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CD1

Agriculture Management, Economics, & SalesJob Seeking

Unit: Career Development

Lesson Title: Job Seeking

Standards CS.02.03.03.c. Demonstrate employability skills for a specific career.CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.CS.03.01.02.a. Describe the various types and uses of resumes.CS.03.01.02.b. Prepare a resume.CS.03.01.02.c. Demonstrate effective use of a resume as part of an effort to obtain a job.CS.03.03.03.c. Respond to feedback to improve a situation, skill or performance.

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Student Learning Objectives

Slide 2 in CD1 Job Seeking Lesson ObjectiveAfter completing the lesson on job seeking, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on The Total Job Interview.

Enabling ObjectivesAs a result of this lesson, the student will…

1. Seek available jobs in the area and define the steps in applying for a job.2. Create a personal resume and evaluate a peer’s resume.3. Create a personal cover letter and evaluate a peer’s cover letter.4. Complete a sample job application and evaluate a peer’s job application.5. Interview for a job and evaluate a peer’s interview.

Time: Approximately 400 minutes

List of ResourcesApplication for Employment. Retrieved from http://www.thriftypeanut.com/jobapp3.pdf.

Instructional Materials Laboratory. (1997). Agribusiness Sales, Marketing, and Management Instructor Guide. Columbia, MO: University of Missouri.

Schneiderheinze R., Wood C. (1997). Agribusiness Sales, Marketing, and Management Student Reference. Columbia, MO: Instructional Materials Laboratory.

List of Tools, Equipment, and SuppliesJob Seeking PowerPoint PresentationJob Seeking Activity Sheet and Evaluation PacketNote cards or small sheets of paper for review activityVideo recorder Job Application For Evaluation CD1.11

Key Terms:Slide 3 in CD1 Job Seeking

The following terms are presented in this lesson (shown in bold italics):Resume Cover Letter

Career Development CD1 Job Seeking

Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slide 4 in CD1 Job SeekingWhat’s the Problem? Give each student a copy of a bad resume on CD1.1. Have them use a highlighter or colored pen to mark all misspellings, punctuation errors, places of concern, etc. When everyone has finished, show the bad resume on a document camera or transparency and call students up one by one to make corrections or note areas of concern.

When all errors have been identified, begin to discuss the importance of having a good resume, free of errors and areas of concern. Listen for “the resume is the employer’s first impression of someone; they could choose not to interview you simply based on what they have seen on the resume,” etc.


Conclude interest approach by introducing objectives for the day. Summary of Content and Teaching Strategies

Objective 1: Seek available jobs in the area and define the steps in applying for a job.

Teaching Strategies Related Content1. Before we can send our resume off to

help us get a job, we need to find a job in which to apply. What would be a good way to go about doing this?

Slide 5 in CD1 Job Seeking

2. Complete CD1.2 outside of class. Give students one or two days to complete activity, locating ten available jobs in the area using one of the methods listed above. Have students share their results upon completion.

3. Once you have found a job you are interested in, how do you go about making a job inquiry?


4. Show students an example of a letter of inquiry. Explain that this would be used to obtain application materials, and let the employer know he/she is interested in a particular position. In some cases, this would be appropriate to do over email.

Finding Available Jobs Classified advertisements – Local

newspapers, newspapers from surrounding cities or states, magazines covering an area of interest

Personal contacts with friends, family, teachers, etc. – Ask directly about job opportunities; Practice active listening to hear about job opportunities

Private and public employment agencies

Direct contact with business – Ask about opportunities; Look at placement bulletin board

School placement offices – Tell placement person what types of jobs are of interest; Look on placement board; Meet with visiting recruiters

Internet – Job search websites and resources

Job Inquiries Contact the employer directly Contact employer by phone Send a letter of inquiry


in CD1 Job Seeking

5. Facilitate a class discussion on which method students feel would be the most effective? (Lead them towards making direct or phone contact with the employer as a means of making a quick inquiry rather than waiting for a letter or email to arrive and be read. Talking to the employer ensures they have received the inquiry.)

6. We have located a job, made an inquiry, now what?


Applying for a Job Prepare a resume and cover letter Contact employer about job

opportunities Fill out a job application Interview with business Follow up after interview

Objective 2: Create a personal resume and evaluate a peer’s resume.

Teaching Strategies Related Content1. Resume was at the top of the list of

how to apply for a job. In fact, most if not all, employers will ask to see a current resume when applying for a job. So, how do we go about creating a resume?

2. What information needs to be included within a resume?

3. As each piece of information is brought onto the PowerPoint slide, have students shout out what would be included, tips for that section, specific examples (objectives, work experience duties, etc.) etc.

Slide 9-15 in CD1 Job Seeking

Resume Information Personal Information – Name, Current

address, Telephone number, Permanent address (if different from current)

Employment Objective – Indicates type of job sought; Specific for each job; Mention actual place of employment

Educational Background – Most recent first; Dates, places, degree earned; High school may be omitted if a degree from a post-secondary institution has been completed

Work Experience – Most recent first, noting starting and ending dates;


6. Here are some other guidelines to follow when creating your resume.


7. Students will now create their own resumes. Here are the steps in completing this activity:

Locate two or three sample resumes you like – Pay close attention to the overall look of the

Company’s name and address; Job title; Brief detailed description of duties and responsibilities

Other – Activities, Honors, Awards, Skills; Most recent first; If list is long, select only most important; May vary for each job based upon what is important and pertains to particular job

References – Type references themselves or “Available upon request”; Special reference page with “References” centered at top of page along with personal heading used on first page of resume; Include names, job titles, addresses, phone numbers, and email addresses; References should have direct knowledge of – Skills, Work experience, Personal character; References should not be relatives; Teachers are great references; Before using someone as a reference, contact that person and gain his or her permission; Let the person know for which job you are applying; Make sure he/she is willing and able to give a good reference; Ask if him/her if he/she is prepared to provide a good recommendation

General Resume Information One or two pages in length – Only

include most important information Neatly typed Use various fonts and sizes and bold

markings to highlight names, headings, etc.

Use bullets, line spacers, and tab settings to space information

Sharp, clean copies made on good quality paper

Avoid extreme colors Poor copies make a poor impression on

potential employers


resume, fonts and bold markings used, headings, spacing, work experience descriptions, etc. These examples can be found using peer resumes, on the Internet, or found on Microsoft Word by clicking on “New” and scrolling down to “Resume.”

Complete CD1.3 listing all information that could be included within each section of the resume

Show completed CD1.3 to teacher for review.

Begin formatting resume on computer.

Create three “styles” of resume using the same information but changing the heading, fonts, spacing, etc. to give each a different look

Have a peer and your teacher take a look at all three styles to help you decide what would be most effective

Select a final resume and print on resume paper.


8. Students will critique each other’s resumes using the peer review form on CD1.4.

Objective 3: Create a personal cover letter and evaluate a peer’s cover letter.

Teaching Strategies Related Content1. Cover letters were next on the list when

preparing for a job. What do you think is the purpose of a cover letter?


Cover Letter Gain interest of potential employer Inform him/her of applicant’s

qualifications Request an interview


2. Share with students the steps in writing a cover letter.


Writing a Cover Letter1st paragraph

Indicate reason for writing Specific position or type of work for

which writer is applying How he/she learned of the opening Refer to any previous conversation or

correspondence

2nd paragraph Mention why he/she is interested in

position, the organization, and its products or services

Indicated what applicant can do for employer

Recent graduate might explain how his/her academic background qualifies him/her for the position

Someone with practical work experience would point out specific achievements or unique qualifications

Should not repeat information reader will find in resume

3rd paragraph Refer reader to enclosed resume or

application that summarizes his/her qualifications, training, and experience

Make employer aware that his/her credentials can be obtained from a college placement office of high school

Closing paragraph Indicate desire for a personal meeting Suggest alternative dates and times or

simply advise reader that he/she is flexible regarding time and place for an appointment

Include phone number and offer any assistance to help obtain a speedy response – Such as calling on a certain date to set up a meeting

Sentence should be included asking if contact person desires additional information or references

Other tips


3. Have students create a cover letter for an available job, for a scholarship, or for an award application.

Locate two or three sample cover letters you like –These examples can be found using peer cover letters, on the Internet, or found on Microsoft Word by clicking on “New,” scrolling down to “Letters,” and selecting “Cover Letter.”

4. Students will critique each other’s cover letters using the peer review form on CD1.5.

Use short but complete sentences and avoid unnecessary words throughout letter

None of the paragraphs should exceed five sentences

Avoid using “I” – Letter sounds more businesslike and flows more smoothly

Objective 4: Complete a sample job application and evaluate a peer’s job application.

Teaching Strategies Related Content1. Once a resume and cover letter have

been completed, it is time to complete the job application. What are some things to remember when completing a job or scholarship application?


2. Prepare a sample job application on CD1.6.

3. Have students critique peer job applications using CD1.7.

Completing Applications Be as neat as possible – Type

application or write neatly in black ink Do no leave any blank – Put N/A for

questions that do not apply Spell all words correctly Follow the directions on the application Prepare a photocopy of application and

prepare a working copy – Transfer information to final copy of application

Carry a copy of resume and any other information needed to fill out an application


Objective 5: Interview for a job and evaluate a peer’s interview.

Teaching Strategies Related Content1. Hopefully once an employer has

received your resume, cover letter, and application, he/she will contact you for an interview. Let’s see how prepared we are for an interview at this time.

2. Have students complete CD1.8.

3. As each question/statement is revealed from CD1.8, have students share their thoughts. Reveal what’s on the PowerPoint slide, and have students add to their notes on CD1.8.

4. Review pointers before arriving for a job interview. As each is being mentioned, discuss the importance of them.


5. Pointers to remember during an interview


Before Arriving for a Job Interview Research the company Know what type of job is available Know the interviewer’s name and how

to pronounce it Practice interviewing – With teacher or

administrator; With businessperson; Use video camera to tape practices

Bring resume and references Bring black ink pen Go to interview alone Arrive early Clean your vehicle inside and out Drive carefully and within speed limit Be aware of major current events

During the Interview Make a good first impression Be prepared Give a firm handshake Be polite, using good manners Be a good listener Do not talk too much – Know when

you have said enough Be positive – Do not talk negatively

about previous jobs or school Maintain eye contact Do not smoke, chew gum, or chew

tobacco Ask questions if prompted


6. Questions you might be asked


7. Questions you should ask


8. After the interview


Take cues as to when the interview is over

Conclude interview with positive closing statement

Questions You Might Be Asked What qualities do you have that will

help you in this job? What are some of your faults? What are three adjectives that describe

you? What do you want to be doing in five

years? What have you done that makes you

qualified for this job? Why are you interested in working for

our company? What have you done that shows you

can work with other people?

You should NOT be asked About age, ethnic background,

nationality, religion, disabilities, marital status, sexual orientation, political affiliation, and arrest record.

Questions You Should Ask What types of benefits are available? What types of responsibilities will I be

expected to fulfill? What are the opportunities for

advancement or an expansion of responsibilities?

What type of wage or salary range can be expected?

When will the position be filled?

After the Interview If job is offered after interview, asking

for time to consider offer is generally acceptable

Write a follow-up letter or email soon after interview – Thank potential employer for his or her time; Express interest in job or future job; Maintain contact with potential employer


9. Have students practice mock interviews with each other. Video tape practices and have students complete the peer evaluation on CD1.9.

Call interviewer to express further interest in job

Review/SummarySlide 32 in CD1 Job Seeking

Finding a job opportunity is only one part of the job hunt. Once possible job opportunities have been identified, one must go through the process of applying to the position. The first step in the application process is creating a resume, a cover letter, and completing the application. Resumes, cover letters, and applications must be good quality to represent people at their best. Since decisions about hiring an employee or awarding a scholarship are frequently made in the applicant’s absence, the resume and application must stand out. Another very important part of the process is the interview. Being both mentally and physically prepared for the interview is important. Preparation includes doing background research on the company, practicing interviewing, and dressing appropriately for the interview. Do not waste the opportunity to make a good impression during an interview.

Review: One more time: Students will have their resume, cover letter, and sample job application critiqued at least one more time by someone outside of the agriculture department. Encourage them to enlist in other teachers, businesspeople, family members, etc. In addition, they should complete at least one practice interview with one of the above listed individuals in preparation for the evaluation piece of this lesson.

Slide 33 in CD1 Job SeekingExit cards: Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:

What did you learn today about seeking a job? What questions do you still have about seeking a job?

Application

Extended Activities


Write sample letters or emails of inquiry for the ten available job students found on CD1.2. Have students examine how they changed each letter to make it more job-specific. If letters were not changed, encourage them to make small tweaks to each one to be more specifically related to each particular job in which they are inquiring.

Gather job applications from local businesses. Examine each in class for similarities and differences. Copy for students to give them practice completing job applications.

Visit Ag Careers Network’s Newsletter Archives to find numerous articles on interviewing, creating a great cover letter, resume tips, etc. Have students select an article and create an 8 ½ x 11 inch poster depicting key messages learned from the article. Put all posters together to form a bulletin board collage of job seeking tips.

Have a recent graduate or panel of graduates from the agriculture program talk to the class about the process they used to locate jobs related to their Supervised Agricultural Experience Programs and how their SAE helped them get hired.

Hold a Job Prep Fair for area FFA chapters. Have students bring current resumes, sample job applications, and sample cover letters to the fair. Each student will meet with a local employer, receiving critiques about his/her resume, application, and cover letter. Mock interviews could also take place during the fair.

EvaluationThe Total Job Interview CD1.10Instruct students to complete final copies of their resumes and cover letters and print on nice paper for this evaluation. Upon coming to class, students will be given a sample job application (CD1.11) to complete and be instructed to complete an interview with an administrator. Have the administrator grade students using the appropriate scoring guide on CD1.10.

Alternate - Paper-pencil Quiz Evaluation CD1.12

Answers to EvaluationEvaluation CD1.10Answers will vary. Use scoring the scoring guides on CD1.10 to assess student work.

Alternate Evaluation CD1.121. D2. Answers should include any three of the following: classified advertisements; personal

contacts with friends, family, teachers, etc; private and public employment agencies; direct contact with businesses; school placement officers; or the Internet

3. D4. C


5. B6. C7. D8. Knowledge of applicant’s work experience, skill, and/or character and should not be

related to him/her9. Names, job titles, addresses, and telephone numbers of at least three people 10. C11. B12. A13. D14. Answers may include any three of the following: What qualities do you have that will

help you in this job? What are some of your faults? What are three adjectives that describe you? What do you want to be doing in five years? What have you done that makes you qualified for this job? Why are you interested in working for our company? What have you done that shows you can work with other people?

15. Answers may include any of the following: What types of benefits are available? What types of responsibilities will I be expected to fulfill? What are the opportunities for advancement or expansion of responsibilities? What type of wage or salary range can be expected? When will the position be filled?


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