get the job you want - training design document

Instructional Design and Delivery Get the job you Want

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Instructional Design and Delivery

Practicum

By Sejal Mehta


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Get The Job You Want


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Note to the proposed readers of this document This is a fictitious project created for the purpose of this course. The company “Career Stop” and all other details are my creation and imagination of something I am passionate about. At this time I am not pursuing this training anywhere. My proposed training “Get The Job You Want” consists of six sessions totally. For the purpose of this class and in the interest of limited time, I am including in this document:

- Background and Analysis - High Level and Detailed Design for one session – Creating an Effective Resume - Development Plan for the above session - Implementation / Delivery - Evaluation


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Contents

Background - Company Information

Analysis

- Needs Analysis - Goal Analysis - Learner Analysis - Resource Analysis

Design

- High Level Design – Creating an Effective Resume - Detailed Design – Creating an Effective Resume

Development

- Development Plan Implementation Evaluation Attachments

- Resume Worksheet - Creating an Effective Resume Handouts

o Action Verbs o What should I include in my Resume o Resume Tips o Resume Critique Checklist


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Company Background

Career Stop is a publicly funded career service and development organization providing services and resources for jobs searching and employment in the tri-cities area surrounding Lakegrove, CA. Their main goal is to coordinate employment activities and related services, either for free or for a nominal fee. Career Stop works in partnership with the local city, community colleges and local community organizations. Career Stop offers the following services:

• Access to computers and internet • Books and other resources related to employment opportunities • Job search Workshops • Other workshops related to employment • Counseling – individual and group sessions • Mock Interview practice sessions • Information on job fairs

Customer Base Career Stop has a big customer base with a varied clientele. The customers include individuals with:

• Varied income level (more are low to middle income) • Basic education to graduate degrees • Limited work experience to many years of experience • English as a second language (a reasonable percentage)

Basically it is wide customer base with varying needs


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ANALYSIS


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Analysis Needs Analysis (Why) Current Situation Career Stop offers various workshops on a regular basis on standard job searching topics like – creating a resume, interviewing skills, networking etc. These workshops are run and managed by counselors who work at the center. The workshops are overall successful and have been meeting the needs of many people. The basic job search workshop assists in getting the basic requirements ready like:

• A simple resume • Basic Knowledge on interviewing skills • Standard tools to us

In the last few years, there has been an increasing demand for an advanced level job search workshop. There has been a consistent request from many clients, in various ways, through feedback forms, at counseling sessions etc., to offer a training that goes a step further than the basic job searching skills. A training that would be suitable for people who all ready have the basic skills and want to further their skills and knowledge at an advanced level. Based on the request and agreement by management, an advanced level training “Get the Job You Want” will be created. Training Solution The counselors will create the a pilot version of the training “Get the job You Want.” This will be created as an intense six-week course where the students will meet once a week for an in-class hands-on session. The content will be designed to build upon the previous week and hence offering continuity and best learning opportunity. Participants will be requested (not mandated) to attend the training end-to-end for maxim benefit. Goal Analysis (What) “Get The Job You Want” is a pilot training program and will be offered for the first time in March 2011. This training will address the following topics on advanced job search skills:

• Creating an Effective Resume • LinkedIn as a job search tool • Advanced Interviewing Skills • Other Networking tools and options

There the following pre-requisites will need to be fulfilled before registering for this training

• Have completed the basic job search skills course in the last three years (the registration would be designed to check on that)

• Have a basic resume (this would have been created in the basic job search skills class) • Have basic computer skills

The objectives of the training are: General Instructional Objectives (GIO) Get participants ready to pursue an active job search by providing detailed information along with hands-on-learning on the various elements of looking for a job including using LinkedIn Professional Networking Application in the job search process.


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Specific Instructional Objectives (SIOs) At the end of the training participants will have

• Created a marketable resume • Created a detailed profile on LinkedIn • Developed a comfort level in using LinkedIn as a tool in job searching • Practiced interviewing skills by participating in a mock interview session • Explored other networking tools

Participants have the choice of registering for the topic(s) of their choice and attending those session(s). Each topic could last for one or two weeks. For maxim benefit it is requested to attend all the sessions. Learner Analysis (Who) Individuals who are looking to further their basic job search skills and have fulfilled the above prerequisites would be the participants for this advanced course. Example of participant would be

• Someone who has some years work experience, recent additional qualification and now looking for a job change

• Someone who has been working for many years, has lots of skills and experience and would like to update his / her resume and other skills to get prepared for a job search

Resource Analysis (How) “Get the Job You Want” will be offered every quarter of the year 2011. It will run for 6 weeks and will be in-class hands-on training. Each class meeting will be a four-hour session on Saturday mornings from 9:00 a.m. to 1:00 p.m. The first session will start on the first Saturday in March 2011. Subsequent dates for the remaining three quarter in 2011 have to be finalized. Students will be required to register and pay a small fee for each session. There will be some discount for registering for four or more session. The class will be held at the center’s computer lab. The lab consists of 14 computers and hence the class will be offered to the first fourteen students who register. A small wait list will be maintained. The training will be taught and facilitated by the counselors working in the center. The training will be marketed through flyers posted at various locations including local libraries, community centers, community colleges etc. Constraints and Limitations This is a pilot program and certain element of uncertainty does exist, as this is being run for the first time with the potential audience in this Center. Issues that could result in having to change the training a little could be:

• Six weeks is fairly long and may not be suitable for someone who wants quick information

• Being an advanced level course, the audience needs and expectation could vary, based on their background, hence trying to meet the different expectations could be challenge.

• Charging a nominal fee may deter some potential participants (given there are lots of resources for this topic available online etc.)


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Future Plans If this program sees the success anticipated (good turnout, customer satisfaction etc.) couple of additions will be made to this program

• Including two social media applications in a job search – Facebook and Twitter • Converting it to a hybrid class with good amount of online self-paced training and some in

class requirement. This would assist in scaling out to a larger audience and more flexibility for the participants.


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DESIGN


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High Level Training Design

General Instructional Objectives (GIO) Get participants ready to pursue an active job search by providing detailed information along with hands-on-learning on the various elements of looking for a job including using LinkedIn Professional Networking Application in the job search process. Specific Instructional Objectives (SIOs) At the end of the training participants will have

• Created a marketable resume • Created a detailed profile on LinkedIn • Built up working knowledge on useful features in LinkedIn and using LinkedIn as a job

searching tool • Developed a deep understanding interview expectations in today’s market • Practiced interviewing skills by participating in a mock interview session • Identified other networking tools and options in job searching

Timeline – Total 6 weeks The class will meet every Saturday morning from 9:00 a.m. – 1:00 p.m. Various activities and additional work will need to be completed between each session. Breakdown of the six weeks: Pre-Work (before 1st session) - Resume Worksheet to be completed and brought along with your curent resume to the first session. Week 1 – Creating a marketable resume using the filled out worksheet and critiqueing peers resumes Week 2 – Overview presentation on linkedIn and creating an account Week 3 – Finalizing linkedIn profile and presentation on using linkedIn as a job searching tool Week 4 – Presentation on interviewing skills including current technologies used for interviews Week 5 – Review of mock interview videos Week 6 – Other networking options All classes will be hands-on and participants will (of course) be encouraged to share opinions, experiences and anything else that would be valuable contribution on the topic for the class.


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Detailed Design

Session 1 - Creating an Effective Resume

Purpose Have the participants create one or two versions of marketable resumes using the right guidelines, current technology and applications. Objectives At the end of this session the participants will:

• Identified in detail the structure, content and design of a resume • Have created a marketable resume • Assist peers by critiquing their resumes

Pre-work

• Complete a Resume Checklist prior to attending the session

Timeline – Total four hours (240 minutes)

• Introductions and Discussion – approx. 40 minutes Ø Experiences in filling out the Resume Checklist Ø Activity on introductions

• Presentation – approx. 30 minutes

Ø What goes in a resume and other details

• Activity 1 - Creating a Resume – approx. 90 minutes s Ø Creating the resume online using the completed checklist and handouts

• Activity 2 – Critiquing a resume – approx. 40 minutes

Ø Critiquing one or two peer resume(s)

• Closing – 20 minutes Ø Questions, concerns and HW Assignment

Two ten minute breaks will be offered in between Introductions and Discussion Participants will be asked to share their experiences while filling out the Resume Checklist. This information will be noted on a white board. The goal here is to encourage students to see the similarities and differences in the experiences they might have had. Also this will hopefully get participants to start to feel comfortable with each other. There will be lots of prompting and encouragement from the facilitator. Once the participants have shared some experiences a quick activity on the introducing each other will take place. Quick Activity – Write on the index card provided

- Name - Occupation - Why you are here - Your expectation from this training


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Participants will be asked to read / share what they wrote. This would be an opportunity for the instructor to briefly assess participants’ backgrounds and goals for this training. Presentation Will cover detailed information on:

- What is a resume - Structure of a resume - Contents of a resume - Resume Check - Resume Design - Resume Expectations

Activity 1 – Creating your resume Handouts* to be passed out to the students

o Action Verbs list o What should I include in my resume o Resume writing tips

Follow steps to choose a template folder Open up Microsoft Word -> Resume Templates folder -> Choose a template from the 3 choices Using your completed Checklist and handouts, fill out the template to create your resume Facilitators will be there to assist as needed. Activity 2 – Critiquing peer resume Handout to be passed out to the students – Resume Critique Checklist Students will be asked to print out their resume and exchange their resumes with a peer of their choice or someone sitting next to them. Use the Resume Critique Checklist to:

- Mark words / sentences. Layout, design etc. that need to be changed - Suggest the changes, if possible

This checklist is very detailed, for this activity it can be used briefly. Note: This checklist is taken from Monster.com – Resume Critique Checklist http://career-advice.monster.com/resumes-cover-letters/resume-writing-tips/resume-critique-checklist/article.aspx

Closing / Homework Answer any questions / concerns participants may have Assign Homework

• Take the edited resume and make changes / any other updates as needed • Get ready for next session – Review LinkedIn articles / presentations


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DEVELOPMENT


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Training Development Plan “Get The Job You Want” development will include:

• Reviewing and selecting existing material (if any) that could be used • Writing new material • Creating the activities and handouts • Finally creating PowerPoint presentation that will be used in the actual training

The presentation will be a complete instructional prototype that meets all the detailed design specifications. It will include the following content (varying based on the topic)

• Information • Demos • Videos • Activities

All presentations will have detailed instructor notes and any other information that has to be followed during the class. Who will do the development work? Two counselors, who work in the center, will be responsible for using the detailed design documents for each session and create the content in presentation format.


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IMPLIMENTATION


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Implementation plan Delivery “Get the Job You Want” will be offered every quarter of the year 2011. It will run for 6 weeks and will be in-class hands-on training. Each class meeting will be a four hour session on Saturday mornings from 9-1 p.m.. The first session will start on March 5, 2011 and consecutive will be held every Saturday till April 9, 2011. Subsequent dates for the remaining three quarter in 2011 have to be finalized. Classroom set up The classroom will be set up in classroom style of chairs and tables with each table having two computers. There are 14 computers available in the center’s workshop lab. Each computer will be set up with a generic login and password. The classroom also has the following set up:

- Instructor desk - Inbuilt projector and screen - Two whiteboards - Three flipcharts - Markers for whiteboards and flipcharts

Resources Instructors – these are the counselors at the center will instruct and facilitate the sessions. The plan is to have couple of counselors rotate instructing this training. Lab Assistant will initially do the set up for the computers (creating folders where students can save their work etc.) and be available should any technical issues arise. Course Management Registration will be required and will be available online (on Career Stop Website) and in person at the center. Registration will be open from January 3, 2011. For the first offering 14 students will be allowed to register and will be on a first come first serve basis. Any questions regarding registration should be directed to the front desk. Sign in sheets – Students will have to sign in for each session. A break room is available in the center with snack and drinks vending machines and free coffee / tea. Marketing Flyers will be distributed within the local community including libraries, community centers and community colleges. Flyers will also be posted at the center and available on the center’s website homepage.


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EVALUATION


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Evaluation Plan Kirkpatrick’s Level 1 evaluation will be created and passed out at the end of each of the six sessions. The evaluation will basically cover “learner reaction” to the session completed. Filling out the evaluation be optional but highly recommended. All evaluations will remain anonymous. Given this is a pilot training the evaluation will be formative to test the training program and see how the training can be modified and improved based on the learner feedback. The goal of the evaluation is to assess the following areas:

- Training content and design o Content covered – information and detail o Activities o Sequence of content and activities

- Instructors / facilitators

o Knowledge o Style of instructing o Value add to the learning o Facilitating to encourage learning

- Classroom

o Set up o Bright and airy o Clean o Audio / Visuals o Other

- Separate open ended questions requesting suggestions on

o Content o Design o Activities o Instructor o Classroom

o Overall suggestion(s) from the students to improve the training


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ATTACHMENTS


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Resume Worksheet - Creating an Effective Resume ________________________________________________________________ Complete this Resume Worksheet to the best your can and bring it along when you come for the first session on Thursday, March 3, 2011. Education Basic Information: List the colleges / universities you attended after high school in reverse chronological order from which you have received a degree / certificate. College / University City / State / Country Degree Major Dates GPA Relevant Coursework (Optional): List courses that are related to the field and highlight specific skills and knowledge. Keep the list short, no more than 6-8 courses. Depending on the number of courses you can separate them by commas. Class Projects (Optional): List the projects relevant to your chosen field emphasizing, in addition to project specific skills, teamwork and leadership skills. Project Name Project Duties Skills used Project Name Project Duties Skills Used Work Experience List the most recent and relevant work experience in reverse chronological order. Emphasize your responsibilities and skills used / developed. Be as specific as possible. Job #1 Job Title Company City-State / Country Dates (mo/year) Responsibilities Skills


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Job #2 Job Title Company City-State / Country Dates (mo/year) Responsibilities Skills Job #3 Job Title Company City-State / Country Dates (mo/year) Responsibilities Skills Computer / Technical Skills / Languages: List all computer skills including hardware, software and programming skills. Also list any non-English languages you have learned. Hardware Software Programming Languages

Achievements and Activities: List all (includes personal) accomplishments like academic awards and honors, memberships, volunteer activities Your Title Organization Name City- State / Country Dates


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WHAT SHOULD I INCLUDE IN MY RESUME ????

There are no hard and fast rules to writing a resume. Basically an effective resume should reflect: 1. Your uniqueness as an individual 2. The factual information in your resume should support the qualifications for the position you

seek. The general categories are: 1. Identification – Name, permanent address, phone, email

2. Objective / Summary of Qualifications a. The general level of the job you feel qualified for b. The ability you can offer

(or) c. List the skills and knowledge that describes you

3. Education a. Highest College Degree – name of college/university, location, degree, dates b. Second highest degree – name of school / college, location, degree, dates To both the above mention additional studies / projects directly related to the job you are applying. Can include college majors / minors and grades when above average

4. Experience a. List in reverse chronological order b. State your title, name of company, location and start and end dates (month/year) c. State any accomplishments achieved

5. Professional Experience

6. Professional Presentations

7. Professional Certifications (if applicable)

8. Voluntary Activities

9. References Furnished upon request

Tip: Always list career related work experience and other work experience in separate paragraphs.


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Action Verbs

Planned

Devised developed examined discovered evaluated designed Organized investigated appraised estimated planned analyzed Studied measured solved created produced originated Interpreted determined

Directed Operated managed guided supervised governed commanded Controlled regulated directed prescribed designated coordinated Adapted eliminated transferred maintained administered authorized Vetoed removed

Executed Motivated encouraged utilized employed rectified administered Restored repaired reorganized improved approved observed Demonstrated disclosed published notified produced created Built formulated increased expanded extended supplemented Augmented condensed curtailed reduced minimized converted Exchanged replaced conceived strengthened authored activated Unified combined consolidated merged updated modernized Altered transformed modified balanced established inventoried Surpassed simplified computed estimated classified terminated Initiated introduced economized obtained procured collected Assumed attached exchanged invested sponsored expedited Attained executed achieved dispatched

Serviced Disclosed informed communicated taught instructed educated Guided trained lectured endorsed guaranteed accommodated Aided assisted

Advised Conferred consulted publicized notified advised reported Advertised informed demonstrated displayed exhibited illustrated Advocated counseled acquainted recommended suggested familiarized


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Resume Tips

Appearance • Name largest text on the page at 12 - 14 font size and 10-12 font size for other text • Easy to read and well organized • Professional quality paper • Use conservative font such as Times New Roman or Arial • Use boldface to highlight specific areas, be consistent in bolding • Avoid underlining and Italicizing • Limit to 2 pages

For Your Information • Boldface your degrees • State you GPA if is above 3.5 • Be aware of past / present tenses and ensure consistency • If using chronological format, information should be in reverse chronological order Things to avoid • Using the word “I” • Long-winded, wordy sentences • Hand written corrections or additions • Using abbreviations or unfamiliar jargon • A photograph • Personal data (age, marital status, gender etc.) • Political or religious affiliations Resume Expectations • Clear and concise • Accomplishment focused • One – two pages maximum • No personal information • Honesty


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Resume Critique Checklist By Kim Isaacs, Monster Resume Expert

Resumes normally get less than a 15-second glance at the first screening. If someone has asked you to review his resume and you want to help him ensure it gets read -- or want to know if your own is up to par -- be sure you can answer yes to the following questions:

First Impression

• Does the resume look original and not based on a template?

• Is the resume inviting to read, with clear sections and ample white space?

• Does the design look professional rather than like a simple typing job?

• Is a qualifications summary included so the reader immediately knows the applicant's value proposition?

• Is the resume's length and overall appearance appropriate given the career level and objective?

Appearance

• Does the resume provide a visually pleasing, polished presentation?

• Is the font appropriate for the career level and industry?

• Are there design elements such as bullets, bolding and lines to guide readers' eyes through the document and highlight important content?

• Is there a good balance between text and white space?

• Are margins even on all sides?

• Are design elements like spacing and font size used consistently throughout the document?

• If the resume is longer than a page, does the second page contain a heading? Is the page break formatted correctly?

Resume Sections

• Are all resume sections clearly labeled?

• Are sections placed in the best order to highlight the applicant's strongest credentials?

• Is the work history listed in reverse chronological order (most recent job first)?

Career Goal


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• Is the career objective included toward the top of the resume in a headline, objective or qualifications summary?

• Is the resume targeted to a specific career goal and not trying to be a one-size-fits-all document?

• If this is a resume for career change, is the current objective clearly stated, along with supporting details showing how past experience is relevant to the new goal?

Accomplishments

• Does the resume include a solid listing of career accomplishments?

• Are accomplishments quantified by using numbers, percentages, dollar amounts or other concrete measures of success?

• Do accomplishment statements begin with strong, varied action verbs?

• Are accomplishments separated from responsibilities?

Relevance

• Is the information relevant to hiring managers' needs?

• Does the resume's content support the career goal?

• Is the resume keyword-rich, packed with appropriate buzzwords and industry acronyms?

• Is applicable additional information, such as awards and affiliations, included, while personal information like marital status, age and nationality unrelated to the job target omitted?

Writing Style

• Is the resume written in an implied first-person voice with personal pronouns, such as I, me and my, avoided?

• Is the content flow logical and easy to understand?

• Is the resume as perfect as possible, with no careless typos or spelling, grammar or syntax errors?


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Evaluation Form

Training: …………………………………………………… Date: …………….

Please fill out the evaluation form to best reflect your learning, experience and suggestions for us to improve the training. Please color the circle that best describes your opinion. Note: If you do choose “Undecided,” feel free to elaborate in the Comments section at the end of the questions. Strongly

Agree Agree Disagree Strongly

Disagree

Undecided

Content and Design

Objectives were clearly specified and followed

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Material was clear and detailed

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Activities were appropriate for the learning

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Content and activities were well organized and easy to follow

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Handouts were useful

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Instructor / Facilitator

Quality of instruction was good

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Instructor was knowledgeable

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Instructor encouraged questions, participation & discussion

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Classroom

Classroom was bright, airy and clean

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The room set up was appropriate

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The A/V equipment worked well

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Comments Please answer these questions to help us improve the training. You can use the back side of the paper, if needed 1. What aspects of the training can be improved? Please explain. 2. Would you recommend this training to others? 3. Other comments?

Thank you for your participation