Career Development Toolkit # 4:
Helping Clients Keep the Job and
Advance
Maryland State Department of Education’s
(MSDE) Division of Career Technology and
Adult Learning (DCTAL)
October 2006
TABLE OF CONTENTS
A User’s Guide to Career Development Toolkit #4:
Helping Clients Keep the Job and Advance
Page 3
Helping Clients Keep the Job and Advance
by Building Skills -- Listen Actively
Page 12
Helping Clients Keep the Job and Advance
by Building Skills – Speak so Others Can Understand
Page 16
Helping Clients Keep the Job and Advance
by Building Skills – Cooperate with Others
Page 22
Helping Clients Keep the Job and Advance
by Building Skills – Resolve Conflict and Negotiate
Page 29
Helping Clients Advance in a Career
By Understanding Maryland’s Labor Market
Page 36
Helping Clients Advance in a Career
By Researching Occupations
Page 44
Helping Clients Advance in a Career
By Finding Information about Particular Careers
Page 52
Helping Clients Advance in a Career
By Finding Information about Jobs in Maryland
Page 59
Copyright © 2006 MSDE All Rights Reserved
2
A User’s Guide to
Career Development Toolkit #4
Helping Clients Keep the Job and Advance
This Career Development Toolkit is brought to you by the Maryland State Department of
Education’s (MSDE) Division of Career Technology and Adult Learning (DCTAL). Its
purpose is to provide instructional activities to be used by teachers, counselors and other
staff who work with adults in the Career Development programs of two- and four- year
universities/colleges, adult education schools, and the local workforce board one-stop
centers.
Overall Organization of Toolkits:
There are 5 Career Development Toolkits in this series. They are
#1 Helping Clients Assess and Improve Their Own Work Readiness
#2 Helping Clients Identify a Career Path
#3 Helping Clients Get the Job
#4 Helping Clients Keep the Job and Advance
#5 Helping Clients Transition to Higher Education
Taken together, these 5 Toolkits are designed to reflect the Maryland Career
Development Framework. The Framework includes six standards:
STANDARD 1 – SELF-AWARENES – Students will acquire and apply self-knowledge
to build and maintain a positive self-concept.
STANDARD 2 – CAREER AWARENESS – Students will understand Maryland
Career Clusters and pathways and their relationship to educational achievement and
society.
STANDARD 3 – CAREER EXPLORATION – Individuals will assess Career Cluster
choices and related pathways to develop an educational and career plan.
STANDARD 4 – CAREER PREPARATION – Students will prepare for postsecondary
and career success through an academic and technical sequenced program of study and
related workplace experiences.
STANDARD 5 – JOB SEEKING AND ADVANCEMENT – Individuals will
demonstrate skills to secure, maintain, and advance in their chosen or related career
cluster.
STANDARD 6 – CAREER SATISFACTION AND TRANSITION – Individuals will
demonstrate how the ongoing attainment of knowledge and skills enhances one’s ability
to function and transition effectively in a diverse and changing economy.
Copyright © 2006 MSDE All Rights Reserved
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In the Framework, each of these standards includes one or more indicators that describe
the attainment and accomplishment of that standard. For instance, Indicator A for
Standard 1 (Self-Awareness) reads
“Acquire and apply self-knowledge to understand one’s abilities,
strengths, interests, skills and talents as seen by self and others”.
Every instructional activity found in any of the Toolkits is correlated to a Career
Development standard and indicator. You will find information about this correlation at
the end of the User’s Guide of each Toolkit.
Accommodation of Special Needs
Users of these Toolkits need to make all possible efforts to accommodate individuals
with special needs. That may involve adapting the activity itself, or making available
supports of various kinds. The suggested accommodations listed below are adapted with
permission from DO-IT (University of Washington, Copyright 2001-2004). For more
information visit
http://www.washington.edu/doit/Faculty/Strategies/Universal/
Typical Accommodations for Adults with Low Vision
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with low vision:
 Seating near front of class
 Large-print handouts, lab signs and equipment labels
 Class assignments made available in electronic format
 Computer equipped to enlarge screen characters and images
Typical Accommodations for Adults with Blindness
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with blindness:
 Audiotaped, brailled or electronically formatted notes, handouts and texts
 Verbal descriptions of visual aids
 Raised-line drawings and tactile models of graphic materials
 Braille lab signs and equipment labels; auditory warning signals
 Adaptive equipment i.e., talking calculators, light probes, tactile timers, etc.
 Computer with optical character reader, voice output, Braille screen display and
printer output
Typical Accommodations for Adults with Hearing Impairments
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with a hearing impairment:
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Interpreters.
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Sound amplification systems.
Notetakers.
Real-time captioning.
Electronic mail for faculty-student meetings and class discussions.
Visual warning systems for emergencies.
Changing computer auditory signals to flashes or contrast changes.
direct speaking style and adjust the "pace" of instruction
Typical Accommodations for Adults with Health Impairments
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with a health impairment:
 Note taker
 Flexible attendance requirements and extra testing time
 Assignments available in electronic format; use of email to facilitate
communication
Typical Accommodations for Adults with Mental Health Impairments
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with a mental health impairment:
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Notetakers.
Early notification of projects, exams, and assignments to reduce stress.
Flexible attendance requirements.
An encouraging, validating, academic environment.
Alternative testing arrangements in a quiet room.
Assignments available in electronic format.
Web page or electronic mail distribution of course materials and lecture notes.
Typical Accommodations for Adults with Mobility Impairments
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with a mobility impairment:
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Accessible locations for classrooms, labs, and field trips.
Wide aisles and uncluttered work areas.
Adjustable height and tilt tables.
All equipment located within reach.
Notetakers, scribes, and lab assistants.
Extended exam time or alternative testing arrangements.
Computers with speech input, Morse code, and alternative keyboards.
Access to handicapped parking spaces, wheelchair ramps, curb cuts, restrooms,
and elevators.
Course materials available in electronic format.
Access to research resources available on the Internet.
Copyright © 2006 MSDE All Rights Reserved
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When speaking with a student in a wheelchair for more than a few minutes, sit
down or move back to create a more comfortable angle for conversation
Typical Accommodations for Adults with Learning Disabilities
Although each situation is different and the individual is the best source of information
regarding useful accommodations, the following accommodations are typical for an
individual with a learning disability:
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Notetakers.
Audiotaped or videotaped class sessions.
Extended exam time and a quiet testing location.
Visual, aural, and tactile demonstrations incorporated into instruction.
Concise course and lecture outlines.
Books on tape.
Alternative evaluation methods (e.g., portfolio, oral or video presentations).
Providing projects or detailed instructions on audiotapes or print copies.
Reinforcing directions verbally.
Breaking large amounts of information or instructions into smaller segments.
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Computers equipped with speech output, which highlights and reads (via screen
reading software and a speech synthesizer) text on the computer screen.
Word processing software that includes electronic spelling and grammar checkers,
software with highlighting capabilities, and word prediction software.
Software to enlarge screen images.
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Organization of This Toolkit
The Maryland Career Development Toolkit #4, Helping Clients Keep the Job and
Advance, focuses primarily on Standard 5 of the Maryland Career Development
Framework. That is, the learning activities in the Toolkit are designed to help individuals
continue to develop skills and use resources that will help them to maintain and flourish
in employment within the occupations they choose..
What Kind of Learning Activities?
In the Toolkit you will find 2 kinds of instructional activities:
1) activities designed to build work-essential skills in the context of employmentrelated tasks; and
2) activities designed to facilitate the use of existing tools, both hardcopy and online,
that may assist individuals in their progress along a career path.
Each activity is designed to be individual and freestanding, so it is not necessary to use
any one activity before or after another. The intent is for an instructor/counselor to work
with an individual to identify a specific need or goal, and then be able to “pick and
choose” learning activities according to that need or goal. This design is also meant to
acknowledge the reality that, in some workforce development contexts, the time available
Copyright © 2006 MSDE All Rights Reserved
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to work with individuals is very limited. Thus it is important to be able to quickly identify
a learning activity that will meet an immediate, “right on time” need. Nevertheless, if an
instructor/counselor is able to work with an individual over multiple sessions, it is
possible to use several of the activities in sequence. A “Table of Contents” at the end of
this Guide identifies each activity in the toolkit in either the skill-building or tool-using
category, and provides 1) the title/content focus of each activity, and 2) correlation to the
Maryland Career Development Standards.
How are the Learning Activities Described?
Each learning activity is described in a “lesson plan” which begins with a clear statement
of the Topic of the activity (that is, an identification of the general career development
strand and the specific content to be addressed within that strand), the Activity
Objectives (that is, measurable statements of what the individual will know and be able
to do as a result of successfully completing the activity), and the “audience” for the
activity indicated by “Use With...” (that is, whether the activity is appropriate for use
with individuals, groups or both). For instance, one activity begins with the following:
TOPIC
Helping Clients Keep the Job and Advance by Building Skills –
Speak so Others can Understand
Activity Objective(s)
Individuals will
 Speak so that Others can Understand well enough to demonstrate the use of
appropriate “voice” (i.e., the combination of word choice, volume, register,
pacing, intonation, etc.) in various work situations.
Use with Individuals or Groups
The next section of the plan identifies the Materials that will be needed in order to
conduct the activity (most of which are included as attachments to the description, with
the exception of such things as newsprint/whiteboards/markers and any special
equipment needed). This section also covers the kinds of Preparation necessary before
beginning the activity. “Preparation” here may involve both the instructor (previewing
documents, developing examples/models, arranging for internet access, etc.) and the
individual (what prior knowledge and already-accomplished tasks on the part of the
person will support new learning in the current activity). And the plan provides an
estimate of the amount of Time Required for an individual to complete the activity.
In the following section of the plan, the issue of Skills is addressed. In all learning
activities in this Toolkit, the use of the term “skills” refers to development and
competent, purposeful application of the Equipped for the Future Adult Content
Standards. These 16 content standards – descriptions of what adults need to know and be
able to do in order to function effectively in their primary roles as workers, citizens and
family members – are organized into 4 categories:
 Communication Skills (Read with Understanding, Convey Ideas in Writing, Speak
so Others can Understand, Listen Actively, Observe Critically)
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Decision-Making Skills (Solve Problems and Make Decisions, Plan, Use Math to
Solve Problems and Communicate)
Interpersonal Skills (Cooperate with Others, Guide Others, Advocate and
Influence, Resolve Conflict and Negotiate)
Lifelong Learning Skills (Take Responsibility for Learning, Learn Through
Research, Reflect and Evaluate, Use Information and Communications
Technology)
In almost any real-world activity, these are the primary skills that need to be used flexibly
and in combination in order to complete adult tasks and accomplish adult goals. The
learning activities in this Toolkit attempt to mirror that real-world skill use. However,
depending on whether the activity focus is “skill-building” or “tool-using”, the issue of
skills is treated somewhat differently in the lesson plan:
 For a “skill-building” activity, the plan indicates which skill is the primary focus
for development in the activity, and then lists additional skills that will be used in
the course of the activity. Further, the plan outlines what kind of Evidence of
Skill Development the activity will generate – that is, documentation that the
individual has in fact developed and effectively applied the primary focus skill.
This evidence of skill development is aligned with the measurable objectives for
each skill-building activity (discussed earlier).
 For a “tool-using” activity, the plan indicates what skills will be required in order
to effectively complete the task described, and at what general level of expertise
(i.e., basic, intermediate or advanced).
The rest of the lesson plan is devoted to a detailed, step-by-step Activity Description.
Each description is designed to guide teachers/counselors through the process of
facilitating active, reflective learning on the part of individuals they work with. There are
several important features of these descriptions to be aware of.
First, Each activity description is a combination of directions, suggestions, and “scripts”.
Please note that it is not necessary to read or memorize any script word-for-word if that is
not comfortable. However, the information contained in these scripts is crucial to
instruction and successful completion of activity objectives. So if teachers/counselors
choose not to read or memorize the scripts, they should still treat them as key talking
points and be sure that the information they contain is clearly communicated to
individuals.
Next, the order and focus of the steps in the activity description are important and need to
be followed. The reason for this is that the activity description lays out what is known as
an “applied skill process”, and this process reflects what cognitive scientists and experts
on theories of learning have told us is the way that people learn most effectively. Through
their research we know that that adults will most likely learn, retain their learning, and
transfer what they learn from one task and context to another, when
 What they learn is meaningful to them – they have a purpose for learning;
 They are asked to apply and practice what they learn in meaningful contexts;
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They are encouraged to identify and build on their prior knowledge; and
They are taught how to monitor their own learning.
Thus, to increase the potential positive impact of the learning activity,
 Every activity begins with the teachers/counselors helping individuals to surface
their prior knowledge about, and experience with, the knowledge and skills
addressed in the activity.
 In every activity the teachers/counselors make sure that the individuals understand
the purpose and real-life application of the activity they are about to engage in.
 In the “skill-building” activities, teachers/counselors always explicitly define
what skill will be the primary focus of the activity, and encourage individuals to
self-assess their use of that skill before and after the activity.
 Every activity is designed to allow individuals to learn something new by building
on what they already know and are able to do.
 And every activity ends with “Reflection”. This is the critical final step in which
teachers/counselors encourage individuals to articulate what they have learned,
how they can use what they have learned, and what their next steps in learning
might be.
The final entries on each learning activity lesson plan refer the reader to
1. information on Accommodations of special needs, and
2. free, interactive Web-Based Tools that may provide useful supplementary work
and information related to the learning activity.
Copyright © 2006 MSDE All Rights Reserved
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Alignment of Learning Activities to Maryland Career
Development Standards
Activities to Build Work-Essential Skills
Title of Learning Activity
Maryland Career Development
Standard/Indicator
Helping Clients Keep the Job and
Advance by Building Skills -- Listen
Actively
Helping Clients Keep the Job and
Advance by Building Skills – Speak so
Others can Understand
Helping Clients Keep the Job and
Advance by Building Skills – Cooperate
with Others
Helping Clients Keep the Job and
Advance by Building Skills – Resolve
Conflict and Negotiate
Standard 1: Self-Awareness – Students
will acquire and apply self-knowledge to
build and maintain a positive selfconcept
Indicator B: Demonstrate positive
interpersonal skills and respect for
diversity to facilitate one’s career
development
Standard 1: Self-Awareness – Students
will acquire and apply self-knowledge to
build and maintain a positive selfconcept
Indicator B: Demonstrate positive
interpersonal skills and respect for
diversity to facilitate one’s career
development
Standard 1: Self-Awareness – Students
will acquire and apply self-knowledge to
build and maintain a positive selfconcept
Indicator B: Demonstrate positive
interpersonal skills and respect for
diversity to facilitate one’s career
development
Standard 1: Self-Awareness – Students
will acquire and apply self-knowledge to
build and maintain a positive selfconcept
Indicator B: Demonstrate positive
interpersonal skills and respect for
diversity to facilitate one’s career
development
Activities – Tools You Can Use
Helping Clients Advance in a Career by
Understanding Maryland’s Labor
Market
Copyright © 2006 MSDE All Rights Reserved
Standard 2: Students will understand
the Maryland Career Clusters and
pathways and their relationship to
educational achievement and lifelong
learning.
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Helping Clients Advance in a Career by
Researching Occupations
Helping Clients Advance in a Career by
Finding Information About Particular
Careers
Helping Clients Advance in a Career by
Finding Information About Jobs in
Maryland
Copyright © 2006 MSDE All Rights Reserved
Indicator C. Understand how accurate,
current and unbiased career information
is necessary for successful career
planning and management using career
clusters.
Standard 2: Students will understand
the Maryland Career Clusters and
pathways and their relationship to
educational achievement and lifelong
learning.
Indicator C. Understand how accurate,
current and unbiased career information
is necessary for successful career
planning and management using career
clusters.
Standard 2: Students will understand
the Maryland Career Clusters and
pathways and their relationship to
educational achievement and lifelong
learning.
Indicator C. Understand how accurate,
current and unbiased career information
is necessary for successful career
planning and management using career
clusters.
Standard 2: Students will understand
the Maryland Career Clusters and
pathways and their relationship to
educational achievement and lifelong
learning.
Indicator C. Understand how accurate,
current and unbiased career information
is necessary for successful career
planning and management using career
clusters.
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TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
BUILD WORK-ESSENTIAL SKILLS
TOPIC
Helping Clients Keep the Job and Advance by
Building Skills -- Listen Actively
Activity Objective(s)
Individuals will
 Listen actively well enough to understand and accurately record spoken
information in a telephone message
Use with Individuals or Groups
Materials and preparation
 Copies of the EFF Standard “Listen Actively”, Inactive telephones, telephone
message pads
Time Required
60-90 minutes
Skillbuilding Activity Focus Skill: Listen Actively
Other Skills Practiced in Activity:
Lifelong Learning Skills
• Reflect and Evaluate
Communication Skills
• Observe Critically
• Speak so others can understand
Evidence of Skill Development:
 Accurately completed phone message forms
 Individual Self-Assessment and Instructor Documentation of performance of
standard
Activity Description
Part 1: Warm-Up to Surface Prior Knowledge/Experience
• Ask “In your day-to-day life, when do you need to be a good listener? What about in
your job search or on the job – when does a worker need to be a good listener? How do
you know when someone is a good listener? What do you think good listeners do?”
Record responses.
• Share your notes by saying “OK, here’s what I heard you tell me is your definition of
good listening...did I get it right? Do you want to add anything?”
Part 2 Introduce EFF standard Listen Actively and Learning Activity
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• Show a copy of the EFF standard Listen Actively, and say “here is a complete
description of what it means to be a good listener. Let’s compare it to what you said so
we can be sure that you’ve covered all the important parts.” Then go through standard
definition point by point, refer back to individual’s/group’s definition when possible, and
be sure that all parts of the standard are understood.
• Ask “which parts of listening actively are you good at doing? Which parts do you need
to work on?” Record responses and say “we are going to do an activity now to help you
be a better listener; then we will come back to this list and you can decide if you have
improved in the areas where you say you need work.”
Part 3: Carry Out Activity
 Say “one task in which we always have to listen actively is in taking phone messages.
If you need to do this in your job it’s definitely important. So if you do take phone
messages at work, what is your purpose for listening?” Record responses
 Ask “Now, to reach your goal for listening, what information do you need to listen
for?” Record responses; then if not mentioned, bring up listening for WHO is
speaking and WHAT information the speaker is providing. Also depending on the
message, WHEN/WHERE/WHY/HOW something is happening or has happening.
 Ask individual to look at a phone message pad and ask “To fill out this kind of
message form, what will you need to listen for? What additional information will you
need to write in?” Make sure that all information is covered.
 Ask “what can you do to be sure you are listening carefully and hearing what you
need to hear as you take the message (take notes, repeat info back to speaker to
confirm its accuracy, etc.)? If you are not sure you understand what you are hearing,
what can you do?” (politely ask speaker to repeat, etc.) Let individual demonstrate
strategies they use, suggest some if appropriate, and practice them as necessary.
 Pair up and carry out telephone message role play with one speaker and one listener:
Use inactive phones if possible to send and receive a message; be sure that listener
cannot see speaker (possibly in different rooms, or seated back to back). Listener
must fill out a message form based on what the speaker says. Make up and act out
your own scenario (more or less complicated depending on level of skill) or use the
following:
It is 12:10 pm on January 6 and you are answering phones at work.
Bill Russell from Briswell Corporation calls and asks to speak to
Maria Romero. Maria is on lunch break. The caller wants to check on
an order he placed two weeks ago. His number is (609) 555-2232. He
wants Maria to call him back.
 Ask listener to read back entries on the message form; instructor and listener judge
the accuracy of the information
Part 4: Reflection
 Then instructor and listener look at Listen Actively standard again, go through it point
by point, and discuss how well the listener performed each component of the standard
in this activity.
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Ask “ Based on what we did today, what happens next? What do you think your next
step should be?” Should we do some more work on building your listening skills, or
move on to something new?” Discuss and offer suggestions as appropriate.
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://tools.monster.com/quizzes/workstyle/
Description: Take this very short quiz to identify your work style. Ask your
colleagues to take the quiz and compare your results. See where you styles
match and differ from your co-workers. Identify ways that you can work together
in a productive and harmonious manner.
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The EFF Standard
Listen Actively
In order to fulfill
responsibilities as
parents/family members,
citizens/community
members, and workers,
adults must be able to
• Attend
to oral information.
• Clarify purpose for listening and
use listening strategies appropriate
to that purpose.
• Monitor comprehension, adjusting
listening strategies to overcome
barriers to comprehension.
• Integrate information from listening
with prior knowledge to address
listening purpose.
Copyright © 2006 MSDE All Rights Reserved
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TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
BUILD WORK-ESSENTIAL SKILLS
TOPIC
Helping Clients Keep the Job and Advance by Building Skills –
Speak so Others can Understand
Activity Objective(s)
Individuals will
 Speak so that Others can Understand well enough to demonstrate the use of
appropriate “voice” (i.e., the combination of word choice, volume, register,
pacing, intonation, etc.) in various work situations.
Use with Individuals or Groups
Materials and preparation
 Role-Play Scenarios handout, Role-Play Peer Comment worksheet, EFF
Standard Speak so that Others can Understand
 Instructor may wish to review the concept of “voice” as it relates to effective
verbal communication skills.
 Individuals need to have had some prior instruction/practice in effective
communication strategies and interpersonal skills
Time Required
90 minutes
Skillbuilding Activity Focus Skill: Speak so Others Can Understand
Other Skills Practiced in Activity:
Communication Skills:
• Listen actively
Lifelong Learning Skills:
• Reflect and evaluate
Evidence of Skill Development:
 Positive feedback on Role-Play Peer Comment worksheet
 Individual Self-Assessment and Instructor Documentation of performance of
standard
Activity Description
Copyright © 2006 MSDE All Rights Reserved
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Part 1: Warm-Up to Surface Prior Knowledge/Experience
• Ask “In your day-to-day life, when do you need to be a good speaker? What about in
your job – when do you as a worker need to be a good speaker? How do you know when
someone is a good speaker? What do you think good speakers do?” Record responses.
• Share your notes by saying “OK, here’s what I heard you tell me is your definition of
good speaking...did I get it right? Do you want to add anything?”
Part 2 Introduce EFF standard Speak so Others Can Understand and the concept of
“voice”
 Show a copy of the EFF standard Speak so Others Can Understand, and say “here
is a complete description of what it means to be a good speaker. Let’s compare it
to what you said so we can be sure that you’ve covered all the important parts.”
Then go through standard definition point by point, refer back to
individual’s/group’s definition when possible, and be sure that all parts of the
standard are understood.
 Ask “which parts of speaking are you good at doing? Which parts do you need to
work on?” Record responses and say “we are going to do an activity now to help
you be a better speaker on the job; then we will come back to this list and you can
decide if you have improved in the areas where you say you need work.”
 Say “One very important part of effective speaking on the job is knowing what
“voice” to use, depending on who you are talking to and what the situation
requires of you. Now, if I say that I need a different “voice” depending on
whether I am talking to my boss about a raise or talking to my buddy about last
night’s baseball game, what do you think I mean by “voice”?”
 Let individuals brainstorm and record responses that help define the components
of “voice”. If not mentioned in brainstorm, be sure to add the following
components:
o Word Choice (for instance, formal vs. “street”)
o Volume (how loudly or softly someone speak)
o Register (the tone and range of voice -- e.g., high pitch like a soprano, low
pitch like a bass)
o Pacing (the speed at which we speak)
o Intonation (the rising and falling of pitch in the pattern of speech to
differentiate questions, statements, and other forms of speech).
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Note that a person’s “voice” often tells a lot about the person’s attitude. Ask
individuals to say the following sentence in two ways, first to show real
enthusiasm and then in a sarcastic way: “Oh yeah, I had a great time”. Then ask
what “cues” (aspects of “voice”) suggested different attitudes.
Also note that we use different “voices” in different situations. Ask “how might a
person’s voice be different when talking to a friend vs. talking to an employer?
How about when we are angry or stressed vs. happy or calm? And when, in your
job, can using inappropriate voice create problems?”
Copyright © 2006 MSDE All Rights Reserved
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Part 3: Introduce and Carry Out Activity
 Say “Now you are going to have a chance to practice speaking so that others can
understand on the job, and in particular, using appropriate “voice” in different
work-related role-play scenarios.”
 Distribute the Role-Play Scenarios handout and the Role-Play Peer Comment
worksheet.
 If working with a group, divide the group into pairs. If working with an
individual, participate in the roleplay yourself. Assign each pair one role-play
scenario (if you are working with just one individual, try to do more than one
scenario). Review the scenarios and explain that Character A in the role-play
always goes first.
 Ask each pair to develop a short skit about the situation they are to role-play
(planning should take @ 10 minutes). They should demonstrate appropriate
“voice” for their character by using what they have learned about word choice,
volume, range, pacing, and intonation.
 Then have the teams role-play their scenarios.
 If working with a group, ask individuals to use the Role-Play Peer Comment
worksheet to make notes about each pair’s role-play. If working with an
individual, both members of the pair may use the worksheet to self-assess their
performance.
Part 4: Reflection
 Briefly discuss each role-play, using self-assessment and feedback from worksheets.
Ask “What went well? What would you change?”
 Ask “How might you apply what you have learned about “voice” in these role-plays
to make your communication more effective at work?” Record and share responses
 Then instructor and listener look at Speak so Others can Understand standard again,
go through it point by point, and discuss how well the speaker performed each
component of the standard in this activity.
 Ask “ Based on what we did today, what happens next? What do you think your next
step should be?” Should we do some more work on building your speaking skills, or
move on to something new?” Discuss and offer suggestions as appropriate.
Note: This activity is adapted from Career Development Tool Kit: Linda Kobylarz &
Associates. Used with permission.
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://tools.monster.com/quizzes/workstyle/
Description: Take this very short quiz to identify your work style. Ask your
colleagues to take the quiz and compare your results. See where you styles
match and differ from your co-workers. Identify ways that you can work together
in a productive and harmonious manner.
Copyright © 2006 MSDE All Rights Reserved
18
Role Play Scenarios
Directions: Your pair has 10 minutes to create a role-play skit for the scenario you
have been assigned. Character A in the role-play always goes first. You are to
demonstrate use of appropriate "voice" for your characters and the situation.
A
B
Topic
Setting
employee
employee
new dress code
work
employee
employer
negotiating a raise
work
employer
employee
overdue project
work
employee
employer
late to work
work
employee
employee
Saturday night's plans
work
Adapted from Career Development Tool Kit: Linda Kobylarz & Associates. Used
with permission.
Copyright © 2006 MSDE All Rights Reserved
19
Role-Play Peer Comment
Directions: Use the chart below to record your comments about the role-play scenarios.
Circle the rating that best describes how the individual used each aspect of “voice.”
Name ____________________________________________________________
Character A (e.g., employer) __________________________________________
Role Play Scenario (e.g. overdue project) ________________________________
“Voice”
Rating
Rating
Rating
Volume
Too loud
Too soft
Just right
Register
Pitch too high
Pitch too low
Just right
Pacing
Too fast
Too slow
Just right
Intonation
Good
Fair
Poor
Word Choice
Good
Fair
Poor
Comments
Name ____________________________________________________________
Character B (e.g., employee) __________________________________________
Role Play Scenario (e.g. overdue project) ________________________________
“Voice”
Rating
Rating
Rating
Volume
Too loud
Too soft
Just right
Register
Pitch too high
Pitch too low
Just right
Pacing
Too fast
Too slow
Just right
Intonation
Good
Fair
Poor
Word Choice
Good
Fair
Poor
Comments
Adapted from Career Development Tool Kit: Linda Kobylarz & Associates. Used
with permission.
Copyright © 2006 MSDE All Rights Reserved
20
The EFF Standard
Speak so Others can Understand
In order to fulfill
responsibilities as
parents/family members,
citizens/community
members, and workers,
adults must be able to
• Determine the purpose for communicating
 organize and relay information to effectively serve the
purpose, context and listener.
• Pay attention to conventions of oral English communication,
including grammar, word choice, register, pace and gesture in
order to minimize barriers to listener’s comprehension.
• Use multiple strategies to monitor the effectiveness of the
communication
Copyright © 2006 MSDE All Rights Reserved
21
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
BUILD WORK-ESSENTIAL SKILLS
TOPIC
Helping Clients Keep the Job and Advance by
Building Skills – Cooperate with Others
Activity Objective(s)
Individuals will
 Identify a need to cooperate, and demonstrate understanding of positive
cooperative interactions based on respect for others’ ideas, opinions and
contributions, in a series of workplace scenarios
 Reflect on how these activities might assist them in their own career-related
cooperative interactions
Use with Individuals or Groups
Materials and preparation
 Copies of the EFF Standard “Cooperate with Others”, copies of “What Will We
Do Next?” scenarios, Role-Play Peer Comment worksheet.
Time Required
90 minutes
Skillbuilding Activity Focus Skill: Cooperate with Others
Other Skills Practiced in Activity:
Lifelong Learning Skills
 Reflect and Evaluate

Take Responsibility for Learning
Communication Skills
 Observe Critically
 Speak so others can understand
 Listen Actively
Interpersonal Skills
 Resolve Conflict and Negotiate
Decision-Making Skills
 Plan
 Solve Problems and Make Decisions
Evidence of Skill Development:
 Completed “Role-Play Peer Comment” worksheets with positive feedback.
 Individual Self-Assessment and Instructor Documentation of performance of
standard
Copyright © 2006 MSDE All Rights Reserved
22
Activity Description
Part 1: Warm-Up to Surface Prior Knowledge/Experience
• Ask “In your day-to-day life, when do you need to cooperate with other people? What
about on the job – when do you have to cooperate with others? How do you know when
someone is cooperative? What do you think they do?” Record responses.
• Share your notes by saying “OK, here’s what I heard you tell me is your definition of
cooperating with others...did I get it right? Do you want to add anything?”
Part 2 Introduce EFF standard Cooperate with Others
• Show a copy of the EFF standard Cooperate with Others, and say “here is a complete
description of what it means to be cooperative. Let’s compare it to what you said so we
can be sure that you’ve covered all the important parts.” Then go through standard
definition point by point, refer back to individual’s/group’s definition when possible, and
be sure that all parts of the standard are understood.
• Ask “which parts of cooperating are you good at doing? Which parts do you need to
work on?” Record responses and say “we are going to do an activity now to help you get
better at cooperating with others in workplace situations; later, we will come back to this
list and you can decide if you have improved in the areas where you say you need work.”
Part 3: Review Positive Social Behaviors that Support Cooperation
 Say “Notice that in the definition of cooperating that we just looked at, the very first
thing that is addressed is how we interact with other people in general. No matter why
we are interacting with others, there are ways to do it that are called “positive social
behaviors”, and these behaviors tend to make it a lot easier for people to work well
together. The positive social behaviors we see in the definition of cooperating are
fairly general and include being friendly, courteous, tactful and respectful toward
other people and their input. But let’s look at that more closely, and try to define what
specific behaviors we are talking about. In other words, what do you think people
actually say and do when they are being friendly, courteous, tactful and respectful
toward you? What do you say and do when you are exhibiting these positive social
behaviors? Take a few minutes to write down some specific behaviors, and then we
will make a list together.” Allow time for individuals to write, and then debrief,
recording responses. If not mentioned, be sure to add such behaviors as
o Taking responsibility for my own decisions and actions
o Giving praise, and being constructive when I criticize
o Accepting praise and constructive criticism from others
o Giving credit to others who contribute something
o Appreciating the strengths and talents of others, especially when they are
different from mine
o Resolving conflicts in a positive way
o Avoiding gossip – talking or listening
o Being honest
o Being patient
o Being dependable
Copyright © 2006 MSDE All Rights Reserved
23

o Sharing information and resources with others
Say “OK, once we agree on positive social behaviors, the next key part of effective
cooperation according to our definition is being willing to both give input and accept
the input of the people we are working with. I need to understand where others are
coming from, and they need to understand me. One without the other will not get you
to cooperation. And finally, when everybody understands the work to be done and
everybody else’s ideas about how to do it, Cooperation requires us to make decisions
about whether or not we need to change our own ideas and actions. Usually with a
group of people working together, some negotiation has to happen – unless we all
happen to have the exact same ideas! Cooperating often means being flexible and
willing to compromise at least a bit in order to accomplish something. It does not
mean that any individual should walk away feeling ignored. That’s a fine line, but it
can be done. Do you have any stories to share about a time you were able to
cooperate in this way? Or a time when you were not able? What happened?” Allow
some time for conversation, and try to point out the elements of cooperation they
bring up as they talk.
 Say “Now you are going to have an opportunity to practice these cooperation
skills in some role plays about workplace situations in which people have to work
together to get something done.” Distribute the “What Will We Do Next?”
scenarios and the Role-Play Peer Comment worksheet.
 If working with a group, divide the group into pairs. If working with an
individual, participate in the role-play yourself. Assign each pair one role-play
scenario (if you are working with just one individual, try to do more than one
scenario). Review the scenarios and explain that Character A in the role-play
always goes first.
 Ask each pair to develop a short skit about the situation they are to role-play
(planning should take @ 10 minutes). Tell them they should demonstrate the
different cooperation skills discussed earlier. Then have the teams role-play their
scenarios.
 If working with a group, ask individuals to use the Role-Play Peer Comment
worksheet to make notes about each pair’s role-play. If working with an
individual, both members of the pair may use the worksheet to self-assess their
performance.
Part 5: Reflection
 Briefly discuss each role-play, using self-assessment and feedback from
worksheets. Ask “What went well? What would you change?”
 Ask “what was it like for you to do this activity? Did anything surprise you?
Challenge you? Can you imagine any way this activity could be useful to you in your
own workplace? Allow time for response and discussion.
 Then instructor and individuals look at Cooperate with Others standard again, go
through it point by point, and discuss how well the individuals performed each
component of the standard in this activity.
 Ask “Based on what we did today, what happens next? What do you think your next
step should be?” Should we do some more work on building your cooperative skills,
or move on to something new?” Discuss and offer suggestions as appropriate.
Copyright © 2006 MSDE All Rights Reserved
24
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://tools.monster.com/quizzes/workstyle/
Description: Take this very short quiz to identify your work style. Ask your
colleagues to take the quiz and compare your results. See where you styles
match and differ from your co-workers. Identify ways that you can work together
in a productive and harmonious manner.
Copyright © 2006 MSDE All Rights Reserved
25
The EFF Standard
Cooperate with Others
In order to fulfill
responsibilities as
parents/family members,
citizens/community
members, and workers,
adults must be able to
• Interact with others in ways that are friendly, courteous and
tactful, and that demonstrate respect for others’ ideas, opinions,
and contributions.
 Seek input from others in order to understand their actions
and reactions
 Offer clear input on own interests and attitudes so others can
understand one’s actions and reactions.
 Try to adjust one’s actions to take into account the needs of
others and/or the task to be accomplished
Copyright © 2006 MSDE All Rights Reserved
26
WHAT WILL WE DO NEXT?
Role Play Scenarios
Directions: Your pair has 10 minutes to create a role-play skit for the scenario you
have been assigned. Character A in the role-play always goes first. You are to
demonstrate use of cooperation skills that are appropriate for your characters and
the situation.
A
B
Situation
Co-worker
A lot of complaints about the common break room
being a mess
Work Team
Member
Everyone already has a lot of work to do when a
rush job comes in – an order of parts needs to be
filled and shipped by the end of the day
Co-worker
Work Team Member
Office Worker
You have just been moved into a smaller work
area that you have to share with a co-worker. You
Office Worker
have a job to complete that requires you to “spread
out” a lot of materials
Co-worker
Co-worker
A very interesting guest speaker is going to visit
your workplace from noon until 1pm. Many of
you want to hear the speaker but not everyone can
take lunch break at the same time.
Work Team
Member
Your team needs to develop some written
informational materials to distribute to clients.
You don’t all work the same hours.
Committee
member
Your committee is trying to plan some kind of
employee recognition event, when employees
work different shifts and travel different distances
to get to work.
Work Team Member
Committee Member
Copyright © 2006 MSDE All Rights Reserved
27
Role-Play Peer Comment
Directions: Use the chart below to record your comments about the role-play scenarios.
Circle the rating that best describes how the individual used each aspect of cooperation
Name ____________________________________________________________
Character A (e.g., co-worker) __________________________________________
Role Play Scenario (e.g. Break Room) ________________________________
Cooperating
Rating
Friendly,
Courteous,
Almost always
Tactful
Respectful of
others’ ideas and Almost always
opinions
Asked for input
Almost always
of others
Offered clear
Almost always
input
Seemed willing
to compromise if Almost always
necessary
Rating
Rating
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Comments
Name ____________________________________________________________
Character B (e.g., co-worker) __________________________________________
Role Play Scenario (e.g. Break Room) ________________________________
Cooperating
Rating
Friendly,
Courteous,
Almost always
Tactful
Respectful of
others’ ideas and Almost always
opinions
Asked for input
Almost always
of others
Offered clear
Almost always
input
Seemed willing
to compromise if Almost always
necessary
Rating
Rating
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Sometimes
Hardly ever
Copyright © 2006 MSDE All Rights Reserved
Comments
28
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
BUILD WORK-ESSENTIAL SKILLS
TOPIC
Helping Clients Keep the Job and Advance by
Building Skills – Resolve Conflict and Negotiate
Activity Objective(s)
Individuals will
 Resolve Conflict and Negotiate well enough to effectively explore solutions to
disagreements that have a “win/win” potential, in a series of workplace scenarios
 Reflect on how these activities might assist them in their own career-related needs
to resolve conflict and negotiate
Use with Individuals or Groups
Materials and preparation
 Copies of the EFF Standard “Resolve Conflict and Negotiate”, copies of “How
Do We Fix This?” scenarios, Role-Play Peer Comment worksheet.
Time Required
90 minutes
Skillbuilding Activity Focus Skill: Resolve Conflict and Negotiate
Other Skills Practiced in Activity:
Lifelong Learning Skills
 Reflect and Evaluate

Take Responsibility for Learning
Communication Skills
 Observe Critically
 Speak so others can understand
 Listen Actively
Interpersonal Skills
 Cooperate with Others
Decision-Making Skills
 Solve Problems and Make Decisions
Evidence of Skill Development:
 Completed “Role-Play Peer Comment” worksheets with positive feedback.
 Individual Self-Assessment and Instructor Documentation of performance of
standard
Activity Description
Copyright © 2006 MSDE All Rights Reserved
29
Part 1: Warm-Up to Surface Prior Knowledge/Experience
• Ask “What do you think the term “conflict resolution” means? In your day-to-day life,
do you ever encounter conflicts that you need to resolve? What about on the job – when
have you had to resolve a conflict? How do you know when someone is good at resolving
conflicts? What do you think they do?” Record responses.
• Share your notes by saying “OK, here’s what I heard you tell me is your definition of
resolving conflicts...did I get it right? Do you want to add anything?”
Part 2 Introduce EFF standard Resolve Conflict and Negotiate
• Show a copy of the EFF standard Resolve Conflict and Negotiate, and say “here is a
complete description of what it means to resolve conflicts. Let’s compare it to what you
said so we can be sure that you’ve covered all the important parts.” Then go through
standard definition point by point, refer back to individual’s/group’s definition when
possible, and be sure that all parts of the standard are understood.
• Ask “which parts of conflict resolution are you good at doing? Which parts do you need
to work on?” Record responses and say “we are going to do an activity now to help you
get better at resolving conflicts with people you need to work with; later, we will come
back to this list and you can decide if you have improved in the areas where you say you
need work.”
Part 3: Review Basics of Conflict Resolution
 Continue: “People who are different can live and work together very well if they
know how to resolve the conflicts that might arise because of those differences.
The skills we are looking at today involve learning how to do that. Notice again
that after acknowledging that there is a conflict, the place you start is to figure out
where exactly you disagree with another person, but also, where you agree – that
means finding some common ground to start from. Let’s say we work together
and there is a task that needs to be done. I think that you are supposed to do it, but
you don’t. In fact you already think you have too much to do. Neither of us is
happy. Take a few minutes to think about the situation, and then write down some
ideas for how to start resolving this conflict. In other words, think about what
common ground we might share – what do we both want that is the same? What
might make us want to find a resolution to the problem?” Allow time for
individuals to write, and then debrief, recording responses.
 Say “OK, once we know where we agree and where we disagree, we can start
proposing solutions to the problem. In my example above, we first have to
understand each other’s positions. Then we might be able to share work on the
task.. Or maybe we clarify whose responsibility the task is. Or I might help out
with some of your other work so that you have more time to complete the task.
We have to go over each option to see if it will meet both of our needs. The
toughest part is that neither of us might get everything we want by doing it this
way, but both of us will get something. That is where the “negotiate” part comes
in, and it sometimes requires us to compromise in order for both of us to “win”
something. That’s the “win/win potential. You can accomplish this, but it takes
some specific positive behaviors on the part of both people. What do you think
Copyright © 2006 MSDE All Rights Reserved
30

those behaviors are? What kinds of people do you think will most likely be able to
resolve their conflicts?”
Let individuals brainstorm, and record their responses. If not mentioned, be sure to
add such behaviors as
o Taking responsibility for my own decisions and actions
o Learning from my mistakes and moving on
o Giving praise, and being constructive when I criticize
o Accepting praise and constructive criticism from others
o Communicating clearly while avoiding assumptions or gossip
o Being honest
o Being patient
o Being confident in my own good qualities, and respecting the strengths and
talents of the other person
o Being flexible
o Dealing with hurt feelings constructively, and NOT holding grudges
o Being willing to “help out”
o Sticking with it until the conflict is resolved.




Say “Now you are going to have an opportunity to practice these conflict
resolution skills in some role plays about workplace situations” Distribute the
“How Do We Fix This?” scenarios and the Role-Play Peer Comment worksheet.
If working with a group, divide the group into pairs. If working with an
individual, participate in the role-play yourself. Assign each pair one role-play
scenario (if you are working with just one individual, try to do more than one
scenario). Review the scenarios and explain that Character A in the role-play
always goes first.
Ask each pair to develop a short skit about the situation they are to role-play
(planning should take @ 10 minutes). Tell them they should demonstrate the
different conflict resolution skills discussed earlier. Then have the teams role-play
their scenarios.
If working with a group, ask individuals to use the Role-Play Peer Comment
worksheet to make notes about each pair’s role-play. If working with an
individual, both members of the pair may use the worksheet to self-assess their
performance.
Part 5: Reflection
 Briefly discuss each role-play, using self-assessment and feedback from
worksheets. Ask “What went well? What would you change?”
Copyright © 2006 MSDE All Rights Reserved
31



Ask “what was it like for you to do this activity? Did anything surprise you?
Challenge you? Can you imagine any way this activity could be useful to you in your
job? Allow time for response and discussion.
Then instructor and individuals look at Resolve Conflict and Negotiate standard
again, go through it point by point, and discuss how well the individuals performed
each component of the standard in this activity.
Ask “Based on what we did today, what happens next? What do you think your next
step should be?” Should we do some more work on building your conflict resolution
skills, or move on to something new?” Discuss and offer suggestions as appropriate.
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://tools.monster.com/quizzes/workstyle/
Description: Take this very short quiz to identify your work style. Ask your
colleagues to take the quiz and compare your results. See where you styles
match and differ from your co-workers. Identify ways that you can work together
in a productive and harmonious manner.
Copyright © 2006 MSDE All Rights Reserved
32
The EFF Standard
Resolve Conflict and Negotiate
In order to fulfill
responsibilities as
parents/family members,
citizens/community
members, and workers,
adults must be able to
• Acknowledge that there is a conflict
 Identify areas of agreement and disagreement
 Generate options for resolving conflict that have a win/win
potential
 Engage parties in trying to reach agreement on a course of
action that can satisfy the needs and interests of all
 Evaluate results of efforts and revise approach as necessary
Copyright © 2006 MSDE All Rights Reserved
33
HOW DO WE FIX THIS?
Role Play Scenarios
Directions: Your pair has 10 minutes to create a role-play skit for the scenario you
have been assigned. Character A in the role-play always goes first. You are to
demonstrate use of conflict resolution skills that are appropriate for your characters
and the situation.
A
B
Situation
Worker B
Worker B has been criticizing your Supervisor
among your coworkers a lot lately. Plus, Worker B
is telling coworkers that you (Worker A) agree
with the criticism.
Worker B
Worker B has been leaving work early a lot lately,
yet has been reporting working full days. Worker
B knows that Worker A has noticed this, and asks
Worker A not to say anything about it.
Work Team
Member B
A work team is under pressure to meet a deadline.
Almost everybody is working hard, but it seems
like Team Member B never contributes anything
to the work of the team and is often late to work.
Team Member A is getting angry.
Worker A
Worker A
Work Team Member A
Worker A
Worker B
Work Team Member A
Work Team
Member B
Copyright © 2006 MSDE All Rights Reserved
Workers A and B job-share. When Worker B
doesn’t like something that Worker A is doing, or
thinks it should be done a different way, Worker B
goes directly to their supervisor to complain
instead of talking about it with Worker A.
Your work team has monthly meetings to hear
updates on work projects, address any worker
concerns, and strategize about how to be more
productive. Worker A dreads these meetings
because every time it seems like Worker B “shoots
down” every idea or opinion that Worker A
expresses.
34
Role-Play Peer Comment
Directions: Use the chart below to record your comments about the role-play scenarios.
Circle the rating that best describes how the individual used each aspect of cooperation
Name ____________________________________________________________
Character A (e.g., Worker A) __________________________________________
Role Play Scenario (e.g. Criticizing the Supervisor) ________________________________
Resolving Conflict
Acknowledged the
conflict
Found some common
ground with the other
Suggested some
options for resolving
the conflict
Exhibited positive
social behaviors in
trying to reach
agreement
Seemed willing to
compromise to reach
agreement
Rating
Rating
Rating
Yes
Sort of
No
Yes
Sort of
No
Yes
Sort of
No
Almost always
Sometimes
Hardly ever
Almost always
Sometimes
Hardly ever
Comments
Name ____________________________________________________________
Character B (e.g., Worker B) __________________________________________
Role-Play
Scenario
(e.g.
Supervisor)_______________________________
Resolving Conflict
Rating
Acknowledged the
Yes
conflict
Found some common
Yes
ground with the other
Suggested some
options for resolving
Yes
the conflict
Exhibited positive
social behaviors in
Almost always
trying to reach
agreement
Seemed willing to
compromise to reach Almost always
agreement
Criticizing
Rating
Rating
Sort of
No
Sort of
No
Sort of
No
Sometimes
Hardly ever
Sometimes
Hardly ever
Copyright © 2006 MSDE All Rights Reserved
the
Comments
35
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
TOOLS YOU CAN USE
TOPIC: Helping Clients Advance in a Career by Understanding Maryland’s Labor
Market
Activity Objective(s)
Individuals will
 use guides and online tools to research industries or companies that are ranked in
Maryland’s Career Clusters and have economic growth potential
 Accurately complete the Labor Market Research worksheet
 analyze how well their chosen career paths match up with current areas of labor
market demand
 reflect on how the resulting information will help them advance in their careers
Use with Individuals or groups
Materials and Preparation
 Maryland Career Clusters Guide (“Red Book”), hard copy or the online version
from www.marylandpublicschools.org/MSDE/divisions/careertech/; Maryland
Career Cluster brochures; Maryland Career Clusters handout; Labor Market
Research worksheets; computers with internet access; and access to the website of
the Maryland Office of Labor Market Analysis and Information
(www.dllr.state.md.us/lmi/index.htm).
 Instructors may want to review the Maryland Career Clusters Guide (“Red
Book”) and the 10 Maryland Career Cluster brochures before beginning. The
instructor may also want to review the labor market information website in order
to feel comfortable demonstrating how to navigate it.
 Individuals should have narrowed their career choices to 1-3 strong options. They
also should have some basic computer/internet skills; some familiarity with the
Maryland Career Clusters; and some very basic knowledge of the concept of
“labor market demand”.
Time Required
75-90 minutes
Primary Skills Required: Individuals will need to demonstrate an intermediate level of
performance of the following:
Lifelong Learning Skills:
• Learn through research
• Use information and communications technology
• Reflect and evaluate
Communication Skills:
Copyright © 2006 MSDE All Rights Reserved
36
• Read with understanding
• Listen actively
 Observe critically
Decision-Making Skills:
• Plan
Activity Description
Part 1 Warm-Up to Surface Prior Knowledge/Experience
 Ask individuals to describe a previous experience of looking for a job. How did
you decide what job to pursue? What did you know about the job before you
applied for it? Were there a lot of similar jobs available at the time, or was this job
the only one like it? Was the job close to where you lived, or would you need to
travel to take it?” Record responses and review
 Say “what we are talking about today is not just “getting a job” but advancing in
your career so that you gain long-term employability and satisfaction. Getting
that kind of long-term work takes a lot of preparation and planning, and it
includes learning as much as you can about what we call the “Labor Market” in
your community and state. Have you heard that term before? What do you think it
means?” Again record and read back responses.
Part 2 Review the Concept of “Labor Market Information”
 If not mentioned by individuals, be sure to introduce some basic ways of thinking
about “Labor Market Demand” such as
o Which occupations have a lot of jobs available here now?
o Which occupations will be creating new jobs here in the future?
o Which occupations are creating high-wage employment here? And will
they continue to do so?
o Which companies are growing? Where is the demand for workers
greatest?
o Where can I most likely get a job? Will I be able to stay close to home or
will I have to commute a long way, maybe even move?
 Ask “why do you think it’s important to know about this kind of labor market
information as you think about career advancement?” Let individuals discuss. If
not mentioned be sure to add that knowing about the demand for living-wage (or
higher) paid workers can be important when you are trying to compare and
choose among multiple career options. That information can help you invest your
career-search time, energy and money wisely – and save you from preparing for a
job that won’t be there when you are ready to apply for it!
 Then say “We are going to look at some tools that may help you get the
information you need to understand our local labor market here in Maryland.
Hopefully, knowing more about where the good-paying jobs are now, and where
they will be in the future, will help you to make good career decisions for
yourself.
Copyright © 2006 MSDE All Rights Reserved
37
Part 3 Review the MD Career Clusters
 Conduct a brief review of the Maryland Career Clusters. Distribute the Maryland
Career Cluster list/handout that summarizes the 10 career clusters, and make
available copies of the individual brochures for each cluster. If necessary, explain
that a career cluster is a grouping of interrelated occupations that represent a
broad industry. Each cluster includes an array of occupations that share essential
economic activities, similar interests, and common core skills. Occupations within
a cluster have education/training requirements that range from some
postsecondary instruction to more than a four-year college degree.
 Ask individuals to identify 1-3 occupations that they are strongly considering as
careers. Then ask them to search through the Career Cluster brochures, find those
occupational titles, and identify into which Cluster each title falls. Ask them to
share the results of this activity aloud.
Part 4 Introduce Labor Market Research Activity
 Say “based on what you know about your career goals and where they are located
within the 10 Career Clusters, let’s start looking for information about labor
market demand for the occupations you chose. We are going to visit a website
that is designed to provide you with just that kind of information. You will also
have a worksheet to guide you in your search of the website for labor market
information.”
 Distribute the Labor Market Research worksheets and review items on it. Ask for
and answer any questions about how to use it. Be sure to point out that if the
career goal they set at the top of the worksheet does not involve an industry that
shows a high labor market demand in Maryland right now, the directions on the
worksheet ask them to start over with another possible career goal.
 Direct individuals to the website of the Maryland Office of Labor Market
Analysis and Information (www.dllr.state.md.us/lmi/index.htm); if necessary
demonstrate how to navigate around the site to find information.
 And now ask individuals to conduct their research and complete the worksheet for
one (or more) of the occupations they chose as a possible career goal.
Part 5 Reflection
 Ask individuals to talk about what they learned through their research. What is the
labor market demand like for the occupation(s) they looked at? What kinds of
employers and jobs look most promising now? for the future? Were they surprised
by anything? Disappointed by anything? Are they ready to make any decisions
based on what they learned?
 Ask “was this a useful activity for you now? How might you use this kind of
activity in the future?”
 Ask “Based on what you learned from your research into the labor market
demand for this occupation, what next steps might you take in your career
planning now? Would it help to do similar research for another occupation that
interests you?” Discuss, and offer suggestions as appropriate
Copyright © 2006 MSDE All Rights Reserved
38
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://online.onetcenter.org/find/
Description: This tool helps a user to find occupations using a dropdown
menu of job clusters or job families. Choose the job family that most closely resembles
the cluster you have selected to explore. Observe the occupations within that job family
and research the information about that occupation.
Link: http://www.acinet.org/videos.asp?id=27&nodeid=27
Description: This tool provides an opportunity to watch short videos about various
careers, industries, and career clusters. Select the occupations that interest you and
learn about that occupation by watching the video.
Link: http://online.onetcenter.org/find/
Description: Go to O*NET Online and enter the occupation you are interested in using
a keyword, occupational title or job family. Once you obtain a summary report on the
occupation, look for the information on the knowledge, skills, abilities, interests, work
values and work setting. Compare that information to your personal information to see
how well the occupation fits you. Scroll down to the section on wages and employment.
Here you will find the average salary and employment outlook for the United States as a
whole and specifically for Maryland. See if the occupation is a growing one or declining
one. See how many people will be needed in that occupation for the state of Maryland.
Copyright © 2006 MSDE All Rights Reserved
39
Labor Market Research
Name _____________________________________
Date ____________
Possible Career Goal_______________________________________________________________________
Career Cluster __________________________________________
1. Using information from the website, name 3 industries out of the top 10 in Maryland that currently show
the highest labor market demand:
A.__________________________________
B.__________________________________
C.__________________________________
2. Name one specific company or business working in each of the above-named industries
Industry
Company
Industry
Copyright © 2006 MSDE All Rights Reserved
Company
40
Industry
Company
3. Is the career goal written above in an industry of labor market demand? Yes
No
If yes, continue filling out the worksheet on the next page by choosing one or more companies to target for
possible employment. For each company you choose, learn what you can by browsing on the website and answer the
questions with the information you find.
If no, start a new worksheet, enter a different possible career goal, and begin your research again
Copyright © 2006 MSDE All Rights Reserved
41
Name of Company, Agency or Facility
Address
Phone Number
Years in Maryland:
Jobs posted online? Yes / no
Web Address
Position(s) I really want:
Position(s) currently available in my field that I can apply for right now or in the very near future:
Employee benefits offered:
Employer’s preferred method of applying for a position (online? In person? By US Mail or email?)
Copyright © 2006 MSDE All Rights Reserved
42
MARYLAND CAREER CLUSTERS
Arts, Media, and Communication
Business Management and Finance
Consumer Services, Hospitality, and Tourism
Construction and Development
Environmental, Agricultural, and Natural
Resources Systems
Health and Biosciences
Human Resource Services
Information Technology
Manufacturing, Engineering, and Technology
Transportation Technologies
Copyright © 2006 MSDE All Rights Reserved
43
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
TOOLS YOU CAN USE
TOPIC: Helping Clients Advance in a Career by Researching Occupations
Activity Objective(s)
Individuals will
 use a variety of career information resources to research occupations/career
options of interest
 Accurately complete the Research an Occupation worksheet for three (3)
occupations/ career options
 analyze how well the three (3) occupations researched “fit” with their interests,
work values, skills/abilities, and lifestyle needs.
 reflect on how the resulting information will help them advance in their careers
Use with Individuals or groups
Materials and Preparation
 Maryland Career Clusters Guide (“Red Book”), hard copy or the online version
from www.marylandpublicschools.org/MSDE/divisions/careertech/; Maryland
Career Cluster brochures; Maryland Career Clusters handout; Research an
Occupation worksheets; career information books and videos; computers; and
access to a computer-based career information system such as O*Net
(http://www.onetcenter.org), eDiscover, or Choices Planner; Maryland Office of
Labor Market Analysis and Information (www.dllr.state.md.us/lmi/index.htm).
 Instructors may want to review the Maryland Career Clusters Guide (“Red
Book”) and the 10 Maryland Career Cluster brochures before beginning. It would
also be helpful to identify several career information resources available for use at
the site. Ideally, the instructor may arrange for access to a computer-based career
information system and review how to use it.
 Individuals should have a general understanding of their career interests, work
values, skills/abilities, and lifestyle needs; familiarity with the Maryland Career
Clusters; and basic knowledge of research procedures as well as how to use a
variety of career information resources including the Internet.
Time Required
75-90 minutes
Primary Skills Required: Individuals will need to demonstrate an intermediate level of
performance of the following:
Lifelong Learning Skills:
• Learn through research
• Use information and communications technology
• Reflect and evaluate
Copyright © 2006 MSDE All Rights Reserved
44
Communication Skills:
• Read with understanding
• Listen actively
Decision-Making Skills:
• Solve problems and make decisions
Activity Description
Part 1 Warm-Up to Surface Prior Knowledge/Experience
 Ask individuals to describe a previous experience of looking for a job. What did
you do? How did you begin? How did you decide what job to pursue? What
happened? Record responses and review
 Say “what we are talking about today is not just “getting a job” but deciding how
to advance your career so that you will gain long-term employability and
satisfaction. Getting that kind of work takes a lot of preparation and planning,
and it includes learning as much as you can about the careers you may be
interested in. We’ll call this “Researching Occupations”. Let’s go back to your
previous job-search experiences and see what kind of “research” you did for
them”. Review earlier responses and note any “research”-like activities.
 Say “we need a lot of reliable information before we can make good decisions
about what careers to pursue, and there is a vast amount of information out there.
But because there is so much information in so many different places, this kind of
research can feel huge and overwhelming without some tools to help us organize
and think about all the information that’s out there. We are going to look at some
tools that may help you get the information you need to make good career
decisions.
Part 2 Introduce the MD Career Clusters
 Lead the group in a brief review of the Maryland Career Clusters. Distribute the
Maryland Career Cluster list/handout that summarizes the 10 career clusters.
Explain that a career cluster is a grouping of interrelated occupations that
represent a broad industry. Each cluster includes an array of occupations that
share essential economic activities, similar interests, and common core skills.
Occupations within a cluster have education/training requirements that range from
some postsecondary instruction to more than a four-year college degree. Ask
individuals to brainstorm some of the job titles that would be included in each
cluster, and record responses.
 Invite individuals to share with the group those clusters that are of some interest
to them, and why
Part 3 Introduce Research Activity
 Say “based on what you have learned about your possible career interests by
looking at these Career Clusters, let’s start looking for more information you will
need.” Point out the various career information resources available to individuals
at your site including computer-based/online programs. Review each resource and
be sure individuals know how to use it.
Copyright © 2006 MSDE All Rights Reserved
45



Ask individuals to identify three (3) occupations that are of interest to them.
Remind them not to automatically rule out occupations/career options they might
consider “nontraditional” but to keep an open mind and explore a variety of
possibilities.
Distribute the Research an Occupation worksheet and review the items on it.
Ask individuals to conduct their research and complete the worksheet for three (3)
occupations.
Part 4 Activity to Connect Research to Self-Awareness
 Say “now that you have done your research and gotten some good information
about possible careers, let’s go back and think about how this occupational
information connects to what you know about your own interests, skills, abilities
and needs as you look for a job. We are doing this because evaluating the “fit” of
an occupation with your own needs and preferences is an important factor when
deciding what occupation to choose. Without this fit it’s unlikely that you will
feel satisfied with the career you choose, or stay in it for very long!”
 Ask individuals to construct a chart to compare the “fit” of the three (3)
occupations researched. Ask them to create four columns on a piece of paper, and
list interests, work values, skills/abilities, and lifestyle needs in the left column.
Each occupation is listed across the top of the other three columns on the chart
and then rated as to “fit” for each item (i.e., poor, fair, good, or excellent).
Part 5 Reflection
 Ask individuals to talk about what they learned through the occupational “fit”
analysis. How well did their chosen occupations “fit” their needs and preferences?
Were they surprised by anything? Do they need to learn more about the
clusters/career pathways and occupations of interest to them? If so, how will they
do that?
 Ask “was this a useful activity for you now? How might you use this kind of
activity in the future?”
 Ask “Based on what you learned from your research and the occupational fit
activity, what next steps might you take in your career planning now?” Discuss,
and offer suggestions as appropriate
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://online.onetcenter.org/find/
Description: This tool helps a user to find occupations using a dropdown
menu of job clusters or job families. Choose the job family that most closely resembles
the cluster you have selected to explore. Observe the occupations within that job family
and research the information about that occupation.
Link: http://www.acinet.org/videos.asp?id=27&nodeid=27
Copyright © 2006 MSDE All Rights Reserved
46
Description: This tool provides an opportunity to watch short videos about various
careers, industries, and career clusters. Select the occupations that interest you and
learn about that occupation by watching the video.
Link: http://online.onetcenter.org/find/
Description: Go to O*NET Online and enter the occupation you are interested in using
a keyword, occupational title or job family. Once you obtain a summary report on the
occupation, look for the information on the knowledge, skills, abilities, interests, work
values and work setting. Compare that information to your personal information to see
how well the occupation fits you. Scroll down to the section on wages and employment.
Here you will find the average salary and employment outlook for the United States as a
whole and specifically for Maryland. See if the occupation is a growing one or declining
one. See how many people will be needed in that occupation for the state of Maryland.
Copyright © 2006 MSDE All Rights Reserved
47
Research an Occupation
Name _____________________________________
Date ____________
Directions: Select an occupation of interest. Research the occupation and complete the worksheet.
Occupation Title _________________________ Career Cluster _________________
1. List specific tasks (at least 6) performed by people in the occupation.
A.__________________________________
D. ______________________________________
B.__________________________________
E. ______________________________________
C.__________________________________
F. ______________________________________
2. What skills and abilities do you need for this occupation?
3. What education/training is required for this occupation? Check all that apply.
Copyright © 2006 MSDE All Rights Reserved
48
□ Career/Tech Ed
Program _______________________________
□ Two-year college
Major _______________________________
□ Four-year college
Major _______________________________
□ Graduate school
Major _______________________________
4. What is the salary range for this occupation?
______________________
5. What is the employment outlook for this occupation?
In Maryland? _________________ Nationally? __________________
6. List other information about the occupation that is important to you (e.g., working conditions, physical
requirements, etc.)
7. Name two (2) occupations that are similar to your selected occupation.
Copyright © 2006 MSDE All Rights Reserved
49
A. ________________________________
B. ________________________________
8. After learning more about the occupation, is it still of interest to you?
□ Yes
Reasons: _________________________________
□ No
Reasons: _________________________________
9. List below the source(s) of your information about this occupation.
Copyright © 2006 MSDE All Rights Reserved
50
MARYLAND CAREER CLUSTERS
Arts, Media, and Communication
Business Management and Finance
Consumer Services, Hospitality, and Tourism
Construction and Development
Environmental, Agricultural, and Natural
Resources Systems
Health and Biosciences
Human Resource Services
Information Technology
Manufacturing, Engineering, and Technology
Transportation Technologies
Copyright © 2006 MSDE All Rights Reserved
51
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
TOOLS YOU CAN USE
TOPIC: Helping Clients Advance in a Career by Finding Information About
Particular Careers
Activity Objective(s)
Individuals will
 Gain familiarity with use of online tools to find concrete information about
careers
 Identify 3 occupational options to be the focus of further research
 Complete an Occupational Fact Sheet for each occupational option being
considered
 reflect on how the resulting information will help them advance in their careers
Use with Individuals or groups
Materials and Preparation
 Occupational Fact Sheet worksheets (multiple copies); computers; and access to a
computer-based career information system such as O*Net
(http://www.onetcenter.org), or Maryland Workforce Exchange
(http://mwe.dllr.state.md.us) or Discover (http://www.act.org/discover/login -access available through local Community Colleges)
 Instructors may want to arrange for access to a computer-based career information
system beforehand and review how to use it.
 Individuals should have narrowed their career advancement choices to 1-3
occupations of greatest interest
Time Required
60-90 minutes
Primary Skills Required: Individuals will need to demonstrate an intermediate level of
performance of the following:
Lifelong Learning Skills:
• Learn through research
• Use information and communications technology
• Reflect and evaluate
Communication Skills:
• Read with understanding
• Listen actively
 Observe Critically
Activity Description
Part 1 Warm-Up to Surface Prior Knowledge/Experience
Copyright © 2006 MSDE All Rights Reserved
52



Ask individuals to describe a previous experience of looking for a job. What did
you do? How did you begin? How did you decide what job to pursue? What
happened? Record responses and review
Say “what we are talking about today is not just “getting a job” but deciding how
to advance your career so that you will gain long-term employability and
satisfaction. Getting that kind of work takes a lot of preparation and planning,
and it includes finding lots of specific, concrete information about any career
advancement that you are seriously interested in pursuing. Let’s go back to your
previous job-search experiences and see what kinds of information you were able
to find about jobs you were interested in, and how you found it.” Review earlier
responses and note any activities that look like information-gathering about
particular jobs.
Say “here are the kinds of information that you have already talked about
collecting in your previous job searches…” and name whatever categories of
information they mentioned (i.e., work hours, pay, location, name of boss, etc –
whatever they said earlier). Are there other kinds of information that you can
imagine needing about an occupation in order to decide whether or not to pursue
it?” Allow individuals to brainstorm, and summarize their responses. If not
mentioned in the brainstorm, be sure to add such things as job tasks, salary,
education and/or training needed, and job market information (are there jobs in
this area now? Will there be in the future?)
Part 2 Introduce Activity
 Distribute the Occupational Fact Sheet handout and review it with individuals.
Say “this Fact Sheet is a tool you can use to guide you in gathering information
about a particular career. Let’s look at what kinds of information it ask you to
gather.” Go over the questions on the sheet and make sure what they are asking is
understood.
 Say “With this Fact Sheet, you can use online tools that are designed to provide
you with lots of information about specific occupations We’ll visit a website now,
and you will look around in it to find one of the occupations you are interested in.
Once you find that occupation, you will look at the information provided about it
and search for the answers to the questions on the Fact Sheet. You will write
down the answers you find. Once you have completed a Fact Sheet for one of
your possible career choices, you will repeat the process again with a second
occupation you are interested in – looking for the occupation, reading the
information and answering the questions on a second Fact Sheet. It would be best
if you complete 3 Fact Sheets for three careers that interest you; that way you will
be able to compare information when you are evaluating how well each
occupation fits with your interests and skills.
 Direct individuals to one of the websites (O*Net (http://www.onetcenter.org), or
Maryland Workforce Exchange (http://mwe.dllr.state.md.us) or Discover
(http://www.act.org/discover/login ) and demonstrate how to navigate it to find
various types of information as necessary. Then allow sufficient time for
individuals to explore and record what they find on the Fact Sheets.
Copyright © 2006 MSDE All Rights Reserved
53
Part 3 Reflection
 Ask individuals to share their answers to the questions on the Fact Sheet, and then
to talk about what they learned through this activity about the “fit” between their
interests/skills and the occupations. Which occupation looks most attractive now?
Have they decided against any of their original choices? Were they surprised by
anything? Disappointed by anything?
 Ask “was this a useful activity for you now? How might you use this kind of
activity in the future?”
 Ask “Based on what you learned from this activity, what next steps might you
take in your career planning now?” Discuss, and offer suggestions as appropriate
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://www.acinet.org/videos.asp?id=27&nodeid=27
Description: This tool provides an opportunity to watch short videos about various
careers, industries, and career clusters. Select the occupations that interest you and
learn about that occupation by watching the video.
Link: http://online.onetcenter.org/find/
Description: Go to O*NET Online and enter the occupation you are interested in using
a keyword, occupational title or job family. Once you obtain a summary report on the
occupation, look for the information on the knowledge, skills, abilities, interests, work
values and work setting. Compare that information to your personal information to see
how well the occupation fits you. Scroll down to the section on wages and employment.
Here you will find the average salary and employment outlook for the United States as a
whole and specifically for Maryland. See if the occupation is a growing one or declining
one. See how many people will be needed in that occupation for the state of Maryland.
Copyright © 2006 MSDE All Rights Reserved
54
Occupational Fact Sheet
Name _____________________________________
Date ____________
Occupation Title:_________________________________________________________
List of specific tasks performed by people in this occupation
A.__________________________________
D. ______________________________________
B.__________________________________
E. ______________________________________
C.__________________________________
F. ______________________________________
Copyright © 2006 MSDE All Rights Reserved
55
Earnings
a. Entry Level____________
b. Average_____________
c. Maximum_____________
Employment Outlook and Expected Rate of Growth (check one)
____Decline ____Grow
Education and Training
What is the minimum training necessary for this occupation?
Is vocational training required? If so, what kind?
Visit www.dllr.state.md.us/labor/approcc.com and find the name of 1 school that offers this vocational
training
Copyright © 2006 MSDE All Rights Reserved
56
Is college education required? If so, what type of degree or coursework? What type of major?
Visit www.collegesource.org and find the names of 3 colleges/universities that offer this major, their
locations, and their tuition costs
A._______________________________________________________________________
B.______________________________________________________________________
C._______________________________________________________________________
Name 1 related occupation
Name 1 source of additional information about the occupation
Does this occupation still interest you? Why or why not?
Copyright © 2006 MSDE All Rights Reserved
57
TOOLKIT #4 CAREER DEVELOPMENT ACTIVITY
TOOLS YOU CAN USE
TOPIC: Helping Clients Advance in a Career by Finding Information About Jobs
in Maryland
Activity Objective(s)
Individuals will
 Gain familiarity with use of the Maryland Work Exchange online tool to find
concrete information about available jobs
 Identify 3 job options to be the focus of further research
 Complete a Maryland Jobs Fact Sheet for each job option being considered
 reflect on how the resulting information will help them advance in their careers
Use with Individuals or groups
Materials and Preparation
 Maryland Jobs Fact Sheet worksheets (multiple copies); computers; and access to
the Maryland Workforce Exchange Jobs website (http://MWEjobs.com)
 Instructors may want to arrange for access to internet-ready computers and to
review navigation of the website beforehand.
 Individuals should have narrowed their career advancement choices to 1-3 jobs of
greatest interest
Time Required
60-90 minutes
Primary Skills Required: Individuals will need to demonstrate an intermediate level of
performance of the following:
Lifelong Learning Skills:
• Learn through research
• Use information and communications technology
• Reflect and evaluate
Communication Skills:
• Read with understanding
• Listen actively
 Observe Critically
Activity Description
Part 1 Warm-Up to Surface Prior Knowledge/Experience
 Ask individuals to describe a previous experience of looking for a job. What did
you do? How did you begin? How did you decide what job to pursue? What
happened? Record responses and review
Copyright © 2006 MSDE All Rights Reserved
59


Say “what we are talking about today is not just “getting a job” but deciding on a
job that will advance your career, and that will give you long-term employability
and satisfaction. Getting that kind of work takes a lot of preparation and
planning, and it includes finding lots of specific, concrete information about any
jobs that you are seriously interested in pursuing – especially good jobs right here
in Maryland. Let’s go back to your previous job-search experiences and see what
kinds of information you were able to find about jobs you were interested in, and
how you found it.” Review earlier responses and note any activities that look like
information-gathering about particular jobs.
Say “here are the kinds of information that you have already talked about
collecting in your previous job searches…” and name whatever categories of
information they mentioned (i.e., work hours, pay, location, name of boss, etc –
whatever they said earlier). Are there other kinds of information that you can
imagine needing about a job in order to decide whether or not to pursue it?”
Allow individuals to brainstorm, and summarize their responses. If not mentioned
in the brainstorm, be sure to add such things as job tasks, salary, education and/or
training needed, and job market information (are there jobs in this area now? Will
there be in the future?)
Part 2 Introduce Activity
 Distribute the Maryland Jobs Fact Sheet handout and review it with individuals.
Say “this Fact Sheet is a tool you can use to guide you in gathering information
about a particular job available in Maryland. Let’s look at what kinds of
information it ask you to gather.” Go over the questions on the sheet and make
sure what they are asking is understood.
 Say “With this Fact Sheet, you can use an online tool that is designed specifically
to provide you with lots of information about jobs in Maryland. The tool is a
website developed by the Maryland Workforce Exchange. We’ll visit the website
now, and you will look around in it to find one of the jobs you are interested in, as
well as information about the Maryland labor market outlook for that job, and the
training that is available related to that job if necessary. Once you find this
information, you will study it and search for the answers to the questions on the
Fact Sheet. You will write down the answers you find. Once you have completed
a Fact Sheet for one of your possible job choices, you will repeat the process
again with a second job you are interested in – reading the information and
answering the questions on a second Fact Sheet. It would be best if you complete
3 Fact Sheets for three jobs that interest you; that way you will be able to compare
information when you are evaluating how well each job fits with your interests
and skills.
 Direct individuals to the website (http://MWEjobs.com) and demonstrate how to
navigate it to find various types of information as necessary. In particular be sure
that they know how to navigate to information in
o Find a Job
o Research the Job Market
o Find Training
o Post a resume
Copyright © 2006 MSDE All Rights Reserved
60

Then allow sufficient time for individuals to explore and record what they find on
the Fact Sheets. After they have completed one sheet, ask individuals to share
their answers to the questions on it,
Part 3 Reflection
 Now ask individuals to talk about what they learned through this activity about
the “fit” between their interests/skills and the jobs they found. Which job looks
most attractive now? Have they decided against any of their original choices?
Were they surprised by anything? Disappointed by anything?
 Ask “was this a useful activity for you now? How might you use this kind of
activity in the future?”
 Ask “Based on what you learned from this activity, what next steps might you
take in your career planning now?” Discuss, and offer suggestions as appropriate
Accommodations as needed: See User’s Guide for this Toolkit
Related interactive online tools individuals may wish to explore:
Link: http://www.ajb.org/
Description: Use America’s Job Bank to search for a job. You can search by
geographic area, job family, or keyword. Almost 2 million jobs are available with the
service. Read the job descriptions to see if the job might be right for you. You can also
create a job scout which will search for your desired job type according to the criteria
that you select and the schedule that you specify (daily, weekly, monthly, etc.).
Copyright © 2006 MSDE All Rights Reserved
61
Maryland Jobs Fact Sheet
Name _____________________________________
Date ____________
Job Title:_________________________________________________________
List of specific tasks performed by people in this job
A.__________________________________
D. ______________________________________
B.__________________________________
E. ______________________________________
C.__________________________________
F. ______________________________________
Copyright © 2006 MSDE All Rights Reserved
Earnings
a. Entry Level____________
b. Average_____________
c. Maximum_____________
Employment Outlook in Maryland, and Expected Rate of Growth (check one)
____Decline ____Grow
How do you apply for this job?
What is the minimum education necessary for this job?
Is college education required? If so, what type of degree or coursework? What type of major?
Is vocational training required? If so, what kind?
Name at least 1 school that offers this vocational training
Does this job still interest you? Why or why not?
Copyright © 2006 MSDE All Rights Reserved