PURDUE EDCI 57200
Job Search Workshop
Wassamatta University
Rachel Murch Tim Ludden Dalalle Ali
Summer II 2012
3
Table of Contents
Introduction: .................................................................................................................................................................................................................................. 5
Instructional Goal: ....................................................................................................................................................................................................................... 5
Front-end Analysis: ..................................................................................................................................................................................................................... 5
Goal/Task Analysis: .......................................................................................................................................................................................................................................... 6
Learner and Context Analysis: ..................................................................................................................................................................................................................... 7
Performance Context Analysis ..................................................................................................................................................................................................................... 8
Learning Context ................................................................................................................................................................................................................................................ 9
Module 1 Resume Building .................................................................................................................................................................................................... 11
Assessment Instruments: ............................................................................................................................................................................................................................. 18
Instructional Strategy: ................................................................................................................................................................................................................................... 27
Module 2 Job Search .................................................................................................................................................................................................................. 31
Assessment Instruments .............................................................................................................................................................................................................................. 38
Instructional Strategy .................................................................................................................................................................................................................................... 51
Module 3 Interviewing ............................................................................................................................................................................................................. 57
Assessment Instruments .............................................................................................................................................................................................................................. 59
Instructional Strategy .................................................................................................................................................................................................................................... 63
Appendices ................................................................................................................................................................................................................................... 66
Appendix A-Module 1 – Goal/Task Analysis Resume Building .................................................................................................................................................... 66
Appendix B-Module 1 - Subordinate and Entry Skills Resume Building .................................................................................................................................. 67
Appendix C-Module 2 – Goal/Task Analysis Job Search .................................................................................................................................................................. 72
Appendix D-Module 2 - Subordinate and Entry Skills Job Search ............................................................................................................................................... 72
Appendix E-Module 3 – Goal/Task Analysis Interviewing ............................................................................................................................................................. 75
4
Appendix F-Module 3 – Subordinate and Entry Skills Interviewing .......................................................................................................................................... 76
Instructional Material ............................................................................................................................................................................................................... 78
Module 1 Resume Building .......................................................................................................................................................................................................................... 78
Module 2 Job Search ....................................................................................................................................................................................................................................... 85
Module 3 Interviewing ............................................................................................................................................................................................................................... 102
Formative Evaluations .......................................................................................................................................................................................................... 105
Module 1 ........................................................................................................................................................................................................................................................... 105
Module 2 ........................................................................................................................................................................................................................................................... 108
Module 3 ........................................................................................................................................................................................................................................................... 124
Email Examples ........................................................................................................................................................................................................................ 127
5
Introduction:
After the publishing of a recent article in the New York Times, 01/12 about increased unemployment for recent college graduates
nation-wide, the Wassamatta University collected and analyzed statistical data on their seniors’ matriculation in to the workplace for
the past two years, determining that graduating students are not prepared for the tasks required for acquiring a full-time,
permanent, professional position related to their field of study in the current competitive workforce. The university’s data revealed
that the successful placement of their graduated into a full-time professional position related to their field of study was 50% within
the first six months after graduation. The university has decided to create a recurring half-day tutorial workshop for the sole purpose
of readying its graduates for entering the workforce upon graduation for Fall 2012 and Spring 2013 semesters. Each workshop will
be open to a limited number of graduating seniors to ensure maximum effectiveness of tutorials and exercises. The workshop will be
a half-day tutorial encompassing skill development for resume building, job search, and interview techniques. The workshop should
cultivate these skills in the students, increasing the successful and timely matriculation rate into the workplace for graduating
seniors from the university. Wassamatta University wants the instructional program to increase the employment rates of its
students after graduation and improve the marketability of its degree to incoming students as well as to provide value for the
degree to former students.
Instructional Goal:
Upon completion of the workshop, graduating seniors should have the skills to effectively create a professional resume, successfully
perform job searches within online professional employment databases and social networks, and successfully implement proper
interview techniques during a professional interview.
Front-end Analysis:
Performance Analysis:
Surveys were e-mailed to students that had graduated from the university in the past two years. These surveys gathered information on if the student currently has a job, how long it took him/her to find a job following graduation, whether he/she
6
actively sought employment following graduation, and whether the job was a high or low skilled position. The surveys also asked the student what specific skills he/she learned while finding a job that the university may have not provided before graduation.
After the surveys were organized into data, it was determined that the rate of employment of the university’s graduating seniors is below the national average. It was taking the Wassammatta University’s students longer to find employment and fewer were becoming employed following graduate as compared to the other universities. The surveys also included some clearly defined skills that students believed to be valuable when trying to find a job which included: creating a resume, using job search databases and networking techniques to find a job, and basic interviewing skills.
As the university wants to ensure its degree is valuable in the job market, it was determined that a needs assessment should take place to determine how to improve the above skills for graduating students.
Needs Assessment:
Wassamatta University wants to increase the number of graduates that have a professional, high skilled job within 6 months from the current rate of 50% to 60% in the next two years. There is currently a gap of 10% between the actual rate and desired rate. The university also wants to reduce the average amount of time it takes graduates to find a job from the current average of 6 months to 3 months. There is currently a gap of 3 months between the actual rate and desired rate. This will not only aid the university’s students in their future endeavors, but it will also be a good marketing tool to attract new ones. Wassmatta University has put together a group of job search SME’s and Instructional Designers to design a half day workshop that will focus on improving resume building, job search, and interviewing skills of upcoming graduates.
Goal/Task Analysis:
See Appendix A – Module 1 for Goal/Task Analysis Resume Building
See Appendix B – Module 1 for Subordinate and Entry Skills Resume Building
See Appendix C – Module 2 for Goal/Task Analysis Job Search
See Appendix D – Module 2 for Subordinate and Entry Skills Job Search
See Appendix E – Module 3 for Goal/Task Analysis Interviewing
7
See Appendix G – Module 3 for Subordinate and Entry Skills Interviewing
Learner and Context Analysis:
Learner Analysis
E-mail surveys were sent out to the current seniors at the university that asked a series of demographic questions including job
experience, age, major, activities, academic achievements, desired career goals, and attitudes toward workshop designed to teach
job search skills. A random group of students were selected for interviews to better understand the students’ current understanding
of finding a post-college job, desired career prospects coming out of school, and attitude toward the job search workshop. Surveys
were also sent to instructors asking for an assessment of the students’ academic achievements, verbal participation in class, and
students’ attitude or preference for instructional styles.
Prior Knowledge of Topic Area:
Based on the results of the data analysis, many students were found to have not applied or searched for a professional job while in
college. Most had applied for and held jobs in basic service level industries such as food & restaurants, hospitality, and customer
service. Some students have applied and searched for professional internships, but most students lack significant experience or
knowledge about searching for a professional job. However, they do have some basic skills about how to conduct job search as 90%
students have obtained some part-time and/or entry-level job in the past.
Attitudes toward Content and Potential Delivery System:
Students were concerned about when the content would be delivered. Some students expressed concern for content and delivery
of the instruction, expressing the desire for applicable, real-world content, delivered in a way that would be similar to the
professional setting. Many are planning on applying and performing a job search before graduation. They were also concerned
about this potentially conflicting with busy periods of the semester such as finals or midterms. They were also concerned about
fitting the content into their current class schedule during the week. Because of this, it would be best to have the course occur after
8
the midterm and a couple months before the end of the semester. It is also recommended that the workshop occur on a Saturday
as to avoid conflict with most class schedules.
Academic Motivation:
The students were found to have a high academic motivation to learn this content. Most students were found to have a career plan
to obtain a professional job after graduating college and were highly motivated to learn basic skills that would help them achieve
this goal. Most showed a desire to improve their job search skills to be able to stand out in a highly competitive job market.
Educational and Ability Levels:
All the learners will have either recently graduated with a Bachelor’s degree or will graduate with a Bachelor’s degree by the end of
this school year. They know the basics of creating a resume, searching for a job, and interviewing for a job. These basics are
primarily based on experience in unskilled labor industries.
Group Characteristics:
The group are in their early 20’s and either have or will have a Bachelor’s degree. The majority of students are planning to obtain a
professional skilled position after graduation. Some are open to a variety of professions, while others are focused on professions
related to their current major. Most students have a strong motivation to obtain a professional position primarily for financial
reasons.
Performance Context Analysis
Instructional Goal Based on Needs Assessment:
The instructional goal based on the needs assessment to increase the successful job placement within 3 months after graduation
from 50% to 60% for matriculating seniors to the workplace is a recurring workshop tutorial that addresses, in detail, skills for
9
resume building, job search in databases and networking skills, and interview skills. The university and instructors have provided
support for the instructional content and workshop approach.
Physical Aspects of the Site:
A job search can be done anywhere the learner has access to the appropriate tools. This includes an appropriate digital device
(desktop, laptop, tablet, etc.) and access to the Internet. These are the primary physical tools required to perform a job search.
When attending the interview, the setting will be professional. It will most likely include a chair for the interviewer and interviewee
and a table or desk. This may occur in a meeting room or an office. The interviewer and interviewee will be wearing professional
clothing such as a suit and tie.
Social Aspects of the Site:
As a job search can be done anywhere, the site may have a multitude or minimal amount of social distractions. If done in a public
location such as a coffee shop, there will be a lot of social activity occurring. If it is done in a private location such as a home, there
will be a minimal amount of social activity occurring. The main social aspect of the job search will occur in a digital space and
communication. There also may be some personal social contact when networking.
When attending the interview, the social setting will be professional in context. The interviewer and interviewee will treat each
other with professional courtesy with some friendly phrases but mainly focused on the task at hand. The interview may be done by
individual or a group of individuals. The interviewee may also be interviewed with a group of interviewees. These persons may
know each other through networking or they may not know each other at all.
Learning Context
Compatibility of Site with Instructional Requirements:
10
The site will have Wi-Fi access for students who brought laptops or other mobile devices. It will be recommended that students
bring these devices to be able to perform the requirements to create a resume. Student’s personal electronic devices will also
better represent the situation as most student’s will be using their own electronics while doing a job search as opposed to a locked
down university computer.
Adaptability of Site to Simulate Workplace
There will be chairs and tables at the site to be able to replicate an interview scenario. The mobile devices brought by the students
will also replicate the tools needed to perform a job search. The digital aspect of the workplace will be present, but since the site
will have a group of students, the job search will be more similar to a public site than a private one.
Learning Site Constraints:
Students who do not have a mobile device will be highly constrained. They will be unable to create a sample digital resume or
perform any research for jobs. These students will be able to learn the intellectual skills for job searching, but they will not gain any
experience from the digital situational learning that takes place. Depending on the number of instructors, there may be constraints
on the personal feedback that students receive.
11
Module 1 Resume Building
Performance Objective:
Using word processing software, the learner will create a professional resume specific to his/her skills and career objective. The
ability of the learner to get an interview will be used to assess the effectiveness of the resume.
Terminal Objective:
After completing the resume building workshop, the learner will create a professional resume specific to his/her skills and career
objective using word processing software. A rubric will be used to assess the resume’s overall content, grammar and spelling, and
design.
Main Step in Instructional Goal Performance Objective
1. Identify career objective. From recall, the learner will write his/her career objective to succinctly describe the purpose of the resume.
Subordinate Skills Performance Objective
1.1 Determine career position sought. From recall, the learner will list the careers that he/she wishes to obtain to determine his/her desired career.
1.2 Determine why you want this position.
From recall, the learner will list reasons why he/she wants to obtain the specific careers listed in Step 1.1 to determine his/her future goals and objectives.
1.3 Clearly and succinctly write the career objective in a single sentence.
From recall, the learner will write a single sentence that includes the
12
career goal and desired reason for that goal to enter in a succinct objective in his/her resume.
Main Step in Instructional Goal Performance Objective
2. Identify primary skills and abilities. Given a list of attributes, the learner will identify his/her strengths to include in his/her resume.
Subordinate Skills Performance Objective
2.1 List 3-5 primary skills and abilities related to career objective.
Given a list of skills and abilities, the learner will list 3-5 primary strengths related to his/her career objective to include in the resume sections.
Main Step in Instructional Goal Performance Objective
3. Create resume template in word processor.
Given a word processor, the learner will create a resume template to be able to enter his/her professional information.
Subordinate Skills Performance Objective
3.1 Select the type of resume to create the template based on your primary skills and abilities.
Given resume templates, the learner will select the type of resume template to determine the order of the sections and
13
experience.
3.1.A List the different types of resumes. From memory, the learner will list and define the three main resume types chronological, functional, and combination to select the most appropriate resume type.
3.2 Select section headings to include in the template based on your skills and abilities.
Given resume templates, the learner will select what sections to include in his/her resume to best document his/her skills and experience.
3.2.A List typical section headings included in resumes.
From memory, the learner will list and define typical section headings for resumes such as objective, skills and abilities, activities, work experience, and education to determine what sections to include in his/her resume.
3.3 Format resume template in a word processor with or without a wizard.
Given a word processor, the learner will format his/her resume and enter the sections based on the resume type to be able to enter his/her specific information for each section.
Main Step in Instructional Goal Performance Objective
4. Enter and write heading. Given a computer word processor and resume template, the learner will enter and format his/her
14
heading information to attract attention to his/her contact information and make it easy to reference.
Subordinate Skills Performance Objective
4.1 Enter professional contact information in heading.
Given a computer word processor and resume template, the learner will enter his/her professional contact to provide contact information to potential employers.
4.1.1 Create professional e-mail address. Given a computer with access to a web browser and Internet connection, the caller will create a professional e-mail address from an e-mail provider to demonstrate an understanding of professional etiquette.
4.2 Format heading using word processor. Given a computer word processor and resume template, the learner will format his heading to attract attention to his/her name and make it easy to reference.
Main Step in Instructional Goal Performance Objective
5. Enter personal information into resume sections.
Given a computer word processor and resume template, the learner will enter his/her personal
15
information into the resume sections to match his/her personal information to his/her career objective.
Subordinate Skills Performance Objective
5.1 Identify and list professional skills and abilities.
Given a computer word processor and resume template, the learner will identify and list his/her professional skills and abilities to demonstrate his/her ability to meet his/her career objective.
5.2 Identify and list past professional job experience.
Given a computer word processor and resume template, the learner will identify and list his/her past professional job experience that demonstrates his/her experience for the career objective or overall professional ability.
5.2.1 List past job experience in order of relevance to objective and skills.
Given a computer word processor and resume template, the learner will list his/her past job experience in the order of relevance to his/her objective and skills to emphasize his/her professional abilities.
5.3 Identify and list education. Given a computer word processor and resume template, the learner will identify and list his/her education and educational
16
achievements to demonstrate his/her educational qualifications to meet his/her career objective.
5.4 Identify and list awards and activities. Given a computer word processor and resume template, the learner will identify and list his/her awards and activities that demonstrate his/her professional skills and abilities relevant to his/her career objective.
5.4.1 List awards and activities in order of relevance to objective and skills.
Given a computer word processor and resume template, the learner will list his/her award and activities in order of relevance to his/her career objective and skills to emphasize his/her professional abilities.
5.5 Identify and list information for any sections created in the resume template.
Given a computer word processor and resume template, the learner will identify and list any other personal information into his/her sections created in the resume template to demonstrate his/her skills and abilities that are relevant to his/her career objective.
Main Step in Instructional Goal Performance Objective
6. Review and revise resume. Given a computer word processor and resume template, the learner will revise his/her resume, as
17
required, to improve its professional language and ability to attract professional notice.
Subordinate Skills Performance Objective
6.1 Improve job titles listed to stand out. Given a computer word processor and resume template, the learner will replace job titles with more professional sounding ones to stand out to the resume reviewer.
6.1.1 Research synonymous job titles. Given a computer with access to a search engine, the learner will perform a search for more professional job titles to replace the ones initially listed.
6.2 Add keywords to resume. Given a computer word processor and resume template, the learner will add keywords related to his/her objective to pass initial screening tools for a job search.
6.2.1 Research keywords used in your desired profession.
Given a computer with access to a search engine, the learner will perform a search for keywords that his/her desired career field use to add these words to his/her resume.
6.3 Remove passive verbs and replace with action verbs.
Given a computer word processor and resume template, the learner will remove any passive verbs and replace them with active ones to
18
make his/her resume appear more professional.
Main Step in Instructional Goal Performance Objective
7. Proofread resume Given a computer with access to a search engine, the learner will proofread his/her resume to verify that there are no grammatical or spelling mistakes.
Assessment Instruments:
There will be three assessment instruments for this learning event. Before coming to the session, the students will be provided with
a document that will ask them a series of short-answer questions to help them gather and identify some of their basic personal
information and clarify career goals that will need to be used to create the resume such as work experience, education, primary
skills and abilities, etc. This document will also be used during the assessment as the students will be asked to reflect on their
answers after experiencing the instruction.
The other two assessments will be delivered post instruction. These will include requiring the students to create a resume that they
will use while applying for jobs. The students will be provided with a rubric to know what to include in the resume. This rubric will
be used by the instructors to assess the resume using a rating scale of 1-5. The second assessment tool will be a posttest that will
ask informational short answer questions to reinforce what was learned at the session as well as to evaluate the effectiveness of the
instruction in transferring knowledge about creating a professional resume.
Main Step in Instructional Goal Performance Objective Test Items
1. Identify career objective. From recall, the learner will write his/her career objective
Resume rubric: For your objective, write
19
to succinctly describe the purpose of the resume.
a single sentence that includes your career goal and reasons why you want that career.
Subordinate Skills Performance Objective Test Items
1.1 Determine career position sought.
From recall, the learner will list the careers that he/she wishes to obtain to determine his/her desired career.
Short answer (Pre-test): List the types of specific careers or jobs you would like to get after graduation.
1.2 Determine why you want this position.
From recall, the learner will list reasons why he/she wants to obtain the specific careers listed in Step 1.1 to determine his/her future goals and objectives.
Short answer (Pre-test): Explain why you want to go into the careers or jobs you have listed.
1.3 Clearly and succinctly write the career objective in a single sentence.
From recall, the learner will write a single sentence that includes the career goal and desired reason for that goal to enter in a succinct objective in his/her resume.
Short answer (Pre-test): In a single sentence, write your career objective. Include the specific type of career you are seeking and reason(s) for seeking it.
Main Step in Instructional Goal Performance Objective Test Items
2. Identify primary skills and abilities.
Given a list of attributes, the learner will identify his/her strengths to include in
Short answer (Pre-test): Think about your professional strengths
20
his/her resume. that would be valuable for your desired career. List 3-5 of these strengths below.
Subordinate Skills Performance Objective Test Items
2.1 List 3-5 primary skills and abilities related to career objective.
Given a list of skills and abilities, the learner will list 3-5 primary strengths related to his/her career objective to include in the resume sections.
Short answer (Pre-test): Think about your professional strengths that would be valuable for your desired career. List 3-5 of these strengths below.
Main Step in Instructional Goal Performance Objective Test Items
3. Create resume template in word processor.
Given a word processor, the learner will create a resume template to be able to enter his/her professional information.
Resume rubric: Create a template for your resume with a word processor such as Microsoft Word. Include your contact information, objective, work experience, education, skills & abilities, and any other information you desire to present. (You may use a resume wizard or create the template yourself.)
21
Subordinate Skills Performance Objective Test Items
3.1 Select the type of resume to create the template based on your primary skills and abilities.
Given resume templates, the learner will select the type of resume template to determine the order of the sections and experience.
Resume rubric: Think about how best to present your skills and abilities and choose what type of resume (Chronological, Functional, or Combination) you wish to create and order your resume headings and experience in the appropriate order.
3.1.A List the different types of resumes.
From memory, the learner will list and define the three main resume types chronological, functional, and combination to select the most appropriate resume type.
Short answer (Post-test): List and describe the three main types of resumes below.
3.2 Select section headings to include in the template based on your skills and abilities.
Given resume templates, the learner will select what sections to include in his/her resume to best document his/her skills and experience.
Resume rubric: Think about your strengths, skills, abilities, and experience. Create your resume headings to include based on these.
3.2.A List typical section headings included in resumes.
From memory, the learner will list and define typical section headings for resumes such as objective, skills and abilities, activities, work
Short answer (Post-test): List and describe at least 5 typical resume headings below.
22
experience, and education to determine what sections to include in his/her resume.
3.3 Format resume template in a word processor with or without a wizard.
Given a word processor, the learner will format his/her resume and enter the sections based on the resume type to be able to enter his/her specific information for each section.
Resume rubric: Format your resume using a resume wizard or by creating it yourself in a word processor.
Main Step in Instructional Goal Performance Objective Test Items
4. Enter and write heading. Given a computer word processor and resume template, the learner will enter and format his/her heading information to attract attention to his/her contact information and make it easy to reference.
Resume rubric: Enter and format your resume heading to make it easy to read and attract attention.
Subordinate Skills Performance Objective Test Items
4.1 Enter professional contact information in heading.
Given a computer word processor and resume template, the learner will enter his/her professional contact to provide contact information to potential employers.
Resume rubric: Include your name, address, phone number, and e-mail address in your contact information.
23
4.1.1 Create professional e-mail address.
Given a computer with access to a web browser and Internet connection, the caller will create a professional e-mail address from an e-mail provider to demonstrate an understanding of professional etiquette.
Resume rubric: Use a professional e-mail address. (If you do not have one, create one using a free e-mail provider such as Gmail or YahooMail.)
4.2 Format heading using word processor.
Given a computer word processor and resume template, the learner will format his heading to attract attention to his/her name and make it easy to reference.
Resume Rubric: Format your heading to attract attention and make it easy to read.
Main Step in Instructional Goal Performance Objective Test Items
5. Enter personal information into resume sections.
Given a computer word processor and resume template, the learner will enter his/her personal information into the resume sections to match his/her personal information to his/her career objective..
Resume rubric: Enter your professional information into your resume headings that best matches your objective.
Subordinate Skills Performance Objective
5.1 Identify and list professional Given a computer word Resume rubric:
24
skills and abilities. processor and resume template, the learner will identify and list his/her professional skills and abilities to demonstrate his/her ability to meet his/her career objective.
Enter your skills and abilities that show your ability to meet your career objective.
5.2 Identify and list past professional job experience.
Given a computer word processor and resume template, the learner will identify and list his/her past professional job experience that demonstrates his/her experience for the career objective or overall professional ability.
Resume rubric: Enter your work experience that shows your experience in your career objective or overall professional experience.
5.2.1 List past job experience in order of relevance to objective and skills.
Given a computer word processor and resume template, the learner will list his/her past job experience in the order of relevance to his/her objective and skills to emphasize his/her professional abilities.
Resume rubric: Order your work experience based on its relevance to your career objective.
5.3 Identify and list education. Given a computer word processor and resume template, the learner will identify and list his/her education and educational achievements to demonstrate his/her
Resume rubric: Enter your educational information achievements to show your ability to meet your career objective.
25
educational qualifications to meet his/her career objective.
5.4 Identify and list awards and activities.
Given a computer word processor and resume template, the learner will identify and list his/her awards and activities that demonstrate his/her professional skills and abilities relevant to his/her career objective.
Resume rubric: Enter your awards, honors, and activities that show your ability to meet your career objective.
5.4.1 List awards and activities in order of relevance to objective and skills.
Given a computer word processor and resume template, the learner will list his/her award and activities in order of relevance to his/her career objective and skills to emphasize his/her professional abilities.
Resume rubric: Order your awards, honors, and activities based on their relevance to your career objective.
5.5 Identify and list information for any sections created in the resume template.
Given a computer word processor and resume template, the learner will identify and list any other personal information into his/her sections created in the resume template to demonstrate his/her skills and abilities that are relevant to his/her career objective.
Resume rubric: Enter and order the information for any other section headings based on relevance to your career objective.
26
Main Step in Instructional Goal Performance Objective Test Items
6. Review and revise resume. Given a computer word processor and resume template, the learner will revise his/her resume, as required, to improve its professional language and ability to attract professional notice.
Resume rubric: Include keywords and professional language in your resume.
Subordinate Skills Performance Objective Test Items
6.1 Improve job titles listed to stand out.
Given a computer word processor and resume template, the learner will replace job titles with more professional sounding ones to stand out to the resume reviewer.
Resume rubric: Enter job titles that are professional and will stand out.
6.1.1 Research synonymous job titles.
Given a computer with access to a search engine, the learner will perform a search for more professional job titles to replace the ones initially listed.
Resume rubric: Research professional job titles to use in your resume.
6.2 Add keywords to resume. Given a computer word processor and resume template, the learner will add keywords related to his/her objective to pass initial screening tools for a job
Resume rubric: Include professional keywords in your resume.
27
search.
6.2.1 Research keywords used in your desired profession.
Given a computer with access to a search engine, the learner will perform a search for keywords that his/her desired career field use to add these words to his/her resume.
Resume rubric: Research professional keywords used in your desired career.
6.3 Remove passive verbs and replace with action verbs.
Given a computer word processor and resume template, the learner will remove any passive verbs and replace them with active ones to make his/her resume appear more professional.
Resume rubric: Use active verbs and exclude passive verbs.
Main Step in Instructional Goal Performance Objective Test Items
7. Proofread resume Given a computer with access to a search engine, the learner will proofread his/her resume to verify that there are no grammatical or spelling mistakes.
Resume rubric: Exclude grammatical and spelling errors.
Instructional Strategy:
Pre-instructional Activities:
I. Pre-test: The learners will have completed the pre-test that helped them reflect and identify the content they will need to
complete their resumes.
28
II. Motivation: The instructor will welcome the learners and explain the importance of a resume in applying for a job after
college. The instructor will explain that this session will teach the learners to market themselves by creating a unique,
concise, and professional resume.
III. Objectives: The instructor will go over the objective that the students will be able to create a professional resume to sell
their specific and unique skills and abilities in the job market.
IV. Entry Skills: The entry skills for this learning session will be the ability to use a word processor to create a resume
template, ability to write concisely, and ability to do basic online research.
V. Media and Delivery System: This will be an instructor led lecture to explain the above to the students. The pre-test will
be a Word document e-mailed to the students to complete previous to coming to the class, and students will have been
advised to bring a laptop or mobile device to access this document during the session.
VI. Student Groupings: This initial lecture will be delivered to the entire group.
Content Presentation and Learner Participation:
I. Content Presentation: The instructor will lecture to the entire group while referencing example resumes covering the
different parts of a resume, different ways to format a resume, and different types of resumes. This will be done using
the projector of example resumes, and students will also be provided with physical copies of these examples. During the
presentation, the students will be encouraged to ask questions and will be asked to provide examples for what to include
in certain sections as well as how best to professionally word these examples.
II. Resume Examples provided:
a. Chronological
b. Functional
c. Combination
III. Student Participation:
a. The students will be asked to provide examples of content to place into specific sections of a resume.
b. The students will be asked what the benefits are of a functional and chronological resume.
c. The students will each create or revise their own resumes.
d. The students will break into small groups of 3-4 and review each other’s resumes based on the content presentation.
29
IV. Feedback: The students will be asked to create and submit a final copy of their resume within a week after the session.
These resume’s will be reviewed based on a rubric and the learner will be able to view the rubric and any notes about
how to better improve the resume. The students will also receive peer feedback on their resumes during the small group
session.
V. Media and Delivery System: The content presentation will be instructor led. The instructor will be using a projector and
shared screen to display resume examples. Examples will be provided to the students as hard and digital copies.
Students with and without a computer will be able to access these copies.
VI. Student Groupings: The lecture will be delivered to the entire group. The learners will individually create or revise their
current resume. The learners will also be divided up into small groups of 3-4 to review each other’s resumes and critique
them.
Assessments:
I. Entry skills test: No entry skills test will be provided. It will be assumed that the students have basic word processing
skills and the ability to write concisely.
II. Pre-test: The students will be provided a worksheet before the session to complete. This worksheet will ask the student
to reflect and list content to be included in their resumes which will then be used when creating their actual resume. The
students will also create their own resume before coming to the session.
III. Post-test: The students will be provided a brief short-answer post-test to ensure they have retained some of the basic
informational aspects of the session. The students will also be required to submit a final version of their resume to be
reviewed by the instructor.
Follow-through activities:
I. Memory aids for retention: The example resumes will act as memory aids for the learners. Each of these will provide
examples of how different types of resumes can be formatted as well as the different sections that can be included in a
resume.
II. Transfer considerations: The environment the resumes will be created in is more formal than where the students may
make their own resumes such as at home or in a coffee shop. The students will be asked to create their final resume
30
wherever they prefer to overcome this transfer consideration. However, it seems unlikely that creating the resume in a
less formal environment will prove to interfere with learning transfer.
III. Media and Delivery System: The resume examples will be provided as hard copies, but the students will also be able to
access these as a digital file.
31
Module 2 Job Search
Performance Objectives
Upon completion of the workshop, graduating seniors should have the skills to effectively create a resume, successfully navigate job
search professional online employment databases and network with professional organizations, and successfully implement
interview techniques during a professional interview.
Main Instructional Goal Terminal Objective
Graduating seniors will successfully navigate job search professional online employment databases and network with professional organizations and apply for employment.
Given access to Internet databases and social networking sites, the learner will search for professional organizations within their field of study, evaluate the employment opportunities within the organizations, and apply for employment within organizations that meet personal financial and employment standards and feasibility of employment opportunity given the learner's degree to be earned.
Main Step in Instructional Goal Performance Objective
1 Turn on Computer and locate web browser
Given access to a computer and mouse, the learner will locate web browser by successfully placing cursor over the icon.
Main Step in Instructional Goal Performance Objective
2 Open the Web Browser
Given access to a computer and mouse, the learner will select the web browser icon by using the mouse to open the application window.
Main Step in Instructional Goal Performance Objective
3 Choose to perform a database search or networking
Given databases for employment opportunities within professional organizations or search social networks for networking and employment
32
opportunities, the learner will choose to search in professional online employment databases or social networks, as applicable.
Main Step in Instructional Goal Performance Objective
4 Locate an online professional Online Database
Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment Database.
Subordinate Skills Performance Objective
4.1
Search for Professional Online Databases in an Internet search engine
Given access to an online database, the learner will search for employment opportunities into an Internet search engine. Search should locate the URL for a website that houses a database for employment opportunities.
Main Step in Instructional Goal Performance Objective
5 Search for and locate jobs related to learner's field of study
Given access to an online database, the learner will search for and locate employment positions related to learner's field of study and based on feasibility to procure, given learner's degree to be earned.
Main Step in Instructional Goal Performance Objective
6
Assess the financial and professional incentives according to the jobs available
Given employment opportunity within an organization related to your field of study, assess whether the financial and professional incentives are acceptable based on learner's personal financial and professional standards and feasibility of procuring employment, given the learner's academic degree to be earned.
Subordinate Skills Performance Objective
6.2 Identify desired career related to learner's field of study
Given access to search results from an online database, the learner will identify the career profession desired related to learner's field of
33
study based on feasibility of procuring employment with in that profession, given the learner's academic degree to be earned.
6.1
Identify desired area related to learner's field of study that learner prefers to work in
Given access to search results from an online database, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.
Main Step in Instruction Performance Objective
7 Decide whether the financial and professional incentives are adequate
Given access to an online database, the learner will decide if the employment opportunity located is acceptable to the learner. Acceptability resulting in proceeding to step 8, and lack of acceptability resulting in reverting back to step 5.
Main Step in Instructional Goal Performance Objective
8
Communicate interest to the professional organization and job available
Given the decision that the employment opportunity within the professional organization is acceptable to the learner, communicate interest to the professional organization in the form of an email using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Subordinate Skills Performance Objective
8.2 Send professional email to the organization
Given access to online email application, the learner will send a professional email expressing interest to the professional organization’s human resources department as well as the manager of the department where the desired position is
34
located.
8.1 Compose professional email to the organization
Given access to online word processer, the learner will compose a professional email expressing interest to the professional organization about the employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Main Step in the Instruction Performance Objective
9 Locate an online Social Network
Given access to an online database, the learner will obtain access to an online Social Network with access to organizations professional profiles.
Main Step in Instructional Goal Performance Objective
10
Assess current possession of a user name and password for the social network?
Learner will assess whether he or she currently possesses a user name and password for the social network the learner is attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to step 11.
Main Step in Instructional Goal Performance Objective
11 Create a user name and password for social network
Given access to an online social network, the learner will create a user name and create a password for the social network that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.
Main Step in Instructional Goal Performance Objective
12 Type in user name and password to gain access to learner's profile
Given previous possession of, or recent creation of, user name and password, learner will enter
35
learner's user name and password into the appropriate fields of the social network's website.
Main Step in Instructional Goal Performance Objective
13 Search for profiles of professional organizations
Given access to the social network website, the learner will search for and locate profiles of professional organizations related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.
Subordinate Skills Performance Objective
13.1
Assess the possible organizations of interest related to learner's field of study
Given access to the social network website, the learner will determine if the possible career opportunities within the professional organization are desirable based on the learner's desired area of study within their field of study and feasibility that employment may be procured, given the learner's degree to be earned.
13.2
Search for professional organizations associated with learner's field of study using a search engine
Given access to the social network website, the learner will search for professional organizations within or related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.
Main Step in the Instruction Performance Objective
14
Locate profiles of professional organizations in learner's field of study
Given access to the social network, the learner will search for and locate profiles of professional organizations related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.
Main Step in Instructional Goal Performance Objective
36
15
Assess the interest in the professional organization and career opportunities
Given access to the social network, the learner will assess the professional organization located and decide whether the organization and possible employment opportunities are of interest to the learner based on learner's personal financial and professional standards and based on feasibility of procuring employment, given the learner's academic degree to be earned.
Subordinate Skills Performance Objective
15.1
Identify desired area related to learner's field of study learner prefers to work in
Given access to search results from social network, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.
Main Step in the Instruction Performance Objective
16
Become friends with an organization's professional profile related to learner's field of study
Given decided interest in the organization and possible employment opportunities with the organization, the learner will connect with the organization through the social network by becoming friends with the organization's profile.
Subordinate Skill Performance Objective
16.1 Select option labeled profile
Given a mouse and laptop computer, the student will select by left clicking the mouse on the organization's profile within the social network to access the organization's profile within the social network.
16.2 Select add as friend
Given a mouse and laptop computer, the student will select by left clicking the mouse on the proper field within the organization's profile to link the two profiles and become friends.
Main Step in the Instruction Performance Objective
37
17
Communicate interest in professional organization through social network
Given access to an online message system, the learner will communicate interest to the professional organization in the form of a professional message using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Subordinate Skill Performance Objective
17.2 Send professional message to the organization
Given access to online word processer, the learner will send the professional message expressing interest to the professional organization's profile. The message should be addressed to the human resources department for the professional organization.
17.1 Compose professional message to the organization
Given access to online word processer, the learner will write a professional message expressing interest to the professional organization about possible employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Main Step in the Instruction Performance Objective
18 Send the professional organization a copy of learner's resume via email
Given the decision that organizational qualifications and employment opportunities available within professional organizations are acceptable to the learner, the learner will send a
38
copy of the learner's resume to the organization. Resume should be sent to organization's human resource department and department manager if found through employment database or to the organization's profile if found through social network. Resume should be current and professional.
Entry Skills:
A Be able to perform basic computer skills
B Be able to perform basic Internet browsing skills
C Be able to perform basic skills for Internet search engines
D Knowledge of career opportunities related to learner's field of study
E Knowledge of professional areas related to learner's field of study
F Be able to perform basic professional written communication skills
G Have access to a working email and basic email skills
H Knowledge of personal financial and work standards for employment
I Basic knowledge of Social Network application, such as Facebook and Twitter
J Have access to a working network profile and basic composition skills
K Have a professional resume ready to send
Assessment Instruments
Entry Skills Assessment:
Students attending the Job Search Workshop do not need to be assessed for entry skills. Graduating seniors are in their final two semesters of studies. As per requirements for applying to the university and performance in academic courses, students
39
should be able to perform basic computer skills and basic Internet browsing with search engines. Given completion of introductory English composition courses, students should be able to perform basic professional written communication skills. As per provision of student email from the university and required communication with professors, students should have a working email and be able to perform basic email skills. Given professor and university activities involvement within social networks, student should have basic knowledge and skills of social network applications. Given completion of the first hour of the Job Search Workshop, students should have an updated professional resume available to send to professional organizations of interest. Given advanced coursework in their field of study and required advisement appointments each semester, students should have a working knowledge of field areas, career opportunities and personal employment standards, given the degree to be earned.
Pretest:
Some graduating seniors will enter the workshop with complete, little, or no knowledge of the instructional content. The pretest will determine which skills possessed by the learners. The results from the pretest will guide the instruction by allowing instructors to determine how in-depth the content of each component should be. In addition, pretest items will include short answer questions to gather and identify some of their basic personal information and clarify career goals. This information will also be used during the assessment as the students will be asked to reflect on their answers after experiencing the instruction. Students will be asked to describe the steps taken to find employment opportunities through databases and social networks. Descriptions will be assessed based on feasibility of procuring employment through the process described. Students will also be asked to describe the personal financial and professional standards for employment, the areas of study within their field they prefer, and the career related to their area of study they prefer. This information will be used as criterion during evaluation. Pretests will be administered prior to the start of the workshop. If students do not pass they will be branched.
Practice Test:
After initial lecture on content, learners will practice searching for employment opportunities though databases and professional organizations through social networks during the second hour-long section of the workshop. The learners will be provided access to the computers with Internet. Refer to the “Content Presentation and Learner Participation” section for lists of learner practice activities. Among the practice exercises, students will participate in practice searches and discussions
40
as a class guided by the instructor. Students will also be provided with examples of web searches and results to follow as well as simple search objectives to find and assess according to content instruction.
Posttest:
Each learner will be assessed on all components of the instructional content, based on each main step and corresponding subordinate steps. The learner will also be assessed for performance of the terminal objective. The posttest for job search and networking will be given at the end of the half-day workshop. The posttest will contain performance criteria that the learner will demonstrate successfully as well as a short answer portion that will be compared against the personal information provided in the pretest. The learner will be asked to successfully locate feasible employment opportunities through performance of a data based and social network search. Other criteria will be used to measure the feasibility of procurement of employment within the organizations the learner chooses. The instructor will use a rubric to judge the congruence of the learner’s personal information from the pretest to the learner’s short answer responses. The instructor will use a process checklist during the observation assessment to judge the learner’s performance.
Main Instructional Goal Terminal Objective Test Item
Graduating seniors will successfully navigate job search databases and network with professional organizations and apply for employment.
Given access to Internet databases and social networking sites, the learner will search for professional organizations within their field of study, evaluate the employment opportunities within the organizations, and apply for employment within organizations that meet personal financial and employment standards. Feasibility of employment opportunity for the positions applied for by the learner, given the learner's degree to be earned, will be
Perform a database search for employment opportunities and a social network search for professional organizations within your field of study. Enter the name of the professional organization and employment opportunity available within the organization into the chart provided. Assess the acceptability of the professional organization or
41
used to judge the success of job search, evaluation, and employment application of the learner.
employment opportunity for each item written in the chart and decide if the item is acceptable to learner’s personal financial and professional standards. Send a message or email to the organizations that are acceptable as well as a professional resume.
Main Step in Instructional Goal
Performance Objective Test Item
3
Choose to perform a database search or networking
Given databases for employment opportunities within professional organizations or search social networks for networking and employment opportunities, the learner will choose to search in databases or social networks, as applicable.
Short Answer: On the document provided, identify choice of database search or social network search.
Main Step in Instructional Goal
Performance Objective Test Item
4
Locate an online professional Online Database
Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment Database.
Process Checklist: Locate a professional online database and access website.
Subordinate Skills Performance Objective Test Item
4.1 Search for Professional Given access to an online Process Checklist: Using a
42
Online Databases in an Internet search engine
database, the learner will search for employment opportunities into an Internet search engine. Search should locate the URL for a website that houses a database for employment opportunities.
search engine, search for a professional employment database.
Main Step in Instructional Goal
Performance Objective Test Item
5
Search for and locate jobs related to learner's field of study
Given access to an online database, the learner will search for and locate employment positions related to learner's field of study and based on feasibility to procure, given learner's degree to be earned.
Short Answer: Locate available career opportunities related to learner’s field of study. State the name of the organization and career opportunities located into the document provided.
Main Step in Instructional Goal
Performance Objective Test Item
6
Assess the financial and professional incentives according to the jobs available
Given employment opportunity within an organization related to your field of study, assess whether the financial and professional incentives are acceptable based on learner's personal financial and professional standards and feasibility of procuring employment, given the learner's academic degree to be earned.
Short Answer: On the document provided, state the positive and negative characteristics of the available employment opportunities according to learner’s personal standards identified in the pretest.
Subordinate Skills Performance Objective Test Item
43
6.2
Identify desired career related to learner's field of study
Given access to search results from an online database, the learner will identify the career profession desired related to learner's field of study based on feasibility of procuring employment with in that profession, and given the learner's academic degree to be earned.
Short Answer: On the document provided, identify and describe career the learner desires for employment within their field of study.
6.1
Identify desired area related to learner's field of study that learner prefers to work in
Given access to search results from an online database, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, and given the learner's academic degree to be earned.
Short Answer: On the document provided, identify and describe the preferred areas within or related to learner’s field of study.
Main Step in Instruction Performance Objective Test Item
7
Decide whether the financial and professional incentives are adequate
Given access to an online database, the learner will decide if the employment opportunity located is acceptable to the learner. Adequacy resulting in proceeding to step 8, and inadequacy resulting in reverting back to step 5.
Multiple Choice: On the document provided, select Y or N whether the each available employment opportunity is acceptable to the learner.
Main Step in Instructional Goal
Performance Objective Test Item
8 Communicate interest to the professional
Given the decision that the employment opportunity within
Short Answer: On the document provided, for
44
organization and job available
the professional organization is acceptable to the learner, communicate interest to the professional organization in the form of an email using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
each Y in step 7, compose and send a professional email indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Sent Email.”
Subordinate Skills Performance Objective Test Item
8.2 Send professional email to the organization
Given access to online email application, the learner will send a professional email expressing interest to the professional organization’s human resources department as well as the manager of the department where the desired position is located.
Short Answer: send a professional email indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Email.”
8.1 Compose professional email to the organization
Given access to online word processer, the learner will compose a professional email expressing interest to the professional organization about the employment opportunities available using professional
Short Answer: Compose a professional email expressing interest to the professional organization of interest and attach to the document provided.
45
language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Main Step in the Instruction
Performance Objective
9 Locate an online Social Network
Given access to an online database, the learner will obtain access to an online Social Network with access to organizations professional profiles.
Process Checklist: Use a search engine to locate a social network website.
Main Step in Instructional Goal
Performance Objective Test Item
10
Assess current possession of a user name and password for the social network
Learner will assess whether he or she currently possesses a user name and password for the social network the learner is attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to step 11.
No assessment needed.
Main Step in Instructional Goal
Performance Objective Test Item
11
Create a user name and password for social network
Given access to an online social network, the learner will create a user name and create a
Process Checklist: Create a user name and password for new profile.
46
password for the social network that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.
Main Step in Instructional Goal
Performance Objective Test Item
12
Type in user name and password to gain access to learner's profile
Given previous possession of, or recent creation of, user name and password, learner will enter learner's user name and password into the appropriate fields of the social network's website.
Process Checklist: Enter learner’s user name and password into the appropriate fields of the social network homepage.
Main Step in Instructional Goal
Performance Objective Test Item
13
Search for profiles of professional organizations
Given access to the social network website, the learner will search for and locate profiles of professional organizations related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.
Short Answer: Locate profiles of professional organizations related to learner’s field of study. State the name of the organization and area within the field of study into the document provided.
Subordinate Skills Performance Objective Test Item
13.1
Assess the possible organizations of interest related to learner's field of study
Given access to the social network website, the learner will determine if the possible career opportunities within the professional organization are
Short Answer: On the document provided, state similar and dissimilar characteristics of the professional organization
47
desirable based on the learner's desired area of study within their field of study and feasibility that employment may be procured, given the learner's degree to be earned.
according to learner’s personal preferences for employment preferences.
13.2
Search for professional organizations associated with learner's field of study using a search engine
Given access to the social network website, the learner will search for professional organizations within or related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.
Short Answer: Locate names of professional organizations related to the preferred area of employment within the learner’s field of study using a search engine. State the name of the organization characteristics of the professional organization into the document provided.
Main Step in the Instruction
Performance Objective Test Item
14
Locate profiles of professional organizations in learner's field of study
Given access to the social network, the learner will search for and locate profiles of professional organizations related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.
Short Answer: Locate profiles of professional organizations congruent with the learner’s preferences. State the name of the organization and area within the field of study into the document provided.
48
Main Step in Instructional Goal
Performance Objective
15
Assess the interest in the professional organization and career opportunities
Given access to the social network, the learner will assess the professional organization located and decide whether the organization and possible employment opportunities are of interest to the learner based on learner's personal financial and professional standards and based on feasibility of procuring employment, given the learner's academic degree to be earned.
Short Answer: Indicate with a Y or N whether the each professional organization’s profile is of interest to the learner.
Subordinate Skills Performance Objective Test Item
15.1
Identify desired area related to learner's field of study learner prefers to work in
Given access to search results from social network, the learner will choose the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.
Short Answer: Identify and describe, on the document provided, the preferred areas within or related to learner’s field of study that the learner would prefer to find employment in.
Main Step in the Instruction
Performance Objective Test Item
16
Become friends with an organization's professional profile related to learner's field of study
Given decided interest in the organization and possible employment opportunities with the organization, the learner will connect with the organization through the social network by
Process Checklist: Link the learner’s profile with each professional organization’s profile that the learner indicated interest in.
49
becoming friends with the organization's profile.
Subordinate Skill Performance Objective Test Item
16.1 Select option labeled profile
Given a mouse and laptop computer, the student will select by left clicking the mouse on the organization's profile within the social network to access the organization's profile within the social network.
Process Checklist: Select the professional organization’s profile.
16.2 Select add as friend
Given a mouse and laptop computer, the student will select by left clicking the mouse on the proper field within the organization's profile to link the two profiles and become friends.
Process Checklist: Select the appropriate field to link the professional organization’s profile to the learner’s profile as a friend.
Main Step in the Instruction
Performance Objective
17
Communicate interest in professional organization through social network
Given access to an online message system, the learner will communicate interest to the professional organization in the form of a professional message using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Short Answer: For each Y, Compose and send a professional message through the social network to the organization.
50
Subordinate Skill Performance Objective Test Item
17.2
Send professional message to the organization
Given access to online word processer, the learner will send the professional message expressing interest to the professional organization's profile. The message should be addressed to the human resources department for the professional organization.
Short Answer: Send a professional message indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Message.”
17.1
Compose professional message to the organization
Given access to online word processer, the learner will write a professional message expressing interest to the professional organization about possible employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.
Short Answer: Compose a professional message expressing interest to the professional organization of interest and attach to the document provided.
Main Step in the Instruction
Performance Objective Test Item
18
Send the professional organization a copy of learner's resume via
Given the decision that organizational qualifications and employment opportunities
Short Answer: For each professional organization that the learner sent a
51
email available within professional organizations are acceptable to the learner, the learner will send a copy of the learner's resume to the organization. Resume should be sent to organization's human resource department and department manager if found through employment database or to the organization's profile if found through social network. Resume should be current and professional.
message or email, send the human resource a copy of the learner’s professional resume. On the document provided, select Y in the space labeled “Resume” corresponding to the organization.
Instructional Strategy
Objectives Sequence and Clusters
Cluster 1 Cluster 2 Cluster 3 Cluster 4
1 4.1 6.1 8.1
2 4 6.2 8.2
3 5 6 8
9.1 7 16.1
9 15.1 16.2
10 15 16
11 17.1
12 17.2
13.1 17
13.2 18
13
14
52
Cluster 1
Objectives:
1 Given access to a computer and mouse, the learner will locate web browser by successfully placing cursor over the icon.
2 Given access to a computer and mouse, the learner will select the web browser icon by using the mouse to open the
application window.
3 Given databases for employment opportunities within professional organizations or search social networks for networking
and employment opportunities, the learner will choose to search in databases or social networks, as applicable.
Content Presentation:
Content: Content is based on entry skills A and B for Objectives 1 and 2.
Instructor will review turning on the computer and opening the web browser. Instructor will explain the
characteristics and potential results provided for each type of search.
Examples: Consider the characteristics and potential results of each type of search, and what opportunities might be
found in each.
Student Grouping and Media Selection: Students will begin in whole-group, projector linked to instructor’s computer screen
will depict demonstration of objectives.
Student Participation:
Practice Items and Activities: Write down possible results and opportunities found for each type of search, and compare
potential results from each type of search.
53
Feedback: Discuss as a group the various results and opportunities found for each type of search. State a choice of database
search or social network search as a class.
Student Grouping and Media Selection: Students begin working individually and then conduct a group discussion lead by the
instructor with the whole class.
Cluster 2
Objectives:
4.1 Given access to an online database, the learner will search for employment opportunities into an Internet search engine.
Search should locate the URL for a website that houses a database for employment opportunities.
4 Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment
Database.
5 Given access to an online database, the learner will search for and locate employment positions related to learner's field of
study and based on feasibility to procure, given learner's degree to be earned.
9 Given access to an online database, the learner will obtain access to an online Social Network with access to organizations
professional profiles.
10 Learner will assess whether he or she currently possesses a user name and password for the social network the learner is
attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to
step 11.
11 Given access to an online social network, the learner will create a user name and create a password for the social network
that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.
12 Given previous possession of, or recent creation of, user name and password, learner will enter learner's user name and
password into the appropriate fields of the social network's website.
54
13.2 Given access to the social network website, the learner will search for professional organizations within or related to
learner's field of study related to learner's field of study and provide the possibility of employment that may be procured,
given the learner's degree to be earned.
13 Given access to the social network website, the learner will search for and locate profiles of professional organizations
related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.
14 Given access to the social network, the learner will search for and locate profiles of professional organizations related to
learner's field of study related to learner's field of study and provide the possibility of employment that may be procured,
given the learner's degree to be earned.
Content Presentation:
Content: Providing a hypothetical field of study and professional standards for employment, the instructor will
demonstrate searching for professional online databases and social networks in a search engine.
Information will be presented for the characteristics of each database and social network. Instructor will
demonstrate locating and accessing the professional online databases and social networks. Next, the
Instructor will demonstrate performing a search for and locating career opportunities and professional
organization’s profiles within the corresponding database or social network.
Examples: Consider the appropriate searches, given the instructors hypothetical field of study and professional
standards for employment. Consider the career searches that would be appropriate for your field of study
and desired employment standards.
Student Grouping and Media Selection: Students will begin in whole-group, projector linked to instructor’s computer screen
will depict demonstration of objectives.
55
Student Participation:
Practice Items and Activities: Write down possible searches that would be appropriate for your field of study and desired
professional employment. Turn to your neighbor and compare the searches that apply to your field of
study and standards in relation to your partner’s field of study and professional standards for employment.
Feedback: Discuss as a group the various appropriate searches within database and social network parameters for the
hypothetical field of study and personal professional standards.
Student Grouping and Media Selection: Students begin working individually, then works with a partner, and finally
participates in a group discussion lead by the instructor with the whole class.
Pre-instructional Activities:
Pre-test:
The learners will have completed the pre-test that helped them reflect and identify the skills and personal information they will need to perform the social network and database searches.
Motivation:
The instructor will welcome the learners and explain the importance of job searches in applying for employment after graduation. The instructor will explain that this session will teach the learners perform a relevant and appropriate job search.
Objectives:
The instructor will identify the objective that the learners will be able to perform a database and social network search.
Media and Delivery System:
56
This will be an instructor led lecture to explain the above to the students. The pre-test will be a Word document e-mailed to the students to complete previous to coming to the class.
Student Groupings: This initial lecture will be delivered to the entire group.
Follow-through activities:
Memory aids for retention: The example provided by the instructor during discussion and during practice searches will act as
memory aids for the learners. They will provide examples of how to perform searches and results for
different types of employment preferences and fields of study.
Transfer considerations: The environment the job searches will be performed in is more formal than where the learners will
perform, such as at home or in a coffee shop. The students will be asked to perform their job search
wherever they prefer. However, it seems unlikely that performing a job search in a less formal
environment will interfere with learning transfer.
Media and Delivery System: The instructor’s presentation and job search examples will be provided as hard copies prior to
beginning the lecture.
57
Module 3 Interviewing
Performance Objectives
Instructional goal: Participants of this workshop will demonstrate interviewing skills.
Terminal Objective: After the workshop, the learner will understand how to prepare for and participate in a job interview.
Main Step in Instructional Goal Performance Objective for Main Step
1. Prepare for the interview The learner will prepare for the interview by planning how to get where he/she needs to go for it, and making a list of things to bring to the interview.
Subordinate Skill Subordinate Objective
1.1 Conduct research to get familiar with the company
Given access to a computer with internet connection, the learner will conduct research on a company.
1.2 Find the address of interview Given access to a computer with Internet connection, the learner will find the address of where the interview is going to be held and he/she will write it down.
1.3 Determine route to the interview
Given access to the internet and an electronic mapping tool, the learner will use the address to determine what the best route is to take to get to the interview and how long it will take to get there.
1.4 Prepare a portfolio The learner will prepare a portfolio.
1.5 Outline specific things you will say in an interview
The learner will outline specific things he/she will say during an interview.
Main Step in Instructional Goal Performance Objective for Main Step
2. Dress appropriately Given clothing options, the learner will decide what the appropriate attire would be to wear to the interview.
Subordinate Skill Subordinate Objective
2.1 Be neat, tidy, and well-groomed
From recall, the learner will list the steps to be taken to look neat, tidy, and well-groomed.
58
2.2 Match your attire to the company culture
From recall, the learner will make a list of what clothing items should be worn to the interview.
Main Step in Instructional Goal Performance Objective for Main Step
3. Arrive at the interview From memory, the learner will describe when and where he/she should arrive at the interview.
Subordinate Skill Subordinate Objective
3.1 Arrive 5-10 minutes early From memory, the learner will describe when he/she should arrive at the interview.
3.2 Turn off cell phone Given a cell phone, the learner will turn off his/her cell phone.
3.3 Use a good, strong handshake to introduce yourself
Given a partner, the learner will introduce him/herself by shaking hands to demonstrate a good, strong handshake.
Main Step in Instructional Goal Performance Objective for Main Step
4. Use good nonverbal communication
Given a partner, the learner will demonstrate good nonverbal communication skills.
Subordinate Skill Subordinate Objective
4.1 Pay attention to what the interviewer is saying
Given a partner, the learner will nod occasionally.
4.2 Listen attentively by paraphrasing
Given a partner, the learner will paraphrase what the partner is saying, as appropriate.
4.3 Make eye contact Given a partner, the learner will make appropriate eye contact.
4.4 Keep proper posture Given a partner, the learner will keep proper posture.
4.5 Smile and use other pleasant facial expressions
Given a partner, the learner will smile pleasantly when the partner is talking.
Main Step in Instructional Goal Performance Objective for Main Step
5. Behave in a professional manner
Given a partner, the learner will behave in a professional manner.
Subordinate Skill Subordinate Objective
5.1 Use professional language Given a partner, the learner will use professional language.
5.2 Stay cool, calm, and confident
Given a partner, the learner will sit quietly and calmly while the partner is speaking.
5.3 Maintain an ethical conversation
Given a partner, the learner will maintain an ethical conversation by refraining from using phrases or topics relating to race, religion, age, politics, or sexual orientation.
59
Main Step in Instructional Goal Performance Objective for Main Step
9. Send the interviewer a thank you note or email
Reflecting on the conversation, the learner will write a thank you note or email and give or send it to the partner.
Entry Skills:
Entry skills for the above include:
● Basic computer skills ● Basic internet search skills ● Ability to determine appropriate mode of transportation ● Ability to communicate effectively ● Know how to send an email ● Know how to mail a letter ● Ability to compose a letter: Salutation, body, closing ● Ability to determine what the best mode of transportation would be in a given situation
Assessment Instruments
Given that the audience for this workshop is a group of soon-to-be or recent college graduates, it is assumed that all of them have the necessary entry skills for this workshop. No test will be given to verify entry skills. A practice test will be given to all workshop participants. The group will watch a video demonstrating an interview. The learners will observe and list what the interviewee did right and wrong during the interview. See Appendix 3F Practice Test Example
60
A posttest will be given to all workshop participants. It will include a combination of short answer, short essay/paragraph, and multiple choice questions. See Appendix 3D for Posttest Example 1
A second posttest will be given to each workshop participant to evaluate the partner that they worked with for the hour. The evaluation includes a combination of yes/no answers and ranking of how well the interviewee demonstrated particular skills. The interviewer will do the evaluation at the end of the role-playing exercise. The expectation is that the interviewees demonstrated that they clearly understand what is expected of them before, during, and after an interview. See Appendix 3E for Posttest Example 2
Main Step in Instructional Goal
Performance Objective for Main Step Test Items
1. Prepare for the interview
The learner will prepare for the interview by planning how to get where he/she needs to go for it, and making a list of things to bring to the interview.
Posttest: Create a list of the items that need to be brought to the interview, including tasks that need to be completed before the interview.
Subordinate Skill Subordinate Objective Test Items
1.1 Conduct research to get familiar with the company
Given access to a computer with internet connection, the learner will conduct research on a company.
Posttest: Write a short paragraph to explain what was learned about the company through research.
1.2 Find the address of interview
Given access to a computer with Internet connection, the learner will find the address of where the interview is going to be held and he/she will write it down.
Posttest: Short answer. List the address of where the interview will take place.
1.3 Determine route to the interview
Given access to the internet and an electronic mapping tool, the learner will use the address to
Posttest: Short answer. List the directions and any other relevant transportation information. This could
61
determine what the best route is to take to get to the interview and how long it will take to get there.
include a chosen bus route, taxi phone number, or place to park.
1.4 Prepare a portfolio The learner will prepare a portfolio. Posttest: Given a list of items, the learner will prepare a portfolio to bring with them to a job interview.
1.5 Outline specific things you will say in an interview
The learner will outline specific things he/she will say during an interview.
Posttest: Write a short paragraph listing things to highlight during the interview.
Main Step in Instructional Goal
Performance Objective for Main Step Test Items
2. Dress appropriately Given clothing options, the learner will decide what the appropriate attire would be to wear to the interview.
Posttest: Short answer. Describe the appropriate clothing items to wear to the interview.
Subordinate Skill Subordinate Objective Test Items
2.1 Be neat, tidy, and well-groomed
From recall, the learner will list the steps to be taken to look neat, tidy, and well-groomed.
Posttest: Short answer. List the tasks that need to be completed to ensure a neat and tidy appearance.
2.2 Match your attire to the company culture
From recall, the learner will make a list of what clothing items should be worn to the interview.
Posttest: Multiple choice. Circle the appropriate type of attire to be worn to the interview. Options include: professional, business casual, casual.
Main Step in Instructional Goal
Performance Objective for Main Step Test Items
3. Arrive at the interview
From memory, the learner will describe when and where he/she should arrive at the interview.
Posttest: Short answer. List the day, time of interview, and place to arrive at the interview.
Subordinate Skill Subordinate Objective Test Items
3.1 Arrive 5-10 minutes early
From memory, the learner will describe when he/she should arrive at the interview.
Posttest: Short answer. List the time that he/she should arrive at the interview.
3.2 Turn off cell phone Given a cell phone, the learner will turn off his/her cell phone.
Posttest: Confirm that the preparedness list includes turning off cell phone.
3.3 Use a good, strong handshake to
Given a partner, the learner will introduce him/herself by shaking hands to demonstrate a
Posttest: Partner evaluation. The partner will use an evaluation to determine if the interviewee introduced
62
introduce yourself good, strong handshake. him/herself using a good, strong handshake. Rating scale between 0-5, 0 = didn't introduce him/herself using a handshake, 3 = handshake was weak, 1 = 5 = a good, strong handshake
Main Step in Instructional Goal
Performance Objective for Main Step Test Items
4. Use good nonverbal communication
Given a partner, the learner will demonstrate good nonverbal communication skills.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify the nonverbal communication skills that the learner exhibited.
Subordinate Skill Subordinate Objective Test Items
4.1 Pay attention to what the interviewer is saying
Given a partner, the learner will nod occasionally. Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee was nodding occasionally during the interview.
4.2 Listen attentively by paraphrasing
Given a partner, the learner will paraphrase what the partner is saying, as appropriate.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee was paraphrasing as necessary during the interview
4.3 Make eye contact Given a partner, the learner will make appropriate eye contact.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee made appropriate eye contact during the interview.
4.4 Keep proper posture
Given a partner, the learner will keep proper posture.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee kept proper posture.
4.5 Smile and use other pleasant facial expressions
Given a partner, the learner will smile pleasantly during the interview.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee smiled or used pleasant facial expressions during the interview.
Main Step in Performance Objective for Main Step Test Items
63
Instructional Goal
5. Behave in a professional manner
Given a partner, the learner will behave in a professional manner.
Practice Test: The learner will watch a video showing an interviewer and interviewee and assess the interview identifying what the interviewee did right and wrong.
Subordinate Skill Subordinate Objective Test Items
5.1 Use professional language
Given a partner, the learner will use professional language.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee used professional language.
5.2 Stay cool, calm, and confident
Given a partner, the learner will sit quietly and calmly while the partner is speaking.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee stayed cool, calm, and confident during the interview.
5.3 Maintain an ethical conversation
Given a partner, the learner will maintain an ethical conversation by refraining from using phrases or topics relating to race, religion, age, politics, or sexual orientation.
Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee refrained from using phrases or topics relating to race, religion, politics, or sexual orientation.
Main Step in Instructional Goal
Performance Objective for Main Step Test Items
9. Send the interviewer a thank you note or email
Reflecting on the conversation, the learner will write a thank you note or email and give or send it to the partner.
Posttest: Partner evaluation. The partner will use a yes/no evaluation to indicate whether the interviewee did or did not write a thank you note.
Instructional Strategy
Preinstructional Activities
64
a. Motivation: The instructor will welcome the students to the 3rd of 3 sections of the job search workshop. The
instructor will explain that the purpose of this workshop is to better prepare them for interviews now that they are actively looking for a job. The instructor will explain that usually there are many qualified applicants for each position, but the one selected is the person who stands out during the interview.
b. Objectives: The instructor will explain what the objectives are for this workshop section. The instructor will explain that the objectives are designed to better prepare them for an interview.
c. Entry skills: It is assumed that the entire learning audience has the necessary entry skills including, basic computer
skills, basic internet search skills, the ability to communicate effectively, and knowing how to send an email and mail a letter.
d. Media selections: The students will be watching a video on a computer while a projector and screen are used to
display it for the entire class at the same time.
e. Student groupings: The students will begin in one large group to view the video and have a short discussion afterward. The students will be split into pairs for the second section of the workshop for role-playing.
Content presentation and learner participation
f. First section of instruction: This section of the workshop will include a video of a person getting interviewed. The
video will show a person who is doing all the wrong things during an interview. After the video is over, there will be a short discussion facilitated by the instructor. The instructor will make sure that all the necessary points (see objectives) are covered during the discussion.
g. Second section of instruction: This section of the workshop will not include media and will consist of partners role-playing an interview setting; one being the interviewee and one the interviewer, then switching.
Assessment
65
h. Entry Skills or Pretest: No entry skills or pretest will be given.
i. Practice Test: The learners will watch a video of an interview and individually assess what the interviewee did right
and wrong.
j. Posttest: There will be two posttests given.
i. One test will be given to each individual student to test their knowledge of the steps to prepare for an interview.
ii. The second test will be an evaluation completed by the role-playing partner to determine how well the learner transferred his/her knowledge of what to do/not to do during and after an interview.
Follow-through activities
k. Memory aids: After the workshop, each student will be provided with a hard and electronic copy of a summary of
what was discussed in the first section of the workshop when the students discussed what the interviewee should have done differently. Students will also be given a list of related websites that can be used as reference for interviewing tips.
l. Transfer considerations: The role-playing section of the workshop will be set up to look and feel as close as possible to what a real interview would be like. However, students may not be dressed or groomed appropriately, nor will they have a bag or briefcase to carry.
66
Appendices
Appendix A-Module 1 – Goal/Task Analysis Resume Building
Module 1 – Goal/Task Analysis Resume Building
Identify
career
objective.
1.1
Identify
primary skills
and abilities
1.2
Create
resume
template
1.3
Enter and
write heading
1.4
Enter
information
into sections.
1.5
Review and
revise
resume
1.6
Proofread
resume
1.7
Create a
resume
1
Conduc
t job
search
2
Prepare for
and attend
interviews
4
Review
job offers
5
Identify
career
objective.
1.1
Identify
primary skills
and abilities
1.2
Create
resume
template
1.3
Enter and
write heading
1.4
Enter
information
into sections.
1.5
Review and
revise
resume
1.6
Proofread
resume
1.7
Apply
for jobs
3
Accept a
job
6
67
Appendix B-Module 1 - Subordinate and Entry Skills Resume Building
List 3-5 primary skills
and abilities related to
career objective.
2.1
Identify primary
skills and abilities
2
Identify and write
career objective.
1
Determine career
position sought.
1.1
Determine why
you want this
position.
1.2
Clearly and
succinctly write the
career objective in a
single sentence.
1.3
A
68
Create resume
template in a
word processor
3
Select the type of
resume to create
the template
based on your
primary skills
and abilities.
3.1
Select section
headings to include
in the template
based on your skills
and abilities.
3.2
3.3
List typical section
headings included in
resumes.
3.2.A
A
V
List the different
types of resumes.
3.1.A
V
Basic Word processing
skills.
B
Format resume
template in a word
processor with or
without a wizard.
3.3
69
Enter and write
heading.
4
Format heading
using Word
4.2
Enter personal
information into
resume sections.
5
B
Enter
professional
contact
information in
heading.
4.1
Basic Word processing
skills.
Create
professional e-
mail address
4.1.1
Ability to create e-mail
account and use the
Internet.
D
Identify and list
professional skills
and abilities.
5.1
C
Access to or
knowledge of
personal resume
information.
Ability to write
concisely.
70
C
Identify and list past
professional job
experience.
5.2
Identify and list
education.
5.3
Identify and list
awards and
activities.
5.4
Identify and list
information for any
sections created in
the resume
template.
5.5
List awards and
activities in order of
relevance to
objective and skills.
5.4.1
List past job
experience in order
of relevance to
objective and skills.
5.2.1
Ability to write
concisely.
Access to or
knowledge of
personal resume
information.
71
Review and
revise resume
content for
improvements.
6
Proofread
resume for any
mistakes.
7
D
Improve job
listed job titles to
stand out.
6.1
Add keywords to
resume.
6.2
Remove passive
verbs and replace
with action verbs.
6.3
Research
synonymous job
titles.
6.1.1
Research
keywords used in
your desired
profession.
6.2.1
Ability to
research subjects
on the Internet.
Ability to
proofread for
spelling and
grammatical
mistakes.
72
Appendix C-Module 2 – Goal/Task Analysis Job Search
Upon completion of the workshop, graduating seniors should have the skills to effectively create a resume, successfully navigate job
search databases and network with professional organizations, and successfully implement interview techniques during a
professional interview.
Appendix D-Module 2 - Subordinate and Entry Skills Job Search
Upon completion of the workshop, graduating seniors should have the skills to successfully navigate job search databases and
network with professional organizations and apply for employment.
78
Instructional Material
Module 1 Resume Building
Pre-test
You will need to bring personal information to use in your resume to the Resume Workshop.
Use the instructions below to help gather this information to use at the workshop.
1. List the types of specific careers or jobs you would like to get after graduation.
2. Explain why you want to go into the careers or jobs you have listed.
3. In a single sentence, write your career objective. Include the specific type of career you
are seeking and reason(s) for seeking it.
4. Think about your professional strengths that would be valuable for your desired career.
List 3-5 of these strengths.
79
Resume Rubric
Use the following rubric to help guide the creation of your resume.
Create a template for your resume with a word processor such as Microsoft Word. Include your
contact information, objective, work experience, education, skills & abilities, and any other
information you desire to present. (You may use a resume wizard or create the template
yourself.)
Create Resume Template
Think about how best to present your skills and abilities and choose what type of resume (Chronological, Functional, or Combination) you wish to create and order your resume headings and experience in the appropriate order.
Think about your strengths, skills, abilities, and experience. Create your resume headings to include based on these.
Format your resume using a resume wizard or by creating it yourself in a word processor.
Enter and format your resume heading to make it easy to read and attract attention.
Create and Enter Heading
Include your name, address, phone number, and e-mail address in your contact information.
Use a professional e-mail address. (If you do not have one, create one using a free e-mail provider such as Gmail or YahooMail.)
Format your heading to attract attention and make it easy to read.
Enter your professional information into your resume headings that best matches your
objective.
Enter Professional Information
Enter your skills and abilities that show your ability to meet your career objective.
Enter your work experience that shows your experience in your career objective or overall professional experience.
Order your work experience based on its relevance to your career objective.
Enter your educational information achievements to show your ability to meet your career objective.
80
Enter your awards, honors, and activities that show your ability to meet your career objective.
Order your awards, honors, and activities based on their relevance to your career objective.
Enter and order the information for any other section headings based on relevance to your career objective.
Include keywords and professional language in your resume.
Review and Revise
Research professional job titles to use in your resume.
Enter job titles that are professional and will stand out.
Research professional keywords used in your desired career.
Include professional keywords in your resume.
Research professional job titles to use in your resume.
Use active verbs and exclude passive verbs.
Exclude grammatical and spelling errors.
84
Post-test E-mail
Good afternoon,
You are receiving this e-mail because you attended the Resume Workshop as part of the Job
Search Workshop. We hope that you learned a lot while attending and will be able to apply
your new skills to getting a job after you graduate.
As part of a follow up, you hoped you could answer the two following questions to assess the
effectiveness of the workshop.
1. List and describe the three main types of resumes below.
2. List and describe at least 5 typical resume headings below.
Thanks for taking the time to complete this final assessment! We hope you have a great day.
- Job Search Workshop team
85
Module 2 Job Search
Graduating seniors will successfully navigate job search databases and
network with professional organizations and apply for employment.
B.S. in Psychology GPA: 3.5/4.0
Work Experience: none Current Professional Resume: Completed Field of Study Interests: Research in Learning
Theories Career Interests: Researcher in Psychology
Laboratory Personal Standards:
Financial: $40, 000/year (negotiable) Professional: Established Lab, with recognized Lead
Researcher Opportunity to further his career
87
Characteristics of Job Search through Social Networks?
Characteristics of Job Search through Online Databases?
How would this affect Smith’s Job Search?
Social Networks: Faster communication Better access to information on
employer needs More intimate information sharing Stereotyping by organization based on
personal profile More personalized communication Increased personal relationship with
the employer Opportunity to contact multiple levels
of management in organization Feedback forum from employees Decreased opportunity to learn from
other competitors posted resume/profiles
Opportunity to become friends with organizations friends for greater networking (based on organization's profile settings)
Online Databases: Faster communication Better access to information on
employer needs More professional information sharing Less stereotyping due to professional
nature (pictures, profile, etc.) Less personalized communication More professional relationship with
the employer Opportunity to contact multiple levels
of management in organization Opportunity to share in feedback from
employees Opportunity to learn from other
competitors posted resume/profiles, Option to become friends with
organizations friends for greater networking
89
Enter Username and Password
Create New Username and Password
OR
What would be appropriate searches for John?
90
What would be appropriate searches for you?
Take a moment and think of some appropriate searches for you, given your field of study, career interests and personal and financial standards .
Discuss with your neighbor comparing similarities and differences.
Do the results meet John’s needs and standards?
91
Yes: Add as friend
Send a professional message through network expressing interest
Email a copy of your completed professional resume
No: Continue searching
93
What would be appropriate searches for you?
Take a moment and think of some appropriate searches for you, given your field of study, career interests and personal and financial standards .
Discuss with your neighbor comparing similarities and differences.
Do the results meet John’s needs and standards?
94
Yes: Send a professional message through
network expressing interest
Email a copy of your completed professional resume
No: Continue searching
95
Module 2 – Pre-Test Example
Describe the steps taken to find employment through social networks and online databases:
Social Networks:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Online Databases:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The following information will be used as personal criteria to determine the feasibility and
appropriateness of your performance during evaluation.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
96
Degree to be earned: -
_____________________________________________________________
GPA: _______ /4.0
Work Experience:
_______________________________________________________________
-
________________________________________________________________
-
________________________________________________________________
Current Professional Resume: Completed / Not Completed
Field of Study Interests: -
___________________________________________________________
Career Interests:
________________________________________________________________
Personal Standards:
Financial:
_________________________________________________________
Professional:
______________________________________________________
Other:
___________________________________________________________
97
Module 2 – Practice Test Example
Group and Individual Brainstorming
This hand out, in addition to a copy of the instructor’s lectures, will be accessible to you during
practice and evaluation portions of the workshop.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
Degree to be earned: -
_____________________________________________________________
GPA: _______ /4.0
Work Experience:
_______________________________________________________________
-
________________________________________________________________
-
________________________________________________________________
Current Professional Resume: Completed / Not Completed
Field of Study Interests: -
___________________________________________________________
Career Interests:
________________________________________________________________
Personal Standards:
Financial:
_________________________________________________________
Professional:
______________________________________________________
Other:
___________________________________________________________
Brainstorm some characteristics of Job Search through Social Networks and Online Databases:
98
Social Networks: Online Databases:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Brainstorming: What would be appropriate parameters for you to search for within the Social
Network related to your field of study and needs?
Areas within field of study Keywords related to desired career
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Brainstorming: What would be appropriate parameters for you to search for within the Online
Database related to your field of study and needs?
Areas within field of study Keywords related to desired career
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
99
Module 2 – Posttest Example 1
Please indicate the appropriate response according to the learner’s performance on the Process
Checklist below:
YES NO
1. Locates website URL for an online professional
employment database ______ ______
2. Locates a website URL for a social network ______ ______
3. Creates a user profile ______ ______
4. Enters username and password into appropriate fields of social ______ ______
network homepage to gain access 5. Becomes friends with the organization of interest ______ ______
Module 2 – Posttest Example 2
Describe the steps taken to find employment through and social networks online databases:
Social Networks:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Online Databases:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
100
Database search results
Please enter the appropriate information and make the appropriate responses below:
Organization Name Career Opportunity
Positive and negative characteristics of employment opportunity according to personal standards
Meets Standards Sent Email
Sent Resume
Y / N Y / N Y / N
Y / N Y / N Y / N
Y / N Y / N Y / N
Y / N Y / N Y / N
Y / N Y / N Y / N
Y / N Y / N Y / N
Y / N Y / N Y / N
102
Module 3 Interviewing
Appendix 3D: Posttest Example 1
1. Create a list of all of the items that need to be prepared before the interview and any tasks that should be completed. To prepare: ______________________________________________________________________________________________________________________________________________________ Tasks: ______________________________________________________________________________________________________________________________________________________ 2. Given the following list of items, identify which of them are necessary to prepare a
portfolio to bring to an interview:
Resume (multiple copies)
Water bottle
Pen
Note paper
Computer
Power cord
Change of clothes
Briefcase/bag
List of references
3. Now that you have completed some research on the company you are interviewing at, write a short paragraph explaining what you have learned. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. List the address where the interview will take place:
_______________________________________________________________________
5. Circle the appropriate attire to be worn to the interview (keep in mind what the company culture is): Professional Business Casual Casual
103
Appendix 3E: Posttest Example 2
1. Please use the following rating scale for the question below:
0 = he/she didn't introduce him/herself using a handshake 3 = the handshake was adequate 5 = he/she introduced him/herself with a good, strong handshake Did your interviewee introduce him/herself using a good, strong handshake? 0 1 2 3 4 5
2. From the following list, check the behaviors/motor skills that the interviewee
demonstrated during the interview.
Proper posture
Appropriate eye contact
Confident
Attentive
Paraphrased what was being asked, as necessary
Smiled/had a pleasant look
Refrained from using phrases or topics relating to race, religion, age, politics, or sexual orientation
Nodded occasionally
Appeared cool/calm
104
Appendix 3F: Practice Test Example
You are going to watch a video of an interview and note what you felt the interviewee did right and what he/she did wrong. What did the interviewee do right? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What did the interviewee do wrong?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
105
Formative Evaluations
Module 1
Learner Characteristics: The learners did not accurately reflect the demographic group. They were both older and far more advanced in their careers. This made the instruction far easier to explain as both learners had gone through a number of job searching periods in their lives and have experience in making resumes. One was male and one was female. Both were also Caucasian. This lack of diversity may not represent the different working experiences that may exist due to ethnicity. There is definite need to run a future small group and field trial that is more representative of the target learner population. These future small group or field trial evaluations should represent a more diverse group of ethnicities to be more representative of a group of recent college graduates. It should also include learners closer in age to recent college graduates. A group of college seniors would be even more accurate. The gender representative is accurate and future formative evaluations should attempt to replicate this makeup. Evaluation Materials: There was a pre-test provided to help gather professional and employment history before coming to the workshop. There were also three example resumes provided with each representing one of the resume templates: functional, chronological, and combination. A rubric was provided to give guidance on the creation of a personal resume, and a post-test was provided with a couple questions that would be e-mailed following the workshop. All of these materials can be viewed in the appendices. Small Group Evaluation Procedure: The total time used to conduct the evaluation process was 40 minutes. Shorter than the actual instruction time, but this was primarily due to the ability to condense the instruction for the purposes of the small group evaluation. The learners were informed that this instructional process was primarily for the purposes of evaluation and to be aware of potential improvements to the instruction that would occur. The instruction was then presented it in its appropriate order. They were first provided with the pre-test to complete. This was then followed by showing them three example resumes and explaining the differences between each one. They were then shown the rubric to create their own resume. As both have saved resumes on file, they chose not to go through the actual process of creating a new one, but they did review the rubric and compared it with their current resumes. The learners were then presented with the post-test and made aware that it
106
was a follow-up e-mail to ensure transfer had occurred. Attitudinal Responses: The following tables reflect the two learners’ observations of the instructional material. Each piece is ranked on a 1-4 scale with the each number correlating to the following: 1 = Not at all 2 = Somewhat 3 = Mostly 4 = Very
Instructional Piece Interesting Clear Useful What to make improve?
Pre-test 4 4 2 Bring employment and history data, too Remind to bring DATES!
Example resumes 4 4 4
Rubric 4 4 4
Post-test 4 4 4
Instructional Piece Interesting Clear Useful What to make better?
Pre-test 4 3 4 Personal information unclear in line 1
Example resumes 4 4 4
Rubric 4 4 4
Post-test 4 4 4
The following table represents the instructional designers’ observations.
Instructional Component
Problem Identified
Instructional Changes Evidence and Source
Pre-test Lack of clarity in some of the questions.
Clarify what “personal information” means. This should specifically reference employment history including dates.
Learner’s observations, and instructor’s observation of confusion on the part of the learners on this portion of the pre-test.
Example Resumes
Need to clearly explain the difference between a
The functional and combination resume may need to be refined to illustrate a clearer difference. However, this can also
Learner’s observations and questions concerning these two resumes.
107
Functional and Combination resume.
be overcome by the instructor drawing out the differences during the presentation.
The instructor had to address this confusion during the instruction.
Rubric None. None. N/A
Post-test None. None. N/A
Revisions to Instructional Material:
Based on the data from the small group formative evaluation, the pre-test will need to be
revised primarily for clarity and usefulness. The phrase “personal information” should be
clearly defined to include employment and education history. There should also be included a
section for the learners to enter their employment history and specifically, request that they
bring the dates of employment. This will help gather the necessary information needed to
complete the resume activity. It should also help improve the usefulness of the pre-test and
clarify its purpose.
The other major revision that should occur is to draw out the differences between the
combination and functional resume. This will primarily require the instructor to explain these
differences, but the two example resumes may need to be revised to better emphasize the
differences between the two. This will avoid confusing the learners with these two
examples. However, this change may not be needed and further formative evaluations should
occur before these changes are made. It may be beneficial to have this initial confusion as it
allows the instructor to more effectively point out the subtle differences between the two
examples.
Based on the small group evaluation, the rubric and post-test do not currently need to be
modified. They effectively accomplish both of their objectives. However, as stated above,
there is a need for further formative evaluation to occur to help verify whether these two
documents do not require modification.
108
Module 2
Module 2 Job Search
Small-Group Formative Evaluation Process and Analysis
Characteristics of Learner Participants for Small-Group Evaluation
The small group evaluation was comprised of two participants, one male Arab-American
Engineering graduate and one female Caucasian Kinesiology senior. The learners one of the
learners represented the demographic group, while the other represented a student from the
initial analysis population that had had difficulty finding employment upon graduation. The
younger student was a senior at a neighboring university, due to graduate in two semesters
with no job search experience. The older student had graduated two years previously, and had
an extensive job search experience. The instruction was much easier to explain to the graduate
than the senior.
The group population provides some accuracy for the diversity of the target population of
senior students at Wassamatta University. A small-group trial with more students of various
ethnicities and academic backgrounds would more accurately represent the target population
of diverse college seniors for the Job Search Workshop. A field trial accurately representative of
this target population would be necessary after small-group evaluation. Equality of gender
representation should be preserved in the small-group and field trial evaluations. The small-
group and filed trial populations should represent students from the high, medium, and low
extremes of skill competency for workshop materials, based on pretest results, as well as any
outlying characteristics representative of the Wassamatta senior population.
Evaluation Materials
Prior to A pretest was administered to the students to gather entry skill information and the
students’ academic demographics and job search goals, to be used as criteria in evaluating the
performance assessments. An instructional Power Point was presented to the learners after the
pretest was administered. A practice exercise was administered and completed interactively
during the presentation. A posttest was provided to determine the effect of instruction on the
learners’ formation of job search skills. A process checklist was available for the instructor to
evaluate the learner during performance of the objective. In addition, a short answer
document, asking the learners to provide documentation of their searches was administered
during the posttest. The results of the learners’ documentation during the posttest will be
evaluated using the personal and professional information provided during the pretest as
criteria.
109
Small-Group Evaluation Procedure:
The small-group evaluation process spanned a time frame of 30 minutes. This decreased time
frame in comparison to the actual instructional time is due in part to the condensed nature of
the instruction for the small-group evaluations and in part to the decrease in group discussion
and collaboration during the Power Point presentation that would occur during the workshop.
The learners were informed that the purpose of the instructional process was to evaluate the
instruction for potential problems in addition to identifying aspects of the instruction that
worked well. The instruction was presented in appropriate order, beginning with the pretest,
followed by the instruction and practice test, and finally succeeded by the posttests. The
instruction encompassed the Power Point presentation, presented by the instructor, and brief
exercises comprised of individual brainstorming, partner discussion, and class discussion
including feedback from the instructor. The learners were provided with a handout of the
instructor’s presentation and a document to record their practice exercise responses. The
instructional material provided information for the criteria that the search results would be
evaluated on by demonstrating and explaining an appropriate search using a hypothetical
student’s information. The instructor also explained characteristics of an inappropriate search.
The learners were then asked to perform an appropriate search for themselves as a posttest
assessment. The learners’ processes were assessed using a checklist based on the information
provided in the Power Point presentation, and the learners recorded the results of their
searches on the document provided. The copy of the instructor’s presentation and practice
exercises were available to the students during the posttest as a reference. The learners were
informed that they would be contacted by email with inquires pertaining to transfer success
and learner feedback for the instructional material, namely for interest, clarity and usefulness
of each aspect of the instructional material evaluated.
Attitudinal Responses: The following tables reflect the learner feedback for the instructional material. Each piece is ranked on a 1-4 scale with the each number correlating to the following: 1 = Not at all 2 = Somewhat 3 = Mostly 4 = Very Graduate Learner
Instructional Piece Interesting Clear Useful Learner Feedback
Pretest 3 2 4 -Formatting issues when filling out electronically
110
-clarification for terminology -use industry for career? --clarify step by step
Instructor Presentation
3 4 4
Practice Material 3 4 4
Posttest 3 4 4
Senior Learner
Instructional Piece
Interesting Clear Useful Learner Feedback
Pretest 4 3 4 -Expressed discomfort with providing GPA -Formatting not easy for electronic completion
of documents -Be more clear about instructions particularly
for information to be used as criteria for assessments
Instructor Presentation
4 4 4
Practice Material 4 4 4
Posttest 4 4 4 -Explain that we write a step by step description
The following table represents the instructional designer’s observations.
Instructional Component
Problem Identified Instructional Changes Evidence and Source
Pretest Lack of clarity in inquiries for personal and professional information.
Clarify a “salary” for “financial”. Include “industry” in the description of “field of study interests” and “job title” in the description of “career interests.”
Learner’s feedback after posttest, and instructor’s observation of frustration during the pretest.
Instructor Presentation
None. None None
Practice Material
Lack of clarity in inquiries for personal and professional information in practice exercise. Instructor addressed the descriptions during
Clarify a “salary” for “financial”. Include “industry” in the description of “field of study interests” and “job title” in the description of “career
Learner’s feedback after posttest, and instructor’s observation of frustration during
111
instruction, but still need clarification on the handout.
interests.” the pretest.
Posttest Lack of clarity that a step by step description of the process is needed.
Replace “the steps taken” to “a step by step process”
Learner’s feedback after posttest, and instructor’s observation of frustration during the pretest
Revisions to Instructional Material
Based on the small-group evaluations, the terminology and directions for the pretest, practice
test, and posttest will be revised for clarity. The term “financial” in the pretest and practice test
should be clarified to include the expectation of the learner’s desired salary. The terms “field of
study interests” and “career interests” should be described further as “industry” and “job title,”
respectively. In the posttest, the instructions should be modified to read “Please describe the
step by step process that would need to be taken to perform a job search using a social
network and an online employment database.” The clarification of these terms should help the
learners solidify an understanding of the importance of each component of the instructional
material and guide the learners to perform more appropriate searches for their criteria.
According to the learners’ feedback and designer’s observations during implementation of the
instruction, the instructor’s presentation does not need to be modified at this time for clarity or
instructional quality. The one or two of the slides in the presentation need to be edited for
spelling, as per the comments of the learners during feedback. Formatting for easier electronic
completion will also need to be addressed by taking out the dotted lines and leaving a blank for
responses.
112
Senior Learner Small-Group Results
Module 2 – Pre-Test
Describe the steps taken to find employment through social networks and online databases:
Social Networks:
Post status’s that you’re looking for a job and if anyone knows a place that is hiring. Wait for
people to respond and check out the prospects
Online Databases:
Google jobs available in my area and click on sites that look promising, or find a well know job
website such as Monster and sign up with them to receive emails and notifications when a job
that fits your criteria comes up. Once it does, you can apply through the online application
process.
The following information will be used as personal criteria to determine the feasibility and
appropriateness of your performance during evaluation.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
Degree to be earned: BS Kinesiology
GPA: 3.0 /4.0
Work Experience: no professional experience
Current Professional Resume: Completed / Not Completed
Field of Study Interests: Exercise Science
Career Interests: Cardiac rehabilitation
Personal Standards:
Financial: 60,000/year
Professional: Hospital setting?
Other: ______________________________________________________
113
Module 2 – Practice Test Example
Group and Individual Brainstorming
This hand out, in addition to a copy of the instructor’s lectures, will be accessible to you during
practice and evaluation portions of the workshop.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
Degree to be earned: BS Kinesiology
GPA: 3.0 /4.0
Work Experience: no professional experience
Current Professional Resume: Completed / Not Completed
Field of Study Interests: Exercise Science
Career Interests: Cardiac rehabilitation
Personal Standards:
Financial: 60,000/year
Professional: Hospital setting?
Other: paid schooling to earn Masters
Brainstorm some characteristics of Job Search through Social Networks and Online Databases:
Social Networks: Online Databases:
get to know details from former/current employees tons of fast responses
fast responses wide variety of options
good connections fast applications through online
114
Brainstorming: What would be appropriate parameters for you to search for within the Social
Network related to your field of study and needs?
Areas within field of study Keywords related to desired career
cardiac rehab hospital (in my area)
exercise science jobs
Brainstorming: What would be appropriate parameters for you to search for within the Online
Database related to your field of study and needs?
Areas within field of study Keywords related to desired career
cardiac rehab jobs hospitals
exercise science
kinesiology
Module 2 – Posttest Example 1
Please indicate the appropriate response according to the learner’s performance on the Process
Checklist below:
YES NO
1. Locates website URL for an online professional
employment database __X____ ______
2. Locates a website URL for a social network __X____ ______
3. Creates a user profile __X____ ______
4. Enters username and password into appropriate fields of social __X____ ______
network homepage to gain access 5. Becomes friends with the organization of interest __X____ ______
115
Module 2 – Posttest Example 2
Describe the steps taken to find employment through and social networks online databases:
Social Networks:
Find a/multiple social networks that work for you. Register and sign up. Login. Search for jobs
using specific words that relate to your job interests. Locate useful websites and message and
send resume to those that look interesting to you or keep looking.
Online Databases:
Search for job databases. Find on that looks useful and search for jobs that relate to your career
field. Read about the good ones and possibly apply online or email and send resume to the
person hiring.
116
Database search results
Please enter the appropriate information and make the appropriate responses below:
Organization Name Career Opportunity
Positive and negative characteristics of employment opportunity according to personal standards
Meets Standards Sent Email
Sent Resume
North Hills Hospital Cardiac Assistant
Close to home, in a professional and modern hospital, does not provide
education opportunities
Y / N No
Y / N No
Y / N No
Dallas County Hospital Cardiac Stress Test Practitioner
Allows for continued education, less
modern hospital and facilities, not close
to home, salary somewhat below
standard Y / N
Yes Y / N
Yes Y / N
Yes
Birdville High School Trainer
School Athletic Trainer, physical evaluator
Close to home, school clinical
facility, salary below standard, does
provides opportunity for
continuing education
Y / N No
Y / N No
Y / N No
117
Graduate Learner Small-Group Results
Module 2 – Practice Test Example
Group and Individual Brainstorming
This hand out, in addition to a copy of the instructor’s lectures, will be accessible to you during
practice and evaluation portions of the workshop.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
Degree to be earned: _______Bachelor’s in Science of Chemical
Engineering________________
GPA: __3.2__ /4.0
Work Experience: _ Chemical Engineering intern @ Dow Corning Chemical Company
Current Professional Resume: Completed / Not Completed
Field of Study Interests: _Oil industry or petrochemicals__
Career Interests: __________________Entry level engineer/researcher___
Personal Standards:
Financial: ________________$65,000-75,000/year__________________
Professional: _a career development program with a clear path forward
in terms of progressing to the level in my career__________
Other: ___________work with a mentor in a challenging assignment,
where I learn and gain experience__________
Brainstorm some characteristics of Job Search through Social Networks and Online Databases:
Social Networks: Online Databases:
___more personal/less professional feel_ _closer to traditional job-searching method
in
terms of submitting a resume/waiting for
response
118
___more accessible to colleagues/recruiters _considered a secondary, less proactive
option_
___more transparent in terms of profile visibility low interaction with recruiter/if any
sometimes
_quicker response time_ _slower response times_
_different savvy skills than traditional interactions
with recruiters_ _only interact with interested recruiters_
Brainstorming: What would be appropriate parameters for you to search for within the Social
Network related to your field of study and needs?
Areas within field of study Keywords related to desired career
_Oil industry/refinery_ _Researcher/Lab engineer_
_Food industry_ _Process Engineering/Product Engineering _
_Petrochemicals_ _Technical advisor/consultant_
Brainstorming: What would be appropriate parameters for you to search for within the Online
Database related to your field of study and needs?
Areas within field of study Keywords related to desired career
_Oil industry/refinery_ _Researcher/Lab engineer_
_Food industry_ _Process Engineering/Product Engineering _
_Petrochemicals_ _Technical advisor/consultant_
119
Module 2 – Pre-Test Example
Describe the steps taken to find employment through social networks and online databases:
Social Networks:
___I would use the same social network that I usually use (facebook for example) and search
for facebook groups with key words that are close to the field of interest/industry that I’m
interested in. I would then become friends with some of the group members and message
them to ask for tips and how I can get involved and possibly get the most out of being a group
member, including getting a job opportunity.
_________________________________________________________________________
Online Databases:
____With a website like monster.com, most likely I would populate a personal profile with a
resume-like information about my personal and professional background and ambitions. I
would then upload my up-to-date resume and wait for an email from a corporate recruiter.
The following information will be used as personal criteria to determine the feasibility and
appropriateness of your performance during evaluation.
Please fill in the information or circle the appropriate response during the Class and Group
Discussion:
Degree to be earned: _______Bachelor’s in Science of Chemical
Engineering________________
GPA: __3.2__ /4.0
Work Experience: _ Chemical Engineering intern @ Dow Corning Chemical Company
Current Professional Resume: Completed / Not Completed
Field of Study Interests: _Oil industry or petrochemicals__
Career Interests: __________________Entry level engineer/researcher___
Personal Standards:
Financial: ________________$65,000-75,000/year__________________
120
Professional: _a career development program with a clear path forward
in terms of progressing to the level in my career__________
Other: ___________work with a mentor in a challenging assignment,
where I learn and gain experience__________
Module 2 – Posttest Example 1
Please indicate the appropriate response according to the learner’s performance on the Process
Checklist below:
YES NO
6. Locates website URL for an online professional
employment database __X____ ______
7. Locates a website URL for a social network __X____ ______
8. Creates a user profile __X____ ______
9. Enters username and password into appropriate
fields of social network homepage to gain access __X____ ______
10. Becomes friends with the organization of interest __X____ ______
Module 2 – Posttest Example 2
Describe the steps taken to find employment through social networks and online databases:
Social Networks:
_______Not every company I was interested in had a face book group geared towards
recruiting, so it was limiting in that regard. For 2 companies, I was able to contact a member of
the organization. I was then able to email them back and forth from a personal email, which is a
lot more access to information than I was expecting. __________________________
Online Databases:
______I registered a new profile with monster.com. I updated as much personal and
professional information as possible. After this, I uploaded my resume. With each company I
121
was interested in, I submitted my resume to that position. I’m currently waiting for responses,
which is an indefinite period of time. The lack of access is nerve-wrecking similar to normal job
searches, which is avoided with social networking sites._____________________
122
Database search results: Please enter the appropriate information and make the appropriate responses below:
Organization Name Career Opportunity
Positive and negative characteristics of employment opportunity according to personal standards
Meets Standards Sent Email
Sent Resume
Bemis Entry level Engineer
Low salary. Fewer future advancement opportunities
Y / N No
Y / N No
Y / N No
Dow Chemical Process Engineer
Competitive salary. Large Employer.
Challenging environment.
Y / N yes
Y / N Yes
Y / N yes
Exxon Mobil Process Engineer
Very competitive salary.
Good advancement opportunity. Challenging
environment. Y / N
yes Y / N
Yes Y / N
yes
UOP a Honeywell company
Technical Advisor- Career Development Engineer
Ok salary. Challenging
environment. Good advancement opportunity.
Y / N yes
Y / N Yes
Y / N yes
Y / N Y / N Y / N
124
Module 3
Learner Characteristics:
Learner #1: This learner is not in the target learning group due to him being a college graduate approximately 20 years older than what the target age would be for participants of the workshop. He is an upper, middle-class, white male who has had a number of years of work experience, which includes many interviews. The target audience would have only had some work experience and not many, if any, professional interviews. Learner #2: This learner is also not in the target learning group due to her being a high school student, which is approximately 5 years younger than the target age of participants. She has never interviewed for any job and doesn’t plan to for a few more years. In order for this evaluation to be as useful and accurate as possible, any future evaluations should be conducted with a diverse group of learners who had recently graduated or were graduating soon and who were actively looking for a professional job. These two learners had very diverse experience with regard to interviewing and though the learner audience should be diverse, the learner age and experience for these two are not closely related at all to that of the target audience. Feedback from the target learning audience would be much more valuable in developing instruction and instructional materials. Evaluation Materials:
1. An instructional document that explains the necessary steps and behaviors to exhibit during a job interview.
2. A practice test to use when evaluating an interviewee at a job interview (video). 3. One posttest to take at the end of instruction. 4. One posttest to use to evaluate a partner at the end of a role-playing exercise.
Evaluation Procedure: The learners were first introduced to the format and purpose of a formative evaluation. It was explained to them that though they are not the target audience, their feedback is still important and valuable. They were asked to put themselves in the shoes of someone who was about to graduate from college and who was starting to look for their first professional job. Part 1: After the introduction and explanation, the learners were talked through and given the instructional document that outlines the necessary steps and behaviors to exhibit during a job interview. Next, the practice test was given to them as they were asked to pretend they were watching a short video showing a job interview. It was explained that the practice test was to be used to note the things the interviewee did right and wrong during the interview, basing their thoughts on the document that was just reviewed.
125
Part 2: The learners were partnered up and asked to do a role-playing exercise where one partner is the interviewer and the other is the interviewee. It was explained that they were to do their best to follow each step in the interview steps/behaviors to exhibit. They were asked to switch roles after the interview was over. At the end of the role-playing, the learners were given the partner evaluation posttest and the posttest to capture what they retained after instruction. Evaluation of Materials: Each learner used the following evaluation scale: 4 = Very 3 = Mostly 2 = Somewhat 1 = Not at all
Instructional Piece
Learner 1 Learner 2 Comments
Instructional Document
Interesting: Clear: Useful:
2 4 3
3 4 4
The document could have more details about the situation itself and not just steps to do.
Practice Test Interesting: Clear: Useful:
4 4 4
3 4 4
Great practice test, relevant and simple.
Posttest #1 Interesting: Clear: Useful:
4 4 4
4 4 4
Simple and clear.
Posttest #2 Interesting: Clear: Useful:
4 4 4
4 4 4
Partner evaluation was relevant and simple, no issues.
Instructional Designer Observations:
Instruction Setup Observations
Lecture including instructional document provided
No major problem identified but learners wanted more information on the document so it would be self-explanatory instead of just a list of important steps to take.
Video with practice test No issue with the test and the opportunity to be the observer was appreciated. Video should have some less than obvious good and bad behaviors to point out.
End of class posttest #1 Standard test questions and no obvious issues
126
understanding what was being asked.
Role playing and posttest #2 Learners seemed to want more direction with the role-playing exercise. They didn’t like having to come up with their own interview setting. If each pair had a starting point with some context it would help them get started quicker. Partner evaluation was appropriate.
Attitudinal Questions/Responses: Each learner used the following evaluation scale: 4 = Definitely 3 = Mostly 2 = Somewhat 1 = Not at all
Question Learner 1 Learner 2
Did the instruction hold your attention?
4 4
Was the instruction the appropriate length?
4 3
To what extent did the tests measure the material that was covered?
4 4
How confident are you that after taking this workshop, you are prepared to interview for a professional job?
4 4
To what degree was the instruction relevant to your situation?
1 3
Were the instructional activities clear?
4 4
127
Revisions to Instructional Materials: Based on the feedback from the formative evaluation, the only document that needs to be revised is the instructional document. It would be more useful if it had some context around the steps of what to do. It should be revised to include a scenario and the steps to take during particular parts of the scenario. The document could exist as-is if it were to be used as a takeaway reference document only. The practice and posttest should remain unchanged. The instructional design should be modified to include a role-playing interview scenario for workshop participants to follow. It would be an additional document that would help to limit time wasted trying to come up with an interview scenario. The existing format for the remaining instruction should be unchanged.
Email Examples
Email #1
Good morning Dr. Judy Client!
Things are going well as the team assembles a formal presentation for the instruction of the job
search workshop. One thing that we didn’t find in any of our notes is whether or not the
student population has learned job search skills relating to resume building, job search, or
interviewing in previous classes. This information is valuable to us as we determine if pre-tests
are needed.
Thank you for your time.
Tim R. Ali
Email #2
Hi Judy!
It was great meeting with you today, and thank you for getting back to us so quickly with the
information we requested! I do have one more question for you. It is important for us to know
what rooms are going to be used for the workshop sessions. We would like to do a site visit to
make sure that the necessary furniture and equipment will be available.
Thanks again for your time!
Tim R. Ali