CURRICULUM7-SECOND RESUME

GOALS: Students gain a better understanding of the soft skills that employers value when hiring for entry-level talent.

Students understand the concept of framing their life experiences in terms of benefits to the employer.

Students compare the 7-Second Resume to a traditional resume and understand the value/uses of both the 7-Second Resume and a traditional resume.

Students draft an initial 7-Second Resume Script (and finalize a draft for homework).

Students get a short briefing about the upcoming 7-Second Resume film session.

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MATERIALS NEEDED:

Whiteboard and dry erase markers

Flip chart paper and markers

Sample Resume (included in curriculum)

Projector, speakers and internet access

7-Second Resume Script Builder Template

(included in curriculum)

Pens/pencils

Stapler

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TIME ACTIVITY NOTES

Short introduction to the lesson.Welcome and introduction8 minutes

AGENDA (80 MINUTES)

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What Does an Employer Want/Need?

Small group discussions and debrief about the qualities and habits that employers are looking for in prospective employees.

12 minutes

The 7-Second Resume Compared to a Traditional Resume

10 minutes

The traditional resume and the 7-Second Resume as two professional branding methods to market yourself to an employer. (Focus on the employers’ needs).

5 minutesThe 7-Second Resume Compared to a Traditional Resume

Check to make sure the students understand the value of a 7-Second Resume that frames a student’s life experience in terms of an employer’s needs.

10 minutesDeconstruct the 7 Second Resume

Deconstruct the 7-Second Resume script to clarify the components of a powerful script (i.e. life experience and value to the employer).

25 minutesDraft Your 7- Second Resume Script

Writing session designed to help students build a 7-Second Resume script.

5 minutesRead Your Draft and Celebrate

Students read their scripts out loud to the group to celebrate the power/resiliency and talents of the cohort.

Homework assignment and logistics for the upcoming film session.

Closing and Next Steps5 minutes

WELCOME AND INTRODUCTION (8 MINUTES)

Context and Directions: Put the agenda for the session on the whiteboard and arrange the chairs into small groups of 4-5.

The instructor will welcome the students to the session, will review the agenda for the session (1 minute), and will facilitate two very short role plays/demonstrations at the front of the room with 4 students who have been prepped ahead of time.

The instructor should pose the question (and write it on the board) – When an interviewer says: “Tell me about yourself,” What do you say?

• Role Play/Demo #1: In the first short demonstration, one student will play theinterviewer and one student will play the interviewee. The interviewer will say: Tellme about yourself. The interviewee will briefly outline his or her professionalexperiences as laid out in a traditional resume. (1 minute).

• Role Play/Demo #2: In the second short demonstration the interviewer will again say:Tell me about yourself. This time, the interviewee will focus on one personalchallenge/experience that exemplifies his or her value to the business (see 7 SecondResume for examples of this kind of experience). (1 minute)

• Debrief the demonstration:- What did the first interviewee focus on? (professional experience)- What did the second interviewee focus on? (personal experience and the value to

the business).- How were these two presentations di�erent?

• Outline the goals of the session:- Develop a script for something called a 7-Second Resume, which is a statement

you will make (on video) about a personal experience and the value that it willbring to an employer. (Like demonstrated in the second interview.)

GOALS:• Review the agenda• Set the tone

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WHAT DOES AN EMPLOYER WANT/NEED? (15 MINUTES)

Context and Directions: In this section of the session, students will “put themselves in the shoes of their employer (internship site)” and articulate the kinds of skills and habits they are looking for in employees. The goal of this portion of the session is to build students’ empathy/understanding of employers’ needs before reviewing the traditional resume and the 7-Second resume as tools that job seekers use to “show themselves” to employers.

Explain to students that they are now going to take on the perspective of their internship supervisor and articulate the kinds of skills and habits that they are looking for in an employee. Hand out 2 pages of flip chart paper to each group. Each group should assign a facilitator, a note-taker, and a person to report the small group’s findings to the whole group.

• On the first page of the flip chart paper, students should list the skills that theirinternship sites are looking for from employees.

• On the second page, they should list the habits that their internship sites they arelooking for from employees.

• The instructor should rotate among the groups to help guide students.

Once the groups have their lists of skills and habits, the instructor should bring the students’ attention back to the whole group. Each group should report out their findings and the instructor should record the skills and habits on the whiteboard.

• Highlight the idea of personal experience bringing value to the business• Outline the goal for today’s session (a 7-Second Resume script)

MATERIALS:• Whiteboard• Dry Erase Markers

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The instructor should debrief the activity (and direct students’ attention to the whiteboard) by asking the following questions:

• What kinds of skills are employers looking for? Why?• What kinds of habits are employers looking for? Why?

Briefly transition to the next section of the lesson (the traditional resume and the 7-Second Resume).

GOALS:• Students will put themselves in the shoes of employers and articulate the kinds of

skills and habits that they are looking for in employers.

• The skills may have some diversity (according to role/function), while the habits will(likely) be quite consistent.

MATERIALS:• Flip chart paper• Markers• Whiteboard• Dry erase markers

THE 7-SECOND RESUME COMPARED TO THE TRADITIONAL RESUME (10 MINUTES)

Context and Directions: In the next portion of the lesson, the instructor will build upon the discussion of skills and habits by comparing and contrasting a 7-Second Resume to a traditional resume.

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First, have students review a traditional resume (included) in their small groups. Write the following questions on the whiteboard:

• Put yourself in the shoes of an employer:- What is useful about using a traditional resume when looking for a great

candidate for a job?- What are some of the disadvantages of using a traditional resume when looking

for a great candidate for a job?

Bring the students’ attention back together into one group and go around the room and elicit answers from students. The advantages and disadvantages of a traditional resume may look something like this:

ADVANTAGES DISADVANTAGES

• Commonly used template (hiring managers know what they are looking for)

• Lots of information

• Chronological

• Easy to use and easy for employers to see a broad range of experiences/skills

• Hiring manager knows what to expect when they receive a resume

• Shows skills (projects completed)

• Takes a long time to read

• You do not see the candidate

• You do not hear the candidate

• You do not get the sense of the candidate as a person (how he/she interacts with people, what makes the person tick)

• Does not always show habits or non-work-related characteristics

Then, the instructor will let students know that the typical hiring manager spends an average of 7 seconds looking at a resume before deciding (whether or not) to move the person into the next round of hiring, or discard the resume. Instructor can ask:

• Is 7 seconds enough time to get a sense of a person and his or her possible fit for a job? Why or why not?

Once this fact sinks in, the instructor will introduce the idea of the 7-Second Resume (a video where the job seeker speaks directly to the employer) and will show the 7-Second Resume string to the students. Use this link:

• https://www.youtube.com/watch?v=VlLmeULVkno

After showing the 7-Second Resumes ask students to consider the following questions (and record insights on the board):

• How does the young adult consider the needs of the employer in his or her 7-SecondResume? (What does he/she say and do?)

Note that the students will be filming their own 7-Second Resumes and that we are about to develop the scripts for these artifacts in a moment. (Note: students will also create a traditional resume as this is an essential tool for all professionals!)

GOALS:• Review the elements of a traditional resume (advantages and disadvantages).• Introduce the 7-Second Resume.

MATERIALS:• Whiteboard• Markers• Sample Resume (included)• Projector/speakers to view/listen to 7-Second Resumes

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CHECK FOR UNDERSTANDING (5 MINUTES)

Context and Directions: In order to wrap up the first half of the lesson, the instructor will conduct a final check for understanding with the group, will reinforce the main takeaways, and will transition students to drafting 7-Second Resumes of their own.Start by referring to the notes on the board from section 2 of the session:

• What kinds of skills are employers looking for? Why?

• What kinds of habits are employers looking for? Why?

• You can “bottom line” all of this information by asking: What does an employer wantin employees?

Use the time in the last 5-minutes to modify/revise and add to the answers from the group. (Hint: use the time to highlight the habits (as these may be more apparent in 7-Second Resumes). Then, transition students to drafting their own scripts.

GOALS:• Reinforce main topics of the lesson thus far.

MATERIALS:• Whiteboard and dry erase markers.

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DECONSTRUCT THE 7-SECOND RESUME (10 MINUTES)

Context and Directions: The purpose of this section of the lesson is to uncover and explain the qualities of a great 7-Second resume.

Break it Down (5 minutes): Watch the entire string of 7-Second Resumes again: (https://www.youtube.com/watch?v=VlLmeULVkno) but really break each 7-Second Resume down.

• Stop each video after the first sentence and ask the students what theyoung adult did. (Hint: the young adult outlined (or should have outlined) a specific life experience).

• Then watch the second sentence of each video and, again, ask the group what the young adult did. (Hint: the young adult explained specifically how this life experience would add value to a business (or the young adult should have said that).

Make this format very explicit and write the following on the board:

• 1st sentence: Important and Specific Life Experience• 2nd sentence: Specific Value You Will Bring to the Business (this is the benefit to

the employer.)

List (5 minutes): As a whole group:

• List the kinds of life experiences that the young adults articulated in the videos thatshowed how strong and resilient the young adults were.

• List the kinds of value that the young adults noted (or the kinds of value that theycould bring to the business).

• This list is the beginning outline of the qualities of a great 7-Second Resume (youcan add to this list as the session progresses).

GOALS:• Deconstruct the 7-Second Resume• Outline the essential qualities of a strong 7-Second Resume (examples) – (Note: the

instructor should type up these qualities and have them available to students for theday of filming in case of last minute edits).

MATERIALS• Projector and speakers• Whiteboard and Markers

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DRAFT YOUR 7-SECOND RESUME (25 MINUTES)

Context and Directions: The facilitator will now help the young adults begin to draft a script for their 7-Second Resumes using the following templates (included). The instructor should scaffold this process for the young adults and explain that this is a 3-part process:

• Part 1: Identify What You Bring to the Table• Part 2: What Word Will You Use to Share Your Experience with An Employer?• Part 3: Write Your Initial Drafts

First, pair the students up and spread them around the room. Each person will fill out his or her own template, but his or her partner is there to give advice or talk through the template. All students should have a pen/pencil for this portion of the session.

Once students are situated, hand out the first part of the template. Give the pairs about 5 minutes to complete this section and move around the room to help them. You may need to do some expectation setting around “building a safe space” as some of the young adults may bring up highly personal life experiences. (Note: if students need help, the notes on the board outline the elements of a strong 7-Second Resume).

Once the students have worked through Part 1, hand out Part 2 of the template, and give students 5 minutes to complete this section. Be sure to move around the room to help students as they complete Part 2.

Once the students have worked through Part 2, hand out Part 3 of the template, and give students 5 minutes to complete this section. Be sure to move around the room to help students as they complete Part 3. Encourage students to read their drafts out loud to one another to get feedback on how to improve the script.

Final note: There may be some students who just “get” the 7-Second Resume and build their scripts quickly. If this is the case, enlist these students as “peer coaches” to support other students in the group.

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GOALS:• Build a strong working draft of the 7-Second Resume script

MATERIALS• 7-Second Resume Script Builder Template (below)• Pens/pencils• Stapler (to staple Parts 1, 2 and 3 of each student’s 7-Second Resume Builder

Template)

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PART 1 7-Second ResumeScript Builder

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NAME:

Directions: Use these activities to help you build the script of your 7-Second Resume.

Part 1: First – show yourself what you bring to the table!

Review the following list of questions/prompts and circle 3 of them that you would like to answer in 2-3 sentences:

• What life experiences have shaped your work ethic?

• What personally motivates you to strive for success?

• What challenges in your life have you faced, that have made you stronger?

• What extraordinary things have you done in your life to help yourself or your family?

• What is the single biggest challenge that you have overcome in your life? How didyou overcome this challenge?

• What question would you like to answer? (Write it below and answer it!)

In the space provided, write the 1 prompt/question you circled and answer each in 1-3 sentences.

• Write your answer to the question below:

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2PART 2 7-Second Resume

Script Builder

NAME:

Directions: Now, review your answer on the previous page and think about how you will explain this experience to your potential employer.

Look at the list of words below and circle one that best describes the life experience that you highlighted on the previous page and the value this experience can bring to your employer.

If you have unique skills or habits that are not listed below, please add your own.

Now, read the sample 7-Second Resume scripts below. Underline the life experience of the young person and then circle the key word (or phrase) that shows the employer what the young person can bring to the business.

Organized Flexible Resourceful Proactive Innovative Reliable Personable Motivated Responsible Efficient

Leadership Communication Collaboration Time-Management Adaptability Punctual Strategic ProficientDrivenPersistentTeamwork

Problem-solving Conflict resolution PositiveEthicalAttention to detail CreativeDependable IndependentAble to learn quickly Other (choose your own)

“I worked two jobs while raising two children. This taught me the art of multi-tasking and the importance of paying attention to details."

“I worked 12-hour shifts at the recycling company with my dad, who's 72. That taught me a work ethic that I carry with me every day."

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NAME:

Reflect again about your most inspiring life experience that you want to share with an employer.

First – write the life experience below:

Now - write the word or phrase you circled from the list:

PART 2 7-Second ResumeScript Builder

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3PART 3 7-Second Resume

Script Builder

NAME:

Directions: In the spaces below draft your first and second sentences.

FIRST SENTENCE Explain the life experience that you want to share with the employer.

SECOND SENTENCEExplain the value that you will bring to the business based on this life experience.

(Hint, use the word (or phrase) you listed in Part-2 in this sentence).

Read your script to a peer and a sta� member and ask for feedback. Write the feedback below:

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3 PART 3 7-Second ResumeScript Builder

Now, try your draft one more time. (See if you can shorten each sentence and make it very concise).

Read your script out loud and make any changes to the above script to make it tighter, clearer or more impactful for the viewer.

FIRST SENTENCE Explain the life experience that you want to share with the employer.

SECOND SENTENCEExplain the value that you will bring to the business based on this life experience.

(Hint, use the word (or phrase) you listed in Part-2 in this sentence).

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SHARING AND CELEBRATING (5 MINUTES)

Context and Directions: In this part of the session, students will stand in a circle and read the most recent draft of their 7-Second Resume out loud to the entire group. The goal of this activity is to celebrate the students, their resiliency, their passion, and their drive.

This part of the lesson is all about positivity, empowerment, and good feelings. Be sure to frame the point of this activity, and applaud after each script is read (and cheer and highlight great things). Note: You may need to do some expectation-setting around creating a safe space, as some students may share some personal experiences.

GOALS:• Celebrate the great work.

• Highlight the strength, power, resiliency, drive, passion and purpose of all membersof the group.

• Build good feelings and confidence (in advance of the film shoot).

MATERIALS:• Students will need to read their most recent draft from their templates.

CLOSING AND NEXT STEPS (5 MINUTES)

Context and Directions: In closing, reinforce the qualities of a strong 7-Second Resume by asking the group:

• What do you think the most important quality of a 7-Second Resume? (Their answerswill help you gauge their understanding and you can reinforce/correct anymisunderstandings).

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Then, outline the homework:

• Read your script out loud at least twice to a friend or family member.

• Then, edit your script once more to make it short, tight, concise, and powerful. (Hand out the template – included)

• This (should be your final script).

• Read it one more time as practice.

In the final 3 minutes of the unit, the instructor will collect all the scripts and staple them to the student’s packet and will explain the relevant logistics of the upcoming filming (date, time, location, reminders about professional clothing and being “camera ready”).

• Time• Location• Dress code• Schedule

GOALS:• Reinforce the qualities of a strong 7-Second Resume• Assign homework• Cover logistics of film shoot

MATERIALS• Final draft template (included)• Logistics of film shoot (instructor will need to provide these details)

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NAME:

FIRST SENTENCE Explain the life experience that you want to share with the employer.

SECOND SENTENCE Explain the value that you will bring to the business based on this life experience.

FINAL DRAFT TEMPLATE