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PURDUE EDCI 57200

Job Search Workshop

Wassamatta University

Rachel Murch Tim Ludden Dalalle Ali

Summer II 2012

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Table of Contents

Introduction: .................................................................................................................................................................................................................................. 5

Instructional Goal: ....................................................................................................................................................................................................................... 5

Front-end Analysis: ..................................................................................................................................................................................................................... 5

Goal/Task Analysis: .......................................................................................................................................................................................................................................... 6

Learner and Context Analysis: ..................................................................................................................................................................................................................... 7

Performance Context Analysis ..................................................................................................................................................................................................................... 8

Learning Context ................................................................................................................................................................................................................................................ 9

Module 1 Resume Building .................................................................................................................................................................................................... 11

Assessment Instruments: ............................................................................................................................................................................................................................. 18

Instructional Strategy: ................................................................................................................................................................................................................................... 27

Module 2 Job Search .................................................................................................................................................................................................................. 31

Assessment Instruments .............................................................................................................................................................................................................................. 38

Instructional Strategy .................................................................................................................................................................................................................................... 51

Module 3 Interviewing ............................................................................................................................................................................................................. 57

Assessment Instruments .............................................................................................................................................................................................................................. 59

Instructional Strategy .................................................................................................................................................................................................................................... 63

Appendices ................................................................................................................................................................................................................................... 66

Appendix A-Module 1 – Goal/Task Analysis Resume Building .................................................................................................................................................... 66

Appendix B-Module 1 - Subordinate and Entry Skills Resume Building .................................................................................................................................. 67

Appendix C-Module 2 – Goal/Task Analysis Job Search .................................................................................................................................................................. 72

Appendix D-Module 2 - Subordinate and Entry Skills Job Search ............................................................................................................................................... 72

Appendix E-Module 3 – Goal/Task Analysis Interviewing ............................................................................................................................................................. 75

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Appendix F-Module 3 – Subordinate and Entry Skills Interviewing .......................................................................................................................................... 76

Instructional Material ............................................................................................................................................................................................................... 78

Module 1 Resume Building .......................................................................................................................................................................................................................... 78

Module 2 Job Search ....................................................................................................................................................................................................................................... 85

Module 3 Interviewing ............................................................................................................................................................................................................................... 102

Formative Evaluations .......................................................................................................................................................................................................... 105

Module 1 ........................................................................................................................................................................................................................................................... 105

Module 2 ........................................................................................................................................................................................................................................................... 108

Module 3 ........................................................................................................................................................................................................................................................... 124

Email Examples ........................................................................................................................................................................................................................ 127

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Introduction:

After the publishing of a recent article in the New York Times, 01/12 about increased unemployment for recent college graduates

nation-wide, the Wassamatta University collected and analyzed statistical data on their seniors’ matriculation in to the workplace for

the past two years, determining that graduating students are not prepared for the tasks required for acquiring a full-time,

permanent, professional position related to their field of study in the current competitive workforce. The university’s data revealed

that the successful placement of their graduated into a full-time professional position related to their field of study was 50% within

the first six months after graduation. The university has decided to create a recurring half-day tutorial workshop for the sole purpose

of readying its graduates for entering the workforce upon graduation for Fall 2012 and Spring 2013 semesters. Each workshop will

be open to a limited number of graduating seniors to ensure maximum effectiveness of tutorials and exercises. The workshop will be

a half-day tutorial encompassing skill development for resume building, job search, and interview techniques. The workshop should

cultivate these skills in the students, increasing the successful and timely matriculation rate into the workplace for graduating

seniors from the university. Wassamatta University wants the instructional program to increase the employment rates of its

students after graduation and improve the marketability of its degree to incoming students as well as to provide value for the

degree to former students.

Instructional Goal:

Upon completion of the workshop, graduating seniors should have the skills to effectively create a professional resume, successfully

perform job searches within online professional employment databases and social networks, and successfully implement proper

interview techniques during a professional interview.

Front-end Analysis:

Performance Analysis:

Surveys were e-mailed to students that had graduated from the university in the past two years. These surveys gathered information on if the student currently has a job, how long it took him/her to find a job following graduation, whether he/she

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actively sought employment following graduation, and whether the job was a high or low skilled position. The surveys also asked the student what specific skills he/she learned while finding a job that the university may have not provided before graduation.

After the surveys were organized into data, it was determined that the rate of employment of the university’s graduating seniors is below the national average. It was taking the Wassammatta University’s students longer to find employment and fewer were becoming employed following graduate as compared to the other universities. The surveys also included some clearly defined skills that students believed to be valuable when trying to find a job which included: creating a resume, using job search databases and networking techniques to find a job, and basic interviewing skills.

As the university wants to ensure its degree is valuable in the job market, it was determined that a needs assessment should take place to determine how to improve the above skills for graduating students.

Needs Assessment:

Wassamatta University wants to increase the number of graduates that have a professional, high skilled job within 6 months from the current rate of 50% to 60% in the next two years. There is currently a gap of 10% between the actual rate and desired rate. The university also wants to reduce the average amount of time it takes graduates to find a job from the current average of 6 months to 3 months. There is currently a gap of 3 months between the actual rate and desired rate. This will not only aid the university’s students in their future endeavors, but it will also be a good marketing tool to attract new ones. Wassmatta University has put together a group of job search SME’s and Instructional Designers to design a half day workshop that will focus on improving resume building, job search, and interviewing skills of upcoming graduates.

Goal/Task Analysis:

See Appendix A – Module 1 for Goal/Task Analysis Resume Building

See Appendix B – Module 1 for Subordinate and Entry Skills Resume Building

See Appendix C – Module 2 for Goal/Task Analysis Job Search

See Appendix D – Module 2 for Subordinate and Entry Skills Job Search

See Appendix E – Module 3 for Goal/Task Analysis Interviewing

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See Appendix G – Module 3 for Subordinate and Entry Skills Interviewing

Learner and Context Analysis:

Learner Analysis

E-mail surveys were sent out to the current seniors at the university that asked a series of demographic questions including job

experience, age, major, activities, academic achievements, desired career goals, and attitudes toward workshop designed to teach

job search skills. A random group of students were selected for interviews to better understand the students’ current understanding

of finding a post-college job, desired career prospects coming out of school, and attitude toward the job search workshop. Surveys

were also sent to instructors asking for an assessment of the students’ academic achievements, verbal participation in class, and

students’ attitude or preference for instructional styles.

Prior Knowledge of Topic Area:

Based on the results of the data analysis, many students were found to have not applied or searched for a professional job while in

college. Most had applied for and held jobs in basic service level industries such as food & restaurants, hospitality, and customer

service. Some students have applied and searched for professional internships, but most students lack significant experience or

knowledge about searching for a professional job. However, they do have some basic skills about how to conduct job search as 90%

students have obtained some part-time and/or entry-level job in the past.

Attitudes toward Content and Potential Delivery System:

Students were concerned about when the content would be delivered. Some students expressed concern for content and delivery

of the instruction, expressing the desire for applicable, real-world content, delivered in a way that would be similar to the

professional setting. Many are planning on applying and performing a job search before graduation. They were also concerned

about this potentially conflicting with busy periods of the semester such as finals or midterms. They were also concerned about

fitting the content into their current class schedule during the week. Because of this, it would be best to have the course occur after

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the midterm and a couple months before the end of the semester. It is also recommended that the workshop occur on a Saturday

as to avoid conflict with most class schedules.

Academic Motivation:

The students were found to have a high academic motivation to learn this content. Most students were found to have a career plan

to obtain a professional job after graduating college and were highly motivated to learn basic skills that would help them achieve

this goal. Most showed a desire to improve their job search skills to be able to stand out in a highly competitive job market.

Educational and Ability Levels:

All the learners will have either recently graduated with a Bachelor’s degree or will graduate with a Bachelor’s degree by the end of

this school year. They know the basics of creating a resume, searching for a job, and interviewing for a job. These basics are

primarily based on experience in unskilled labor industries.

Group Characteristics:

The group are in their early 20’s and either have or will have a Bachelor’s degree. The majority of students are planning to obtain a

professional skilled position after graduation. Some are open to a variety of professions, while others are focused on professions

related to their current major. Most students have a strong motivation to obtain a professional position primarily for financial

reasons.

Performance Context Analysis

Instructional Goal Based on Needs Assessment:

The instructional goal based on the needs assessment to increase the successful job placement within 3 months after graduation

from 50% to 60% for matriculating seniors to the workplace is a recurring workshop tutorial that addresses, in detail, skills for

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resume building, job search in databases and networking skills, and interview skills. The university and instructors have provided

support for the instructional content and workshop approach.

Physical Aspects of the Site:

A job search can be done anywhere the learner has access to the appropriate tools. This includes an appropriate digital device

(desktop, laptop, tablet, etc.) and access to the Internet. These are the primary physical tools required to perform a job search.

When attending the interview, the setting will be professional. It will most likely include a chair for the interviewer and interviewee

and a table or desk. This may occur in a meeting room or an office. The interviewer and interviewee will be wearing professional

clothing such as a suit and tie.

Social Aspects of the Site:

As a job search can be done anywhere, the site may have a multitude or minimal amount of social distractions. If done in a public

location such as a coffee shop, there will be a lot of social activity occurring. If it is done in a private location such as a home, there

will be a minimal amount of social activity occurring. The main social aspect of the job search will occur in a digital space and

communication. There also may be some personal social contact when networking.

When attending the interview, the social setting will be professional in context. The interviewer and interviewee will treat each

other with professional courtesy with some friendly phrases but mainly focused on the task at hand. The interview may be done by

individual or a group of individuals. The interviewee may also be interviewed with a group of interviewees. These persons may

know each other through networking or they may not know each other at all.

Learning Context

Compatibility of Site with Instructional Requirements:

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The site will have Wi-Fi access for students who brought laptops or other mobile devices. It will be recommended that students

bring these devices to be able to perform the requirements to create a resume. Student’s personal electronic devices will also

better represent the situation as most student’s will be using their own electronics while doing a job search as opposed to a locked

down university computer.

Adaptability of Site to Simulate Workplace

There will be chairs and tables at the site to be able to replicate an interview scenario. The mobile devices brought by the students

will also replicate the tools needed to perform a job search. The digital aspect of the workplace will be present, but since the site

will have a group of students, the job search will be more similar to a public site than a private one.

Learning Site Constraints:

Students who do not have a mobile device will be highly constrained. They will be unable to create a sample digital resume or

perform any research for jobs. These students will be able to learn the intellectual skills for job searching, but they will not gain any

experience from the digital situational learning that takes place. Depending on the number of instructors, there may be constraints

on the personal feedback that students receive.

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Module 1 Resume Building

Performance Objective:

Using word processing software, the learner will create a professional resume specific to his/her skills and career objective. The

ability of the learner to get an interview will be used to assess the effectiveness of the resume.

Terminal Objective:

After completing the resume building workshop, the learner will create a professional resume specific to his/her skills and career

objective using word processing software. A rubric will be used to assess the resume’s overall content, grammar and spelling, and

design.

Main Step in Instructional Goal Performance Objective

1. Identify career objective. From recall, the learner will write his/her career objective to succinctly describe the purpose of the resume.

Subordinate Skills Performance Objective

1.1 Determine career position sought. From recall, the learner will list the careers that he/she wishes to obtain to determine his/her desired career.

1.2 Determine why you want this position.

From recall, the learner will list reasons why he/she wants to obtain the specific careers listed in Step 1.1 to determine his/her future goals and objectives.

1.3 Clearly and succinctly write the career objective in a single sentence.

From recall, the learner will write a single sentence that includes the

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career goal and desired reason for that goal to enter in a succinct objective in his/her resume.


2. Identify primary skills and abilities. Given a list of attributes, the learner will identify his/her strengths to include in his/her resume.


2.1 List 3-5 primary skills and abilities related to career objective.

Given a list of skills and abilities, the learner will list 3-5 primary strengths related to his/her career objective to include in the resume sections.


3. Create resume template in word processor.

Given a word processor, the learner will create a resume template to be able to enter his/her professional information.


3.1 Select the type of resume to create the template based on your primary skills and abilities.

Given resume templates, the learner will select the type of resume template to determine the order of the sections and

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experience.

3.1.A List the different types of resumes. From memory, the learner will list and define the three main resume types chronological, functional, and combination to select the most appropriate resume type.

3.2 Select section headings to include in the template based on your skills and abilities.

Given resume templates, the learner will select what sections to include in his/her resume to best document his/her skills and experience.

3.2.A List typical section headings included in resumes.

From memory, the learner will list and define typical section headings for resumes such as objective, skills and abilities, activities, work experience, and education to determine what sections to include in his/her resume.

3.3 Format resume template in a word processor with or without a wizard.

Given a word processor, the learner will format his/her resume and enter the sections based on the resume type to be able to enter his/her specific information for each section.


4. Enter and write heading. Given a computer word processor and resume template, the learner will enter and format his/her

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heading information to attract attention to his/her contact information and make it easy to reference.


4.1 Enter professional contact information in heading.

Given a computer word processor and resume template, the learner will enter his/her professional contact to provide contact information to potential employers.

4.1.1 Create professional e-mail address. Given a computer with access to a web browser and Internet connection, the caller will create a professional e-mail address from an e-mail provider to demonstrate an understanding of professional etiquette.

4.2 Format heading using word processor. Given a computer word processor and resume template, the learner will format his heading to attract attention to his/her name and make it easy to reference.


5. Enter personal information into resume sections.

Given a computer word processor and resume template, the learner will enter his/her personal

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information into the resume sections to match his/her personal information to his/her career objective.


5.1 Identify and list professional skills and abilities.

Given a computer word processor and resume template, the learner will identify and list his/her professional skills and abilities to demonstrate his/her ability to meet his/her career objective.

5.2 Identify and list past professional job experience.

Given a computer word processor and resume template, the learner will identify and list his/her past professional job experience that demonstrates his/her experience for the career objective or overall professional ability.

5.2.1 List past job experience in order of relevance to objective and skills.

Given a computer word processor and resume template, the learner will list his/her past job experience in the order of relevance to his/her objective and skills to emphasize his/her professional abilities.

5.3 Identify and list education. Given a computer word processor and resume template, the learner will identify and list his/her education and educational

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achievements to demonstrate his/her educational qualifications to meet his/her career objective.

5.4 Identify and list awards and activities. Given a computer word processor and resume template, the learner will identify and list his/her awards and activities that demonstrate his/her professional skills and abilities relevant to his/her career objective.

5.4.1 List awards and activities in order of relevance to objective and skills.

Given a computer word processor and resume template, the learner will list his/her award and activities in order of relevance to his/her career objective and skills to emphasize his/her professional abilities.

5.5 Identify and list information for any sections created in the resume template.

Given a computer word processor and resume template, the learner will identify and list any other personal information into his/her sections created in the resume template to demonstrate his/her skills and abilities that are relevant to his/her career objective.


6. Review and revise resume. Given a computer word processor and resume template, the learner will revise his/her resume, as

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required, to improve its professional language and ability to attract professional notice.


6.1 Improve job titles listed to stand out. Given a computer word processor and resume template, the learner will replace job titles with more professional sounding ones to stand out to the resume reviewer.

6.1.1 Research synonymous job titles. Given a computer with access to a search engine, the learner will perform a search for more professional job titles to replace the ones initially listed.

6.2 Add keywords to resume. Given a computer word processor and resume template, the learner will add keywords related to his/her objective to pass initial screening tools for a job search.

6.2.1 Research keywords used in your desired profession.

Given a computer with access to a search engine, the learner will perform a search for keywords that his/her desired career field use to add these words to his/her resume.

6.3 Remove passive verbs and replace with action verbs.

Given a computer word processor and resume template, the learner will remove any passive verbs and replace them with active ones to

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make his/her resume appear more professional.


7. Proofread resume Given a computer with access to a search engine, the learner will proofread his/her resume to verify that there are no grammatical or spelling mistakes.

Assessment Instruments:

There will be three assessment instruments for this learning event. Before coming to the session, the students will be provided with

a document that will ask them a series of short-answer questions to help them gather and identify some of their basic personal

information and clarify career goals that will need to be used to create the resume such as work experience, education, primary

skills and abilities, etc. This document will also be used during the assessment as the students will be asked to reflect on their

answers after experiencing the instruction.

The other two assessments will be delivered post instruction. These will include requiring the students to create a resume that they

will use while applying for jobs. The students will be provided with a rubric to know what to include in the resume. This rubric will

be used by the instructors to assess the resume using a rating scale of 1-5. The second assessment tool will be a posttest that will

ask informational short answer questions to reinforce what was learned at the session as well as to evaluate the effectiveness of the

instruction in transferring knowledge about creating a professional resume.

Main Step in Instructional Goal Performance Objective Test Items

1. Identify career objective. From recall, the learner will write his/her career objective

Resume rubric: For your objective, write

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to succinctly describe the purpose of the resume.

a single sentence that includes your career goal and reasons why you want that career.

Subordinate Skills Performance Objective Test Items

1.1 Determine career position sought.

From recall, the learner will list the careers that he/she wishes to obtain to determine his/her desired career.

Short answer (Pre-test): List the types of specific careers or jobs you would like to get after graduation.

1.2 Determine why you want this position.

From recall, the learner will list reasons why he/she wants to obtain the specific careers listed in Step 1.1 to determine his/her future goals and objectives.

Short answer (Pre-test): Explain why you want to go into the careers or jobs you have listed.

1.3 Clearly and succinctly write the career objective in a single sentence.

From recall, the learner will write a single sentence that includes the career goal and desired reason for that goal to enter in a succinct objective in his/her resume.

Short answer (Pre-test): In a single sentence, write your career objective. Include the specific type of career you are seeking and reason(s) for seeking it.


2. Identify primary skills and abilities.

Given a list of attributes, the learner will identify his/her strengths to include in

Short answer (Pre-test): Think about your professional strengths

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his/her resume. that would be valuable for your desired career. List 3-5 of these strengths below.


2.1 List 3-5 primary skills and abilities related to career objective.

Given a list of skills and abilities, the learner will list 3-5 primary strengths related to his/her career objective to include in the resume sections.

Short answer (Pre-test): Think about your professional strengths that would be valuable for your desired career. List 3-5 of these strengths below.


3. Create resume template in word processor.

Given a word processor, the learner will create a resume template to be able to enter his/her professional information.

Resume rubric: Create a template for your resume with a word processor such as Microsoft Word. Include your contact information, objective, work experience, education, skills & abilities, and any other information you desire to present. (You may use a resume wizard or create the template yourself.)

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3.1 Select the type of resume to create the template based on your primary skills and abilities.

Given resume templates, the learner will select the type of resume template to determine the order of the sections and experience.

Resume rubric: Think about how best to present your skills and abilities and choose what type of resume (Chronological, Functional, or Combination) you wish to create and order your resume headings and experience in the appropriate order.

3.1.A List the different types of resumes.

From memory, the learner will list and define the three main resume types chronological, functional, and combination to select the most appropriate resume type.

Short answer (Post-test): List and describe the three main types of resumes below.

3.2 Select section headings to include in the template based on your skills and abilities.

Given resume templates, the learner will select what sections to include in his/her resume to best document his/her skills and experience.

Resume rubric: Think about your strengths, skills, abilities, and experience. Create your resume headings to include based on these.

3.2.A List typical section headings included in resumes.

From memory, the learner will list and define typical section headings for resumes such as objective, skills and abilities, activities, work

Short answer (Post-test): List and describe at least 5 typical resume headings below.

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experience, and education to determine what sections to include in his/her resume.

3.3 Format resume template in a word processor with or without a wizard.

Given a word processor, the learner will format his/her resume and enter the sections based on the resume type to be able to enter his/her specific information for each section.

Resume rubric: Format your resume using a resume wizard or by creating it yourself in a word processor.


4. Enter and write heading. Given a computer word processor and resume template, the learner will enter and format his/her heading information to attract attention to his/her contact information and make it easy to reference.

Resume rubric: Enter and format your resume heading to make it easy to read and attract attention.


4.1 Enter professional contact information in heading.

Given a computer word processor and resume template, the learner will enter his/her professional contact to provide contact information to potential employers.

Resume rubric: Include your name, address, phone number, and e-mail address in your contact information.

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4.1.1 Create professional e-mail address.

Given a computer with access to a web browser and Internet connection, the caller will create a professional e-mail address from an e-mail provider to demonstrate an understanding of professional etiquette.

Resume rubric: Use a professional e-mail address. (If you do not have one, create one using a free e-mail provider such as Gmail or YahooMail.)

4.2 Format heading using word processor.

Given a computer word processor and resume template, the learner will format his heading to attract attention to his/her name and make it easy to reference.

Resume Rubric: Format your heading to attract attention and make it easy to read.


5. Enter personal information into resume sections.

Given a computer word processor and resume template, the learner will enter his/her personal information into the resume sections to match his/her personal information to his/her career objective..

Resume rubric: Enter your professional information into your resume headings that best matches your objective.


5.1 Identify and list professional Given a computer word Resume rubric:

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skills and abilities. processor and resume template, the learner will identify and list his/her professional skills and abilities to demonstrate his/her ability to meet his/her career objective.

Enter your skills and abilities that show your ability to meet your career objective.

5.2 Identify and list past professional job experience.

Given a computer word processor and resume template, the learner will identify and list his/her past professional job experience that demonstrates his/her experience for the career objective or overall professional ability.

Resume rubric: Enter your work experience that shows your experience in your career objective or overall professional experience.

5.2.1 List past job experience in order of relevance to objective and skills.

Given a computer word processor and resume template, the learner will list his/her past job experience in the order of relevance to his/her objective and skills to emphasize his/her professional abilities.

Resume rubric: Order your work experience based on its relevance to your career objective.

5.3 Identify and list education. Given a computer word processor and resume template, the learner will identify and list his/her education and educational achievements to demonstrate his/her

Resume rubric: Enter your educational information achievements to show your ability to meet your career objective.

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educational qualifications to meet his/her career objective.

5.4 Identify and list awards and activities.

Given a computer word processor and resume template, the learner will identify and list his/her awards and activities that demonstrate his/her professional skills and abilities relevant to his/her career objective.

Resume rubric: Enter your awards, honors, and activities that show your ability to meet your career objective.

5.4.1 List awards and activities in order of relevance to objective and skills.

Given a computer word processor and resume template, the learner will list his/her award and activities in order of relevance to his/her career objective and skills to emphasize his/her professional abilities.

Resume rubric: Order your awards, honors, and activities based on their relevance to your career objective.

5.5 Identify and list information for any sections created in the resume template.

Given a computer word processor and resume template, the learner will identify and list any other personal information into his/her sections created in the resume template to demonstrate his/her skills and abilities that are relevant to his/her career objective.

Resume rubric: Enter and order the information for any other section headings based on relevance to your career objective.

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6. Review and revise resume. Given a computer word processor and resume template, the learner will revise his/her resume, as required, to improve its professional language and ability to attract professional notice.

Resume rubric: Include keywords and professional language in your resume.


6.1 Improve job titles listed to stand out.

Given a computer word processor and resume template, the learner will replace job titles with more professional sounding ones to stand out to the resume reviewer.

Resume rubric: Enter job titles that are professional and will stand out.

6.1.1 Research synonymous job titles.

Given a computer with access to a search engine, the learner will perform a search for more professional job titles to replace the ones initially listed.

Resume rubric: Research professional job titles to use in your resume.

6.2 Add keywords to resume. Given a computer word processor and resume template, the learner will add keywords related to his/her objective to pass initial screening tools for a job

Resume rubric: Include professional keywords in your resume.

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search.

6.2.1 Research keywords used in your desired profession.

Given a computer with access to a search engine, the learner will perform a search for keywords that his/her desired career field use to add these words to his/her resume.

Resume rubric: Research professional keywords used in your desired career.

6.3 Remove passive verbs and replace with action verbs.

Given a computer word processor and resume template, the learner will remove any passive verbs and replace them with active ones to make his/her resume appear more professional.

Resume rubric: Use active verbs and exclude passive verbs.


7. Proofread resume Given a computer with access to a search engine, the learner will proofread his/her resume to verify that there are no grammatical or spelling mistakes.

Resume rubric: Exclude grammatical and spelling errors.

Instructional Strategy:

Pre-instructional Activities:

I. Pre-test: The learners will have completed the pre-test that helped them reflect and identify the content they will need to

complete their resumes.

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II. Motivation: The instructor will welcome the learners and explain the importance of a resume in applying for a job after

college. The instructor will explain that this session will teach the learners to market themselves by creating a unique,

concise, and professional resume.

III. Objectives: The instructor will go over the objective that the students will be able to create a professional resume to sell

their specific and unique skills and abilities in the job market.

IV. Entry Skills: The entry skills for this learning session will be the ability to use a word processor to create a resume

template, ability to write concisely, and ability to do basic online research.

V. Media and Delivery System: This will be an instructor led lecture to explain the above to the students. The pre-test will

be a Word document e-mailed to the students to complete previous to coming to the class, and students will have been

advised to bring a laptop or mobile device to access this document during the session.

VI. Student Groupings: This initial lecture will be delivered to the entire group.

Content Presentation and Learner Participation:

I. Content Presentation: The instructor will lecture to the entire group while referencing example resumes covering the

different parts of a resume, different ways to format a resume, and different types of resumes. This will be done using

the projector of example resumes, and students will also be provided with physical copies of these examples. During the

presentation, the students will be encouraged to ask questions and will be asked to provide examples for what to include

in certain sections as well as how best to professionally word these examples.

II. Resume Examples provided:

a. Chronological

b. Functional

c. Combination

III. Student Participation:

a. The students will be asked to provide examples of content to place into specific sections of a resume.

b. The students will be asked what the benefits are of a functional and chronological resume.

c. The students will each create or revise their own resumes.

d. The students will break into small groups of 3-4 and review each other’s resumes based on the content presentation.

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IV. Feedback: The students will be asked to create and submit a final copy of their resume within a week after the session.

These resume’s will be reviewed based on a rubric and the learner will be able to view the rubric and any notes about

how to better improve the resume. The students will also receive peer feedback on their resumes during the small group

session.

V. Media and Delivery System: The content presentation will be instructor led. The instructor will be using a projector and

shared screen to display resume examples. Examples will be provided to the students as hard and digital copies.

Students with and without a computer will be able to access these copies.

VI. Student Groupings: The lecture will be delivered to the entire group. The learners will individually create or revise their

current resume. The learners will also be divided up into small groups of 3-4 to review each other’s resumes and critique

them.

Assessments:

I. Entry skills test: No entry skills test will be provided. It will be assumed that the students have basic word processing

skills and the ability to write concisely.

II. Pre-test: The students will be provided a worksheet before the session to complete. This worksheet will ask the student

to reflect and list content to be included in their resumes which will then be used when creating their actual resume. The

students will also create their own resume before coming to the session.

III. Post-test: The students will be provided a brief short-answer post-test to ensure they have retained some of the basic

informational aspects of the session. The students will also be required to submit a final version of their resume to be

reviewed by the instructor.

Follow-through activities:

I. Memory aids for retention: The example resumes will act as memory aids for the learners. Each of these will provide

examples of how different types of resumes can be formatted as well as the different sections that can be included in a

resume.

II. Transfer considerations: The environment the resumes will be created in is more formal than where the students may

make their own resumes such as at home or in a coffee shop. The students will be asked to create their final resume

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wherever they prefer to overcome this transfer consideration. However, it seems unlikely that creating the resume in a

less formal environment will prove to interfere with learning transfer.

III. Media and Delivery System: The resume examples will be provided as hard copies, but the students will also be able to

access these as a digital file.

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Module 2 Job Search

Performance Objectives

Upon completion of the workshop, graduating seniors should have the skills to effectively create a resume, successfully navigate job

search professional online employment databases and network with professional organizations, and successfully implement

interview techniques during a professional interview.

Main Instructional Goal Terminal Objective

Graduating seniors will successfully navigate job search professional online employment databases and network with professional organizations and apply for employment.

Given access to Internet databases and social networking sites, the learner will search for professional organizations within their field of study, evaluate the employment opportunities within the organizations, and apply for employment within organizations that meet personal financial and employment standards and feasibility of employment opportunity given the learner's degree to be earned.


1 Turn on Computer and locate web browser

Given access to a computer and mouse, the learner will locate web browser by successfully placing cursor over the icon.


2 Open the Web Browser

Given access to a computer and mouse, the learner will select the web browser icon by using the mouse to open the application window.


3 Choose to perform a database search or networking

Given databases for employment opportunities within professional organizations or search social networks for networking and employment

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opportunities, the learner will choose to search in professional online employment databases or social networks, as applicable.


4 Locate an online professional Online Database

Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment Database.


4.1

Search for Professional Online Databases in an Internet search engine

Given access to an online database, the learner will search for employment opportunities into an Internet search engine. Search should locate the URL for a website that houses a database for employment opportunities.


5 Search for and locate jobs related to learner's field of study

Given access to an online database, the learner will search for and locate employment positions related to learner's field of study and based on feasibility to procure, given learner's degree to be earned.


6

Assess the financial and professional incentives according to the jobs available

Given employment opportunity within an organization related to your field of study, assess whether the financial and professional incentives are acceptable based on learner's personal financial and professional standards and feasibility of procuring employment, given the learner's academic degree to be earned.


6.2 Identify desired career related to learner's field of study

Given access to search results from an online database, the learner will identify the career profession desired related to learner's field of

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study based on feasibility of procuring employment with in that profession, given the learner's academic degree to be earned.

6.1

Identify desired area related to learner's field of study that learner prefers to work in

Given access to search results from an online database, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.

Main Step in Instruction Performance Objective

7 Decide whether the financial and professional incentives are adequate

Given access to an online database, the learner will decide if the employment opportunity located is acceptable to the learner. Acceptability resulting in proceeding to step 8, and lack of acceptability resulting in reverting back to step 5.


8

Communicate interest to the professional organization and job available

Given the decision that the employment opportunity within the professional organization is acceptable to the learner, communicate interest to the professional organization in the form of an email using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.


8.2 Send professional email to the organization

Given access to online email application, the learner will send a professional email expressing interest to the professional organization’s human resources department as well as the manager of the department where the desired position is

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located.

8.1 Compose professional email to the organization

Given access to online word processer, the learner will compose a professional email expressing interest to the professional organization about the employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

Main Step in the Instruction Performance Objective

9 Locate an online Social Network

Given access to an online database, the learner will obtain access to an online Social Network with access to organizations professional profiles.


10

Assess current possession of a user name and password for the social network?

Learner will assess whether he or she currently possesses a user name and password for the social network the learner is attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to step 11.


11 Create a user name and password for social network

Given access to an online social network, the learner will create a user name and create a password for the social network that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.


12 Type in user name and password to gain access to learner's profile

Given previous possession of, or recent creation of, user name and password, learner will enter

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learner's user name and password into the appropriate fields of the social network's website.


13 Search for profiles of professional organizations

Given access to the social network website, the learner will search for and locate profiles of professional organizations related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.


13.1

Assess the possible organizations of interest related to learner's field of study

Given access to the social network website, the learner will determine if the possible career opportunities within the professional organization are desirable based on the learner's desired area of study within their field of study and feasibility that employment may be procured, given the learner's degree to be earned.

13.2

Search for professional organizations associated with learner's field of study using a search engine

Given access to the social network website, the learner will search for professional organizations within or related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.


14

Locate profiles of professional organizations in learner's field of study

Given access to the social network, the learner will search for and locate profiles of professional organizations related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.


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15

Assess the interest in the professional organization and career opportunities

Given access to the social network, the learner will assess the professional organization located and decide whether the organization and possible employment opportunities are of interest to the learner based on learner's personal financial and professional standards and based on feasibility of procuring employment, given the learner's academic degree to be earned.


15.1

Identify desired area related to learner's field of study learner prefers to work in

Given access to search results from social network, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.


16

Become friends with an organization's professional profile related to learner's field of study

Given decided interest in the organization and possible employment opportunities with the organization, the learner will connect with the organization through the social network by becoming friends with the organization's profile.

Subordinate Skill Performance Objective

16.1 Select option labeled profile

Given a mouse and laptop computer, the student will select by left clicking the mouse on the organization's profile within the social network to access the organization's profile within the social network.

16.2 Select add as friend

Given a mouse and laptop computer, the student will select by left clicking the mouse on the proper field within the organization's profile to link the two profiles and become friends.


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17

Communicate interest in professional organization through social network

Given access to an online message system, the learner will communicate interest to the professional organization in the form of a professional message using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

Subordinate Skill Performance Objective

17.2 Send professional message to the organization

Given access to online word processer, the learner will send the professional message expressing interest to the professional organization's profile. The message should be addressed to the human resources department for the professional organization.

17.1 Compose professional message to the organization

Given access to online word processer, the learner will write a professional message expressing interest to the professional organization about possible employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.


18 Send the professional organization a copy of learner's resume via email

Given the decision that organizational qualifications and employment opportunities available within professional organizations are acceptable to the learner, the learner will send a

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copy of the learner's resume to the organization. Resume should be sent to organization's human resource department and department manager if found through employment database or to the organization's profile if found through social network. Resume should be current and professional.

Entry Skills:

A Be able to perform basic computer skills

B Be able to perform basic Internet browsing skills

C Be able to perform basic skills for Internet search engines

D Knowledge of career opportunities related to learner's field of study

E Knowledge of professional areas related to learner's field of study

F Be able to perform basic professional written communication skills

G Have access to a working email and basic email skills

H Knowledge of personal financial and work standards for employment

I Basic knowledge of Social Network application, such as Facebook and Twitter

J Have access to a working network profile and basic composition skills

K Have a professional resume ready to send

Assessment Instruments

Entry Skills Assessment:

Students attending the Job Search Workshop do not need to be assessed for entry skills. Graduating seniors are in their final two semesters of studies. As per requirements for applying to the university and performance in academic courses, students

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should be able to perform basic computer skills and basic Internet browsing with search engines. Given completion of introductory English composition courses, students should be able to perform basic professional written communication skills. As per provision of student email from the university and required communication with professors, students should have a working email and be able to perform basic email skills. Given professor and university activities involvement within social networks, student should have basic knowledge and skills of social network applications. Given completion of the first hour of the Job Search Workshop, students should have an updated professional resume available to send to professional organizations of interest. Given advanced coursework in their field of study and required advisement appointments each semester, students should have a working knowledge of field areas, career opportunities and personal employment standards, given the degree to be earned.

Pretest:

Some graduating seniors will enter the workshop with complete, little, or no knowledge of the instructional content. The pretest will determine which skills possessed by the learners. The results from the pretest will guide the instruction by allowing instructors to determine how in-depth the content of each component should be. In addition, pretest items will include short answer questions to gather and identify some of their basic personal information and clarify career goals. This information will also be used during the assessment as the students will be asked to reflect on their answers after experiencing the instruction. Students will be asked to describe the steps taken to find employment opportunities through databases and social networks. Descriptions will be assessed based on feasibility of procuring employment through the process described. Students will also be asked to describe the personal financial and professional standards for employment, the areas of study within their field they prefer, and the career related to their area of study they prefer. This information will be used as criterion during evaluation. Pretests will be administered prior to the start of the workshop. If students do not pass they will be branched.

Practice Test:

After initial lecture on content, learners will practice searching for employment opportunities though databases and professional organizations through social networks during the second hour-long section of the workshop. The learners will be provided access to the computers with Internet. Refer to the “Content Presentation and Learner Participation” section for lists of learner practice activities. Among the practice exercises, students will participate in practice searches and discussions

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as a class guided by the instructor. Students will also be provided with examples of web searches and results to follow as well as simple search objectives to find and assess according to content instruction.

Posttest:

Each learner will be assessed on all components of the instructional content, based on each main step and corresponding subordinate steps. The learner will also be assessed for performance of the terminal objective. The posttest for job search and networking will be given at the end of the half-day workshop. The posttest will contain performance criteria that the learner will demonstrate successfully as well as a short answer portion that will be compared against the personal information provided in the pretest. The learner will be asked to successfully locate feasible employment opportunities through performance of a data based and social network search. Other criteria will be used to measure the feasibility of procurement of employment within the organizations the learner chooses. The instructor will use a rubric to judge the congruence of the learner’s personal information from the pretest to the learner’s short answer responses. The instructor will use a process checklist during the observation assessment to judge the learner’s performance.

Main Instructional Goal Terminal Objective Test Item

Graduating seniors will successfully navigate job search databases and network with professional organizations and apply for employment.

Given access to Internet databases and social networking sites, the learner will search for professional organizations within their field of study, evaluate the employment opportunities within the organizations, and apply for employment within organizations that meet personal financial and employment standards. Feasibility of employment opportunity for the positions applied for by the learner, given the learner's degree to be earned, will be

Perform a database search for employment opportunities and a social network search for professional organizations within your field of study. Enter the name of the professional organization and employment opportunity available within the organization into the chart provided. Assess the acceptability of the professional organization or

41

used to judge the success of job search, evaluation, and employment application of the learner.

employment opportunity for each item written in the chart and decide if the item is acceptable to learner’s personal financial and professional standards. Send a message or email to the organizations that are acceptable as well as a professional resume.

Main Step in Instructional Goal

Performance Objective Test Item

3

Choose to perform a database search or networking

Given databases for employment opportunities within professional organizations or search social networks for networking and employment opportunities, the learner will choose to search in databases or social networks, as applicable.

Short Answer: On the document provided, identify choice of database search or social network search.



4

Locate an online professional Online Database

Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment Database.

Process Checklist: Locate a professional online database and access website.

Subordinate Skills Performance Objective Test Item

4.1 Search for Professional Given access to an online Process Checklist: Using a

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Online Databases in an Internet search engine

database, the learner will search for employment opportunities into an Internet search engine. Search should locate the URL for a website that houses a database for employment opportunities.

search engine, search for a professional employment database.



5

Search for and locate jobs related to learner's field of study

Given access to an online database, the learner will search for and locate employment positions related to learner's field of study and based on feasibility to procure, given learner's degree to be earned.

Short Answer: Locate available career opportunities related to learner’s field of study. State the name of the organization and career opportunities located into the document provided.



6

Assess the financial and professional incentives according to the jobs available

Given employment opportunity within an organization related to your field of study, assess whether the financial and professional incentives are acceptable based on learner's personal financial and professional standards and feasibility of procuring employment, given the learner's academic degree to be earned.

Short Answer: On the document provided, state the positive and negative characteristics of the available employment opportunities according to learner’s personal standards identified in the pretest.


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6.2

Identify desired career related to learner's field of study

Given access to search results from an online database, the learner will identify the career profession desired related to learner's field of study based on feasibility of procuring employment with in that profession, and given the learner's academic degree to be earned.

Short Answer: On the document provided, identify and describe career the learner desires for employment within their field of study.

6.1

Identify desired area related to learner's field of study that learner prefers to work in

Given access to search results from an online database, the learner will identify the area within or related to learner's field of study desired based on feasibility of performing in that area, and given the learner's academic degree to be earned.

Short Answer: On the document provided, identify and describe the preferred areas within or related to learner’s field of study.

Main Step in Instruction Performance Objective Test Item

7

Decide whether the financial and professional incentives are adequate

Given access to an online database, the learner will decide if the employment opportunity located is acceptable to the learner. Adequacy resulting in proceeding to step 8, and inadequacy resulting in reverting back to step 5.

Multiple Choice: On the document provided, select Y or N whether the each available employment opportunity is acceptable to the learner.



8 Communicate interest to the professional

Given the decision that the employment opportunity within

Short Answer: On the document provided, for

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organization and job available

the professional organization is acceptable to the learner, communicate interest to the professional organization in the form of an email using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

each Y in step 7, compose and send a professional email indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Sent Email.”


8.2 Send professional email to the organization

Given access to online email application, the learner will send a professional email expressing interest to the professional organization’s human resources department as well as the manager of the department where the desired position is located.

Short Answer: send a professional email indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Email.”

8.1 Compose professional email to the organization

Given access to online word processer, the learner will compose a professional email expressing interest to the professional organization about the employment opportunities available using professional

Short Answer: Compose a professional email expressing interest to the professional organization of interest and attach to the document provided.

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language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

Main Step in the Instruction

Performance Objective

9 Locate an online Social Network

Given access to an online database, the learner will obtain access to an online Social Network with access to organizations professional profiles.

Process Checklist: Use a search engine to locate a social network website.



10

Assess current possession of a user name and password for the social network

Learner will assess whether he or she currently possesses a user name and password for the social network the learner is attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to step 11.

No assessment needed.



11

Create a user name and password for social network

Given access to an online social network, the learner will create a user name and create a

Process Checklist: Create a user name and password for new profile.

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password for the social network that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.



12

Type in user name and password to gain access to learner's profile

Given previous possession of, or recent creation of, user name and password, learner will enter learner's user name and password into the appropriate fields of the social network's website.

Process Checklist: Enter learner’s user name and password into the appropriate fields of the social network homepage.



13

Search for profiles of professional organizations

Given access to the social network website, the learner will search for and locate profiles of professional organizations related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.

Short Answer: Locate profiles of professional organizations related to learner’s field of study. State the name of the organization and area within the field of study into the document provided.


13.1

Assess the possible organizations of interest related to learner's field of study

Given access to the social network website, the learner will determine if the possible career opportunities within the professional organization are

Short Answer: On the document provided, state similar and dissimilar characteristics of the professional organization

47

desirable based on the learner's desired area of study within their field of study and feasibility that employment may be procured, given the learner's degree to be earned.

according to learner’s personal preferences for employment preferences.

13.2

Search for professional organizations associated with learner's field of study using a search engine

Given access to the social network website, the learner will search for professional organizations within or related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.

Short Answer: Locate names of professional organizations related to the preferred area of employment within the learner’s field of study using a search engine. State the name of the organization characteristics of the professional organization into the document provided.



14

Locate profiles of professional organizations in learner's field of study

Given access to the social network, the learner will search for and locate profiles of professional organizations related to learner's field of study related to learner's field of study and provide the possibility of employment that may be procured, given the learner's degree to be earned.

Short Answer: Locate profiles of professional organizations congruent with the learner’s preferences. State the name of the organization and area within the field of study into the document provided.

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15

Assess the interest in the professional organization and career opportunities

Given access to the social network, the learner will assess the professional organization located and decide whether the organization and possible employment opportunities are of interest to the learner based on learner's personal financial and professional standards and based on feasibility of procuring employment, given the learner's academic degree to be earned.

Short Answer: Indicate with a Y or N whether the each professional organization’s profile is of interest to the learner.


15.1

Identify desired area related to learner's field of study learner prefers to work in

Given access to search results from social network, the learner will choose the area within or related to learner's field of study desired based on feasibility of performing in that area, given the learner's academic degree to be earned.

Short Answer: Identify and describe, on the document provided, the preferred areas within or related to learner’s field of study that the learner would prefer to find employment in.



16

Become friends with an organization's professional profile related to learner's field of study

Given decided interest in the organization and possible employment opportunities with the organization, the learner will connect with the organization through the social network by

Process Checklist: Link the learner’s profile with each professional organization’s profile that the learner indicated interest in.

49

becoming friends with the organization's profile.

Subordinate Skill Performance Objective Test Item

16.1 Select option labeled profile

Given a mouse and laptop computer, the student will select by left clicking the mouse on the organization's profile within the social network to access the organization's profile within the social network.

Process Checklist: Select the professional organization’s profile.

16.2 Select add as friend

Given a mouse and laptop computer, the student will select by left clicking the mouse on the proper field within the organization's profile to link the two profiles and become friends.

Process Checklist: Select the appropriate field to link the professional organization’s profile to the learner’s profile as a friend.



17

Communicate interest in professional organization through social network

Given access to an online message system, the learner will communicate interest to the professional organization in the form of a professional message using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

Short Answer: For each Y, Compose and send a professional message through the social network to the organization.

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Subordinate Skill Performance Objective Test Item

17.2

Send professional message to the organization

Given access to online word processer, the learner will send the professional message expressing interest to the professional organization's profile. The message should be addressed to the human resources department for the professional organization.

Short Answer: Send a professional message indicating interest to the organization’s human resource department and head of the position’s department. On the document provided, select Y in the space labeled “Message.”

17.1

Compose professional message to the organization

Given access to online word processer, the learner will write a professional message expressing interest to the professional organization about possible employment opportunities available using professional language positively providing learner's name, academic background, academic and extracurricular achievements, and expressing interest in the position open within the professional organization.

Short Answer: Compose a professional message expressing interest to the professional organization of interest and attach to the document provided.



18

Send the professional organization a copy of learner's resume via

Given the decision that organizational qualifications and employment opportunities

Short Answer: For each professional organization that the learner sent a

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email available within professional organizations are acceptable to the learner, the learner will send a copy of the learner's resume to the organization. Resume should be sent to organization's human resource department and department manager if found through employment database or to the organization's profile if found through social network. Resume should be current and professional.

message or email, send the human resource a copy of the learner’s professional resume. On the document provided, select Y in the space labeled “Resume” corresponding to the organization.

Instructional Strategy

Objectives Sequence and Clusters

Cluster 1 Cluster 2 Cluster 3 Cluster 4

1 4.1 6.1 8.1

2 4 6.2 8.2

3 5 6 8

9.1 7 16.1

9 15.1 16.2

10 15 16

11 17.1

12 17.2

13.1 17

13.2 18

13

14

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Cluster 1

Objectives:

1 Given access to a computer and mouse, the learner will locate web browser by successfully placing cursor over the icon.

2 Given access to a computer and mouse, the learner will select the web browser icon by using the mouse to open the

application window.

3 Given databases for employment opportunities within professional organizations or search social networks for networking

and employment opportunities, the learner will choose to search in databases or social networks, as applicable.

Content Presentation:

Content: Content is based on entry skills A and B for Objectives 1 and 2.

Instructor will review turning on the computer and opening the web browser. Instructor will explain the

characteristics and potential results provided for each type of search.

Examples: Consider the characteristics and potential results of each type of search, and what opportunities might be

found in each.

Student Grouping and Media Selection: Students will begin in whole-group, projector linked to instructor’s computer screen

will depict demonstration of objectives.

Student Participation:

Practice Items and Activities: Write down possible results and opportunities found for each type of search, and compare

potential results from each type of search.

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Feedback: Discuss as a group the various results and opportunities found for each type of search. State a choice of database

search or social network search as a class.

Student Grouping and Media Selection: Students begin working individually and then conduct a group discussion lead by the

instructor with the whole class.

Cluster 2

Objectives:

4.1 Given access to an online database, the learner will search for employment opportunities into an Internet search engine.

Search should locate the URL for a website that houses a database for employment opportunities.

4 Given access to a computer and mouse, the learner will locate a website URL for an online Professional Employment

Database.

5 Given access to an online database, the learner will search for and locate employment positions related to learner's field of

study and based on feasibility to procure, given learner's degree to be earned.

9 Given access to an online database, the learner will obtain access to an online Social Network with access to organizations

professional profiles.

10 Learner will assess whether he or she currently possesses a user name and password for the social network the learner is

attempting to access. Current possession resulting in proceeding to step 12 and lack of possession resulting in proceeding to

step 11.

11 Given access to an online social network, the learner will create a user name and create a password for the social network

that is professional in nature, encompassing only the learner's first and last name and/or initials and possibly numbers.

12 Given previous possession of, or recent creation of, user name and password, learner will enter learner's user name and

password into the appropriate fields of the social network's website.

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13.2 Given access to the social network website, the learner will search for professional organizations within or related to

learner's field of study related to learner's field of study and provide the possibility of employment that may be procured,

given the learner's degree to be earned.

13 Given access to the social network website, the learner will search for and locate profiles of professional organizations

related to learner's field of study applicable to and feasibly procured by the learner, given the learner's degree to be earned.

14 Given access to the social network, the learner will search for and locate profiles of professional organizations related to

learner's field of study related to learner's field of study and provide the possibility of employment that may be procured,

given the learner's degree to be earned.

Content Presentation:

Content: Providing a hypothetical field of study and professional standards for employment, the instructor will

demonstrate searching for professional online databases and social networks in a search engine.

Information will be presented for the characteristics of each database and social network. Instructor will

demonstrate locating and accessing the professional online databases and social networks. Next, the

Instructor will demonstrate performing a search for and locating career opportunities and professional

organization’s profiles within the corresponding database or social network.

Examples: Consider the appropriate searches, given the instructors hypothetical field of study and professional

standards for employment. Consider the career searches that would be appropriate for your field of study

and desired employment standards.

Student Grouping and Media Selection: Students will begin in whole-group, projector linked to instructor’s computer screen

will depict demonstration of objectives.

55

Student Participation:

Practice Items and Activities: Write down possible searches that would be appropriate for your field of study and desired

professional employment. Turn to your neighbor and compare the searches that apply to your field of

study and standards in relation to your partner’s field of study and professional standards for employment.

Feedback: Discuss as a group the various appropriate searches within database and social network parameters for the

hypothetical field of study and personal professional standards.

Student Grouping and Media Selection: Students begin working individually, then works with a partner, and finally

participates in a group discussion lead by the instructor with the whole class.

Pre-instructional Activities:

Pre-test:

The learners will have completed the pre-test that helped them reflect and identify the skills and personal information they will need to perform the social network and database searches.

Motivation:

The instructor will welcome the learners and explain the importance of job searches in applying for employment after graduation. The instructor will explain that this session will teach the learners perform a relevant and appropriate job search.

Objectives:

The instructor will identify the objective that the learners will be able to perform a database and social network search.

Media and Delivery System:

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This will be an instructor led lecture to explain the above to the students. The pre-test will be a Word document e-mailed to the students to complete previous to coming to the class.

Student Groupings: This initial lecture will be delivered to the entire group.

Follow-through activities:

Memory aids for retention: The example provided by the instructor during discussion and during practice searches will act as

memory aids for the learners. They will provide examples of how to perform searches and results for

different types of employment preferences and fields of study.

Transfer considerations: The environment the job searches will be performed in is more formal than where the learners will

perform, such as at home or in a coffee shop. The students will be asked to perform their job search

wherever they prefer. However, it seems unlikely that performing a job search in a less formal

environment will interfere with learning transfer.

Media and Delivery System: The instructor’s presentation and job search examples will be provided as hard copies prior to

beginning the lecture.

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Module 3 Interviewing

Performance Objectives

Instructional goal: Participants of this workshop will demonstrate interviewing skills.

Terminal Objective: After the workshop, the learner will understand how to prepare for and participate in a job interview.

Main Step in Instructional Goal Performance Objective for Main Step

1. Prepare for the interview The learner will prepare for the interview by planning how to get where he/she needs to go for it, and making a list of things to bring to the interview.

Subordinate Skill Subordinate Objective

1.1 Conduct research to get familiar with the company

Given access to a computer with internet connection, the learner will conduct research on a company.

1.2 Find the address of interview Given access to a computer with Internet connection, the learner will find the address of where the interview is going to be held and he/she will write it down.

1.3 Determine route to the interview

Given access to the internet and an electronic mapping tool, the learner will use the address to determine what the best route is to take to get to the interview and how long it will take to get there.

1.4 Prepare a portfolio The learner will prepare a portfolio.

1.5 Outline specific things you will say in an interview

The learner will outline specific things he/she will say during an interview.


2. Dress appropriately Given clothing options, the learner will decide what the appropriate attire would be to wear to the interview.


2.1 Be neat, tidy, and well-groomed

From recall, the learner will list the steps to be taken to look neat, tidy, and well-groomed.

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2.2 Match your attire to the company culture

From recall, the learner will make a list of what clothing items should be worn to the interview.


3. Arrive at the interview From memory, the learner will describe when and where he/she should arrive at the interview.


3.1 Arrive 5-10 minutes early From memory, the learner will describe when he/she should arrive at the interview.

3.2 Turn off cell phone Given a cell phone, the learner will turn off his/her cell phone.

3.3 Use a good, strong handshake to introduce yourself

Given a partner, the learner will introduce him/herself by shaking hands to demonstrate a good, strong handshake.


4. Use good nonverbal communication

Given a partner, the learner will demonstrate good nonverbal communication skills.


4.1 Pay attention to what the interviewer is saying

Given a partner, the learner will nod occasionally.

4.2 Listen attentively by paraphrasing

Given a partner, the learner will paraphrase what the partner is saying, as appropriate.

4.3 Make eye contact Given a partner, the learner will make appropriate eye contact.

4.4 Keep proper posture Given a partner, the learner will keep proper posture.

4.5 Smile and use other pleasant facial expressions

Given a partner, the learner will smile pleasantly when the partner is talking.


5. Behave in a professional manner

Given a partner, the learner will behave in a professional manner.


5.1 Use professional language Given a partner, the learner will use professional language.

5.2 Stay cool, calm, and confident

Given a partner, the learner will sit quietly and calmly while the partner is speaking.

5.3 Maintain an ethical conversation

Given a partner, the learner will maintain an ethical conversation by refraining from using phrases or topics relating to race, religion, age, politics, or sexual orientation.

59


9. Send the interviewer a thank you note or email

Reflecting on the conversation, the learner will write a thank you note or email and give or send it to the partner.

Entry Skills:

Entry skills for the above include:

● Basic computer skills ● Basic internet search skills ● Ability to determine appropriate mode of transportation ● Ability to communicate effectively ● Know how to send an email ● Know how to mail a letter ● Ability to compose a letter: Salutation, body, closing ● Ability to determine what the best mode of transportation would be in a given situation

Assessment Instruments

Given that the audience for this workshop is a group of soon-to-be or recent college graduates, it is assumed that all of them have the necessary entry skills for this workshop. No test will be given to verify entry skills. A practice test will be given to all workshop participants. The group will watch a video demonstrating an interview. The learners will observe and list what the interviewee did right and wrong during the interview. See Appendix 3F Practice Test Example

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A posttest will be given to all workshop participants. It will include a combination of short answer, short essay/paragraph, and multiple choice questions. See Appendix 3D for Posttest Example 1

A second posttest will be given to each workshop participant to evaluate the partner that they worked with for the hour. The evaluation includes a combination of yes/no answers and ranking of how well the interviewee demonstrated particular skills. The interviewer will do the evaluation at the end of the role-playing exercise. The expectation is that the interviewees demonstrated that they clearly understand what is expected of them before, during, and after an interview. See Appendix 3E for Posttest Example 2


Performance Objective for Main Step Test Items

1. Prepare for the interview

The learner will prepare for the interview by planning how to get where he/she needs to go for it, and making a list of things to bring to the interview.

Posttest: Create a list of the items that need to be brought to the interview, including tasks that need to be completed before the interview.

Subordinate Skill Subordinate Objective Test Items

1.1 Conduct research to get familiar with the company

Given access to a computer with internet connection, the learner will conduct research on a company.

Posttest: Write a short paragraph to explain what was learned about the company through research.

1.2 Find the address of interview

Given access to a computer with Internet connection, the learner will find the address of where the interview is going to be held and he/she will write it down.

Posttest: Short answer. List the address of where the interview will take place.

1.3 Determine route to the interview

Given access to the internet and an electronic mapping tool, the learner will use the address to

Posttest: Short answer. List the directions and any other relevant transportation information. This could

61

determine what the best route is to take to get to the interview and how long it will take to get there.

include a chosen bus route, taxi phone number, or place to park.

1.4 Prepare a portfolio The learner will prepare a portfolio. Posttest: Given a list of items, the learner will prepare a portfolio to bring with them to a job interview.

1.5 Outline specific things you will say in an interview

The learner will outline specific things he/she will say during an interview.

Posttest: Write a short paragraph listing things to highlight during the interview.



2. Dress appropriately Given clothing options, the learner will decide what the appropriate attire would be to wear to the interview.

Posttest: Short answer. Describe the appropriate clothing items to wear to the interview.


2.1 Be neat, tidy, and well-groomed

From recall, the learner will list the steps to be taken to look neat, tidy, and well-groomed.

Posttest: Short answer. List the tasks that need to be completed to ensure a neat and tidy appearance.

2.2 Match your attire to the company culture

From recall, the learner will make a list of what clothing items should be worn to the interview.

Posttest: Multiple choice. Circle the appropriate type of attire to be worn to the interview. Options include: professional, business casual, casual.



3. Arrive at the interview

From memory, the learner will describe when and where he/she should arrive at the interview.

Posttest: Short answer. List the day, time of interview, and place to arrive at the interview.


3.1 Arrive 5-10 minutes early

From memory, the learner will describe when he/she should arrive at the interview.

Posttest: Short answer. List the time that he/she should arrive at the interview.

3.2 Turn off cell phone Given a cell phone, the learner will turn off his/her cell phone.

Posttest: Confirm that the preparedness list includes turning off cell phone.

3.3 Use a good, strong handshake to

Given a partner, the learner will introduce him/herself by shaking hands to demonstrate a

Posttest: Partner evaluation. The partner will use an evaluation to determine if the interviewee introduced

62

introduce yourself good, strong handshake. him/herself using a good, strong handshake. Rating scale between 0-5, 0 = didn't introduce him/herself using a handshake, 3 = handshake was weak, 1 = 5 = a good, strong handshake



4. Use good nonverbal communication

Given a partner, the learner will demonstrate good nonverbal communication skills.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify the nonverbal communication skills that the learner exhibited.


4.1 Pay attention to what the interviewer is saying

Given a partner, the learner will nod occasionally. Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee was nodding occasionally during the interview.

4.2 Listen attentively by paraphrasing

Given a partner, the learner will paraphrase what the partner is saying, as appropriate.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee was paraphrasing as necessary during the interview

4.3 Make eye contact Given a partner, the learner will make appropriate eye contact.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee made appropriate eye contact during the interview.

4.4 Keep proper posture

Given a partner, the learner will keep proper posture.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee kept proper posture.

4.5 Smile and use other pleasant facial expressions

Given a partner, the learner will smile pleasantly during the interview.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee smiled or used pleasant facial expressions during the interview.

Main Step in Performance Objective for Main Step Test Items

63

Instructional Goal

5. Behave in a professional manner

Given a partner, the learner will behave in a professional manner.

Practice Test: The learner will watch a video showing an interviewer and interviewee and assess the interview identifying what the interviewee did right and wrong.


5.1 Use professional language

Given a partner, the learner will use professional language.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee used professional language.

5.2 Stay cool, calm, and confident

Given a partner, the learner will sit quietly and calmly while the partner is speaking.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee stayed cool, calm, and confident during the interview.

5.3 Maintain an ethical conversation

Given a partner, the learner will maintain an ethical conversation by refraining from using phrases or topics relating to race, religion, age, politics, or sexual orientation.

Posttest: Partner evaluation. From a list of behaviors/motor skills, the partner will identify whether or not the interviewee refrained from using phrases or topics relating to race, religion, politics, or sexual orientation.



9. Send the interviewer a thank you note or email

Reflecting on the conversation, the learner will write a thank you note or email and give or send it to the partner.

Posttest: Partner evaluation. The partner will use a yes/no evaluation to indicate whether the interviewee did or did not write a thank you note.

Instructional Strategy

Preinstructional Activities

64

a. Motivation: The instructor will welcome the students to the 3rd of 3 sections of the job search workshop. The

instructor will explain that the purpose of this workshop is to better prepare them for interviews now that they are actively looking for a job. The instructor will explain that usually there are many qualified applicants for each position, but the one selected is the person who stands out during the interview.

b. Objectives: The instructor will explain what the objectives are for this workshop section. The instructor will explain that the objectives are designed to better prepare them for an interview.

c. Entry skills: It is assumed that the entire learning audience has the necessary entry skills including, basic computer

skills, basic internet search skills, the ability to communicate effectively, and knowing how to send an email and mail a letter.

d. Media selections: The students will be watching a video on a computer while a projector and screen are used to

display it for the entire class at the same time.

e. Student groupings: The students will begin in one large group to view the video and have a short discussion afterward. The students will be split into pairs for the second section of the workshop for role-playing.

Content presentation and learner participation

f. First section of instruction: This section of the workshop will include a video of a person getting interviewed. The

video will show a person who is doing all the wrong things during an interview. After the video is over, there will be a short discussion facilitated by the instructor. The instructor will make sure that all the necessary points (see objectives) are covered during the discussion.

g. Second section of instruction: This section of the workshop will not include media and will consist of partners role-playing an interview setting; one being the interviewee and one the interviewer, then switching.

Assessment

65

h. Entry Skills or Pretest: No entry skills or pretest will be given.

i. Practice Test: The learners will watch a video of an interview and individually assess what the interviewee did right

and wrong.

j. Posttest: There will be two posttests given.

i. One test will be given to each individual student to test their knowledge of the steps to prepare for an interview.

ii. The second test will be an evaluation completed by the role-playing partner to determine how well the learner transferred his/her knowledge of what to do/not to do during and after an interview.

Follow-through activities

k. Memory aids: After the workshop, each student will be provided with a hard and electronic copy of a summary of

what was discussed in the first section of the workshop when the students discussed what the interviewee should have done differently. Students will also be given a list of related websites that can be used as reference for interviewing tips.

l. Transfer considerations: The role-playing section of the workshop will be set up to look and feel as close as possible to what a real interview would be like. However, students may not be dressed or groomed appropriately, nor will they have a bag or briefcase to carry.

66

Appendices

Appendix A-Module 1 – Goal/Task Analysis Resume Building

Module 1 – Goal/Task Analysis Resume Building

Identify

career

objective.

1.1

Identify

primary skills

and abilities

1.2

Create

resume

template

1.3

Enter and

write heading

1.4

Enter

information

into sections.

1.5

Review and

revise

resume

1.6

Proofread

resume

1.7

Create a

resume

1

Conduc

t job

search

2

Prepare for

and attend

interviews

4

Review

job offers

5

Identify

career

objective.

1.1

Identify

primary skills

and abilities

1.2

Create

resume

template

1.3

Enter and

write heading

1.4

Enter

information

into sections.

1.5

Review and

revise

resume

1.6

Proofread

resume

1.7

Apply

for jobs

3

Accept a

job

6

67

Appendix B-Module 1 - Subordinate and Entry Skills Resume Building

List 3-5 primary skills

and abilities related to

career objective.

2.1

Identify primary

skills and abilities

2

Identify and write

career objective.

1

Determine career

position sought.

1.1

Determine why

you want this

position.

1.2

Clearly and

succinctly write the

career objective in a

single sentence.

1.3

A

68

Create resume

template in a

word processor

3

Select the type of

resume to create

the template

based on your

primary skills

and abilities.

3.1

Select section

headings to include

in the template

based on your skills

and abilities.

3.2

3.3

List typical section

headings included in

resumes.

3.2.A

A

V

List the different

types of resumes.

3.1.A

V

Basic Word processing

skills.

B

Format resume

template in a word

processor with or

without a wizard.

3.3

69

Enter and write

heading.

4

Format heading

using Word

4.2

Enter personal

information into

resume sections.

5

B

Enter

professional

contact

information in

heading.

4.1

Basic Word processing

skills.

Create

professional e-

mail address

4.1.1

Ability to create e-mail

account and use the

Internet.

D

Identify and list

professional skills

and abilities.

5.1

C

Access to or

knowledge of

personal resume

information.

Ability to write

concisely.

70

C

Identify and list past

professional job

experience.

5.2

Identify and list

education.

5.3

Identify and list

awards and

activities.

5.4

Identify and list

information for any

sections created in

the resume

template.

5.5

List awards and

activities in order of

relevance to

objective and skills.

5.4.1

List past job

experience in order

of relevance to

objective and skills.

5.2.1

Ability to write

concisely.

Access to or

knowledge of

personal resume

information.

71

Review and

revise resume

content for

improvements.

6

Proofread

resume for any

mistakes.

7

D

Improve job

listed job titles to

stand out.

6.1

Add keywords to

resume.

6.2

Remove passive

verbs and replace

with action verbs.

6.3

Research

synonymous job

titles.

6.1.1

Research

keywords used in

your desired

profession.

6.2.1

Ability to

research subjects

on the Internet.

Ability to

proofread for

spelling and

grammatical

mistakes.

72

Appendix C-Module 2 – Goal/Task Analysis Job Search

Upon completion of the workshop, graduating seniors should have the skills to effectively create a resume, successfully navigate job

search databases and network with professional organizations, and successfully implement interview techniques during a

professional interview.

Appendix D-Module 2 - Subordinate and Entry Skills Job Search

Upon completion of the workshop, graduating seniors should have the skills to successfully navigate job search databases and

network with professional organizations and apply for employment.

75

Appendix E-Module 3 – Goal/Task Analysis Interviewing

76

Appendix F-Module 3 – Subordinate and Entry Skills Interviewing

78

Instructional Material

Module 1 Resume Building

Pre-test

You will need to bring personal information to use in your resume to the Resume Workshop.

Use the instructions below to help gather this information to use at the workshop.

1. List the types of specific careers or jobs you would like to get after graduation.

2. Explain why you want to go into the careers or jobs you have listed.

3. In a single sentence, write your career objective. Include the specific type of career you

are seeking and reason(s) for seeking it.

4. Think about your professional strengths that would be valuable for your desired career.

List 3-5 of these strengths.

79

Resume Rubric

Use the following rubric to help guide the creation of your resume.

Create a template for your resume with a word processor such as Microsoft Word. Include your

contact information, objective, work experience, education, skills & abilities, and any other

information you desire to present. (You may use a resume wizard or create the template

yourself.)

Create Resume Template

Think about how best to present your skills and abilities and choose what type of resume (Chronological, Functional, or Combination) you wish to create and order your resume headings and experience in the appropriate order.

Think about your strengths, skills, abilities, and experience. Create your resume headings to include based on these.

Format your resume using a resume wizard or by creating it yourself in a word processor.

Enter and format your resume heading to make it easy to read and attract attention.

Create and Enter Heading

Include your name, address, phone number, and e-mail address in your contact information.

Use a professional e-mail address. (If you do not have one, create one using a free e-mail provider such as Gmail or YahooMail.)

Format your heading to attract attention and make it easy to read.

Enter your professional information into your resume headings that best matches your

objective.

Enter Professional Information

Enter your skills and abilities that show your ability to meet your career objective.

Enter your work experience that shows your experience in your career objective or overall professional experience.

Order your work experience based on its relevance to your career objective.

Enter your educational information achievements to show your ability to meet your career objective.

80

Enter your awards, honors, and activities that show your ability to meet your career objective.

Order your awards, honors, and activities based on their relevance to your career objective.

Enter and order the information for any other section headings based on relevance to your career objective.

Include keywords and professional language in your resume.

Review and Revise

Research professional job titles to use in your resume.

Enter job titles that are professional and will stand out.

Research professional keywords used in your desired career.

Include professional keywords in your resume.

Research professional job titles to use in your resume.

Use active verbs and exclude passive verbs.

Exclude grammatical and spelling errors.

81

Chronological Resume Example

82

Functional Resume Example

83

Combination Resume Example

84

Post-test E-mail

Good afternoon,

You are receiving this e-mail because you attended the Resume Workshop as part of the Job

Search Workshop. We hope that you learned a lot while attending and will be able to apply

your new skills to getting a job after you graduate.

As part of a follow up, you hoped you could answer the two following questions to assess the

effectiveness of the workshop.

1. List and describe the three main types of resumes below.

2. List and describe at least 5 typical resume headings below.

Thanks for taking the time to complete this final assessment! We hope you have a great day.

- Job Search Workshop team

85

Module 2 Job Search

Graduating seniors will successfully navigate job search databases and

network with professional organizations and apply for employment.

B.S. in Psychology GPA: 3.5/4.0

Work Experience: none Current Professional Resume: Completed Field of Study Interests: Research in Learning

Theories Career Interests: Researcher in Psychology

Laboratory Personal Standards:

Financial: $40, 000/year (negotiable) Professional: Established Lab, with recognized Lead

Researcher Opportunity to further his career

87

Characteristics of Job Search through Social Networks?

Characteristics of Job Search through Online Databases?

How would this affect Smith’s Job Search?

Social Networks: Faster communication Better access to information on

employer needs More intimate information sharing Stereotyping by organization based on

personal profile More personalized communication Increased personal relationship with

the employer Opportunity to contact multiple levels

of management in organization Feedback forum from employees Decreased opportunity to learn from

other competitors posted resume/profiles

Opportunity to become friends with organizations friends for greater networking (based on organization's profile settings)

Online Databases: Faster communication Better access to information on

employer needs More professional information sharing Less stereotyping due to professional

nature (pictures, profile, etc.) Less personalized communication More professional relationship with

the employer Opportunity to contact multiple levels

of management in organization Opportunity to share in feedback from

employees Opportunity to learn from other

competitors posted resume/profiles, Option to become friends with

organizations friends for greater networking

89

Enter Username and Password

Create New Username and Password

OR

What would be appropriate searches for John?

90

What would be appropriate searches for you?

Take a moment and think of some appropriate searches for you, given your field of study, career interests and personal and financial standards .

Discuss with your neighbor comparing similarities and differences.

Do the results meet John’s needs and standards?

91

Yes: Add as friend

Send a professional message through network expressing interest

Email a copy of your completed professional resume

No: Continue searching

92

What would be appropriate searches for John?

93

What would be appropriate searches for you?

Take a moment and think of some appropriate searches for you, given your field of study, career interests and personal and financial standards .

Discuss with your neighbor comparing similarities and differences.

Do the results meet John’s needs and standards?

94

Yes: Send a professional message through

network expressing interest

Email a copy of your completed professional resume

No: Continue searching

95

Module 2 – Pre-Test Example

Describe the steps taken to find employment through social networks and online databases:

Social Networks:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Online Databases:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

The following information will be used as personal criteria to determine the feasibility and

appropriateness of your performance during evaluation.

Please fill in the information or circle the appropriate response during the Class and Group

Discussion:

96

Degree to be earned: -

_____________________________________________________________

GPA: _______ /4.0

Work Experience:

_______________________________________________________________

-

________________________________________________________________

-

________________________________________________________________

Current Professional Resume: Completed / Not Completed

Field of Study Interests: -

___________________________________________________________

Career Interests:

________________________________________________________________

Personal Standards:

Financial:

_________________________________________________________

Professional:

______________________________________________________

Other:

___________________________________________________________

97

Module 2 – Practice Test Example

Group and Individual Brainstorming

This hand out, in addition to a copy of the instructor’s lectures, will be accessible to you during

practice and evaluation portions of the workshop.


Discussion:

Degree to be earned: -

_____________________________________________________________

GPA: _______ /4.0

Work Experience:

_______________________________________________________________

-

________________________________________________________________

-

________________________________________________________________


Field of Study Interests: -

___________________________________________________________

Career Interests:

________________________________________________________________

Personal Standards:

Financial:

_________________________________________________________

Professional:

______________________________________________________

Other:

___________________________________________________________

Brainstorm some characteristics of Job Search through Social Networks and Online Databases:

98

Social Networks: Online Databases:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Brainstorming: What would be appropriate parameters for you to search for within the Social

Network related to your field of study and needs?

Areas within field of study Keywords related to desired career

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Brainstorming: What would be appropriate parameters for you to search for within the Online

Database related to your field of study and needs?


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

99

Module 2 – Posttest Example 1

Please indicate the appropriate response according to the learner’s performance on the Process

Checklist below:

YES NO

1. Locates website URL for an online professional

employment database ______ ______

2. Locates a website URL for a social network ______ ______

3. Creates a user profile ______ ______

4. Enters username and password into appropriate fields of social ______ ______

network homepage to gain access 5. Becomes friends with the organization of interest ______ ______


Describe the steps taken to find employment through and social networks online databases:

Social Networks:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Online Databases:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

100

Database search results

Please enter the appropriate information and make the appropriate responses below:

Organization Name Career Opportunity

Positive and negative characteristics of employment opportunity according to personal standards

Meets Standards Sent Email

Sent Resume

Y / N Y / N Y / N

Y / N Y / N Y / N

Y / N Y / N Y / N

Y / N Y / N Y / N

Y / N Y / N Y / N

Y / N Y / N Y / N

Y / N Y / N Y / N

102

Module 3 Interviewing

Appendix 3D: Posttest Example 1

1. Create a list of all of the items that need to be prepared before the interview and any tasks that should be completed. To prepare: ______________________________________________________________________________________________________________________________________________________ Tasks: ______________________________________________________________________________________________________________________________________________________ 2. Given the following list of items, identify which of them are necessary to prepare a

portfolio to bring to an interview:

Resume (multiple copies)

Water bottle

Pen

Note paper

Computer

Power cord

Change of clothes

Briefcase/bag

List of references

3. Now that you have completed some research on the company you are interviewing at, write a short paragraph explaining what you have learned. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. List the address where the interview will take place:

_______________________________________________________________________

5. Circle the appropriate attire to be worn to the interview (keep in mind what the company culture is): Professional Business Casual Casual

103

Appendix 3E: Posttest Example 2

1. Please use the following rating scale for the question below:

0 = he/she didn't introduce him/herself using a handshake 3 = the handshake was adequate 5 = he/she introduced him/herself with a good, strong handshake Did your interviewee introduce him/herself using a good, strong handshake? 0 1 2 3 4 5

2. From the following list, check the behaviors/motor skills that the interviewee

demonstrated during the interview.

Proper posture

Appropriate eye contact

Confident

Attentive

Paraphrased what was being asked, as necessary

Smiled/had a pleasant look

Refrained from using phrases or topics relating to race, religion, age, politics, or sexual orientation

Nodded occasionally

Appeared cool/calm

104

Appendix 3F: Practice Test Example

You are going to watch a video of an interview and note what you felt the interviewee did right and what he/she did wrong. What did the interviewee do right? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What did the interviewee do wrong?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

105

Formative Evaluations

Module 1

Learner Characteristics: The learners did not accurately reflect the demographic group. They were both older and far more advanced in their careers. This made the instruction far easier to explain as both learners had gone through a number of job searching periods in their lives and have experience in making resumes. One was male and one was female. Both were also Caucasian. This lack of diversity may not represent the different working experiences that may exist due to ethnicity. There is definite need to run a future small group and field trial that is more representative of the target learner population. These future small group or field trial evaluations should represent a more diverse group of ethnicities to be more representative of a group of recent college graduates. It should also include learners closer in age to recent college graduates. A group of college seniors would be even more accurate. The gender representative is accurate and future formative evaluations should attempt to replicate this makeup. Evaluation Materials: There was a pre-test provided to help gather professional and employment history before coming to the workshop. There were also three example resumes provided with each representing one of the resume templates: functional, chronological, and combination. A rubric was provided to give guidance on the creation of a personal resume, and a post-test was provided with a couple questions that would be e-mailed following the workshop. All of these materials can be viewed in the appendices. Small Group Evaluation Procedure: The total time used to conduct the evaluation process was 40 minutes. Shorter than the actual instruction time, but this was primarily due to the ability to condense the instruction for the purposes of the small group evaluation. The learners were informed that this instructional process was primarily for the purposes of evaluation and to be aware of potential improvements to the instruction that would occur. The instruction was then presented it in its appropriate order. They were first provided with the pre-test to complete. This was then followed by showing them three example resumes and explaining the differences between each one. They were then shown the rubric to create their own resume. As both have saved resumes on file, they chose not to go through the actual process of creating a new one, but they did review the rubric and compared it with their current resumes. The learners were then presented with the post-test and made aware that it

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was a follow-up e-mail to ensure transfer had occurred. Attitudinal Responses: The following tables reflect the two learners’ observations of the instructional material. Each piece is ranked on a 1-4 scale with the each number correlating to the following: 1 = Not at all 2 = Somewhat 3 = Mostly 4 = Very

Instructional Piece Interesting Clear Useful What to make improve?

Pre-test 4 4 2 Bring employment and history data, too Remind to bring DATES!

Example resumes 4 4 4

Rubric 4 4 4

Post-test 4 4 4

Instructional Piece Interesting Clear Useful What to make better?

Pre-test 4 3 4 Personal information unclear in line 1

Example resumes 4 4 4

Rubric 4 4 4

Post-test 4 4 4

The following table represents the instructional designers’ observations.

Instructional Component

Problem Identified

Instructional Changes Evidence and Source

Pre-test Lack of clarity in some of the questions.

Clarify what “personal information” means. This should specifically reference employment history including dates.

Learner’s observations, and instructor’s observation of confusion on the part of the learners on this portion of the pre-test.

Example Resumes

Need to clearly explain the difference between a

The functional and combination resume may need to be refined to illustrate a clearer difference. However, this can also

Learner’s observations and questions concerning these two resumes.

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Functional and Combination resume.

be overcome by the instructor drawing out the differences during the presentation.

The instructor had to address this confusion during the instruction.

Rubric None. None. N/A

Post-test None. None. N/A

Revisions to Instructional Material:

Based on the data from the small group formative evaluation, the pre-test will need to be

revised primarily for clarity and usefulness. The phrase “personal information” should be

clearly defined to include employment and education history. There should also be included a

section for the learners to enter their employment history and specifically, request that they

bring the dates of employment. This will help gather the necessary information needed to

complete the resume activity. It should also help improve the usefulness of the pre-test and

clarify its purpose.

The other major revision that should occur is to draw out the differences between the

combination and functional resume. This will primarily require the instructor to explain these

differences, but the two example resumes may need to be revised to better emphasize the

differences between the two. This will avoid confusing the learners with these two

examples. However, this change may not be needed and further formative evaluations should

occur before these changes are made. It may be beneficial to have this initial confusion as it

allows the instructor to more effectively point out the subtle differences between the two

examples.

Based on the small group evaluation, the rubric and post-test do not currently need to be

modified. They effectively accomplish both of their objectives. However, as stated above,

there is a need for further formative evaluation to occur to help verify whether these two

documents do not require modification.

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Module 2

Module 2 Job Search

Small-Group Formative Evaluation Process and Analysis

Characteristics of Learner Participants for Small-Group Evaluation

The small group evaluation was comprised of two participants, one male Arab-American

Engineering graduate and one female Caucasian Kinesiology senior. The learners one of the

learners represented the demographic group, while the other represented a student from the

initial analysis population that had had difficulty finding employment upon graduation. The

younger student was a senior at a neighboring university, due to graduate in two semesters

with no job search experience. The older student had graduated two years previously, and had

an extensive job search experience. The instruction was much easier to explain to the graduate

than the senior.

The group population provides some accuracy for the diversity of the target population of

senior students at Wassamatta University. A small-group trial with more students of various

ethnicities and academic backgrounds would more accurately represent the target population

of diverse college seniors for the Job Search Workshop. A field trial accurately representative of

this target population would be necessary after small-group evaluation. Equality of gender

representation should be preserved in the small-group and field trial evaluations. The small-

group and filed trial populations should represent students from the high, medium, and low

extremes of skill competency for workshop materials, based on pretest results, as well as any

outlying characteristics representative of the Wassamatta senior population.

Evaluation Materials

Prior to A pretest was administered to the students to gather entry skill information and the

students’ academic demographics and job search goals, to be used as criteria in evaluating the

performance assessments. An instructional Power Point was presented to the learners after the

pretest was administered. A practice exercise was administered and completed interactively

during the presentation. A posttest was provided to determine the effect of instruction on the

learners’ formation of job search skills. A process checklist was available for the instructor to

evaluate the learner during performance of the objective. In addition, a short answer

document, asking the learners to provide documentation of their searches was administered

during the posttest. The results of the learners’ documentation during the posttest will be

evaluated using the personal and professional information provided during the pretest as

criteria.

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Small-Group Evaluation Procedure:

The small-group evaluation process spanned a time frame of 30 minutes. This decreased time

frame in comparison to the actual instructional time is due in part to the condensed nature of

the instruction for the small-group evaluations and in part to the decrease in group discussion

and collaboration during the Power Point presentation that would occur during the workshop.

The learners were informed that the purpose of the instructional process was to evaluate the

instruction for potential problems in addition to identifying aspects of the instruction that

worked well. The instruction was presented in appropriate order, beginning with the pretest,

followed by the instruction and practice test, and finally succeeded by the posttests. The

instruction encompassed the Power Point presentation, presented by the instructor, and brief

exercises comprised of individual brainstorming, partner discussion, and class discussion

including feedback from the instructor. The learners were provided with a handout of the

instructor’s presentation and a document to record their practice exercise responses. The

instructional material provided information for the criteria that the search results would be

evaluated on by demonstrating and explaining an appropriate search using a hypothetical

student’s information. The instructor also explained characteristics of an inappropriate search.

The learners were then asked to perform an appropriate search for themselves as a posttest

assessment. The learners’ processes were assessed using a checklist based on the information

provided in the Power Point presentation, and the learners recorded the results of their

searches on the document provided. The copy of the instructor’s presentation and practice

exercises were available to the students during the posttest as a reference. The learners were

informed that they would be contacted by email with inquires pertaining to transfer success

and learner feedback for the instructional material, namely for interest, clarity and usefulness

of each aspect of the instructional material evaluated.

Attitudinal Responses: The following tables reflect the learner feedback for the instructional material. Each piece is ranked on a 1-4 scale with the each number correlating to the following: 1 = Not at all 2 = Somewhat 3 = Mostly 4 = Very Graduate Learner

Instructional Piece Interesting Clear Useful Learner Feedback

Pretest 3 2 4 -Formatting issues when filling out electronically

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-clarification for terminology -use industry for career? --clarify step by step

Instructor Presentation

3 4 4

Practice Material 3 4 4

Posttest 3 4 4

Senior Learner

Instructional Piece

Interesting Clear Useful Learner Feedback

Pretest 4 3 4 -Expressed discomfort with providing GPA -Formatting not easy for electronic completion

of documents -Be more clear about instructions particularly

for information to be used as criteria for assessments


4 4 4

Practice Material 4 4 4

Posttest 4 4 4 -Explain that we write a step by step description

The following table represents the instructional designer’s observations.

Instructional Component

Problem Identified Instructional Changes Evidence and Source

Pretest Lack of clarity in inquiries for personal and professional information.

Clarify a “salary” for “financial”. Include “industry” in the description of “field of study interests” and “job title” in the description of “career interests.”

Learner’s feedback after posttest, and instructor’s observation of frustration during the pretest.


None. None None

Practice Material

Lack of clarity in inquiries for personal and professional information in practice exercise. Instructor addressed the descriptions during

Clarify a “salary” for “financial”. Include “industry” in the description of “field of study interests” and “job title” in the description of “career

Learner’s feedback after posttest, and instructor’s observation of frustration during

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instruction, but still need clarification on the handout.

interests.” the pretest.

Posttest Lack of clarity that a step by step description of the process is needed.

Replace “the steps taken” to “a step by step process”

Learner’s feedback after posttest, and instructor’s observation of frustration during the pretest

Revisions to Instructional Material

Based on the small-group evaluations, the terminology and directions for the pretest, practice

test, and posttest will be revised for clarity. The term “financial” in the pretest and practice test

should be clarified to include the expectation of the learner’s desired salary. The terms “field of

study interests” and “career interests” should be described further as “industry” and “job title,”

respectively. In the posttest, the instructions should be modified to read “Please describe the

step by step process that would need to be taken to perform a job search using a social

network and an online employment database.” The clarification of these terms should help the

learners solidify an understanding of the importance of each component of the instructional

material and guide the learners to perform more appropriate searches for their criteria.

According to the learners’ feedback and designer’s observations during implementation of the

instruction, the instructor’s presentation does not need to be modified at this time for clarity or

instructional quality. The one or two of the slides in the presentation need to be edited for

spelling, as per the comments of the learners during feedback. Formatting for easier electronic

completion will also need to be addressed by taking out the dotted lines and leaving a blank for

responses.

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Senior Learner Small-Group Results

Module 2 – Pre-Test


Social Networks:

Post status’s that you’re looking for a job and if anyone knows a place that is hiring. Wait for

people to respond and check out the prospects

Online Databases:

Google jobs available in my area and click on sites that look promising, or find a well know job

website such as Monster and sign up with them to receive emails and notifications when a job

that fits your criteria comes up. Once it does, you can apply through the online application

process.




Discussion:

Degree to be earned: BS Kinesiology

GPA: 3.0 /4.0

Work Experience: no professional experience


Field of Study Interests: Exercise Science

Career Interests: Cardiac rehabilitation

Personal Standards:

Financial: 60,000/year

Professional: Hospital setting?

Other: ______________________________________________________

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Discussion:

Degree to be earned: BS Kinesiology

GPA: 3.0 /4.0

Work Experience: no professional experience


Field of Study Interests: Exercise Science

Career Interests: Cardiac rehabilitation

Personal Standards:

Financial: 60,000/year

Professional: Hospital setting?

Other: paid schooling to earn Masters



get to know details from former/current employees tons of fast responses

fast responses wide variety of options

good connections fast applications through online

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cardiac rehab hospital (in my area)

exercise science jobs




cardiac rehab jobs hospitals

exercise science

kinesiology



Checklist below:

YES NO


employment database __X____ ______

2. Locates a website URL for a social network __X____ ______

3. Creates a user profile __X____ ______

4. Enters username and password into appropriate fields of social __X____ ______

network homepage to gain access 5. Becomes friends with the organization of interest __X____ ______

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Describe the steps taken to find employment through and social networks online databases:

Social Networks:

Find a/multiple social networks that work for you. Register and sign up. Login. Search for jobs

using specific words that relate to your job interests. Locate useful websites and message and

send resume to those that look interesting to you or keep looking.

Online Databases:

Search for job databases. Find on that looks useful and search for jobs that relate to your career

field. Read about the good ones and possibly apply online or email and send resume to the

person hiring.

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Database search results

Please enter the appropriate information and make the appropriate responses below:




Sent Resume

North Hills Hospital Cardiac Assistant

Close to home, in a professional and modern hospital, does not provide

education opportunities

Y / N No

Y / N No

Y / N No

Dallas County Hospital Cardiac Stress Test Practitioner

Allows for continued education, less

modern hospital and facilities, not close

to home, salary somewhat below

standard Y / N

Yes Y / N

Yes Y / N

Yes

Birdville High School Trainer

School Athletic Trainer, physical evaluator

Close to home, school clinical

facility, salary below standard, does

provides opportunity for

continuing education

Y / N No

Y / N No

Y / N No

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Graduate Learner Small-Group Results






Discussion:

Degree to be earned: _______Bachelor’s in Science of Chemical

Engineering________________

GPA: __3.2__ /4.0

Work Experience: _ Chemical Engineering intern @ Dow Corning Chemical Company


Field of Study Interests: _Oil industry or petrochemicals__

Career Interests: __________________Entry level engineer/researcher___

Personal Standards:

Financial: ________________$65,000-75,000/year__________________

Professional: _a career development program with a clear path forward

in terms of progressing to the level in my career__________

Other: ___________work with a mentor in a challenging assignment,

where I learn and gain experience__________



___more personal/less professional feel_ _closer to traditional job-searching method

in

terms of submitting a resume/waiting for

response

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___more accessible to colleagues/recruiters _considered a secondary, less proactive

option_

___more transparent in terms of profile visibility low interaction with recruiter/if any

sometimes

_quicker response time_ _slower response times_

_different savvy skills than traditional interactions

with recruiters_ _only interact with interested recruiters_




_Oil industry/refinery_ _Researcher/Lab engineer_

_Food industry_ _Process Engineering/Product Engineering _

_Petrochemicals_ _Technical advisor/consultant_




_Oil industry/refinery_ _Researcher/Lab engineer_

_Food industry_ _Process Engineering/Product Engineering _

_Petrochemicals_ _Technical advisor/consultant_

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Module 2 – Pre-Test Example


Social Networks:

___I would use the same social network that I usually use (facebook for example) and search

for facebook groups with key words that are close to the field of interest/industry that I’m

interested in. I would then become friends with some of the group members and message

them to ask for tips and how I can get involved and possibly get the most out of being a group

member, including getting a job opportunity.

_________________________________________________________________________

Online Databases:

____With a website like monster.com, most likely I would populate a personal profile with a

resume-like information about my personal and professional background and ambitions. I

would then upload my up-to-date resume and wait for an email from a corporate recruiter.




Discussion:

Degree to be earned: _______Bachelor’s in Science of Chemical

Engineering________________

GPA: __3.2__ /4.0

Work Experience: _ Chemical Engineering intern @ Dow Corning Chemical Company


Field of Study Interests: _Oil industry or petrochemicals__

Career Interests: __________________Entry level engineer/researcher___

Personal Standards:

Financial: ________________$65,000-75,000/year__________________

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Professional: _a career development program with a clear path forward

in terms of progressing to the level in my career__________

Other: ___________work with a mentor in a challenging assignment,

where I learn and gain experience__________



Checklist below:

YES NO


employment database __X____ ______

7. Locates a website URL for a social network __X____ ______

8. Creates a user profile __X____ ______

9. Enters username and password into appropriate

fields of social network homepage to gain access __X____ ______

10. Becomes friends with the organization of interest __X____ ______



Social Networks:

_______Not every company I was interested in had a face book group geared towards

recruiting, so it was limiting in that regard. For 2 companies, I was able to contact a member of

the organization. I was then able to email them back and forth from a personal email, which is a

lot more access to information than I was expecting. __________________________

Online Databases:

______I registered a new profile with monster.com. I updated as much personal and

professional information as possible. After this, I uploaded my resume. With each company I

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was interested in, I submitted my resume to that position. I’m currently waiting for responses,

which is an indefinite period of time. The lack of access is nerve-wrecking similar to normal job

searches, which is avoided with social networking sites._____________________

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Database search results: Please enter the appropriate information and make the appropriate responses below:




Sent Resume

Bemis Entry level Engineer

Low salary. Fewer future advancement opportunities

Y / N No

Y / N No

Y / N No

Dow Chemical Process Engineer

Competitive salary. Large Employer.

Challenging environment.

Y / N yes

Y / N Yes

Y / N yes

Exxon Mobil Process Engineer

Very competitive salary.

Good advancement opportunity. Challenging

environment. Y / N

yes Y / N

Yes Y / N

yes

UOP a Honeywell company

Technical Advisor- Career Development Engineer

Ok salary. Challenging

environment. Good advancement opportunity.

Y / N yes

Y / N Yes

Y / N yes

Y / N Y / N Y / N

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Module 3

Learner Characteristics:

Learner #1: This learner is not in the target learning group due to him being a college graduate approximately 20 years older than what the target age would be for participants of the workshop. He is an upper, middle-class, white male who has had a number of years of work experience, which includes many interviews. The target audience would have only had some work experience and not many, if any, professional interviews. Learner #2: This learner is also not in the target learning group due to her being a high school student, which is approximately 5 years younger than the target age of participants. She has never interviewed for any job and doesn’t plan to for a few more years. In order for this evaluation to be as useful and accurate as possible, any future evaluations should be conducted with a diverse group of learners who had recently graduated or were graduating soon and who were actively looking for a professional job. These two learners had very diverse experience with regard to interviewing and though the learner audience should be diverse, the learner age and experience for these two are not closely related at all to that of the target audience. Feedback from the target learning audience would be much more valuable in developing instruction and instructional materials. Evaluation Materials:

1. An instructional document that explains the necessary steps and behaviors to exhibit during a job interview.

2. A practice test to use when evaluating an interviewee at a job interview (video). 3. One posttest to take at the end of instruction. 4. One posttest to use to evaluate a partner at the end of a role-playing exercise.

Evaluation Procedure: The learners were first introduced to the format and purpose of a formative evaluation. It was explained to them that though they are not the target audience, their feedback is still important and valuable. They were asked to put themselves in the shoes of someone who was about to graduate from college and who was starting to look for their first professional job. Part 1: After the introduction and explanation, the learners were talked through and given the instructional document that outlines the necessary steps and behaviors to exhibit during a job interview. Next, the practice test was given to them as they were asked to pretend they were watching a short video showing a job interview. It was explained that the practice test was to be used to note the things the interviewee did right and wrong during the interview, basing their thoughts on the document that was just reviewed.

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Part 2: The learners were partnered up and asked to do a role-playing exercise where one partner is the interviewer and the other is the interviewee. It was explained that they were to do their best to follow each step in the interview steps/behaviors to exhibit. They were asked to switch roles after the interview was over. At the end of the role-playing, the learners were given the partner evaluation posttest and the posttest to capture what they retained after instruction. Evaluation of Materials: Each learner used the following evaluation scale: 4 = Very 3 = Mostly 2 = Somewhat 1 = Not at all

Instructional Piece

Learner 1 Learner 2 Comments

Instructional Document

Interesting: Clear: Useful:

2 4 3

3 4 4

The document could have more details about the situation itself and not just steps to do.

Practice Test Interesting: Clear: Useful:

4 4 4

3 4 4

Great practice test, relevant and simple.

Posttest #1 Interesting: Clear: Useful:

4 4 4

4 4 4

Simple and clear.

Posttest #2 Interesting: Clear: Useful:

4 4 4

4 4 4

Partner evaluation was relevant and simple, no issues.

Instructional Designer Observations:

Instruction Setup Observations

Lecture including instructional document provided

No major problem identified but learners wanted more information on the document so it would be self-explanatory instead of just a list of important steps to take.

Video with practice test No issue with the test and the opportunity to be the observer was appreciated. Video should have some less than obvious good and bad behaviors to point out.

End of class posttest #1 Standard test questions and no obvious issues

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understanding what was being asked.

Role playing and posttest #2 Learners seemed to want more direction with the role-playing exercise. They didn’t like having to come up with their own interview setting. If each pair had a starting point with some context it would help them get started quicker. Partner evaluation was appropriate.

Attitudinal Questions/Responses: Each learner used the following evaluation scale: 4 = Definitely 3 = Mostly 2 = Somewhat 1 = Not at all

Question Learner 1 Learner 2

Did the instruction hold your attention?

4 4

Was the instruction the appropriate length?

4 3

To what extent did the tests measure the material that was covered?

4 4

How confident are you that after taking this workshop, you are prepared to interview for a professional job?

4 4

To what degree was the instruction relevant to your situation?

1 3

Were the instructional activities clear?

4 4

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Revisions to Instructional Materials: Based on the feedback from the formative evaluation, the only document that needs to be revised is the instructional document. It would be more useful if it had some context around the steps of what to do. It should be revised to include a scenario and the steps to take during particular parts of the scenario. The document could exist as-is if it were to be used as a takeaway reference document only. The practice and posttest should remain unchanged. The instructional design should be modified to include a role-playing interview scenario for workshop participants to follow. It would be an additional document that would help to limit time wasted trying to come up with an interview scenario. The existing format for the remaining instruction should be unchanged.

Email Examples

Email #1

Good morning Dr. Judy Client!

Things are going well as the team assembles a formal presentation for the instruction of the job

search workshop. One thing that we didn’t find in any of our notes is whether or not the

student population has learned job search skills relating to resume building, job search, or

interviewing in previous classes. This information is valuable to us as we determine if pre-tests

are needed.

Thank you for your time.

Tim R. Ali

Email #2

Hi Judy!

It was great meeting with you today, and thank you for getting back to us so quickly with the

information we requested! I do have one more question for you. It is important for us to know

what rooms are going to be used for the workshop sessions. We would like to do a site visit to

make sure that the necessary furniture and equipment will be available.

Thanks again for your time!

Tim R. Ali

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