Choices Into ActionCareer Development:

Employability

Sarah CannavanJeff Famme

Alexis GavarisKristin Greatrix

Context

Career development • is one of the Areas of Learning outlined in Choices into Action

• Employability is one of its 5 subtopics

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

Context

GLC 2O – Career StudiesUnit 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

Rationale

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?

ContextWhat do we want students to learn?

Learning Objectives Lesson 1:

QQ 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:

QQ 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:

QQ 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.

Context

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:

Interview Dos

Interview Don’ts

Firm handshakeMaintain eye contact

Show up lateBad mouth your

previous job

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: InterviewsYou 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 interviewAt least one person must give a good interview

Interview SkillsIdentify 5 things you could do in

an interview to increase your chances of getting hired

Consolidation

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.

Aman

jot

Ali

Tom

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

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

11 22

1122

Inner & Outer circles with evaluationInner & Outer circles with evaluationActivation

hshs

hshs

Hot SeatsHot SeatsActivation

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 _____

Activation

Job AdvertDemonstrate

Job Title: Sales AssociateJob Type: Part-time Location: Toronto, ONClosing 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 CircleWhat are you

looking for in a successful candidate?

Question 2 – Inner Circle

Who would you hire?

SWAP

Demonstrate Peer Evaluation Socratic Dialogue

Complete the

evaluation of your partner

Consolidate

Exit CardsBefore 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.