2014 ja job shadow teacher guide

7/30/2019 2014 JA Job Shadow Teacher Guide

1/60

JA Job Shadow

Teacher Guide


2/60

JA Job Shadow

Teacher Guide

Copyright 2013Junior Achievement USA

Colorado Springs, Colorado

Any text o this publication, or any part thereo, may not be reproduced ortransmitted in any orm or by any means, electronic or mechanical, including

photocopying, recording, storing in an inormation-retrieval system, orotherwise, except in the course o conducting a registered Junior Achievement USA

class or with the permission o the publisher.


3/60

Table o Contents

IntroductionAcknowledgments 1

Foreword 2

Program Overview 3Preparing for the Site Visit 4

Volunteer Conduct Standards 7

Master List of Materials 8

Session PlansSession One: Before the Job Hunt 9

Session Two: Perfect Match 17

Site Visit: JA Job Shadow Challenge 24

Session Three: Next Steps 36

Glossary 42

Student Materials Pages*Career Cluster Descriptions 1A-B 44-45

Job Interviews Tips 2A 46

Consent Form 2B 47

Medical Authorization Form 2C 48

Career Assessment Instructions 3A 49

How to Craft an Elevator Pitch 3B 50

Tips for Writing a Great Resume 3C 51

Resume Template 3D 52

Creating an Infographic Prole 3E 53

Infographic Prole: Example One 3F 54

Infographic Prole: Example Two 3G 55

*Obtain copies rom JA sta or print or students.


4/60JA Job Shadow

1

AcknowledgmentsConsultantsExperienced, professional educators and subject-matter experts are employedto contribute to and review Junior Achievement programs Their expertise in

career education, business, social studies, literacy, mathematics, curriculumdevelopment, and pedagogy has signicantly enhanced the quality of thisprogram:

Christine Berglund, Middle School and High School Literacy Consultantand Educator, Colorado Springs, CO

Joy Nehr, Subject Matter ConsultantLiteracy and Humanities, LaurelSprings School, Tucson, AZ

Karin Smith, Career Counseling and Education Consultant, Founder,

CommUNITY Connections Consulting, LLC, Milwaukee, WI

JA AreasJunior Achievement USA acknowledges the following JA Areas for their work inpiloting JA Job Shadow:

JA of Tampa Bay, Inc

Junior Achievement of Chicago

Junior Achievement of Oklahoma, Inc

Junior Achievement of Southern Colorado, Inc

Junior Achievement of Southwest Connecticut, Inc Junior Achievement of Utah, Inc

SourcesSources of information for the JA Job Shadowprogram materials include:

US Department of Labor, Bureau of Labor Statistics, www.bls.gov

The Occupational Information Network (O*NET), www.online.onetcenter.org

US Department of Education, www.ed.gov

Common Core State Standards,www.corestandards.org

JA Field Program Advisory CommitteeThe JA Field Program Advisory Committee (FPAC) provides direction andfeedback for the development of all JA programs, including JA Job Shadow TheFPAC is composed of Junior Achievement staff from across the United States witha wealth of Junior Achievement and educational experience


5/60JA Job Shadow

2

Foreword

Junior Achievement USAJunior Achievement USA (JA; JA USA) is a nonprot organization nancedby businesses, foundations, government, and individuals Since its foundingin 1919, Junior Achievement has contributed to the business and economiceducation of more than 100 million young people around the world

Junior Achievement USA is the nations largest organization dedicated toeducating students in grades K-12 about entrepreneurship, work readiness,and nancial literacy through experiential, hands-on programs designed to helpyoung people understand the economics of life In partnership with businessesand educators, JA brings the real world to students, opening their minds to theirpotential

All programs are developed by the Junior Achievement USA Education Group

and are piloted in classrooms and in after-school settings around the nationMembers of the Education Group possess postgraduate degrees in education,have experience in the classroom, and are experts in curriculum developmentand design

For more information about Junior Achievement USA programs for high school,middle school, and elementary school, visit JA online atwww.ja.orgor sendmail to: Product Development, Junior Achievement USA National Ofce, OneEducation Way, Colorado Springs, CO 80906

Thank You!Junior Achievement USA appreciates the commitment you have made to thesuccess o this program. We are certain you and your students will fnd

JA Job Shadowto be an inormative, worthwhile, and enjoyable experience.

Online SurveyAt the programs conclusion, you may access an online survey at

www.ja.org/programs/programs.shtml to oer eedback on your experience;

click on Program Content and Instruction Survey. Please take a moment

to complete the survey. Your comments will improve the quality o Junior

Achievement programs.


6/60JA Job Shadow

3

Program OverviewJunior Achievement USA is committed to developing and implementing vital andinnovative programs JA Job Shadowprepares students to be entrepreneurialthinkers in their approach to work Students will acquire and apply the skillsneeded in demanding and ever-changing workplaces JA Job Shadowis an

interdisciplinary program that supports the attainment of academic standardsin work readiness, with a secondary focus on social studies, business, reading,and writing

The hallmark of JA Job Shadowis a visit for students to a professional workenvironment The program consists of four segments: two in-class sessionspresented prior to a site visit, the four- to ve-hour site visit, and one in-class session after the visit Although developed for high school students,middle school students may participate The program introduces studentsto professions and industries, while demonstrating the importance ofprofessionalism in getting a job and developing a career

Note: The JA Job Shadowsite visit is a small-group exploration of general workreadiness, not a one-on-one, interest-based assignment

JA Job Shadow GoalsThrough hands-on classroom activities, the following topics will be discussed:

Career research and preparation Job-hunting tools Professionalism and ethics in the workplace Professional action plans

Following participation in the program, students will be able to:

Recognize career clusters and potential job positions and understand theimportance of researching the requirements needed to earn a position

Develop job-hunting tools, such as networking, resumes, andinterviewing skills

Identify the next steps needed in their personal career preparation


7/60JA Job Shadow

4

Preparing or the Site VisitJA Job Shadow VisitThe site visit introduces students to the workplace and to the careeropportunities available to them Although the product developed or serviceprovided differs from business to business, many companies provide similar

career opportunities For example, public relations rms, government agencies,and biotechnology rms all need accountants, project managers, and writers

The JA Job Shadowsite visit experience inspires students to learn anddemonstrate the basic skills that will make them valuable assets toany employer

Participants

Site Coordinator

The site coordinator is the person at the job site who will coordinate with theteacher, the JA staff, and the workplace hosts

Workplace Hosts

The workplace hosts are employees at the company acting as the small-group leaders who will guide the students through the challenges throughoutthe visit Hosts should be assigned to groups of two to four students,avoiding one-on-one assignments

Teacher

The teacher will lead the three in-class sessions, two prior to the job site visit

and one after The teacher will observe at the job site visit and assistas necessary

Students

Students will participate in the three in-class sessions and the job sitevisit They should be made aware that this is a small-group, general work-readiness experience and not a one-on-one, interest-specic type of

job shadow


8/60JA Job Shadow

5

Teacher Preparation ChecklistGeneral Inormation

Deliver Sessions One and Two prior to the site visit and Session Threefollowing the site visit

Have students complete all necessary paperwork and permission forms

prior to the site visit See Session Two for details

Establishing Expectations Reinforce how English, mathematics, social studies, science, and work-

readiness skills are used every day at work Focus on the role of teamwork at school and on the job Showcase how

teamwork can contribute to success in the workplace Demonstrate that lifelong learning is important to continued success in the

workplace

Working with the Site Coordinator

Contact your companys site coordinator prior to your scheduled site visitand request the following information: A company description and contact information Information about specic career opportunities with the company A sample of career-specic interview questions used by the company Lunch arrangements Dress code and safety regulations A mutually approved agenda of events (recommended times are

provided on Page 8 of this guide) Specic student drop-off and pick-up locations and any ID

students will need to enter the workplace Discuss the best ways to work with students with special needs Describe what the students are studying and how to relate that to the

site visit If students will be matched to specic careers, discuss student interests Review the JA Job Shadow Challenge student handout

Pre-/Post-TestTo measure student understanding of this program and its content, a Pre-/Post-Test is available for download atwww.ja.org/programs/eval-pre-post.shtml.The Pre-Test should be administered prior to the rst session The test can be

administered by a teacher, volunteer, or JA staff member The Post-Test shouldbe administered after students have completed the program Please return thecompleted tests to the JA ofce, if requested


9/60JA Job Shadow

6

Junior Achievement USA WebsitesFor additional resources and activities, visit Junior Achievement USAs website,www.ja.org.Click on JA Student Center for even more resources

Junior Achievement USA provides additional resources online to educatorsThese are available atwww.ja.org/involved/involved_educat.shtml The topics

include: State standards Online teacher training Program enhancements Program content survey Tools for educators


10/60JA Job Shadow

7

Volunteer Conduct StandardsJunior Achievement serves youths. JA volunteers teach valuable lessons

in their program delivery and especially in their conduct with students.

Adult misconduct with or in the presence o young people carries serious

consequences. Because Junior Achievement cares that its volunteers

have healthy, appropriate relationships with the youths they serve, it has

established the ollowing standards.

Young people look to adults or examples o appropriate behavior.

JA volunteers must use appropriate language and model

honorable behavior, such as respect, integrity, honesty, and

excellence. Proanity or sexualized language or jokes are

inappropriate when working with students, regardless o whether

they occur ace-to-ace, over the Internet, or by any other means. JA

strictly orbids violating any state law regarding interactions with youths; or

example, providing them alcohol or legal or illegal drugs or coaxing them into

illicit relationships over the Internet or otherwise.

Volunteers must take particular care when touching young people. Mostadults understand the dierence between appropriate physical contact

such as a handshake or a pat on the back and contact that is sexual or

disrespectul. Volunteers also must be cognizant o how any physical contact

may be perceived.

Interactions with students must both be appropriate and appear appropriate.

It is expected that volunteers interactions with students are at all times

appropriate and proessional and are strictly related to the role o business

mentor. It is unacceptable to seek or engage in one-to-one meetings with

students at any time.

Volunteers are responsible or the quality o interactions. Students oten fnd

it difcult to state discomort or objections. Volunteers must be especiallysensitive to physical and verbal cues that youths provide.

The aorementioned standards do not represent a comprehensive list. Other actions

not included could result in suspension or dismissal as a volunteer.

Junior Achievement takes all complaints o misconduct seriously. Credible

allegations o misconduct will be promptly reported to the appropriate authoritiesDuring any such investigation, the JA volunteer will be placed on leave. I aninvestigation determines misconduct occurred, it will result in the immediate and

permanent dismissal as a JA volunteer.

Any JA sta member or volunteer who reasonably suspects misconduct must report

these suspicions immediately to the appropriate JA sta person at the local ofce.

JA volunteers are required to sign a Volunteer Conduct Standards orm. I you have

not done so, please contact your local JA ofce beore presenting your frst session.

(site coordinator,


11/60JA Job Shadow

8

Master List o Materials

Content Led by Time Student Materials

Provided by

JA Sta or

Copied From

Session One

(Presented inclass, prior to

site visit)

Teacher or

Volunteer

45 minutes Career Cluster Descriptions Teacher Guide

Student Materials

1A-B (1 set per pair

o students)

Session Two

(Presented in

class, prior to

site visit)

Teacher or

Volunteer

45 minutes Job Interviews Tips

Consent Form

Medical Authorization Form

Teacher Guide

Student Materials

2A, B, C (1 each

per student)

Site Visit Agenda

Introduction

Human Resources

Presentation

Challenge One

Challenge Two

Challenge Three

Working Lunch

Site

Coordinator

Site

Coordinator

Hosts

Hosts

Hosts

Site

Coordinator

and Hosts

20 minutes

40 minutes

45 minutes

35 minutes

50 minutes

45 minutes

JA Job Shadow

Challenge handout

Certifcate o Achievement

Site Coordinator

and Host Site Visit

Guide

JA Job Shadow

Challenge handout

(1 packet per

student), Pages

24a-h; certifcate

ollows

Session Three

(Presented in

class, ollowing

the site visit)

Teacher or

Volunteer

45 minutes Career Assessment

Elevator Pitch

Resume Instructions

Resume Template

Inographic Profle

InstructionsInographic Profle:

Examples One and Two

Teacher Guide

Student Materials

3A, B, C, D, E, F, G

(1 each o teacher-

selected activitiesper student)


12/60JA Job Shadow

9

Session One

Beore the Job Hunt

OverviewStudents are introduced to theJA Job Shadow program and theSeven Steps to Get Hired and Succeed Through a closeexamination of specic skills and career clusters, they learn thekey factors to investigate in career planning: skills, interests,work priorities, and job outlook

ObjectivesStudents will be able to:

Recognize career clusters that match their skillsand interests

Demonstrate self-awareness of their soft skills inwork scenarios

Preparation and Materials

Prior to this session, arrange for students to complete thePre-Test The Pre-Test is available for download atwww.ja.org/programs/eval-pre-post.shtml.The results of this test will becompared to the results of the Post-Test to be administered at theprograms conclusion, if requested by JA staff

Review the session and prepare student materialsThe student materials are provided by JA sta or can be copied romthe Student Materials section at the end o this guide. One set of Student Materials Pages 1A and 1B, Career Cluster

Descriptions, are needed for each pair of students Follow the instructions on the sheet to prepare materials for

the activity Additional materials needed for this session: pens or pencils

and either a paper cutter or scissors

Become familiar with the terms discussed in the session Key terms arehighlighted in bold and dened in the margins

Review any company or organization information received from your sitecoordinator and determine how best to present it to the students Ifprovided by the site coordinator, share information about the variouscareers the students will shadow during the site visit

For additional resources and optional activities, visitwww.ja.organd click onthe JA Student Center

Recommended TimeThis session typically takes 45 minutes to complete

SESSION ONE

Concepts

Career clustersCareer planningInterestsJob outlook

SkillsWork priorities

Skills

Analyze textAnalyze occupationsFormulate answersrom personalexperience

Identiy behaviorsSel-assessmentWork collaboratively


13/60JA Job Shadow

10

PresentationIntroduction

Explain to the students that they will be participating in the program

JA Job Shadow The program is presented by Junior Achievement, anorganization that seeks to inspire and prepare young people to succeed in aglobal economy

Provide a brief overview of the program The program consists of four parts:

Two 45-minute classes to prepare for the job site visit One 4- to 5-hour visit to a professional work environment One 45-minute class after the job site visit

The program includes the following Seven Steps to Get Hiredand Succeed:

Before the Job Hunt1 Research, research, research (using the US Department of

Educations 16 career clusters)2 Acquire education, training, and skills for the career that

interests you3 Build your personal brand

The Job Hunt4 Look for a job opening

5 Apply6 InterviewAfter You Are Hired

7 Succeed at work by being professional and ethical

During the site visit to a professional work environment, the same sevensteps will be reviewed and applied to the specic organization

Regardless of the workplace students will visitprivate, government, ornonprotthe students preparation is key to the days success Explain thatthe students now will participate in the rst of two preparatory sessions prior to

the site visit The work they do in the classroom will prepare them for some ofthe challenges they will experience at the site visit

SESSION ONE

Introduction15 minutes


14/60JA Job Shadow

11

Program note: Students may or may not be interested in the particularcareers o the hosts at the workplace they will visit. However, emphasize to

the students that the role o the site visit is to introduce them to the work

environment and to the skills necessary or their successul participation in

the world o work. Many o these skills are needed in any career students

eventually pursue.

If possible, describe the workplace the students will visit and share any availableinformation about the business or organization, specically the different careersstudents can expect to shadow during the site visit

Post on the board the rst three of the Seven Steps to Get Hired and SucceedExplain that in this session, students will explore these three topics:

Before the Job Hunt1 Research, research, research (using the US Department of

Educations 16 career clusters)2 Acquire education, training, and skills for the career that interests you3 Build your personal brand

Discuss the following talking points for each topic

Talking Points:Research, research, researcho An important part of researching potential careers is

identifying your personal strengths and skills By knowingyour strengths, you can better explore what careers mightbe best for you; condently set personal goals; andincrease your likelihood of success

o This sel-awarenessallows you to identify why you aredrawn to certain activities and why others seem sochallenging This information prepares you to make betterdecisions about your education and career

SESSION ONE

Note here information about the company and careers students canexpect to observe

Key Term

Sel-awareness

To recognize the

special qualities you

possess, including

your skills, interests,and priorities.

(continued)


15/60JA Job Shadow

12

o Success takes planning, and planning requires research To identifythejobs that might be right or you, investigate the ollowingelements:

a. Skills

What skills do you have now, and what skills can you gain throughtraining, education, and experience?

b. Interests

What do you like to do? What are you passionate about?

c. Work environment priorities

What do you want your daily work experience to be like? Indoorsor outdoors? Seated or moving? Exciting or calm? Lots of travelor not?

d. Job outlook

Whos hiring? Did you know there are thousands of jobs that gounlled every year because employers cannot nd workers withthe right skills?

o The US Department of Education has categorized thousands of jobsinto the 16 career clusters to make it easier for people to researchpotential careers

Activity

Career Clusters

Tell students that during the site visit, they will be asked to identify the career

clusters associated with the various jobs they observe They now will have anopportunity to learn about the 16 clusters

Organize the students into pairs and distribute one set of career cluster titles,descriptions, and job examples to each pair

Activity-at-a-GlanceStudent pairs match 16 career clusters with their corresponding descriptions

and short list o sample jobs. They then assess their sot skills and personal

brand attributes through workplace scenarios.

Activity Time25 minutes

Key Terms

Career clusterA grouping o jobsand industriesrelated to skills andproducts.

InterestsA persons preerredactivities or

hobbies.

Job outlookA prediction othe uture numbero certain jobs,based on current

economic actors.

Skills

A persons talentsor abilities.

Work environmentThe surroundingsin a place owork, includingphysical and socialconditions andother actors, thataect the quality othe job experience.

SESSION ONE


16/60JA Job Shadow

13

Ask each pair to shufe each of their three piles of cards and then try to matchthe correct title, description, and job examples

Allow students 5-7 minutes to do that and then review the correct responseswith them Ask each student to keep track of clusters they would like to learnmore about

Ask the students to set the career cluster materials aside and refer back to thesecond and third of the Seven Steps to Get Hired and Succeed

Explain that acquiring the education and skills needed to be good at a job andbuilding a personal brand that makes you an attractive job candidate can bedone simultaneously, but they can take years to accomplish

Discuss the following:

Talking Points: Acquire Education, Training, and Skills and Build YourPersonal Brand

o Once you have researched your skills, interests, work priorities, and the

job outlook and have decided on a career that may be right or you, fnd

out what requirements you will need to be eligible or the job.

o Where can you fnd inormation about the job requirements o a specifc

position?

Visit www.bls.gov and search or your potential job. Interview or visit someone who does that job.

o What type o education, experience, and skills are needed? Post-high school training or education (two-year or

our-year college degree; trade or vocational school;

or an apprenticeship, journeyman, or certifcation

program)

Experience (possibly rom military, internship,volunteering, or entry-level work)

Sot skills (examples: leadership, flexibility, positiveattitude, time management, work ethic)

Technical skills (examples: math, graphic design, useo tools, equipment, sotware, and other technology)

o Think o any major business or organization and you will probably also

think o its brandnot just its name, logo, motto, and other marketing

actorsbut how it does business and treats customers. Do you trust the

Key Terms

Sot skills

Personal attributes

and abilities notdirectly tied to a

specifc job title but

which are needed in

most jobs.

Technical skills

The abilities and

knowledge used

in a specifc

proession.

(continued)

SESSION ONE


17/60JA Job Shadow

14

company and its product? Do you think the product or service is

high quality, reasonably priced, or un? Does the company stand

behind what it sells? Every good company tries to positively

influence the way customers eel about its brand, product,

or service.

o As an employee, you will be oering such companies your

personal brand. Companies will want to make sure that

your personal brand and theirs are compatible.

o Just like a businesss brand, personal brands are built slowly

over time and i damaged are difcult to rebuild.

Explain to students they will have a chance to reect on their current soft skills1 Designate one wall of the classroom with the word Strong and the

opposite wall as Needs Improvement

2 Tell the students that you will read a soft skill that is needed in theworkplace Students will consider whether they are generally strong atthat skill or if they need improvement before they enter the world of work

3 They will move to the side of the room that most closely matches theirassessment of themselves They cannot stay in the middlethey have tocommit to one side or the other

4 Then you will read a workplace scenario related to that soft skill Havestudents consider whether their self-assessment changes based onthat specic scenario They should move to the other side of the roomif it does

5 Allow student volunteers to offer evidence or comment on the soft skills

and scenarios throughout the activity6 The soft skills and scenarios are found on the next page

Allow 7-10 minutes to complete the activity

SESSION ONE


18/60JA Job Shadow

15

Soft Skills and Scenarios

A. Responsibility

o I take personal responsibility or my actions.

o One hour beore I am scheduled to be at work, my ride cancels on

me. I am responsible to fnd a way to work, even i it is inconvenient oruncomortable or me.

B. Perseverance

o I can persevere (stay the course) even when conditions are

unpleasant.

o I was up or a promotion. I believe I was the best candidate, but my

company gave the promotion to someone else. I can persevere and

still keep a positive attitude and do my job well.

C. Initiative

o I take initiative when necessary without being told by others.

o I was given our hours to complete a task at work. I was almost done

ater two hours when a coworker told me to slow down or the boss

would just give me more work. I took the initiative to fnish up that task

early and then took care o other work that needed to be done.

D. Leadership

o I can demonstrate leadership when it is needed.

o My coworkers were loudly complaining about work and gossiping

about other coworkers while customers were nearby. I persuaded

them to talk about a more positive subject and lower the volume o

their conversation.

Summary and ReviewAsk students to reect on the activity and choose one soft skill toimprove over the course of theJA Job Shadow program Emphasize

that these skills are valued by almost all employers regardless of the specicjob position

Summary5 minutes

SESSION ONE


19/60JA Job Shadow

16

Remind students that research and planning are keys to success as theyprepare for the world of work

Remind them to research the career clusters or jobs they are interested in byvisiting the US Bureau of Labor Statistics at wwwblsgovBriey review theimportance of recognizing our individual strengths, interests, and experiences

and how these inuence what kind of work we do best and how successfulwe are

Also, remind the students that it usually takes years to earn the education andskills and build the personal brand needed for the kind of career they want

Preparing for the Site VisitTell students that the rst three of the seven steps for getting a job also will becovered during the site visit Students will be asked to recognize the careerclusters represented in the professional work environment and the educationand skills needed to do those jobs

SESSION ONE


20/60JA Job Shadow

17

Session Two

Perect Match

OverviewStudents review the Seven Steps to Get Hired and Succeed andanalyze job hunting skills They then participate in mock interviews toprepare for the JA Job Shadow Challenge at the site visit

ObjectivesThe students will be able to:

Review methods of identifying job openings Demonstrate professional interviewing skills Express expectations for the upcoming site visit

Preparation and Materials

Review the session and prepare student materialsThe student materials are provided by JA staff or can be copiedfrom the Student Materials section at the end of this guideEach student should receive a copy of the following Student Materials pages:

Job Interviews Tips 2A Consent Form 2B Medical Authorization Form 2C

Additional materials needed for this session: pens or pencils andblank paper

Review the company information and interview questions received from your

site coordinator Determine if additional time to research the company would bevaluable to the students If so, arrange for Internet access


Concepts

Elevator pitchJob huntingJob interviewNetworkingProfessional and

ethical behaviors

Skills

Analyze and apply

dataInterviewingOral and written

communication

Organize informationRole-play

SESSION TWO


21/60JA Job Shadow

18

2 Acquire education, training, and skills for the career that interests you3 Build your personal brand

Remind students that all of these topics will be touched on during the job sitevisit Tell students that today they will be introduced to the other four stepsBriey review the following talking points about The Job Hunt steps

Talking Points:The Job Hunt4. Look or a Job Opening

o Once you have decided on a career to pursue, acquired the

necessary education and skills, and developed a positive personal

brand, your next task will be to fnd job opportunities.

o Research shows that networking is the most common way people

fnd a job. This can include letting people you know, such as riends,

amily members, and neighbors, that you are looking or a job. Or it

could mean actively cultivating business relationships with others

who have common career interests.

o It is important to have what is known as an elevator pitch

prepared in case a networking opportunity arises. More details and

examples will be given in a later session, but basically this pitchor

presentationis a brie overview o what youre good at, passionate

about, and qualifed to do.

o Searching want ads is another common way to fnd job opportunities.

Look or ads appearing online, posted in a business, or published in

trade journals and magazines aimed at a specifc industry.

o One word o caution: Be skeptical o any help wanted ad that requires

money rom you. Many scammers and con artists take advantage o

people who are anxious to fnd work. They ask or money beore they

PresentationIntroductionBriey review the concepts from the rst session by reviewingsteps one through three of the Seven Steps to Get Hiredand Succeed:

Before the Job Hunt1 Research, research, research

Introduction Time15 minutes

(continued)

Key Terms

Elevator pitch

A brief, high-energypresentation usedby companiesand individualsto promote theirproducts andthemselves

Networking

Buildingrelationships withothers who can

help you nd a joband be successfulin your work

SESSION TWO


22/60JA Job Shadow

19

will reer you to a hiring company or consider you or a job

opening they supposedly have. Legitimate organizations do

not charge you to apply to work or them.

5. Apply

o For most job applications, you will need detailed personal

inormation about yoursel, including your work history, youreducation and schools attended, and reerences.

o Also consider preparing the ollowing items, each o which

youll learn more about in a uture session:

Aresume Acover letter or the resume ALetter o recommendation

6. Interview

o Once a business or organization has reviewed a potential job

candidates application, resume, and other paperwork, mostwill conduct an interview to decide i the person would be a

good ft or the job. The interviewer may be looking to confrm

the job seeker actually has the skills and education listed on

the application and resume, or he or she may be trying to

determine i the candidates personality would be compatible

with the organization.

o There are many variations o an interview. It can be:

one-on-one or with many candidates being interviewed atone time.

conducted by a panel or by a single interviewer. in person, over the phone, or using Internet programs like

Skype, instant messaging, or webinar.

in writing and submitted without meeting anyonein person.

a test or demonstration perormed to highlight a skill orother requirement.

multiple interviews, as the employer eliminates other candidates ateach step in the process or seeks urther inormation.

o One o the most important aspects o the interview: It is your onlyopportunity or a frst impression. Hiring personnel report that they are

looking closely to see the kind o clothes you choose, your personal

hygiene, and i you carry yoursel with a proessional attitude.

(continued)

Cover letter

A job applicantswritten introductionto a potentialemployer that

summarizesthe applicantsstrengths andskills

Interview

A formal meetingdesigned to assessan applicantsqualications

Letter o

recommendation

A writtencommunicationfrom someonewho can attestto your skills andcharacter

Resume

A written summaryof a personseducation,skills, and workexperience

Key Terms

SESSION TWO


23/60JA Job Shadow

20

o Always shake hands with your interviewer when you meet and

when you part. Also, maintain eye contact throughout

the interview.

Ater You Are Hired

7. Succeed at Work by Being Proessional and Ethical

o Although this topic will be discussed at length during the sitevisit, it is important to know the terms proessionalism and

ethical. These are crucial attributes you will need to succeed

once you have been hired to do the job you worked so hard

to earn.

o Leadership IQ, a research and leadership training organization,

recently tracked 20,000 newly hired employees. Nearly hal46

percento the new hires ailed at their jobs within 18 months,

and 89 percent o the time it was or attitude problems,

not poor job skills. Those attitude problems included an

unwillingness to accept constructive eedback, poor teamwork,

lack o motivation, and an inability to get along with others.

Explain to the students they now will use this information to practice effectiveinterviewing techniques

Activity

Organize the students into pairs and have them practice introducing themselves,shaking hands, and maintaining eye contact Remind them that an interviewcan be a nerve-wracking experience, and it is important to practice these skillsso they will be second nature when it comes time for a real interview Also,encourage them to practice with the adults they meet at the job site visit

After they have had an opportunity to practice these skills a few times, havestudents sit with their partners Tell them they now will have an opportunity tothink about interviewing from an employers perspective

Ask them to imagine they have started a small business or have a personal jobthey need done, so they need to hire an employee

Activity-at-a-GlanceStudents work with partners to prepare mock interview questions and practice

interviewing skills.


Key Terms

Ethics

The standards thathelp determinewhat is good, right,and proper

Proessionalism

The behavior andskills expectedof a worker in anindustry

SESSION TWO


24/60JA Job Shadow

21

For example, they need someone to help run a concession stand at asporting event, work at a lawn mowing or baking business, or simplyclean their room

In all cases, they should imagine that their potential employee will bealone with money or valuablesThey will be paying this employee withtheir own money

On a blank piece of paper, ask each pair to write their names on top Next, each pair should write the name of the ctional job position For

example, room cleaner, lawn mower, or concession stand clerk Have the pair brainstorm, in writing, the following three items:

1 What type of information they want to know about the candidate2 What requirements they want to conrm the candidate has3 Questions they would like to ask the candidate

Allow the students 5 minutes to complete the task

Ask volunteers to list some of the questions they brainstormed Possibleanswers might include questions about honesty, trustworthiness, work ethic,and skills related to the ctional position

Tell the pairs you have a few more questions you would like them to add to theirlist Read aloud the following questions and ask the students to add them totheir brainstorming list:

What are your strengths as an employee? What is your biggest weakness as an employee? How do you handle stressful situations? How do you handle conict when you disagree with someone? Describe your future goals How would you handle a situation in which you discovered your boss was

wrong about something? Why do you want to work here? What questions do you have for us about the job or the company?

Also, add any relevant, job site-specic questions you noted when reviewing thesample questions from the companys site coordinator

Distribute a copy of the Job Interview Tips to each student (The tips can be

found on Page 46 of this guide) Allow students 5 minutes to read them over

Ask the student pairs to take turns being the interviewer and the job candidate,

Challenge T40 minutes

SESSION TWO


25/60JA Job Shadow

22

asking and answering the questions from their list Remind them to use as many of the Job interview Tips as they can in their

mock interviews Encourage the students posing as job candidates to give complete

answers, using examples when possible to support the points they aretrying to make

Have one pair conduct a demonstration of the process as a model forothers to use Allow 7-10 minutes for the students to ask each other as many questions

as possible

Tell students they will have the opportunity to ask and answer these types ofquestions with their hosts during the site visit

Summary and ReviewTake a moment for students to share their observations with the class

Pose the question: Did the interviewee provide too much informationor not enough?

Review the last four of the Seven Steps to Get Hired and Succeed:

The Job Hunt4 Look for a job opening5 Apply6 Interview

After You Are Hired7 Succeed at work by being professional and ethical Remind studentsthat these steps will be covered duringthe site visit

Preparing for the Site VisitDistribute the necessary site visit forms (Consent and Medical

Authorization) and set a deadline for their return Parents orguardians must complete these forms for students to participate Review thesite visit logistics and set dress code guidelines provided by the site coordinator

Next, have the students review with you their expectations for the upcoming

site visit What are they excited about? What worries them? What are they mostinterested in learning?

Review the following information with the students prior to the visit:

Preparing or

the Site Visit5 minutes

Summary5 minutes

SESSION TWO


26/60JA Job Shadow

23

Site Visit Expectations

1 At the beginning of the site visit, each student will receive a handout titledJA Job Shadow Challenge They will be asked to write responses andobservations on the form throughout the visit Reinforce that completingthe JA Job Shadow Challenge is required to successfully participate in

the site visit

2 Review expectations about student behavior during the visit: It is important to be quiet in the halls; many employees will still be

conducting daily business during the visit No multitasking during the visitthat means no texting, gaming,

music, or other distractions Dress professionally Obey all posted signs and rules from the staff

3 Review the logistics of the visit:

Where to meet What time to meet What type of clothing or extra items students may need What, if any, identication they will need or other security measures

they will need to comply with to enter the facility Items to bring Items NOT to bring

If classroom management or special needs are a concern, consider pre-assigning students to small groups of two to four If so, let the students knowwhich group they will be in, and let the site coordinator know in advance thatgroups have been assigned

Strongly encourage the students to conduct research on the business ororganization being visited Or, you may have the students conduct the researchas a class Explain that this type of research is an important part of the job-hunting process, both to ensure that it is the kind of place they would like towork and to be knowledgeable for the interview process

SESSION TWO


27/60JA Job Shadow

24

Site Visit

JA Job Shadow Challenge

Note to teachers: Thank you for preparing your students for the site visit,ensuring they will gain the most from this experience

Pages 24-35 of this guide contain the instructions for the company sitecoordinator and hosts throughout the site visit These instructions are here asa reference as you observe and assist in the site-visit activities

Introduction

(Presented by the site coordinator)

Greet the students.

Introduce yourself and any other presenters for thisportion of the agenda.

Describe the companys mission and vision.

Describe what the company produces or what services it provides.

Give a brief history of your organization or other facts that you

believe makes your company great. Allow time for the students to ask questions and write the

answers on the JA Job Shadow Challenge handout.

Present your companys elevator pitch and have the studentsrecord this information on the JA Job Shadow Challengehandout. If your company does not have a prepared elevatorpitch, demonstrate to the students how you describe yourcompany when introducing yourself and your organization.

Introduction20 minutes

Elevator pitch: Abrief, high-energy

presentation usedby companiesand individuals

to promote theirproducts andthemselves.

SITE VISIT


28/60JA Job Shadow

25

In the classroom sessions leading up to the site visit, the studentswere introduced to the following Seven Steps to Get Hired and Succeed:

Before the Job Hunt

1. Research, research, research (using the USDepartment of Educations 16 career clusters)

2. Acquire education, training, and skills for the career

that interests you3. Build your personal brand

The Job Hunt4. Look for a job opening5. Apply6. Interview

After You Are Hired7 Succeed at work by being professional and ethical

Whenever possible throughout the visit, remind students of these seven stepsOffer personal examples of the seven steps, when appropriate

Note here your companys elevator pitch or other information you want to share.

SITE VISIT


29/60JA Job Shadow

26

Human Resources Presentation(Presented by the site coordinator or

HR representative)

As students look forward to the world of work, they face the challengeof selecting the right job for them and acquiring the education and skills needed

for that job. The objective of this presentation is to orient them to the variety ofjobs in a company and some of the training, education, and other requirementsfor those jobs.

In class, students were introduced to the 16 career clustersthat categorize thousands of jobs and which were developed

by the U.S. Department of Education (www.ed.gov). Forspecic job proles, visit www.bls.gov.

In this presentation: Dene human resources and the functions of thatdepartment.

Present an overview of the departments in your company ororganization, important sub-groups, and the types of jobs available inthe company.

Describe the education, training, and other requirements for some of thejob positions.

Mark the career clusters below that are represented in your company. Have the students identify the career clusters associated with your

company on their JA Job Shadow Challenge handouts, including careerclusters represented across departments or sub-groups.

HumanResourcesPresentation40 minutes

Career cluster

A grouping of jobsand industriesrelated to skills and

products.

SITE VISIT

Agriculture, Food, and Natural Resources Architecture and Construction

Arts, Audio/Video Technology, andCommunication

Business Management and Administration Education and Training

Finance Government and Public Administration Health Science Hospitality and Tourism

Human Services Information Technology (IT) Law, Public Safety, Corrections,

and Security Manufacturing Marketing and Sales

Science, Technology, Engineering,and Mathematics (STEM)

Transportation, Distribution,and Logistics


30/60JA Job Shadow

27

Review your organizations culture and suggest specic examples of thecompanys values and goals that students should look for while on the tour.

This is your opportunity to talk about the specic skills needed in your careereld. Describe for the students how the eld is changing and requiring ever

more skillful employees and how STEM skills are likely to become crucial in thecareers of young people.

Have the students consider your work environment. Is it casual or more formal? Are there ofces, cubicles, or

open workspaces? Are employees working in teams or separately? Is the dress code evident? If so, can students describe it?

Describe relevant company policies, such as hiring practices, trainingopportunities, and salary and benets information.

Time permitting: Ask students about their possible future career interests and

help them identify which of the 16 career clusters match those interests.

Time permitting: Using the Seven Steps to Get Hired and Succeed, apply Steps4 and 5 to your company. Explain how your company advertises job openings.Review what you look for in a cover letter and resume. Discuss aspects ofresumes that have impressed you and mistakes that job seekers have made thatremoved them from consideration.

Note:It is likely that the clustersBusiness Management and Administrationand Information Technologyare present in almost every company.

List company policies, values, and goals, and specic skills needed in your career

that you would like to share with students.

SITE VISIT


31/60JA Job Shadow

28

Challenge One: Company Tour (Optional)(Conducted by the hosts)

Site Coordinator:

Assign students to groups of two, three, or four to their workplace hosts

for a tour of the organization

Introduce the students to their assigned hosts Remind the students torefer to their JA Job Shadow Challenge handouts throughout the tour andanswer questions and record observations as instructed in the handout

Workplace Hosts:

Describe your job to the students

Describe the career path youve taken to your current job Discuss yourearly career goals and how you acquired your education, training, andthe other requirements necessary for your job Also describe where youwould like to go next on your career path

Tour the facility with the student groups Remind students to record intheir handouts their observations about the company and its employees

Talk about any observable skills the employees possess How do theemployees demonstrate professionalism in the work environment?

Take time to review your expectations of students behavior This includesno cell phones Tell the students you will be observing how they handlethemselves Explain why it is important to demonstrate a professionalattitude in the workplace

Explain to them why professional dress and behavior should always beappropriate and reect the values of the workplace

Have the students mark on their handouts any of the technical skillsthey observe Not all skills will be observed, but looking for them helps

students understand the importance of these skills for future success

After the tour, have the students discuss their observations

Note: Students should not be paired one-on-one with hosts but in small groups.

ChallengeOne45 minutes

SITE VISIT


32/60JA Job Shadow

29

In the classroom sessions leading up to the site visit, the students wereintroduced to the Seven Steps to Get Hired and Succeed:

Before the Job Hunt1. Research, research, research (using the US Department of

Educations 16 career clusters)

2. Acquire education, training, and skills for the career thatinterests you3. Build your personal brand

The Job Hunt4. Look for a job opening5. Apply6. Interview


Whenever possible throughout the visit, remind students of these steps to a

successful career and how to apply them

SITE VISIT


33/60JA Job Shadow

30

Challenge Two: What Would You Do?(Conducted by the hosts)

Reserve a work space for the group to complete the next challenge

Remind students that the rst six steps in the Seven Steps to Get Hired

and Succeed are about preparing for and getting a job However, thosesteps are only part of launching a successful career Step 7 beingprofessional and ethical at workis crucial to keeping a job and excellingat it

Discuss some of the aspects of your job that require professionalism andbeing ethical Some examples might be:

professional attitude and manners with customers,coworkers, and supervisors

professional communication in letters, email, text,instant messaging, and phone conversations

handling conict professionally

acting ethically with company resources, such as timeand materials

professional attire and appearance

Discuss how you deal with the challenge of being professional and ethicalwhile balancing the sometimes competing needs of:

the company

the customer

other workers

Present the following scenario to the group, or replace it with a similarscenario that is more closely related to your company or job position:

ChallengTwo35 minute

Key Terms

Ethics

The standards that

help determinewhat is good, right,

and proper.

Professionalism

The behavior andskills expectedof a worker in anindustry.

SITE VISIT


34/60JA Job Shadow

31

You work for a large home improvement store and have recently been promotedto the customer service counter, where you handle problems that cannot betaken care of at the regular check-out stations

You now have the authority to offer up to a $50 discount or a partial refund tomatch any lower prices offered by competitorswith no questions asked For

example, if a person bought a $150 vacuum and then comes back and tellsyou she found the same vacuum offered at $130 by a competitor, you have theauthority to refund $20 to her to avoid losing the customer

However, some situations have come up in which it was difcult to determinethe right thing to do For example, some customers have seemingly takenadvantage of the no-questions-asked policy to ask for unbelievable discountson items Also, a few employees who know the policy seem to ask for thediscount a lot In fact, one of the other customer service workers uses thediscount to give his friends discounts on everything they buy, regardless ofcompetitors prices, since no proof of those prices has to be offered

Ask the students to discuss within their group the following questionsand record their responses in their JA Job Shadow Challenge on the pagetitled Challenge Two: What Would You Do?

What Would You Do? Questions

1. What are your professional and ethical responsibilities to:

the company?

customers in general?

customers who ask for a discount under the policy?

other employees?

yourself?

2. Describe any action or response you should take to meet theresponsibilities listed above

Support the students throughout the work time, offering insight andadvice as appropriate Help them prepare professional responses tothis issue

SITE VISIT


35/60JA Job Shadow

32

Challenge Three: Interviews(Conducted by the hosts)

Remind students of the Seven Steps to Get Hired and Succeed,and point out that Step 6, Interviewing, is a critical skill thatrequires practice for most job hunters Explain that they will have

an opportunity to practice answering some common interviewquestions They also will have a chance to ask you interviewquestions to hear your responses and to learn more about your

job position and work experience

Host-Led InterviewsUsing the following questions, hosts interview the students Ask each studenta different question from the list until all questions are asked and every studenthas participated The students have not prepared responses to these questions,so they each may need a minute or two to formulate a response Some prefer towrite their answer on paper before responding aloud Ask additional questions

as time permits The questions also are listed in the JA Job Shadow Challengestudent handout The questions are numbered for easy reference because somestudents will nd it easier to process the question if they can read itfor themselves

1. How do you handle stress?

2. What motivates you?

3. Think of a time when you worked as part of a team What were yourexperiences? Were you able to complete the assigned task? If not, whatdid you learn from the experience?

4. What do you expect from a supervisor?

5. What are your goals for the next two to three years? How do you plan toachieve those goals?

6. Describe a difcult experience at work or school and how youhandled it

7. Describe your career goals

8. How do you measure success?

9. How would you handle it if your boss was wrong?

10. What are you passionate about?

ChallengeThree Time50 minutes total

(Host-led

interviews:

25 minutes)

(Student-led

interviews: 25

minutes.)

SITE VISIT


36/60JA Job Shadow

33

Write additional interview questions, including those that are specic toyour career

Student-Led InterviewsAllow time for the students to conduct their interviews with you using thequestions below, which also are found in their JA Job Shadow Challengehandouts Students take turns asking a question They can add additionalquestions, but feel free to pass on any question you would prefer not to answer

11. How would you describe the responsibilities of your current position?What training and education are required for this position? Is there asalary range for this position?

12. How would you describe a typical day or week in this position?

13. What is the companys management style?

14. What are the prospects for growth and advancement in yourcareer eld?

15. How did you demonstrate early in your career that you could be a hard-working professional?

16. If you found you had a serious personality conict with a coworker andit was starting to affect your job performance, how would you handlethe situation?

17. What is the job outlook in your career eld?

18. What education or training did you receive earlier in your life?

19. What kind of student were you in school?

20. Who has been your biggest inspiration?

SITE VISIT


37/60JA Job Shadow

34

Working Lunch(Presented by the site coordinator)

Assemble all of the small groups together for the nal activities of the visit

Ask students to turn to the page titled Working LunchAlphabet Review

in their JA Job Shadow Challenge handout Tell the students they will have an opportunity to review their day with

a quick competition Point out that the entire alphabet is listed on the page Explain that

they will try to think of words related to their site visit experience thatstart with each letter of the alphabet

Explain that once you say Begin, they will work in their small groupsto brainstorm topics, information, and other observations that theysaw, heard, or learned about today They will formulate their answersso the responses start with each letter of the alphabet

The answers can be creative to account for all letters, as long asthe students can provide a reasonable explanation of how the wordassociates with the site visit

The rst group to have a valid word for each letter wins, or call timeafter 3 minutes and determine which has the most responses

Ask for student volunteers to provide answers and review each letteras a whole group

Consider offering a small prize for each member of the winning group

Using the JA Job Shadow Challenge as a guide, summarize the daystasks and challenges Review the companys mission and values If you

shared your companys elevator pitch during your introduction, repeatit Then discuss the need for professionalism in the workplace Providespecic examples of how the employees demonstrate these skillsevery day

List examples of professionalism in your workplace

WorkingLunch45 minutes

SITE VISIT


38/60JA Job Shadow

35

Allow time for the students to complete their Professional Action Planlocated in the JA Job Shadow Challenge handout. Encourage them toreect on the days experiences.

Ensure that the students have at least 15 minutes to eat lunch.

Ask the hosts to distribute the Certicates of Achievement. Thank thestudents for their participation, and congratulate them on their successand personal performance during the challenges. Demonstrate a properhandshake and appropriate eye contact.

Optional Activities:

If appropriate, share company giveaways. Take a group photo and digitally distribute it to the company staff and

teacher (if photo releases are on le with the JA ofce).

SITE VISIT


39/60JA Job Shadow

36

Session Three

Next Steps

OverviewStudents reect on what they learned before and duringthe site visit, and they practice business communication bycomposing a thank-you note They then create one of fourcareer-preparation tools: a career assessment, elevator pitch,resume, or infographic prole

ObjectivesThe students will be able to:

Evaluate personal priorities based on their sitevisit experience

Showcase identied skills

Apply program knowledge to at least one of fourcareer-preparation toolscareer assessment, elevatorpitch, resume, or infographic prole

Preparation and Materials This session offers four potential activities forstudents, based on their ages, abilities, or relative timeto joining the work force Decide if all students will choose their preferredactivity or if you will choose an activity for all students to completePrepare student materials accordingly The student materials are

provided by JA sta or can be copied rom the Student Materialssection at the end o this guide:

Option One: Career Assessment

If the students will use this session to analyze their skills and intereststhrough a computer-based online career assessment:

Arrange for computers with Internet access One copy of the following Student Materials Page is needed for

each student: Career Assessment Instructions, 3A (Page 49) Itsrecommended that the students create their own accounts based onthe information provided on the instruction sheet

Create a student account for yourself, using the same grade level ofyour students and complete the assessment to become familiarwith the process Note: You do not have access to log on asan administrator

Concepts:

Career assessmentElevator pitch

Infographic proleResumeThank-you notes

Skills:

Business

communication(thank-you notes)

Analyze information

Follow writteninstructions

Creativity andinnovation

Organize informationPresent information

Read a varietyof sources for

informationSelf-assessmentTechnical writing

SESSION THREE


40/60JA Job Shadow

37

Introduction Time

10 minutes

Option Two: Elevator Pitch One copy of the following Student Materials Page is needed for eachstudent: How to Craft an Elevator Pitch, 3B (Page 50)

Option Three: Resume One copy of each of the following Student Materials Pages are neededfor each pair of students: Tips for Writing a Great Resume, 3C (Page51); and Resume Template, 3D (Page 52)

Option Four: Inographic Profle One copy of each of the following Student Materials Pages are neededfor each pair of students: Creating an Infographic Prole, 3E (Page 53);and infographic prole examples, 3F, 3G (Pages 54-55)

Students can either complete their infographic prole on a computer(Internet access required) or use the activity page and various artsupplies available in the classroom

Arrange for the students to complete the Post-Test at the endof the program The Post-Test is available atwwwjaorg/programs/eval-pre-postshtml Please return completedtests to the JA ofce if requested


Presentation

IntroductionCongratulate the students on a successful site visit Reiteratethe importance of the work they are doing and the value of theinformation they acquired by completing the JA Job Shadow Challenge form atthe site visit Throughout the site visit, they had the opportunity to demonstratetheir skills

Ask student volunteers to offer observations they made during their visit,especially anything that surprised them or changed their mind about a directionthey were going in their career exploration

SESSION THREE


41/60JA Job Shadow

38

Tell the students that one of the most important tasks they can do to enhancetheir personal brand and leave a positive impression with potential employers isto send a thank-you note after an interview

Ask each student to create a thank-you card for their site visit host andone for their site coordinator or other staff they met

Ask each student to nd one other student to peer edit andproofread the note

Collect the thank-you notes and send them to the sitecoordinator or to your JA staff for distribution

Remind the students of the Seven Steps to Get Hired and Succeed:

Before the Job Hunt1. Research, research, research (using the US Department of

Educations 16 career clusters)2. Acquire education, training, and skills for the career that

interests you

3. Build your personal brandThe Job Hunt4. Look for a job opening5. Apply6. Interview


Point out that every job is different and requires different preparation, and everyjob seeker is different Tell the students they now will consider their own careerpreparation and decide which of the seven steps they should focus on next

Activity

Distribute the handout(s) that you have selected for the students to use as theyplan their next step in career exploration

Describe each of the handouts that you chose for them to complete, using the

corresponding talking points on the two pages that follow

Allow students 30 minutes to complete the assigned activities and ask them toconsider working on the other activities on their own to keep as a reference forfuture use

Activity-at-a-GlanceStudents create one of four career-preparation tools: career assessment, elevatorpitch, resume, or infographic prole.


SESSION THREE


42/60JA Job Shadow

39

Option One:

Beore the Job Hunt: Career Assessment

For the students in the Before the Job Hunt steps, have themtake the Kuder Navigator career assessment (They must haveaccess to a computer and the Internet) The assessment allowsthem to explore their skills, interests, work priorities, and thepossible job outlook for jobs they are interested in

This career assessment is available to JA students usingthe Kuder Navigator system found on the Junior

Achievement Student Center Web page Kuder Navigator is an online educational and career

planning system for todays middle school and highschool students

Distribute a copy of the Career Assessment Instructionshandout (3A) and provide computer and Internet accessfor the students to complete the assessments

Option Two:The Job Hunt: Elevator Pitch

For the students in The Job Hunt steps, remind them thatnetworking is perhaps the best way to nd a job Talking aboutwork skills and interests doesnt come naturally for a lot ofpeople Writing an elevator pitch and practicing it is one way toincrease the success of networking

The elevator pitch is a brief, high-energy presentation usedby companies and individuals to promote their products and themselves

Distribute a copy of the handout How to Craft an Elevator Pitch (3B) Ask the students to read the scenario and create their elevator pitch Time permitting, organize a mock career fair and have students mingle

throughout the room and practice presenting their elevator pitchesto one another

Option Three:

The Job Hunt: Resume

Remind students that another way to nd a job is through want ads Many jobpostings ask for a resume to pre-screen applicants

This is an opportunity to introduce themselves to the company ororganization in writing, and it will be the rst impression they make

Although there is no single resume format, hiring managers are generallylooking for the same type of information Distribute a copy of the handouts Tips for Writing a Great Resume (3C)

and Resume Template (3D) Ask the students to read and follow theinstructions to create a draft of their resume, using the template provided

Key Terms

Elevator pitch

A brief, high-energypresentation usedby companiesand individualsto promote theirproduct andthemselves

Networking

Buildingrelationships withothers who can helpyou nd a job andbe successful inyour work

Resume

A written summaryof a personseducation,skills, and work

experience

SESSION THREE


43/60JA Job Shadow

40

Option Four:

The Job Hunt: Inographic Profle

One new trend in job hunting is organizing and presenting jobexperiences through an inographic profle, or visuals that detail apersons background

It is important to note, however, that this exercise doesnt replacethe need for a professional resume However, it can support orenhance a resume

Organize the students into pairs and distribute to each pair the handout Creatingan Infographic Prole (3E) and the two infographic prole examples (3F, 3G)

Review the instructions and examples As a class, brainstorm possible information to include in these proles

Have the students complete a draft by sketching possible images,symbols, graphics, charts, or pictures to include

Although these infographic proles are static paper examples, there

are software programs that allow job seekers to create dynamic onlineproles that can be easily shared Again, these infographic proles shouldnot take the place of a professional resume

Multiple apps also exist that help people create infographic proles usinginformation collected from such websites as LinkedIn and Facebook

Consider allowing the students time to research examples of infographicproles before starting the project If the students will be completing thisactivity on paper, distribute paper and art supplies to create their proles

Summary and Review

Review the activities and ask students to list some steps they can taketo continue their preparation to enter and succeed in the world of work Ifstudents are able to nish the thank-you notes, collect them now and sendthe notes to the JA staff or directly to the site visit companys site coordinator todistribute Have each student verify and include the full name (properly spelled)and title of his or her workplace host For the return address, have the studentsuse their names and the schools address

Congratulate the students on their success Encourage them to review andupdate their elevator pitches, resumes, or infographic proles on a regular basis

Key Term

Inographic profle

A visualrepresentation ofa persons careerhistory, education,

and skills

Summary5 minutes

SESSION THREE


44/60JA Job Shadow

41

ReminderAt the programs conclusion, you may access an online survey atwwwjaorg/programs/programsshtml to give feedback about your experience;click on Program Content and Instruction Survey Please take a momentto complete the survey Your comments will improve the quality of Junior

Achievement programs

SESSION THREE


45/60JA Job Shadow

42

Glossary

Career cluster

A grouping of jobs and industries related to skills and products

Cover letter

A job applicants written introduction to a potential employer that summarizesthe applicants strengths and skills

Elevator pitchA brief, high-energy presentation used by companies and individuals to promotetheir products and themselves

Ethics

The standards that help determine what is good, right, and proper

Inographic profle

A visual representation of a persons career history, education, and skills

InterestsA persons preferred activities or hobbies

Interview

A formal meeting designed to assess an applicants qualications

Job outlook

A prediction of the future number of certain jobs, based on current economic

factors

Letter o recommendation

A written communication from someone who can attest to your skills andcharacter

Networking

Building relationships with others who can help you nd a job and be successfulin your work

Personal brand

The personal expression of who you are and what makes you unique

Proessionalism

The behavior and skills expected of a worker in an industry


46/60JA Job Shadow

43

Resume

A written summary of a persons education, skills, and work experience

Sel-awareness

To recognize the special qualities you possess, including your skills, interests,and priorities

Skills

A persons talents or abilities

Sot skills

Personal attributes and abilities not directly tied to a specic job title but whichare needed in most jobs

Technical skills

The abilities and knowledge used in a specic profession

Work environmentThe surroundings in a place of work, including physical and social conditionsand other factors, that affect the quality of the job experience


47/60

Student Materials


48/60

44

Session One: Student Materials 1A

Career Cluster Descriptions

Instructions:1 Make one copy of Pages 44-45 for each pair of students2 Cut along the designated lines to separate the cards, keeping each column

together as a set A paper cutter will make this task easier3 Collect and shufe one set of titles, one set of descriptions, and one set of jobexamples for each pair of students, using clips, envelopes, or baggies

4 Keep one copy intact as an answer key5 For more information about the career clusters, ask students to visit

wwwedgov For information about specic job positions, visitwwwblsgov

1.Agriculture, Food,

and Natural

Resources

Careers related to all aspects of agriculturalproducts and resources, including plant and animal

products and resources

Farmer/ Rancher Veterinarian Water Quality Manager

2.

Architecture and

Construction

Careers for those who design, plan, manage, build,and maintain structures

Architect Electrician Surveyor

3.

Arts, Audio/Video

Technology, and

Communication

Professionals who design, produce, exhibit,

perform, write, and publish multimedia content,such as within the arts, journalism, andentertainment

Actor

Animator Desktop PublishingSpecialist

4.

Business

Management and

Administration

Careers for those who plan, organize, lead, andevaluate functions for running a business

Accountant Human Resources

Manager Sports/Entertainment

Manager

5.

Education and

Training

Careers related to all aspects of education,training, and learning-support services, such as

administration and professional support services

Coach Social Worker Teacher

6.

Finance

Professionals who provide services for nancialand investment planning, banking, insurance, and

business nancial management

Actuary Loan Ofcer Tax Preparer

7.

Government

and Public

Administration

Professionals who plan and execute governmentfunctions at the local, state, and federal levels,

including national security, foreign service,planning, revenue and taxation, and regulations

Ambassador Military Ofcer Tax Attorney

!

!44


49/60

Session One: Student Materials 1B

8.

Health Science

Careers for those who provide and managetherapeutic services, diagnostic services, healthinformation, support services, and biotechnology

research

Emergency MedicalTechnician (EMT)

Home Health Aide Nutritionist

9.Hospitality and

Tourism

Professionals who assist people with their

recreational and entertainment needs in therestaurant industry, food/beverage services,lodging, travel and tourism, and amusement and

attractions industries

Food Service Manager Pastry/Specialty Chef Tour/Travel

Coordinator

10.

Human Services

Careers related to families and human needs,such as counseling and mental health services,

community services, personal care, and consumerservices

Cosmetologist Insurance

Representative Licensed Professional

Counselor

11.

InormationTechnology (IT)

Careers related to the design, development,

support, and management of hardware, software,multimedia, and systems integration services

2D/3D Artist Database

Administrator Webmaster

12.

Law, Public Saety,

Corrections, and

Security

Professionals who provide or manage legalservices, public safety, protective services, andhomeland security, including professional and

technical support services

Attorney Hazardous Materials

Responder Park Ranger

13.

Manuacturing

Professionals who process materials into productsand related professional and technical support

activities

Assembler Plumber/Pipe Fitter/

Steam Fitter Quality Control

Technician

14.

Marketing and

Sales

Careers related to marketing activities for anorganization, such as brand management,

professional sales, merchandising, marketingcommunications, and market research

Art/Graphics Director Entrepreneur Sales Executive

15.

Science,

Technology,

Engineering, and

Mathematics(STEM)

Professionals who manage and conduct scienticresearch and professional and technical services

(eg, physical science, social science, engineering),

including laboratory and testing services andresearch and development services

Aerospace Engineer Marine Scientist Radio/TV Broadcast

Technician

16.

Transportation,

Distribution, and

Logistics

Careers related to the movement of people,materials, and goods by road, pipeline, air, rail,

and water, and related professional and technicalsupport services

Aviation Inspector Environmental

Scientist/Specialist Heavy Truck Driver

!

!45


50/60

46

Session Two: Student Materials 2A

Job Interviews Tips

Do Dont

1 Get a good nights sleep

2 Take a shower

3 Dress up Look like a business expert

4 Check your appearance in a mirror

5 Mute cell phones and all other digital devices

6 Be able to show that you know about

the company

7 Remember that rst impressions matter

8 Have a positive attitude

9 Offer a rm handshake

10 Get to the point Express thoughts clearly

and simply

11 Make sure you answer the question you wereasked Dont ramble on

12 Make eye contact

13 Smile

14 Stand tall Sit straight

15 Be adaptable (No job is a perfect t)

16 Bring a resume with contact information andstrong references

17 Bring a portfolio with work samples if you have

some experience to show off

18 Follow up with a thank-you note or email

1 Be late

2 Bring a friend

3 Chew gum

4 Wear sunglasses or headgear, such as a

hat or bandana

5 Be sarcastic or disrespectful

6 Mumble Slouch Twitch

7 Criticize your former employers

8 Ask the salary or pay until youve been

offered the position

9 Expect too much too soon No one owes

you a job You have to earn it

10 Include false information on your

application or in the interview

46


51/60

47

Session Two: Student Materials 2B

Consent Form

Your child is invited to participate in aJA Job Shadow site-visit experience Your child will be assignedto a workplace host who will lead him or her through a day on the job Participants will discuss andexplore various aspects of the workplace and the skills necessary to get and

keep a job

Your child will join other students, teachers, and workplace hosts for a luncheon to review what theyobserved and learned during the days activities For your child to participate, you must complete thisform and return it to the teacher before the scheduled site visit Thank you

Permission to Participate

My child, _________________________(name), may participate in aJA Job Shadow

site visit, taking place at ___________________on _____________________

(site) (date)

between the hours of __________ am and ______ pm

Permission to TravelI understand that my child, _____________________________, will travel to and from the workplaceunder the supervision of school staff

Photo ReleaseI understand that this event attracts media attention and also is used to promote partnershipsbetween schools and businesses, so there is a possibility that my child will be photographed during

this experience I grant permission to photograph my child, __________________________, for thesepromotional and educational purposes

Guardian Signature Date

____________________________________ __________________


52/60

48

Session Two: Student Materials 2C

Medical Authorization FormShould it be necessary for my child to receive medical treatment while participatingin aJA Job Shadow site visit, I hereby give the school district and workplace personnelpermission to use their best judgment in obtaining medical service, and Igive permission to the physician selected by the school district personnel to

render whatever medical treatment he or she deems necessary and appropriate

Permission also is granted to release necessary emergency contact/medical history tothe attending physician or to the workplace if needed

In order for my child to participate, I am providing the information requested, which willbe returned to the teacher before the scheduled site visit

Childs Name:____________________________________________________________

Address:________________________________________________________________

Home Phone:____________________________________________________________

Date o Birth: ____________________________________________________________

Guardian Name: _________________________________________________________

Relation to Child:___________________________

Phone:_______________

Additional Contacts Name:__________________________________________

Relation to Child: ____________________________Phone:_______________

Family Doctor: ______________________________ Phone:_______________

Preerred Hospital:__________________________ Phone: _______________

Location: _________________________________Does your child require any special accommodations because of medical limitations,disability, dietary constraints, or other restrictions? Please explain

___________________________________________________________________

___________________________________________________________________

I hereby agree to all o the above authorizations and permissions.

Guardian Signature______________________________ Date_________________


53/60

49

Session Three: Student Materials 3A

Career Assessment Instructions

Registration

1 Go to the JA Student Center at studentcenter.ja.org and click Explore Careers in theleft-hand navigation menu

2 Click Career Assessment

3 Click New Users Register Here in the center of the screen (Important note to teachers,volunteers, and JA staff: You may complete the assessment by registering as a middle orhigh school student only You do not have access registering as a parent, adult job seeker,

college student, or administrator)4 Select Student and choose your grade level from the drop-down menu5 Click Continue to create your account6 During the process, you will need to create a unique username and password Write down

your username and password in the space provided for future reference

Username: ___________________________________________

Password: ___________________________________________

7 You also will be asked to enter the N Activation Code provided below:Activation Code:N3235773GYT

8 Read the terms and conditions If you agree to them, check the box next to I have readand agree to the terms and conditions of use

9 Click Register to complete the process

Navigator Home Page

Once you have created your account, you will be directed to your Navigator home page to accessthe systems tools and resources via the top navigation menu Your home page also provides alink to your messages, to-do list, recommen

2014 ja job shadow teacher guide

Documents