Choices Into Action
Career Development:
Employability
Sarah Cannavan
Jeff Famme
Alexis Gavaris
Kristin Greatrix
Context
Career development
• is one of the Areas of
Learning outlined in
Choices into Action
• Employability is one
of its 5 subtopics
Context
Career development subtopics:
• Exploring and obtaining information
about education, training and careers
• Work, society and the economy
• Awareness of opportunities
• Education and career decisions
• Employability
Context
GLC 2O – Career Studies
Unit of Study: Marketing Yourself
•Open / hidden job market
•Networking
•Transferable skills
•Resume / CV / Cover Letter
•Interview skills
Rationale
GLC 2O – Career Studies
Unit of Study: Marketing Yourself
•Discover, define and highlight your skills
•Prepare for realistic interview setting
–Etiquette
–Types / variety of questions
–Skills and recognizing appropriate examples from their own
life
–Building confidence
•Self-reflection: recognizing strengths, improving
weaknesses
•Realizing they are employable
Context
What do we want students to learn?
Essential Questions from our lessons:
• What skills should I bring to the interview to
get the job / be the successful candidate?
• How can I market myself so I’m the successful
candidate?
• What goes through an employers’ mind when
deciding to hire an employee?
Context
Learning Objectives Lesson 1:
Q What skills should I bring to the interview to get the
job / be the successful candidate?
All must:
•Identify good / strong interview skills
Most should:
•Be able to identify faults in interviews and identify
alternatives / solutions to strengthen the interview
Some could:
•Identify their own strengths and weaknesses
Context
Learning Objectives Lesson 2:
Q How can I market myself so I’m the successful
candidate?
All must:
•Identify good / strong interview skills
•Anticipate key interview questions
Most should:
•Use interview tips in responding to key interview
questions
Some could:
•Strategize ways to limit and / or eliminate weaknesses
Context
Learning Objectives Lesson 3:
Q What goes through an employers mind when deciding who
to hire?
All must:
•Understand the importance of job preparation and improve
their communication skills through the Socratic Dialogue.
Most should:
•Better understand what employers are looking for in job
candidates
Some could:
•Revisit their resume and “strength’s with proof sheet” and
incorporate some of the flags employers are looking for.
Lesson 1
All must:
•Identify good / strong interview skills
Most should:
•Be able to identify faults in interviews and identify
alternatives / solutions to strengthen the interview
Some could:
•Identify their own strengths and weaknesses
Connect
Sort the 21 statements from your
envelope into two piles:
Maintain eye contact
Interview Dos
Firm handshake
Interview Don’ts
Bad mouth your
previous job
Show up late
Do’s
Don’ts
Activate
Watch the following videos and keep in mind:
What made the interview good / bad?
What skills were obviously present / missing?
What did characters identify as their strengths /
weaknesses / why they want to work there?
http://www.youtube.com/watch?v=UN0SLzFNpDs
Demonstrate
Role Playing: Interviews
You need a group of 3:
•Interviewer, interviewee, observer
•Rotate roles so that each of you has a chance
to play each role
_________________________________________
At least one person must give a bad interview
At least one person must give a good interview
Consolidation
Interview Skills
Identify 5 things you could do in
an interview to increase your
chances of getting hired
Consolidate /
Homework
FINDING YOUR SKILLS
Complete the bottom portion of
the handout.
Use the top chart to guide your
answers.
Lesson 2
All must:
•Identify good / strong interview skills
•Anticipate key interview questions
Most should:
•Use interview tips in responding to key interview
questions
Some could:
•Strategize ways to limit and / or eliminate weaknesses
Connect
WALKABOUT
Walk around the room until the music stops.
When it stops turn the person next to you and discuss your homework from last
night:
•transferable skills (communication)
•Interview skills (firm handshake / eye contact …)
Be prepared to share your discussion with the class.
Activate
50 Possible Interview Questions
1. Read through each of the 50
questions.
2. Choose and rank your top 5
questions
• pretend you’re an employer,
what questions would elicit
the most valuable
information for the
employer
3. Answer Qs on your own, in
writing
• can be point form
• the point is to start thinking
about possible responses
Demonstrate
Mock Interviews
Students will receive a clock.
Students must make appts with
each other at specific times on
the clock.
Xiu Li
Demonstrate
Mock Interviews
Meet your 1 o’clock appt!
Meet with your partner and interview each other using your 5 questions
Give your partner your evaluation recording sheet.
Demonstrate
Mock Interviews
Meet your 1 o’clock appt!
Read through the mock interview
evaluation and evaluate the
interviewee.
Hand the sheet back to the
interviewee once your appointment is
over.
Demonstrate
Mock Interviews
Meet your 7 o’clock appt!
Meet with your partner and interview each other using your 5 questions
Give your partner your evaluation recording sheet.
Demonstrate
Mock Interviews
Meet your 5 o’clock appt!
Meet with your partner and interview each other using your 5 questions
Give your partner your evaluation recording sheet.
Consolidate
Mock Interviews
Add up your evaluation marks.
Using your total, complete the
1-2-3 Organizer.
Lesson 3
All must:
•Understand the importance of job preparation and improve
their communication skills through the Socratic Dialogue.
Most should:
•Better understand what employers are looking for in job
candidates
Some could:
•Revisit their resume and “strength’s with proof sheet” and
incorporate some of the flags employers are looking for.
Connect
Monty Python
BLAST FROM THE PAST
http://www.youtube.com/watch?v=zP0sqRMzkwo
Activation
Socratic Dialogue & Employers
(Adapted from Dr. Jerry Chris)
Activation
What is Socratic Dialogue?
• a philosophy that allows students to
discuss topics or issues.
• student driven discussion
– But: teacher guided
– should help get all students involved in the
discussion
– at the end each student should have a greater
understanding of the topic or issue
Activation
Basic Differences Between
Dialogue and Debate:
Dialogue
- Goal is understanding
- Listening for a deeper
meaning
- Open-minded
- Searching for strength
in all positions
- Open-ended
Debate
- Goal is proving the
other side wrong
- Listening for flaws
- Close-minded
- Searching for
weakness in
opposition
- Demands closure
Activation
Three Basic Rules
1. Listen! You may not start a sentence
until the speaker is finished. (until you
have the fish)
2. Refer directly to the text.
3. Build on discussion rather than tear
down a view or statement.
Activation
“Helping Phrases”
 “That’s interesting because I was
thinking…”
 “I hear what you’re saying, but don’t her
interests indicate….”
 “I’m a bit confused. I thought maybe….”
 “I could accept that if only her
references…”
Activation
 “Can you clarify what you meant by…..
because…”
 “I might be mistaken, but his experience
seems to suggest something else…”
 “I don’t think you and I are quite on the
same page because…”
 “Perhaps we should consider an alternate
viewpoint…”
Activation
Inner & Outer circles with evaluation
1
2
2
1
Activation
Hot Seats
hs
hs
Activation
Level 4: Excellent
Does not interrupt other speakers
_____
Refers directly to the text
_____
Builds on others’ comments
_____
Reflects an open-minded stance on the issue _____
Activation
Level 3: Good
Begins speaking before others are done _____
Does not refers directly to the text
_____
Contradicts, but does so civilly
_____
Appears close-minded in stance on the issue _____
Activation
Level 2: Fair
Often interrupts others
Comments relate only marginally
Puts down others’ comments
Refuses to consider other viewpoints
Speaks without thinking
Uses too many “umms”, ”you knows”
_____
_____
_____
_____
_____
_____
Activation
Level 1: Unsatisfactory
Attempts to dominate the dialogue
_____
Unprepared with text
_____
Demonstrate
Job Advert
Job Title: Sales Associate
Job Type: Part-time
Location: Toronto, ON
Closing Date: July 25, 2010
Job Duties and Responsibilities:
Providing outstanding customer service from initial greeting to the final sale
• Assessing customer needs and providing information about available products
• Creating customer agreements for special order merchandise
• Demonstrating features and benefits of any product
• Stocking shelves and setting up displays
• Mixing paint and cutting keys
Retail experience is an asset, but not required.
Flexible hours including some evenings and weekends.
Demonstrate
You Be the Employer:
Responses to the Job Advert
You have
narrowed down
your applicant
pool to three
people and have
their resumes in
front of you:
Question 1 –
Inner Circle
What are you
looking for in a
successful
candidate?
SWAP
Question 2 –
Inner Circle
Who would you
hire?
Demonstrate
Peer Evaluation
Socratic Dialogue
Complete
the
evaluation
of your
partner
Consolidate
Exit Cards
Before you leave:
Which candidate would you choose and identify things you
considered when choosing your successful candidate
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Resources:
Websites:
http://www.youtube.com/watch?v=UN0SLzFNpDs
http://www.youtube.com/watch?v=zP0sqRMzkwo&feature=related
www.workopolis.com
www.careercruising.com
www.gojobs.gov.on.ca
www.jobs.gc.ca
Books:
Chris, Jerry. Beginner’s Guide to the Socratic Seminar. Unionville: Royal
Fireworks Press, 2006.