JA You`re Hired! - Junior Achievement

Transcription

JA You’re Hired!
GUIDE FOR JA VOLUNTEERS AND TEACHERS
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Acknowledgments
Junior Achievement of Arizona (JA) gratefully acknowledges University of Phoenix for
their dedication and support of high school students through of Junior Achievement’s
workplace skills challenge and internship program, JA You’re Hired!
Junior Achievement of Chicago expresses gratitude to Junior Achievement of Arizona,
Additional Support Provided By:
Inc. who developed the JA You’re Hired! program in partnership with local business
professionals and educators.
Aon
Arizona SHRM State Council
Concentra
East Valley Human Resources Association
Jobing.com
Junior Achievement of the Rocky Mountain
Oviso
Project Management Institute
Safeway
Sonic
Valley of the Sun Human Resource Association
©2010 Junior Achievement of Arizona, Inc.
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JA You’re Hired!
Dear Teachers & JA Volunteers,
Thank you for participating in Junior Achievement’s JA You’re Hired! program. Through
your involvement with Junior Achievement (JA), you are joining educators and
business executives from across the world to inspire and prepare students to succeed
in a global economy.
JA You’re Hired! is an interactive program made up of a series of classroom sessions
that introduces students to concepts and skills important for their success. Five
sessions must be delivered by a JA-trained volunteer (JA Volunteer) who will be
assigned to work with your students. The other sessions may be conducted by the JA
Volunteer or a classroom teacher. Through this program, students will discover the
benefits and challenges of the world of work in the classroom and at our interactive
student event, the JA You’re Hired! Challenge.
By the end of the program, students will understand the fundamentals of writing
resumes, preparing for and thriving in interviews, and succeeding in the workplace
through positive performance. In the company of their peers and professionals,
students will practice their new skills and compete for various awards, all the while fun
doing it!
The JA You’re Hired! course guide is designed to help teachers and JA Volunteers
facilitate activities that prepare students to enter the workforce and succeed at our
student event. It is written to provide volunteers with no formal teaching experience the
materials needed, the vocabulary words covered, and step-by-step instructions to
deliver the curriculum.
Junior Achievement greatly appreciates your support of JA You’re Hired! program. We
also welcome your comments and suggestions about the curriculum.
Junior Achievement of Chicago
Attn: Peter Truschke
8383 W. Belmont Ave. River Grove, IL 60171
Phone: 708-456-1400 X 244
Fax: 708-456-5750
Email: [email protected]
www.jachicago.org
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JA You’re Hired! Overview
JA You’re Hired! has two components: the JA You’re Hired! classroom curriculum, the
JA You’re Hired! Challenge (a student event). The curriculum outlined here should be
utilized to prepare students for the JA You’re Hired! Challenge. During the JA You’re
Hired! Challenge students compete individually and in teams while applying workreadiness skills including networking, resume/cover letter writing, interviewing,
professional dress, communication, teamwork, leadership and more. There will also be
large group activities and workshops where students can hone and develop their skills.
Below are the guidelines for participation.
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Each school may have 3 teams (30 students total) of 9-12th grade students,
space permitting. We encourage teachers to create teams that combine high
achievers and students with average academic performance and strong
potential.
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Each teacher will be assigned a JA Volunteer to coach the students by leading
two - five (2 - 5) of the preparatory sessions outlined in this Guide prior to the
student event.
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Due to possible media coverage, Junior Achievement of Chicago’s photo/
model release form must be signed by parents/guardians of every student
attending the JA You’re Hired! Challenge.
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Every student must dress in Business Professional attire. Absolutely no tshirts, denim/jeans, shorts, ball caps, tennis shoes, or immodest attire
will be permitted at the JA You’re Hired! Challenge event.
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Teachers and Chaperones are expected to coordinate with their students’
schedules and attend sessions to provide supervision during the event.
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Some awards include cash prizes. These will be handed out in a gift card
format on the day of the event.
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JA You’re Hired!
Tips for JA Volunteers
How to prepare
for each session:
1. Meet with the
teacher in
advance so that
you can complete
a schedule of
sessions. Find out
if the entire class
or a select group
will attend the JA
You’re Hired!
Challenge event
so you can
address specific
information to the
appropriate
students.
2. At that meeting,
review the
Preparation and
Materials sections,
determine who will
prepare materials
for each session.
3. Read through
the entire session
twice, at least 3
days prior to your
visit.
3. Review again,
highlighting key
ideas and creating
resources that you
may wish to use to
present such as
note cards or an
outline. The more
familiar you are
with the material,
the easier it will be
to interact with the
students.
Throughout JA You’re Hired!, students will be looking to you to serve as a role model for
professionalism and leadership. You will share real-life examples of business problems, and
create opportunities for students to offer their own solutions to problems. Through positive
interactions, you will cultivate each participant’s self-esteem and self-respect. Through your
enthusiasm, you will motivate students to participate fully in JA You’re Hired! Your time and
caring provides the inspiration needed for students to succeed at the JA You’re Hired!
Challenge and in the workplace.
To help prepare you to facilitate JA You’re Hired!, the following general tips are offered:
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Be enthusiastic and friendly. Use the students’ names: they will consider this a sign of
respect and personal interest.
As you get to know students, focus on the positive. Recognize individual strengths,
remember and support students’ goals/dreams as they share them.
Don’t let skepticism or indifference from the students dampen your enthusiasm. Social
pressure in high school is intense.
Use examples from your own experiences and/or from those of the students. Avoid any use
of ethnic or gender stereotypes.
Know your material. Spend at least 30 minutes preparing for each classroom visit.
Facilitate discussion rather than lecturing. Invite questions from the students and ask openended questions to keep them involved and active. Give clues if they don’t respond, but
don’t answer your own questions.
Provide brief and to-the-point introductions.
Encourage feedback from students and the teacher.
Ask the teacher to help you pace the session to the participants’ level.
Be flexible.
Use language the students can understand, but don’t talk down to them.
Never criticize a participant’s question. All questions deserve an honest response. If you
don’t know an answer, say so and offer to find it.
Give clear directions when dividing the students into groups for exercises. Circulate among
the groups to provide support, answer questions, and ensure that they are on-task.
Small prizes are an effective incentive for activities which may require participants to take a
social risk, such as role-playing.
Remind the participants along the way of what they have learned. Give them an opportunity
to take pride in themselves for how far they’ve come. Celebrate small successes.
Use effective interpersonal communication skills:
Effective
Use names
Give clear directions
Listen
Show appreciation
Maintain eye contact
Share information and opinions
Smile
Ineffective
Refer to others as “you”
Ignore feelings of frustration
Be stubborn
Look at the ceiling or floor
Interrupt constantly
Appear disinterested
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Starting Discussions
A highly effective way of promoting active engagement in learning is to provide
opportunities for students to share and reflect on what they are learning. In this way,
facilitators are able to provide the immediate feedback that is such an important part of
the learning process.
Effective discussion techniques are a way to get students to talk about what they are
learning. In addition, discussions provide a rapport-building opportunity, time to
examine and clarify confusing concepts and raise questions. Discussions can be
invaluable:
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To help students learn to think critically.
To help students learn to identify and evaluate the belief systems that have
formed their own and others' positions.
To help students clearly express their ideas and beliefs.
To help students explore problem-solving abilities using information gained
during the sessions.
To explore the resources available through other members of the group.
To develop motivation for further learning.
Encouraging Discussions
The Junior Achievement JA Volunteer sets the tone for behavior during the
session. Following is some information on encouraging and maintaining productive
discussions.
Listen actively.
Ask open-ended, nonjudgmental questions.
When recording students’ responses (as on a flipchart or whiteboard), write
them exactly as they are stated.
 Encourage students to use "I" statements and speak about their own
experience.
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Summarizing Discussions
Good discussions end with a summary so that students know what important points
were covered. The advantage of active learning techniques throughout the discussion
is that students have the opportunity to continually discuss session content and receive
ongoing feedback from the facilitator. In addition to showing students why the
discussion was important to their lives, a summary provides the opportunity to fill in
points that weren't covered and praise students for the quality of their responses and
participation.
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JA You’re Hired! Program Overview
JA You’re Hired! is a Junior Achievement high school program designed to promote workforce
readiness in young people. It has three components: a preparatory classroom curriculum, the JA You’re
Hired! Challenge student event, and the JA Professional Development & Internship program.
Participating teachers and JA Volunteers gain access to the following workforce readiness session
plans and self-directed student learning through the JA You’re Hired! kit and online curriculum
components.
During the JA You’re Hired! Challenge, students participate in exercises, workshops and competitions
to help them showcase their learning and further develop their ability to communicate, solve problems,
and lead.
Session One: Skills In Demand
Students explore their own skills, interests and values as they identify transferable skills as well as
those that are in demand. They will use this exercise to gather information for a first draft of their
resume.
Session Two: What Does Your Resume Say About You?
Students will review samples and types of resumes and learn about descriptive words that can help
them communicate their skills effectively to potential employers. They will choose a resume type and
create a typed final draft of their resume.
Session Three: Writing A Cover Letter
Students will learn how to effectively introduce themselves to potential employers through a cover
letter. Students can use the 6 Traits of Writing Peer Review Tool to edit and finalize their resumes and
cover letters for submission to the JA You’re Hired! Challenge.
Session Four: Are You Ready to Interview?
Students will learn about preparing for an interview by researching employers and presenting
themselves professionally. They will role play to practice interviewing one another using questions
they’ve prepared and learn about behavioral interviewing.
Session Five: Business Communications
Students will prepare a presentation in response to one of three workplace scenarios. Each scenario
presents a realistic example of a situation that requires critical thinking and clear communication.
Session Six: Building a Business Network
After being introduced to the concept of business networking, students identify individuals in their own
personal network and creating a personal brand and 30-second personal introduction that can be used
at the JA You’re Hired! Challenge.
Session Seven: What Goes Around Comes Around
Students practice networking with one another, identifying ways to create a strong business network
through their personal and professional relationships.
Session Eight: Dress for Success
Students learn about different dress codes used in the workplace such as uniform, business casual and
professional dress. They explore how their own perceptions are impacted by appearance and learn
about the dress requirements for the JA You’re Hired! Challenge.
Supplemental Materials
Two supplemental sessions from Junior Achievement’s Excellence through Ethics program are
included. In addition, many lessons contain Extended Learning Opportunities with additional lesson
ideas for teachers who wish to expand upon the program offerings.
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JUNIOR ACHIEVEMENT SESSION PLANNING TOOL
The JA You’re Hired! Program has three components: a preparatory classroom
curriculum, the JA You’re Hired! Challenge student event, and a summer internship
program. In partnership with a JA Volunteer, teachers select sessions below to hone
workplace skills in the classroom. Participating students have access to self-directed
learning through an online curriculum components. During the JA You’re Hired!
Challenge, students participate in exercises, workshops and competitions to help them
showcase their learning and further develop their ability to communicate, solve
problems, and lead. Eligible students will engage in a JA Internship Professional
Development Program and meaningful part-time summer work experience.
JA VOLUNTEER LEADS
TEACHER LEADS
ONLINE*
Session One:
Skills In Demand
Session Two:
What Does Your
Resume Say
About You?
Session Three:
Writing A Cover
Letter
Session Four:
Are You Ready to
Interview ?
Session Five:
Business
Communications
Session Six:
Building a
Business
Network
Session Seven:
What Goes
Around Comes
Around
Session Eight:
Dress for
Success
Sessions Nine
and Ten:
Excellence
through Ethics
*Online lessons are intended to supplement this program, to “make-up” a missed class, and to engage
returning JA You’re Hired! students. Access the online curriculum through www.jaaz.org. Contact
Junior Achievement at [email protected] for more information.
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SESSION ONE
SKILLS IN DEMAND
CONCEPTS
Employees
Employers
Job Interview
High growth, high
demand jobs
SKILLS
Self Evaluation
Analytical thinking
Goal Setting
Research/draft a
resume for
employment
OVERVIEW
Students learn about transferable skills and the skills in demand in the global job
market. They are introduced to a simple resume that uses entry-level resume
components. This session is also available online.
OBJECTIVES
Students will be able to:
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Identify transferable skills
Identify skills that are in demand
Evaluate their skills
Use identified skills to begin research for a simple resume
Explore globalization and its impact on the job market
(extended learning opportunity)
PREPARATION
Review the Key Terms, session objectives, and materials list. If you choose, bring
a sample resume to share with the students blocking out any personal contact
information per Junior Achievement policy. This session typically takes 45 minutes
to complete. If needed, ask the teacher to help you keep track of the time.
Extended Learning Opportunity:
Review the Extended Learning Opportunity (ELO) at the end of this session plan.
This activity can help teachers and JA Volunteers explain why they and Junior
Achievement work together to help students become ready to enter the workforce.
For this session’s ELO, you need access to a projection system with sound and the
internet to share an online presentation.
MATERIALS
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Table Tents
JA Banner
JA You’re Hired! Student Materials packets
Pens or Pencils (not included)
Access to the internet (optional, Extended Learning Opportunity)
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PRESENTATION
Introduction (15 minutes)
Employees:
People who work
for businesses.
Greet the students and briefly introduce yourself. Let the students know that you are
a Junior Achievement JA Volunteer or teacher who will lead them through activities to
prepare them for the JA You’re Hired! Challenge. Tell students that there will be a
resume/cover letter contest that will be judged in advance. These same resumes/
cover letters will be provided to the Internship hosts of the students’ choosing for
consideration. This session will help them identify things that employers are looking
for and define their own skills and experience. Additionally, they can set goals to
develop additional skills that will make them more appealing to potential employers.
Explain to the students that they can make choices now that will help them prepare
for and set goals to meet the needs of the workplace.
Employers:
Businesses that
hire workers.
People who are looking for jobs become employees when they are hired.
Businesses that hire workers are employers. You may want to use yourself and
your company as examples to illustrate the roles of employee and employer.
There are some skills that are needed more than others. For instance, in the United
States and many countries around the world, we have a great need for people who
Write on board
STEM skills
have studied Science, Technology, Engineering, and Mathematics. These are
referred to as STEM skills (write on the board) and they are in great demand.
Demand is the quantity of a particular good or service (in this case, scientists,
engineers, mathematicians) that consumers are willing to buy. Ask the students, “in
this example, who is the consumer or customer?” Help them realize that the
High-growth,
consumer (customer) in this case is the employer. Many employers are hiring
high-demand
jobs: Jobs proemployees from outside of the United States to do these jobs because there are not
jected to add sub- enough Americans who are studying these subjects in college to fill the needs of
stantial numbers
these businesses. Remind the students that businesses create a demand for
of employees to
workers with skills that fit their needs. If there are more jobs requiring people with
the workforce or
experience in science, for example, it means there are not enough scientists to fill
affect the growth
of other industries. those jobs and they would be in high demand. If those jobs are expected to grow
into large numbers of jobs, then they are considered high-growth jobs. The
government does research to determine which jobs will be high-demand, high-growth
jobs. This information helps schools, colleges, and individuals prepare for career
opportunities in the areas where there is a need.
Tell the students that some jobs that currently exist may not be needed in the next 10
years, but many newly created jobs will be added to the workplace. Point out that
computer-related jobs were not as necessary 30 years ago because many people did
not use computers at that time and few people had them in their homes. Blacksmiths,
shoe cobblers, and telephone operators were essential many years ago, but they are
not in demand now. Ask the students, do they know of other jobs that are no longer
necessary or that they believe will be in little demand in the future? Lead a Think,
Pair, Share. Have students think of 1-2 jobs they believe may be in little demand in
the future, and 1-2 jobs that will be in high demand in the future. Invite them to turn
to a partner and share. Ask a few partners to share their answers out loud.
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Transferable
Skills: Personal
skills, not impacted by supply and
demand in the job
market, that will
always be needed
in the workplaces.
Resume:
A written summary
of a person’s education and work
experience to help
employers hire the
best employee for
a job.
Job Interview:
A discussion between the job applicant and potential employer to
help determine if
the job is a good
match
Explain that businesses can change rapidly, so it is more important to focus on the
skills that are in demand than to concentrate on a specific job title. Certain personal
skills will always be needed in the workplace and are called transferable skills.
Examples include being organized or being on time.
The way people usually present their skills to a potential employer is in a document
called a resume. Define resume as a written summary of a person’s education and
work experience to help employers hire the best employee for a job. You may want to
bring a sample resume to show to the students.
Point out that an employer reviews the resume and may want to talk to the applicant
about his or her skills. The business then may call the applicant for a job interview,
the discussion between a potential employee and employer to help decide if the job is
a good match. Tell the students that they will begin to complete research and gain
self-knowledge to aid them preparing their own resume.
Activity (20 minutes)
Distribute JA You’re Hired! Student Materials packets. Ask the students to turn to page
5 titled Skills In Demand. Ask the students to complete the Personal Characteristics
and Skills lists by placing a check mark in the appropriate boxes. Next, ask the
students to consider their skills and complete the resume on Page 7 of the Student
Flier. You may select a few students to share their skills and those they wish to
develop, if time allows.
Pass out the Resume Draft Worksheet. This form will help students gather the
information needed to create their first draft of a resume. Give the students time to
complete this, and assign homework to come with it completely filled out by the next
session.
Summary and Review
Review the concepts and Key Terms introduced in this session. Thank the students
for their participation. Remind the students that their first part-time jobs and internships
are opportunities to build transferable skills and strong references for college
applications and future jobs. Making choices to develop skills that employers want is a
critical component of the job seeking process. Say to the students: Some of you will
have the opportunity to attend the JA You’re Hired! Challenge student event. Prior to
this event, potential employers review the resumes/cover letters submitted by students
as part of the Resume/Cover Letter Contest. Winners of the Resume/Cover Letter
Contest are announced at the event and the deadline is
(contact JA Staff for your JA Area’s student event timeline). Student Resume/
Cover Letter Contest judging criteria is available in the JA You’re Hired! Student
Materials.
Note that in the following lesson, students will explore the different formats of resumes
and will need a draft resume to create a final resume to be submitted to the JA You’re
Hired! Resume and Cover Letter Contest.
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EXTENDED LEARNING OPPORTUNITY: Critical Thinking, Oral Communication
Share with the students the presentation called Did You Know? by Karl Fisch found
on TeacherTube.Com (http://www.teachertube.com). Ask students to analyze
whether globalization will be good or bad for their generation. Provide examples of
globalization and the global nature of markets to the students, focusing on job
markets and skills in demand. Ask the students to identify what actions people in
this generation can take to ensure that they are ready to succeed in a global
economy.
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SESSION TWO
WHAT DOES YOUR RESUME SAY ABOUT YOU?
OVERVIEW
CONCEPTS
Resume
Chronological
Resume
Skills Based
Resume
Power Words
Students will examine what a resume is, and learn how to create one that is unique to
their personal experience and future goals. This lesson is designed for the first-time
job seeker or high school student seeking an internship or a similar entry level
position.
OBJECTIVES
The students will:
SKILLS
Analytical thinking
Identify components
and types of
resumes
Prepare a resume
for employment
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Analyze skills and characteristics and document experiences to express
one’s experience and career aspirations to a prospective employer or hiring
manager
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Create a draft resume that reflects educational history, work experience,
scholarships, awards and achievements in a professional manner
PREPARATION
Discuss with the teacher what the students have learned about resumes to date. If
they already know the basics, consider using the extended learning opportunities
associated with this session. Review the lesson plan, materials, and if you have
examples of resumes from your place of business, it might be helpful to bring copies
in. Delete or cover personal information such as email addresses, phone numbers,
last names, addresses per JA policy. The samples provided will help illustrate
examples of types of resumes and high and low quality resumes. You may need to
reserve access to a projection system, computer lab or make copies to provide
information to students. Discuss reserving the school’s computer laboratory with the
teacher, if needed.
MATERIALS
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Table Tents
JA banner
Lined paper (not provided)
Pens/Pencils (not provided)
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PRESENTATION
Time:
5-10 minutes
Introduction
Greet the students and briefly introduce yourself. Let the students know that you
are a Junior Achievement JA Volunteer or teacher who will lead them through
activities to help prepare them to participate in the JA You’re Hired! Challenge.
TIP: Use your
resume to
Remind the students that this session will help them identify and define their skills
introduce yourself and experience using one of the suggested resume style formats.
and your
background to the
students (delete or
black out personal
contact
information).
Ask the students, “Who can explain what a resume is and why it is important?”
Accept all ideas and acknowledge when students are correct. Remind the students
that in the first session, they gathered information on Resume Draft worksheets that
will help them write a professional resume. Ask for a student to remind the class of
the definition of resume (a written summary of a person’s education and work
experience to help employers hire the best employee for a job). Explain to the
Resume:
student that a job seeker prepares this document to present to a future or potential
A written summary employer. The document is a written representation of the job seeker’s past work
of a person’s
experience, extra curricular activities and/or description of his or her qualifications
education and
work experience to and current experience and goals. Many high school students are familiar with the
concept of a resume but may not realize its importance in obtaining desirable
help employers
hire the best
employment positions or selecting potential employees. Refer to the sample
employee for a
resume formats on page 10 and 11 of the JA You’re Hired! Student Materials
job.
packets. If you are using a real resume as a sample, black out or remove any
personal contact information, per JA Volunteer Conduct Standards policy.
Resume Types:
A chronological
resume is a time
line based format
of a resume
A skills-based
resume summarizes your professional skills and
minimizes your
work history.
Explain to the students that employers review resumes, cover letters, and
applications to determine who they want to interview for the position. Your resume
is important because it often determines whether you will have a chance to
interview for the position you are applying for. The employer may also use this
document in a interview to ask more questions about the person applying or to help
determine if the person applying is a good fit for the position.
Preparing a Resume
Talk to the students about the following aspects of a resume by projecting both
sample resumes from the JA You’re Hired! Student Materials packet and asking
them:
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What is usually at the top of the resume? (Contact information)
What is the objective? (The objective section tells the employer what your goal is in
submitting this resume. It can be as simple indicating the skills/value you hope to bring
to a company or broadly describing your career goals. Give them at least two good
examples of clear objective statements and be sure your objective statement is aligned
with the position you are applying for. )
How long should a resume be? (1-2 pages. As you gain experience, your resume
will grow. At this point, you should have a resume that is one page in length.)
What is the difference between chronological format and skills-based
format? (Briefly cover the formats as the exercise will show them both styles.)
 What would go in the Work History section? (For each past positions, brief
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explanations of your role and responsibilities and what you did that was above and beyond
what was required.)
What would go in the Achievements/Awards/Community Service section? (A
brief explanation of relevant achievements and community service positions.)
Show some examples of resume formats and templates. Ask the following questions of
the class to facilitate some discussion drafting their resume:
TIP: If you have
“cute” email
address like
“babydoll” or
some other
nickname, create
a new email
address using
just your name
such as
janedoe@yahoo.
com. Your email
address and
voice mail
message and ring
back tone should
be professional
when you are
expecting
responses from a
potential
employer.
1. Do I have to list all the jobs I’ve held? What if I only worked there a couple
weeks?
2. Can I use friends and family members as references? Why or why not?
3. I did a good job while I worked there, but quit and my boss was upset
because I didn’t give two weeks notice. Do I have to list this job?
Talk to the students about the TOP 10 things they should not include in a resume.
1. Don’t lie or “embellish” but also don’t include extra information that doesn’t
make you look good such as poor grades or unfortunate work scenarios.
2. Don’t use “I” or “you” in your resume.
3. Avoid personal references, such as information about your age, race, marital
status, children, or political affiliations. There is rarely an advantage to
include any personal interests or hobbies in your resume unless they are
relevant to the job.
4. Don't include a photograph unless relevant, such as for an acting position.
5. Is your email address professional? If not, change it.
6. Matters about your health or any disabilities you have should not be
disclosed in a resume or cover letter.
7. Humor is not appropriate in a resume or cover letter.
8. Don't show your existing salary or expected salary, unless requested.
9. Don’t overlook teachers, parents and friends who can help you proofread
your resume.
10. Don’t forget to use a thesaurus—word choice can have a big impact how
professional you seem.
Summary and Review
TIP: Tell people
(like family) if you
are expecting an
important call, just
in case there are
younger family
members answering the phone. It
is important to answer the phone
appropriately
when trying to obtain a job.
Give the students time to draft their resume using a computer. Provide time for peers
and the JA Volunteer to review their resumes.
All students attending the JA You’re Hired! Challenge can participate in the resume
and cover letter contest. Let them know you’ll be working on cover letters in an
upcoming session. Share the criteria for judging and awards structure with the
students.
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EXTENDED LEARNING OPPORTUNITY: Ethics, Critical Thinking
JA’s Excellence through Ethics Curricula, sponsored by Deloitte, provides a
variety of lessons that have been created to help you expose students to the
importance of ethics. Each can be used independently and these lesson plans
are available online at www.ja.org. The suggested Excellence through Ethics
lesson to compliment this session’s goals is Ethical Job Hunting.
To view the lesson plan, visit The Student Center at www.ja.org and click on
“Learn About Ethics” or type this link into your internet browser: http://
studentcenter.ja.org/
EXTENDED LEARNING OPPORTUNITY: Evaluating, Analytical Thinking
Share the JOB DESCRIPTION with the students and the SAMPLE RESUMES
#1-5. Make enough copies to do this as a whole group or small group exercise.
Ask the students to evaluate the resumes as if they were going to hire for this
position. Ask questions about each resume to help them consider who they
would be most likely to interview for the position. Review the specific resumes,
discussing how the job seeker could improve his/her resume.
16
SESSION THREE
WRITING A COVER LETTER
CONCEPTS
Cover Letter
Self-Knowledge
Skills
Transferable Skills
OVERVIEW
Students learn about the importance of a cover letter, and are introduced to the
components of a basic cover letter.
OBJECTIVES
SKILLS
Develop a Cover
Letter
Demonstrate Job
Search Skills


Identify the basic components of a cover letter.
Create a simple cover letter.
PREPARATION
Review the Key Terms, session objectives, and materials list. If you choose, bring
examples of cover letters to share with the students, blocking out any personal contact information. You may need to reserve access to computers to provide students
an opportunity to create their cover letter. Discuss reserving the schools computer
laboratory with the teacher if needed.
Two peer review tools are provided for students.
If the students didn’t participate the session titled Skills In Demand, please highlight
some of the transferable skills listed in this session outline.
MATERIALS




Table Tents
JA Banner
Pens or Pencils (not provided)
17
PRESENTATION
Self-knowledge:
The special qualities each person
possesses, including his or her
skills, interests
and values.
Introduction
Explain to the students that it is important for them to gain self-knowledge as they go
through life and make decisions about their education and careers. Define selfknowledge as the special qualities each person possesses, including her or his skills,
interests, and values. Self-knowledge will help them choose careers that are aligned
with their skills, interests and values.
Define skills as a person’s talent or abilities. Some skills may come naturally (musical
or athletic ability), and some may be developed through school, work, or other study.
Skill:
A person’s talents
or abilities.
Transferable
Skill:
A skill needed in
many different
jobs, consistently
over time.
Cover Letter:
A job applicant’s
written introduction
to a potential employer that summarizes the applicant’s strengths
and skills.
Point out that skills can be transferable. If the students have completed Session 1,
briefly review transferable skills. If not, define a transferable skill as a skill needed in
many different jobs, consistently over time. Such skills could include the ability to effectively communicate, resolve problems, and to work well with others in a team. From
school to our first work experiences, we have the opportunity to learn transferable skills
that will serve us well throughout our lives.
Ask the students the following questions:
1. What previous work experiences can you list in a cover letter or resume? If
the following examples are not mentioned, bring them up: work study programs, JA Volunteer work, internships, work experience in a family business.
2. What skills do you think are appropriate for any job? Examples could include strong teamwork, ability to solve problems, strong work ethic.
Explain to the students that there are many jobs in a variety of fields available to them.
One important factor to consider when looking for a job is to ensure a fit between their
skills, interests, and values and the requirements of the potential job. When they are in
search of a job, they will need to convey their skills, talents, and abilities to prospective
employers via a resume and a cover letter.
Define a cover letter as a job applicant’s written introduction to a potential employer
that summarizes the applicant’s strengths and skills.
Point out that an employer typically reviews hundreds of cover letters and resumes for
every open position that they are hiring for. Since the cover letter is an applicant’s first
introduction of themselves to an employer, it is important that it catch the reader’s attention and accurately reflect the skills and abilities of the applicant.
18
Activity
Distribute the JA You’re Hired! Student Materials packet and refer to page 13 titled
Cover Letter Tips. Explain to the students that a cover letter should answer the
question: Why should I hire you? It should grab the employer’s attention and point
out why you, above all other applicants, should be contacted for a personal
interview.
Ask the students to fill out their information on page 15 of the packet. As they are
working on the information, point out the following important tips:
General tips:
 Always address the letter to a specific person. Call the employer to get
the correct name and spelling, the title, and address, email, or fax
number of the hiring manager. Be polite and identify yourself during this
call.
 Write each cover letter specifically for the company and/or position you
are seeking.
 Be concise and always proofread the final letter.
In the introduction paragraph:
 Begin with the purpose of the letter, stating the specific position or type of
work that you seek.
 Explain how you heard about the position, only if it is through a mutual
contact or recruiting program.
 Explain why you are interested in this position. Do this in an interesting
manner, and keep your comments brief.
In the second paragraph:
 Explain “why I am the most qualified candidate for this position.” Tie
specific skills or past work experiences to the skills that are required for
the position. Explain why the company or field is of interest to you.
 Strong and relevant examples are important, and will make your cover
letter stand out.
In the closing paragraph:
 Request an interview.
 Refer to the attached resume.
 Thank the reader for their time and consideration.
 Be positive.
Summary and Review
Thank the students for their participation. Let the teacher and students know that
there is also a “6 Traits of Writing” Peer Review Tool (page 16) inside the JA You’re
Hired! Student Materials packet. Remind the students that a cover letter is a critical
component of the job seeking process, and during the JA You’re Hired! Resume/
Cover Letter Contest, potential employers will be reviewing their cover letters along
with their resumes. In the student materials, judging criteria for resumes and cover
letters is outlined for the students on page 17.
19
SESSION FOUR
AM I READY TO INTERVIEW?
OVERVIEW
CONCEPTS
Job Interview
Resume
Behavioral Interviewing
Nonverbal communication
SKILLS
Students will learn how to prepare for, participate in, and follow up on an interview.
Through role play students will see the importance of being punctual, giving clear
and precise responses to questions, and concluding the interview with a positive
and lasting impression.
OBJECTIVES
Research and Evaluation
Practice Interviewing
Skills
Verbal and
Nonverbal Communication








Research the best employers
Secure an interview by proper use of Resumes and Applications
Prepare for the interview by anticipating questions
Make a strong first impression at the interview
Practice behavioral interviewing
Use body language and eye contact effectively
Close interview with a strong sales pitch
Follow-up in a professional manner
TIME
This session takes TWO class periods to deliver.
PREPARATION
Review this session outline with the teacher to discuss what elements of
interviewing the students may already be familiar with. There are several objectives
and this lesson may be modified to meet the needs of the students. Ask the teacher
if the group completed the What Does Your Resume Say about You? If not,
include the optional activity on resume review outlined in this session. Seek the
help of the teacher when dividing students into groups. If the students will not be
participating in the Dress for Success session, please also include tips on
appearance as outlined in that session.
This lesson requires a homework assignment. Ask the teacher in advance if he/she
can help ensure it is completed. This may be by assigning a point value to it, or
setting aside additional class time for it.
MATERIALS






Table Tents
JA Banner
Internet / Projector
Sample Interview Questions Cards
5 Sample Resumes Hand-out
20
PRESENTATION
Introduction
Let the students know that they will have a life-long career. This career may involve
many different jobs and different industries. Throughout their career, they will be
building skills and a professional reputation. From their very first to their very last
job, they build their resume, reputation and network to help them get better, higher
paying jobs in the future.
TIP: The optional
activity also gives
students a chance
to practice the
human resource
function of
identifying
potential
candidates for
available
positions.
As they begin their job searches, ask: What tools are available to assist you in
finding available job openings? (List answers on the board)
Answers should include: Newspaper Ads – Flyers – Friends – Family – Job Fairs –
Billboards – Radio & Television Commercials – Online (Company Websites,
Professional Websites and Job sites.
Ask the students to rank these methods from the most effective to the least
effective. Point out that online is the most effective because there is so much
information available and that networking can increase your chances of gaining an
interview and learning about jobs that are going to be available in the near future.
Radio, TV and Billboards are the least effective because there is very little
information available. Focus on the most effective methods, but diversify as time
permits.
Discuss the following asking the students to help you identify the pros and cons
(positives and negatives) of each method:
Online Searches allow you to search openings for specific jobs such as carpenters,
restaurant work, accounting, marketing etc. You can also use search engines such
as Google and Yahoo to research specific companies that interest you.
Job Fairs allow you to meet recruiters from a variety of companies face to face to
ask specific questions regarding current openings and qualifications for jobs of
interest. It is important when attending a job fair to be dressed professionally and to
be prepared with your resume. Have a list of questions ready about skills,
qualifications and education necessary for career positions you would like to obtain.
Friends and family also can be great resources to find jobs. More than 1/3 of all
positions filled are a direct result of referrals from friends and family members.
Remembering that your personal network includes your friends, their parents and
family members, your parents and family members, past employers, members of
your faith-based community and neighbors will help you remember to always treat
other people with respect and to keep your word.
Advertising media such as newspapers, radio and television is very expensive and
is used by employers to generate large numbers of applicants. To be considered
amongst a large pool of candidates, you must make an immediate positive
impression with your resume and/or application.
21
Preparing for the Interview
Tell the students that now that you have “Wowed” the employer with your resume
and/or application it is time to prepare for the interview.
TIP: If you have
“cute” email
address, create a
new email address
using just your
name such as
[email protected]
m. Your email
address, voice mail
message, and call
back ringtone
should be
professional when
you are expecting
responses from a
potential employer.
Ask the students: How can you prepare for an interview?
First, learn as much as you can about the company. Ask: How can you learn about
the company before the interview? (List answers on the board) Answers should
include: Visit the company, read brochures, talk to current and/or former
employees, visit the company website and do an online search for articles about
the company.
Second, use the information that you have gathered to create questions you think
the employer may ask.
Choose a company together using an overhead projector (if available). As you visit
the website and look for articles about the company, ask students to tell you what
they think that company is looking for in employees.
Working as a group, ask the students to generate potential questions based on the
skills this business may be looking for and also based on other interview questions
they may have heard.
Let the students know that some companies use Behavioral Interviewing. This
style of interviewing asks questions that require the job seeker to provide specifics
about a situation where their skills were utilized. This can be challenging for firsttime job seekers with little work experience to draw from and can even make very
experienced job seekers stumble at times. Give them some sample behavior
interviewing questions like, “Tell me about a situation where you went against
company policy” or “Describe a time when you and your colleagues were at risk of
missing a deadline. What was the situation and the ultimate result?”
TIP: Remind the
students that they
would be an asset
to any company. If
asked a surprising
(but common)
question such as
“Why should I hire
you?” encourage
them to answer
honestly and with
confidence.
Employers are
fortunate to hire
smart, hard
working people no
matter their age or
experience.
Let the students know you will teach them the STAR technique. This can help job
seekers respond to Behavioral Interviewing questions in a positive way. Because
they may have limited work experience, they can ask the interviewer for permission
to use school and personal examples.
S—Situation. Describe the situation and introduce the story so that the
interviewers understand what was happening. What was the goal? Who else was
involved? For example, “Last year, my English teacher assigned a group research
paper and presentation to students in groups of five. This was my first group paper
and I felt lucky to be randomly assigned to a group with other A and B level
students. It was a big job, but we were confident that we could get it done.”
T—Task. Describe the task. “We had to prepare a visual aid, full paper and
components as a team. My team of five included students who all have part-time
jobs or participate in competitive sports. We were having a difficult time meeting
and had pushed our team deadlines to two days before the presentation, promising
each other that we would come through. Two days beforehand, several people
were still working on their presentation pieces.“
22
A—Action. Describe what actions you took, as well as those that others took. Be
honest. “My portion was in rough draft, but one of the gals hadn’t even started her
section. She was a fast typist and a great editor. So, we made her a deal that we’d
work on her section while she began to proofread and type the others.”
R—Result. Describe the actual end result, ending on a positive note. “In the end,
our paper was completed just in the nick of time. We were at a 24 hour copy center
making final copies at 12:00 AM, but had time before school that morning to
Behavioral
practice our presentation before class. We ended up with a C, which is much lower
Interviewing: this than any of us could have done on our own. But, I learned an important lesson
style of
about managing group work. A leader doesn’t trust people to do their parts until
interviewing is
they have earned that. You have to check in with each other to make sure each
based on asking
questions that
team member has started and offer to help as they get their portion of the project
require specific
done.”
stories about past
situations where
the job seekers
skills and
characteristics
would have been
displayed.
Activity, Option A
Find and separate the Sample Interview Questions Cards. Using a cup or small
receptacle like a box, let the students know you will ask a question and then ask
the teacher to call a student’s name at random to answer it. When given a
behavioral interview, have the students identify the four STAR components in their
response.
Activity, Option B
Role Play: Divide the class into groups of three. Each student will take turns
participating in the role play in one of the following positions: Interviewer,
Interviewee and Observer. As Interviewer, the student will interview the Interviewee
using the 3 questions which the Interviewee created from their list of facts and the 3
questions which the Interviewer created that might be asked by any employer. The
Interviewee will respond to the Interviewer’s questions using the techniques taught
in the lesson. The Observer will take notes and give the Interviewee feedback at
the conclusion of each round of interviews. At the end of each round the students
will change positions until each has had the opportunity to be the Interviewer,
Interviewee and Observer.
Now that students have practiced interviewing and learned the STAR method, they
know how to practice their interviewing skills. But, a big part of a successful job
interview (and getting one!) is a first impression. Tell the students that within the
first few seconds of a new encounter, you are evaluated… even if it is just a glance.
Ask the students: How will you make a good first impression? People appraise
your visual and behavioral appearance from head to toe. They observe your
demeanor, mannerisms, and body language and even assess your grooming and
accessories – watch, handbag, briefcase. Within only three seconds, you make an
indelible impression.
What impression is left on a boss or hiring manager if someone is late to the
interview? The person you are meeting for the first time is not interested in your
“good excuse” for running late. Plan to arrive a few minutes early. And allow
flexibility for possible delays in traffic or taking a wrong turn. Arriving early is
23
much better that arriving late, and is the first step in creating a great first impression.
What are some ways you can ease nervousness before an interview? If you are
feeling uncomfortable and on edge, this can create the wrong impression. If you are
calm and confident it provides a solid foundation for making that first impression a
good one. Butterflies are OK; they get the adrenaline pumping. Ask the students
TIP: An easy reminder for the stu- what things they can do to calm down during a stressful situation? (Taking a few
dents is the saydeep breaths before the interview, practicing positive self-talk, visualizing a place that
ing, “Early is on
makes them feel calm and relaxed, and focusing on the other person can help.) Your
time, on time is
butterflies can put you at the top of you game when you learn to control them.
late, and late is
Positive affirmations may be a new and seemingly silly concept for students. But,
unacceptable.”
Aim to arrive 15
many people find it helpful to use them when anticipating stressful situations. They
minutes early to
are best when personal. You may wish to write this sentence on the board and ask
any interview and/
students to insert three positive work-related skills they have into this sentence to
or to work daily.
create their own affirmation. “I am relaxed and confident knowing that with my strong
work ethic, ability to solve problems and work well with others I’d be an asset to any
company.”
TIP: People will
often say that you
don’t want to
overdress for a job
interview. That is a
modern myth that
can keep you from
getting the job you
want. It is always
best to dress at
the same level or
slightly above the
interviewer. It
shows that you are
taking this job
interview
seriously. When in
doubt, always
dress in your most
professional suit. If
you are
interviewing for a
creative position,
add a splash of
color through a pin
or tie.
What non-verbal communication can be used during the interview to help create a
lasting impression? When it comes to making the first impression, body language, as
well as appearance, speaks much louder than words. Use your body language to
project appropriate confidence and self-assurance. Stand tall, make eye contact,
greet with a firm handshake. There’s nothing like a smile to create a good first
impression. A warm and genuine smile will put both you and the other person at ease
in any business situation. But don't go overboard with this - if you keep smiling when
you are unhappy, you will seem insincere. All of this will help you project confidence
and encourage both you and the interviewer feel better at ease.
What affect does a positive attitude have on your interview? Your attitude shows
through in everything you do. Focusing on the positive is an attractive quality in a
prospective employee. Remember that each interview and business meeting is a
chance to practice your interviewing and communication skills and get better at it.
Strive to learn from your meeting and to contribute appropriately, maintaining an
upbeat manner and a smile.
SUMMARY AND REVIEW
Tell the students you may continue this topic in the next meeting. In summary,
discuss how to make a good impression by facilitating discussion on the following.
Pose the guiding question, What kinds of behaviors are considered rude in a
interview?, and help the students come to the appropriate conclusion through
discussion. Remember that maturity may vary, and this information may come as
very foreign to their generation. Focus on the positive as the students bring up right
scenarios and help them think from the perspective of a potential employer in a nonjudgmental way. Avoid lecturing—cover the tips to summarize each point:
It goes without saying that good manners and polite, attentive and courteous
behavior help make a good first impression. In fact, anything less can ruin the one
chance you have at making that first impression. An easy way to do this when you
are nervous is to practice good listening skills and show interest in the other person.
24
SESSION FOUR—PART TWO
AM I READY TO INTERVIEW?
OVERVIEW
CONCEPTS
Job Interview
Resume
Behavioral Interviewing
Nonverbal communication
SKILLS
Students will learn how to prepare for, participate in, and follow up on an interview.
Through role play students will see the importance of being punctual, giving clear
and precise responses to questions, and concluding the interview with a positive
and lasting impression.
OBJECTIVES
Research and Evaluation
Practice Interviewing
Skills
Verbal and
Nonverbal Communication








Research the best employers
Secure an interview by proper use of Resumes and Applications
Prepare for the interview by anticipating questions
Make a strong first impression at the interview
Practice behavioral interviewing
Use body language and eye contact effectively
Close interview with a strong sales pitch
Follow-up in a professional manner
TIME
This session reinforces concepts from Session 4.
PREPARATION
Review this session outline with the teacher to discuss what elements of
interviewing the students may already be familiar with. There are several objectives
and this lesson may be modified to meet the needs of the students. Ask the teacher
if the group completed the What Does Your Resume Say about You? If not,
include the optional activity on resume review outlined in this session. Seek the
help of the teacher when dividing students into groups. If the students will not be
participating in the Dress for Success session, please also include tips on
appearance as outlined in that session.
MATERIALS





Table Tents
JA Banner
Internet / Projector
Sample Interview Questions Cards
5 Sample Resumes Hand-out
25
DISCUSSION:
This example can
open a
discussion about
the difference
between
professional and
personal
relationships. A
student explained
she got in trouble
at work. She
worked in the fast
food industry and
when she was
having a bad day,
she would be
honest with
customers. Ask
the students what
they think about
this scenario and
accept all their
responses. Ask
them what the
difference is
between personal
relationships and
professional
relationships?
Let them know
that when you are
having a bad day,
sometimes it is
hard to maintain
an upbeat attitude.
But, part of what
your employer
pays you to do is
to create a positive
work environment
and represent their
company so that
customers want to
return. You may
have had a bad
day so far. Keep
focused on doing
the best job you
can do in the
moment and make
sure you speak to
customers and
coworkers in a
pleasant way. In
any job you have
you should always
strive to be
respectful,
professional and
polite at all times.
Introduction
Choose some sample questions to pose to the whole group that may be specific to
one business or for any business. Ask a behavioral question and have the students
recall the STAR method to answer it. Tell students that today’s session will be
focused on helping students discuss and determine the best practices when
interviewing, and how to make a good first impression.
ACTIVITY
Ask the teacher to help you lead the students through this whole group activity.
Let the students know that during this visit you’ll be practicing interviewing again,
learning how to “close” an interview and how to follow up. Ask the students to
suggest a few employers they may like to work for.
Select an employer of their choice. Using the internet, help the students research
the employer by accessing the company’s website and using a search engine to
locate articles about the company. Together, student will then create a bullet point
list on the board outlining at least 10 facts they have learned about the employer.
Then, ask the students to use that list to create 3 possible questions that the
employer might ask in an interview. Finally, the student will create 3 possible
interview questions that might be asked by any potential employer.
Let the students know that generational differences can affect their first impression
and their chances of getting a job or internship. One of those is attentiveness.
Today’s youth are multi-taskers, but that can be perceived as inattentiveness. It’s
best to avoid text messaging in business meetings or even when waiting for a job
interview. It is often perceived negatively by people outside of your generation. Your
interviewer deserves 100% of your attention. Anything less and you’ll create a less
than good first impression.
Almost everyone gets a little nervous when meeting someone for the first time,
which can lead to nervous habits or sweaty palms. By being aware of your nervous
habits, you can try to keep them in check. And controlling a nervous jitter or a
nervous laugh will give you confidence and help the other person feel at ease. Put
yourself at ease by using relaxation techniques such as taking a deep breath or
clinching and unclenching your fists (Be sure and do these things when no one is
watching).
What techniques can be used to improve communication, in the interview and also
with your co-workers? In the comedy, there are times when a group of people will
host improvisation (improv), an unscripted performance. There is a “rule” that you
always work with whatever your partner brings in to the performance, trying to
extract the funniest pieces. In a similar way, conversations in work and professional
environments are based on verbal give and take. This is why you should prepare
questions for your potential employer beforehand. Use the information you gathered
in your research to find things you have in common with the company. This can be a
great way to open the conversation and to keep it flowing. Many adults are
uncomfortable talking to teenagers in general and are unsure that high school
students are mature enough for business internships. You can change their
26
perceptions by being friendly, respectful and professional. They will quickly gain
respect for you and ensure that they are interested in helping you reach your goals.
Now that the students know some questions they may face, and how to make a
good first impression, they’ll learn how to conclude an interview in a positive way
and follow up. Using facilitated discussion, pose the guiding questions. Avoid
lecturing and be non-judgmental in your responses. Focus on the positive and help
students come to a consensus about the best way to proceed.
What does it mean to close the interview? In sales, there is a term which means “to
close” or to positively conclude so that the customer wants to make a purchase. In
this case, we will close the interview so that the employer wants to hire you. Here
are some key points to keep in mind:
1. Leave your interviewer with the right picture of you. Think of at least five
skills or traits you want remembered after the interview. Choose something
specific. If you answer questions with, "I have great communication skills, and I
am a hard worker," you will not stand out.
TIP: Provide one
more example of
this . Students may
think they need to
provide hobby/
extracurricular, or
irrelevant information to stand out.
Instead, give one
more that highlights
workplace skills in
a unique way.
Example: "I have two skills that are distinctly different but that define my personality.
I am a very good pianist and an excellent 'computer guy.' I'm known for my love of
keyboards, but the problem solving skills would be of special use in this position."
2. Ask if there is anything else you can provide. Examples include
references, transcripts, background information, and samples.
Example: "Is there any other information that I can provide that would convince you
that I am the right person for this job?"
3. State your interest in the position. Sound interested and tell what added
value you can bring to the job.
Example: "From what you have been telling me about this position, and from what I
know about your company, I know that I have the right mix of experience and
education to bring value to this position. Based on past experiences I can ‘ramp up'
quickly and be on board with projects within the first few weeks."
4. Ask about the next step in the process. It's important for you to know the
next step for follow up. Ask for the decision date, if possible.
Example: "I'm interested in knowing what the next step in the process is and when
you will be making a decision so I can follow up."
5. Find out how to contact the interviewer. If you don't hear back, you will
need to know whom to contact and whether the employer will accept calls to
check the status.
Example: "I'd like to stay in touch and follow up with you in a week or two to see how
the process is going and where I stand. How do you prefer that I communicate with
27
you -- email or phone?"
Closing the sale is important, but your closing should be tailored to the position,
your personality and interviewing style, and the interviewer. Keeping these things
in mind will help you determine which closing is appropriate for you and the
situation.
After the interview, there is waiting. How can you follow up in a professional
manner? Follow up can help you turn an interview into an offer by knocking out
your competition, reassuring the hiring manager of your capabilities and sincere
interest, or turning a losing situation into a winning one. Consider the following
pointers. First of all, assess each interview. Effective follow up depends on
knowing what happened in the interview. Ask yourself several questions.









How did it go?
What did they say? What did you say?
How many people did you see and how much time did you spend with
each one?
What role does each one play?
Who is the decision-maker?
Which one is likely to most influence the decision?
How quickly do they plan to make an offer?
What do you believe you have to offer that your competition doesn't?
What problems does the interviewer have and what solutions do you
recommend?
Then, follow up with each person with whom you interviewed with a computergenerated letter of thanks - regardless of how the interview went. Your goal is to
influence the interviewers. Address the following areas in your thank you letters:
Apply the same tone reflected in the conversation during the interview
(friendly, formal, etc.).
 Reaffirm your interest in the position and thank the interviewer for the
time given to you.
 Recap your key qualifications that apply to the position, your
understanding of the employer's immediate needs and what can you do
to make his or her job easier.
 Reiterate the commitment you made at the end of the interview and
state the next steps. For example, "I'd like to get together with you to
discuss my ideas on..." or "If I don't hear from George within the next
week or so, I'll follow up with a call."

Move the process along to the next step at the employer's pace - not yours. The
next steps could include another meeting with the hiring manager or other people,
discussion of your ideas for a new project, or a proposal on how you would
handle a certain area. The timing of your letter depends on the hiring manager's
sense of urgency and personality. If the situation is urgent, mail or deliver your
letter(s) immediately.
28
SUMMARY AND REVIEW
Discuss some of the things the students learned from this activity.
Review the 7 objectives with the students facilitating a discussion around the following guiding questions:
1.
2.
3.
4.
5.
6.
7.
What is one common mistake on a resume or job application?
How do you best prepare for an interview?
What is an effective way to respond to a behavioral interview question?
How can you make a strong first impression at the interview?
What can you do to make sure you come across positively?
What is one way you could effectively close an interview?
How do you effectively follow up after the job interview?
29
SESSION FIVE
BUSINESS COMMUNICATIONS
OVERVIEW
CONCEPTS
Values
Ethical dilemmas
Personal ethics
SKILLS
Analyzing Information
Decision-making
Oral/Written Communication
Public Speaking
Reading for Understanding
Students will explore how business networking can help them in their job search and
in meeting their goals. They learn how to prepare for business networking opportunities such as mixers and social events.
OBJECTIVES
 Practice public speaking
 Respond to workplace situations
 Understand ethical and legal implications of decisions
 Identify their values
PREPARATION
Review the session plan, and familiarize yourself with the scenarios.
MATERIALS




JA Banner
Table Tents
JA You’re Hired! Student Materials Packets
Blank Paper or Note cards
30
PRESENTATION
Introduction
TIP:
Build in time for
questions from
students, keep it
light, be prepared
to go first to break
the ice on public
speaking
Greet students and explain that there will be a communications segment to the JA
You’re Hired! Challenge. They will be able to either compete or take a workshop during
this time. Today’s session is designed to help them learn and practice the skills to
compete. Discuss page 20 of the JA You’re Hired! Student Materials packet that
outlines 10 Public Speaking Tips.
Activity One
Review the three workplace dilemmas below (A, B, and C) with the group. Ask
students to choose one and write what their personal response would be to it. Address
their choice, what the right thing to do is, what the legal thing to do is, and possible
consequences of this and other choices.
A. You’ve just won tickets to a concert....tonight! You know that you’ve got work
scheduled tonight and have been trying to find someone to cover your shift. So far, no
one can help. What will you do? Pass the tickets on to a friend so you can honor your
commitment to go to work for your regularly scheduled shift or make an excuse for an
absence?
B. You are running 10 minutes late for your scheduled shift – what is the best way to
handle this? Call your boss and explain, send a coworker a text message to tell the
boss you are on your way, just show up late and apologize then. How do you
communicate the message?
C. You and a friend at work have been working together and can’t stand your
supervisor. He is always asking you to do the most ridiculous things. It seems like he is
just trying to waste your time. You tell your friend that if you don’t get a raise, you are
likely to quit. The next day, you receive an email that makes you angry; your friend
admits to you that she told the boss she should get more hours because she thinks
you may be looking elsewhere for another part-time job. You are fuming—you need
this job and that conversation was totally private. How would you respond?
Activity Two
Provide time for students to write a response with an introduction, body and conclusion
to present to the class. Ask for student JA Volunteers to present one of their workplace
dilemmas and response to the class.
Explain to the students that your values will dictate your actions and also shape your
reputation. Values are those beliefs which are so important to you, that you won’t even
have to think about them in a situation before acting. They are what causes someone
to admit they were wrong, confront a bully, or stop to help someone who’s car has
broken down.
31
Summary and Review
Remind students that many companies have policies that, if violated, would result in the firing of employees. All employees should take care to ensure that
they do what is right and what is legal in each situation.
Open a class discussion to allow students to share examples of real scenarios
where ethics came into play in the workplace, current events, or school/family
situations. How does the response given affect your perception of the person
involved? Ask students to share feedback on how they might have responded
differently. Invite adults in the room to share their perspectives as well.
32
SESSION SIX
BUILDING A BUSINESS NETWORK
CONCEPTS
Networking
Taking Initiative
Making a Good
Impression
Attitude
Presenting Yourself Professionally
SKILLS
Verbal and nonverbal communication
OVERVIEW
Students will explore how business networking can help them in their job search and
in meeting their goals. They learn how to prepare for business networking opportunities such as mixers and social events.
OBJECTIVES
1. Learn the basics of business networking
2. Research professional/student based organizations
3. Build an effective 30 second commercial
4. Make a strong first impression
PREPARATION
If students didn’t engage in the session, Am I Ready to Interview? please review the
session plans and discuss them with the teacher. The activity on making a first impression is an excellent introduction to networking.
MATERIALS



JA Banner
Table Tents
JA You’re Hired! Student Materials packet
33
PRESENTATION
Introduction
Tell the students that some people believe that businesses hire you for two things,
what you can do and who you know. Ask the students, “Do you believe that is true?” In
that statement, the person is referring to your skills and your network. In business, your
Business
network involves people who have experience working with you, view you positively
Network: a
group of people and will help you if possible. These people who are in your network are those who you
who know you know who you are willing to help accomplish their goals and they are also willing to
and are willing help you accomplish your goals.
to help you in
Ask the students, “What is the group’s perceptions of networking? When do they think
business
networking can happen?” Talk with the students about how networking can happen at
situations if
any time at any moment. The first step to developing a network is becoming aware of
possible.
the one you already have. Ask the students, “what is one of the most important skills to
have?” Point out that many skills are important but making sure that you can
effectively communicate at all levels with all types of people is one of the highly
transferable skills-useful in any career. Adults have social networking sites, just like
young people. These sites are used to keep in touch with professionals that they work
with on a variety of projects in the community and past colleagues.
Refer to the definition of networking: a supportive system of sharing information and
services among individuals and groups having a common interest. Examples of groups
might include people who all work in similar positions such as SHRM (Society for
Human Resources Management) or in a similar industry such as the Arizona Tech
Council. It can also be less formal, such as working parents who use networking at
soccer games and PTSO groups to help themselves juggle the demands of their
children’s schedules.
Tell the students that experts estimate 1/3 of jobs are obtained through your network.
This means that as we start to think about entering into the workforce we must be
aware of every conversation and interaction we have with others. This could come in
the form of relationships with teachers, neighbors, friends of the family. Make every
moment count.
ACTIVITY ONE
Ask the students to talk about the student organizations they belong to. Examples may
include groups like FBLA, DECA, FCCLA, FFA, student government, associations, and
clubs. Work with the students to generate a list of organizations in your community that
would be good places for them to network. Plan to type and provide this to them as a
follow up resource. This could include a listing of Student Clubs/Student
Organizations. It may also be a listing of Student Organizations at the college level
and professional associations. The importance of networking with all three levels of
associations/organizations is either for peer to peer networking and knowledge sharing
or to learn from a more senior student or professional.
34
Talk with the students about how networking can happen at any time at any
moment. The first step to developing a network is becoming aware of the one you
already have. The objective at the end of this short discussion is to simply open their
eyes to all of the networking resources available to them.
ACTIVITY TWO
Ask the students, “what do you think a 30 second commercial is?” Many of them may
not be familiar with this term which is also referred to as an “elevator speech”. Lead a
discussion centered around their ideas and bring them to a final understanding that a
30 second commercial is an in-person introduction that features you as you market
yourself as a professional, or as a job or internship seeker. Ask, “what do you learn
from a 30 second commercial?” Just like a commercial for a service or product, a “30
second” commercial is an in-person introduction. Thirty seconds is long enough to
state your name, what you do, and tell a new contact what you can offer or are looking
to learn. In short, 30 seconds is enough time to get people to want to learn more about
you. The 30 second commercial is one of the most powerful marketing tools for a
professional. Ask the students to think of a product. Once selected, ask them, “What is
it? What qualities define it? and What impression does the packaging convey?”. You
can use these same questions to promote yourself to an employer like a marketing
professional does with a product.
Advertising is the
act of presenting
products to the
public.



Who are you?
What qualities do you have?
How is the packaging?
To build the 30 second commercial, direct the students to the 30 Second Commercial
on page 21 and first ask the students to ask themselves questions that center on their
selling points.




What do you LIKE to do?
What do you do WELL?
What do you want to LEARN?
What VALUE do you bring?
Ask the students to remember that when you are marketing yourself, as well as when
you are marketing a product, you are essentially advertising. You need to remember
to accomplish these things:
Grab attention. You must gain positive attention through enthusiasm, a firm
handshake, and good eye contact.
 Hold interest. People pay attention to other people (and ads) that they relate to
easily.
 Create a desire. People must feel like you have something to offer them, or that
they need the product.
 Obtain Action. Help people come to the decision to buy the product, or hire the
person.

Have the students work on their 30 second commercials alone, at least filling out the
35
initial questions. Once the students have completed the basic questions, have them
practice in groups of three to four depending on class size and once they have had
a chance to practice them in a small group, ask for a JA Volunteer to present theirs
to the class. Ask the teacher to help choose a confident student to go first.
If the student is sitting down and doesn't stand up, that is ok. This is a great
example to give the class. Once the student has given it from their seat, then ask
them to go to the front of the class with no notes and give us your "30 second
commercial." The student’s presentation will be different! From now on, ask all the
students to come up front with no notes for this activity. Be sure that the students
understand that this commercial should be practiced and practiced and practiced
again. It should be delivered with confidence as this will often be the first
impression they remember most. Tell the students that within the first three
seconds of a new encounter, you are evaluated… even if it is just a glance. People
appraise your visual and behavioral appearance from head to toe. They observe
your demeanor, mannerisms, and body language and even assess your grooming
and accessories. Within only three seconds, you make an indelible impression. This
isn’t something only judgmental people do, we all do it whether we realize it or not.
We gather information about a person based on their posture, facial expression,
hairstyle, clothing and more. We assess one another instinctively to determine an
initial impression which is often based on our past involvement with others.
SUMMARY AND REVIEW
Ask the students to share with you what they think makes a good first impression
on adults. Does this vary from what makes a good first impression on people their
age?
You have just a few seconds to make a good first impression and it’s almost
impossible ever to change it. Much of what you need to do to make a good
impression is common sense. But with a little extra thought and preparation, you
can hone your intuitive style and make every first impression not just good, but
great.
The final discussion with the students should be focused on the importance of
networking in any situation. People skills and how the students handle themselves
in the situations are key. Networking and making connections with others is the
best way to create a buzz about you. Challenge the students to approach
networking as a chance to help connect other people and not always themselves.
This approach will help them standout amongst their new network and will help to
encourage others to stay in contact with them.
36
SESSION SEVEN
WHAT GOES AROUND COMES AROUND
CONCEPTS
Develop social
awareness
Influencing others
Business
Networking
Transferable Skills
Oral and
nonverbal
communication
SKILLS
Oral and
nonverbal
communications
Critical thinking
Demonstrate
effective
questioning
techniques
OVERVIEW
Students will practice networking through an activity where they community needs and
assets in hopes of being able to exchange goods and services. They learn that by
putting the interests of others first, they can build a strong business network quickly.
OBJECTIVE
Students will:
Be able to explain the benefits of business networking to their professional
careers
 Identify two approaches to business networking and determine which is most
effective
 Analyze factors that influence human behavior

PREPARATION
Review the session plans thoroughly. This session has two activities that will need to
be divided over two class periods or taught during a 1 ½ hour block of time. Recruit the
teacher or another adult or student to role play networking with you during the
introduction. You may wish to practice this in advance. Think about the ways that
networking has helped you professionally to provide relevant examples.
In advance, carefully read the instructions and divide Networking Scenario Cards
for the second activity.
MATERIALS
 Table Tents
 JA Banner
 JA You’re Hired! Student Materials packets
 Networking Scenario Cards (2 per student)
 Pens/Pencils (not provided)
37
PRESENTATION
INTRODUCTION
Business
Networking: a
social activity that
provides
opportunities for
like-minded
professionals to
meet one another
and usually
generates
business leads or
business
relationships
among members.
Greet the students at the door and welcome them to class. Tell them that today’s
activity to prepare for the JA You’re Hired! Challenge is about business networking and
that there will likely be an activity at the JA You’re Hired! Challenge where they will
network with business professionals. Ask for a couple JA Volunteers to give you some
examples of business networking. What is it? Who does this? How is it done?
Define business networking as a social activity that provides opportunities for
professionals to meet one another and usually generates business leads or business
relationships between members. Networking is also establishing personal and
professional relationships that cause people to view you as trustworthy, responsible
and worthy of a referral for a job or for business. Let the students know that many
people find jobs through networking. This is a useful skill to help them establish a
professional reputation and meet their personal and professional goals. There are
effective and ineffective ways to network.
ACTIVITY ONE: Networking Basics
If there is a teacher available, role play with him/her or another willing student on an
ineffective networking interaction. Be sure to communicate the following ineffective
behaviors:
 Hastily greet your partner and forget his/her name or call him/her by the wrong
name
 Monopolize the conversation with your agenda/goals, interrupt often
 Only ask close-ended questions that are overtly self-serving
 Barely pay attention to your partner when he/she speaks about his/her goals or
interests so that you can “scan” the room to look for other people to talk to
 Disclose too much information or be too casual
 Stop the conversation short to speak with someone else
Facilitate discussion about what was ineffective about these interactions with the
students. Explain that professional communication requires you to be friendly, polite,
and respectful of all individuals you interact with. Ask for some examples of verbal and
nonverbal communication that seemed ineffective. Remind the students that
networking is about making connections for yourself and for others. As you get to know
others and having other people know more about you; your business network will grow
rapidly.
Use a relevant example of your early career/networking connections that shows how
each of us is always building our reputation and our network, whether we realize it or
not. Our parents, their coworkers and friends, our friends’ parents, neighbors, people
we baby-sit for and do odd jobs for, members of our congregations/temples/mosques
and others are already part of our network. Our interactions with them determine
whether those relationships can help us reach our goals. Ask the students to
individually brainstorm who is in their current network and how they may be able to
help each of these individuals meet some of their current goals and vice versa. Refer
to the Who Do I Know? Worksheet on page 21 of the JA You’re Hired! Student
Materials packet. Ask the students to complete the Who Do I Know? worksheet.
38
Go around the room and help the students get started with the activity and to think
about the places people work or socialize and who else they may be connected to.
Ask the teacher if this needs to be collected for grading.
Time: 10 minutes
Summary and Review
Ask the students to share some things that they learned about networking and their
own network today. Ask them to identify some “effective” communication techniques
for networking that they can practice with these individuals to help the people in their
network perceive them as mature and responsible young adults. Remind them that
TIP: Social media business networking involves give and take. But, it is most effective when you focus
sites like LinkedIn on helping others first.
and Facebook can
help you identify
people you know
who know people
at a company
you’d like to work
for or do business
with.
In addition, it is possible to influence the hiring decision during your job search by contacting anyone else who can help you. Think of the people (your references or mutual
contacts) the hiring manager will most likely call for information. Call them, tell them
about the position, and ask for their support by putting in a good word for you.
Let them know during the next session you’ll give them an opportunity to develop and
practice their networking skills.
ACTIVITY TWO: Networking Simulation
Time: 40 minutes
Prior to entering class, divide the asset, need and memory mole cards. Each need has
a matching asset next to it that must be held by a different student in order for the exchange of goods and services to occur. Two (of every 10 students) will receive the
special Memory Mole Cards. These are secret cards that will help illustrate effective
ways to network.
Ask the students to review what they know about networking from the last session.
Ask if any of them discovered any people in their network that they may be able to
help them find a summer job or internship?
Tell the students: We are going to play a game that will help you practice networking,
and verbal and nonverbal communication. Each of you will receive two Networking
Scenario cards, an asset card and a need card. When you receive your cards, read
them carefully. During the activity, the students should stay in the “role” outlined on
the card. You will be networking with others in the class—introducing yourself, shaking
hands, and starting a conversation as if you know nothing about them. When you network, these conversations will help you get to know the other person’s role and goals.
As you are networking, you may realize that you can help that person. If you’d like to
give your asset freely, you may by endorsing (signing) the back of the card and giving
it to the person who needs it. You may not show your cards to others or ask outright
for what you need.
Remind all the students that paying attention and being professional is important to
networking. It is especially important to end conversations in a way that makes people
want to talk to them again.
39
Role play with the teacher a sample networking interaction including a handshake,
conversational questioning, displays of nonverbal listening and a professional end
to the conversation. Sample Need: I need a guest speaker for my marketing class.
Sample Asset: Volunteer’s spouse is a Marketing and Branding Volunteer.
Tell the students: Your goal is to end the game with two cards in your hand—an
asset card that will help you with your need card. Once you have your matching
set, continue to network and help connect people with others who can help them. If
an asset is given, co-sign the back of that card. Communicate these rules or post
them on the board.
Rules:
TIP:
Set a timer for 15
minutes so that
there is time to
facilitate the
summary and
review.
Shake hands (strong handshake), establish eye contact and introduce
themselves (practice introducing themselves).
 Ask questions to learn about the other person’s scenario (rather than just
saying, “what do you have?”).
 Listen to the other person speak and make them feel valuable through
consistent eye contact and feedback.
 Give and Refer if you can help someone through your asset, you can
endorse the back and give it freely. If someone refers you to someone else
who could help you, have them endorse the asset card as well.

Allow 10—15 minutes for students to network. Teacher and JA Volunteer should
mingle and acknowledge when students are networking effectively.
Summary and Review
Ask students some questions to facilitate discussion about the activity: How did
that feel? What was awkward about networking and how did you overcome it?
How did you close conversations when you realized that your needs/assets
weren’t a match? Who ended up with two cards—their need and matching asset
card? Ask for a volunteer to share who gave them the asset, how did he/she
discover that someone else needed their original asset card?
Ask them if there were any students in the group that were especially helpful. Was
it easy to remember the helpful students? Reveal the students who were the
Memory Moles. Find out who signed the backs of the cards the most. Consider
bringing in a small prize for this student.
Explain that in the professional world, we exchange business cards rather than
endorse the backs of needs/asset cards. We have to remember the conversation
and follow up as needed. Because of JA policy, adults involved with JA can’t
exchange business cards with students or connect through social media. But,
some students will have an opportunity to network again at our JA You’re Hired!
Challenge. And, they are all capable of getting a head start by building their
personal network now. Invite students to continue to think about how they can
engage in networking activities that are aligned to their personal/professional
goals.
40
SESSION EIGHT
DRESS FOR SUCCESS
OVERVIEW
The students review different professional looks to gain an understanding of how the
way in which they present themselves affects others’ perception of their professionalism
and abilities.
CONCEPTS
Values
Ethical dilemmas
Personal ethics
SKILLS
Analyzing Information
Decision-making
Oral/Written Communication
Public Speaking
Reading for Understanding
OBJECTIVES
The students will:
 Recognize appropriate and inappropriate work attire
 Understand that different companies and industries have specific dress codes
 Determine appropriate dress for a variety of professional situations (online)
PREPARATION
Review the session plan and activities. Make sure to gather the supplies needed for this
activity and ask the students and your colleagues to bring in magazines for the activity.
Avoid magazines with mature subject content such as Cosmopolitan, Maxim, Glamour,
and Vogue. Use a document reader or make transparencies/copies to share the sample
dress codes provided. Review the Dress for Success Flyer which outlines the dress requirements for students attending the JA You’re Hired! event. Reserve a computer lab
or select students to use the classroom computers to use the online Dress for Success
activity as well.
MATERIALS








JA Banner
Table Tents
7 11x17 sheets of paper (not provided)
2-3 magazines per group (not provided)
1 pair of scissors per group (not provided)
1 bottle of glue or glue stick per group (not provided)
1 set of markers per group (not provided)
41
PRESENTATION
Introduction
Tell the students that today you will be discussing professional attire for the
workplace. Explain that throughout different companies or industries, dress
codes change. Dressing similar to leaders in the organization shows that you
take the position seriously and want to succeed. Young adults who dress in
alignment with their company’s policies and exhibit other positive workplace
behaviors such as showing up on time, honoring their commitments and being
respectful of those they work with and their managers, are often perceived as
being mature enough to handle additional responsibilities. Many companies
have dress code policies in writing. Ask for some volunteers who are working to
tell the class about the dress code of their company. Share your company’s
dress code and what is deemed appropriate by your clients as well. Usually
companies specify professional, business casual, casual or uniform attire.
Business attire is the most professional attire and includes jackets with
matching slacks, jackets and blouses with knee-length skirts or dress suits with
hosiery; crisp, pressed button-down long-sleeved collared shirts and blouses,
sweaters and sweater sets, ties for men, dress shoes and closed-toed shoes
TIP: People will
often say that you with a low heel for women. It is the most conservative, professional looking level
don’t want to over- of dress and also includes accessories such as scarves, watches, matching
dress for a job in- belts and one pair of earrings for women and one ring for women/men.
terview. That is a
modern myth that
can keep you from
getting the job you
want. It is always
best to dress at
the same level or
slightly above the
interviewer. It
shows that you are
taking this job interview seriously.
When in doubt,
always dress in
your most professional suit. If you
are interviewing
for a creative position, add a splash
of color through a
pin or tie.
Business casual is still appropriate for work, but is a little more relaxed. This
level of dress includes short-sleeved collared shirts, sweaters and sweater sets,
short sleeved blouses, knee-length skirts without hosiery, dress shoes, khakis,
and for women may include dress capris that are at least mid-calf in length.
Weekend casual wear includes jeans, shorts, short capris, t-shirts, sleeveless
shirts, tennis shoes, ball caps, and bold accessories, flip flops, skirts or dresses
that are above the knee, and long shirts/shirt dresses with leggings, exposed
tattoos, unkempt hair, dramatic make-up, unnatural hair colors, and multiple
piercings and/or facial piercings. These items may be part of a company uniform
and if so, then they are appropriate for your company.
Ask the students to consider “What the appropriate dress would be for different
meetings or occasions?” If you would like to be seen by others as someone
who is successful and worthy of opportunities to be promoted, it is good to avoid
wearing anything that is casual enough to be worn to a dance club or to the
beach at work, even if it is permitted.
Ask the students, “Is your appearance saying the right things to help create a
good first impression for a potential employer?” Start with the way you dress.
The person you are meeting for the first time does not know you and your
appearance is usually the first way we learn about one another. But, it certainly
does not mean you need to look like a model to create a strong and positive first
impression. (Unless you are interviewing with your local model agency, of
course!) The key to a good impression is to present yourself appropriately.
A clean and tidy appearance is appropriate for most business and social
occasions. A good haircut or shave, clean and pressed clothes are
42
recommended. Some schools and all workplaces have policies about immodest
attire—avoiding low cut shirts and short skirts for females, and pants at or near the
waistline covering undergarments for both males and females. Neat make-up that is
appropriate for work is not the same as that for a concert or night club. Remove
piercings if possible or put in the smallest or most subtle ones you have and cover
tattoos at work. You should always be dressed at the same level or one level above
the person who is conducting the interview. You should never be dressed more casual
than the interviewer.
A Word about Individuality….Tell the students the good news is you can usually create
a good impression without total conformity or losing your individuality. Yes, to make a
good first impression you do need to “fit in” to some degree. But it all goes back to
being appropriate for the situation. If in a business setting, wear appropriate business
attire. Ask them to think about ways to express themselves that is not related to hair,
make-up, and clothing.
ACTIVITY ONE
Ask the teacher to break the students into groups of 4 or 5. Make sure each team has
a few magazines that the students were asked to bring from home. Give each team 15
minutes to cut and paste pictures of appropriate and inappropriate work attire onto
their blank sheet of paper. The front side should represent appropriate work attire on a
continuum from most to least professional, while the reverse side represents
inappropriate work attire which includes immodest attire, club/party attire, and weekend
casual or active wear clothing.
When time is up, ask a representative from each group to show their poster, explaining
why each picture fit into the given category. Explain that when you agree to work for a
company, you are agreeing to follow their policies and procedures.
ACTIVITY TWO
Students can visit the JA You’re Hired! online curriculum website and choose the
Dress for Success session. This session provides them with an activity that has
scenarios in which they will identify the appropriate way to dress based on the work
environment, meeting or event.
SUMMARY AND REVIEW
Tell the students that some of them will attend the JA You’re Hired! Challenge event,
and they will be required to wear professional attire. Refer to the Dress for Success
flyer recaps the lesson discussion and will help the students to dress appropriately for
the event.
43
For information about scholarships, other high school programs and to access the
Junior Achievement USA Student Center, please visit:
www.ja.org
44

JA You`re Hired! - Junior Achievement

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