Employment Skills Curriculum
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Employment Skills Curriculum
Introduction: The Employment Skills Curriculum This guide contains all of the documents you might need to run a full session of employment skills for the Job Skills Training Program. There are two separate but interrelated goals of this part of the curriculum. The first – and most obvious goal – is to give students the technical skills they need to move into a stable and productive career. These skills include fundamentals like money management, resume-writing, organizing a job search, etc. The second goal of the program is to help students understand, clarify, and articulate their own strengths. Through reflection on their experiences in the program and beyond, students will have the opportunity to explore various skills and career pathways while starting to take concrete and confident steps towards building their own future.
How to Use this Document This guide contains complete lesson plans for each of the essential parts of the curriculum, and several additional parts that can be added or subtracted as necessary. It is meant to be used in conjunction with the Student Handouts portion of the curriculum, and should be printed and kept in the Job Skills staff binder. Make sure to read through and familiarize yourself with the lessons before you begin teaching, and make adjustments to the calendar as necessary. In general, each lesson should have all the information you need to teach, including whatever preparation you may need to do. If it doesn’t, make sure to note it on your copy and come back and make any necessary adjustments to the lesson plans! We hope that our lessons will continue to be improved and modified throughout the life of this program. On a similar vein, it is helpful to note how each lesson went right after you’ve taught it. This will allow you to come back to topics that may need to be reviewed (these types of notes can go under the Assessment section) as well as add any notes you think would be helpful for the next people teaching .
A Brief Guide to the Curriculum In general, the curriculum follows a relatively defined arc. It starts with a purposeful exploration of students’ skills and interests – also introducing students to thinking about their skills in a way they can later convey in a resume or cover letter. The next lesson focuses on getting students to a place where they are starting to think concretely about their career choices. It introduces concrete tools – like networking and informational interviews – that students can use to continue to explore their choices throughout and after the program. Staff will want to be proactive about checking in with individual students at this point.
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Employment Skills Curriculum Somewhere in this initial base-building process, we also will want to have the students do a financial tools training. This training offers concrete financial knowledge and tools – including building credit, financial planning, and budgeting – as well as a chance for students to practice thinking about good goal setting. We currently offer this training through a partnership with PortJobs, which has developed an amazing financial skills curriculum that is focused on construction apprenticeships. This needs to be planned well in advance, so definitely look at that lesson early! After spending so much time thinking concretely about their skills and goals, students can then develop strong, focused resumes and cover letters. As one of the only tangible products of the employment skills process, this section is very important! Make sure you allocate enough time for students to really spend time polishing their resumes, and continue to meet with individual students regularly to help them define their goals and next steps. All of these skills culminate, in a sense, in the interview lesson. This lesson can be as long and involved as you like – or very brief and factual. The lesson is a great chance for students to show each other (and themselves!) some of the amazing things they’ve accomplished over the course of the program. This guide also contains a couple of additional documents that may (or may not) be useful throughout the course of the session. If students need more support in their goal-setting, the SMART Goals and Academic Plan worksheets may be a useful addition to the curriculum. Students who start applying to jobs may also be benefitted by the Jobs Log, which will help them track their goals in the employment realm. It is also worth assessing whether students already have familiarity with email and internet job searching. These are essential tools for many industries, but some groups of students may already know a huge amount about how to use them. Assess your group, make sure to give yourself enough time to do the essentials, and have fun!
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Employment Skills Curriculum
Employment Skills Curriculum Overview Day One: Program Overview
What is straight talk? What are the rules/regulations? Get to know each other (name games) What is the employment skills curriculum? Paperwork
Session Two: Individual Interviews w/ Students (redesign questions slightly so that there’s less potential overlap w/ skills and interests?) Session Three: Your Skills & Interests (re-write a bit for the identifying skills portion) – 3 hours, ish (goal – 2.5 hours) Session Four: Financial Tools for the Trades (3 hrs) Session Five: Holland Code/who do you like to work with? Best bosses/teachers/mentors? Session Six: Job Searching/Networking Combine Session Seven: SMART Goals (re-write first page – this is essentially an exercise to design a job plan and can be used as part of the evaluation process) Session Eight: Resume Session Nine: Cover Letter Session Ten: Interviews (2 part – mock interviews plus random interview prep)
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Employment Skills Curriculum
Table of Contents Introduction: ................................................................................................................................................. 2 The Employment Skills Curriculum ............................................................................................................... 2 How to Use this Document ....................................................................................................................... 2 A Brief Guide to the Curriculum ................................................................................................................ 2 Your Favorite Skills and Interests .................................................................................................................. 6 Financial Tools for the Trades ....................................................................................................................... 7 Choose Your Own Adventure: Next Steps in Career Planning ...................................................................... 8 Activity: Lay it on the Line ......................................................................................................................... 8 Activity: Holland Code............................................................................................................................. 10 Activity: Write an Elevator Speech ......................................................................................................... 11 Resume Essentials ....................................................................................................................................... 13 Cover Letter Essentials ................................................................................................................................ 21 Interview Essentials .................................................................................................................................... 26
Appendix: SMART Goals and Your Plans! ..................................................................................................................... 30 EXAMPLE SMART Goal Planning Form ........................................................................................................ 31 SMART Goal Planning Form ........................................................................................................................ 33 Academic Plan ............................................................................................................................................. 35 Job Search Log............................................................................................................................................. 40 Internet Job Searching ................................................................................................................................ 36
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Your Favorite Skills and Interests Lesson Targets/Goals: Students will be able to articulate their best skills and begin exploring career options that allow them to use their strengths. Time Required: 2.5 Hours Materials Required:  
Copies of Your Favorite Skills and Interests Worksheet for all students At least 10 small slips of paper or sticky notes for each student
Lesson Plan: This lesson is outlined on the Your Favorite Skills and Interests Worksheet. Assessment:
Tips/Observations:
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Financial Tools for the Trades Lesson Targets/Goals: Students will have the tools they need to create a budget, establish good credit, and manage their money effectively. Time Required: 2.5 Hours Total (Can be broken up into two sessions) Preparation Required: This lesson is taught in collaboration with Stephanie Kellner from Port Jobs. She will teach the class, provide all materials, and tailor the curriculum for students – all you have to do is reach out to her! See www.financialtoolsfortrades.org for more information, or reach out directly to Stephanie at Kellner.S@portseattle.org. It is recommended that you ask students what financial topics they would be most interested in – this will ensure that students are getting the information they really want and need from the training. You can also assign them homework – Stephanie has a pocket spending tracker that may be useful to complete before class. Possible topics include creating spending plans, opening bank accounts, planning for the future, learning about good credit, and taking control of debt. Assessment:
Tips/Observations:
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Choose Your Own Adventure: Next Steps in Career Planning Lesson Targets/Goals: Students will understand how networking can help them define what kinds of careers they want and actually get jobs in those fields. They will have a speech introducing themselves and start to work on a long-term jobs plan. Time Required: 2.5 Hours Materials Required:
Copies of Next Steps in Career Planning Worksheet for all students (Optional) Tape and signs that say “Agree” and “Disagree”
Lesson Plan: Instructors should make sure to print out their own copy of the student handout sheet so that they can follow along during some of the sections.
Activity: Lay it on the Line In this activity, students answer questions by moving their bodies along a scale (from “Strongly Agree” to “Strongly Disagree.” To prepare, you might tape up signs on each side of the room that say “Agree” and “Disagree.” Depending on time and the reactions you get to each question, this activity can either be a springboard for discussion or a mostly self-reflective activity. Also depending on time and interest, you can vary the order of the questions, leave some of them out, or make up questions of your own.
I prefer to work outdoors I want to live in an urban area I enjoy working in noisy, bustling places I prefer having close relationships with my coworkers and classmates In school, I prefer doing group projects over individual work I want to wear a suit to work My favorite teachers in school tend to be very strict I am very persuasive and enjoy influencing people If I were working for the post office, I think I would most enjoy keeping shipping and receiving records. I am a “doer” – I like to do things with objects rather than talking about it or talking to people about it.
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I tend to like to think and observe rather than to act; to organize and understand information rather than to persuade. I would really enjoy a job where I had to teach people a skill for a lot of the day! I do not tend to like structure and rules.
The last question will prepare the floor for the networking/jobs searching/informational interviews lesson. Ask students to position themselves somewhere on this scale: 1 I have no idea what’s available to me or what I’d be good at, and I’m not sure where to begin.
2 I have a vague idea about what I want to do as a career because I know some of my best skills and interests, but I could use some help exploring various career paths.
3 I know what kinds of careers I’m interested in, but I’m not sure exactly what kinds of jobs are available, which ones fit me best, or what I need to do to qualify for them.
4 I know exactly what careers I’d like to explore and exactly what jobs I’m interested in. I know what qualifications and training I will need to get me there and I’m taking steps to make this a reality
Depending on where students are, these are the next steps we want them to be taking: 1 Skills and interests activity; (advanced: figuring out how to articulate skills better through stories and examples).
2 Browsing jobs/careers online; Holland Code and/or other personality tests; Informational Interviews to narrow results
3 Informational Interviewing to figure out exactly which job titles fit best and which companies are best; assess educational needs
4 Networking: Building networks with the direct intention of applying for jobs or education; applying for jobs; searching online for openings.
Review and Next Steps After this activity, do a quick review with students of what we’ve done so far. Ask them to explain/connect why these might be an essential foundation for applying for and keeping jobs. Trainings to this point have included the following:
Transferrable Skills / Strengths Financial Skills (Spending Plans, SMART GOALS, Credit & Banking)
Next steps: Learning how to start finding and applying for jobs! To start, discuss the questions below. If you can, start making connections to the importance of networking:
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Employment Skills Curriculum 1. What do you know / have you heard about the job market? 2. How do you (or should you) find out about job openings? In-person Internet – craigslist, monster, nwjobs, other sites? Newspaper, help wanted add in windows Word of mouth/networking – 70% of jobs are found this way!! Where else? 3. How does one apply to jobs? How did you get the jobs you’ve had? Online application Paper application (+resume) Resume and cover letter (email or in-person) Others? Networking is important! AKA, most people get jobs through people!
Ask: Why would employers want to hire from within? If it helps, make up a couple of scenarios where students are hiring people to do various jobs. (Mowing a lawn vs. handling all of their money vs. babysitting their baby sister) Do they feel better about hiring a stranger or a friend? Do they want to go through a long hiring process or would they rather pick the easiest (rather than the best) candidate? Conclusion #2: The most effective job-hunting techniques will (probably) concentrate on talking to people! Note that this does not necessarily mean that the people they connect with will have power to hire them directly – but people can give them key tips about how/when to apply, and will alert them to opportunities. Also: Interview skills won’t get you anywhere if you don’t have a good resume/cover letter; killer resumes won’t get you any jobs you don’t apply for!
Activity: Holland Code Emphasize that this is an activity to help students get ideas, not a definitive test! If they don’t think the results make sense for themselves – they are right! They are smart and know themselves better than any test will. Have students imagine that their classroom is a large cafeteria at their high school or a nearby community college. Different groups of students are eating lunch at different tables and talking.
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Employment Skills Curriculum
Students must choose to have lunch with one of the six groups of people. Have them write down their first choice and explain why they chose it. Group students in small groups according to preferences, and hand each group a list of career clusters that may relate to their choice. Have them circle careers that seem intriguing or discuss what they like or don’t like on the list. Then have them choose their second and third choices – then re-consult the list of careers.
Discuss:
Why did you choose the labels you chose? When have you used this word or group of words? What kinds of occupations could you do to combine your top two choices? (For example, Social and Artistic could be a Drama Therapist) What are bad career choices for you based on your first and second choices? (For example, Social and Artistic people would not necessarily like to work independently as a researcher calculating detailed computations)
For students who have no idea what kinds of careers they are interested in – point them to the site http://www.cacareerzone.org/quick. They can also look at http://www.iseek.org/guide/counselors/counselorclustersholland.html, which provides more detail about various fields. They may want to use this (and informational interviewing) to figure out next steps.
The Job Search Process Explain basic idea of networking and how it can be used to a) figure out what kind of work you would be suited for, b) look for work in a certain field, or c) figure out what steps you need to take to get to your dream job. Go over “The Job Search Process” Handout with Students. Have students fill out #1 to the best of their ability. If they can’t think of job titles, ask them: Who could you ask who might know what kinds of jobs there are in the industry? Brainstorm with students until they all have people they might be able to ask about jobs in their industry.
Activity: Write an Elevator Speech An Elevator Speech is a speech short enough to be given in an elevator ride that informs the listener who you are and what kind of work you’re looking for.
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Employment Skills Curriculum Have students create a brief elevator speech and practice it on each other. Ask them to make suggestions to each other about how they might make a better first impression on someone. Sample: “Hello, my name is Ruth and I’m interested in working with youth to build boats. Do you know of any organizations that do that kind of work in the Seattle area? How about organizations that do other types of hands-on work with youth?”
Informational Interviews Go over the Informational Interviews Worksheet. Ask students to brainstorm a list of people they might ask for info interviews. Who are they? As they go over the sheet, what comes to mind as questions they might ask?
SMART Goals and Planning Students will now concentrate on coming up with a plan that makes sense for them – in collaboration with staff. Part of this plan will probably include writing a resume and cover letter, but they should also start thinking about who they may want to talk to figure out next steps for jobs! During this time, start scheduling individual meeting with students to discuss their future plans. For students who are sure about what careers they may want to pursue, start to get particular about what kinds of educational goals they need to have, what kinds of jobs they should pursue, and next steps for people they should talk to. The goal of this time is to have students pick a job or type of job that they want to apply for! This will allow students to tailor their resumes and cover letters appropriately. Assessment:
Tips/Observations:
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Resume Essentials Lesson Targets/Goals: Crew members will understand why having a nice-looking resume is necessary in searching for and applying for many jobs, know basic information included on a resume, and complete their own personal resumes. Time Required: 4 hours Preparation Required:
(Optional) Collect a couple of staff resumes to critique and/or admire. Tell students to bring in their own resumes if they’ve got them! Secure access to as many computers as possible. On Camano Island, students may be able to bring in their own personal computers – or even use phones or tablets to type up their information. You may need to be creative!
Materials Required:
Resume Essentials Worksheet for each student A variety of sample resumes for students to review and critique (some are included at the end of this lesson plan – you may want to find other sample resumes, depending on the interests of your particular group of students) A couple of extra Resume Worksheets for students
Lesson Plan: I. Discussion/Introduction to Resumes
Ask group what they already know about resumes and why they are important Go around the room and have each student name a specific job or type of job that they will be writing a resume for. Go over the Resume Essentials Worksheet, pausing to discuss why the conventions outlined are important. Employers are generally looking for employees who will add value to the company – ones who will make more money for the company than they cost to hire. They are therefore looking for signs that you’ll be inconsistent or sloppy as well as specific ways your skills might help them.
II. Resume Components The Objective The Center for Wooden Boats
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What does the objective show? (A concise statement of what you can do for them). Have students come up with sample objectives for their own resumes. Write them out on the Resume Worksheet and give critiques as necessary.
Work Experience and Other Related Experience
This is one of the most important parts of your resume! Fill out the “Work Experience” section of the Resume Worksheet together, focusing on what each student might say to describe their experience with Job Skills. Brainstorm Job Skills tasks as a group, then have each student prioritize which tasks will be most relevant to their next job. Spend time writing, re-writing, and critiquing resume bullet points. Have each student brainstorm a list of other work experience they might want to put on their resume. If you do not have a lot of experience, give more details about what you do have. Details to consider including: o Company/Institution o Dates worked o Location and description of company/institution o Your position and duties o A contact, supervisor, or reference Brainstorm with crewmembers about activities they could include in place of, or in addition to, work experience. These could include babysitting, volunteering, school activities, church activities, sports, and anything else that reflects who you are and what skills you have. Discuss how to word the description of your duties. Introduce the concept of action words that will catch the eye of employers. Link experience to a skill you gained. Every experience you list illustrates a skill you might offer.
Skills/Qualifications
Brainstorm the work skills crewmembers have – emphasize skills developed with Job Skills Emphasize that crewmembers should not be afraid to claim their skills and be proud of them, but do not lie either, as this can result in losing one’s job later and is considered unethical. The skills included may vary depending on what job you’re applying for. Think of and share examples such as a restaurant or other customer service position, landscaping
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Employment Skills Curriculum position, childcare, etc. Different jobs require different skills one might want to emphasize on his or her resume. Education
Use this as an opportunity to emphasize the importance of education, but without making them feel bad. Why does an employer want to know your level of education? o Displays your ability to complete something o Reflects math and other basic skills necessary for work. o Educated employee working with the public reflects well on company o Minors must have school sign off for minor work permit. Remind them that it is technically illegal for minors not to be in school. Discuss how to list educational experience on the resume Have students fill out the “Education” Section of their Resume Worksheet
References
What is a reference and who can you list as a reference? Why do employers want references? Professional vs. personal references. Try to have at least one professional reference. The person must know you and believe that you will be a good employee. Previous supervisors, teachers, school counselors, coaches, case managers, Job Skill staff, etc. Ask the person if they are comfortable being a reference for you BEORE you list them!! Let your references know, if possible, about the job you’re trying to get so they can advocate for you. This is not usually necessary until after an interview when the potential employer is likely to check references.
Other sections you might include:
Volunteer Work Internships Special school projects or assignments Clubs and Community Involvement Grades, if they’re good Languages spoken other than English
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Employment Skills Curriculum
Leadership Positions Awards
III. Individual Resume Writing
Each youth should write their own resume. Provide sample resumes and have crewmembers handwrite them, considering primarily the content they want to include. Staff should circulate to help out. Take another day to type the resumes and consider the format, providing as much time as needed. Encourage them to have a friend look over their resume and cover letter.
IF THEY FINISH EARLY- Staff will work with them and help them to improve their resume. If one person is very far ahead and actually has a perfect resume together, then they can work with a staff member and do self-review. What do they think are strengths of their resume? What are weaknesses? Is any of it unclear? Looking at their strengths and experience, what sorts of experiences or strengths are they missing that might be useful for the job they’re hoping for? How can they compensate for that? They might spend extra time job searching or assisting other crewmembers. Assessment:
Crewmembers create resume and staff review them, talk with each youth one on one about how it might be improved and what is good about it. Inspect the resumes to see whether they contain all of the elements discussed in the lesson. Youth Coordinators might need to keep following up with youth who are not done with their resume, finding computer time throughout the last few weeks of crew if anyone is not done with their job skills work.
Tips/Observations:
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Employment Skills Curriculum Bernard Goodman Seattle, WA – (555) 555-5555 – bgoodman@job.com Work Experience Self-Employed Landscaper
April 2012 – October 2012
Created and maintained landscapes for several clients in the Mukilteo area. This was a summer job 8 to 10 hours a day which ended when school started Paradise Pet Lodge
August 2010 – March 2011
Walked dogs and cleaned kennels at pet lodge approximately 20 to 40 Hours a week. This was full time work during the summer and holidays.
Education Cascadia Community College
Bothell, WA
March 2012 – Current James High School
Monroe, WA
September 2007 – Graduated in May 2011
Volunteer Center for Wooden Boats Winter 2012 Worked in wood shop, pumped boats, and other activities as needed
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Employment Skills Curriculum
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Cover Letter Essentials Lesson Targets/Goals: Crew Members will understand that a cover letter personalizes their application, gives them an edge over the competition, is a great chance to “sell” themselves. Time Required: 2.5 Hours Preparation Required:
(Optional) Collect a couple of staff cover letters to critique and/or admire. Tell students to bring in their own cover letters if they’ve got them! Secure access to as many computers as possible. On Camano Island, students may be able to bring in their own personal computers – or even use phones or tablets to type up their information. You may need to be creative! Make sure all students either a) have a job description for a job they’d be interested in applying for or b) a sample job description from their field.
Materials Required:
Copies of Cover Letter Essentials Worksheet for all students A variety of sample cover letters for students to review and critique (some are included at the end of this lesson plan – you may want to find other samples, depending on the interests of your particular group of students)
Lesson Plan: I. Discussion
Ask group what they already know about cover letters and why they are important Go around the room and have each student name a specific job or type of job that they will be writing a cover letter for. Go over the Cover Letter Essentials Worksheet, pausing to discuss why the conventions outlined are important. Employers are generally looking for employees who will add value to the company – ones who will make more money for the company than they cost to hire. They are therefore looking for signs that you’ll be inconsistent or sloppy as well as specific ways your skills might help them.
II. Individual Resume Writing
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Employment Skills Curriculum 
 
Each youth should write their own cover letter, starting with the format given in the Cover Letter Worksheet. Provide sample cover letters and have crewmembers handwrite them, considering primarily the content they want to include. Staff should circulate to help out. Once students have written good drafts by hand, have them type their letters and consider the format, providing as much time as needed. Encourage them to have a friend look over their resume and cover letter.
Assessment:
Tips/Observations:
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Employment Skills Curriculum April 20, 2013 Bernard Goodman Seattle, WA Dear Sirs, I am applying for the position of Assistant Livery Person at Cama Beach Center for Wooden Boats for the summer of 2013. I enjoy working outdoors with boats and meeting new people. I am hard worker, thrive on physical labor and am always willing to work long hours when necessary. I am a quick learner and a team player. I have lived in Western Washington all my life enjoy sharing my knowledge of the area with others. I can be available for an interview at any time. My cell phone number is 555-555-5555. Sincerely, Bernard Goodman You can also contact my references listed below: Lulu Blue, Center for Wooden Boats (425) 555-5555 Bob Johnson (216) 555-5555 Andrew Rey 206-555-5555
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Interview Essentials Lesson Targets/Goals: Crew Members will understand how to conduct themselves in a professional manner in an interview, practice mock interviews, and know some common interview questions and appropriate responses. Time Required: 2.5 Hours Materials Required:
Copies of Interview Essentials Worksheet for all students A couple of job descriptions students might consider applying for, or ones they already have tailored their cover letters/resumes to.
Lesson Plan: I. Discussion
Briefly go over the Interview Essentials Worksheet – ask what students think being professional in an interview means. If you want, do a couple of skits! Have students play roles of “good interviewee” and “bad interviewee,” or practice gracefully answering illegal interview questions. Ask students to consider how they’d answer the common interview questions. Introduce the S.T.A.R model to students. (S.T.A.R is an acronym that stands for Situation, Task, Action, and Results, and it will help students structure the stories they tell in interviews). Have them write answers in the space provided.
II. Practice
Pair off the students. They both already will have a list of common interview questions – make sure at least one also has a job description in hand. Tell the students to practice interviewing, then switch roles and do it again. They can evaluate each other using the interview evaluation form.
III. Review
Ask students to come back together and discuss the exercise. Did they learn anything about themselves and their responses? Did their partner do anything particularly well? What do they still need/want to practice?
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Employment Skills Curriculum Assessment:
Tips/Observations:
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APPENDIX
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SMART Goals and Your Plans! SMART goals are:
Specific – Names the costs of attaining the goal, the type of goal, the barriers to success Measurable – How do you know when it’s done? (Can be a time limit or a quantity, i.e. “In ten days…” or “After producing 15 units…”) Attainable – Do you have the skills and resources needed to reach your goal? Relevant – Is the deadline achievable? Does it fit with your current habits, knowledge and lifestyle? Is it a commonly reached goal? (How many people achieve an Olympic gold medal vs. how many people jog three times a week – which is more realistic for you?) Time bound – Goals without deadlines are dreams. Even if your goal is something unit based (“I will knit 15 pairs of socks…”) it needs to have a deadline to keep you on track. Without the deadline, it is too easy to blow it off and not finish.
Example Goals: SMART Goals Goals are specific.
Goal Needs Work I will find a job after the end of the program.
Goals are measurable. How do you know when it’s done? Goals are attainable. Draft realistic goals that challenge you.
I want to do well in my classes. I will get my captain’s license within one year.
Goals are relevant. Each goal should be consistent with other goals you have established and fit with your short and long-term plans. Goals are time-bound. Give yourself enough – but not too much – time to complete your goals.
I will thoroughly review all of the jobs on Craigslist every week.
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I will graduate from college.
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Goal is Much Better I want to find a stable job that will allow me to support my family, grow my skills, and work with my hands. I want to earn a 3.5 GPA this year with no grade below a B. I want to become certified as an Able Seaman within one year of completing the program. I will thoroughly review all of the jobs with “deckhand” in their title every week.
I will graduate in four years by taking 14 hours a semester.
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EXAMPLE SMART Goal Planning Form Specific – WHO is involved? WHAT do I want to accomplish? WHAT are the barriers? WHY do I want to do this? Copy down one of the goals you wrote in your application or one of the goals you just wrote down. I will find a job after the end of the program… needs to be more specific. Why do I want a job? To support my family, so I need a job that will be stable and well-paid. I guess I also want to be able to stay close to home so that I can spend my offhours with my family. WHAT kind of job do I want? I like working with my hands, so something doing that. Barriers – I’m not exactly sure more specifics of what kinds of jobs might fit my needs and what I’m qualified for, so I need to do more research to reach my goal and make it more specific. What specific research do I need to do? I think I need to ask for help. Who can I ask that will be helpful? Tyson, Geri, and Ashley are all good people to start with…
Measurement/Assessment – HOW will I know when my goal is accomplished? The success toward meeting the goal can be measured. In order to support my family, I will need a salary that is big enough that I pay rent and bills on time. I’m not exactly sure how much this is right now, so I need to look at my bills to see how much I would need to make to adequately support my family. Then I can set a more specific goal about how much exactly I will need to make. Working with my hands and staying pretty close to home are pretty measurable… but I think I could use some help defining exactly what kinds of work I like to do with my hands.
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Lesson Plans - Page 31
Employment Skills Curriculum Attainable/Achieve – REASONABLE? Goals are realistic and can be achieved in a specific amount of time and are reasonable. I’m not sure yet exactly what wages I’ll need to make at a job… so once I figure that out I’ll need to take a look at whether that is a reasonable goal for an entrylevel position in the construction field, for example. If it’s not I need to set a different goal, and perhaps a specific goal for advancement as well. I think I also need to break this goal into smaller chunks… because I know I need to figure out a lot before it’s attainable.
Relevant – EXPECTED RESULT? The goals are aligned with current tasks and projects and focus in one defined area; include the expected result. Yeah – The goal is pretty aligned with what I’m doing in this program and at school. The best result would be that I start a stable and fulfilling career after completing the Job Skills program.
Timed – WHEN? Goals have a clearly defined time-frame including a target or deadline date. Hmm… I guess getting a job at the end of Job Skills is a pretty good time-range. That means I need to be applying to jobs before the end of the program, though.
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Job Skills Training
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Employment Skills Curriculum
SMART Goal Planning Form Specific – WHO is involved? WHAT do I want to accomplish? WHAT are the barriers? WHY do I want to do this? Copy down one of the goals you wrote in your application or one of the goals you just wrote down.
Measurement/Assessment – HOW will I know when my goal is accomplished? The success toward meeting the goal can be measured.
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Job Skills Training
Lesson Plans - Page 33
Employment Skills Curriculum Attainable/Achieve – REASONABLE? Goals are realistic and can be achieved in a specific amount of time and are reasonable.
Relevant – EXPECTED RESULT? The goals are aligned with current tasks and projects and focus in one defined area; include the expected result.
Timed – WHEN? Goals have a clearly defined time-frame including a target or deadline date.
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Job Skills Training
Lesson Plans - Page 34
Employment Skills Curriculum
Academic Plan This chart will help you keep track of what classes you need/want as well as which ones you complete. Year Ex: Freshman Ex: Sophomore
Course Math
Title Geometry
GPA 2.7
To Take
Title
Math
Geometry II
How many times in the last three months have you missed a day of school?_____ Cut class?_____ What will you be doing this fall for schooling? High school? G.E.D.? Something else? _____________________________________________________________________________________ _____________________________________________________________________________________ School or Program Name: ___________________________ Guidance Counselor Name:_______________________
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Job Skills Training
Lesson Plans - Page 35
Employment Skills Curriculum
Internet Job Searching What are we doing? We are using the internet to find opportunities for jobs. The jobs you find must be open to someone of your age and skill level. It should be something related to your interests.
USE CRAIGSLIST TO FIND JOBS How to use Craigslist: 1. Go to www.craigslist.org Be sure you get to the Seattle page. It should be http://seattle.craigslist.org 2. Spend a few minutes looking at all the categories: Jobs, For Sale, Housing, Community, Discussion Forums, Services. 3. Pick something from the Jobs Category that is interesting to you (ex. food / bev / hosp, retail / wholesale, customer service) 4. Click on the different jobs and read the job descriptions 5. Find the most interesting job to you. Take your time looking! There are lots of them out there.
Pick a job and answer the questions below about the job. It must to be one that you are qualified to do right now: open to your age and skill level. What is the job title? ____________________________________________________________ What is the company or organization? ______________________________________________ How far is the job from where you live? How would you get there every day? ______________________________________________________________________________ What will the job be like? What will be your primary responsibilities at this job?
__________________________________________________________________ ___________________________________________________________________ _________________________________________________________________
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Employment Skills Curriculum What do you know about the work schedule? Is it possible that it conflicts with school or other things you do during the week? ______________________________________________________________________________ What are the job qualifications? Do you qualify for this job? ________________________
__________________________________________________________________ What are the steps you have to take to apply for this job? _________________________
__________________________________________________________________ __________________________________________________________________
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Job Skills Training
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Employment Skills Curriculum
How to Job Search on the Internet The internet is a great way to job search because you will find the highest concentration of open job opportunities posted by employers that are actually hiring, and you can apply to many jobs from one computer without having to spend lots of time in transit! Job Search Websites: Steps:
Craigslist.org is probably the most highly used website for employers and job seekers. The direct website of the company you want to apply to (i.e. target.com, starbucks.com). Go to Washjob.com for a list of local companies’ websites. Other local job boards: laborworks.com, nwjobs.com, simplyhired.com Google – there are so many websites that post jobs on the internet! Don’t pay for job search websites – there are plenty of free ones!
1. Find a job posting on a website 2. Read the posting to check that a. You match the qualifications b. It sounds like a job you would enjoy c. The location and hours work for you and your schedule 3. Find out how to apply and submit what the posting asks for **Anyone can post on Craiglist, so sometimes that are fake postings on there. But this is not the case for the vast majority of job postings on there! Plenty of legitimate employers use Craigslist (including CWB, for example). To avoid scams, do a bit more research by googling the name of the business. Avoid the following posts: Vector Marketing, selling knives or vacuums door-to-door, and any job that only pays commission and doesn’t offer an hourly wage. **
Email Tips Just like with in-person job searching, email has certain etiquette and expectations that demonstrate professionalism to employers.
Professional email address. Make sure you have an address that is straight forward and impersonal – something like JohnDoe@gmail.com. Don’t have any references to your hobbies, social life, and definitely no sexual innuendos. Email addresses like bballplayah@yahoo.com, LoveStars123@hotmail.com, or sexylaydee69@gmail.com are not appropriate. If you are going to apply to jobs with email, check your email! Employers may write back to offer an interview, so you want to check your mail everyday so you can be prompt in responding to any inquiries. Use a password you can remember. Write cover letters in the body of the email or attach them. Because email gives you a space to
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Job Skills Training
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Employment Skills Curriculum
write more to the employer, use it! Take the opportunity to submit a robust and thorough application. Even if the job posting doesn’t ask for a cover letter, other applicants will be doing it, so your application will seem inferior in comparison.
How to Submit an Application with Email Attachments Many online job postings ask you to email a resume and cover letter. They expect you to send these documents as attachments to the email so they can be downloaded. Steps: 1. Create a professional email address and log in to your account. Write it down and keep it somewhere safe. 2. Once your resume and cover letter are complete, save them as two separate documents on the desktop of the computer you are using. Put your name in the document title so the employer can recognize it when they download it, i.e. “John_Doe_resume.doc” and “John_Doe_coverletter.doc.” Don’t title the documents just “resume.doc” because they are receiving dozens and yours might get lost or ignored if unnamed. 3. Create a new message on your email and enter in the employer’s email address 4. Click on the “add attachments” or “attach a file” button (sometimes it’s just a paper clip icon). Select your resume and cover letter documents found on the desktop. Make sure they upload to the email fully. 5. Compose a short but formal email introducing yourself and telling the employer that your resume and cover letter are attached. This should be like a mini cover letter. Include a greeting such as, “Dear Hiring Manager” or their name if you know it, and a sentence or two about your qualifications so they will be interested to look further at your documents. 6. Send the email with the attachments! 7. Delete your documents from the desktop so subsequent users don’t find them and have access to your information.
**If you ever lose track of your resume and cover letter, you can always go to your “sent mail” and find that email with the attachments. Attaching files to your email account is a great way to never lose them and be able to access them from any computer. You can email unfinished documents to yourself just to save them, and then keep working on them from a different computer later on. This is more secure than a thumb drive
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Job Skills Training
Lesson Plans - Page 39
Employment Skills Curriculum
Job Search Log Store/Shop Name
Contact Name &/or number? Notes?
Date Applied
Online or in-person application?
Follow-up Done?
Interview Scheduled? Date?
1 2 3 4 5 6 7 8 9 10
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Job Skills Training
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Interview Complete?
Thank You Letter?
Employment Skills Curriculum Store/Shop Name
Contact Name &/or number? Notes?
Date Applied
Online or in-person application?
Follow-up Done?
Interview Scheduled? Date?
11 12 13 14 15 16 17 18 19 20
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Job Skills Training
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Interview Complete?
Thank You Letter?