obstacles that we must face!

2. Ask the youth to state their career choices and the challenges they’ve found meeting their career goals. Write the challenges on the chalk board.

3. Encourage them to keep going. Fill up the space with all the challenges. 4. Observe that these are a lot of challenges. Say that it will take will hard

work to get past these challenges to meet your goals! 5. Bring the group outside or move the furniture out of the way in the

room. 6. Have everyone stand on one side of the space. Ask everyone to find a

partner.

ASSIGNMENTS

• Personal Strategies for Overcoming Obstacles and Challenges

LESSON OBJECTIVES


• Explain how to overcome challenges when reaching for their goals


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PREPARATION & TIPS


Tip: If space is limited, split the group up, being careful not to give anything away to the groups that go second.

30

10

7. Ask them to identify who will be A and who will be B. Partner A represents a challenge for partner B. Partner B name what their goal is and what the challenge is.

8. Identify a target about 25 meters from where the group is. 9. Ask partner B to stay with the group and partner A to stand halfway

between the target and B. Make sure there is enough space between the groups.

10. Explain that the target is B’s goal. Tell B to run to the target. Tell A, the obstacle, to stop B.

11. Allow play to go on for about 5 minutes. 12. Switch Roles. 13. Now switch again to the original A and B. 14. Bring B’s together in a group. Quietly tell them that this time, do not

look at A when they are trying to reach their target. Instead, they want to put their full attention on the target. A’s will still try and stop them – they haven’t been told to do anything differently.

15. Replay. Switch roles and replay again. 16. Bring the group inside again. 17. Ask them what it was like the first time. 18. Ask what it was like the second time. 19. Ask: What was the difference? 20. Ask: How can they apply this experience to reaching their career goals? 21. Finish by explaining that it is much easier to reach our goals when we are

focusing on what we want, rather than focusing our attention on what is stopping us.

Preparation: Write the problem solving steps on a flip chart.

35

15

20

3. PERSONAL STRATEGIES This exercise is an opportunity to apply what has been learned so far today to their own circumstances. 1. Begin with reviewing the 6 problem solving steps. 2. Ask them to complete the worksheet Personal Strategies for Overcoming

Obstacles. 3. After they are finished, have them share in groups of 3.


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PREPARATION & TIPS


Preparation: Write the questions on a flip chart

15 4. END OF THE MODULE 1. Ask everyone to find a partner. 2. With their partner, answer the following questions in one sentence each:

a. The strengths I see in myself are…. b. The career and work that is calling me the most is….because… c. If I could accomplish one thing in my life, it would be… d. When I get stuck …. will help me get through.

3. If there is time, ask for volunteers to answer each question. 4. Explain that the next module will begin with the next lesson.


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REVIEW OF THE SIX STEPS FOR PROBLEM SOLVING & DECISION MAKING


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Personal Strategies for Overcoming Obstacles and Challenges

1. What types of challenges are you facing in obtaining the career that you would like to have?

2. What methods have you used so far that have helped you?

3. What are some things you can do to ensure that you are moving towards your goal?

4. Who can you reach to as a support when the challenges seem to be too much?


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1 Adapted from Transferable Skills Survey. Knowledge Management Center. University of Minnesota. Retrieved from http://www.d.umn.edu/kmc/career_transfer_survey.html on October 25, 2009.

http://www.d.umn.edu/kmc/career_transfer_survey.html%20on%20October%2025

Documents

Module 2 Career Planning Lesson Plans v 6.0