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7/30/2019 2014 JA Job Shadow Teacher Guide
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JA Job Shadow
Teacher Guide
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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.
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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.
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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
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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.
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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
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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
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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
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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
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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,
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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)
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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
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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
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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)
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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
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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
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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
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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
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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
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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
Recommended TimeThis session typically takes 45 minutes to complete
Concepts
Elevator pitchJob huntingJob interviewNetworkingProfessional and
ethical behaviors
Skills
Analyze and apply
dataInterviewingOral and written
communication
Organize informationRole-play
SESSION TWO
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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
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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
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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.
Activity Time20 minutes
Key Terms
Ethics
The standards thathelp determinewhat is good, right,and proper
Proessionalism
The behavior andskills expectedof a worker in anindustry
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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
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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
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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
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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.
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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.
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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
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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.
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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
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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
After You Are Hired7 Succeed at work by being professional and ethical
Whenever possible throughout the visit, remind students of these steps to a
successful career and how to apply them
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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.
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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
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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.)
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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?
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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
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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).
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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
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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
Recommended TimeThis session typically takes 45 minutes to complete
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
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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
After You Are Hired7 Succeed at work by being professional and ethical
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.
Activity Time30 minutes
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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
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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
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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
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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
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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
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Student Materials
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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
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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
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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
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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
____________________________________ __________________
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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_________________
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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