1.0 Introduction - Camille Davidson



Resume writing workshop for teenagersCamille DavidsonLIS 560A BruceAutumn 2013Training Module bTable of Contents TOC \o "1-3" \h \z \u 1.0 Introduction PAGEREF _Toc10412864 \h 32.0 Lesson Plan: Resume writing workshop PAGEREF _Toc10412865 \h 32.1 Learning Outcomes PAGEREF _Toc10412866 \h 32.2 Skills PAGEREF _Toc10412867 \h 32.3 Target Audience PAGEREF _Toc10412868 \h 32.4 Materials needed42.5. Program43.0 Evaluation/Conclusion64.0 Further Training65.0 Bibliography7Appendices8 TOC \o "1-3" \h \z \u 1.0 IntroductionThis lesson was designed to provide instruction on resume writing skills to teenagers. In Part a. of this training module I identified resume design as one of the skills required for job-seeking. Teenagers are at a point in their life where they may begin to consider applying for their first job, and are also forming their identities as future adults who will be members of the workforce. For many students, this will be their first introduction to these skills. In Part b., I will present a lesson plan for a workshop that will give the students a clear understanding of the importance of a well written resume in making a first impression, and the ways in which a resume can communicate certain personal attributes to potential employers. Students will also learn resume design conventions.2.0 Lesson Plan: Resume writing workshop2.1 Learning OutcomesStudents will have an understanding of the importance of a resume as communication with prospective employersStudents will understand the conventions and required elements of a resumeStudents will be able to construct a resume and tailor it to their communication needs2.2 SkillsIdentification of relevant experience, skills, or personal attributesWriting skills: communication of information via writingDesign skills: arrangement of written information on the page2.3 Target AudienceThe target audience for this workshop is teenagers: people between the ages of thirteen and nineteen. Fourteen is the minimum age for employment in the United States (U.S. Dept. of Labor website, n.d.), so the teen years are the time in which job-seeking skills should be learned and may begin to be applied. Teenagers are transitioning between childhood and adulthood, and are developing an awareness of themselves in relation to the larger world (Agosto and Huges-Hassell, 2005). Success or failure during the time of their initial job-seeking may affect their notions of self-efficacy later in life, and can influence how they approach pursuing a career (Kanfer, Wanberg, and Kantrowitz, 2001). 2.4 Materials neededThe materials needed for this workshop are a computer lab with access to the Internet, Microsoft Word, and printers, a projector, two handouts, which can be found in Appendix A, and the evaluation survey found in Appendix B. 2.5. Program2.5.1 IntroductionUpon arrival of the students, the instructor will pass out the two handouts, which are examples of a well-written resume created by Rocket J. Squirrel and a poorly written resume created by Bullwinkle J. Moose. The instructor will ask them to imagine they are employers intending to hire one person to work in their candy shop, and pose these questions: Which one would they call for an interview? Why?The prediction is that most of the students to select Rocky’s resume. There is a chance that they will select Bullwinkle’s poorly written resume because he has more work experience. If this happens, the instructor will point out the spelling mistakes, poor grammar, and confusing layout of the document and ask what conclusions about Bullwinkle they can make about him based on these things.DiscussionKeller’s ARCS Model identifies four elements required for effective teaching: Attention, Relevance, Confidence, and Satisfaction (Bruce, 2013). With this initial activity I hope to gain the students’ attention by asking them to think about and then verbalize their impressions of the two resumes from the point of view of an employer. Asking questions is a way to get them involved, because they are required to examine their own thoughts to provide an opinion. The examples will have relevance to them because while one candidate has more work experience, his resume is poorly designed and edited; the other candidate has less experience but is able to communicate his interest and relevant skills effectively with his well-written resume. My hope is that this will resonate with the students, because at their age they are unlikely to have much work experience. This introductory exercise will show them that there are ways to communicate interests and abilities that will make them seem like an attractive candidate even if they lack work experience.2.5.2 Body of the LessonSkill 1: Identification of relevant experience, skills, or personal attributesSteps LectureGroup activityTasksInstructor will give a brief lecture on matching personal information to job criteria.2a. Instructor will have the students count off in order to form groups (it is important that the students do not choose their own groups because we do not want them to know their group members intimately). Instructor will then ask students to think of a type of employment they would enjoy, and then ask them to write it down. Students will then be asked to list attributes of the perfect candidate for that job. Students will share their lists with their group and discuss. 2b. Next students will be asked to think about and write down the skills, interests, and experience they already have. Group members will be asked to help each other think of jobs that their list of skills, interests, and experience would qualify them for. Class will reassemble and volunteers will be solicited to share their lists with the class for discussion. Instructor will collect the lists for assessment at the end of the workshop.Skill 2: Writing skills- communication of information Steps LectureQuestionsTasksInstructor will give a PowerPoint lecture with slides from the media file on this webpage: Instructor will give the students an opportunity to ask questions about the content of the lecture.Skill 3: Design Skills- arrangement of information Steps Lecture Class exerciseTasksInstructor will direct students to this resource: Students will have this webpage to refer to while the instructor gives a brief overview of design elements.2a.Students will create resumes using Microsoft word and have the option of printing a copy to keep for their personal use and emailing a copy to themselves as an attachment. They will then be asked to create an additional version with their group number as their name, and print one copy to give to the instructor.2b.Students will return to their groups. The instructor will hand the group’s resumes back to the group so they are anonymous. Students will confer and nominate one resume with the best design. Class will reassemble and the instructor will lead a discussion of the nominated examples. Instructor will collect the lists for assessment at the end of the workshop. 3.0 Evaluation/ConclusionBy the conclusion of this workshop I hope to have addressed the Confidence and Satisfaction elements of Keller’s ARCS Model in the following ways: The pace and structure of this workshop is designed to give the students confidence in their ability to create an effective resume. Resume creation is broken up into steps that build on each other resulting in a finished product. In this way students will gain understanding of all the elements of a resume and thus will have the ability to create one without using a template. Student satisfaction will come from leaving the workshop with a finished product that they can use when they are applying for jobs. Giving feedback to peers during the group activity will give students a chance to demonstrate what they know, and to give and receive encouragement and assessment. There are elements in this workshop that will address each of the four learning styles identified by Bernice McCarthy (1997). By having the students create their own personal resumes that they can use when applying for jobs, this workshop will satisfy the why requirements of a Type 1 learner. The Type 2 learner will learn the most from the lectures and the online resources, because they are primarily interested in what is to be learned. The Type 3 learner will learn how by the practical application of their learning when they construct their own resume. The Type 4 learners will get to explore what if by experimenting with different design elements during the last segment of the workshop, and then having their peers evaluate the effectiveness of their design.Assessment of the workshop will be done by examination of the lists and resumes collected from the students during class. The discussion of the best resume nominations will also be an opportunity for assessment, because the students will show what they learned by their ability to identify a well-designed resume and articulate what makes it effective. The instructor will also ask the students to fill out a brief evaluative survey found in Appendix B.4.0 Further TrainingThe next step would be to introduce the students to the customs and conventions of cover letters, and to present a lesson plan that will give them an opportunity practice creating some cover letters for different situations.5.0 BibliographyAgosto, D.E., & Hughes-Hassell S. (2005) People, places, and questions: An investigation of the everyday life information-seeking behaviors of urban young adults. Library and Information Science Research, 27(2), 141-63.Bruce, Lorraine. (2013). Theories of Motivation: ARCS. Lecture conducted online.Kanfer, R., Wanberg, C. R., & Kantrowitz, T. M. (2001). Job search and employment: A personality–motivational analysis and meta-analytic review.?Journal of Applied Psychology,?86(5), 837-855. doi:10.1037/0021-9010.86.5.837McCarthy, Bernice. (1997). A tale of four learners:? 4MAT's learning styles.??Educational Leadership,?54(6)U.S. Department of Labor. (n.d.). Youth and Labor: Age requirements. Retrieved from Appendix A: Workshop handoutsRocket J. Squirrel1234 Lake StreetFrostbite Falls, MN 56649(218) 123-4567rockets@OBJECTIVE:Obtain a position as a cashier that would enable me to use my math and leadership skills.EDUCATION:Frostbite Falls High School Frostbite Falls, MN Expected graduation date: June 2016COURSE WORK:Enrolled in Advanced Placement GeometryElectives: art, computer scienceActivities: soccer team, marching bandSKILLS AND INTERESTS:Proficient with Microsoft Word and ExcelStrong leadership skillsAbility to work well with othersAble to follow directionsSelf-starter and quick learnerInterested in art and computers VOLUNTEER EXPERIENCE:Volunteered at the Frostbite Falls High School Halloween carnivalWas on the organization committee for the Jump-a-thon fundraiserFUTURE GOALS:To run for student office during senior yearPursue a college degree in architectureBullwinkle J. Moose4567 Lake StreetFrostbite Falls, MN 56649crazyb@-914400996950work experienceMay 2013- September 2013Jelly Beans, Inc. Frostbite Falls, MNCashierI was responsable for waying out the candy and making change. I also cleaned the store and took out the garbage. March 2013-May 2013Bob’s Balloons Frostbite Falls, MNBalloon FillerI put air in the balloons.Januarey 2013-April 2013Ernie’s Fish Shack Frostbite Falls, MNBusserI picked up the dirty dishes from the tables and gave the customers there water.Summer 2012Frostbite Lake Frostbite Falls, MNLifeguardEducationFrostibite Falls High School Frostbite Falls, MNReferencesBellewinkle Moose (218) 765-4321Rocket J. Squirrel (218) 123-4567Dudley Do-Right (218) 543-2100Appendix BWorkshop EvaluationWhich of the skills that you learned in this workshop do you see yourself using in real life?What parts of this workshop do you think you will not use?What would you have liked us to address, but we did not? Were there segments of the workshop that were confusing or that you wished were given more time to practice? What were they?Were there segments that you think took too much time or taught you what you already knew? What were they? ................
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