Job Searching
Course
Principles of
LPSCS
Unit IX
High School and
Beyond
Essential
Question
What are
employers
looking for in a
job applicant?
TEKS
§130.292(c)
(1)(A)
Prior Student
Learning
Identify
employer
expectations
Estimated Time
1 to 3 hours
Rationale
There are various sources for information on job availability today.
Classified advertisements provide possible employment opportunities.
LPSCS students should be familiar with job opportunity resources.
Objectives
The student will be able to:
1. Identify and follow procedures for advancement or relocation
2. Identify core elements of a good and bad interview
3. Participate in a mock interview
4. Interpret a job interview scenario
Engage
Read and discuss classified ads or job opportunities for LPSCS-related
careers and high demand occupations. Then have students create and post
“Help Wanted” posters. Use the Individual Work Rubric for assessment.
Key Points
I. Encourage the students to look for information on job availability
II. Application forms
A. Guidelines
1. Print or type all items very neatly
2. Use black ink
3. Complete all blanks
B. Completing an application
1. Read the instructions carefully
2. Answer the questions truthfully
3. Provide only positive information
III. Interview process
A. Preparing for an interview
1. Maintain a positive attitude about qualifications
2. Prepare a list of all educational experience
3. Provide information concerning previous jobs
4. Provide three personal references
5. Appropriate physical appearance
B. Rehearse the interview
1. Role play in front of a mirror
2. Record an interview to critique
a) audio (cassette or digital)
b) video (tape or digital)
C. Scheduling an interview
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1. Speak clearly
2. State the purpose of the call
3. Set an appointment
D. Common interview questions
1. For what type of position are you applying?
2. What are your qualifications for this position?
3. What skills do you have that would help you in this position?
4. What motivates you?
5. How do you rate yourself as a leader?
6. What do you feel are your greatest strengths?
7. What do you feel are your greatest weaknesses?
8. What are your short-term and long-term goals?
9. Have you been dismissed from another job? Why?
10. Why did you leave your previous job?
11. How many days of school / work did you miss during the previous
year?
12. What is your most important accomplishment to date?
E. During the interview
1. Display confidence, a positive attitude, and assertiveness
2. Shake hands and look the interviewer in the eye
3. Focus on your accomplishments
4. Smile
5. Answer questions completely and truthfully
6. Maintain a good posture
7. Speak clearly
8. Focus on the job opening
9. Do not smoke or chew gum
10. Thank the interviewer before leaving
IV. Interview follow-up
A. Send a thank you note within two days of the interview
B. Make a phone call to secure information
C. Self-evaluate your performance during the interview
Activities
1. Complete the Job Applicants Activity (see handout).
2. Use a job listing from a newspaper (or online) to begin the process of
seeking employment. The instructor will display an example of a job
listing. Students may use the job listing during the entire unit or may do
an on-line job search.
3. Complete a job application and make preparations for an interview (see
the sample application).
4. Practice answering common interview questions (see handout), options
include:
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a. Identify the answers to the questions in a writing assignment. Use the
Writing Rubric.
b. Role-play an interview by pairing the students. (Duplicate the
questions and put them in a box. The "interviewer" draws the
question to ask the "interviewee." This works really well if you have
covered basic listening skills in your communication unit. Observe for
an appropriate amount of time before switching student roles.)
c. Role-play an interview process by placing students in teams of three.
Critique the role play through peer review. (Student assignments: #1
interviewer, #2 interviewee, #3 an observer. The interview takes
place as described above [section b], but the observer then critiques
the interview once it is complete. Rotate the students after
completing a question.) Use the Interview Rubric. If possible,
videotape the role-played interview.
5. Analyze the rationale for employer's expectations by studying the
effectiveness of peer applications, résumés, and videotaped interview
skills.
Assessments
Completed Job Application
Application Rubric
Discussion Rubric
Individual Work Rubric
Interview Rubric
Role Play Rubric
Writing Rubric
Materials
Job Searching computer-based presentation
Teacher-produced job listing
Job Application Activity handout
Job Application sample
Job Listing sample
Common Interview Questions handout
Recording equipment (optional)
Resources
0538444029, Working, Larry Bailey, 2006
0078748283, Succeeding in the World of Work, Grady Kimbrell, 2007
Accommodations for Learning Differences
For reinforcement, students will decide which person would best fill the job
opening, and justify the decision in writing. Use the Writing Rubric for
assessment.
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For enrichment, students will interview a Director of Human Resources and
develop a synopsis/summary of additional strategies for successful
interviews. Use the Writing Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
130.292 Principles of Law, Public Safety, Corrections and Security (OneHalf to One Credit)
(1) The student achieves academic knowledge and skills required for a
career and postsecondary education opportunities associated with law,
public safety, corrections, and security. The student is expected to:
(A) apply English language arts knowledge and skills required for career
and postsecondary education opportunities.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
A. Intellectual curiosity
2. Accept constructive criticism and revise personal views when
valid evidence warrants.
B. Reasoning
1. Consider arguments and conclusions of self and others.
2. Construct well-reasoned arguments to explain phenomena,
validate conjectures, or support positions.
3. Gather evidence to support arguments, findings, or lines of
reasoning.
4. Support or modify claims based on the results of an inquiry.
C. Problem solving
1. Analyze a situation to identify a problem to be solved.
2. Develop and apply multiple strategies to solving a problem.
3. Collect evidence and data systematically and directly relate to
solving a problem.
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
F. Academic integrity
4. Understand and adhere to ethical codes of conduct.
II. Foundational Skills
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze information.
3. Use technology to communicate and display findings in a clear
and coherent manner.
4. Use technology appropriately.
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Job Applicants Activity
Instructions:
Read the scenarios. Assess the information in the two examples and decide which
applicant would best fill the position. Be prepared to justify your choice. Prepare a brief
paper including the following:
1. Choice of applicant
2. Reasons for choosing the applicant
3. Reasons for not choosing the other applicant
4. How each applicant could have improved his or her performance
Scenarios:
Applicant 1
Jack Stone is applying for a job as a law clerk. He is dressed in slacks with a shirt and
tie. He is well-groomed, neat and clean. He arrives at 9:55 AM for a 10:00 AM
appointment. Ms. Rocknet, an attorney, is going to interview Jack.
Jack speaks to the receptionist, smiles, tells her his name, and says he has a 10:00 AM
appointment with Ms. Rocknet. He is directed to the conference room where Ms.
Rocknet is seated at the table. On seeing Ms. Rocknet, Jack greets her, introduces
himself, and says, “I’m here to apply for the job of law clerk. Do you remember my
résumé?”
Ms. Rocknet replies, “Of course, I remember. Please sit down. May I ask you some
questions?” She asks the following: “What kind of grades did you make in school?
What hours can you work? What training in or introduction to law do you have? What
are your plans for next year?”
Jack tells Ms. Rocknet that he is a B student and that his GPA is recorded on his
résumé. He can work 20 hours a week, preferably in the afternoon, but with some
flexibility. He participated in a pre-law program as part of his LPSCS class, where he
interned at the district attorney’s office. He plans to graduate from high school next year
and enter the criminal justice program at Hatfield Community College.
Ms. Rocknet gives him an application form and asks him to return the form, completed
within 5 days. Jack thanks Ms. Rocknet for her time and goes back to school. He
returns the completed form 10 days later.
Applicant 2
Hannah Stevens is applying for the same job. Her appointment is for 11:00 AM. She
has trouble finding a parking place and enters the reception area at 11:10 AM. She is
neatly and appropriately dressed, but a little breathless. She nods to the receptionist
and goes to the conference room where she is sure Ms. Rocknet will be waiting for her.
However, Ms. Rocknet has gone across the street to the courthouse to file some papers
since Hannah was not in the conference room at 11:00 AM.
Ms. Rocknet comes back at 11:30 AM. By then Hannah is very nervous and feels less
confident. Ms. Rocknet asks her the same questions she asked Jack.
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Hannah replies, “I’m a B student and my grade point average is on my résumé. My
favorite classes are Court Systems and Practices, Government, and Art. I enjoy school
and feel that I am doing well. I can work 14 hours a week and prefer mornings. My
experience in law is that I broke my leg last spring when I was in a car wreck. My
parents had to hire an attorney to help receive payment for my medical bills. Our
attorney was very helpful and talked to me about pursuing a career in law. I plan to
finish high school next spring. Then I want to go work in a law office somewhere.”
Ms. Rocknet says, “It sounds as if you got quite an introduction to the legal field, and I’m
glad your attorney helped you. I can see you have done well in school, and you seem
interested in working in the legal field. Please take this application, complete it, and
return it to me in 5 days.”
Hannah thanks Ms. Rocknet for the interview, completes the application, and returns it
to Ms. Rocknet in 4 days.
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Application for Employment
PERSONAL INFORMATION
APPLICATION:______________
DATE OF
Name:
Last
First
Middle
Address:
Street
(Apt)
City, State
Zip
Alternate Address:
Street
Contact Information:
(
City, State
)
(
Home Telephone
Zip
)
Mobile
Email
How did you learn about our company?
POSITION SOUGHT: _______________________
Date:______________
Desired Pay Range: ______________
_________________
Available Start
Are you currently employed?
By Hour or Salary
EDUCATION
Name and Location
Graduate? – Degree?
Major / Subjects of
Study
II.
High School
College or
University
Specialized Training,
Trade School, etc…
III.
Other Education
Please list your areas of highest proficiency, special skills or other items that may contribute to
your abilities in performing the above mentioned position.
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PREVIOUS EXPERIENCE
Please list beginning from most recent
Dates Employed
Company Name
Location
Role/Title
Location
Role/Title
Location
Role/Title
Location
Role/Title
Job notes, tasks performed and reason for leaving:
Dates Employed
Company Name
Job notes, tasks performed and reason for leaving:
Dates Employed
Company Name
Job notes, tasks performed and reason for leaving:
Dates Employed
Company Name
Job notes, tasks performed and reason for leaving:
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Anycounty District Attorney’s Office
Vacancy Announcement – Immediate
Openings
Law Clerks Needed
Anycounty District Attorney’s Office Misdemeanor Department
Temporary Positions, Starting at $7.50 per hour
POSITION REQUIREMENTS:
High school diploma or GED preferred,
High school students with previous legal experience may apply.
People with positive attitudes and excellent
organizational skills with data entry and filing are needed.
Applicants need to possess the ability to work well with others
and exhibit excellent telephone skills.
The ability to handle confidential information,
maintain accurate record keeping, and
have a working knowledge of legal terminology is required.
Applicants must read and write English/second languages are preferred.
Dependable workers are needed who can maintain a fast work pace and
exhibit knowledge of good legal research skills.
Contact: Personnel Director
Anycounty District Attorney’s Office
1 Hiring Lane
Job City, Texas 27549
Anycounty District Attorney’s Office Is The
Place To Be!
An Equal Opportunity Employer
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Common Interview Questions
1. For what type of position are you applying?
2. What are your qualifications for this position?
3. What skills do you have that would help you in this position?
4. What motivates you?
5. How do you rate yourself as a leader?
6. What do you feel are your greatest strengths?
7. What do you feel are your greatest weaknesses?
8. What are your short-term and long-term goals?
9. Have you been dismissed from another job? Why?
10. Why did you leave your previous job?
11. How many days of school / work did you miss during the previous year?
12. What is your most important accomplishment to date?
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Name_______________________________________
Date_______________________________
Application Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Types or prints in black or blue ink
on the application form, unless
writing is requested on the form
Completely follows all the
appropriate information on the form
Spells all words correctly
Leaves “Office Space Only,” and
similar areas, blank
Completes form neatly and
thoroughly
Places “none” or “NA” in spaces as
necessary
Total Points (24 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Interview Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
On time, or 5 to 10 minutes early
Displays confidence with body
language and eye contact; smiles,
and introduces self
Firm, dry hand extended willingly
Dressed appropriately for interview
Responds in a clear, concise,
grammatical, and appropriate
manner to all questions
Prepared to ask questions
Demonstrates awareness of
background of company to which
applying
Picks up interviewer’s closure cues
and responds appropriately
Total Points (32 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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