The Ultimate Job Search for the 21st Century Ultimate Job Search for the 21st Century ... Job Fairs/Temporary Employment ... The goal of this section is to emphasize how essential

The Ultimate Job Search for the 21st Century

Facilitator’s GuideFacilitator’s GuideFacilitator’s GuideFacilitator’s GuideFacilitator’s GuideStrategies and Guidance for Effectively Training UJS

The National Learning Center

WorkbookWorkbook

Acknowledgments

The National Learning Center (NLC) was established to meet the training requirements ofprofessional employment service providers, job developers and career transition specialists.NLC and the University count among its client agencies the U.S. Department of Labor, U.S.Department of Defense, U.S. Department of Veterans Affairs, U.S. Department of Educationand the U.S. Department of Health & Human Services, as well as the Disabled AmericanVeterans, the National Congress of American Indians and various state and local agencies.

The National Learning CenterUniversity of Colorado Denver3401 Quebec Street, Suite 5000Denver, CO 80207

303-315-2200 (voice)303-315-2222 (fax)

Email: [email protected] Site: NLC.ucdenver.edu

The University of Colorado Denver retains ownership and copyright of all Ultimate Job Searchtraining modules, curricula, videos and other materials produced, and provides the governmentwith a royalty free, non-inclusive right to use the materials and to distribute them to federal,state and local government agencies.

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Welcome to the Ultimate Job Search (UJS)Job Seeker’s Facilitator’s Guide

INTRODUCTION

This Facilitator’s Workbook is designed to be a guide for facilitators to use with the “Ultimate Job Searchfor the 21st Century” video series (DVD/VHS). It is tailored to help you facilitate each section step-by-stepby reinforcing the information on all five programs and in the online interactive workbook.

The video series and workbook are companion pieces of the “Ultimate Job Search for the 21st Century,”and work in conjunction with one another. The video program refers to the workbook in several places. Theworkbook serves to reinforce the information the video and to provide a practical exercise pertinent to thelearner. Note: The DVD is chaptered (split up into different sections) and allows you to train to theareas that best fit your audience. For the VHS, there are two tapes (please note the label for theprograms on each VHS). The videotapes will need to be manually started and stopped, or played intheir entirety.

This instructor guide allows you to facilitate any portion of the DVD series by selecting a section to view andthen providing a guideline for application of the content. You can play the video in its entirety, or teachsection by section. Depending on your training facility, you can utilize the online workbook if you haveaccess to multiple computers or provide hard copy workbooks for supporting material.

If a computer lab is available, the workshop participants can create their own account for the onlineworkbook and access it anytime throughout the workshop, their job search and beyond.

The online workbook is available to each class member. They are encouraged to sign-up for their own account and access it as part of the class (if a computer lab isavailable), or on their own after they leave the workshop and continue their job searchon their own. You can also print out hard copy workbooks for workshop attendees,which is also available at:

www.NLC.ucdenver.edu/UJSworkbook

The outlines in this workbook are intended to be guidelines which include suggested workshop activities,classroom exercises, time frames, examples and information to use when instructing each topic. You willneed to develop your own timeframes for facilitating the workshop. The amount of time spent on each topicshould be determined by the needs of your audience and the time allotted for each workshop. There may besections of the program which you feel do not need to be covered, based on the audience needs, and othersections which may need additional time.

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Training Modalities Explanation

Brainstorm: Involves the participant (usually at their own table or as a class), talking in-depth about atopic and getting everyone’s input.

Charted Exercises: These exercises involve asking the group questions, or points to be made, andwriting down their responses on a chart board.

Games: Contextual games are played to make a point in the training curriculum. Typically they are usedto make material more interactive and exciting to participants and also may be used for closure to a topic.

Icebreakers: This is an activity used early in a training session to “break the ice.” These are typicallysimple exercises like bingo, meet and greets and similar types of interactive getting-to-know-you activities.

Mock Role Play: These role plays are typically conducted by 2-3 players in the front of a classroomsetting. All participants watch and then discuss the key points.

Panel: Panels are when several subject matter experts come into a training classroom and presentviewpoints, or expertise and allow participants to ask questions.

Role Play: Role play exercises typically assign roles to participants to play and practice a skill learned intraining.

Round Robin: This is a method used to debrief a table discussion, where every table has the samequestion or problem. It is done by asking each table to give only one point or possible answer, until alltables have had input. This methods ensures everyone is left with something to say.

Table Top: Discussions conducted at the various training tables to make the material more pertinent toindividuals.

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Table of Contents

FACILITATING STARTING THE JOB SEARCHSkill Identification ................................................................................................................. 2Work Preferences ................................................................................................................ 4Financial Management ......................................................................................................... 6Job Search Portfolio ............................................................................................................. 8Elements of the Job Search ................................................................................................. 10Stress Management ............................................................................................................. 11

FACILITATING JOB SEARCH TECHNIQUESNetworking ......................................................................................................................... 13Research .............................................................................................................................. 15Job Applications ................................................................................................................... 17Applying Online ................................................................................................................... 18Want Ads ............................................................................................................................. 20Career Websites .................................................................................................................. 21Job Fairs/Temporary Employment ....................................................................................... 23

FACILITATING WRITING EFFECTIVE RESUMESResume Formats .................................................................................................................. 26Building a Resume ............................................................................................................... 28References .......................................................................................................................... 29Resume Guidelines .............................................................................................................. 30Federal Resumes ................................................................................................................. 31Electronic Resumes ............................................................................................................. 32Cover Letters ....................................................................................................................... 33

FACILITATING INTERVIEWING WITH CONFIDENCEFirst Impression ................................................................................................................... 35Preparing for Interviews ...................................................................................................... 37The Interview ...................................................................................................................... 38Interviewing Exercises ........................................................................................................ 40Following Up ........................................................................................................................ 44

FACILITATING SUCCESS ON THE JOBSuccess on the Job .............................................................................................................. 47First Day .............................................................................................................................. 49Work Habits ......................................................................................................................... 49Teamwork ............................................................................................................................ 50Supervisor ............................................................................................................................ 50Customer ............................................................................................................................. 51

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UJS Facilitator’s GuideUJS Facilitator’s GuideUJS Facilitator’s GuideUJS Facilitator’s GuideUJS Facilitator’s Guide

Notes:

FacilitatingStarting the Job Search

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Notes:Introduction:

The goal of this section is to emphasize how essential it isto get your job search started down the right path. In thissection, participants will identify which work areas they areskilled and interested in, gain knowledge of how to set uptheir finances so they are ready to begin their job searchand discover how to create a career catalog they will usethroughout their job search. This section also covers thedifferent elements of the job search and how they can dealwith the stress of looking for a job. The better yourparticipants are prepared prior to beginning their jobsearch the more effective it will be and they will have abetter chance for success. So, let’s get started.

Self-Assessment (includes Skills and Preferences)Component: Skills Identification

Time: approximately 1 hour

Key points to be made in the section are:

1. Everyone has transferable skills they have acquiredthrough work experience, military experience,hobbies, volunteer work, etc. which can be appliedto a variety of occupations.

2. Knowing the skills, rather than just a job title, willhelp in exploring new careers, creating a resumeand selling themselves in an interview.

3. Analyzing not only the level of skill a person has,but the interest they have in that skill, will give theman idea of what career industry they may bequalified for. It will also point out additionaltraining and / or experience which may be neededin order to move into a new career or make acareer change

Training modality to be used:

1. Show the section on Self-Assessment (Note; thissection includes Skills Identification and WorkPreferences)

Facilitating Starting the Job Search - Self-Assessment

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Notes:2. Explain how to fill out the skills identification form inthe workbook to demonstrate the purpose oftransferable skills. Have them work in groups todetermine which occupation would be best for each ofthe example people (in the video) to transfer into andbe successful in.

3. Have each person go through the list of skills in theworkbook and fill in their own skills. If time permits,have them complete this in class (on-line if available),or as a homework assignment.

4. Demonstrate how to write an accomplishmentstatement for each skill they listed (or several skills,depending on time available) and explain how theywould be able to use those statements in their resume.

5. Let them know how valuable it is to take the time toassess their skills in order to make educated decisionsabout their future.

Materials needed:

DVD / Tape, Skills Identification pages in theworkbook.

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Notes:Component: Work Preferences

Time: approximately 30 minutes to 1 1/2 hours (if #4 exerciseis included)


1. When it comes to making career choices, most peoplenever take the time to think about what they enjoy doingin their job and what they dislike about their job.

2. There is a direct correlation between work preferenceand job satisfaction. Knowing their preferences andtrying to find a position that fits their skills andpreferences is the secret to a successful and satisfyingcareer.

3. There are several techniques to help find workpreferences including; interest inventories, reviewinglikes and dislikes in past jobs and exploring job dutiesattached to any occupation they are considering.

Training modality to be used: Recommended

1. Show the Work Preferences section on the DVD /video.

2. Have everyone fill out the work preferences worksheetin the workbook on-line or hardcopy.

3. Facilitate a discussion where you ask people what theirindividual preferences are and why. Point out thedifferences from individual to individual in regards totheir preferences and reasons. For example, one personmay like traveling while another has too many personalobligations at home for any kind of travel. Alternativeexercise: Ask for a show of hands in regards to some ofthe preferences questions listed in the workbook. Notethe variety of different responses based on yourdiscussion of this audience survey.

4. If you have time and resources, utilize a computer laband cold calling techniques for people to further exploreoccupations they may be interested in doing, along withresearching the Labor Market Information (LMI)

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Notes:associated with each occupation. You will need tocome up with a list of example occupations they canexplore. Create a script (note, there is an examplescript in the Job Search Techniques section of theworkbook. See Research). Have the class-memberssplit up in pairs or 3s and call companies to helpanswer questions about what the future of theparticular occupation is, in regard to growth / decline,training needed, working environment, growth of theindustry, changes that are expected, etc. You can alsouse the internet to further research issues such assalary for the occupation, projections of the industry,and alternative occupations that are related to the fieldyou are exploring. Upon completion, ask the groupfor a brief synopsis of their research and if it is acareer worth pursuing. Allow an additional hour forthis exercise.

Materials needed:

DVD / Video, work preferences section andworksheet in the workbook, (telephone, internet access, scriptfor calling,)

Facilitating Starting the Job Search - Work Preferences

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Notes:Component: Financial Management (Budget andSalary)

Time: 45 minutes (longer if class completes financial form inclass)


1. Finding employment may take longer than expected.On average, it takes 6 – 9 months to find a career,longer for a better paying job.

2. If finances are not planned out realistically, they may beforced to take a job they may not want just to paybasic bills. The stress of finances is often a majoroverriding factor for many people in the job searchprocess.

3. Be realistic about what can be expected concerningsalary and the existing expenses. Be tough in cuttingback on expenses. This will help make the job searcha bit more comfortable and give latitude to make betterinformed choices.


1. Watch DVD / video section on Financial Management(Budget / Salary)

2. Have them look at the financial form in their workbook.If you have enough time, fill it out in class. If not,discuss the form for current expenses versus survivalexpenses. Give examples of how to cut each downand then have them do this with their spouse orsignificant other as homework.

3. As for salary requirements, brainstorm with class thetypes of things that could impact a paycheck (i.e.benefits, bonuses, parking, health insurance, retirement,taxes, etc.) Chart the discussion for the class on thoseissues that would impact them financially on chartpaper.

Facilitating Starting the Job Search - Financial Management

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Notes:Materials needed:

DVD / Video, Financial Management section of workbook,chart paper.

Facilitating Starting the Job Search - Financial Management

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Notes:Component: Job Search Portfolio

Time: 20 minutes


1. Gathering all of the necessary documents andinformation and keeping everything organized will beimportant for the job search.

2. A Master Application is an information applicationwhich will include employment information, educationbackground, work history and other items that detail aperson’s experience. Creating a Master Applicationwill assist job seekers in filling out both hard copy andon-line applications.

3. These documents will also assist them in writingresumes, filling out applications, going on interviews,and may mean the difference between success andfailure.


1. Show the Job Search Portfolio section of the DVD /video

2. Explain what a job search portfolio is, and then ask theclass what is the purpose of a job search portfolio andwhy is it important.

3. Have them discuss at their tables what they wouldinclude in this portfolio. Refer to the information in theprogram (Personal Record, Master Application, WorkExamples). Chart their answers in a round robin.

4. Review the information in the workbook and see howclosely they compare.

5. Inform the class that it will take time to gather all of thisinformation and fill out the application. It will be an on-going assignment.

Facilitating Starting the Job Search - Job Search Portfolio

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DVD / Video, chart board, Job Search Portfolio section inthe workbook

Facilitating Starting the Job Search - Job Search Portfolio

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Notes:Component: Elements of the Job Search

Time: approximately 30-45 minutes


1. There are other elements of the job search which willgreatly affect the success of a job search.

2. Those elements include: daily schedule, phone and e-mail etiquette and using the computer in the jobsearch


1. Show the Elements of the Job Search section of theDVD / video

2. Go through each of the elements and explain theimportance of each, what to be aware of and how touse them effectively.

3. Ask the class to brainstorm what would be includedin a daily job search schedule – chart a mockschedule in front of the class using their input.

4. At their tables, have the groups create a professionalphone message and share theirs with the class.

5. Chart what to be attentive to when using e-mail andthe computer in a job search (professional e-mailaddresses, using business format when writing e-mails, using the same password through their jobsearch, etc.)

Materials needed:

DVD / Video, chart paper

Facilitating Starting the Job Search - Elements of the Job Search

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Notes:Component: Stress ManagementTime: approximately 30 minutes

1. Stress is a normal part of life and is not necessarilyall bad.

2. Change causes stress and can be viewed as anopportunity to make positive differences in apersons’ life.

3. Knowing techniques to cope with job search stresswill help them to manage it and not allow it tobecome overwhelming and debilitating. Part of thisincludes being organized and getting financial issuesin order. During a job search, a part-time ‘survival’job in the evenings or on weekends may be neededto meet financial obligations.

4. Be able to recognize if and when stress becomes outof control. Seek professional help through a doctor,community mental health, clergy, etc., if it becomestoo overwhelming. Do not allow stress to bephysically damaging.


1. Show the Stress section of the DVD / video

2. Ask the class to discuss at their table what changesthey have made in their life and if they caused stress.This could include healthy habits, outlets, activities,support, etc.) Did any of these changes result inpositive changes?

3. Round robin their answers of positive results from ajob search and/or career change (career change, joblocation, financial reward, etc.).

4. Point out the resources in the workbook for help,along with activities to help with self-assessment ofstress.

Materials needed:

DVD / Video, Stress Management section in workbookFacilitating Starting the Job Search - Elements of the Job Search

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Notes:

FacilitatingJob Search Techniques

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Notes:Introduction:There are several avenues job seekers can take whensearching for a position. Some are very common while othersare not used that frequently. In this section, participants willdiscover several techniques in looking for a job, includingidentifying and using their network of contacts, researchingcompanies they will be sending resumes to and potentiallyinterviewing with, how to successfully fill out both hard copyand on-line applications, and using want ads effectively. Thissection will also go into detail on where to look for jobs,including career websites, job fairs and discovering thebenefits of temporary work as a means of obtaining new skillsand a source of necessary income. The more resources aperson has working for them, the better chance they will havein finding a good career.

Component: Networking

Time: 15 minutes – 1.5 hours


1. Finding a job takes many different tools andstrategies. The more resources utilized in the jobsearch, the better the opportunity in discoveringpotential employment.

2. Networking is part of the “hidden job market” andwhere many jobs are found before they areadvertised. In fact, most jobs are found because ofsomeone they know. When a job seeker talks with acontact, that person may be aware of a potential jobopening that would fit their needs, or they may knowof another person they could talk with, to help themget more information on the position or company.

3. They will need to network with everyone they knowand meet, and continue to grow their network ofcontacts. They never know what opportunities are outthere unless they ask for people to help them out.


1. Show DVD / video on Networking section.

Facilitating Job Search Techniques -- Networking

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Notes:2. Create a diagramon the paper chart(a circle in themiddle with straightlines coming out,see example) andhave theparticipants identifythe potentialcontacts they coulduse to networkwith. Write inthose contacts on the diagram.

3. Brainstorm on chart with the group as to what type ofinformation they give people in their network. (i.e.resumes, personal contact information, etc.).

4. Discuss with the class importance of creating a “30-second commercial.” Include the points of how todevelop one and when to use it. Come up with a 30-second commercial exercise for the class (groupcollaboration in developing a script)

Materials needed:

DVD / Video, chart board, Networking section in workbook

Facilitating Job Search Techniques - Networking

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Notes:Component: Researching Companies

Time: 1 hour (up to 2 hours if using a computer lab)


1. Researching companies is critical throughoutevery step of the job search process, especiallywhen applying to and interviewing for jobs. Themore known about what the company does, theirproduct / services, and familiarity with otherspecifics about a company, the better chance ofmaking the best career choice and getting the job.

2. Research allows a person to tailor their resume toa specific position and company. It also providesimportant information necessary for asking andanswering questions in the interview todemonstrate knowledge and interest.

3. Researching a company demonstrates to theemployer that a person has taken the time to findout about them and are truly interested. They willbe better prepared to show the employer whythey want to work for the company, why they feelthey are a good fit for the organization and howtheir skills will help the employer.


1. Show the DVD / video section on research

2. Review the materials in the workbook,specifically the list of items you will want to findout about a company.

3. Discuss alternative methods for researchingcompanies (libraries, chamber of commerce,reputation, industry journals, etc.). Useworkbook resource list.

4. Utilize a computer lab if available. Have yourstudents work in pairs and assign each pair to aparticular occupation. Using the internet, have

Facilitating Job Search Techniques - Researching Companies

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Notes:them research the type of information listed in theworkbook on at least 2 employers. Choosechallenging companies / occupations which are a bitmore difficult to research.

5. Debrief this exercise by having them discuss (attheir tables or as a group) what they learned aboutthe importance of researching companies.

Materials needed:

DVD / Video, Research section in workbook, computer withinternet access, list of occupations

Facilitating Job Search Techniques - Researching Companies

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Notes:Component: Job Applications

Time: 45 minutes


1. Employers use applications to standardize theinformation they receive in order to fairly comparepotential job applicants and screen out those who areless-qualified. Because of this, job seekers need totake the application process very seriously bysubmitting a complete, neat and accurate jobapplication.

2. Fill in all requested information honestly. The jobapplication is considered a legal document andmaking any false statements can be grounds fordismissal at any time during employment.

3. Be prepared when going to fill out applications.Realize that every encounter with the company is partof the interview process.


1. Watch the DVD / video on Job Applications.

2. Review the tips for completing applications in theworkbook and how to fill them in correctly.

3. Have the participants look at a generic employmentapplication (you will need to supply). Discuss thedifficult questions on the application and how to fill inthis information (i.e. reason for leaving a job, salaryrequirements, felony convictions and so on.)

4. Explain the importance of a Master Application andwhat it’s used for. Having it filled out prior to goinginto a company will save them time and will ensure theinformation they fill in is accurate and up-to-date.

Materials needed:

DVD / Video, Job Application section in the workbook,including the master application

Facilitating Job Search Techniques - Job Applications

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Notes:Component: Applying On-Line

Time: 1 hour


1. Applying on-line is something frequently requested bymany larger companies / employers.

2. Applying on-line is similar to filling out hard copyapplications. But realize, many times it is a step-by-step procedure set up by the employers system.

3. The same rules (criteria) apply to filling out on-lineapplications as with hard copy applications. Spelling,grammar, accuracy and honesty will all be scrutinizedcarefully by the employer.


1. Show the on-line applications segment of the DVD /video.

2. Discuss the career site list in video, pointing out the keyelements of applying on-line.

3. Discuss the differences between applying on-line asopposed to a hard copy. Brainstorm the different points(such as keywords) which need to be taken intoconsideration when applying on-line

4. If you have a computer lab with internet access, use theexercise in the ‘Applying On-line’ section of theworkbook. Have the class practice and discuss theexample application. If no internet is available, createone or more example on-line postings on a chart orPowerPoint, and have the class identify the differentkeywords in the ads. Discuss how to incorporatekeywords into on-line applications, and why they’reimportant.

Facilitating Job Search Techniques - Applying On-Line

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DVD / Video, Applying On-line section in theworkbook, computer lab (if available), chart paper

Facilitating Job Search Techniques - Applying On-Line

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Notes:Component: Want Ads

Time: 30 minutes


1. Want ads are often one of the first places job seekers’go when looking for work. They are also one of theleast effective methods in a job search. Refer to thechart comparison in workbook (put on chart orPowerPoint).

2. Be cautious when reading want ads. If they sound toogood to be true, they probably are.

3. Use want ads as one of the resources in the jobsearch; utilize all possibilities to find the right job.


1. Discuss the effectiveness of searching want ads, besttime of when to look for jobs, what to look for, howto respond and the importance of following directions.

2. Have the class brainstorm elements to be found in anad (minimum qualifications, contact person, how tocontact, deadlines, salary, location).

3. If internet access is available, have the class proceedto the exercise in the Want Ad section of the on-lineworkbook. Have them identify the different elementsin each ad and what to look for.

4. Have several examples of want ads that have vaguelanguage, (promises of big income, etc.). Either createthese as a PowerPoint and discuss as a group, or giveeach table or group want ad examples on paper andhave them discuss at their table. In both cases, roundrobin their responses.

Materials needed:

DVD / video, Want Ad section of workbook, PowerPoint orhandouts, chart paper

Facilitating Job Search Techniques - Want Ads

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Notes:Component: Career Web Sites

Time: 45 minutes


1. Like Want Ads, using career websites are often oneof the first places job seekers’ go when looking forwork. Refer to the chart comparison in workbook.

2. There are thousands of career websites worldwide,many listing 1,000s of jobs. Employers’ postavailable jobs on these websites, or on their owncompany website.

3. Job applicants can apply to those jobs by filling out anon-line application or by sending the employer theirresume through the company website.

4. Be cautious when responding to career sites. Usekeywords, watching spelling and grammar.


1. Have the class brainstorm what features to look foron career sites (minimum qualifications, contactperson, how to contact, deadlines, salary, location).

2. Discuss the pros and cons of using these careerwebsites and what to look for when applying.

3. If internet access is available, have the class proceedto the larger career sites (Monster, CareerBuilder,etc.). Give them the opportunity to research thesesites, how to identify jobs they are qualified for andhow to apply to job openings. Have them identify thedifferent elements in each posting and what to beaware of in a posting.

4. Discuss / demonstrate how to search the web forcareer information not on a career site (using searchengines, temp agency sites, company web sites) andthen how to use this information to fill in keywords,applying for jobs, creating a resume, etc.

Facilitating Job Search Techniques - Career Web Sites

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DVD / video, Career Website section of workbook, chartpaper

Facilitating Job Search Techniques - Career Web Sites

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Notes:Component: Job Fairs / Temporary Employment

Time: 15 - 30 minutes


1. Encourage job seekers to use as many resources andoptions available to them as they look for a job.Attending Job / Career Fairs, and consideringtemporary employment are other options to explore.

2. Job / Career Fairs are places where severalcompanies gather to promote their company andmake known the potential job openings they mayhave available within their company.

3. Job seekers need to take several copies of theirresume with them and be ready to explain how theirskills and experience match the company. Dress asthey would to any professional interview. Remindthem to practice and use the 30-second commercialthey created in the Networking section.

4. Career fairs provide a listing of companies attendingthe job fair so it is advantageous to researchcompanies they are interested in beforehand.

Tip: visit other companies at the fair to practice their‘30-second commercial’ before talking withcompanies in which they are interested. This way aperson has presented their commercial several timesand will be better prepared to talk with the companieswhere they are genuinely interested in working.

5. There are several temporary agencies and countlesscareer industries which provide temporaryemployment.

6. Temporary employment has a number of advantages:gaining valuable work experience in a particular fieldor occupation, learning new skills, exploring differentcareer fields, getting a foot into the door of acompany, adding to their network, and a source ofincome.

Facilitating Job Search Techniques - Job Fairs/Temporary Employment

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Notes:Training modality to be used: Recommended

1. Brainstorm with the class the several different optionsdiscussed in the video available to them in their jobsearch (job fairs, employment agencies, headhunters,temp agencies, job clubs, guidance counselors’,placement agencies, etc.)

2. Discuss the pros and cons of using each of thesemethods.

Materials needed:

DVD / video, Career Fair and Temporary Employmentsections of workbook, chart paper

Facilitating Job Search Techniques - Job Fairs/Temporary Employment

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Notes:

FacilitatingWriting Effective Resumes

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Notes:

Facilitating Writing Effective Resumes - Resume Formats

Introduction:

It is important for a person’s resume to catch the eye ofan employer, and stand out from the competition. Butwriting an effective resume is no simple task. Jobapplicants are faced with several dilemmas when theybegin to compose their own resume. They need toconsider the type of industry they are pursuing and thetype of experience they possess. The resume is a criticaltool to get an interview.

In this section, participants will discover the importanceof a resume along with several suggestions to help themcreate an effective resume. It also explores thedifferences between a hard copy resume and an on-lineversion, as well as detailing the components of a coverletter, which should always accompany each resumesubmitted. The more they know about how to write aneffective resume, the better chance they will have ofgetting an interview.

Component: Resume Formats

Time: 1 hour


1. There are 3 different resume formats tochoose from, each with their own strengthsand weaknesses. Determine which is thebest for the ideal situation.

2. Learn about the different components withineach resume format and what type ofinformation needs to be included.

3. Take the time to write the best resume whichwill get the employers attention. If theresume is not getting attention, it may need tobe modified.

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1. Show the DVD / video section on ResumeFormats

2. Look at the sample resume templates in theworkbook and point out the different elementswithin the resumes (Functional / Chronological /Combination). Discuss who they are best for andthe advantages and disadvantages of each.

3. Optional exercise: Give them specific scenarios ofindividuals and ask them to determine which typeof resume format would be best suited for themand their situation, and why. Debrief exercise.

Materials Needed:

DVD / Video, at least 3 scenarios for exercise, chartboard or PowerPoint

Facilitating Writing Effective Resumes - Resume Formats

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Notes:

Facilitating Writing Effective Resumes - Building a Resume

Component: Building a Resume

Time: 1 1/2 - 2 hours


1. Emphasize the importance of each section within aresume.

2. Discuss the different elements within the resume:bullets, formatting, etc.

3. Learn how to incorporate responsibility and growthstatements into the resume.


1. Show DVD / video section on Building a Resume.

2. Go through each element of the resume: (PersonalInformation, Objective, Summary of Qualifications,Skills and Work Experience, Education andTraining Record, Awards, etc.) and discusssuggestions and possibilities of resume information.Use either PowerPoint or chart paper.

3. If possible, develop a realistic resume in front of theclass, (charted or PowerPoint) using each element.Have the class brainstorm what potentialinformation could go into a resume. You will needto create a background for the example person youare using to fill in the resume information with.

Materials Needed:

DVD / Video, PowerPoint or chart board

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Notes:Component: References

Time: 15 – 30 minutes


1. References are a collection of personal andprofessional individuals who can talk about a jobseekers strengths, abilities and capabilities to anemployer in a professional manner.

2. Contact the reference in advance and ask if theywould be a reference. They will need to be givena synopsis of what they might say to an employer.Provide them a copy of the resume.

3. Don’t overuse the same reference. Rotate avariety of individuals who can act as references sothey are not overused.


1. Watch the DVD / video on References

2. Have the class make a list of individuals who theycould use as their personal and professionalreferences. Discuss the benefits of using their bestpersonal and professional references to match theparticular job they are seeking.

Materials Needed:

DVD / Video, References section of the workbook, paper,pens

Facilitating Writing Effective Resumes - References

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Notes:

Facilitating Writing Effective Resumes - Resume Guidelines

Component: Resume Guidelines

Time: 15- 30 minutes


1. The resume is an important tool used to get aninterview. The resume needs to be on target,succinct, easy to read and focused on theposition.

2. Knowing the industry, company and position inwhich applying for, and then targeting it to thatposition is the best way to create a resume thatan employer will read.

3. Writing a resume is not a science, and for everyguideline there will be an exception


1. Watch the DVD / video on Resume Guidelines

2. Discuss with the class what items they recall astips when writing a resume.

3. Go through the list of tips and guidelines in theworkbook and key in on important items in boththe workbook and what the class came up with.

4. Ask if anyone has a strange, interesting or funnyresume experience story they would like to sharewith the class.

5. Discuss the different types of resumes. Refer tothe workbook for in-depth information onalternative types.

Materials Needed:

DVD / Video, Resume Guidelines section of workbook

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Notes:Note: If you are to facilitate Federal Resumes, thisinformation and the facilitation guidelines are below.

Federal Resumes

Key Points to be made in this section are:

1. Most Federal jobs require applicants to submit adetailed ‘Federal Resume’ for application, an OF-612 form, or both. The applicant should refer tothe job announcement for the preferred method.

2. The chronological resume is the preferred format touse for federal job openings. This resume will needto include detailed description about workexperience, education background, certification,honors, various personal information and so on.

3. The Federal resume will need to address all of theknowledge, skills and abilities (KSAs) listed in thejob description

4. Detail is important in this resume and can frequentlybe over 10 – 20 pages in length.

Training Modality to be used: Recommended

1. Ask the class what the differences are between aresume for a civilian job and one for the FederalGovernment?

2. Obtain an example of a Federal job posting fromthe USAJobs web site and point out what type ofinformation to include in a Federal resume. Ahandout would be an option to illustrate thecomplexities of this type of resume.

3. Refer to the workbook and describe the necessaryelements required for a Federal resume.

Materials Needed:

DVD / VHS Federal Resume section, workbooksection on Federal Resumes, handout of a sample jobposting.

Facilitating Writing Effective Resumes - Federal Resumes

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Notes:

Facilitating Writing Effective Resumes - Electronic Resumes

Component: Electronic Resumes

Time: 15 minutes – 1 hour


1. More and more, employers are asking applicantsto submit their resume electronically, either by e-mail or on their website.

2. Most of the information included in an on-lineresume is the same as the hard copy in terms ofcontent. However, it is the layout and the wayapplicants submit their resume which is different.

3. It is imperative to follow the employers’ specificguidelines for the on-line resume.


1. Watch the DVD / video segment for ElectronicResumes

2. Chart what the participants feel the differencesare between the hard copy and the on-lineresumes. Review their input.

3. Review the guidelines in the workbook and havethe class go through the demonstration in the on-line workbook, if accessible.

4. If a computer lab is available, have the classreview various companies’ submission policiesand then practice creating an on-line resume, byaltering their hard-copy resume to submitelectronically.

Materials Needed:

DVD / Video, workbook section for On-line Resumes, chartboard, computer lab

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Notes:Component: Cover Letters

Time: 30 minutes


1. Cover letters are usually the first correspondencea potential employer will read from a jobapplicant.

2. The cover letter is used to demonstrateknowledge of the company, interest in theposition and why they are a good candidate. Donot repeat resume information.

3. If e-mailing a resume, a cover letter is includedusing the same elements and guidelines as a hardcopy cover letter.


1. Watch the DVD / video on Cover Letter section.

2. Review the cover letter section in the workbook;point out the rules and guidelines of constructingcover letters along with discussing the differentexamples of cover letters provided in theworkbook.

3. Discuss who to address letters to and how to getcontact / name information.

4. Provide the class an example job to apply for.Assign each table to write one segment of thecover letter. Have each group choose avolunteer to read their compilation to the class.(or) Use several example positions and haveeach table compose a complete cover letter.

Materials Needed:

DVD / video, workbook section on Cover Letters, examplejob description.

Facilitating Writing Effective Resumes - Cover Letters

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Notes:

FacilitatingInterviewing with Confidence

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Notes:

Facilitating Interviewing with Confidence - First Impression

Introduction:The resume’s purpose is to get an applicant in for an interview.The interview is the means in which to get the position. Theinterview is the make-or-break component of a job search thatwill ensure whether or not the job seeker will get the job.Many factors and variables can ensure success or failure wheninterviewing. In this section, participants will discover ways toeffectively prepare for their interview, including gettingthemselves and their materials ready for the interview, how todress appropriately for the type of position they areinterviewing for, and the best ways to prepare for a successfulinterview experience.

This section will also go into detail on what types of questionswill be asked in an interview and the best ways to respond,along with questions an applicant can ask and how to follow-upwith an employer. A person may not be the best qualifiedapplicant, but if they can present themselves in an effectivemanner in the interview, they will have a better chance at gettingthe position.

Component: First Impression

Time: 1 hour


1. The resume is the tool which will greatly affectwhether or not the applicant will get aninterview. But it’s the way they interview whichwill get them the job.

2. Prepare for the interview, research thecompany, and practice questions.

3. Be professional on the phone and incorrespondence.

4. Professional appearance is critical.

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Notes:

Facilitating Interviewing with Confidence - First Impression


1. Watch DVD / video on First Impression

2. Discuss and chart appropriate attire (whatwould they wear on a typical interview? Whatare the rules?)

3. Develop a photo album or slideshow ofdifferent interview attire. As you show thephotos, discuss the attire and types of positionsthis attire accommodates.

Materials Needed:

DVD / Video, chart board, attire slideshow orphoto album

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Notes:Component: Preparing for the Interview

Time: 30 minutes


1. Many items need to be handled prior to theinterview: what to wear, where the interview islocated, researching the company to prepare forquestions they are asked and what to ask theemployer, what to bring to an interview and soforth.

2. Encourage job seekers to practice possiblequestions and answer scenarios in front of themirror, on video tape and / or in front of familyand friends, etc.


1. Watch the DVD / video on Preparing for theInterview.

2. Brainstorm with the class what they need to doprior to an interview (lay out clothes, find thelocation ahead of time, what types of documentsthey need to get together, etc.) Chart theirresponses.

3. Discuss the different types of interviews (one-on-one, panel, phone, telephone, etc.) and how tobe successful in each situation.

4. Use the interview scenario in the workbook andprocess what their answers would be and why.

Materials Needed:

DVD / Video, workbook section Preparing forInterviews, chart board

Facilitating Interviewing with Confidence - Preparing for the Interview

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Notes:

Component: The Interview

Time: 1 - 2 hours


1. The interview process begins from the firstencounter with the employer; the call (or e-mail) toset it up. The interview continues from the time theinterviewee sets foot on the company’s property.Be polite to everyone!

2. The questions an employer will ask, all have thesame goal; to determine how well a person will fitin with the company and how capable they are todo the job.

3. There are instances when an applicant may beasked illegal or inappropriate questions in aninterview. These questions might be asked out ofignorance or intentionally. It’s up to the individualto choose to answer or not but if an applicantrefuses to answer they may lose the jobopportunity. If they do answer, it should be in apositive manner.

4. It is important to ask the employer questions at theend of the interview. It shows that a person hasresearched the company and has an interest in theposition. Questions need to be about the positionand / or company – not information alreadycovered in the interview. Questions should neverbe about benefits or pay.

5. Questions need to be positive and should bethought out and created prior to going into theinterview. (Examples are in the workbook). Forexample; “What are the opportunities for personalgrowth?” Questions should not be defensive, suchas, “I saw where your company got some badpress lately, what do you have to say about that?”

Facilitating Interviewing with Confidence - The Interview

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1. Watch the DVD / video on the Interviewingsection.

2. Conduct a mock interview in front of the class.Have a participant role play the employer and thefacilitator be the applicant. You can do a goodexample, bad example or both. Discuss with class.

3. Interview Practice Exercise (for large group) -Give each table a set of example questions to beasked. Have one person ask the question andone person answer. The rest of the table is tocritique the answer. Continue to pass theenvelope of questions around the table untileveryone has a chance to answer a question.Have the group give positive feedback on how theapplicant responded.

(For small group) Role play with two people.One person is the employer and one is theapplicant. Have the ‘employer’ ask a relevantquestion and then critique how the applicantanswers the question, then switch roles.

4. As for inappropriate questions, ask the class aseries of questions and have them tell you if theyare appropriate or not. Give them examples ofhow they could answer the questions, or ask themto attempt an appropriate response.

5. Discuss and chart with the group some possiblequestions they might ask in an interview and whythey would or would not be good to ask.

Materials Needed:

DVD / Video, workbook section on The Interview,chart paper, set of prepared questions, example questions forexercise.

Facilitating Interviewing with Confidence - The Interview

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Notes:INTERVIEWING – OPTIONAL EXERCISE

The interview is an effective place to conduct a game. Oneidea is using the game “Outburst’.

DIRECTIONS: Divide the group into teams. The goal of thegame is to outscore the other teams. Utilizing severalcategories, you have each team try and come up with themost answers in each category. Each category has 5-10optional responses. Each team scores a point for eachresponse they match. You may want to time the game anddepending on the number of teams and the amount ofcategories used, the game can be played in 5-30 minutes.

Example categories and responses:

Category: Interview Questions

1. Tell me about yourself

2. Greatest weakness

3. Greatest strength

4. What do you now about this company?

5. Why do you want to work here?

6. Where do you see yourself in 5 years?

7. Greatest accomplishment

8. Example of team-player

9. Most difficult boss and why

10. Describe your experience/education

Category: Applicant Questions

1. Describe the ideal candidate

2. Greatest challenges for this position

Facilitating Interviewing with Confidence - Interviewing (Optional Exercise)

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Notes:3. How do you think I fit the position?

4. Company/department goals

5. Company qualities

6. Growth potential

7. Primary challenges as a company

8. Business reputation in community

9. Why is the position open

10. Describe your management style

Category: What to prepare for an interview

1. Clothing

2. Transportation arrangements

3. Re-read your resume

4. Research the company

5. Prepare questions to ask the employer

6. Rehearse interview question responses

7. Company address and contact information

8. Personal grooming (hair cut, shave)

9. Bring copies of your resume

10. Be prepared to complete an application

Category: Conducting company research

1. Computer/Internet

2. Library

3. Brochures/company literature

4. Informational interview

5. Hoovers On-line


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Notes:6. Newspaper

7. Chamber of Commerce

8. Department of Labor

9. Better Business Bureau

10. City Business Journals

Category: Illegal questions

1. Marriage

2. Religion

3. Children

4. Race/ethnicity

5. Age

6. Asking for a photograph

7. Physical condition (when it doesn’t pertain)

8. Convictions

9. Relatives

10. Organizational involvement

ALTERNATIVE PLAYS: If you are familiar with Outburst,then you can play reverse-burst. Have the teams begin byreading response #1, and the remainder of the team needs toidentify the category. The team scores the total number ofresponses subtracting the number of clues provided.

Another variation is Challenge Burst. The category isprovided and teams challenge each other on the number ofresponses they can guess and get right in a category. If oneteam believes they can guess 3, the other team must outbidthe team to guess more. The out-bidder then gets a set


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Notes:amount of time (one minute) to come up with the number ofresponses they said they could provide. If they don’t get thatnumber the other team gets their “bid-number” of responsesadded to their score. So if they guess 6, and get it correct,they get 6 points, if not the other team gets those 6 points.

WINNING THE GAME: The team with the highest totalpoints wins the game. Make sure you have a prize (candy,something from around the office, letter opener, or somethingsmall. Don’t make the prize too great – it could get expensiveand the other team could get hurt feelings if it is a quality prize.Something simple, or perhaps silly.)

ADDITIONAL SUGGESTIONS:

• Most of all have fun.

• Realize the first time might be a little rough.

• You may need to hone the game, but keep trying andadapt as needed.

• Classes tend to enjoy getting away from routinetraining.

• Ask the group for feedback.

• Make the game a learning experience by tying it to thetraining.


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Notes:Component: Follow Up

Time: 30 minutes


1. Follow the interview up with a handwritten‘thank you’ note. This is an effective way for ajob applicant to put their name back in front ofthe employer.

2. Analyze how the interview went and what couldbe improved upon for future interviews.

3. Once the job has been offered, it is time tonegotiate, if desired. Consider if this is the rightjob at a fair pay.

4. Negotiating can be tricky. What is the minimumacceptable salary? Is there growth potential inthis job? The family will need to be involved inthe decision. And should it be discussed inperson or through a letter?


1. Watch DVD / video on Following Up

2. Discuss the elements of a thank you note andask what methods they could use (handwritten,telephone, e-mail), along with the advantagesand disadvantages of each.

3. Emphasize the importance of evaluating theinterview experience. Ask for examples from theclass of things that went wrong for them in aninterview and what they learned from theexperience.

4. Brainstorm with the group items that could benegotiated in a job offer. Review each item withtheir personal situations. This review of previousmaterial helps make the best career choices.

Facilitating Interviewing with Confidence - Follow Up

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Notes:5. Give the class a salary example. Review thebudget worksheet in the workbook to see if thisjob meets their financial needs. If not, negotiatingmay be necessary. Point out the different ways inwhich to negotiate and what to be aware of.

Materials Needed:

DVD / Video, workbook section on Following-Up,chart paper.

Facilitating Interviewing with Confidence - Follow Up

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Notes:

FacilitatingSuccess on the Job

Facilitating Success on the Job

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Notes:Success on the Job

Going through the job search is hard work. But it is not theend of the job search process – in fact, it is a whole newbeginning; hopefully the beginning of a long and successfulcareer. But what can you do to make sure you succeed in thejob? How can you achieve maximum success and move upwithin a company? There are a lot of factors which can makeor break an employee. Within this program, your class willlearn about the benefits of being a valued employees and whatthey need to do to be a success. It also goes into detail onhow to prepare to take the position, how to be an effectiveteam member, ways in which to work with their supervisors,along with dealing with the customer. Getting to work on timeand looking good is a good start in becoming a goodemployee, but it goes a lot further than that. This program willhelp in making you a valuable team player and how you canbecome successful on the job.

Component: Success on the Job

Time: 1 hour

Getting Started:

Key Points to be made in the section are:

1. Keeping a job and moving up in a company demandsattention to many details (how to dress, what to say,hours kept, punctuality, etc.) The first weeks andmonths will set the tone for a new employees image inthe organization for a long time.

2. Professional communication with everyone is veryimportant, especially in the first critical days andweeks

3. Listen and watch employees within the company onwhat they do and how they interact with one anotherand supervisors. Follow the rules, both written andunwritten, and use common sense.


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Notes:4. Knowing what it takes to do the job is one thing.Understanding how things work within the companyis a completely different thing. Perception of wherethe real authority lies may not be obvious at first.Until a person has been on the job for some time, itis better handled by asking questions whensomething isn’t known, rather than assuming theanswer.

Training modality to be used for this section:Recommended

Getting Started

1. Watch the DVD segment

2. Discuss with the group the difficulty of corporationsfinding and keeping the right employees.

3. Succeeding on the job doesn’t just mean holdingonto a job. It also means excelling on the job bybeing an effective team player and a employee whomakes a valuable contribution to the organization.

4. If you have a smaller group, you can have some funwith this DVD program. Have the groupsbrainstorm some of the things that have gone wrongfor them when they started a job or mistakes theyhave seen other people make.

5. Provide each table a scenario or reason for failureon the job. Examples might include: gossip,inappropriate attire, rude behavior, not being a teamplayer, talking badly about the supervisor, treatingcustomers poorly, time management etc. Each tablethen develops a role play and conducts the role playin front of the class. Classmates must guess at thebehavior, or reason, for failure on the job. Explainhow they can turn these around to a positive andwhat to be aware of as a new hire.


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Notes:First Day

1. Watch the DVD segment

2. Review the on-line workbook of things to considerfor the first day on the job. Discuss some of thecritical elements to the first day. Such as making sureeverything is ready (appointments etc.), don’t be late,getting an alarm clock, transportation, daycare andothers.

3. Break the class into 2 teams. One team works onthe things you should do the first day on the job, andthe other works on a list of things you should not dothe first day on the job. Have a spokesperson foreach group discuss what they came up with.

4. Key Points for APPEARANCE: your attire sends amessage to management and it affects how you aretreated and the potential for promotions on the job.

5. Utilize the “dress for success” PowerPoint slides andtalk about the difference between dressing for theinterview and dressing for work. Discuss what ismeant by business casual and taking advantage of thedress code.

6. Use the checklist in the workbook to review what tobring on the first day of work (documents, worksamples, etc.).

Work Habits

1. Watch the DVD on this segment

2. Have tables make a list of good work habits.Consider making a game out of this and provide aprize for the table that has the most items on their list.The classes items could include:

a. Follow policy and procedures

b. Be motivated

c. Excited to be there / attitude


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Notes:d. Listen and observe

e. Learn by asking questions

f. Fit into the corporate culture

g. Take initiative – go above and beyond

h. Be a team player

3. Discuss that these are all part of being a team playerand employee who fits within the company cultureand corporation as a whole.

Teamwork

1. Watch the DVD segment on Teamwork

2. Stress the importance of getting along with others,being trustworthy and respectful. Not gettingmanagement involved in every conflict.

3. Talk about social gatherings and a professionalbehavior at these types of settings.

4. Incorporate a team exercise or game.

Supervisor

1. Watch the DVD segment.

2. Have the group provide situations they may have hadwith a difficult supervisor and how they overcame thatconflict (or may not have overcome).

3. Ask the group what are the important keys ofworking effectively with a supervisor?

4. Discuss how to be a proactive employee, seeking outwork and making a significant contribution.

5. Refer to the workbook for some key points

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Notes:Customer

1. Watch the DVD segment.

2. Discuss what went wrong in this scene with thecustomer. What should or could the employee havedone to work better with the customer?

3. According to Beemer’s studies, poor handling ofcustomers is one of the top reasons people get fired.Have the class (as a whole or in smaller groups)discuss some of the basic customer service rules.

4. Remind the group that if they keep all these points inmind, this will lead to success on the job.

Materials Needed:

1. DVD and Workbook section of Success on the Job.

2. Chart paper

3. Pre-written scenarios to give each group for eachexercise provided

Documents

The Ultimate Job Search for the 21st Century Ultimate Job Search for the 21st Century ... Job Fairs/Temporary Employment ... The goal of this section is to emphasize how essential