The Time is N.O.W. ~ New Opportunities for the Workforce
Module 2:
Getting Young Adults Ready for
Today’s Workforce
The Time is N.O.W. ~ New Opportunities for the Workforce
Objectives and Expected Outcomes
Identify strategies for getting to know the
youth served by your program
Assess individual strengths and unique
characteristics of youth served
Explore the phases of career development
Develop a plan of action for creating
improved services for all youth
-1-
Getting to Know You…Getting
to Know All About You…
Pig Personality Test
Adapted from: Gordon Cotton, Trainer, Marine Atlantic Inc., New
Brunswick, Canada. Available online at www.hcc.hawaii.edu/intranet/
committees/FacDevCom/guidebk/teachtip/pigprofi.htm
-22-1
The Time is N.O.W. ~ New Opportunities for the Workforce
INTRODUCTION: When assisting youth in preparing for today’s workforce, it is not enough
to simply help them to find a job. As youth service providers, we must also help them to
understand and learn their strengths and functional limitations, what career would best suit their
environmental preferences, and what steps they may need to prepare for the workforce (how to
get a job…keep a job…and leave a job). Working with youth will provide much enjoyment –
but many will need support (which may imply hassles/problems, etc.) Fortunately, we are in the
problem solving business. Think about this: If young people came to us perfectly ready to go,
they wouldn’t need us.
™ Slide 1
Suggested discussion: Review the objectives and expected outcomes for this module.
™ Slide 2
Activity – Pig Personality Test: Give participants the following instructions: On a blank piece
of paper draw a pig. Do not look at your neighbor’s pig… don’t even glance…” (Say no more).
Do not explain the purpose of the exercise at this point. After about 3 minutes or so, tell the
group, “How your pigs were drawn can tell a lot about your personality traits…” For example…
1. If the pig is drawn towards the top of the paper, you are positive and optimistic.
2. If the pig is drawn towards the middle of the paper, you are a realist.
3. If the pig is drawn towards the bottom of the page, you are pessimistic and have a tendency for
bad moods.
4. If the pig is facing left, you believe in tradition, are friendly and remember important family dates
and birthdays.
5. If the pig is facing forward (towards you), you are direct, enjoy playing the devil’s advocate, and
neither fear nor avoid discussion.
6. If the pig is facing right, you are innovative and active, but can’t remember family dates and
birthdays.
7. If the pig is drawn with many details, you are analytical, cautious and distrustful.
8. If the pig is drawn with few details, you are emotional, care little for details and take risks.
9. If the pig with 4 legs, showing, you are secure, stubborn and opinionated.
10. If the pig is drawn with less then 4 legs showing, you are insecure, or are living through a period
of major change.
11. The larger the pig’s ears you have drawn, the better listener you are.
12. And last, but not least….the longer the pig’s tail you have drawn, the more satisfied you are with
the quality of romance in your life!
Suggested discussion: Discuss different strategies used for getting acquainted with young
people. List answers on flip chart.
Notes:
2-2
The Time is N.O.W. ~ New Opportunities for the Workforce
Getting Acquainted Through
Program Activities & Services
Application/Intake
Work/volunteer history
Resume
Interview
Advice/guidance/referral
Assessment
Formal and informal assessments
Interest inventories
Learning styles
-3-
Getting Acquainted Through
Program Activities & Services
Outreach/marketing
Support groups
Workshops
Career counseling
Vocational-technical coursework
-4-
2-3
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 3
Suggested discussion: Review the different opportunities youth programs use for getting to
know young people. Are any of these strategies more predictable than others? How predictable
was the Pig Personality Test? Can you predict how a young person will interact in a large group
(or on the job) during your first intake interview?
We have already discussed how we get to know young people, but where do these opportunities
permit themselves? Ask the group the following question: What opportunities do you utilize to
get to know the young people you serve? List answers on a flip chart – then use Slides 3 and 4
as a summary.
™ Slide 4
Suggested discussion: Though there certainly are more scientifically based personality
assessments than the Pig Personality Profile, we tend to get a lot of information about our young
people by watching how they interact in groups and workshops, during career counseling
sessions, while in the classroom, etc. Information collection activities actually serve as informal
assessments. We are hoping to find out if the young person has any identified career goals,
whether he/she knows what is in their community, whether or not he/she has completed
informational interviews, etc. All of this helps us to figure out at what state of career
development they are currently – and how we can best serve their particular needs…at this
particular time.
Notes:
2-4
The Time is N.O.W. ~ New Opportunities for the Workforce
Information Collection
1.
2.
3.
4.
5.
Indicate the purpose and use
Tailor the information collection to the
participant
Use more than one source or method
Maintain confidentiality and security
Assure fair, accurate, and unbiased
procedures
-5-
Collect Information to Determine Career
Development Strengths & Needs
Identify career interest area(s)
Map community
Research jobs/companies matching interests,
visit companies and complete informational
interviews
Interview preparation/application assistance
Maintenance
-6-
2-5
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slides 5:
Suggested discussion: Meeting eligibility requirements for the Workforce Investment Act
entails collecting information about the youth, family members, schools, etc. When we collect
this information, it is important to let young people know why you are collecting specific
information about them. Be sure to inform them just how you plan to use the information you
collect. Listed on this slide are some ethical issues to consider. Ask participants if they can add
to this list?
™ Slide 6:
For youth-serving programs providing career assistance, information should be collected to
determine the young person’s strengths, their skills, and their needs. If programs are providing
individualized services (and not “cookie-cutter” ones) gathering information is critical to help
you know where to begin…and how to proceed.
Notes:
2-6
The Time is N.O.W. ~ New Opportunities for the Workforce
Five Components of Career Development
1.
2.
3.
4.
5.
Awareness of Self
Awareness of the World
Exploration
Preparation
Employment
-7-
Non-Traditional Career Assessments
Teele Inventory of Multiple Intelligences
Identifies youth dominate area of intelligence
Focuses on environmental strengths
-8-
2-7
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 7
Suggested discussion: Refer participants to the “Components of Career Development”
handout on page 2-10. We can better assist young people when we have an idea of where
they currently stand in terms of career development. This handout offers you sample
questions you might ask to get an understanding of how to formulate an individualized career
plan. It may also serve to help a young person gain a greater sense of what is involved in the
career development process.
™ Slide 8
Suggested discussion: There are traditional and non-traditional methods for helping young
people to identify career-related interests. These might include paper/pencil assessments,
situational assessments or job try-outs, job-site visits, internships, and so on. Montgomery
Youth Works (MYW) has expanded their repertoire of career interest inventories to include
the Teele Inventory of Multiple Intelligences (TIMI). The TIMI is a simple-to-administer
assessment based on Howard Gardner’s theory of Multiple Intelligences.
The TIMI focuses on personality and environmental preferences as it depicts panda bears in
different situations and in different environments. MYW chose to use this instrument
because it is reading-free (and therefore can serve youth both with and without reading
difficulties, youth who speak English as a second language, etc.). Also, the assessment
appears to have no gender/racial biases (as pandas are asexual animals and are both black and
white).
Activity: If using the TIMI (ordering information in the resources section of this manual)
use the administration and scoring directions provided. In summary, explain to participants
that they will be shown 28 pairs of panda scenarios. They are to simply choose the activity
and/or the environment in which they would feel most comfortable, confident, or successful.
Once the score is tallied, dominate areas of intelligence will be revealed. (See pages 2-12
through 2-14 for additional information related to the theory of Multiple Intelligences.)
When working with youth, refer to the “Intelligent Careers” listed on pages 2-15 and 2-16 as
a “starting point” to begin the career search. .
** You may choose to use an alternate assessment activity, if there is one with which you are
more comfortable…and have experienced a good deal of success with diverse youth
populations.
Notes:
2-8
The Time is N.O.W. ~ New Opportunities for the Workforce
2-9
The Time is N.O.W. ~ New Opportunities for the Workforce
COMPONENTS OF CAREER DEVELOPMENT
Preparation
•
What skill training have you had
in specific occupational areas?
•
Did training activities take place
in school?
•
On jobsites?
•
What vocational education
courses have you taken?
•
How did you do in those courses?
•
What competencies have you
demonstrated?
•
In what academic classes do you
do well?
•
What are your difficult classes?
Awareness of Self
•
Who are you?
•
What talents do you have?
•
What are your likes/dislikes?
•
What are your dreams for the
future?
•
What do you need help with?
•
What kinds of things help you
most?
•
To what extent do you contribute
to your family and community?
Awareness of the World
(particularly the work world)
•
What do you know about your
community?
•
Do you understand the different
roles people play?
•
Do you know that there are lots of
different types of jobs out there?
Employment
•
What paid and unpaid jobs have
you had?
•
Did any of your work experiences
relate to your long-range career
interests?
•
Did any of your work experiences
tie into school coursework?
•
What jobs did you enjoy the
most?
•
What jobs did you like least?
•
How will you build on these
experiences?
•
What have you learned about
yourself and the next steps in your
life?
Exploration
•
Have you been exposed to each of
the major occupational areas?
•
What hands-on experiences have
you had?
•
Have you talked to many people
who work in these fields?
•
Have you done many job
shadowing experiences and site
visits?
© TransCen, Inc., 2000
www.transcen.org
Used with Permission
2-10
The Time is N.O.W. ~ New Opportunities for the Workforce
2-11
The Time is N.O.W. ~ New Opportunities for the Workforce
Howard Gardner’s Theory of Multiple Intelligences…in a nutshell
Based on his study of many people from many different walks of life in everyday
circumstances and professions, Howard Gardner developed the theory of multiple
intelligences. He performed interviews with and brain research on hundreds of
people, including stroke victims, prodigies, autistic individuals, and so-called
"idiot savants." Gardner’s theory maintains that all human beings have multiple
intelligences. These multiple intelligences can be nurtured and strengthened, or
ignored and weakened. In his current work, he believes each individual has nine
intelligences:
• Verbal-Linguistic Intelligence -- well-developed verbal skills and
sensitivity to the sounds, meanings and rhythms of words;
• Mathematical-Logical Intelligence -- ability to think conceptually and
abstractly, and capacity to discern logical or numerical patterns;
• Musical Intelligence -- ability to produce and appreciate rhythm, pitch and
timber;
• Visual-Spatial Intelligence -- capacity to think in images and pictures, to
visualize accurately and abstractly;
• Bodily-Kinesthetic Intelligence -- ability to control one's body movements
and to handle objects skillfully;
• Interpersonal Intelligence -- capacity to detect and respond appropriately
to the moods, motivations and desires of others;
• Intrapersonal Intelligence -- capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes;
• Naturalist Intelligence -- ability to recognize and categorize plants,
animals and other objects in nature;
• Existential Intelligence -- sensitivity and capacity to tackle deep questions
about human existence, such as the meaning of life, why do we die, and
how did we get here.
2-12
Physically intelligent people
best understand the world
through physicality.
The gift of body.
Musically intelligent people
best understand the world
through rhythm and melody.
The gift of music.
Visually intelligent people
best understand the world
through visualization and
spatial orientation.
The gift of pictures.
Linguistically intelligent
people best understand the
world through the spoken
and written word.
The gift of words.
The Gift
Architects,
photographers,
artists, pilots,
mechanical
engineers... Ansel
Adams, Amelia
Earhart, Frieda
Kahlo...
Composers, lyricists,
pianists, rock stars...
Mozart, Elton John,
Billie Holiday...
Athletes,
craftspeople,
mechanics,
surgeons... Michael
Jordan, Bob Vila,
Michele Kwan...
They identify, modify and transform different
aspects of the visual-spatial world. They have
an extreme sensitivity to visual details and see
images vividly, draw or sketch their ideas
graphically, and can orient themselves easily in
a three-dimensional world.
They perceive, appreciate and create rhythms
and melodies. They have a good ear, can sing in
tune, keep time to music, and can easily
differentiate different musical selections.
They can easily control their body movements
and skillfully handle objects. They are sewers,
chefs, carpenters, and model-builders. They like
to jog, camp, swim, ski, dance, and so on.
They're hands-on people who have good touch
sensitivity, need to keep moving, and get "gut
reactions" to things.
They enjoy taking things apart and putting
them back together and playing with
three-dimensional puzzles. They recall
memories through visual images, and
understand maps and blueprints easily.
They notice patterns quickly, easily move
to a beat, enjoy different types of music.
They hum and mimic music, sing or play
an instrument, have difficulty
concentrating when surrounded by music,
and they enjoy the rhythm of poetry.
They enjoy physical movement and tactile
experiences. They believe animals and the
physical environment are important. They
enjoy studying biology and ecological
issues. They write letters and numbers
well, and like to choreograph and design
new games.
2-13
Journalists, poets,
lawyers, storytellers...
Shakespeare, Maya
Angelou, Amy Tan...
They entertain, teach, argue and persuade
effectively through the spoken word. They are
trivia masters, voracious readers, clear writers
and masters of comprehension of all things
word-oriented.
They enjoy reading and writing, use
expressive language, get pleasure from
puns riddles and word games, are
interested in foreign languages, memorize
easily and take notes in class.
Who are they?
How?
Characteristics
The Gifts of Intelligence
The Time is N.O.W. ~ New Opportunities for the Workforce
Environmentally
intelligent people best
understand the world
through their own
environment.
The gift of nature.
Intrapersonally intelligent
people best understand the
world from their unique
point of view.
The gift of self.
Socially intelligent people
best understand the world
through the eyes of others.
The gift of people.
Mathematically and
Logically intelligent
people best understand the
world through cause and
effect.
The gift of numbers and
logic.
The Gift
Counselors,
theologians,
entrepreneurs...
Sigmund Freud, Jesse
Jackson, Bill Gates...
Naturalists, farmers,
environmentalists...
Charles Darwin, Jane
Goodall, John Muir...
They can easily access their own feelings and
can differentiate between many different kinds
of inner emotional states. They are selfunderstanding, introspective, contemplative,
independent, self-driven, and self-disciplined.
They can easily understand and remember
different species in their environment. They
often have a "green thumb." If raised in an
urban environment, they may apply their skill in
remembering and classifying objects in their
"natural" surroundings such as cars, sports shoes
or album covers.
2-14
They enjoy working and being outdoors.
They like to classify items into hierarchies.
They believe that nature, ecological issues
and animals are important.
They are keenly aware of their own beliefs,
feelings and motivations. They enjoy
working on their own, and are generally
successful at self-motivating. They like to
know why they are doing something. They
can accurately assess their own skills and
weaknesses and they take challenges.
Teachers, social
directors,
administrators, highly
effective leaders...
Mahatma Gandhi,
Cesar Chavez, Jaime
Escalante...
They are perceptive and responsive to the
moods, dispositions, intentions and needs of
others. They can "get under your skin" to view
the world from your eyes.
They learn by and enjoy interacting with
others. They compromise, negotiate, and
empathize with others. They exhibit
leadership skills and participate in politics.
They are involved in extracurricular
activities and like being a "team player."
Scientists,
accountants,
computer
programmers...
Albert Einstein,
Marie Curie, Isaac
Newton...
They have a keen ability to reason, order, think
in terms of cause-and-effect, create hypotheses,
look for regularities or patterns, and enjoy a
general rational outlook on life.
They like things to be orderly and neat and
can get frustrated with unorganized people.
They follow step-by-step instructions, and
collect and use information to solve
problems. They can often perform
calculations quickly in their heads. They
enjoy games and puzzles involving
reasoning.
Who are they?
How?
Characteristics
The Time is N.O.W. ~ New Opportunities for the Workforce
The Time is N.O.W. ~ New Opportunities for the Workforce
“Intelligent” Careers
Adult Roles (or “end states”) Involving Gardner’s Multiple Intelligences
Bodily Kinesthetic
Intelligence
Acrobat
Actor
Actress
Aerobic teacher
Architect
Assembler
Athlete
Ballet dancer
Building trade person
Carpenter
Choreographer
Clown
Coach
Commercial artist
Construction worker
Craftsperson
Dancer
Drama coach
Engineer
Equestrian
Ergonomist
Gymnast
Instrumental musician
Inventor
Jeweler
Jockey
Juggler
Magician
Manual laborer
Massage therapist
Mechanic
Mime
Model
Physical therapist
Phys. Ed. Teacher
Physiotherapist
Pianist
Recreation worker
Rodeo rider
Sculptor
Stunt person
Swimming instructor
Surgeon
Trainer
Welder
Therapist
Travel agent
Waiter/waitress
Linguistic
Intelligence
Intrapersonal
Intelligence
Interpersonal
Intelligence
Actor
Artist
Clergy
Coach
Consultant
Counselor
Creative writer
Entrepreneur
Fitness instructor
Guru
Home support aide
Leadership trainer
Mediator
Novelist
Philosopher
Program planner
Psychiatrist
Psychology instructor
Psychologist
Psychotherapist
Researcher
Sage
Self-employed person
Social worker
Spiritual counselor
Talent agent
Theologian
Therapist
Vocational instructor
Wellness instructor
Writer
Administrator
Anthropologist
Arbitrator
Bartender
Chess player
Child care worker
Clergy person
Coach
Community Organizer
Consumer Advocate
Counselor
Day dare worker
Food server
Homemaker
Manager
Mediator
Nurse
Police officer
Politician
Personnel officer
Probation officer
Psychologist
Psychotherapist
Public relations
Receptionist
Recreation assistant
Religious leader
Salesperson
Secretary
Social director
Social worker
Sociologist
Teacher
Teacher assistant
2-15
Archivist
Attorney
Author
Call center operator
Comedian
Curator
Editor
English teacher
Historian
Interpreter
Journalist
Lawyer
Legal assistant
Librarian
Manager
Novelist
Orator
Philosopher
Playwright
Poet
Politician
Proofreader
Psychotherapist
Public speaker
Public relations
Radio/TV announcer
Reporter
Sales person
Secretary
Social scientist
Speech pathologist
Storyteller
Supervisor
Talk show host
Teacher
Technical writer
Tour guide
Translator
Writer
Logical-Mathematical
The Time is N.O.W. ~ New Opportunities for the Workforce
Intelligence
Accountant
Actuary
Analyst
Astronomer
Auditor
Banker
Biologist
Bookkeeper
Chemist
Chess player
City planner
Computer programmer
Computer systems
Cook
Economist
Engineer
Financial services
Inventor
Investment broker
Lawyer
Para-legal secretary
Logician
Mathematician
Mechanic
Mechanical engineer
Microbiologist
Pharmacist
Physician
Physicist
Programmer
Purchasing agent
Records clerks
Researcher
Scientist
Statistician
Stockbroker
Tax accountant
Technician
Technologist
Travel agent
Underwriter
Musical
Intelligence
Spatial
Intelligence
Band member
Choir director
Choreographer
Conductor
Composer
Critic
Dancer
Disc/video jockey
Figure skater
Group singer
Instrument repairer
Instrument sales
Instrumental instructor
Instrumental musician
Instrumentalist
Manager
Music copyist
Music critic
Music teacher
Music therapist
Music arranger
Musical performer
Musician
Piano tuner
Professional performer
Promoter
Recording engineer
Recording tech
Rock group
Singer
Solo singer
Song writer
Sound engineer
Teacher
Violinist
Advertiser
Architect
Artist
Art teacher
Art therapist
Builder
Carpenter
Cartographer
Chess player
Coach
Commercial artist
Computer specialist
Craftsperson
Decorator
Dentist
Drafting technician
Drafting engineer
Engineer
Fashion designer
Film editor/director
Fine artist
Furniture restorer
Geographer
Geometrician
Graphic designer
Guide
Hairstylist
Industrial design
Interior decorator/design
Inventor
Landscape
architect/designer
Machinist
Makeup artist
Mechanic
Navigator
Outdoor guide
Painter
Photographer
Pilot
Sailor
Sculptor
Seamstress
Adapted from: http://www.igs.net/~cmorris/smo4.html
2-16
Set designer
Sign painter
Surgeon
Surveyor
Tailor
Urban planner
Web developer
Naturalist
Intelligence
Agricultural worker
Animal handler/trainer
Anthropologist
Aquaculture laborer
Astronomer
Biologist
Botanist
Chef
Climatologist
Dog groomer
Ecologist
Environmental scientist
Environmentalist
Farmer
Forester
Gardner
Geologist
Landscape artist
Meteorologist
Navigator
Oceanographer
Paleontologist
Park ranger
Rancher
Sailor
Veterinarian
Weather tracker
Zookeeper
Zoologist
The Time is N.O.W. ~ New Opportunities for the Workforce
Creating a Positive Personal Snapshot
Positive
Personality
Traits
Environmental
Preferences
Life and Career
Dreams
Demonstrated
Talents
YOUTH
Life experiences
Accomplishments
Interests &
Passions
Support Needs
•challenges
•accommodations
•support systems
-9-
Career Development Checklist
Identify – a career interest or hobby area
Research – at least 2 companies matching
this interest
Explore – make visits, meet people, etc.
Prepare – for the interview
Practice – talking about your skills and what
you have to offer
-10-
2-17
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 9
Suggested discussion: One goal in learning more about a young person through various
program activities, services, and career assessments, is to help them create a Positive Personal
Profile Snapshot.
Activity: Refer to the Snapshot on page 2-20. Ask participants to take 5 minutes to complete a
personal snapshot. Have an open discussion on the ease/difficulty level of completing this
activity. Were there any areas more difficult to record than others? Continue the discussion to
include the difficulty/stress youth may experience – and how you can help to alleviate some of
the stress, and find creative ways to produce a more complete and positive profile
™ Slide 10
Suggested discussion: Poll the group: How many of you work with young people who you feel
have chosen to pursue a career that is unattainable (or unrealistic)? It is important to help young
people reach career decisions through research – and to assist them make their own decisions
based on the information they find. The Career Development Checklist (on pages 2-22 through
2-24) was developed for that very reason. The Career Development Checklist will help you to
help young people to base their career decisions on information, rather than on glamour or
arbitrary choices.
Activity: How to use the Career Development Checklist
1. Ask the young person to identify a career interest. If the young person has difficulty here –
either use information from an interest inventory, or try to find a hobby area (often is the case
that hobby interests can easily be turned into career interests).
2. Use resources such as the telephone book, the internet, etc. to find 2 jobs and/or companies in
your community to match this interest area
3. Now, use resources such as the Occupational Outlook Handbook, for example, (available
online at http://www.bls.gov/oco/home.htm) to complete the Job Requirement checklist. It is
at this point that decisions begin to be made…and you will either continue or go back to the
drawing board.
4. Complete at least 3 of the 5 actions listed in the Exploration section.
5. Review the Preparation section, and check all that apply.
6. Prepare for an interview by completing and practicing the Employment section.
Notes:
2-18
The Time is N.O.W. ~ New Opportunities for the Workforce
2-19
The Time is N.O.W. ~ New Opportunities for the Workforce
Positive Personal Profile ~ SNAPSHOT
Life/Career Dreams
Interests! Passions!
Demonstrated Talents
Positive Personality
Traits
Life Experiences and Accomplishments
Support Needs: Specific challenges,
support system(s), and effective
accommodations
Environmental
Preferences
© TransCen, Inc. Used with permission
2-20
The Time is N.O.W. ~ New Opportunities for the Workforce
2-21
The Time is N.O.W. ~ New Opportunities for the Workforce
Career Development Checklist
CAREER INTEREST or HOBBY AREA – Identify
AWARENESS – Find 2 jobs and/or companies that match this interest or area
1.
2.
No problem…got
it covered (3)
Job Requirement
I’ll ask _____
for help!
Level of formal education/academic skills:
Specialized training and skills (including
vocational/technical):
Physical abilities:
Personality traits needed for success:
Testing requirements or entrance procedures:
Certifications and licenses:
Are most of the job requirements above checked as “no problem?” If so, go to page 2
(EXPLORATION). If not, you will need to spend some time determining if and how you can
receive the training you will need for this occupation. Now, list at least one (1) place you can
get the training you will need to prepare for this career area.
2-22
The Time is N.O.W. ~ New Opportunities for the Workforce
EXPLORATION – Action
Complete at least three (3) of the following actions.
Action
Details
Completed
(3)
Visit companies and talk to
people working in this field of
interest
Visit places (in person or on
the internet) that train and
educate people in this field of
interest
Experience an informational
interview and/or job shadow
related to this field of interest
Learn more about any tests or
other entrance criteria needed
related to this career field of
interest
Visit your local One-Stop to
learn about the available
services for career counseling
and job search assistance.
PREPARATION - Job Readiness: (check all that apply, as needed)
I will research (and write down) where I can take any classes I need (at my high school,
community college, technical school, etc.)
I have already taken the courses I need.
I received a passing score on any tests required.
I have completed community activities that relate to this field of interest.
I have looked into a work-readiness course.
I have completed a work-readiness course.
I am in good physical health.
I have asked 3 people to be references for me.
I have completed a resume.
I have completed a portfolio of skills, talents, etc., (including samples of work, awards, etc.)
I have examined and identified any accommodations I might need on the job.
I have someone I can ask for help when I need it ☺
2-23
The Time is N.O.W. ~ New Opportunities for the Workforce
EMPLOYMENT - Interview Preparation
Three (3) concrete skills pertaining to this career choice:
1.
2.
3.
Three (3) positive personality traits:
1.
2.
3.
Three (3) interests and/or hobbies:
1.
2.
3.
Possible barriers to employment and potential accommodations to alleviate or lessen each barrier
are identified below:
Barrier
1.
2.
3.
Accommodation
1.
2.
3.
2-24
The Time is N.O.W. ~ New Opportunities for the Workforce
Job Readiness Skills
Searching for the job
Getting the job
Keeping the job
Changing jobs
-11-
Activity
The Job Readiness Skills
Challenge
-12-
2-25
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 11
Suggested discussion: After working with the young person on discovering what careers may
be of interest, the skills they possess, and the supports they may need to be successful, what’s
next? It is critical to work with youth on developing strategies for searching, getting, keeping,
and changing jobs.
™ Slide 12
Activity - The Job Readiness Skills Brainstorm: Refer to page 2-28 for this activity.
Participants will work in small groups to brainstorm the skills that are needed for a successful job
search. When presenting ideas to the larger group, each small group should plan to indicate how
and where youth can acquire these skills, if needed. (Slides 13 through 16 will serve to reinforce
and expand this discussion).
**A modified activity can be found on pages 2-29 – 2-30, and can be used as an easy way to
begin this discussion with young people.
Notes:
2-26
The Time is N.O.W. ~ New Opportunities for the Workforce
2-27
The Time is N.O.W. ~ New Opportunities for the Workforce
Job Readiness Skills Brainstorm
Searching for
a job
Getting
a job
Keeping
a job
Changing
jobs
How and where can these skills be acquired?
What resources could be leveraged for support?
2-28
The Time is N.O.W. ~ New Opportunities for the Workforce
Job Readiness Skills Challenge
Meet the
employer’s
expectations
Learn the job
responsibilities and
duties – and ask
for help if you
need it
Visit a One-Stop
Career Center
Adapt to the
workplace
culture
Complete a job
application
List the
advantages vs.
disadvantages
Determining
your options
before quitting
Network!
Ace the
interview
Read the
classified
section of the
newspaper
Attend a job fair
Find a
workplace
mentor
Up-date your
resume or
portfolio
Build skills for a
professional exit
Surf the Internet
Practice
marketing
yourself
Cut along the dotted lines. Sort and glue (or tape) each skill into 1 of
the 4 job readiness skills categories on the next page.
2-29
The Time is N.O.W. ~ New Opportunities for the Workforce
These are the skills I will need to…
Search for a
job
Get a job
Keep a job
Change jobs
** This sheet illustrates an easy accommodation: shade in some boxes
in order to designate the correct number of answers in each column.
2-30
The Time is N.O.W. ~ New Opportunities for the Workforce
Searching for the Job
Visit One Stop Career Centers
Seek out employment support services for
youth
Surf the Internet
Attend Job Fairs
Newspaper
Network (start with the young person’s
network!)
-13-
Getting the Job
Marketing oneself
Application/Resume/Portfolio
Acing the Interview
Before
During
After
-14-
2-31
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 13
Suggested discussion: Searching for a job is a job in itself…and there are many resources out
there to help in this process. In Module 1, we focused on identifying the major stakeholders
within our communities – and how we can form partnerships in order to better serve all youth.
Once we familiarize ourselves with the resources of our particular communities, we can then
educate young people so they may be better equipped in this process.
™ Slide 14:
Suggested discussion: Learning to market oneself is an important skill to teach young people
(e.g., how to sell themselves during the interview). Once a young person has completed a
Positive Personal Profile Snapshot and the Career Development Checklist, he or she should find
it easier to practice and articulate individual strengths and the areas that might be of value to a
potential employer. Both the application and resume (or portfolio) are the self-marketing tools
used to get one’s foot in the door. They also provide a way for a potential employer to make an
initial evaluation of the applicant. The most important self-marketing skill is learning to “Ace
the Interview.” This involves learning what to do before, during, and after the interview (refer to
pages 2-34 through 2-42 for resources on job readiness skills for young people).
Notes:
2-32
The Time is N.O.W. ~ New Opportunities for the Workforce
2-33
The Time is N.O.W. ~ New Opportunities for the Workforce
ACING THE INTERVIEW
BEFORE:
Complete an application and resume (have at least 2 people check for errors)
Research the business or organization
Prepare and practice questions
Dress for success!
Ì Nice pants with a belt or skirt/dress
Ì Button-down shirt with a tie or blouse
Ì Neat hair and trimmed facial hair
Ì Neutral colors (black, gray, navy blue, or tan)
Ì NO: jeans, t-shirts, hats, music players, cell phones, pagers, tennis shoes
Ì NO: cologne, perfume, or scented lotion
Ì LIMIT: jewelry
DURING:
Be positive and honest
Maintain eye contact
Speak clearly
Ask questions
AFTER:
Send a thank you letter
Negotiate terms, if appropriate
2-34
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Chronological Resume
JOHN SMITH
16011 Veirs Mill Road, Apt. # 15
Wheaton, MD 20902
301-555-0000
johnsmith@myw.com
OBJECTIVE
To obtain an internship where I can use my skills to profit a company
EDUCATION
Albert Einstein High School, Wheaton, Maryland
Expected Date of Graduation: Spring 2002
High School Diploma
GPA: 3.5
EXPERIENCE
Manager, McDonalds, Wheaton, Maryland
1998-2002
Managed staff of ten employees
Managed and serviced up to 100 customers per hour
Handled hundreds of dollars accurately and responsibly
Suggested and implemented procedures that made service 15% faster
SKILLS
Leadership
Organizational
Technical: Microsoft Office 1997 and 2000 (Word, Excel, Access, PowerPoint)
Research
HONORS AND AWARDS
Dean’s List: Fall 1998 to Fall 2002
ACTIVITIES
Volunteer, Montgomery General Hospital, Olney, Maryland
Varsity Football Team, Albert Einstein High School, Wheaton, Maryland
REFERENCES
Available upon request
2-35
1996-2002
1998-2002
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Functional Resume
JOHN SMITH
16011 Veirs Mill Road, Apt. # 15
Wheaton, MD 20902
301-555-0000
johnsmith@myw.com
OBJECTIVE
To obtain an internship using research and technical skills to create websites for a biotechnology
company
EDUCATION
Albert Einstein High School, Wheaton, Maryland
Expected Date of Graduation: Spring 2002
High School Diploma
GPA: 3.5
RELEVANT SKILLS
Leadership
Managed efficient staff of 10
Captain of Varsity basketball team
Research
Conducted real-time PCR analysis in biology laboratory
Technical
Assisted in creation of website for school using HTML
EMPLOYMENT & VOLUNTEER HISTORY
Manager, McDonalds, Wheaton, Maryland
1996-2002
Counselor, Montgomery County Department of Recreation, Silver Spring, Maryland
2001
HONORS AND AWARDS
Dean’s List: Fall 1998 to Fall 2002
ACTIVITIES
Volunteer, Montgomery General Hospital, Olney, Maryland
Varsity Football Team, Albert Einstein High School, Wheaton, Maryland
REFERENCES
Available upon request
2-36
1996-2002
1998-2002
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Resume Organizer
Building your Resume: Organizing Your Information
Contact Information
Name:
Street Address:
City, State Zip:
Phone Number (with area code):
Email:
Objective
Fill in the blank: To pursue a rewarding entry level position in the area of
Education
Name of School:
Location (City and State):
(Expected) Date of Graduation:
Degree (High School Diploma or Certificate of Completion):
GPA:
Important or Relevant Courses:
Name of School:
Location (City and State):
(Expected) Date of Graduation:
Degree (High School Diploma or Certificate of Completion):
GPA:
Important or Relevant Courses:
Experience
Company Name:
Location (City and State):
Dates of Employment:
Responsibilities
•
•
•
Company Name:
Location (City and State):
Dates of Employment:
Responsibilities
•
•
•
2-37
The Time is N.O.W. ~ New Opportunities for the Workforce
Other Skills and Positive Personality Traits
•
•
•
•
•
Honors and Awards
•
•
•
•
•
Extracurricular Activities
•
•
•
•
•
3 References (not family) that can talk about your work habits
Relationship to You:
Address:
Phone Number (include area code):
Email Address:
Relationship to You:
Address:
Phone Number (include area code):
Email Address:
Relationship to You:
Address:
Phone Number (include area code):
Email Address:
2-38
The Time is N.O.W. ~ New Opportunities for the Workforce
Action Verbs for Writing Resumes
Accomplished
Achieved
Adapted
Advised
Analyzed
Announced
Approved
Arranged
Assembled
Assisted
Attended
Authored
Automated
Brainstormed
Broadcast
Budgeted
Capitalized
Cataloged
Chaired
Challenged
Charted
Coded
Collected
Combined
Communicated
Compared
Compiled
Completed
Composed
Computed
Conceived
Conducted
Consolidated
Constructed
Consulted
Controlled
Coordinated
Corresponded
Counseled
Created
Decided
Decreased
Defined
Delivered
Demonstrated
Designed
Determined
Delivered
Developed
Devised
Diagnosed
Directed
Discovered
Dispensed
Doubled
Drafted
Earned
Edited
Educated
Eliminated
Employed
Established
Evaluated
Examined
Expanded
Facilitated
Focuses
Formulated
Founded
Generated
Guided
Handled
Identified
Implemented
Improved
Improvised
Increased
Initiated
Inspected
Installed
Instituted
Instructed
Integrated
Interpreted
Interviewed
Introduced
Inventoried
Justified
Launched
Lectured
Led
Logged
Maintained
Managed
Marketed
Measured
Modified
Monitored
Negotiated
Observed
Obtained
Orchestrated
Organized
Originated
Oversaw
Performed
Pioneered
Planned
Prepared
Prescribed
Presented
Processed
Produced
Programmed
Projected
Promoted
Proposed
Protected
Provided
Publicized
2-39
Published
Purchased
Received
Recommended
Recorded
Redesigned
Reduced
Referred
Related
Rendered
Reorganized
Represented
Researched
Restored
Restructured
Reviewed
Revised
Routed
Scheduled
Selected
Served
Serviced
Simplified
Sold
Solved
Sorted
Spearheaded
Specified
Staffed
Started
Stocked
Streamlined
Strengthened
Stressed
Structured
Studied
Succeeded
Superseded
Supervised
Supplied
Taught
Terminated
Tested
Traced
Tracked
Traded
Trained
Transferred
Transformed
Translated
Trimmed
Tripled
Uncovered
Unified
Unraveled
Utilized
Vacated
Validated
Valuated
Verified
Videotaped
Vitalized
Weighed
Widened
Worked
Wrote
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Cover Letter
John Smith
6011 Veirs Mill Road, Apt. # 15
Wheaton, MD 20902
February 12, 2002
Ms. Jane Jackson, Deputy Director
Montgomery Youth Works
123 Hungerford Drive, Suite 321
Rockville, MD 20850
Dear Ms. Jackson:
I am applying for the Intern position advertised on Monster.com on February 10th.
I am interested in Montgomery Youth Works because of its mission to provide
youth with meaningful training and job opportunities. I believe I have the
qualifications necessary for this position.
I have volunteered at the Boys and Girls Club of Silver Spring, working with
kids.
Through my time on the varsity football team, I have learned teamwork.
Through my classes, I have learned and mastered Microsoft Office products.
I am motivated and hardworking.
Thank you for taking the time to review my resume. I can be contacted Monday
through Friday from 12 p.m. to 5 p.m. at 301-555-0000.
I look forward to hearing from you.
Sincerely,
John Smith
2-40
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Thank You Letter
John Smith
16011 Veirs Mill Road, Apt. # 15
Wheaton, MD 20902
February 15, 2002
Ms. Jane Jackson, Deputy Director
Montgomery Youth Works
123 Hungerford Drive, Suite 321
Rockville, MD 20850
Dear Ms. Jackson:
Thank you for taking the time to meet with me regarding the internship position.
I learned a great deal about non-profit organizations and how your organization is
set-up to benefit Montgomery County youth. Working with youth in the intern
capacity at Montgomery Youth Works will give me a great advantage when I go to
college to study Social Work.
As we had discussed, I will call Jim Johnson next Wednesday to schedule an
interview to meet with the head of the department.
Once again, thank you for taking the time to meet with me. I look forward to
working with you this summer.
Sincerely,
John Smith
2-41
The Time is N.O.W. ~ New Opportunities for the Workforce
Sample Questions to Ask at Your Interview
You should always have some questions to ask a prospective employer. It shows
them that you have taken an interest in their company. Do not ask ALL of these
questions; just pick a few that you like.
1.
Would you describe a typical work day and the things I’d be doing?
2.
Which duties are most important for this job?
3.
How would I be trained or introduced to this job?
4.
How long should it take me to get my feet on the ground and become
productive?
5.
How is this particular job important to the company – how does it
contribute?
6.
How many people work in this department? In the company?
7.
Who are the people I’d be working with and what do they do?
8.
Can someone in this job be promoted? If so, to what position?
9.
How would I get feedback on my job performance, if hired?
10.
If hired, would I report directly to you, or to someone else?
11.
If you were to offer me this job, where could I expect to be in five years?
12.
Could you give me a brief tour? I’d enjoy seeing where your people work.
13.
What could I say or do to convince you to offer me this job?
2-42
The Time is N.O.W. ~ New Opportunities for the Workforce
Keeping the Job
Meeting expectations
Learning responsibilities/duties
Adapting to workplace culture
Knowing how to ask for help
-15-
Changing Jobs
Determine options before exiting
Advantages of changing jobs?
Career Development
Career Advancement
Plan a professional exit
Build bridges, don’t burn them
-16-
2-43
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 15
Suggested discussion: Getting a job can be a piece of cake…it’s keeping the job that’s the hard
part! Poll the group: What is the best way to help young people to understand the skills
necessary to keeping a job? (List answers on chart paper, offering some examples such as
informational interviews, job shadows, job try-outs, internships, etc.)
™ Slide 16
Suggested discussion: Every once in a while, a young person may walk out on a job with little
or no notice. Some young people (and older) have never learned strategies for leaving a job, or
the implications of leaving unprofessionally (i.e., burning bridges…not building them). Poll the
group: How many participants actually “teach” these skills to young people? How do you think
this is done most effectively? (Offer some examples, such as role playing with “real” employers,
etc.)
Notes:
2-44
The Time is N.O.W. ~ New Opportunities for the Workforce
Other considerations
Entitlement vs. Eligibility
Making early connections with school-based
transition services and the workforce
investment system
-17-
Action Planning
What can you be doing to improve:
Your methods and procedures for getting
to know young people
Coordinating career development
activities
-18-
2-45
The Time is N.O.W. ~ New Opportunities for the Workforce
™ Slide 17
Suggested discussion: Education involves the movement from entitlement services to ones of
eligibility. The difference between the entitlements of public education and eligibility criteria of
adult workforce development services can be very confusing. Basically, all youth are entitled to a
free and appropriate public education until they have either received a high school diploma, a
high school certificate (depending on the state’s requirements), or reached the state’s age of
majority. Once young people exit the school system, they must then meet eligibility criteria and
funding availability to receive services from workforce service and adult agencies.
Take the Workforce Investment System for example. Different levels of service are available
depending on the following eligibility criteria: age, work experience, employment status,
household income, marital status, veteran’s status, disability, citizenship, etc. Services that were
once considered “common place” in the educational world are not necessarily so in the world of
workforce development.
Some young people and their families begin the career development process early on…most,
unfortunately, do not. Families who begin planning early will have more time to create
opportunities for their young adults to achieve their goals – and maximum potential. Bottom
line: the earlier we can begin our work with youth, the more opportunities they will have for
success.
™ Slide 18
Activity – Planning For Action: Use the Planning For Action form to begin thinking about
how you would like to improve your strategic efforts for getting young adults ready for today’s
workforce.
Depending on the needs of your group, this activity can be completed independently or in a small
group.
Notes:
2-46
The Time is N.O.W. ~ New Opportunities for the Workforce
2-47
Resources needed:
Resources available:
4.
3.
2.
1.
Future Goal
2-48
Activity(ies)
Person(s)
Responsible
Targeted Time
Frame
New Opportunities for the Workforce
Plan For Action: Getting Young Adults Ready for Today’s Workforce
The Time is N.O.W. ~ New Opportunities for the Workforce