Tell the class they are going to look at and try out the major steps leading to job entry. At least once and probably several times during the course of their future lives, they will have need of the skills involved in successful completion of these job entry procedures.

Review the importance of maintaining a personal portfolio. Ask the students to check the contents of their collection of personal data and then talk together about what they have thus far put into their portfolios. If one of your friends were to find your portfolio and it lacked any direct reference to your identity, such as your name, would he/she know you were the owner of it? If a stranger found it, would it act as an adequate introduction to you? How do you feel about this collection of personal data? Is it complete in your estimation? What would you like to add?

Explain to the class that maintaining a personal portfolio such as they have begun to assemble can be very helpful as they take steps to enter a job or post -secondary training and/or study. They will be called upon to provide information about themselves in uptodate resumes, job or school applications, interviews, and letters of application. Keeping such information current and together close at hand will not only help them maintain self-awareness but also save them time in the future when searching for school records, transcripts, and license forms (such as teaching certificates). It is, as a matter of fact, these latter records that may be lacking in their portfolio now, unless they have already added such data on their own. Tell the students you are going to spend some time now concentrating on these kinds of portfolio additions.

Distribute copies of “High School Record” to each class member. Introduce this school record form and allow students some time to fill in the information. Remind the class that in the future, as they train and otherwise prepare for specific occupations, they will be adding training records and/or college transcripts to their portfolios. Completed sheets are to be added to the portfolios.

Personal data is another necessary component in a complete file of self-information. Distribute copies of the activity pages and again provide time for completion of the sheets before they are placed into the portfolios.

Answer any questions the students might have about the “Personal Data” form. If they need to gather additional information outside of the class (such as health insurance coverage), urge them to remember to do so. Seeking out these answers now will save them time later when they may need quick access to such information.

Introduce the class to the personal document known as the “resume.” A resume, similar to a personal data sheet but more compact, should ideally be limited to a single page that will offer a prospective employer an informative introduction to the applicant. An individual’s resume should be typed on good quality paper (no mistakes or careless erasures) and the format should be tidy and easy to read. A copy of all resumes should always be retained; however, copies should never be submitted when applying for a job. A resume should be written with a specific job in mind and, therefore, slanted accordingly. (Employers know and expect this—duplicated resumes just do not make a good impression!)

Ask everyone in the class to write their resumes. They should keep the following points in mind: · The purpose of the resume is to make a memorable impression. It may well initiate an interview and serve as a reminder afterwards. · Keep the recipient of the resume in mind. (Be sure to briefly state how or why you will be an asset to the organization.) · Identify key personal data facts (name, address, phone, marital status), educational and employment background, special qualifications, and references. (Be sure to notify and obtain permission from whomever you list as a reference.) Check over finished resumes with students. These should go into the portfolio.

Ask the students to choose a local firm or organization in which they would be interested in working.

With this work setting in mind, they are to compose a letter of application to the prospective employer. The letter format should be proper (your business education or typing teacher can provide a sample form if necessary); and the body of the letter should be brief and to the point (state reason for writing; mention outstanding qualifications; note enclosure of resume; state request for an application form or interview). Letters (just like resumes) are to be typed neatly on good quality paper and a copy should always be saved

After the letters are written, check over them with the students. These completed samples are to be kept in the portfolios and will be handy examples for future reference. If any of the students are currently seeking employment and want to mail their letters, urge them to do so. If they are willing, ask them to report later on the results

Talk about the importance of filling out a job application form. This particular job entry step can be a crucial one, since in a number of cases companies refer to completed application forms when comparing large numbers of applicants. Hiring choices are sometimes based primarily, if not solely, on the basis of these forms.

Ask the students to call or write to the local firm or organization they chose in the preceding activity step (6) and request a job application form. When they receive the form they are to read it over in its entirety and then neatly and accurately fill it out (print or type) following the directions carefully. Check over the completed forms and then ask the students to file them in their portfolios. Again, ask any students who choose to send in their applications to share the resulting experience with the class.

Spend some time dealing with another important step in securing a job—the interview. Open the time to a class discussion and ask the students what they think are important things to keep in mind when interviewing for a position. The following points should be covered during the discussion: · Appearance says a lot about the interviewee—he/she should be neat, clean, and simply attired. · Be courteous. Remembering and correctly pronouncing the interviewer’s name, arriving on time, shaking hands, speaking clearly, and refraining from smoking unless invited to do so are all common courtesies that, of course, become magnified in the job interview. · Be alert and perceptive. Listen to the questions, think through the answers, and state them briefly but adequately. · This is not a one-sided affair with the interviewee standing trial. Do not be afraid to ask questions of your own. Do not dominate the interview in this respect, but a few questions on the part of the interviewee indicate interest.

Give the students a chance to get some insight and a feel for the job interview experience by role-playing the situation. One pupil should take the part of the interviewer and another pupil should assume the role of interviewee. The remainder of the class will observe and then comment.