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JA Job Shadow
Copyright ©2013 Junior Achievement USA Colorado Springs, Colorado
Any text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, storing in an information-retrieval system, or otherwise, except in the course of conducting a registered Junior Achievement USA® class or with the permission of the publisher.
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Preparing for the Site Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Volunteer Conduct Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Master List of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Session One: Before the Job Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Session Two: Perfect Match. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Site Visit: JA Job Shadow Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Session Three: Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Student Materials Pages*
Career Cluster Descriptions Consent Form Medical Authorization Form Career Assessment Instructions How to Craft an Elevator Pitch Tips for Writing a Great Resume Resume Template Creating an Infographic Profile Infographic Profile: Example One Infographic Profile: Example Two
1A-B . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45 2B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 2C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 3A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 3B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 3C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 3D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 3E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 3F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 3G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Job Interviews Tips 2A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
*Obtain copies from JA staff or print for students.
Experienced, professional educators and subject-matter experts are employed to contribute to and review Junior Achievement programs. Their expertise in career education, business, social studies, literacy, mathematics, curriculum development, and pedagogy has significantly enhanced the quality of this program: • Christine Berglund, Middle School and High School Literacy Consultant and Educator, Colorado Springs, CO • Joy Nehr, Subject Matter Consultant—Literacy and Humanities, Laurel Springs School, Tucson, AZ • Karin Smith, Career Counseling and Education Consultant, Founder, CommUNITY Connections Consulting, LLC, Milwaukee, WI
• • • • • •
Junior Achievement USA acknowledges the following JA Areas for their work in piloting JA Job Shadow: JA of Tampa Bay, Inc. Junior Achievement of Chicago Junior Achievement of Oklahoma, Inc. Junior Achievement of Southern Colorado, Inc. Junior Achievement of Southwest Connecticut, Inc. Junior Achievement of Utah, Inc.
• • • •
Sources of information for the JA Job Shadow program materials include: U.S. Department of Labor, Bureau of Labor Statistics, www.bls.gov The Occupational Information Network (O*NET), www.online.onetcenter.org U.S. Department of Education, www.ed.gov Common Core State Standards, www.corestandards.org
JA Field Program Advisory Committee
The JA Field Program Advisory Committee (FPAC) provides direction and feedback for the development of all JA programs, including JA Job Shadow. The FPAC is composed of Junior Achievement staff from across the United States with a wealth of Junior Achievement and educational experience.
JA Job Shadow
Junior Achievement USA
Junior Achievement USA (JA; JA USA) is a nonprofit organization financed by businesses, foundations, government, and individuals. Since its founding in 1919, Junior Achievement has contributed to the business and economic education of more than 100 million young people around the world. Junior Achievement USA is the nation’s largest organization dedicated to educating students in grades K-12 about entrepreneurship, work readiness, and financial literacy through experiential, hands-on programs designed to help young people understand the economics of life. In partnership with businesses and educators, JA brings the real world to students, opening their minds to their potential. All programs are developed by the Junior Achievement USA Education Group and are piloted in classrooms and in after-school settings around the nation. Members of the Education Group possess postgraduate degrees in education, have experience in the classroom, and are experts in curriculum development and design. For more information about Junior Achievement USA programs for high school, middle school, and elementary school, visit JA online at www.ja.org or send mail to: Product Development, Junior Achievement USA National Office, One Education Way, Colorado Springs, CO 80906.
Junior Achievement USA appreciates the commitment you have made to the success of this program. We are certain you and your students will find JA Job Shadow to be an informative, worthwhile, and enjoyable experience.
At the program’s conclusion, you may access an online survey at www.ja.org/programs/programs.shtml to offer feedback on your experience; click on Program Content and Instruction Survey. Please take a moment to complete the survey. Your comments will improve the quality of Junior Achievement programs.
JA Job Shadow
Junior Achievement USA is committed to developing and implementing vital and innovative programs. JA Job Shadow prepares students to be entrepreneurial thinkers in their approach to work. Students will acquire and apply the skills needed in demanding and ever-changing workplaces. JA Job Shadow is an interdisciplinary program that supports the attainment of academic standards in work readiness, with a secondary focus on social studies, business, reading, and writing. The hallmark of JA Job Shadow is a visit for students to a professional work environment. The program consists of four segments: two in-class sessions presented prior to a site visit, the four- to five-hour site visit, and one inclass session after the visit. Although developed for high school students, middle school students may participate. The program introduces students to professions and industries, while demonstrating the importance of professionalism in getting a job and developing a career. Note: The JA Job Shadow site visit is a small-group exploration of general work readiness, not a one-on-one, interest-based assignment.
JA Job Shadow Goals
Through hands-on classroom activities, the following topics will be discussed: • Career research and preparation • Job-hunting tools • Professionalism and ethics in the workplace • Professional action plans Following participation in the program, students will be able to: • Recognize career clusters and potential job positions and understand the importance of researching the requirements needed to earn a position. • Develop job-hunting tools, such as networking, resumes, and . interviewing skills. • Identify the next steps needed in their personal career preparation.
JA Job Shadow
Preparing for the Site Visit
JA Job Shadow Visit
The site visit introduces students to the workplace and to the career opportunities available to them. Although the product developed or service provided differs from business to business, many companies provide similar career opportunities. For example, public relations firms, government agencies, and biotechnology firms all need accountants, project managers, and writers. The JA Job Shadow site visit experience inspires students to learn and demonstrate the basic skills that will make them valuable assets to . any employer.
Site Coordinator The site coordinator is the person at the job site who will coordinate with the teacher, the JA staff, and the workplace hosts. Workplace Hosts The workplace hosts are employees at the company acting as the smallgroup leaders who will guide the students through the challenges throughout the visit. Hosts should be assigned to groups of two to four students, avoiding one-on-one assignments. Teacher The teacher will lead the three in-class sessions, two prior to the job site visit and one after. The teacher will observe at the job site visit and assist . as necessary. Students Students will participate in the three in-class sessions and the job site visit. They should be made aware that this is a small-group, general workreadiness experience and not a one-on-one, interest-specific type of . job shadow.
JA Job Shadow
Teacher Preparation Checklist
❑❑ Deliver Sessions One and Two prior to the site visit and Session Three following the site visit. ❑❑ Have students complete all necessary paperwork and permission forms prior to the site visit. See Session Two for details. ❑❑ Reinforce how English, mathematics, social studies, science, and workreadiness skills are used every day at work. ❑❑ Focus on the role of teamwork at school and on the job. Showcase how teamwork can contribute to success in the workplace. ❑❑ Demonstrate that lifelong learning is important to continued success in the workplace. ❑❑ Contact your company’s site coordinator prior to your scheduled site visit and request the following information: –– A company description and contact information. –– Information about specific career opportunities with the company. –– A sample of career-specific interview questions used by the company. –– Lunch arrangements. –– Dress code and safety regulations. –– A mutually approved agenda of events (recommended times are . provided on Page 8 of this guide). –– Specific student drop-off and pick-up locations and any ID . students will need to enter the workplace. ❑❑ Discuss the best ways to work with students with special needs. ❑❑ Describe what the students are studying and how to relate that to the . site visit. ❑❑ If students will be matched to specific careers, discuss student interests. ❑❑ Review the JA Job Shadow Challenge student handout.
Working with the Site Coordinator
To measure student understanding of this program and its content, a Pre-/PostTest is available for download at www.ja.org/programs/eval-pre-post.shtml. The Pre-Test should be administered prior to the first session. The test can be administered by a teacher, volunteer, or JA staff member. The Post-Test should be administered after students have completed the program. Please return the completed tests to the JA office, if requested.
JA Job Shadow
Junior Achievement USA Websites
For additional resources and activities, visit Junior Achievement USA’s website, www.ja.org. Click on JA Student Center for even more resources. Junior Achievement USA provides additional resources online to educators. These are available at www.ja.org/involved/involved_educat.shtml. The topics include: • State standards • Online teacher training • Program enhancements • Program content survey • Tools for educators
JA Job Shadow
Volunteer Conduct Standards
Junior Achievement serves youths. JA volunteers teach valuable lessons in their program delivery and especially in their conduct with students. Adult misconduct with or in the presence of young people carries serious consequences. Because Junior Achievement cares that its volunteers have healthy, appropriate relationships with the youths they serve, it has established the following standards.
• Young people look to adults for examples of appropriate behavior. JA volunteers must use appropriate language and model honorable behavior, such as respect, integrity, honesty, and excellence. Profanity or sexualized language or jokes are inappropriate when working with students, regardless of whether they occur face-to-face, over the Internet, or by any other means. JA strictly forbids violating any state law regarding interactions with youths; for example, providing them alcohol or legal or illegal drugs or coaxing them into illicit relationships over the Internet or otherwise. • Volunteers must take particular care when touching young people. Most adults understand the difference between appropriate physical contact such as a handshake or a pat on the back and contact that is sexual or disrespectful. Volunteers also must be cognizant of how any physical contact may be perceived. • Interactions with students must both be appropriate and appear appropriate. It is expected that volunteers’ interactions with students are at all times appropriate and professional and are strictly related to the role of business mentor. It is unacceptable to seek or engage in one-to-one meetings with students at any time. • Volunteers are responsible for the quality of interactions. Students often find it difficult to state discomfort or objections. Volunteers must be especially sensitive to physical and verbal cues that youths provide. The aforementioned standards do not represent a comprehensive list. Other actions not included could result in suspension or dismissal as a volunteer. Junior Achievement takes all complaints of misconduct seriously. Credible allegations of misconduct will be promptly .reported .to .the .appropriate .authorities . . During .any .such .investigation, .the .JA .volunteer .will be placed on leave. If an investigation determines misconduct occurred, it will result in the immediate and permanent dismissal as a JA volunteer. Any JA staff member or volunteer who reasonably suspects misconduct must report these suspicions immediately to the appropriate JA staff person at the local office. JA volunteers are required to sign a Volunteer Conduct Standards form. If you have not done so, please contact your local JA office before presenting your first session.
JA Job Shadow
Master List of Materials
Content Session One (Presented in class, prior to site visit) Led by Teacher or Volunteer Time 45 minutes Student Materials Provided by JA Staff or Copied From Career Cluster Descriptions Teacher Guide Student Materials 1A-B (1 set per pair of students)
Session Two (Presented in class, prior to site visit) Site Visit Agenda Introduction
Teacher or Volunteer
Job Interviews Tips Consent Form
Student Materials 2A, B, C (1 each Medical Authorization Form per student) Site Coordinator and Host Site Visit Guide JA Job Shadow Challenge handout (1 packet per student), Pages 24a-h; certificate follows
20 minutes Site Coordinator
JA Job Shadow Challenge handout
Human Resources Site 40 minutes Presentation Coordinator Challenge One Challenge Two Challenge Three Working Lunch Hosts Hosts Hosts 45 minutes 35 minutes 50 minutes Certificate of Achievement
45 minutes Site Coordinator and Hosts Teacher or Volunteer 45 minutes
Session Three (Presented in class, following the site visit)
Career Assessment Elevator Pitch Resume Instructions Resume Template Infographic Profile Instructions Infographic Profile: Examples One and Two
Teacher Guide Student Materials 3A, B, C, D, E, F, G (1 each of teacherselected activities per student)
JA Job Shadow
Before the Job Hunt
Career clusters Career planning Interests Job outlook Skills Work priorities
Students .are .introduced .to .the .JA Job Shadow .program .and .the . Seven .Steps .to .Get .Hired .and .Succeed . .Through .a .close . examination .of .specifi .c .skills .and .career .clusters, .they .learn .the . key .factors .to .investigate .in .career .planning: .skills, .interests, . work .priorities, .and .job .outlook .
Analyze text Analyze occupations Formulate answers from personal experience Identify behaviors Self-assessment Work collaboratively
Students .will .be .able .to: • . Recognize .career .clusters .that .match .their .skills . . and .interests . • . Demonstrate .self-awareness .of .their .soft .skills .in . . work .scenarios .
Preparation and Materials
❏ Prior .to .this .session, .arrange .for .students .to .complete .the . . . . .Pre-Test . .The . . Pre-Test .is .available .for .download .at . .www.ja.org/programs/eval-pre-post.shtml. The .results .of .this .test .will .be . . . . .compared .to .the .results .of .the .Post-Test .to .be .administered .at .the . . . . .program’s .conclusion, .if .requested .by .JA .staff . ❏ Review .the .session .and .prepare .student .materials . . The student materials are provided by JA staff or can be copied from the Student Materials section at the end of this guide. ✓ One .set .of .Student .Materials .Pages .1A .and .1B, .Career .Cluster . Descriptions, .are .needed .for .each .pair .of .students . . ✓ Follow .the .instructions .on .the .sheet .to .prepare .materials .for . the .activity . ✓ Additional .materials .needed .for .this .session: .pens .or .pencils . and .either .a .paper .cutter .or .scissors . ❏ Become .familiar .with .the .terms .discussed .in .the .session . .Key .terms .are . . . . . . highlighted .in .bold .and .defi .ned .in .the .margins . . ❏ Review .any .company .or .organization .information .received .from .your .site . . . . . . coordinator .and .determine .how .best .to .present .it .to .the .students . .If . . . . . . provided .by .the .site .coordinator, .share .information .about .the .various . . . . . . careers .the .students .will .shadow .during .the .site .visit . . ❏ For .additional .resources .and .optional .activities, .visit www.ja.org and click on . . . . . the .JA .Student .Center .
This .session .typically .takes .45 .minutes .to .complete . .
JA Job Shadow
Explain .to .the .students .that .they .will .be .participating .in .the .program . JA Job Shadow . .The .program .is .presented .by .Junior .Achievement, .an . organization .that .seeks .to .inspire .and .prepare .young .people .to .succeed .in .a . global .economy . . Provide .a .brief .overview .of .the .program . • The .program .consists .of .four .parts: – Two .45-minute .classes .to .prepare .for .the .job .site .visit – One . .4- .to .5-hour .visit .to .a .professional .work .environment – One .45-minute .class .after .the .job .site .visit • The .program .includes .the .following .Seven .Steps .to .Get .Hired and .Succeed: Before .the .Job .Hunt 1 . . Research, .research, .research .(using .the .U .S . .Department .of . Education’s .16 .career .clusters) 2 . . Acquire .education, .training, .and .skills .for .the .career .that . interests .you 3 . . Build .your .personal .brand The .Job .Hunt 4 . . Look .for .a .job .opening . 5 . . Apply 6 . . Interview After .You .Are .Hired 7 . . Succeed .at .work .by .being .professional .and .ethical . • During .the .site .visit .to .a .professional .work .environment, .the .same .seven . steps .will .be .reviewed .and .applied .to .the .specifi .c .organization . Regardless .of .the .workplace .students .will .visit—private, .government, .or . nonprofi .t—the .students’ .preparation .is .key .to .the .day’s .success . .Explain .that . the .students .now .will .participate .in .the .fi .rst .of .two .preparatory .sessions .prior .to . the .site .visit . .The .work .they .do .in .the .classroom .will .prepare .them .for .some .of . the .challenges .they .will .experience .at .the .site .visit . .
JA Job Shadow
Program note: Students may or may not be interested in the particular
careers of the hosts at the workplace they will visit. However, emphasize to the students that the role of the site visit is to introduce them to the work environment and to the skills necessary for their successful participation in the world of work. Many of these skills are needed in any career students eventually pursue.
If .possible, .describe .the .workplace .the .students .will .visit .and .share .any .available . information .about .the .business .or .organization, .specifi .cally .the .different .careers . students .can .expect .to .shadow .during .the .site .visit . Note .here .information .about .the .company .and .careers .students .can . expect .to .observe .
Post .on .the .board .the .fi .rst .three .of .the .Seven .Steps .to .Get .Hired .and .Succeed . . Explain .that .in .this .session, .students .will .explore .these .three .topics: Before .the .Job .Hunt 1 . . Research, .research, .research .(using .the .U .S . .Department .of . Education’s .16 .career .clusters) 2 . . Acquire .education, .training, .and .skills .for .the .career .that .interests .you 3 . . Build .your .personal .brand Discuss .the .following .talking .points .for .each .topic .
Talking Points: Research, research, research
o . . . . . o . . .
An .important .part .of .researching .potential .careers .is . identifying .your .personal .strengths .and .skills . .By .knowing . your .strengths, .you .can .better .explore .what .careers .might . be .best .for .you; .confi .dently .set .personal .goals; .and increase .your .likelihood .of .success . . This .self-awareness allows .you .to .identify .why .you .are . drawn .to .certain .activities .and .why .others .seem .so . challenging . .This .information .prepares .you .to .make .better . decisions .about .your .education .and .career .
Self-awareness To recognize the special qualities you possess, including your skills, interests, and priorities. (continued)
JA Job Shadow
Career cluster A grouping of jobs and industries related to skills and products. Interests A person’s preferred activities or hobbies. Job outlook A prediction of the future number of certain jobs, based on current economic factors. Skills A person’s talents or abilities. Work environment The surroundings in a place of work, including physical and social conditions and other factors, that affect the quality of the job experience.
o Success .takes .planning, .and .planning .requires .research . .To .identify . the .jobs that might be right for you, investigate the following elements: a. Skills What .skills .do .you .have .now, .and .what .skills .can .you .gain .through . training, .education, .and .experience? b. Interests What .do .you .like .to .do? .What .are .you .passionate .about? c. Work environment priorities What .do .you .want .your .daily .work .experience .to .be .like? .Indoors . or .outdoors? .Seated .or .moving? .Exciting .or .calm? .Lots .of .travel . or .not? d. Job outlook Who’s .hiring? .Did .you .know .there .are .thousands .of .jobs .that .go . unfi .lled .every .year .because .employers .cannot .fi .nd .workers .with . the .right .skills? o The .U .S . .Department .of .Education .has .categorized .thousands .of .jobs . into .the .16 .career clusters .to .make .it .easier .for .people .to .research . potential .careers .
Student pairs match 16 career clusters with their corresponding descriptions and short list of sample jobs. They then assess their soft skills and personal brand attributes through workplace scenarios. Career Clusters Tell .students .that .during .the .site .visit, .they .will .be .asked .to .identify .the .career . clusters .associated .with .the .various .jobs .they .observe . .They .now .will .have .an . opportunity .to .learn .about .the .16 .clusters . Organize .the .students .into .pairs .and .distribute .one .set .of .career .cluster .titles, . descriptions, .and .job .examples .to .each .pair . .
JA Job Shadow
Ask .each .pair .to .shuffl .e .each .of .their .three .piles .of .cards .and .then .try .to .match . the .correct .title, .description, .and .job .examples . . Allow .students .5-7 .minutes .to .do .that .and .then .review .the .correct .responses . with .them . .Ask .each .student .to .keep .track .of .clusters .they .would .like .to .learn . more .about . Ask .the .students .to .set .the .career .cluster .materials .aside .and .refer .back .to .the . second .and .third .of .the .Seven .Steps .to .Get .Hired .and .Succeed . Explain .that .acquiring .the .education .and .skills .needed .to .be .good .at .a .job .and . building .a .personal .brand .that .makes .you .an .attractive .job .candidate .can .be . done .simultaneously, .but .they .can .take .years .to .accomplish . Discuss .the .following:
Talking Points: Acquire Education, Training, and Skills and Build Your
Personal Brand o Once you have researched your skills, interests, work priorities, and the job outlook and have decided on a career that may be right for you, find out what requirements you will need to be eligible for the job. o Where can you find information about the job requirements of a specific position? Key Terms – Visit www.bls.gov and search for your potential job. – Interview or visit someone who does that job. Soft skills
Personal attributes o What type of education, experience, and skills are needed? and abilities not directly tied to a – Post-high school training or education (two-year or specific job title but four-year college degree; trade or vocational school; which are needed in or an apprenticeship, journeyman, or certification most jobs.
– – –
program) Experience (possibly from military, internship, volunteering, or entry-level work) Soft skills (examples: leadership, ﬂexibility, positive attitude, time management, work ethic) Technical skills (examples: math, graphic design, use of tools, equipment, software, and other technology)
Technical skills The abilities and knowledge used in a specific profession.
o Think of any major business or organization and you will probably also think of its brand—not just its name, logo, motto, and other marketing factors—but how it does business and treats customers. Do you trust the
JA Job Shadow
company and its product? Do you think the product or service is high quality, reasonably priced, or fun? Does the company stand behind what it sells? Every good company tries to positively inﬂuence the way customers feel about its brand, product, or service. o As an employee, you will be offering such companies your personal brand. Companies will want to make sure that your personal brand and theirs are compatible.
o Just like a business’s brand, personal brands are built slowly over time and if damaged are difficult to rebuild. Explain .to .students .they .will .have .a .chance .to .refl .ect .on .their .current .soft .skills . . 1 . . Designate .one .wall .of .the .classroom .with .the .word .Strong .and .the . opposite .wall .as .Needs Improvement . . 2 . . Tell .the .students .that .you .will .read .a .soft .skill .that .is .needed .in .the . workplace . .Students .will .consider .whether .they .are .generally .strong .at . that .skill .or .if .they .need .improvement .before .they .enter .the .world .of .work . 3 . . They .will .move .to .the .side .of .the .room .that .most .closely .matches .their . assessment .of .themselves . .They .cannot .stay .in .the .middle—they .have .to . commit .to .one .side .or .the .other . 4 . . Then .you .will .read .a .workplace .scenario .related .to .that .soft .skill . .Have . students .consider .whether .their .self-assessment .changes .based .on . that .specifi .c .scenario . .They .should .move .to .the .other .side .of .the .room . if .it .does . 5 . . Allow .student .volunteers .to .offer .evidence .or .comment .on .the .soft .skills . and .scenarios .throughout .the .activity . 6 . . The .soft .skills .and .scenarios .are .found .on .the .next .page . Allow .7-10 .minutes .to .complete .the .activity . .
JA Job Shadow
Soft Skills and Scenarios A. Responsibility o I take personal responsibility for my actions. o One hour before I am scheduled to be at work, my ride cancels on me. I am responsible to find a way to work, even if it is inconvenient or uncomfortable for me. B. Perseverance o I can persevere (stay the course) even when conditions are unpleasant. o I was up for a promotion. I believe I was the best candidate, but my company gave the promotion to someone else. I can persevere and still keep a positive attitude and do my job well. C. Initiative o I take initiative when necessary without being told by others. o I was given four hours to complete a task at work. I was almost done after two hours when a coworker told me to slow down or the boss would just give me more work. I took the initiative to finish up that task early and then took care of other work that needed to be done. D. Leadership o I can demonstrate leadership when it is needed. o My coworkers were loudly complaining about work and gossiping about other coworkers while customers were nearby. I persuaded them to talk about a more positive subject and lower the volume of their conversation.
Summary and Review
Summary Ask .students .to .refl .ect .on .the .activity .and .choose .one .soft .skill .to . 5 minutes improve .over .the .course .of .the .JA Job Shadow .program . .Emphasize . that .these .skills .are .valued .by .almost .all .employers .regardless .of .the .specifi .c . job .position . .
JA Job Shadow
Remind .students .that .research .and .planning .are .keys .to .success .as .they . prepare .for .the .world .of .work . Remind .them .to .research .the .career .clusters .or .jobs .they .are .interested .in .by . visiting .the .U .S . .Bureau .of .Labor .Statistics .at .www .bls .gov . Briefl .y .review .the . importance .of .recognizing .our .individual .strengths, .interests, .and .experiences . and .how .these .infl .uence .what .kind .of .work .we .do .best .and .how .successful . we .are . Also, .remind .the .students .that .it .usually .takes .years .to .earn .the .education .and . skills .and .build .the .personal .brand .needed .for .the .kind .of .career .they .want .
Preparing for the Site Visit
Tell .students .that .the .fi .rst .three .of .the .seven .steps .for .getting .a .job .also .will .be . covered .during .the .site .visit . .Students .will .be .asked .to .recognize .the .career . clusters .represented .in .the .professional .work .environment .and .the .education . and .skills .needed .to .do .those .jobs . .
JA Job Shadow
Students .review .the .Seven .Steps .to .Get .Hired .and .Succeed .and . analyze .job .hunting .skills . .They .then .participate .in .mock .interviews .to . prepare .for .the .JA .Job .Shadow .Challenge .at .the .site .visit . . Concepts
Elevator pitch Job hunting Job interview Networking Professional and ethical behaviors
The .students .will .be .able .to: • . Review .methods .of .identifying .job .openings . • . Demonstrate .professional .interviewing .skills . . • . Express .expectations .for .the .upcoming .site .visit .
Analyze and apply data Interviewing Oral and written communication Organize information Role-play
Preparation and Materials
❑ Review .the .session .and .prepare .student .materials . . The .student .materials .are .provided .by .JA .staff .or .can .be .copied . from .the .Student .Materials .section .at .the .end .of .this .guide . . – Each .student .should .receive .a .copy .of .the .following .Student .Materials .pages: – Job .Interviews .Tips . . . 2A – Consent .Form . . . . 2B – Medical .Authorization .Form . . 2C – Additional .materials .needed .for .this .session: .pens .or .pencils .and . blank .paper . ❑ Review .the .company .information .and .interview .questions .received .from .your . site .coordinator . .Determine .if .additional .time .to .research .the .company .would .be . valuable .to .the .students . .If .so, .arrange .for .Internet .access .
This .session .typically .takes .45 .minutes .to .complete . .
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Briefl .y .review .the .concepts .from .the .fi .rst .session .by .reviewing . steps .one .through .three .of .the .Seven .Steps .to .Get .Hired . and .Succeed:
Introduction Time 15 minutes
Before .the .Job .Hunt 1 . . Research, .research, .research . 2 . . Acquire .education, .training, .and .skills .for .the .career .that .interests .you 3 . . Build .your .personal .brand Remind .students .that .all .of .these .topics .will .be .touched .on .during .the .job .site . visit . .Tell .students .that .today .they .will .be .introduced .to .the .other .four .steps . . Briefl .y .review .the .following .talking .points .about .The .Job .Hunt .steps .
Talking Points: The Job Hunt
4. Look for a Job Opening o Once you have decided on a career to pursue, acquired the necessary education and skills, and developed a positive personal brand, your next task will be to find job opportunities. o Research shows that networking is the most common way people find a job. This can include letting people you know, such as friends, Elevator pitch family members, and neighbors, that you are looking for a job. Or it A .brief, .high-energy . could mean actively cultivating business relationships with others presentation .used . who have common career interests. by .companies . and .individuals . o It is important to have what is known as an elevator pitch to .promote .their . prepared in case a networking opportunity arises. More details and products .and . examples will be given in a later session, but basically this pitch—or themselves . presentation—is a brief overview of what you’re good at, passionate about, and qualified to do. Networking Building . o Searching want ads is another common way to find job opportunities. relationships .with . Look for ads appearing online, posted in a business, or published in others .who .can . trade journals and magazines aimed at a specific industry. help .you .fi .nd .a .job . and .be .successful . o One word of caution: Be skeptical of any help wanted ad that requires in .your .work . money from you. Many scammers and con artists take advantage of people who are anxious to find work. They ask for money before they
Key Terms (continued)
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will refer you to a hiring company or consider you for a job opening they supposedly have. Legitimate organizations do not charge you to apply to work for them. 5. Apply o For most job applications, you will need detailed personal information about yourself, including your work history, your education and schools attended, and references. o Also consider preparing the following items, each of which you’ll learn more about in a future session: – A resume – A cover letter for the resume – A Letter of recommendation 6. Interview o Once a business or organization has reviewed a potential job candidate’s application, resume, and other paperwork, most will conduct an interview to decide if the person would be a good fit for the job. The interviewer may be looking to confirm the job seeker actually has the skills and education listed on the application and resume, or he or she may be trying to determine if the candidate’s personality would be compatible with the organization.
Cover letter A .job .applicant’s . written .introduction . to .a .potential . employer .that . summarizes . the .applicant’s . strengths .and . skills . Interview A .formal .meeting . designed .to .assess . an .applicant’s . qualifi .cations . Letter of recommendation A .written . communication . from .someone . who .can .attest . to .your .skills .and . character . .
o There are many variations of an interview. It can be: – one-on-one or with many candidates being interviewed at Resume one time. A .written .summary . – conducted by a panel or by a single interviewer. of .a .person’s . – in person, over the phone, or using Internet programs like education, . Skype, instant messaging, or webinar. skills, .and .work . – in writing and submitted without meeting anyone experience . in person. – a test or demonstration performed to highlight a skill or other requirement. – multiple interviews, as the employer eliminates other candidates at each step in the process or seeks further information. o One of the most important aspects of the interview: It is your only opportunity for a first impression. Hiring personnel report that they are looking closely to see the kind of clothes you choose, your personal hygiene, and if you carry yourself with a professional attitude.
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Ethics The .standards .that . help .determine . what .is .good, .right, . and .proper . Professionalism The .behavior .and . skills .expected . of .a .worker .in .an . industry .
o Always shake hands with your interviewer when you meet and when you part. Also, maintain eye contact throughout the interview. After You Are Hired 7. Succeed at Work by Being Professional and Ethical o Although this topic will be discussed at length during the site visit, it is important to know the terms professionalism and ethical. These are crucial attributes you will need to succeed once you have been hired to do the job you worked so hard to earn. o Leadership IQ, a research and leadership training organization, recently tracked 20,000 newly hired employees. Nearly half—46 percent—of the new hires failed at their jobs within 18 months, and 89 percent of the time it was for attitude problems, not poor job skills. Those attitude problems included an unwillingness to accept constructive feedback, poor teamwork, lack of motivation, and an inability to get along with others.
Explain .to .the .students .they .now .will .use .this .information .to .practice .effective . interviewing .techniques . .
Students work with partners to prepare mock interview questions and practice interviewing skills.
Organize .the .students .into .pairs .and .have .them .practice .introducing .themselves, . shaking .hands, .and .maintaining .eye .contact . .Remind .them .that .an .interview . can .be .a .nerve-wracking .experience, .and .it .is .important .to .practice .these .skills . so .they .will .be .second .nature .when .it .comes .time .for .a .real .interview . .Also, . encourage .them .to .practice .with .the .adults .they .meet .at .the .job .site .visit . After .they .have .had .an .opportunity .to .practice .these .skills .a .few .times, .have . students .sit .with .their .partners . .Tell .them .they .now .will .have .an .opportunity .to . think .about .interviewing .from .an .employer’s .perspective . Ask .them .to .imagine .they .have .started .a .small .business .or .have .a .personal .job . they .need .done, .so .they .need .to .hire .an .employee . .
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• For example, they need someone to help run a concession stand at a sporting event, work at a lawn mowing or baking business, or simply clean their room. • In all cases, they should imagine that their potential employee will be alone with money or valuables. They will be paying this employee with their own money. On a blank piece of paper, ask each pair to write their names on top. • Next, each pair should write the name of the fictional job position. For example, room cleaner, lawn mower, or concession stand clerk. • Have the pair brainstorm, in writing, the following three items: 1. What type of information they want to know about the candidate. 2. What requirements they want to confirm the candidate has. 3. Questions they would like to ask the candidate. Allow the students 5 minutes to complete the task. Ask volunteers to list some of the questions they brainstormed. Possible answers might include questions about honesty, trustworthiness, work ethic, and skills related to the fictional position. Tell the pairs you have a few more questions you would like them to add to their list. Read aloud the following questions and ask the students to add them to their brainstorming list: • What are your strengths as an employee? • What is your biggest weakness as an employee? • How do you handle stressful situations? • How do you handle conflict when you disagree with someone? • Describe your future goals. • How would you handle a situation in which you discovered your boss was wrong about something? • Why do you want to work here? • What questions do you have for us about the job or the company? Also, add any relevant, job site-specific questions you noted when reviewing the sample questions from the company’s site coordinator. Distribute a copy of the Job Interview Tips to each student. (The tips can be found on Page 46 of this guide.) Allow students 5 minutes to read them over. Ask the student pairs to take turns being the interviewer and the job candidate,
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asking .and .answering .the .questions .from .their .list . . • Remind .them .to .use .as .many .of .the .Job .interview .Tips .as .they .can .in .their . mock .interviews . . • Encourage .the .students .posing .as .job .candidates .to .give .complete . answers, .using .examples .when .possible .to .support .the .points .they .are . trying .to .make . • Have .one .pair .conduct .a .demonstration .of .the .process .as .a .model .for . others .to .use . . • Allow .7-10 .minutes .for .the .students .to .ask .each .other .as .many .questions . as .possible . Tell .students .they .will .have .the .opportunity .to .ask .and .answer .these .types .of . questions .with .their .hosts .during .the .site .visit .
Summary and Review
Take .a .moment .for .students .to .share .their .observations .with .the .class . . Pose .the .question: .Did .the .interviewee .provide .too .much .information— or .not .enough? Review .the .last .four .of .the .Seven .Steps .to .Get .Hired .and .Succeed:
The .Job .Hunt 4 . . Look .for .a .job .opening . 5 . . Apply 6 . . Interview After .You .Are .Hired 7 . .Succeed .at .work .by .being .professional .and .ethical .Remind .students . that .these .steps .will .be .covered .during . the .site .visit . Preparing for the Site Visit Preparing for the Site Visit
5 minutes Distribute .the .necessary .site .visit .forms .(Consent .and .Medical . Authorization) .and .set .a .deadline .for .their .return . .Parents .or . guardians .must .complete .these .forms .for .students .to .participate . .Review .the . site .visit .logistics .and .set .dress .code .guidelines .provided .by .the .site .coordinator .
Next, .have .the .students .review .with .you .their .expectations .for .the .upcoming . site .visit . .What .are .they .excited .about? .What .worries .them? .What .are .they .most . interested .in .learning? Review .the .following .information .with .the .students .prior .to .the .visit:
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Site Visit Expectations
1. At the beginning of the site visit, each student will receive a handout titled JA Job Shadow Challenge. They will be asked to write responses and observations on the form throughout the visit. Reinforce that completing the JA Job Shadow Challenge is required to successfully participate in the site visit. 2. Review expectations about student behavior during the visit: ––It is important to be quiet in the halls; many employees will still be conducting daily business during the visit. ––No multitasking during the visit—that means no texting, gaming, music, or other distractions. ––Dress professionally. ––Obey all posted signs and rules from the staff. 3. Review the logistics of the visit: ––Where to meet ––What time to meet ––What type of clothing or extra items students may need ––What, if any, identification they will need or other security measures they will need to comply with to enter the facility ––Items to bring ––Items NOT to bring If classroom management or special needs are a concern, consider preassigning students to small groups of two to four. If so, let the students know which group they will be in, and let the site coordinator know in advance that groups have been assigned. Strongly encourage the students to conduct research on the business or organization being visited. Or, you may have the students conduct the research as a class. Explain that this type of research is an important part of the jobhunting process, both to ensure that it is the kind of place they would like to work and to be knowledgeable for the interview process.
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JA Job Shadow Challenge
Note to teachers: .Thank .you .for .preparing .your .students .for .the .site .visit, . ensuring .they .will .gain .the .most .from .this .experience . Pages .24-35 .of .this .guide .contain .the .instructions .for .the .company .site . coordinator .and .hosts .throughout .the .site .visit . .These .instructions .are .here .as . a .reference .as .you .observe .and .assist .in .the .site-visit .activities .
(Presented by the site coordinator) • Greet the students. • Introduce yourself and any other presenters for this portion of the agenda. • Describe the company’s mission and vision. • Describe what the company produces or what services it provides. • Give a brief history of your organization or other facts that you believe makes your company great. • Allow time for the students to ask questions and write the answers on the JA Job Shadow Challenge handout. • Present your company’s elevator pitch and have the students record this information on the JA Job Shadow Challenge handout. If your company does not have a prepared elevator . pitch, demonstrate to the students how you describe your company when introducing yourself and your organization.
Elevator pitch: A brief, high-energy presentation used by companies and individuals to promote their products and themselves.
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Note here your company’s elevator pitch or other information you want to share.
In the classroom sessions leading up to the site visit, the students . were introduced to the following Seven Steps to Get Hired and Succeed: . Before the Job Hunt 1. Research, research, research (using the U.S. . Department of Education’s 16 career clusters) 2. Acquire education, training, and skills for the career . that interests you 3. Build your personal brand The Job Hunt 4. Look for a job opening 5. Apply 6. Interview After You Are Hired 7. Succeed at work by being professional and ethical Whenever possible throughout the visit, remind students of these seven steps. Offer personal examples of the seven steps, when appropriate.
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Human Resources Presentation
(Presented by the site coordinator or HR representative)
Human Resources Presentation
As students look forward to the world of work, they face the challenge of selecting the right job for them and acquiring the education and skills needed for that job. The objective of this presentation is to orient them to the variety of jobs in a company and some of the training, education, and other requirements for those jobs. In class, students were introduced to the 16 career clusters that categorize thousands of jobs and which were developed by the U.S. Department of Education (www.ed.gov). For specific job profiles, visit www.bls.gov. In this presentation: ❒ Define human resources and the functions of that department.
Career cluster A grouping of jobs and industries related to skills and products.
❒ Present an overview of the departments in your company or organization, important sub-groups, and the types of jobs available in the company. ❒ Describe the education, training, and other requirements for some of the job positions. ❒ Mark the career clusters below that are represented in your company. ❒ Have the students identify the career clusters associated with your company on their JA Job Shadow Challenge handouts, including career clusters represented across departments or sub-groups. – – – – – – – – – Agriculture, Food, and Natural Resources Architecture and Construction Arts, Audio/Video Technology, and Communication Business Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism – – – – – – – Human Services Information Technology (IT) Law, Public Safety, Corrections, and Security Manufacturing Marketing and Sales Science, Technology, Engineering, and Mathematics (STEM) Transportation, Distribution, and Logistics
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Note: It is likely that the clusters Business Management and Administration and Information Technology are present in almost every company. ❒❒ Review your organization’s culture and suggest specific examples of the company’s values and goals that students should look for while on the tour. ❒❒ This is your opportunity to talk about the specific skills needed in your career field. Describe for the students how the field is changing and requiring ever more skillful employees and how STEM skills are likely to become crucial in the careers of young people. ❒❒ Have the students consider your work environment. –– Is it casual or more formal? Are there offices, cubicles, or open workspaces? –– Are employees working in teams or separately? –– Is the dress code evident? If so, can students describe it? ❒❒ Describe relevant company policies, such as hiring practices, training opportunities, and salary and benefits information. List company policies, values, and goals, and specific skills needed in your career that you would like to share with students.
❒❒ Time permitting: Ask students about their possible future career interests and help them identify which of the 16 career clusters match those interests. ❒❒ Time permitting: Using the Seven Steps to Get Hired and Succeed, apply Steps 4 and 5 to your company. Explain how your company advertises job openings. Review what you look for in a cover letter and resume. Discuss aspects of resumes that have impressed you and mistakes that job seekers have made that removed them from consideration.
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Challenge One: Company Tour (Optional)
(Conducted by the hosts)
❏ Assign .students .to .groups .of .two, .three, .or .four .to .their .workplace .hosts . for .a .tour .of .the .organization . ❏ Introduce .the .students .to .their .assigned .hosts . .Remind .the .students .to . refer .to .their .JA .Job .Shadow .Challenge .handouts .throughout .the .tour .and . answer .questions .and .record .observations .as .instructed .in .the .handout . Note: Students should not be paired one-on-one with hosts but in small groups. Workplace Hosts: ❏ Describe .your .job .to .the .students . ❏ Describe .the .career .path .you’ve .taken .to .your .current .job . .Discuss .your . early .career .goals .and .how .you .acquired .your .education, .training, .and . the .other .requirements .necessary .for .your .job . .Also .describe .where .you . would .like .to .go .next .on .your .career .path . ❏ Tour .the .facility .with .the .student .groups . .Remind .students .to .record .in . their .handouts .their .observations .about .the .company .and .its .employees . . ❏ Talk .about .any .observable .skills .the .employees .possess . .How .do .the . employees .demonstrate .professionalism .in .the .work .environment? . ❏ Take .time .to .review .your .expectations .of .students’ .behavior . .This .includes . no .cell .phones . .Tell .the .students .you .will .be .observing .how .they .handle . themselves . .Explain .why .it .is .important .to .demonstrate .a .professional . attitude .in .the .workplace . . ❏ Explain .to .them .why .professional .dress .and .behavior .should .always .be . appropriate .and .refl .ect .the .values .of .the .workplace . . ❏ Have .the .students .mark .on .their .handouts .any .of .the .technical .skills . they .observe . .Not .all .skills .will .be .observed, .but .looking .for .them .helps . students .understand .the .importance .of .these .skills .for .future .success . . ❏ After .the .tour, .have .the .students .discuss .their .observations . .
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In the classroom sessions leading up to the site visit, the students were introduced to the Seven Steps to Get Hired and Succeed: Before the Job Hunt 1. Research, research, research (using the U.S. Department of . Education’s 16 career clusters) 2. Acquire education, training, and skills for the career that . interests you 3. Build your personal brand The Job Hunt 4. Look for a job opening 5. Apply 6. Interview After You Are Hired 7. Succeed at work by being professional and ethical Whenever possible throughout the visit, remind students of these steps to a successful career and how to apply them.
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Challenge Two: What Would You Do?
(Conducted by the hosts)
❑ Reserve .a .work .space .for .the .group .to .complete .the .next .challenge .
❑ Remind .students .that .the .fi .rst .six .steps .in .the .Seven .Steps .to .Get .Hired . and .Succeed .are .about .preparing .for .and .getting .a .job . .However, .those . steps .are .only .part .of .launching .a .successful .career . .Step .7— .being . professional .and .ethical .at .work—is .crucial .to .keeping .a .job .and .excelling . at .it . ❑ Discuss .some .of .the .aspects .of .your .job .that .require .professionalism .and . being .ethical . .Some .examples .might .be: – professional .attitude .and .manners .with .customers, . coworkers, .and .supervisors – professional .communication .in .letters, .email, .text, . instant .messaging, .and .phone .conversations – handling .confl .ict .professionally – acting .ethically .with .company .resources, .such .as .time . and .materials – professional .attire .and .appearance Key Terms
Ethics The standards that help determine what is good, right, and proper. Professionalism The behavior and skills expected of a worker in an industry.
❑ Discuss .how .you .deal .with .the .challenge .of .being .professional .and .ethical . while .balancing .the .sometimes .competing .needs .of: – the .company . – the .customer . – other .workers . ❏ Present .the .following .scenario .to .the .group, .or .replace .it .with .a .similar . scenario .that .is .more .closely .related .to .your .company .or .job .position:
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You work for a large home improvement store and have recently been promoted to the customer service counter, where you handle problems that cannot be taken care of at the regular check-out stations. . . You now have the authority to offer up to a $50 discount or a partial refund to match any lower prices offered by competitors—with no questions asked. For example, if a person bought a $150 vacuum and then comes back and tells you she found the same vacuum offered at $130 by a competitor, you have the authority to refund $20 to her to avoid losing the customer. However, some situations have come up in which it was difficult to determine the right thing to do. For example, some customers have seemingly taken advantage of the no-questions-asked policy to ask for unbelievable discounts on items. Also, a few employees who know the policy seem to ask for the discount a lot. In fact, one of the other customer service workers uses the discount to give his friends discounts on everything they buy, regardless of competitors’ prices, since no proof of those prices has to be offered. ❑❑ Ask the students to discuss within their group the following questions . and record their responses in their JA Job Shadow Challenge on the page . titled Challenge Two: What Would You Do? What Would You Do? Questions . 1. What are your professional and ethical responsibilities to: . –– the company? . –– customers in general? . –– customers who ask for a discount under the policy? . –– other employees? . –– yourself? 2. Describe any action or response you should take to meet the responsibilities listed above. ❑❑ Support the students throughout the work time, offering insight and advice as appropriate. Help them prepare professional responses to . this issue.
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Challenge Three: Interviews
(Conducted by the hosts)
Remind .students .of .the .Seven .Steps .to .Get .Hired .and .Succeed, . and .point .out .that .Step .6, .Interviewing, .is .a .critical .skill .that . requires .practice .for .most .job .hunters . .Explain .that .they .will .have . an .opportunity .to .practice .answering .some .common .interview . questions . .They .also .will .have .a .chance .to .ask .you .interview . questions .to .hear .your .responses .and .to .learn .more .about .your . job .position .and .work .experience . .
Challenge Three Time
50 minutes total (Host-led interviews: 25 minutes) (Student-led interviews: 25 minutes.)
Using .the .following .questions, .hosts .interview .the .students . .Ask .each .student . a .different .question .from .the .list .until .all .questions .are .asked .and .every .student . has .participated . .The .students .have .not .prepared .responses .to .these .questions, . so .they .each .may .need .a .minute .or .two .to .formulate .a .response . .Some .prefer .to . write .their .answer .on .paper .before .responding .aloud . .Ask .additional .questions . as .time .permits . .The .questions .also .are .listed .in .the .JA .Job .Shadow .Challenge . student .handout . .The .questions .are .numbered .for .easy .reference .because .some . students .will .fi .nd .it .easier .to .process .the .question .if .they .can .read .it . for .themselves . 1. How .do .you .handle .stress? . 2. What .motivates .you? . 3. Think .of .a .time .when .you .worked .as .part .of .a .team . .What .were .your . experiences? .Were .you .able .to .complete .the .assigned .task? .If .not, .what . did .you .learn .from .the .experience? . 4. What .do .you .expect .from .a .supervisor? . 5. What .are .your .goals .for .the .next .two .to .three .years? .How .do .you .plan .to . achieve .those .goals? . 6. Describe .a .diffi .cult .experience .at .work .or .school .and .how .you . handled .it . . 7. Describe .your .career .goals . . 8. How .do .you .measure .success? . 9. How .would .you .handle .it .if .your .boss .was .wrong? . 10. What .are .you .passionate .about? .
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Write additional interview questions, including those that are specific to . your career.
Allow time for the students to conduct their interviews with you using the questions below, which also are found in their JA Job Shadow Challenge handouts. Students take turns asking a question. They can add additional questions, but feel free to pass on any question you would prefer not to answer. 11. How would you describe the responsibilities of your current position? What training and education are required for this position? Is there a salary range for this position? 12. How would you describe a typical day or week in this position? 13. What is the company’s management style? 14. What are the prospects for growth and advancement in your . career field? 15. How did you demonstrate early in your career that you could be a hardworking professional? 16. If you found you had a serious personality conflict with a coworker and it was starting to affect your job performance, how would you handle . the situation? 17. What is the job outlook in your career field? 18. What education or training did you receive earlier in your life? 19. What kind of student were you in school? 20. Who has been your biggest inspiration?
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(Presented by the site coordinator)
Assemble .all .of .the .small .groups .together .for .the .fi .nal .activities .of .the .visit . ❏ Ask .students .to .turn .to .the .page .titled .Working .Lunch—Alphabet .Review . in .their .JA .Job .Shadow .Challenge .handout . . – Tell .the .students .they .will .have .an .opportunity .to .review .their .day .with . a .quick .competition . – Point .out .that .the .entire .alphabet .is .listed .on .the .page . .Explain .that . they .will .try .to .think .of .words .related .to .their .site .visit .experience .that . start .with .each .letter .of .the .alphabet . – Explain .that .once .you .say .“Begin,” .they .will .work .in .their .small .groups . to .brainstorm .topics, .information, .and .other .observations .that .they . saw, .heard, .or .learned .about .today . .They .will .formulate .their .answers . so .the .responses .start .with .each .letter .of .the .alphabet . – The .answers .can .be .creative .to .account .for .all .letters, .as .long .as . the .students .can .provide .a .reasonable .explanation .of .how .the .word . associates .with .the .site .visit . – The .fi .rst .group .to .have .a .valid .word .for .each .letter .wins, .or .call .time . after .3 .minutes .and .determine .which .has .the .most .responses . – Ask .for .student .volunteers .to .provide .answers .and .review .each .letter . as .a .whole .group . – Consider .offering .a .small .prize .for .each .member .of .the .winning .group . ❏ Using .the .JA .Job .Shadow .Challenge .as .a .guide, .summarize .the .day’s . tasks .and .challenges . .Review .the .company’s .mission .and .values . .If .you . shared .your .company’s .elevator .pitch .during .your .introduction, .repeat . it . .Then .discuss .the .need .for .professionalism .in .the .workplace . .Provide . specifi .c .examples .of .how .the .employees .demonstrate .these .skills . every .day .
List .examples .of .professionalism .in .your .workplace .
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❏❏ Allow time for the students to complete their Professional Action Plan located in the JA Job Shadow Challenge handout. Encourage them to reflect on the day’s experiences. ❏❏ Ensure that the students have at least 15 minutes to eat lunch. ❏❏ Ask the hosts to distribute the Certificates of Achievement. Thank the students for their participation, and congratulate them on their success and personal performance during the challenges. Demonstrate a proper handshake and appropriate eye contact. ❑❑ Optional Activities: –– If appropriate, share company giveaways. –– Take a group photo and digitally distribute it to the company staff and teacher (if photo releases are on file with the JA office).
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Session Three Overview
Students .refl .ect .on .what .they .learned .before .and .during . the .site .visit, .and .they .practice .business .communication .by . composing .a .thank-you .note . .They .then .create .one .of .four . career-preparation .tools: .a .career .assessment, .elevator .pitch, . resume, .or .infographic .profi .le .
Career assessment Elevator pitch Infographic profile Resume Thank-you notes
Business communication (thank-you notes) Analyze information Follow written instructions Creativity and innovation Organize information Present information Read a variety of sources for information Self-assessment Technical writing
The .students .will .be .able .to: • Evaluate .personal .priorities .based .on .their .site . . visit .experience . • Showcase .identifi .ed .skills . . • Apply .program .knowledge .to .at .least .one .of .four . . career-preparation .tools—career .assessment, .elevator . . pitch, .resume, .or .infographic .profi .le .
Preparation and Materials
❑ . . . .
This .session .offers .four .potential .activities .for . students, .based .on .their .ages, .abilities, .or .relative .time . to .joining .the .work .force . .Decide .if .all .students .will .choose .their .preferred . activity .or .if .you .will .choose .an .activity .for .all .students .to .complete . . Prepare .student .materials .accordingly . .The student materials are provided by JA staff or can be copied from the Student Materials section at the end of this guide:
Option One: Career Assessment If .the .students .will .use .this .session .to .analyze .their .skills .and .interests . through .a .computer-based .online .career .assessment: . ✓ Arrange .for .computers .with .Internet .access . . ✓ One .copy .of .the .following .Student .Materials .Page .is .needed .for . each .student: .Career .Assessment .Instructions, .3A .(Page .49) . .It’s . recommended .that .the .students .create .their .own .accounts .based .on . the .information .provided .on .the .instruction .sheet . . ✓ Create .a .student .account .for .yourself, .using .the .same .grade .level .of . your .students .and .complete .the .assessment .to .become .familiar . with .the .process . .Note: .You .do .not .have .access .to .log .on .as . an .administrator .
JA Job Shadow
Option Two: Elevator Pitch ✓ One .copy .of .the .following .Student .Materials .Page .is .needed .for .each . student: .How .to .Craft .an .Elevator .Pitch, .3B .(Page .50) . Option Three: Resume ✓ One .copy .of .each .of .the .following .Student .Materials .Pages .are .needed . for .each .pair .of .students: .Tips .for .Writing .a .Great .Resume, .3C .(Page . 51); .and .Resume .Template, .3D .(Page .52) . Option Four: Infographic Profile ✓ One .copy .of .each .of .the .following .Student .Materials .Pages .are .needed . for .each .pair .of .students: .Creating .an .Infographic .Profi .le, .3E .(Page .53); . and .infographic .profi .le .examples, .3F, .3G .(Pages .54-55) . . ✓ Students .can .either .complete .their .infographic .profi .le .on .a .computer . (Internet .access .required) .or .use .the .activity .page .and .various .art . supplies .available .in .the .classroom . ❑ Arrange .for .the .students .to .complete .the .Post-Test .at .the .end . . of .the .program . .The .Post-Test .is .available .at . www .ja .org/programs/eval-pre-post .shtml . .Please .return .completed . . tests .to .the .JA .offi .ce .if .requested .
This .session .typically .takes .45 .minutes .to .complete .
Congratulate .the .students .on .a .successful .site .visit . .Reiterate . 10 minutes the .importance .of .the .work .they .are .doing .and .the .value .of .the . information .they .acquired .by .completing .the .JA .Job .Shadow .Challenge .form .at . the .site .visit . .Throughout .the .site .visit, .they .had .the .opportunity .to .demonstrate . their .skills .
Ask .student .volunteers .to .offer .observations .they .made .during .their .visit, . especially .anything .that .surprised .them .or .changed .their .mind .about .a .direction . they .were .going .in .their .career .exploration .
JA Job Shadow
Tell .the .students .that .one .of .the .most .important .tasks .they .can .do .to .enhance . their .personal .brand .and .leave .a .positive .impression .with .potential .employers .is . to .send .a .thank-you .note .after .an .interview . . • Ask .each .student .to .create .a .thank-you .card .for .their .site .visit .host .and . . one .for .their .site .coordinator .or .other .staff .they .met . . • Ask .each .student .to .fi .nd .one .other .student .to .peer .edit .and . . proofread .the .note . • Collect .the .thank-you .notes .and .send .them .to .the .site . . coordinator .or .to .your .JA .staff .for .distribution . Remind .the .students .of .the .Seven .Steps .to .Get .Hired .and .Succeed: Before .the .Job .Hunt 1. Research, .research, .research .(using .the .U .S . .Department .of . Education’s .16 .career .clusters) 2. Acquire .education, .training, .and .skills .for .the .career .that . interests .you 3. Build .your .personal .brand The .Job .Hunt 4. Look .for .a .job .opening . 5. Apply 6. Interview After .You .Are .Hired 7 . . Succeed .at .work .by .being .professional .and .ethical Point .out .that .every .job .is .different .and .requires .different .preparation, .and .every . job .seeker .is .different . .Tell .the .students .they .now .will .consider .their .own .career . preparation .and .decide .which .of .the .seven .steps .they .should .focus .on .next .
Students create one of four career-preparation tools: career assessment, elevator pitch, resume, or infographic profile.
Distribute .the .handout(s) .that .you .have .selected .for .the .students .to .use .as .they . plan .their .next .step .in .career .exploration . Describe .each .of .the .handouts .that .you .chose .for .them .to .complete, .using .the . corresponding .talking .points .on .the .two .pages .that .follow . Allow .students .30 .minutes .to .complete .the .assigned .activities .and .ask .them .to . consider .working .on .the .other .activities .on .their .own .to .keep .as .a .reference .for . future .use .
JA Job Shadow
Option One: Before the Job Hunt: Career Assessment For .the .students .in .the .Before .the .Job .Hunt .steps, .have .them . take .the .Kuder .Navigator .career .assessment . .(They .must .have . access .to .a .computer .and .the .Internet .) .The .assessment .allows . them .to .explore .their .skills, .interests, .work .priorities, .and .the . possible .job .outlook .for .jobs .they .are .interested .in . . • This .career .assessment .is .available .to .JA .students .using . . the .Kuder .Navigator .system .found .on .the .Junior . . Achievement .Student .Center .Web .page . . • Kuder .Navigator .is .an .online .educational .and .career . . planning .system .for .today’s .middle .school .and .high . . school .students . • Distribute .a .copy .of .the .Career .Assessment .Instructions . . handout .(3A) .and .provide .computer .and .Internet .access . . for .the .students .to .complete .the .assessments .
Elevator pitch A .brief, .high-energy . presentation .used . by .companies . and .individuals . to .promote .their . product .and . themselves . Networking Building . relationships .with . others .who .can .help . you .fi .nd .a .job .and . be .successful .in . your .work .
Option Two: The Job Hunt: Elevator Pitch Resume A .written .summary . For .the .students .in .The .Job .Hunt .steps, .remind .them .that . networking .is .perhaps .the .best .way .to .fi .nd .a .job . .Talking .about . of .a .person’s . education, . work .skills .and .interests .doesn’t .come .naturally .for .a .lot .of . people . .Writing .an .elevator pitch .and .practicing .it .is .one .way .to . skills, .and .work . experience . increase .the .success .of .networking . • The .elevator .pitch .is .a .brief, .high-energy .presentation .used . . by .companies .and .individuals .to .promote .their .products .and .themselves . • Distribute .a .copy .of .the .handout .How .to .Craft .an .Elevator .Pitch .(3B) . • Ask .the .students .to .read .the .scenario .and .create .their .elevator .pitch . • Time .permitting, .organize .a .mock .career .fair .and .have .students .mingle . . throughout .the .room .and .practice .presenting .their .elevator .pitches . . to .one .another . Option Three: The Job Hunt: Resume Remind .students .that .another .way .to .fi .nd .a .job .is .through .want .ads . .Many .job . postings .ask .for .a .resume .to .pre-screen .applicants . • This .is .an .opportunity .to .introduce .themselves .to .the .company .or . . organization .in .writing, .and .it .will .be .the .fi .rst .impression .they .make . . • Although .there .is .no .single .resume .format, .hiring .managers .are .generally . . looking .for .the .same .type .of .information . • Distribute .a .copy .of .the .handouts .Tips .for .Writing .a .Great .Resume .(3C) . . and .Resume .Template .(3D) . .Ask .the .students .to .read .and .follow .the . instructions .to .create .a .draft .of .their .resume, .using .the .template .provided . .
JA Job Shadow
Option Four: The Job Hunt: Infographic Profile One .new .trend .in .job .hunting .is .organizing .and .presenting .job . experiences .through .an .infographic profile, .or .visuals .that .detail .a . person’s .background . . It .is .important .to .note, .however, .that .this .exercise .doesn’t .replace . the .need .for .a .professional .resume . .However, .it .can .support .or . enhance .a .resume . .
Infographic profile A .visual . representation .of . a .person’s .career . history, .education, . and .skills . .
Organize .the .students .into .pairs .and .distribute .to .each .pair .the .handout .Creating . an .Infographic .Profi .le .(3E) .and .the .two .infographic .profi .le .examples .(3F, .3G) . • Review .the .instructions .and .examples . . • As .a .class, .brainstorm .possible .information .to .include .in .these .profi .les . . Have .the .students .complete .a .draft .by .sketching .possible .images, . symbols, .graphics, .charts, .or .pictures .to .include . . • Although .these .infographic .profi .les .are .static .paper .examples, .there . are .software .programs .that .allow .job .seekers .to .create .dynamic .online . profi .les .that .can .be .easily .shared . .Again, .these .infographic .profi .les .should . not .take .the .place .of .a .professional .resume . . . • Multiple .apps .also .exist .that .help .people .create .infographic .profi .les .using . information .collected .from .such .websites .as .LinkedIn .and .Facebook . . • Consider .allowing .the .students .time .to .research .examples .of .infographic . profi .les .before .starting .the .project . .If .the .students .will .be .completing .this . activity .on .paper, .distribute .paper .and .art .supplies .to .create .their .profi .les .
Summary and Review
Review .the .activities .and .ask .students .to .list .some .steps .they .can .take . Summary to .continue .their .preparation .to .enter .and .succeed .in .the .world .of .work . .If . 5 minutes students .are .able .to .fi .nish .the .thank-you .notes, .collect .them .now .and .send . the .notes .to .the .JA .staff .or .directly .to .the .site .visit .company’s .site .coordinator .to . distribute . .Have .each .student .verify .and .include .the .full .name .(properly .spelled) . and .title .of .his .or .her .workplace .host . .For .the .return .address, .have .the .students . use .their .names .and .the .school’s .address . . Congratulate .the .students .on .their .success . .Encourage .them .to .review .and . update .their .elevator .pitches, .resumes, .or .infographic .profi .les .on .a .regular .basis . .
JA Job Shadow
At the program’s conclusion, you may access an online survey at . www.ja.org/programs/programs.shtml to give feedback about your experience; click on Program Content and Instruction Survey. Please take a moment to complete the survey. Your comments will improve the quality of Junior Achievement programs.
JA Job Shadow
Career cluster A grouping of jobs and industries related to skills and products. Cover letter A job applicant’s written introduction to a potential employer that summarizes the applicant’s strengths and skills. Elevator pitch A brief, high-energy presentation used by companies and individuals to promote their products and themselves. Ethics The standards that help determine what is good, right, and proper. Infographic profile A visual representation of a person’s career history, education, and skills. Interests A person’s preferred activities or hobbies. Interview A formal meeting designed to assess an applicant’s qualifications. Job outlook A prediction of the future number of certain jobs, based on current economic factors. Letter of recommendation A written communication from someone who can attest to your skills and character. Networking Building relationships with others who can help you find a job and be successful in your work. Personal brand The personal expression of who you are and what makes you unique. Professionalism The behavior and skills expected of a worker in an industry.
JA Job Shadow
Resume A written summary of a person’s education, skills, and work experience. Self-awareness To recognize the special qualities you possess, including your skills, interests, and priorities. . . Skills A person’s talents or abilities. Soft skills Personal attributes and abilities not directly tied to a specific job title but which are needed in most jobs. Technical skills The abilities and knowledge used in a specific profession. Work environment The surroundings in a place of work, including physical and social conditions and other factors, that affect the quality of the job experience.
JA Job Shadow
Session One: Student Materials 1A
Career Cluster Descriptions
Instructions: 1. Make one copy of Pages 44-45 for each pair of students. 2. Cut along the designated lines to separate the cards, keeping each column
together as a set. A paper cutter will make this task easier. 3. Collect and shuffle one set of titles, one set of descriptions, and one set of job examples for each pair of students, using clips, envelopes, or baggies. 4. Keep one copy intact as an answer key. 5. For more information about the career clusters, ask students to visit . www.ed.gov. For information about specific job positions, visit . www.bls.gov.
1. Agriculture, Food, and Natural Resources 2. Architecture and Construction 3. Arts, Audio/Video Technology, and Communication 4. Business Management and Administration 5. Education and Training 6. Finance 7. Government and Public Administration
Careers related to all aspects of agricultural products and resources, including plant and animal products and resources.
• Farmer/ Rancher • Veterinarian • Water Quality Manager • Architect • Electrician • Surveyor • Actor • Animator • Desktop Publishing
Careers for those who design, plan, manage, build, and maintain structures. Professionals who design, produce, exhibit, perform, write, and publish multimedia content, such as within the arts, journalism, and entertainment.
Careers for those who plan, organize, lead, and evaluate functions for running a business.
• Accountant • Human Resources
Manager • Sports/Entertainment Manager
Careers related to all aspects of education, training, and learning-support services, such as administration and professional support services. Professionals who provide services for financial and investment planning, banking, insurance, and business financial management. Professionals who plan and execute government functions at the local, state, and federal levels, including national security, foreign service, planning, revenue and taxation, and regulations.
• Coach • Social Worker • Teacher • Actuary • Loan Officer • Tax Preparer • Ambassador • Military Officer • Tax Attorney
Session One: Student Materials 1B
8. Health Science Careers for those who provide and manage therapeutic services, diagnostic services, health information, support services, and biotechnology research. Professionals who assist people with their recreational and entertainment needs in the restaurant industry, food/beverage services, lodging, travel and tourism, and amusement and attractions industries. Careers related to families and human needs, such as counseling and mental health services, community services, personal care, and consumer services. Careers related to the design, development, support, and management of hardware, software, multimedia, and systems integration services. Professionals who provide or manage legal services, public safety, protective services, and homeland security, including professional and technical support services.
• Emergency Medical
Technician (EMT) • Home Health Aide • Nutritionist
9. Hospitality and Tourism
• Food Service Manager • Pastry/Specialty Chef • Tour/Travel
10. Human Services
• Cosmetologist • Insurance
• Licensed Professional • 2D/3D Artist • Database • Webmaster
11. Information Technology (IT) 12. Law, Public Safety, Corrections, and Security
• Attorney • Hazardous Materials • Park Ranger • Assembler • Plumber/Pipe Fitter/ • Quality Control
Technician Steam Fitter Responder
Professionals who process materials into products and related professional and technical support activities. Careers related to marketing activities for an organization, such as brand management, professional sales, merchandising, marketing communications, and market research. Professionals who manage and conduct scientific research and professional and technical services (e.g., physical science, social science, engineering), including laboratory and testing services and research and development services. Careers related to the movement of people, materials, and goods by road, pipeline, air, rail, and water, and related professional and technical support services.
14. Marketing and Sales 15. Science, Technology, Engineering, and Mathematics (STEM) 16. Transportation, Distribution, and Logistics
• Art/Graphics Director • Entrepreneur • Sales Executive • Aerospace Engineer • Marine Scientist • Radio/TV Broadcast
• Aviation Inspector • Environmental
• Heavy Truck Driver
Session Two: Student Materials 2A
Job Interviews Tips
1. Get a good night’s sleep. . 2. Take a shower. . 3. Dress up. Look like a business expert. . 4. Check your appearance in a mirror. .
1. Be late. . 2. Bring a friend. . 3. Chew gum. . 4. Wear sunglasses or headgear, such as a hat or bandana. . 5. Be sarcastic or disrespectful. .
5. Mute cell phones and all other digital devices. . 6. Be able to show that you know about . the company. . 7. Remember that first impressions matter. . 8. Have a positive attitude. . 9. Offer a firm handshake. . 10. Get to the point. Express thoughts clearly . and simply. . 11. Make sure you answer the question you were asked. Don’t ramble on. . 12. Make eye contact. . 13. Smile. . 14. Stand tall. Sit straight. . 15. Be adaptable. (No job is a perfect fit.) . 16. Bring a resume with contact information and strong references. . 17. Bring a portfolio with work samples if you have some experience to show off. . 18. Follow up with a thank-you note or email. 9. Expect too much too soon. No one owes you a job. You have to earn it. . 10. Include false information on your application or in the interview. .
6. Mumble. Slouch. Twitch. . 7. Criticize your former employers. . 8. Ask the salary or pay until you’ve been offered the position. .
Session Two: Student Materials 2B
Your child is invited to participate in a JA Job Shadow site-visit experience. Your child will be assigned to a workplace host who will lead him or her through a day on the job. Participants will discuss and explore various aspects of the workplace and the skills necessary to get and . keep a job. Your child will join other students, teachers, and workplace hosts for a luncheon to review what they observed and learned during the day’s activities. For your child to participate, you must complete this form and return it to the teacher before the scheduled site visit. Thank you.
Permission to Participate
My child, _________________________(name), may participate in a JA Job Shadow
site visit, taking place at ___________________on _____________________ (site) (date) between the hours of __________ a.m. and ______ p.m.
Permission to Travel Photo Release
I understand that my child, _____________________________, will travel to and from the workplace under the supervision of school staff.
I understand that this event attracts media attention and also is used to promote partnerships between schools and businesses, so there is a possibility that my child will be photographed during this experience. I grant permission to photograph my child, __________________________, for these promotional and educational purposes. Guardian Signature Date
Session Two: Student Materials 2C
Medical Authorization Form
Should it be necessary for my child to receive medical treatment while participating . in a JA Job Shadow site visit, I hereby give the school district and workplace personnel permission to use their best judgment in obtaining medical service, and I . give permission to the physician selected by the school district personnel to . render whatever medical treatment he or she deems necessary and appropriate. Permission also is granted to release necessary emergency contact/medical history to the attending physician or to the workplace if needed. In order for my child to participate, I am providing the information requested, which will be returned to the teacher before the scheduled site visit. Child’s Name:____________________________________________________________ Address:_________________________________________________________________ Home Phone:_____________________________________________________________ Date of Birth:_____________________________________________________________ Guardian’ Name:__________________________________________________________ Relation to Child: ___________________________ Phone: _______________ Additional Contact’s Name:__________________________________________ Relation to Child: ____________________________ Phone: _______________ Family Doctor: ______________________________ Phone: _______________ Preferred Hospital: __________________________ _ Phone: _______________ Location: _________________________________
Does your child require any special accommodations because of medical limitations, disability, dietary constraints, or other restrictions? Please explain.
I hereby agree to all of the above authorizations and permissions. Guardian Signature______________________________ Date_________________
Session Three: Student Materials 3A
Career Assessment Instructions
Registration 1. Go to the JA Student Center at studentcenter.ja.org and click Explore Careers in the left-hand navigation menu. 2. Click Career Assessment. 3. Click New Users Register Here in the center of the screen. (Important note to teachers, volunteers, and JA staff: You may complete the assessment by registering as a middle or high school student only. You do not have access registering as a parent, adult job seeker, college student, or administrator.) 4. Select Student and choose your grade level from the drop-down menu. 5. Click Continue to create your account. 6. During the process, you will need to create a unique username and password. Write down your username and password in the space provided for future reference. Username: ___________________________________________ Password: ___________________________________________ 7. You also will be asked to enter the N Activation Code provided below: Activation Code: N3235773GYT 8. Read the terms and conditions. If you agree to them, check the box next to “I have read and agree to the terms and conditions of use.” 9. Click Register to complete the process. Navigator Home Page Once you have created your account, you will be directed to your Navigator home page to access the system’s tools and resources via the top navigation menu. Your home page also provides a link to your messages, to-do list, recommended links, and account information. Taking an Assessment The first step in the educational and career planning process is learning about yourself. Click on Learn About Myself from the top navigation menu. • Seventh and Eighth Graders: Choose My Interests or My Skills, select your desired education level/degree, and click on Start Assessment. • Ninth to Twelfth Graders: Choose Take an Assessment and click on one of the assessment titles. To get started, select your desired education level/degree and click on Start Assessment. Once you complete the assessments, use your results and the other available tools from the top navigation menu to support your ongoing education and career exploration and planning. Logging In To reenter your account, go to the JA Student Center at . studentcenter.ja.org and click Explore Careers in the left navigation menu. Click Career Assessment. Click Login, and enter your username and password.
Session Three: Student Materials 3B
How to Craft an Elevator Pitch
Companies .use .elevator .pitches .to .defi .ne .their .products .or .services .or .share .their . values .and .unique .attributes . .Elevator .pitches .are .a .way .to .get .people .excited .about .the . company .and .what .it .has .to .offer .to .customers .and .potential .employees . . Some .companies .will .ask .their .employees .to .prepare .an .elevator .pitch .as .a . living .advertisement .for .their .brand . .Employees .commonly .rehearse .and .use . their .company’s .elevator .pitch .to .get .their .point .across .quickly . .
Elevator pitch A .brief, .high-energy . presentation .used . by .companies . Similarly, .job .hunters .can .create .a .pitch .to .present .when .they .have .an . and .individuals . opportunity .to .network . .It .is .an .excellent .way .to .focus .on .what .you .value .and . to .promote .their . what .you .are .good .at . products .and . themselves .
1 . . Brainstorm .answers .to .the .following .questions .to .prepare .some . possible .ideas .for .your .elevator .pitch: . – What .matters .to .you? . – What .are .you .good .at? . – What .do .you .have .to .offer .a .potential .employer? . – What .interests .you? . – What .do .you .want .to .be .remembered .for .doing? . – If .you .asked .a .friend, .how .would .he .or .she .describe .you? . – What .is .one .thing .people .should .know .about .you? . 2 . . Image .a .dream .job .you .would .like .to .learn .more .about . .Write .the .name . of .the .job: .___________________________________ . 3 . . Now .imagine .that .you .are .attending .an .event .after .school .and .you .fi .nd .yourself . sitting .next .to .one .of .your .classmate’s .parents .who .could .hire .you .for .your . dream .job . .(If .it .is .a .job .that .you .are .not .yet .qualifi .ed .to .apply .for, .imagine .that . you .could .volunteer .there .to .learn .more .about .it .) .
4 . . Below, .create .an .elevator .pitch .to .deliver .to .your .classmate’s .parents .that .
includes .the .following: – Your .name – The .dream .job .you’d .like .to .apply .for .(or .learn .more .about .through . volunteering) – Skills .or .interests .you .have .that .could .contribute .to .the .job – Something .positive .about .your .personal .brand .that .could .leave .a .positive . and .memorable .impression – Close .with .some .way .to .contact .you .or .follow .up .with .you
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Session Three: Student Materials 3C
Tips for Writing a Great Resume
There’s .no .one .right .way .to .write .a .resume, .but .below .are .some .tips .for . making .a .great .fi .rst .impression .in .writing . 1 . . Stick to the basics Look .professional .by .using .white .or .cream-colored .paper .and .a .simple . font . .Colored .paper .is .inappropriate . .Avoid .busy .visuals .like .clip .art .and . colored .ink . .Keep .it .brief; .one .page .usually .is .enough .
Resume A .written .summary . of .a .person’s . education, . skills, .and .work . experience . .
2 . . Focus on accomplishments Present .yourself! .Even .if .you .haven’t .had .a .paid .job .yet, .describe .previous . experience .or .skills .and .list .any .awards .or .leadership .roles . .Include .clubs .and . activities . .
3 . . Be specific As .you .list .previous .positions .or .activities, .include .specifi .cs .such .as .names .and . dates . .This .sets .you .apart .from .the .crowd . . .Keep .in .mind, .many .companies .have . software .that .searches .keywords .to .preview .your .resume, .so .if .it .does .not .fi .nd . specifi .c .words, .it .may .eliminate .you .as .a .candidate . 4 . . Check the facts Do .not .estimate .dates .and .titles . .If .you .are .unsure .of .an .employer’s .title, .dates . of .your .previous .jobs, .or .any .other .details, .don’t .guess . .Stretching .or .estimating . information .will .come .back .to .haunt .you . . 5 . . Include the right information Include .accurate .and .honest .information .that .presents .you .in .the .best .possible .light . . 6 . . Keep it professional Leave .hobbies, .your .height, .weight, .religion, .family, .or .any .other .personal . information .off .your .resume . . 7 . . Proofread, proofread, proofread Always .use .spell-check . .It .identifi .es .many .typos .but .not .all . .Proofread .your .work . several .times, .and .ask .a .friend .or .family .member .to .review .it .as .well . .If .an .employer . fi .nds .typos, .it .could .be .enough .to .remove .you .from .consideration . Choose .a .job .you .might .be .interested .in .and .begin .composing .a .draft .of .a .resume .that . you .can .submit .along .with .the .application, .using .the .following .page .as .a .template:
Session Three: Student Materials 3D
First and Last Name Mailing Address City, State Zip Code Phone Number Email Address . (Note: The address should be simple and should not contain inappropriate words.) EDUCATION Dates School name, highest grade/degree completed (City, State) ACHIEVEMENTS • School awards • Club awards or accomplishments • Other significant achievements EXPERIENCE and SKILLS (Note: Include paid work and volunteer work.) Month, Year Started – Month, Year Ended (Note: Start with your most recent experience.) • List skills and knowledge you used in this position.
Month, Year Started – Month, Year Ended
(Note: Start with your next most recent experience.) • List skills and knowledge you used in this position.
• • .
OTHER SKILLS and ACTIVITIES (Note: Only include activities and hobbies that reflect possible job skills.)
• • • • •
For example: Foreign language skills For example: Computer skills—word processing, Internet, email Sports, length of time participated Community clubs and organizations, length of time participated Hobbies, length of time participated
REFERENCES (Note: Do not include family members. Also, get permission in advance to use the person as a reference.) • First and last name; relationship to you; phone number or email • First and last name; relationship to you; phone number or email
Session Three: Student Materials 3E
Creating an Infographic Profile
Instructions Your infographic profile tells an employer the story about you. To get started, fill in the box 1 organizer below with your personal information. When finished, take your information and display it in an interesting way in box 2 or on a separate sheet of paper. Add arrows or numbers, a graph, or a pie chart to organize and connect the information. Consider adding designs and pictures to make your infographic more visually appealing. . 1. Fill the space with positive words about you. Create a symbol, logo, or picture that . represents you.
Name goes here Skills: What do you do well? Values: What do you care about?
List education, volunteering, and work or life experience.
2. Name: Name: Address: Address:
Session Three: Student Materials 3F
Infographic Profile, Example One
Work: Creekwater City Summer Lifeguard (2014) Work: Eat at Joe’s Fast Food Restraunt (2013)
Address: 123 Oak Way Creekwater, USA 12345 Contact: email@example.com 555.111.111 Activities: Swim Team (2012-2013)
I’ll work hard for you! Call me today...
Volunteer: Creekwater Library (2013) Volunteer: Teach-Youthto-Swim Program (2013-2014)
Activities: Theater and Vocal Performance (2014)
I value being a part of a community that cares for its residents and the environment. I value working with children and showing them how to do something new.
honest, quick-to-learn, a team player, empathetic, helpful, fun, organized, caring, dependable, responsible, creative, problem-solver, patient, upbeat “Alexa is just super. She knows everything about our kids. I wish we had more like her!” -Trey Dawson Creekwater Summer Program
8hrs 7hrs 6hrs 5hrs 4hrs 3hrs 2hrs 1hr T W Th F S Volunteer Time/Typical
Move Ahead Selected courses: Instructional Internship (2012-2013)
Skills: Performing arts
Skills: Technology savvy
GP A 3.8
Selected courses: Advanced Spanish (2012-2014) Selected courses: History /Community Leadership (2012)
Skills: Athlete, competitor
Skills: Great researcher
Skills: Fluent Spanish
Education Creekwater High School, Creekwater, USA (2012-2014)
Extra T urn
Skills: Clear communicator
Skills: Strong STEM skills
Session Three: Student Materials 3G
Infographic Profile, Example Two
1 About Me
honest, quick-to-learn, forgiving, team player, empathetic, helpful, fun, upbeat, organized, caring, dependable, patient, responsible, creative, problem-solver
Address: 123 Oak Way Creekwater, USA 12345 Contact: firstname.lastname@example.org 555.111.111
Creekwater High School, Creekwater, USA (2012-2014) Selected courses: History/Community Leadership (2012) Advanced Spanish (2012-2014) Swim Team (2012-2013) Instructional Internship (2012-2013) Theater and Vocal Performance (2014)
3 Skills & Values
Skills: What I do well: Technology savvy, great researcher, strong STEM skills (science and math), clear communicator, speak Spanish, championship athlete, competitor, leader, arts and crafts, quilting, performing arts Values: What I care about: I value working with children and showing them how to do something new. I value being a part of a community that cares for its residents and the environment.
4 Work Experience
Eat at Joe’s Fast Food Restaurant (2013) Creekwater City Summer Lifeguard (2014)
Creekwater Library Literacy Volunteer (2013) Teach-Youth-toSwim Program (2013-2014)
8hrs 7hrs 6hrs 5hrs 4hrs 3hrs 2hrs 1hr T W Th F S Volunteer Time/Typical
Junior Achievement USA®
©2013 Junior Achievement USA, JS001 Teacher Guide, Sessions 1-3, Site Visit
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