JA Job Shadow™

Teacher Guide

JA Job Shadow™

Teacher Guide

Copyright ©2013Junior Achievement USA

Colorado Springs, Colorado

Any text of this publication, or any part thereof, may not be reproduced ortransmitted in any form or by any means, electronic or mechanical, including

photocopying, recording, storing in an information-retrieval system, or otherwise, except in the course of conducting a registered Junior Achievement USA®

class or with the permission of the publisher.

Table of ContentsIntroductionAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Program .Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Preparing .for .the .Site .Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Volunteer .Conduct .Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Master .List .of .Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Session PlansSession .One: .Before .the .Job .Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Session .Two: .Perfect .Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Site .Visit: .JA .Job .Shadow .Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Session .Three: .Next .Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Student Materials Pages*Career .Cluster .Descriptions . 1A-B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44-45

Job .Interviews .Tips . . .2A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Consent .Form . 2B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Medical .Authorization .Form . 2C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Career .Assessment .Instructions . 3A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

How .to .Craft .an .Elevator .Pitch . 3B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Tips .for .Writing .a .Great .Resume . 3C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Resume .Template . 3D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Creating .an .Infographic .Profile . 3E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Infographic .Profile: .Example .One . 3F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Infographic .Profile: .Example .Two . 3G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

*Obtain copies from JA staff or print for students.

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AcknowledgmentsConsultantsExperienced, .professional .educators .and .subject-matter .experts .are .employed .to .contribute .to .and .review .Junior .Achievement .programs . .Their .expertise .in .career .education, .business, .social .studies, .literacy, .mathematics, .curriculum .development, .and .pedagogy .has .significantly .enhanced .the .quality .of .this .program:

• Christine .Berglund, .Middle .School .and .High .School .Literacy .Consultant .and .Educator, .Colorado .Springs, .CO

• Joy .Nehr, .Subject .Matter .Consultant—Literacy .and .Humanities, .Laurel .Springs .School, .Tucson, .AZ

• Karin .Smith, .Career .Counseling .and .Education .Consultant, .Founder, . . CommUNITY .Connections .Consulting, .LLC, .Milwaukee, .WI

JA AreasJunior .Achievement .USA .acknowledges .the .following .JA .Areas .for .their .work .in .piloting .JA .Job .Shadow:

• JA .of .Tampa .Bay, .Inc .

• Junior .Achievement .of .Chicago

• Junior .Achievement .of .Oklahoma, .Inc . . . . . .

• Junior .Achievement .of .Southern .Colorado, .Inc .

• Junior .Achievement .of .Southwest .Connecticut, .Inc .

• Junior .Achievement .of .Utah, .Inc .

SourcesSources .of .information .for .the .JA .Job .Shadow .program .materials .include:

• U .S . .Department .of .Labor, .Bureau .of .Labor .Statistics, .www.bls.gov• The .Occupational .Information .Network .(O*NET), .www.online.onetcenter.org• U .S . .Department .of .Education, .www.ed.gov• Common .Core .State .Standards, www.corestandards.org

JA Field Program Advisory CommitteeThe .JA .Field .Program .Advisory .Committee .(FPAC) .provides .direction .and .feedback .for .the .development .of .all .JA .programs, .including .JA .Job .Shadow . .The .FPAC .is .composed .of .Junior .Achievement .staff .from .across .the .United .States .with .a .wealth .of .Junior .Achievement .and .educational .experience . .

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ForewordJunior Achievement USAJunior .Achievement .USA .(JA; .JA .USA) .is .a .nonprofit .organization .financed .by .businesses, .foundations, .government, .and .individuals . .Since .its .founding .in .1919, .Junior .Achievement .has .contributed .to .the .business .and .economic .education .of .more .than .100 .million .young .people .around .the .world .

Junior .Achievement .USA .is .the .nation’s .largest .organization .dedicated .to .educating .students .in .grades .K-12 .about .entrepreneurship, .work .readiness, .and .financial .literacy .through .experiential, .hands-on .programs .designed .to .help .young .people .understand .the .economics .of .life . .In .partnership .with .businesses .and .educators, .JA .brings .the .real .world .to .students, .opening .their .minds .to .their .potential .

All .programs .are .developed .by .the .Junior .Achievement .USA .Education .Group .and .are .piloted .in .classrooms .and .in .after-school .settings .around .the .nation . .Members .of .the .Education .Group .possess .postgraduate .degrees .in .education, .have .experience .in .the .classroom, .and .are .experts .in .curriculum .development .and .design . .

For .more .information .about .Junior .Achievement .USA .programs .for .high .school, .middle .school, .and .elementary .school, .visit .JA .online .at www.ja.org or .send .mail .to: .Product .Development, .Junior .Achievement .USA .National .Office, .One .Education .Way, .Colorado .Springs, .CO .80906 .

Thank You!Junior Achievement USA appreciates the commitment you have made to the success of this program. We are certain you and your students will find JA Job Shadow to be an informative, worthwhile, and enjoyable experience.

Online SurveyAt the program’s conclusion, you may access an online survey at www.ja.org/programs/programs.shtml to offer feedback on your experience; click on Program Content and Instruction Survey. Please take a moment to complete the survey. Your comments will improve the quality of Junior Achievement programs.

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Program OverviewJunior .Achievement .USA .is .committed .to .developing .and .implementing .vital .and .innovative .programs . .JA .Job .Shadow .prepares .students .to .be .entrepreneurial .thinkers .in .their .approach .to .work . .Students .will .acquire .and .apply .the .skills .needed .in .demanding .and .ever-changing .workplaces . .JA .Job .Shadow .is .an .interdisciplinary .program .that .supports .the .attainment .of .academic .standards .in .work .readiness, .with .a .secondary .focus .on .social .studies, .business, .reading, .and .writing .

The .hallmark .of .JA .Job .Shadow .is .a .visit .for .students .to .a .professional .work .environment . .The .program .consists .of .four .segments: .two .in-class .sessions .presented .prior .to .a .site .visit, .the .four- .to .five-hour .site .visit, .and .one .in-class .session .after .the .visit . .Although .developed .for .high .school .students, .middle .school .students .may .participate . .The .program .introduces .students .to .professions .and .industries, .while .demonstrating .the .importance .of .professionalism .in .getting .a .job .and .developing .a .career . .

Note: .The .JA .Job .Shadow .site .visit .is .a .small-group .exploration .of .general .work .readiness, .not .a .one-on-one, .interest-based .assignment .

JA Job Shadow GoalsThrough .hands-on .classroom .activities, .the .following .topics .will .be .discussed:

• Career .research .and .preparation• Job-hunting .tools• Professionalism .and .ethics .in .the .workplace• Professional .action .plans

Following .participation .in .the .program, .students .will .be .able .to:

• Recognize .career .clusters .and .potential .job .positions .and .understand .the .importance .of .researching .the .requirements .needed .to .earn .a .position .

• Develop .job-hunting .tools, .such .as .networking, .resumes, .and . .interviewing .skills .

• Identify .the .next .steps .needed .in .their .personal .career .preparation .

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Preparing for the Site VisitJA Job Shadow VisitThe .site .visit .introduces .students .to .the .workplace .and .to .the .career .opportunities .available .to .them . .Although .the .product .developed .or .service .provided .differs .from .business .to .business, .many .companies .provide .similar .career .opportunities . .For .example, .public .relations .firms, .government .agencies, .and .biotechnology .firms .all .need .accountants, .project .managers, .and .writers . .

The .JA .Job .Shadow .site .visit .experience .inspires .students .to .learn .and .demonstrate .the .basic .skills .that .will .make .them .valuable .assets .to .any .employer . .

ParticipantsSite CoordinatorThe .site .coordinator .is .the .person .at .the .job .site .who .will .coordinate .with .the .teacher, .the .JA .staff, .and .the .workplace .hosts .

Workplace HostsThe .workplace .hosts .are .employees .at .the .company .acting .as .the .small-group .leaders .who .will .guide .the .students .through .the .challenges .throughout .the .visit . .Hosts .should .be .assigned .to .groups .of .two .to .four .students, .avoiding .one-on-one .assignments .

TeacherThe .teacher .will .lead .the .three .in-class .sessions, .two .prior .to .the .job .site .visit .and .one .after . .The .teacher .will .observe .at .the .job .site .visit .and .assist . .as .necessary .

StudentsStudents .will .participate .in .the .three .in-class .sessions .and .the .job .site .visit . .They .should .be .made .aware .that .this .is .a .small-group, .general .work-readiness .experience .and .not .a .one-on-one, .interest-specific .type .of . .job .shadow .

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Teacher Preparation ChecklistGeneral Information

❑ Deliver .Sessions .One .and .Two .prior .to .the .site .visit .and .Session .Three .following .the .site .visit . .

❑ Have .students .complete .all .necessary .paperwork .and .permission .forms .prior .to .the .site .visit . .See .Session .Two .for .details . .

Establishing Expectations ❑ Reinforce .how .English, .mathematics, .social .studies, .science, .and .work-readiness .skills .are .used .every .day .at .work . .

❑ Focus .on .the .role .of .teamwork .at .school .and .on .the .job . .Showcase .how .teamwork .can .contribute .to .success .in .the .workplace . .

❑ Demonstrate .that .lifelong .learning .is .important .to .continued .success .in .the .workplace . .

Working with the Site Coordinator ❑ Contact .your .company’s .site .coordinator .prior .to .your .scheduled .site .visit .and .request .the .following .information: – A .company .description .and .contact .information . – Information .about .specific .career .opportunities .with .the .company . – A .sample .of .career-specific .interview .questions .used .by .the .company . – Lunch .arrangements . – Dress .code .and .safety .regulations . – A .mutually .approved .agenda .of .events .(recommended .times .are .provided .on .Page .8 .of .this .guide) . .

– Specific .student .drop-off .and .pick-up .locations .and .any .ID .students .will .need .to .enter .the .workplace .

❑ Discuss .the .best .ways .to .work .with .students .with .special .needs . ❑ Describe .what .the .students .are .studying .and .how .to .relate .that .to .the . .site .visit .

❑ If .students .will .be .matched .to .specific .careers, .discuss .student .interests . ❑ Review .the .JA .Job .Shadow .Challenge .student .handout . .

Pre-/Post-TestTo .measure .student .understanding .of .this .program .and .its .content, .a .Pre-/Post-Test .is .available .for .download .at www.ja.org/programs/eval-pre-post.shtml. The .Pre-Test .should .be .administered .prior .to .the .first .session . .The .test .can .be .administered .by .a .teacher, .volunteer, .or .JA .staff .member . .The .Post-Test .should .be .administered .after .students .have .completed .the .program . .Please .return .the .completed .tests .to .the .JA .office, .if .requested . .

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Junior Achievement USA WebsitesFor .additional .resources .and .activities, .visit .Junior .Achievement .USA’s .website, .www.ja.org. Click .on .JA .Student .Center .for .even .more .resources .

Junior .Achievement .USA .provides .additional .resources .online .to .educators . .These .are .available .at www.ja.org/involved/involved_educat.shtml . .The .topics .include:

• State .standards• Online .teacher .training• Program .enhancements• Program .content .survey• Tools .for .educators

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Volunteer Conduct StandardsJunior Achievement serves youths. JA volunteers teach valuable lessons in their program delivery and especially in their conduct with students. Adult misconduct with or in the presence of young people carries serious consequences. Because Junior Achievement cares that its volunteers have healthy, appropriate relationships with the youths they serve, it has established the following standards.

• Young people look to adults for examples of appropriate behavior. JA volunteers must use appropriate language and model honorable behavior, such as respect, integrity, honesty, and excellence. Profanity or sexualized language or jokes are inappropriate when working with students, regardless of whether they occur face-to-face, over the Internet, or by any other means. JA strictly forbids violating any state law regarding interactions with youths; for example, providing them alcohol or legal or illegal drugs or coaxing them into illicit relationships over the Internet or otherwise.

• Volunteers must take particular care when touching young people. Most adults understand the difference between appropriate physical contact such as a handshake or a pat on the back and contact that is sexual or disrespectful. Volunteers also must be cognizant of how any physical contact may be perceived.

• Interactions with students must both be appropriate and appear appropriate. It is expected that volunteers’ interactions with students are at all times appropriate and professional and are strictly related to the role of business mentor. It is unacceptable to seek or engage in one-to-one meetings with students at any time.

• Volunteers are responsible for the quality of interactions. Students often fi nd it diffi cult to state discomfort or objections. Volunteers must be especially sensitive to physical and verbal cues that youths provide.

The aforementioned standards do not represent a comprehensive list. Other actions not included could result in suspension or dismissal as a volunteer.

Junior Achievement takes all complaints of misconduct seriously. Credible allegations of misconduct will be promptly .reported .to .the .appropriate .authorities . .During .any .such .investigation, .the .JA .volunteer .will be placed on leave. If an investigation determines misconduct occurred, it will result in the immediate and permanent dismissal as a JA volunteer.

Any JA staff member or volunteer who reasonably suspects misconduct must report these suspicions immediately to the appropriate JA staff person at the local offi ce.

JA volunteers are required to sign a Volunteer Conduct Standards form. If you have not done so, please contact your local JA offi ce before presenting your fi rst session.

(site coordinator,

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Master List of Materials

Content Led by Time Student MaterialsProvided by JA Staff or

Copied From

Session One(Presented in class, prior to site visit)

Teacher or Volunteer

45 minutes Career Cluster Descriptions

Teacher Guide

Student Materials 1A-B (1 set per pair of students)

Session Two(Presented in class, prior to site visit)

Teacher or Volunteer

45 minutes Job Interviews Tips

Consent Form Medical Authorization Form

Teacher Guide

Student Materials 2A, B, C (1 each per student)

Site Visit Agenda

Introduction

Human Resources Presentation

Challenge One

Challenge Two

Challenge Three

Working Lunch

Site Coordinator

Site Coordinator

Hosts

Hosts

Hosts

Site Coordinator and Hosts

20 minutes

40 minutes

45 minutes

35 minutes

50 minutes

45 minutes

JA Job Shadow Challenge handout

Certifi cate of Achievement

Site Coordinator and Host Site Visit Guide

JA Job Shadow Challenge handout(1 packet per student), Pages 24a-h; certifi cate follows

Session Three(Presented in class, following the site visit)

Teacher or Volunteer

45 minutes Career AssessmentElevator Pitch Resume InstructionsResume TemplateInfographic Profi le

Instructions Infographic Profi le:

Examples One and Two

Teacher Guide

Student Materials 3A, B, C, D, E, F, G(1 each of teacher-selected activities per student)

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Session One

Before the Job HuntOverviewStudents .are .introduced .to .the .JA Job Shadow .program .and .the .Seven .Steps .to .Get .Hired .and .Succeed . .Through .a .close .examination .of .specifi .c .skills .and .career .clusters, .they .learn .the .key .factors .to .investigate .in .career .planning: .skills, .interests, .work .priorities, .and .job .outlook .

ObjectivesStudents .will .be .able .to:

• . Recognize .career .clusters .that .match .their .skills . . and .interests .

• . Demonstrate .self-awareness .of .their .soft .skills .in . . work .scenarios .

Preparation and Materials❏ Prior .to .this .session, .arrange .for .students .to .complete .the . . . . .Pre-Test . .The . .Pre-Test .is .available .for .download .at . .www.ja.org/programs/eval-pre-post.shtml. The .results .of .this .test .will .be .

. . . .compared .to .the .results .of .the .Post-Test .to .be .administered .at .the . . . . .program’s .conclusion, .if .requested .by .JA .staff .

❏ Review .the .session .and .prepare .student .materials . .The student materials are provided by JA staff or can be copied from the Student Materials section at the end of this guide. ✓ One .set .of .Student .Materials .Pages .1A .and .1B, .Career .Cluster .Descriptions, .are .needed .for .each .pair .of .students . .

✓ Follow .the .instructions .on .the .sheet .to .prepare .materials .for .the .activity .

✓ Additional .materials .needed .for .this .session: .pens .or .pencils .and .either .a .paper .cutter .or .scissors .

❏ Become .familiar .with .the .terms .discussed .in .the .session . .Key .terms .are . . . . . .highlighted .in .bold .and .defi .ned .in .the .margins . .

❏ Review .any .company .or .organization .information .received .from .your .site . . . . . .coordinator .and .determine .how .best .to .present .it .to .the .students . .If . . . . . .provided .by .the .site .coordinator, .share .information .about .the .various . . . . . .careers .the .students .will .shadow .during .the .site .visit . .

❏ For .additional .resources .and .optional .activities, .visit www.ja.org and click on . . . . .the .JA .Student .Center .

Recommended TimeThis .session .typically .takes .45 .minutes .to .complete . .

SESSION ONE

ConceptsCareer clustersCareer planningInterestsJob outlookSkills Work priorities

SkillsAnalyze textAnalyze occupationsFormulate answers from personal experienceIdentify behaviorsSelf-assessmentWork collaboratively

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PresentationIntroduction Explain .to .the .students .that .they .will .be .participating .in .the .program .JA Job Shadow . .The .program .is .presented .by .Junior .Achievement, .an .organization .that .seeks .to .inspire .and .prepare .young .people .to .succeed .in .a .global .economy . .

Provide .a .brief .overview .of .the .program .• The .program .consists .of .four .parts:

– Two .45-minute .classes .to .prepare .for .the .job .site .visit– One . .4- .to .5-hour .visit .to .a .professional .work .environment– One .45-minute .class .after .the .job .site .visit

• The .program .includes .the .following .Seven .Steps .to .Get .Hiredand .Succeed:

Before .the .Job .Hunt1 . . Research, .research, .research .(using .the .U .S . .Department .of .

Education’s .16 .career .clusters)2 . . Acquire .education, .training, .and .skills .for .the .career .that .

interests .you3 . . Build .your .personal .brand

The .Job .Hunt4 . . Look .for .a .job .opening .5 . . Apply6 . . Interview

After .You .Are .Hired7 . . Succeed .at .work .by .being .professional .and .ethical .

• During .the .site .visit .to .a .professional .work .environment, .the .same .seven .steps .will .be .reviewed .and .applied .to .the .specifi .c .organization .

Regardless .of .the .workplace .students .will .visit—private, .government, .or .nonprofi .t—the .students’ .preparation .is .key .to .the .day’s .success . .Explain .that .the .students .now .will .participate .in .the .fi .rst .of .two .preparatory .sessions .prior .to .the .site .visit . .The .work .they .do .in .the .classroom .will .prepare .them .for .some .of .the .challenges .they .will .experience .at .the .site .visit . .

SESSION ONE

Introduction15 minutes

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Program note: Students may or may not be interested in the particular careers of the hosts at the workplace they will visit. However, emphasize to the students that the role of the site visit is to introduce them to the work environment and to the skills necessary for their successful participation in the world of work. Many of these skills are needed in any career students eventually pursue.

If .possible, .describe .the .workplace .the .students .will .visit .and .share .any .available .information .about .the .business .or .organization, .specifi .cally .the .different .careers .students .can .expect .to .shadow .during .the .site .visit .

Post .on .the .board .the .fi .rst .three .of .the .Seven .Steps .to .Get .Hired .and .Succeed . .Explain .that .in .this .session, .students .will .explore .these .three .topics:

Before .the .Job .Hunt1 . . Research, .research, .research .(using .the .U .S . .Department .of .

Education’s .16 .career .clusters)2 . . Acquire .education, .training, .and .skills .for .the .career .that .interests .you3 . . Build .your .personal .brand

Discuss .the .following .talking .points .for .each .topic .

Talking Points: Research, research, researcho An .important .part .of .researching .potential .careers .is . . identifying .your .personal .strengths .and .skills . .By .knowing . . your .strengths, .you .can .better .explore .what .careers .might . . be .best .for .you; .confi .dently .set .personal .goals; .and . . increase .your .likelihood .of .success . .

o This .self-awareness allows .you .to .identify .why .you .are . . drawn .to .certain .activities .and .why .others .seem .so . . challenging . .This .information .prepares .you .to .make .better . . decisions .about .your .education .and .career .

SESSION ONE SESSION ONE

Note .here .information .about .the .company .and .careers .students .can .expect .to .observe .

Key TermSelf-awarenessTo recognize the special qualities you possess, including your skills, interests, and priorities.

(continued)

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o Success .takes .planning, .and .planning .requires .research . .To .identify .the .jobs that might be right for you, investigate the following elements:

a. SkillsWhat .skills .do .you .have .now, .and .what .skills .can .you .gain .through .training, .education, .and .experience?

b. InterestsWhat .do .you .like .to .do? .What .are .you .passionate .about?

c. Work environment prioritiesWhat .do .you .want .your .daily .work .experience .to .be .like? .Indoors .or .outdoors? .Seated .or .moving? .Exciting .or .calm? .Lots .of .travel .or .not?

d. Job outlookWho’s .hiring? .Did .you .know .there .are .thousands .of .jobs .that .go .unfi .lled .every .year .because .employers .cannot .fi .nd .workers .with .the .right .skills?

o The .U .S . .Department .of .Education .has .categorized .thousands .of .jobs .into .the .16 .career clusters .to .make .it .easier .for .people .to .research .potential .careers .

Activity

Career ClustersTell .students .that .during .the .site .visit, .they .will .be .asked .to .identify .the .career .clusters .associated .with .the .various .jobs .they .observe . .They .now .will .have .an .opportunity .to .learn .about .the .16 .clusters .

Organize .the .students .into .pairs .and .distribute .one .set .of .career .cluster .titles, .descriptions, .and .job .examples .to .each .pair . .

Activity-at-a-GlanceStudent pairs match 16 career clusters with their corresponding descriptions and short list of sample jobs. They then assess their soft skills and personal brand attributes through workplace scenarios.

Activity Time25 minutes

Key TermsCareer cluster A grouping of jobs and industries related to skills and products.

Interests A person’s preferred activities or hobbies.

Job outlook A prediction of the future number of certain jobs, based on current economic factors.

Skills A person’s talents or abilities.

Work environmentThe surroundings in a place of work, including physical and social conditions and other factors, that affect the quality of the job experience.

SESSION ONE

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Ask .each .pair .to .shuffl .e .each .of .their .three .piles .of .cards .and .then .try .to .match .the .correct .title, .description, .and .job .examples . .

Allow .students .5-7 .minutes .to .do .that .and .then .review .the .correct .responses .with .them . .Ask .each .student .to .keep .track .of .clusters .they .would .like .to .learn .more .about .

Ask .the .students .to .set .the .career .cluster .materials .aside .and .refer .back .to .the .second .and .third .of .the .Seven .Steps .to .Get .Hired .and .Succeed .

Explain .that .acquiring .the .education .and .skills .needed .to .be .good .at .a .job .and .building .a .personal .brand .that .makes .you .an .attractive .job .candidate .can .be .done .simultaneously, .but .they .can .take .years .to .accomplish .

Discuss .the .following:

Talking Points: Acquire Education, Training, and Skills and Build Your Personal Brand

o Once you have researched your skills, interests, work priorities, and the job outlook and have decided on a career that may be right for you, fi nd out what requirements you will need to be eligible for the job.

o Where can you fi nd information about the job requirements of a specifi c position?

– Visit www.bls.gov and search for your potential job.– Interview or visit someone who does that job.

o What type of education, experience, and skills are needed?– Post-high school training or education (two-year or four-year college degree; trade or vocational school; or an apprenticeship, journeyman, or certifi cation program)– Experience (possibly from military, internship, volunteering, or entry-level work)– Soft skills (examples: leadership, fl exibility, positive attitude, time management, work ethic)– Technical skills (examples: math, graphic design, use of tools, equipment, software, and other technology)

o Think of any major business or organization and you will probably also think of its brand—not just its name, logo, motto, and other marketing factors—but how it does business and treats customers. Do you trust the

Key Terms

Soft skillsPersonal attributes and abilities not directly tied to a specifi c job title but which are needed in most jobs.

Technical skillsThe abilities and knowledge used in a specifi c profession.

(continued)

SESSION ONE SESSION ONE

JA Job Shadow™14

company and its product? Do you think the product or service is high quality, reasonably priced, or fun? Does the company stand behind what it sells? Every good company tries to positively infl uence the way customers feel about its brand, product, or service.

o As an employee, you will be offering such companies yourpersonal brand. Companies will want to make sure that

your personal brand and theirs are compatible.

o Just like a business’s brand, personal brands are built slowly over time and if damaged are diffi cult to rebuild.

Explain .to .students .they .will .have .a .chance .to .refl .ect .on .their .current .soft .skills . .1 . . Designate .one .wall .of .the .classroom .with .the .word .Strong .and .the .

opposite .wall .as .Needs Improvement . .2 . . Tell .the .students .that .you .will .read .a .soft .skill .that .is .needed .in .the .

workplace . .Students .will .consider .whether .they .are .generally .strong .at .that .skill .or .if .they .need .improvement .before .they .enter .the .world .of .work .

3 . . They .will .move .to .the .side .of .the .room .that .most .closely .matches .their .assessment .of .themselves . .They .cannot .stay .in .the .middle—they .have .to .commit .to .one .side .or .the .other .

4 . . Then .you .will .read .a .workplace .scenario .related .to .that .soft .skill . .Have .students .consider .whether .their .self-assessment .changes .based .on .that .specifi .c .scenario . .They .should .move .to .the .other .side .of .the .room .if .it .does .

5 . . Allow .student .volunteers .to .offer .evidence .or .comment .on .the .soft .skills .and .scenarios .throughout .the .activity .

6 . . The .soft .skills .and .scenarios .are .found .on .the .next .page .

Allow .7-10 .minutes .to .complete .the .activity . .

SESSION ONE

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Soft Skills and Scenarios

A. Responsibility o I take personal responsibility for my actions.

o One hour before I am scheduled to be at work, my ride cancels on me. I am responsible to fi nd a way to work, even if it is inconvenient or uncomfortable for me.

B. Perseveranceo I can persevere (stay the course) even when conditions are

unpleasant.

o I was up for a promotion. I believe I was the best candidate, but my company gave the promotion to someone else. I can persevere and still keep a positive attitude and do my job well.

C. Initiativeo I take initiative when necessary without being told by others.

o I was given four hours to complete a task at work. I was almost done after two hours when a coworker told me to slow down or the boss would just give me more work. I took the initiative to fi nish up that task early and then took care of other work that needed to be done.

D. Leadershipo I can demonstrate leadership when it is needed.

o My coworkers were loudly complaining about work and gossiping about other coworkers while customers were nearby. I persuaded them to talk about a more positive subject and lower the volume of their conversation.

Summary and Review Ask .students .to .refl .ect .on .the .activity .and .choose .one .soft .skill .to .improve .over .the .course .of .the .JA Job Shadow .program . .Emphasize .that .these .skills .are .valued .by .almost .all .employers .regardless .of .the .specifi .c .job .position . .

Summary5 minutes

SESSION ONE SESSION ONE

JA Job Shadow™16

Remind .students .that .research .and .planning .are .keys .to .success .as .they .prepare .for .the .world .of .work .

Remind .them .to .research .the .career .clusters .or .jobs .they .are .interested .in .by .visiting .the .U .S . .Bureau .of .Labor .Statistics .at .www .bls .gov . Briefl .y .review .the .importance .of .recognizing .our .individual .strengths, .interests, .and .experiences .and .how .these .infl .uence .what .kind .of .work .we .do .best .and .how .successful .we .are .

Also, .remind .the .students .that .it .usually .takes .years .to .earn .the .education .and .skills .and .build .the .personal .brand .needed .for .the .kind .of .career .they .want .

Preparing for the Site VisitTell .students .that .the .fi .rst .three .of .the .seven .steps .for .getting .a .job .also .will .be .covered .during .the .site .visit . .Students .will .be .asked .to .recognize .the .career .clusters .represented .in .the .professional .work .environment .and .the .education .and .skills .needed .to .do .those .jobs . .

SESSION ONE

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Session TwoPerfect MatchOverviewStudents .review .the .Seven .Steps .to .Get .Hired .and .Succeed .and .analyze .job .hunting .skills . .They .then .participate .in .mock .interviews .to .prepare .for .the .JA .Job .Shadow .Challenge .at .the .site .visit . .

ObjectivesThe .students .will .be .able .to:

• . Review .methods .of .identifying .job .openings .• . Demonstrate .professional .interviewing .skills . .• . Express .expectations .for .the .upcoming .site .visit .

Preparation and Materials ❑ Review .the .session .and .prepare .student .materials . .The .student .materials .are .provided .by .JA .staff .or .can .be .copied .from .the .Student .Materials .section .at .the .end .of .this .guide . .–Each .student .should .receive .a .copy .of .the .following .Student .Materials .pages:

– Job .Interviews .Tips . . . 2A– Consent .Form . . . . 2B– Medical .Authorization .Form . . 2C

–Additional .materials .needed .for .this .session: .pens .or .pencils .and .blank .paper .

❑ Review .the .company .information .and .interview .questions .received .from .your .site .coordinator . .Determine .if .additional .time .to .research .the .company .would .be .valuable .to .the .students . .If .so, .arrange .for .Internet .access .

Recommended TimeThis .session .typically .takes .45 .minutes .to .complete . .

ConceptsElevator pitchJob huntingJob interviewNetworkingProfessional and

ethical behaviors

SkillsAnalyze and apply

dataInterviewingOral and written

communicationOrganize informationRole-play

SESSION ONE SESSION TWO

JA Job Shadow™18

2 . . Acquire .education, .training, .and .skills .for .the .career .that .interests .you3 . . Build .your .personal .brand

Remind .students .that .all .of .these .topics .will .be .touched .on .during .the .job .site .visit . .Tell .students .that .today .they .will .be .introduced .to .the .other .four .steps . .Briefl .y .review .the .following .talking .points .about .The .Job .Hunt .steps .

Talking Points: The Job Hunt

4. Look for a Job Opening o Once you have decided on a career to pursue, acquired the

necessary education and skills, and developed a positive personal brand, your next task will be to fi nd job opportunities.

o Research shows that networking is the most common way people fi nd a job. This can include letting people you know, such as friends, family members, and neighbors, that you are looking for a job. Or it could mean actively cultivating business relationships with others who have common career interests.

o It is important to have what is known as an elevator pitch prepared in case a networking opportunity arises. More details and examples will be given in a later session, but basically this pitch—or presentation—is a brief overview of what you’re good at, passionate about, and qualifi ed to do.

o Searching want ads is another common way to fi nd job opportunities. Look for ads appearing online, posted in a business, or published in trade journals and magazines aimed at a specifi c industry.

o One word of caution: Be skeptical of any help wanted ad that requires money from you. Many scammers and con artists take advantage of people who are anxious to fi nd work. They ask for money before they

PresentationIntroduction Briefl .y .review .the .concepts .from .the .fi .rst .session .by .reviewing .steps .one .through .three .of .the .Seven .Steps .to .Get .Hired .and .Succeed:

Before .the .Job .Hunt1 . . Research, .research, .research .

Introduction Time15 minutes

(continued)

Key TermsElevator pitch A .brief, .high-energy .presentation .used .by .companies .and .individuals .to .promote .their .products .and .themselves .

Networking Building .relationships .with .others .who .can .help .you .fi .nd .a .job .and .be .successful .in .your .work .

SESSION TWO

JA Job Shadow™19

will refer you to a hiring company or consider you for a job opening they supposedly have. Legitimate organizations do not charge you to apply to work for them.

5. Applyo For most job applications, you will need detailed personal

information about yourself, including your work history, your education and schools attended, and references.

o Also consider preparing the following items, each of which you’ll learn more about in a future session:– A resume – A cover letter for the resume– A Letter of recommendation

6. Interviewo Once a business or organization has reviewed a potential job

candidate’s application, resume, and other paperwork, most will conduct an interview to decide if the person would be a good fi t for the job. The interviewer may be looking to confi rm the job seeker actually has the skills and education listed on the application and resume, or he or she may be trying to determine if the candidate’s personality would be compatible with the organization.

o There are many variations of an interview. It can be:– one-on-one or with many candidates being interviewed at

one time.– conducted by a panel or by a single interviewer.– in person, over the phone, or using Internet programs like

Skype, instant messaging, or webinar.– in writing and submitted without meeting anyone

in person.– a test or demonstration performed to highlight a skill or

other requirement.– multiple interviews, as the employer eliminates other candidates at

each step in the process or seeks further information.

o One of the most important aspects of the interview: It is your only opportunity for a fi rst impression. Hiring personnel report that they are looking closely to see the kind of clothes you choose, your personal hygiene, and if you carry yourself with a professional attitude.

(continued)

Cover letter A .job .applicant’s .written .introduction .to .a .potential .employer .that .summarizes .the .applicant’s .strengths .and .skills .

InterviewA .formal .meeting .designed .to .assess .an .applicant’s .qualifi .cations .

Letter of recommendation A .written .communication .from .someone .who .can .attest .to .your .skills .and .character . .

ResumeA .written .summary .of .a .person’s .education, .skills, .and .work .experience .

Key Terms

SESSION TWO SESSION TWO

JA Job Shadow™20

o Always shake hands with your interviewer when you meet and when you part. Also, maintain eye contact throughout the interview.

After You Are Hired

7. Succeed at Work by Being Professional and Ethicalo Although this topic will be discussed at length during the site

visit, it is important to know the terms professionalism and ethical. These are crucial attributes you will need to succeed once you have been hired to do the job you worked so hard to earn.

o Leadership IQ, a research and leadership training organization, recently tracked 20,000 newly hired employees. Nearly half—46 percent—of the new hires failed at their jobs within 18 months, and 89 percent of the time it was for attitude problems, not poor job skills. Those attitude problems included an unwillingness to accept constructive feedback, poor teamwork, lack of motivation, and an inability to get along with others.

Explain .to .the .students .they .now .will .use .this .information .to .practice .effective .interviewing .techniques . .

Activity

Organize .the .students .into .pairs .and .have .them .practice .introducing .themselves, .shaking .hands, .and .maintaining .eye .contact . .Remind .them .that .an .interview .can .be .a .nerve-wracking .experience, .and .it .is .important .to .practice .these .skills .so .they .will .be .second .nature .when .it .comes .time .for .a .real .interview . .Also, .encourage .them .to .practice .with .the .adults .they .meet .at .the .job .site .visit .

After .they .have .had .an .opportunity .to .practice .these .skills .a .few .times, .have .students .sit .with .their .partners . .Tell .them .they .now .will .have .an .opportunity .to .think .about .interviewing .from .an .employer’s .perspective .

Ask .them .to .imagine .they .have .started .a .small .business .or .have .a .personal .job .they .need .done, .so .they .need .to .hire .an .employee . .

Activity-at-a-GlanceStudents work with partners to prepare mock interview questions and practice interviewing skills.

Activity Time20 minutes

Key TermsEthicsThe .standards .that .help .determine .what .is .good, .right, .and .proper .

ProfessionalismThe .behavior .and .skills .expected .of .a .worker .in .an .industry .

SESSION TWO

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• For .example, .they .need .someone .to .help .run .a .concession .stand .at .a .sporting .event, .work .at .a .lawn .mowing .or .baking .business, .or .simply .clean .their .room . .

• In .all .cases, .they .should .imagine .that .their .potential .employee .will .be .alone .with .money .or .valuables . They .will .be .paying .this .employee .with .their .own .money .

On .a .blank .piece .of .paper, .ask .each .pair .to .write .their .names .on .top .• Next, .each .pair .should .write .the .name .of .the .fictional .job .position . .For .

example, .room .cleaner, .lawn .mower, .or .concession .stand .clerk .• Have .the .pair .brainstorm, .in .writing, .the .following .three .items:

1 . . What .type .of .information .they .want .to .know .about .the .candidate .2 . . What .requirements .they .want .to .confirm .the .candidate .has .3 . . Questions .they .would .like .to .ask .the .candidate .

Allow .the .students .5 .minutes .to .complete .the .task .

Ask .volunteers .to .list .some .of .the .questions .they .brainstormed . .Possible .answers .might .include .questions .about .honesty, .trustworthiness, .work .ethic, .and .skills .related .to .the .fictional .position .

Tell .the .pairs .you .have .a .few .more .questions .you .would .like .them .to .add .to .their .list . .Read .aloud .the .following .questions .and .ask .the .students .to .add .them .to .their .brainstorming .list:

• What .are .your .strengths .as .an .employee?• What .is .your .biggest .weakness .as .an .employee?• How .do .you .handle .stressful .situations?• How .do .you .handle .conflict .when .you .disagree .with .someone?• Describe .your .future .goals .• How .would .you .handle .a .situation .in .which .you .discovered .your .boss .was .

wrong .about .something? .• Why .do .you .want .to .work .here?• What .questions .do .you .have .for .us .about .the .job .or .the .company?

Also, .add .any .relevant, .job .site-specific .questions .you .noted .when .reviewing .the .sample .questions .from .the .company’s .site .coordinator .

Distribute .a .copy .of .the .Job .Interview .Tips .to .each .student . .(The .tips .can .be .found .on .Page .46 .of .this .guide .) .Allow .students .5 .minutes .to .read .them .over .

Ask .the .student .pairs .to .take .turns .being .the .interviewer .and .the .job .candidate, .

Challenge Time40 minutes

SESSION TWO SESSION TWO

JA Job Shadow™22

asking .and .answering .the .questions .from .their .list . .• Remind .them .to .use .as .many .of .the .Job .interview .Tips .as .they .can .in .their .

mock .interviews . .• Encourage .the .students .posing .as .job .candidates .to .give .complete .

answers, .using .examples .when .possible .to .support .the .points .they .are .trying .to .make .

• Have .one .pair .conduct .a .demonstration .of .the .process .as .a .model .for .others .to .use . .

• Allow .7-10 .minutes .for .the .students .to .ask .each .other .as .many .questions .as .possible .

Tell .students .they .will .have .the .opportunity .to .ask .and .answer .these .types .of .questions .with .their .hosts .during .the .site .visit .

Summary and Review Take .a .moment .for .students .to .share .their .observations .with .the .class . .Pose .the .question: .Did .the .interviewee .provide .too .much .information—or .not .enough?

Review .the .last .four .of .the .Seven .Steps .to .Get .Hired .and .Succeed:

The .Job .Hunt4 . . Look .for .a .job .opening .5 . . Apply6 . . Interview

After .You .Are .Hired7 . .Succeed .at .work .by .being .professional .and .ethical .Remind .students .that .these .steps .will .be .covered .during .the .site .visit .

Preparing for the Site VisitDistribute .the .necessary .site .visit .forms .(Consent .and .Medical .Authorization) .and .set .a .deadline .for .their .return . .Parents .or .guardians .must .complete .these .forms .for .students .to .participate . .Review .the .site .visit .logistics .and .set .dress .code .guidelines .provided .by .the .site .coordinator .

Next, .have .the .students .review .with .you .their .expectations .for .the .upcoming .site .visit . .What .are .they .excited .about? .What .worries .them? .What .are .they .most .interested .in .learning?

Review .the .following .information .with .the .students .prior .to .the .visit:

Preparing for the Site Visit

5 minutes

Summary5 minutes

SESSION TWO

JA Job Shadow™23

Site Visit Expectations1 . . At .the .beginning .of .the .site .visit, .each .student .will .receive .a .handout .titled .

JA .Job .Shadow .Challenge . .They .will .be .asked .to .write .responses .and .observations .on .the .form .throughout .the .visit . .Reinforce .that .completing .the .JA .Job .Shadow .Challenge .is .required .to .successfully .participate .in .the .site .visit .

2 . . Review .expectations .about .student .behavior .during .the .visit:–– It .is .important .to .be .quiet .in .the .halls; .many .employees .will .still .be .conducting .daily .business .during .the .visit .

–– No .multitasking .during .the .visit—that .means .no .texting, .gaming, .music, .or .other .distractions .

–– Dress .professionally .–– Obey .all .posted .signs .and .rules .from .the .staff .

3 . . Review .the .logistics .of .the .visit:–– Where .to .meet–– What .time .to .meet–– What .type .of .clothing .or .extra .items .students .may .need–– What, .if .any, .identification .they .will .need .or .other .security .measures .they .will .need .to .comply .with .to .enter .the .facility

–– Items .to .bring–– Items .NOT .to .bring

If .classroom .management .or .special .needs .are .a .concern, .consider .pre-assigning .students .to .small .groups .of .two .to .four . .If .so, .let .the .students .know .which .group .they .will .be .in, .and .let .the .site .coordinator .know .in .advance .that .groups .have .been .assigned .

Strongly .encourage .the .students .to .conduct .research .on .the .business .or .organization .being .visited . .Or, .you .may .have .the .students .conduct .the .research .as .a .class . .Explain .that .this .type .of .research .is .an .important .part .of .the .job- .hunting .process, .both .to .ensure .that .it .is .the .kind .of .place .they .would .like .to .work .and .to .be .knowledgeable .for .the .interview .process .

SESSION TWO SESSION TWO

JA Job Shadow™24

Site VisitJA Job Shadow Challenge

Note to teachers: .Thank .you .for .preparing .your .students .for .the .site .visit, .ensuring .they .will .gain .the .most .from .this .experience .

Pages .24-35 .of .this .guide .contain .the .instructions .for .the .company .site .coordinator .and .hosts .throughout .the .site .visit . .These .instructions .are .here .as .a .reference .as .you .observe .and .assist .in .the .site-visit .activities .

Introduction(Presented by the site coordinator)

• Greet the students.

• Introduce yourself and any other presenters for this portion of the agenda.

• Describe the company’s mission and vision.

• Describe what the company produces or what services it provides.

• Give a brief history of your organization or other facts that you believe makes your company great.

• Allow time for the students to ask questions and write the answers on the JA Job Shadow Challenge handout.

• Present your company’s elevator pitch and have the students record this information on the JA Job Shadow Challenge handout. If your company does not have a prepared elevator .pitch, demonstrate to the students how you describe your company when introducing yourself and your organization.

Introduction20 minutes

Elevator pitch: A brief, high-energy presentation used by companies and individuals to promote their products and themselves.

SITE VISIT

JA Job Shadow™25

In .the .classroom .sessions .leading .up .to .the .site .visit, .the .students . .were .introduced .to .the .following .Seven .Steps .to .Get .Hired .and .Succeed:

.Before .the .Job .Hunt

1. Research, .research, .research .(using .the .U .S . . .Department .of .Education’s .16 .career .clusters)

2. Acquire .education, .training, .and .skills .for .the .career . .that .interests .you

3. Build .your .personal .brandThe .Job .Hunt

4. Look .for .a .job .opening .5. Apply6. Interview

After .You .Are .Hired7 . . Succeed .at .work .by .being .professional .and .ethical

Whenever .possible .throughout .the .visit, .remind .students .of .these .seven .steps . .Offer .personal .examples .of .the .seven .steps, .when .appropriate .

Note here your company’s elevator pitch or other information you want to share.

SITE VISITSITE VISIT

JA Job Shadow™26

Human Resources Presentation (Presented by the site coordinator or HR representative)

As students look forward to the world of work, they face the challenge of selecting the right job for them and acquiring the education and skills needed for that job. The objective of this presentation is to orient them to the variety of jobs in a company and some of the training, education, and other requirements for those jobs.

In class, students were introduced to the 16 career clusters that categorize thousands of jobs and which were developed by the U.S. Department of Education (www.ed.gov). For specifi c job profi les, visit www.bls.gov.

In this presentation: ❒ Defi ne human resources and the functions of that

department.

❒ Present an overview of the departments in your company ororganization, important sub-groups, and the types of jobs available in the company.

❒ Describe the education, training, and other requirements for some of the job positions.

❒ Mark the career clusters below that are represented in your company.

❒ Have the students identify the career clusters associated with your company on their JA Job Shadow Challenge handouts, including career clusters represented across departments or sub-groups.

HumanResourcesPresentation40 minutes

Career cluster A grouping of jobs and industries related to skills and products.

SITE VISIT

– Agriculture, Food, and Natural Resources – Architecture and Construction – Arts, Audio/Video Technology, and

Communication – Business Management and Administration – Education and Training – Finance – Government and Public Administration – Health Science – Hospitality and Tourism

– Human Services – Information Technology (IT) – Law, Public Safety, Corrections,

and Security – Manufacturing – Marketing and Sales – Science, Technology, Engineering,

and Mathematics (STEM) – Transportation, Distribution,

and Logistics

JA Job Shadow™27

❒ Review your organization’s culture and suggest specific examples of the company’s values and goals that students should look for while on the tour.

❒ This is your opportunity to talk about the specific skills needed in your career field. Describe for the students how the field is changing and requiring ever more skillful employees and how STEM skills are likely to become crucial in the careers of young people.

❒ Have the students consider your work environment. – Is it casual or more formal? Are there offices, cubicles, or

open workspaces? – Are employees working in teams or separately? – Is the dress code evident? If so, can students describe it?

❒ Describe relevant company policies, such as hiring practices, training opportunities, and salary and benefits information.

❒ Time permitting: Ask students about their possible future career interests and help them identify which of the 16 career clusters match those interests.

❒ Time permitting: Using the Seven Steps to Get Hired and Succeed, apply Steps 4 and 5 to your company. Explain how your company advertises job openings. Review what you look for in a cover letter and resume. Discuss aspects of resumes that have impressed you and mistakes that job seekers have made that removed them from consideration.

Note: It is likely that the clusters Business Management and Administration and Information Technology are present in almost every company.

List company policies, values, and goals, and specific skills needed in your career that you would like to share with students.

SITE VISITSITE VISIT

JA Job Shadow™28

Challenge One: Company Tour (Optional)(Conducted by the hosts)

Site Coordinator:

❏ Assign .students .to .groups .of .two, .three, .or .four .to .their .workplace .hosts .for .a .tour .of .the .organization .

❏ Introduce .the .students .to .their .assigned .hosts . .Remind .the .students .to .refer .to .their .JA .Job .Shadow .Challenge .handouts .throughout .the .tour .and .answer .questions .and .record .observations .as .instructed .in .the .handout .

Workplace Hosts:

❏ Describe .your .job .to .the .students .

❏ Describe .the .career .path .you’ve .taken .to .your .current .job . .Discuss .your .early .career .goals .and .how .you .acquired .your .education, .training, .and .the .other .requirements .necessary .for .your .job . .Also .describe .where .you .would .like .to .go .next .on .your .career .path .

❏ Tour .the .facility .with .the .student .groups . .Remind .students .to .record .in .their .handouts .their .observations .about .the .company .and .its .employees . .

❏ Talk .about .any .observable .skills .the .employees .possess . .How .do .the .employees .demonstrate .professionalism .in .the .work .environment? .

❏ Take .time .to .review .your .expectations .of .students’ .behavior . .This .includes .no .cell .phones . .Tell .the .students .you .will .be .observing .how .they .handle .themselves . .Explain .why .it .is .important .to .demonstrate .a .professional .attitude .in .the .workplace . .

❏ Explain .to .them .why .professional .dress .and .behavior .should .always .be .appropriate .and .refl .ect .the .values .of .the .workplace . .

❏ Have .the .students .mark .on .their .handouts .any .of .the .technical .skills .they .observe . .Not .all .skills .will .be .observed, .but .looking .for .them .helps .students .understand .the .importance .of .these .skills .for .future .success . .

❏ After .the .tour, .have .the .students .discuss .their .observations . .

Note: Students should not be paired one-on-one with hosts but in small groups.

Challenge One45 minutes

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In .the .classroom .sessions .leading .up .to .the .site .visit, .the .students .were .introduced .to .the .Seven .Steps .to .Get .Hired .and .Succeed: .

Before .the .Job .Hunt1. Research, .research, .research .(using .the .U .S . .Department .of . .

Education’s .16 .career .clusters)2. Acquire .education, .training, .and .skills .for .the .career .that . .

interests .you3. Build .your .personal .brand

The .Job .Hunt4. Look .for .a .job .opening .5. Apply6. Interview

After .You .Are .Hired7 . . Succeed .at .work .by .being .professional .and .ethical

Whenever .possible .throughout .the .visit, .remind .students .of .these .steps .to .a .successful .career .and .how .to .apply .them . .

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Challenge Two: What Would You Do?(Conducted by the hosts)

❑ Reserve .a .work .space .for .the .group .to .complete .the .next .challenge .

❑ Remind .students .that .the .fi .rst .six .steps .in .the .Seven .Steps .to .Get .Hired .and .Succeed .are .about .preparing .for .and .getting .a .job . .However, .those .steps .are .only .part .of .launching .a .successful .career . .Step .7— .being .professional .and .ethical .at .work—is .crucial .to .keeping .a .job .and .excelling .at .it .

❑ Discuss .some .of .the .aspects .of .your .job .that .require .professionalism .and .being .ethical . .Some .examples .might .be:

– professional .attitude .and .manners .with .customers, .coworkers, .and .supervisors

– professional .communication .in .letters, .email, .text, .instant .messaging, .and .phone .conversations

– handling .confl .ict .professionally

– acting .ethically .with .company .resources, .such .as .time .and .materials

– professional .attire .and .appearance

❑ Discuss .how .you .deal .with .the .challenge .of .being .professional .and .ethical .while .balancing .the .sometimes .competing .needs .of:

– the .company .

– the .customer .

– other .workers .

❏ Present .the .following .scenario .to .the .group, .or .replace .it .with .a .similar .scenario .that .is .more .closely .related .to .your .company .or .job .position:

Challenge Two35 minutes

Key TermsEthicsThe standards that help determine what is good, right, and proper.

ProfessionalismThe behavior and skills expected of a worker in an industry.

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You .work .for .a .large .home .improvement .store .and .have .recently .been .promoted .to .the .customer .service .counter, .where .you .handle .problems .that .cannot .be .taken .care .of .at .the .regular .check-out .stations . . .You .now .have .the .authority .to .offer .up .to .a .$50 .discount .or .a .partial .refund .to .match .any .lower .prices .offered .by .competitors—with .no .questions .asked . .For .example, .if .a .person .bought .a .$150 .vacuum .and .then .comes .back .and .tells .you .she .found .the .same .vacuum .offered .at .$130 .by .a .competitor, .you .have .the .authority .to .refund .$20 .to .her .to .avoid .losing .the .customer .

However, .some .situations .have .come .up .in .which .it .was .difficult .to .determine .the .right .thing .to .do . .For .example, .some .customers .have .seemingly .taken .advantage .of .the .no-questions-asked .policy .to .ask .for .unbelievable .discounts .on .items . .Also, .a .few .employees .who .know .the .policy .seem .to .ask .for .the .discount .a .lot . .In .fact, .one .of .the .other .customer .service .workers .uses .the .discount .to .give .his .friends .discounts .on .everything .they .buy, .regardless .of .competitors’ .prices, .since .no .proof .of .those .prices .has .to .be .offered . .

❑ Ask .the .students .to .discuss .within .their .group .the .following .questions . . . and .record .their .responses .in .their .JA .Job .Shadow .Challenge .on .the .page . . . titled .Challenge .Two: .What .Would .You .Do?

What Would You Do? Questions .

1. What .are .your .professional .and .ethical .responsibilities .to: .

– the .company? .

– customers .in .general? .

– customers .who .ask .for .a .discount .under .the .policy? .

– other .employees? .

– yourself?

2. Describe .any .action .or .response .you .should .take .to .meet .the .responsibilities .listed .above .

❑ Support .the .students .throughout .the .work .time, .offering .insight .and .advice .as .appropriate . .Help .them .prepare .professional .responses .to . .this .issue . .

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Challenge Three: Interviews(Conducted by the hosts)

Remind .students .of .the .Seven .Steps .to .Get .Hired .and .Succeed, .and .point .out .that .Step .6, .Interviewing, .is .a .critical .skill .that .requires .practice .for .most .job .hunters . .Explain .that .they .will .have .an .opportunity .to .practice .answering .some .common .interview .questions . .They .also .will .have .a .chance .to .ask .you .interview .questions .to .hear .your .responses .and .to .learn .more .about .your .job .position .and .work .experience . .

Host-Led Interviews Using .the .following .questions, .hosts .interview .the .students . .Ask .each .student .a .different .question .from .the .list .until .all .questions .are .asked .and .every .student .has .participated . .The .students .have .not .prepared .responses .to .these .questions, .so .they .each .may .need .a .minute .or .two .to .formulate .a .response . .Some .prefer .to .write .their .answer .on .paper .before .responding .aloud . .Ask .additional .questions .as .time .permits . .The .questions .also .are .listed .in .the .JA .Job .Shadow .Challenge .student .handout . .The .questions .are .numbered .for .easy .reference .because .some .students .will .fi .nd .it .easier .to .process .the .question .if .they .can .read .it .for .themselves .

1. How .do .you .handle .stress? .2. What .motivates .you? .

3. Think .of .a .time .when .you .worked .as .part .of .a .team . .What .were .your .experiences? .Were .you .able .to .complete .the .assigned .task? .If .not, .what .did .you .learn .from .the .experience? .

4. What .do .you .expect .from .a .supervisor? .

5. What .are .your .goals .for .the .next .two .to .three .years? .How .do .you .plan .to .achieve .those .goals? .

6. Describe .a .diffi .cult .experience .at .work .or .school .and .how .you .handled .it . .

7. Describe .your .career .goals . .8. How .do .you .measure .success? .

9. How .would .you .handle .it .if .your .boss .was .wrong? .10. What .are .you .passionate .about? .

Challenge Three Time50 minutes total

(Host-led interviews:25 minutes)

(Student-led interviews: 25minutes.)

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Write .additional .interview .questions, .including .those .that .are .specific .to . .your .career .

Student-Led InterviewsAllow .time .for .the .students .to .conduct .their .interviews .with .you .using .the .questions .below, .which .also .are .found .in .their .JA .Job .Shadow .Challenge .handouts . .Students .take .turns .asking .a .question . .They .can .add .additional .questions, .but .feel .free .to .pass .on .any .question .you .would .prefer .not .to .answer .

11. How .would .you .describe .the .responsibilities .of .your .current .position? .What .training .and .education .are .required .for .this .position? .Is .there .a .salary .range .for .this .position? .

12. How .would .you .describe .a .typical .day .or .week .in .this .position? .13. What .is .the .company’s .management .style? .

14. What .are .the .prospects .for .growth .and .advancement .in .your . .career .field? .

15. How .did .you .demonstrate .early .in .your .career .that .you .could .be .a .hard-working .professional? .

16. If .you .found .you .had .a .serious .personality .conflict .with .a .coworker .and .it .was .starting .to .affect .your .job .performance, .how .would .you .handle . .the .situation? .

17. What .is .the .job .outlook .in .your .career .field?

18. What .education .or .training .did .you .receive .earlier .in .your .life?

19. What .kind .of .student .were .you .in .school?

20. Who .has .been .your .biggest .inspiration?

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Working Lunch(Presented by the site coordinator)

Assemble .all .of .the .small .groups .together .for .the .fi .nal .activities .of .the .visit .

❏ Ask .students .to .turn .to .the .page .titled .Working .Lunch—Alphabet .Review .in .their .JA .Job .Shadow .Challenge .handout . . – Tell .the .students .they .will .have .an .opportunity .to .review .their .day .with .a .quick .competition .

– Point .out .that .the .entire .alphabet .is .listed .on .the .page . .Explain .that .they .will .try .to .think .of .words .related .to .their .site .visit .experience .that .start .with .each .letter .of .the .alphabet .

– Explain .that .once .you .say .“Begin,” .they .will .work .in .their .small .groups .to .brainstorm .topics, .information, .and .other .observations .that .they .saw, .heard, .or .learned .about .today . .They .will .formulate .their .answers .so .the .responses .start .with .each .letter .of .the .alphabet .

– The .answers .can .be .creative .to .account .for .all .letters, .as .long .as .the .students .can .provide .a .reasonable .explanation .of .how .the .word .associates .with .the .site .visit .

– The .fi .rst .group .to .have .a .valid .word .for .each .letter .wins, .or .call .time .after .3 .minutes .and .determine .which .has .the .most .responses .

– Ask .for .student .volunteers .to .provide .answers .and .review .each .letter .as .a .whole .group .

– Consider .offering .a .small .prize .for .each .member .of .the .winning .group .

❏ Using .the .JA .Job .Shadow .Challenge .as .a .guide, .summarize .the .day’s .tasks .and .challenges . .Review .the .company’s .mission .and .values . .If .you .shared .your .company’s .elevator .pitch .during .your .introduction, .repeat .it . .Then .discuss .the .need .for .professionalism .in .the .workplace . .Provide .specifi .c .examples .of .how .the .employees .demonstrate .these .skills .every .day .

List .examples .of .professionalism .in .your .workplace .

WorkingLunch45 minutes

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❏ Allow time for the students to complete their Professional Action Plan located in the JA Job Shadow Challenge handout. Encourage them to reflect on the day’s experiences.

❏ Ensure that the students have at least 15 minutes to eat lunch. ❏ Ask the hosts to distribute the Certificates of Achievement. Thank the

students for their participation, and congratulate them on their success and personal performance during the challenges. Demonstrate a proper handshake and appropriate eye contact.

❑ Optional Activities: – If appropriate, share company giveaways. – Take a group photo and digitally distribute it to the company staff and

teacher (if photo releases are on file with the JA office).

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Session ThreeNext Steps

OverviewStudents .refl .ect .on .what .they .learned .before .and .during .the .site .visit, .and .they .practice .business .communication .by .composing .a .thank-you .note . .They .then .create .one .of .four .career-preparation .tools: .a .career .assessment, .elevator .pitch, .resume, .or .infographic .profi .le .

ObjectivesThe .students .will .be .able .to:

• Evaluate .personal .priorities .based .on .their .site . . visit .experience .• Showcase .identifi .ed .skills . .• Apply .program .knowledge .to .at .least .one .of .four . . career-preparation .tools—career .assessment, .elevator . . pitch, .resume, .or .infographic .profi .le .

Preparation and Materials ❑ This .session .offers .four .potential .activities .for .

. students, .based .on .their .ages, .abilities, .or .relative .time . . to .joining .the .work .force . .Decide .if .all .students .will .choose .their .preferred . . activity .or .if .you .will .choose .an .activity .for .all .students .to .complete . . . Prepare .student .materials .accordingly . .The student materials are provided by JA staff or can be copied from the Student Materials section at the end of this guide:

Option One: Career AssessmentIf .the .students .will .use .this .session .to .analyze .their .skills .and .interests .through .a .computer-based .online .career .assessment: .

✓ Arrange .for .computers .with .Internet .access . . ✓ One .copy .of .the .following .Student .Materials .Page .is .needed .for .each .student: .Career .Assessment .Instructions, .3A .(Page .49) . .It’s .recommended .that .the .students .create .their .own .accounts .based .on .the .information .provided .on .the .instruction .sheet . .

✓ Create .a .student .account .for .yourself, .using .the .same .grade .level .of .your .students .and .complete .the .assessment .to .become .familiar .with .the .process . .Note: .You .do .not .have .access .to .log .on .as .an .administrator .

Concepts:Career assessmentElevator pitchInfographic profi leResumeThank-you notes

Skills:Business

communication (thank-you notes)

Analyze informationFollow written

instructionsCreativity and

innovationOrganize informationPresent informationRead a variety

of sources for information

Self-assessmentTechnical writing

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Introduction Time10 minutes

Option Two: Elevator Pitch ✓ One .copy .of .the .following .Student .Materials .Page .is .needed .for .each .student: .How .to .Craft .an .Elevator .Pitch, .3B .(Page .50) .

Option Three: Resume ✓ One .copy .of .each .of .the .following .Student .Materials .Pages .are .needed .for .each .pair .of .students: .Tips .for .Writing .a .Great .Resume, .3C .(Page .51); .and .Resume .Template, .3D .(Page .52) .

Option Four: Infographic Profi le ✓ One .copy .of .each .of .the .following .Student .Materials .Pages .are .needed .for .each .pair .of .students: .Creating .an .Infographic .Profi .le, .3E .(Page .53); .and .infographic .profi .le .examples, .3F, .3G .(Pages .54-55) . .

✓ Students .can .either .complete .their .infographic .profi .le .on .a .computer .(Internet .access .required) .or .use .the .activity .page .and .various .art .supplies .available .in .the .classroom .

❑ Arrange .for .the .students .to .complete .the .Post-Test .at .the .end . . of .the .program . .The .Post-Test .is .available .at .

www .ja .org/programs/eval-pre-post .shtml . .Please .return .completed . . tests .to .the .JA .offi .ce .if .requested .

Recommended TimeThis .session .typically .takes .45 .minutes .to .complete .

PresentationIntroduction Congratulate .the .students .on .a .successful .site .visit . .Reiterate .the .importance .of .the .work .they .are .doing .and .the .value .of .the .information .they .acquired .by .completing .the .JA .Job .Shadow .Challenge .form .at .the .site .visit . .Throughout .the .site .visit, .they .had .the .opportunity .to .demonstrate .their .skills .

Ask .student .volunteers .to .offer .observations .they .made .during .their .visit, .especially .anything .that .surprised .them .or .changed .their .mind .about .a .direction .they .were .going .in .their .career .exploration .

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Tell .the .students .that .one .of .the .most .important .tasks .they .can .do .to .enhance .their .personal .brand .and .leave .a .positive .impression .with .potential .employers .is .to .send .a .thank-you .note .after .an .interview . .

• Ask .each .student .to .create .a .thank-you .card .for .their .site .visit .host .and . . one .for .their .site .coordinator .or .other .staff .they .met . .• Ask .each .student .to .fi .nd .one .other .student .to .peer .edit .and . . proofread .the .note .• Collect .the .thank-you .notes .and .send .them .to .the .site . . coordinator .or .to .your .JA .staff .for .distribution .

Remind .the .students .of .the .Seven .Steps .to .Get .Hired .and .Succeed:

Before .the .Job .Hunt1. Research, .research, .research .(using .the .U .S . .Department .of .

Education’s .16 .career .clusters)2. Acquire .education, .training, .and .skills .for .the .career .that .

interests .you3. Build .your .personal .brand

The .Job .Hunt4. Look .for .a .job .opening .5. Apply6. Interview

After .You .Are .Hired7 . . Succeed .at .work .by .being .professional .and .ethical

Point .out .that .every .job .is .different .and .requires .different .preparation, .and .every .job .seeker .is .different . .Tell .the .students .they .now .will .consider .their .own .career .preparation .and .decide .which .of .the .seven .steps .they .should .focus .on .next .

Activity

Distribute .the .handout(s) .that .you .have .selected .for .the .students .to .use .as .they .plan .their .next .step .in .career .exploration .

Describe .each .of .the .handouts .that .you .chose .for .them .to .complete, .using .the .corresponding .talking .points .on .the .two .pages .that .follow .

Allow .students .30 .minutes .to .complete .the .assigned .activities .and .ask .them .to .consider .working .on .the .other .activities .on .their .own .to .keep .as .a .reference .for .future .use .

Activity-at-a-GlanceStudents create one of four career-preparation tools: career assessment, elevator pitch, resume, or infographic profi le.

Activity Time30 minutes

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Option One:Before the Job Hunt: Career AssessmentFor .the .students .in .the .Before .the .Job .Hunt .steps, .have .them .take .the .Kuder .Navigator .career .assessment . .(They .must .have .access .to .a .computer .and .the .Internet .) .The .assessment .allows .them .to .explore .their .skills, .interests, .work .priorities, .and .the .possible .job .outlook .for .jobs .they .are .interested .in . .

• This .career .assessment .is .available .to .JA .students .using . . the .Kuder .Navigator .system .found .on .the .Junior . . Achievement .Student .Center .Web .page . .• Kuder .Navigator .is .an .online .educational .and .career . . planning .system .for .today’s .middle .school .and .high . . school .students .• Distribute .a .copy .of .the .Career .Assessment .Instructions . . handout .(3A) .and .provide .computer .and .Internet .access . . for .the .students .to .complete .the .assessments .

Option Two:The Job Hunt: Elevator PitchFor .the .students .in .The .Job .Hunt .steps, .remind .them .that .networking .is .perhaps .the .best .way .to .fi .nd .a .job . .Talking .about .work .skills .and .interests .doesn’t .come .naturally .for .a .lot .of .people . .Writing .an .elevator pitch .and .practicing .it .is .one .way .to .increase .the .success .of .networking .

• The .elevator .pitch .is .a .brief, .high-energy .presentation .used . . by .companies .and .individuals .to .promote .their .products .and .themselves .• Distribute .a .copy .of .the .handout .How .to .Craft .an .Elevator .Pitch .(3B) .• Ask .the .students .to .read .the .scenario .and .create .their .elevator .pitch .• Time .permitting, .organize .a .mock .career .fair .and .have .students .mingle . . throughout .the .room .and .practice .presenting .their .elevator .pitches . . to .one .another .

Option Three:The Job Hunt: ResumeRemind .students .that .another .way .to .fi .nd .a .job .is .through .want .ads . .Many .job .postings .ask .for .a .resume .to .pre-screen .applicants .

• This .is .an .opportunity .to .introduce .themselves .to .the .company .or . . organization .in .writing, .and .it .will .be .the .fi .rst .impression .they .make . .• Although .there .is .no .single .resume .format, .hiring .managers .are .generally . . looking .for .the .same .type .of .information .• Distribute .a .copy .of .the .handouts .Tips .for .Writing .a .Great .Resume .(3C) . . and .Resume .Template .(3D) . .Ask .the .students .to .read .and .follow .the . instructions .to .create .a .draft .of .their .resume, .using .the .template .provided . .

Key Terms

Elevator pitchA .brief, .high-energy .presentation .used .by .companies .and .individuals .to .promote .their .product .and .themselves .

NetworkingBuilding .relationships .with .others .who .can .help .you .fi .nd .a .job .and .be .successful .in .your .work .

Resume A .written .summary .of .a .person’s .education, .skills, .and .work .experience .

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Option Four:The Job Hunt: Infographic Profi leOne .new .trend .in .job .hunting .is .organizing .and .presenting .job .experiences .through .an .infographic profi le, .or .visuals .that .detail .a .person’s .background . .

It .is .important .to .note, .however, .that .this .exercise .doesn’t .replace .the .need .for .a .professional .resume . .However, .it .can .support .or .enhance .a .resume . .

Organize .the .students .into .pairs .and .distribute .to .each .pair .the .handout .Creating .an .Infographic .Profi .le .(3E) .and .the .two .infographic .profi .le .examples .(3F, .3G) .

• Review .the .instructions .and .examples . .• As .a .class, .brainstorm .possible .information .to .include .in .these .profi .les . .

Have .the .students .complete .a .draft .by .sketching .possible .images, .symbols, .graphics, .charts, .or .pictures .to .include . .

• Although .these .infographic .profi .les .are .static .paper .examples, .there .are .software .programs .that .allow .job .seekers .to .create .dynamic .online .profi .les .that .can .be .easily .shared . .Again, .these .infographic .profi .les .should .not .take .the .place .of .a .professional .resume . . .

• Multiple .apps .also .exist .that .help .people .create .infographic .profi .les .using .information .collected .from .such .websites .as .LinkedIn .and .Facebook . .

• Consider .allowing .the .students .time .to .research .examples .of .infographic .profi .les .before .starting .the .project . .If .the .students .will .be .completing .this .activity .on .paper, .distribute .paper .and .art .supplies .to .create .their .profi .les .

Summary and Review Review .the .activities .and .ask .students .to .list .some .steps .they .can .take .to .continue .their .preparation .to .enter .and .succeed .in .the .world .of .work . .If .students .are .able .to .fi .nish .the .thank-you .notes, .collect .them .now .and .send .the .notes .to .the .JA .staff .or .directly .to .the .site .visit .company’s .site .coordinator .to .distribute . .Have .each .student .verify .and .include .the .full .name .(properly .spelled) .and .title .of .his .or .her .workplace .host . .For .the .return .address, .have .the .students .use .their .names .and .the .school’s .address . .

Congratulate .the .students .on .their .success . .Encourage .them .to .review .and .update .their .elevator .pitches, .resumes, .or .infographic .profi .les .on .a .regular .basis . .

Key Term

Infographic profi leA .visual .representation .of .a .person’s .career .history, .education, .and .skills . .

Summary5 minutes

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ReminderAt .the .program’s .conclusion, .you .may .access .an .online .survey .at . .www .ja .org/programs/programs .shtml .to .give .feedback .about .your .experience; .click .on .Program .Content .and .Instruction .Survey . .Please .take .a .moment .to .complete .the .survey . .Your .comments .will .improve .the .quality .of .Junior .Achievement .programs . .

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Glossary Career cluster A .grouping .of .jobs .and .industries .related .to .skills .and .products . .

Cover letter A .job .applicant’s .written .introduction .to .a .potential .employer .that .summarizes .the .applicant’s .strengths .and .skills .

Elevator pitch .A .brief, .high-energy .presentation .used .by .companies .and .individuals .to .promote .their .products .and .themselves . .

EthicsThe .standards .that .help .determine .what .is .good, .right, .and .proper .

Infographic profileA .visual .representation .of .a .person’s .career .history, .education, .and .skills . .

Interests .A .person’s .preferred .activities .or .hobbies .

Interview A .formal .meeting .designed .to .assess .an .applicant’s .qualifications .

Job outlookA .prediction .of .the .future .number .of .certain .jobs, .based .on .current .economic .factors .

Letter of recommendation A .written .communication .from .someone .who .can .attest .to .your .skills .and .character . .

Networking Building .relationships .with .others .who .can .help .you .find .a .job .and .be .successful .in .your .work .

Personal brand The .personal .expression .of .who .you .are .and .what .makes .you .unique .

ProfessionalismThe .behavior .and .skills .expected .of .a .worker .in .an .industry .

JA Job Shadow™43

ResumeA .written .summary .of .a .person’s .education, .skills, .and .work .experience .

Self-awareness To .recognize .the .special .qualities .you .possess, .including .your .skills, .interests, .and .priorities . . . . .Skills A .person’s .talents .or .abilities .

Soft skillsPersonal .attributes .and .abilities .not .directly .tied .to .a .specific .job .title .but .which .are .needed .in .most .jobs .

Technical skillsThe .abilities .and .knowledge .used .in .a .specific .profession .

Work environmentThe .surroundings .in .a .place .of .work, .including .physical .and .social .conditions .and .other .factors, .that .affect .the .quality .of .the .job .experience .

Student Materials

44

Session One: Student Materials 1ACareer Cluster Descriptions Instructions:

1 . . Make .one .copy .of .Pages .44-45 .for .each .pair .of .students . .2 . . Cut .along .the .designated .lines .to .separate .the .cards, .keeping .each .column .

together .as .a .set . .A .paper .cutter .will .make .this .task .easier .3 . . Collect .and .shuffle .one .set .of .titles, .one .set .of .descriptions, .and .one .set .of .job .

examples .for .each .pair .of .students, .using .clips, .envelopes, .or .baggies .4 . . Keep .one .copy .intact .as .an .answer .key .5 . . For .more .information .about .the .career .clusters, .ask .students .to .visit . .

www .ed .gov . .For .information .about .specific .job .positions, .visit . .www .bls .gov .

. .

1.Agriculture, Food,

and Natural Resources

Careers .related .to .all .aspects .of .agricultural .products .and .resources, .including .plant .and .animal .

products .and .resources .

• Farmer/ .Rancher• Veterinarian• Water .Quality .Manager

2.Architecture and

Construction

Careers .for .those .who .design, .plan, .manage, .build, .and .maintain .structures .

• Architect• Electrician• Surveyor

3.Arts, Audio/Video Technology, and Communication

Professionals .who .design, .produce, .exhibit, .perform, .write, .and .publish .multimedia .content, .

such .as .within .the .arts, .journalism, .and .entertainment .

• Actor• Animator• Desktop .Publishing .Specialist

4.Business

Management and Administration

Careers .for .those .who .plan, .organize, .lead, .and .evaluate .functions .for .running .a .business .

• Accountant• Human .Resources .Manager

• Sports/Entertainment .Manager

5.Education and

Training

Careers .related .to .all .aspects .of .education, .training, .and .learning-support .services, .such .as .administration .and .professional .support .services .

• Coach• Social .Worker• Teacher

6.Finance

Professionals .who .provide .services .for .financial .and .investment .planning, .banking, .insurance, .and .

business .financial .management .

• Actuary• Loan .Officer• Tax .Preparer

7.Government and Public

Administration

Professionals .who .plan .and .execute .government .functions .at .the .local, .state, .and .federal .levels, .including .national .security, .foreign .service, .

planning, .revenue .and .taxation, .and .regulations .

• Ambassador• Military .Officer• Tax .Attorney

!!

44

Session One: Student Materials 1B

8.Health Science

Careers .for .those .who .provide .and .manage .therapeutic .services, .diagnostic .services, .health .information, .support .services, .and .biotechnology .

research .

• Emergency .Medical .Technician .(EMT)

• Home .Health .Aide• Nutritionist

9.Hospitality and

Tourism

Professionals .who .assist .people .with .their .recreational .and .entertainment .needs .in .the .restaurant .industry, .food/beverage .services, .

lodging, .travel .and .tourism, .and .amusement .and .attractions .industries .

• Food .Service .Manager• Pastry/Specialty .Chef• Tour/Travel .Coordinator

10.Human Services

Careers .related .to .families .and .human .needs, .such .as .counseling .and .mental .health .services, .

community .services, .personal .care, .and .consumer .services .

• Cosmetologist• Insurance .Representative

• Licensed .Professional .Counselor

11.Information

Technology (IT)

Careers .related .to .the .design, .development, .support, .and .management .of .hardware, .software, .multimedia, .and .systems .integration .services .

• 2D/3D .Artist• Database .Administrator

• Webmaster

12.Law, Public Safety, Corrections, and

Security

Professionals .who .provide .or .manage .legal .services, .public .safety, .protective .services, .and .homeland .security, .including .professional .and .

technical .support .services .

• Attorney• Hazardous .Materials .Responder

• Park .Ranger

13.Manufacturing

Professionals .who .process .materials .into .products .and .related .professional .and .technical .support .

activities .

• Assembler• Plumber/Pipe .Fitter/ .Steam .Fitter

• Quality .Control .Technician

14.Marketing and

Sales

Careers .related .to .marketing .activities .for .an .organization, .such .as .brand .management, .

professional .sales, .merchandising, .marketing .communications, .and .market .research .

• Art/Graphics .Director• Entrepreneur• Sales .Executive

15.Science,

Technology, Engineering, and

Mathematics (STEM)

Professionals .who .manage .and .conduct .scientific .research .and .professional .and .technical .services .

(e .g ., .physical .science, .social .science, .engineering), .including .laboratory .and .testing .services .and .

research .and .development .services .

• Aerospace .Engineer• Marine .Scientist• Radio/TV .Broadcast .Technician

16. Transportation,

Distribution, and Logistics

Careers .related .to .the .movement .of .people, .materials, .and .goods .by .road, .pipeline, .air, .rail, .and .water, .and .related .professional .and .technical .

support .services .

• Aviation .Inspector• Environmental .Scientist/Specialist

• Heavy .Truck .Driver

!

! 45

46

Session Two: Student Materials 2AJob Interviews Tips

Do Don’t1 . . Get .a .good .night’s .sleep . .

2 . . Take .a .shower . .

3 . . Dress .up . .Look .like .a .business .expert . .

4 . . Check .your .appearance .in .a .mirror . . .

5 . . Mute .cell .phones .and .all .other .digital .devices . .

6 . . Be .able .to .show .that .you .know .about . .the .company . .

7 . . Remember .that .first .impressions .matter . .

8 . . Have .a .positive .attitude . .

9 . . Offer .a .firm .handshake . .

10 . .Get .to .the .point . .Express .thoughts .clearly . .and .simply . .

11 . .Make .sure .you .answer .the .question .you .were .asked . .Don’t .ramble .on . .

12 . .Make .eye .contact . .

13 . .Smile . .

14 . .Stand .tall . .Sit .straight . .

15 . .Be .adaptable . .(No .job .is .a .perfect .fit .) .

16 . .Bring .a .resume .with .contact .information .and .strong .references . .

17 . .Bring .a .portfolio .with .work .samples .if .you .have .some .experience .to .show .off . .

18 . .Follow .up .with .a .thank-you .note .or .email .

1 . . Be .late . .

2 . . Bring .a .friend . .

3 . . Chew .gum . .

4 . . Wear .sunglasses .or .headgear, .such .as .a .hat .or .bandana . .

5 . . Be .sarcastic .or .disrespectful . .

6 . . Mumble . .Slouch . .Twitch . .

7 . . Criticize .your .former .employers . .

8 . . Ask .the .salary .or .pay .until .you’ve .been .offered .the .position . .

9 . . Expect .too .much .too .soon . .No .one .owes .you .a .job . .You .have .to .earn .it . . . .

10 . .Include .false .information .on .your .application .or .in .the .interview . .

46

47

Session Two: Student Materials 2BConsent FormYour .child .is .invited .to .participate .in .a .JA Job Shadow .site-visit .experience . .Your .child .will .be .assigned .to .a .workplace .host .who .will .lead .him .or .her .through .a .day .on .the .job . .Participants .will .discuss .and .explore .various .aspects .of .the .workplace .and .the .skills .necessary .to .get .and . .keep .a .job . .

Your .child .will .join .other .students, .teachers, .and .workplace .hosts .for .a .luncheon .to .review .what .they .observed .and .learned .during .the .day’s .activities . .For .your .child .to .participate, .you .must .complete .this .form .and .return .it .to .the .teacher .before .the .scheduled .site .visit . .Thank .you .

Permission to Participate My .child, ._________________________(name), .may .participate .in .a .JA Job Shadow . site .visit, .taking .place .at .___________________on ._____________________ . . . . . . . . . . . . . . . . . . . .(site) . . . . . .(date) .

between .the .hours .of .__________ .a .m . .and .______ .p .m .

Permission to Travel I .understand .that .my .child, ._____________________________, .will .travel .to .and .from .the .workplace .under .the .supervision .of .school .staff .

Photo ReleaseI .understand .that .this .event .attracts .media .attention .and .also .is .used .to .promote .partnerships .between .schools .and .businesses, .so .there .is .a .possibility .that .my .child .will .be .photographed .during .this .experience . .I .grant .permission .to .photograph .my .child, .__________________________, .for .these .promotional .and .educational .purposes .

Guardian Signature Date

____________________________________ __________________

48

Session Two: Student Materials 2CMedical Authorization FormShould .it .be .necessary .for .my .child .to .receive .medical .treatment .while .participating . .in .a .JA Job Shadow .site .visit, .I .hereby .give .the .school .district .and .workplace .personnel .permission .to .use .their .best .judgment .in .obtaining .medical .service, .and .I . .give .permission .to .the .physician .selected .by .the .school .district .personnel .to . .render .whatever .medical .treatment .he .or .she .deems .necessary .and .appropriate . .

Permission .also .is .granted .to .release .necessary .emergency .contact/medical .history .to .the .attending .physician .or .to .the .workplace .if .needed . .

In .order .for .my .child .to .participate, .I .am .providing .the .information .requested, .which .will .be .returned .to .the .teacher .before .the .scheduled .site .visit .

Child’s Name:____________________________________________________________

Address: ________________________________________________________________

Home Phone: ____________________________________________________________

Date of Birth: ____________________________________________________________

Guardian’ Name: _________________________________________________________

Relation to Child: ___________________________ Phone: _______________

Additional Contact’s Name:__________________________________________

Relation to Child: ____________________________ Phone: _______________

Family Doctor: ______________________________ Phone: _______________

Preferred Hospital: __________________________ Phone: _______________

Location: _________________________________ .Does .your .child .require .any .special .accommodations .because .of .medical .limitations, .disability, .dietary .constraints, .or .other .restrictions? .Please .explain .

___________________________________________________________________

___________________________________________________________________

I hereby agree to all of the above authorizations and permissions.

Guardian Signature______________________________ Date_________________

49

Session Three: Student Materials 3ACareer Assessment InstructionsRegistration

1 . . Go .to .the .JA .Student .Center .at .studentcenter.ja.org .and .click .Explore Careers .in .the .left-hand .navigation .menu .

2 . . Click .Career Assessment .3 . . Click .New Users Register Here .in .the .center .of .the .screen . .(Important .note .to .teachers, .

volunteers, .and .JA .staff: .You .may .complete .the .assessment .by .registering .as .a .middle .or .high .school .student .only . .You .do .not .have .access .registering .as .a .parent, .adult .job .seeker, .college .student, .or .administrator .)

4 . . Select .Student .and .choose .your .grade .level .from .the .drop-down .menu .5 . . Click .Continue .to .create .your .account .6 . . During .the .process, .you .will .need .to .create .a .unique .username .and .password . .Write .down .

your .username .and .password .in .the .space .provided .for .future .reference .

Username: .___________________________________________

Password: .___________________________________________

7 . . You .also .will .be .asked .to .enter .the .N .Activation .Code .provided .below: .Activation Code: N3235773GYT

8 . . Read .the .terms .and .conditions . .If .you .agree .to .them, .check .the .box .next .to .“I .have .read .and .agree .to .the .terms .and .conditions .of .use .”

9 . . Click .Register .to .complete .the .process .

Navigator Home PageOnce .you .have .created .your .account, .you .will .be .directed .to .your .Navigator .home .page .to .access .the .system’s .tools .and .resources .via .the .top .navigation .menu . .Your .home .page .also .provides .a .link .to .your .messages, .to-do .list, .recommended .links, .and .account .information .

Taking an AssessmentThe .first .step .in .the .educational .and .career .planning .process .is .learning .about .yourself . .Click .on .Learn .About .Myself .from .the .top .navigation .menu . .

• Seventh .and .Eighth .Graders: .Choose .My Interests or My Skills, .select .your .desired .education .level/degree, .and .click .on .Start Assessment .

• Ninth .to .Twelfth .Graders: .Choose .Take an Assessment .and .click .on .one .of .the .assessment .titles . .To .get .started, .select .your .desired .education .level/degree .and .click .on .Start .Assessment .

Once .you .complete .the .assessments, .use .your .results .and .the .other .available .tools .from .the .top .navigation .menu .to .support .your .ongoing .education .and .career .exploration .and .planning .

Logging InTo .reenter .your .account, .go .to .the .JA .Student .Center .at . .studentcenter.ja.org and click Explore Careers .in .the .left .navigation .menu . .Click Career Assessment. Click Login, .and .enter .your .username .and .password . .

50

Session Three: Student Materials 3BHow to Craft an Elevator PitchCompanies .use .elevator .pitches .to .defi .ne .their .products .or .services .or .share .their .values .and .unique .attributes . .Elevator .pitches .are .a .way .to .get .people .excited .about .the .company .and .what .it .has .to .offer .to .customers .and .potential .employees . .

Some .companies .will .ask .their .employees .to .prepare .an .elevator .pitch .as .a .living .advertisement .for .their .brand . .Employees .commonly .rehearse .and .use .their .company’s .elevator .pitch .to .get .their .point .across .quickly . .

Similarly, .job .hunters .can .create .a .pitch .to .present .when .they .have .an .opportunity .to .network . .It .is .an .excellent .way .to .focus .on .what .you .value .and .what .you .are .good .at .

Instructions1 . . Brainstorm .answers .to .the .following .questions .to .prepare .some .

possible .ideas .for .your .elevator .pitch: .–What .matters .to .you? .–What .are .you .good .at? .–What .do .you .have .to .offer .a .potential .employer? .–What .interests .you? .–What .do .you .want .to .be .remembered .for .doing? .–If .you .asked .a .friend, .how .would .he .or .she .describe .you? .–What .is .one .thing .people .should .know .about .you? .

2 . . Image .a .dream .job .you .would .like .to .learn .more .about . .Write .the .name .

of .the .job: .___________________________________ .

3 . . Now .imagine .that .you .are .attending .an .event .after .school .and .you .fi .nd .yourself .sitting .next .to .one .of .your .classmate’s .parents .who .could .hire .you .for .your .dream .job . .(If .it .is .a .job .that .you .are .not .yet .qualifi .ed .to .apply .for, .imagine .that .you .could .volunteer .there .to .learn .more .about .it .) .

4 . . Below, .create .an .elevator .pitch .to .deliver .to .your .classmate’s .parents .that .includes .the .following:–Your .name–The .dream .job .you’d .like .to .apply .for .(or .learn .more .about .through .

volunteering)–Skills .or .interests .you .have .that .could .contribute .to .the .job–Something .positive .about .your .personal .brand .that .could .leave .a .positive .

and .memorable .impression–Close .with .some .way .to .contact .you .or .follow .up .with .you

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Key Term

Elevator pitchA .brief, .high-energy .presentation .used .by .companies .and .individuals .to .promote .their .products .and .themselves .

51

Session Three: Student Materials 3CTips for Writing a Great ResumeThere’s .no .one .right .way .to .write .a .resume, .but .below .are .some .tips .for .making .a .great .fi .rst .impression .in .writing .

1 . . Stick to the basicsLook .professional .by .using .white .or .cream-colored .paper .and .a .simple .font . .Colored .paper .is .inappropriate . .Avoid .busy .visuals .like .clip .art .and .colored .ink . .Keep .it .brief; .one .page .usually .is .enough .

2 . . Focus on accomplishmentsPresent .yourself! .Even .if .you .haven’t .had .a .paid .job .yet, .describe .previous .experience .or .skills .and .list .any .awards .or .leadership .roles . .Include .clubs .and .activities . .

3 . . Be specifi c As .you .list .previous .positions .or .activities, .include .specifi .cs .such .as .names .and .dates . .This .sets .you .apart .from .the .crowd . . .Keep .in .mind, .many .companies .have .software .that .searches .keywords .to .preview .your .resume, .so .if .it .does .not .fi .nd .specifi .c .words, .it .may .eliminate .you .as .a .candidate .

4 . . Check the factsDo .not .estimate .dates .and .titles . .If .you .are .unsure .of .an .employer’s .title, .dates .of .your .previous .jobs, .or .any .other .details, .don’t .guess . .Stretching .or .estimating .information .will .come .back .to .haunt .you . .

5 . . Include the right information Include .accurate .and .honest .information .that .presents .you .in .the .best .possible .light . .

6 . . Keep it professionalLeave .hobbies, .your .height, .weight, .religion, .family, .or .any .other .personal .information .off .your .resume . .

7 . . Proofread, proofread, proofreadAlways .use .spell-check . .It .identifi .es .many .typos .but .not .all . .Proofread .your .work .several .times, .and .ask .a .friend .or .family .member .to .review .it .as .well . .If .an .employer .fi .nds .typos, .it .could .be .enough .to .remove .you .from .consideration .

Choose .a .job .you .might .be .interested .in .and .begin .composing .a .draft .of .a .resume .that .you .can .submit .along .with .the .application, .using .the .following .page .as .a .template:

Key Term

ResumeA .written .summary .of .a .person’s .education, .skills, .and .work .experience . .

52

Session Three: Student Materials 3DResume TemplateFirst and Last NameMailing .AddressCity, .State .Zip .CodePhone .NumberEmail .Address . .(Note: .The .address .should .be .simple .and .should .not .contain .inappropriate .words .)

EDUCATION DatesSchool .name, .highest .grade/degree .completed . . . (City, .State)

ACHIEVEMENTS• School .awards• Club .awards .or .accomplishments• Other .significant .achievements

EXPERIENCE and SKILLS (Note: .Include .paid .work .and .volunteer .work .)

Month, Year Started – Month, Year Ended (Note: .Start .with .your .most .recent .experience .)

• List .skills .and .knowledge .you .used .in .this .position .••

Month, Year Started – Month, Year Ended (Note: .Start .with .your .next .most .recent .experience .)

• List .skills .and .knowledge .you .used .in .this .position .•• .

OTHER SKILLS and ACTIVITIES(Note: .Only .include .activities .and .hobbies .that .reflect .possible .job .skills .)

• For .example: .Foreign .language .skills• For .example: .Computer .skills—word .processing, .Internet, .email .• Sports, .length .of .time .participated• Community .clubs .and .organizations, .length .of .time .participated• Hobbies, .length .of .time .participated

REFERENCES (Note: .Do .not .include .family .members . .Also, .get .permission .in .advance .to .use .the .person .as .a .reference .)

• First .and .last .name; .relationship .to .you; .phone .number .or .email• First .and .last .name; .relationship .to .you; .phone .number .or .email

53

Session Three: Student Materials 3ECreating an Infographic Profile

InstructionsYour .infographic .profile .tells .an .employer .the .story .about .you . .To .get .started, .fill .in .the .box .1 .organizer .below .with .your .personal .information . .When .finished, .take .your .information .and .display .it .in .an .interesting .way .in .box .2 .or .on .a .separate .sheet .of .paper . .Add .arrows .or .numbers, .a .graph, .or .a .pie .chart .to .organize .and .connect .the .information . .Consider .adding .designs .and .pictures .to .make .your .infographic .more .visually .appealing . . .

1.

Fill .the .space .with .positive .words .about .you . . Create .a .symbol, .logo, .or .picture .that . .represents .you .

Skills: .What .do .you .do .well? .Values: .What .do .you .care .about?

List .education, .volunteering, .and .work .or .life .experience .

2.

Name:

Address:

Name .goes .here

Name:Address: .

53

54

Session Three: Student Materials 3F Infographic Profile, Example One

AlexaJohnson

Start

About Me

HonorStudent

GPA3.8

Finish

Values

Volunteer Work

Skills

ExtraTurn

I’ll work hard for you!Call me today...

Move Ahead

Skills:Performing arts

Skills:Technologysavvy

Volunteer:Teach-Youth-to-Swim Program(2013-2014)

Volunteer:CreekwaterLibrary(2013)

Work:CreekwaterCity Summer Lifeguard (2014)

Work:Eat at Joe’s Fast Food Restraunt(2013)

honest, quick-to-learn, a team player, empathetic, helpful, fun, organized, caring, dependable, responsible, creative, problem-solver, patient, upbeat

“Alexa is just super. She knows everything about our kids. I wish we had more like her!”

-Trey DawsonCreekwaterSummer Program

Address: 123 Oak WayCreekwater, USA 12345

Contact: alexa@example.com555.111.111

Activities:Theater and Vocal Performance (2014)

Activities:Swim Team (2012-2013)

Selected courses:Instructional Internship (2012-2013)

Selected courses:Advanced Spanish (2012-2014)

Selected courses:History/Community Leadership (2012)

EducationCreekwaterHigh School,Creekwater, USA(2012-2014)

Skills:Fluent Spanish

Skills:Clear communicator

Skills:Strong STEMskills

Skills:Athlete, competitor

Skills:Great researcher

I value being a part of a community that cares for its residents and the environment.

I value working with children and showing them how to do something new.

8hrs7hrs6hrs5hrs4hrs3hrs2hrs1hr

Volunteer Time/Typical

T W Th F S

55

8hrs7hrs6hrs5hrs4hrs3hrs2hrs1hr

Volunteer Time/Typical

T W Th F S

1

2

About Me

Education 3 Skills & Values

honest, quick-to-learn, forgiving,team player, empathetic, helpful, fun, upbeat, organized, caring, dependable, patient, responsible, creative, problem-solver

AlexaJohnsonAddress: 123 Oak WayCreekwater, USA 12345Contact: alexa@example.com555.111.111

Creekwater High School, Creekwater, USA (2012-2014)Selected courses: History/Community Leadership (2012)Advanced Spanish (2012-2014)Swim Team (2012-2013)Instructional Internship (2012-2013)Theater and Vocal Performance (2014)

4 Work Experience

Eat at Joe’s Fast Food Restaurant (2013)Creekwater City Summer Lifeguard (2014)

5 Volunteer

Creekwater Library Literacy Volunteer (2013)Teach-Youth-to-Swim Program (2013-2014)

Skills: What I do well:Technology savvy, great researcher, strong STEM skills (science and math), clear communicator, speak Spanish, championship athlete, competitor, leader, arts and crafts, quilting, performing arts

Values: What I care about:I value working with children and showing them how to do something new. I value being a part of a community that cares for its residents and the environment.

Session Three: Student Materials 3GInfographic Profile, Example Two

www.ja.org

Junior Achievement USA®

©2013 Junior Achievement USA, JS001 Teacher Guide, Sessions 1-3, Site Visit