Module 12: Job Search

Time

10 - 20 hours

Module Description

This optional module is intended to provide students with experience in writing résumés, writing letters of application, and preparing for job interviews. The focus in this course should be on a job search as a process of both written and oral communication. Students should learn that communication abilities will assist them greatly in acquiring a job and succeeding in a work situation. This module should not be selected if job search is a topic covered in another course in the school.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to provide opportunities for students to practise all communication activities associated with searching for and acquiring a job

Foundational Objectives

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that communication involves problem solving and decision making
• practise the behaviours of effective speakers
• speak clearly and confidently in a variety of situations
• recognize listening as an active, constructive process
• listen effectively in a variety of situations
• recognize writing as a constructive, meaningful process
• write confidently in a variety of formats for a variety of purposes and audiences
• recognize reading as an active, constructive process

Specific Learning Objectives

• recognize the importance of effective communication in work and professions
• select and apply appropriate methods of communication in various experiences
• recognize that communication is an interactive process between sender and receiver
• recognize the role of culture in communication
• consider purpose, occasion, and audience in communication endeavours
• approach communication experiences (both sending and receiving) as active, thinking participants
• manage time and resources when planning communication experiences
• solve problems and make decisions as part of the communication process
• attend to voice, body language, and delivery of oral presentations
• reflect on performance and activities for the purpose of self-assessment
• participate in co-operative speech activities such as problem solving, decision making, negotiating, and interviewing
• participate in oral communication experiences by listening critically and attentively
• listen to understand and learn
• demonstrate the ability to transmit existing information with clarity and brevity
• practise writing for informational and practical purposes
• read to make connections and gain information

Suggested Topics

Researching to Learn about Job Requirements
Types of Résumés
Letters of Application
Interviews
Questioning Techniques

Suggested Resources

• English language arts bibliography for grade 11
• Examples of job ads from newspapers, employment centres, etc.
• Examples of letters of application
• Guest speakers involved in interviewing and hiring

Teacher Information for Module 12

This module has been included in Communication Studies 20 because all aspects of the job search process involve communication skills and abilities. However, job search is often included in other courses such as Life Transitions, so teachers wishing to select this module should consult with other teachers in the school to make sure they will not be duplicating instructional experiences. In addition, preparing a cover letter with résumé is an objective in the English Language Arts 20 course.

Job search can be organized as follows:

• preparing a résumé
• searching for a job
• preparing for an interview
• follow-up.

Note: It is not intended that the information here be taught routinely, outside of the context of students' communication experiences. Teachers may incorporate the information in mini-lessons or other learning activities, as need arises. Such mini-lessons may be conducted with the whole class, small groups, or individual students, depending upon need.

Preparing a Résumé

A résumé is a list of personal and professional information. Although résumés are useful in a number of circumstances (e.g., when applying for a scholarship), the primary purpose of an individual's résumé is to get that person a job interview. The résumé, then, must attract a potential employer's attention and provide the relevant information in a succinct and logical manner.

Résumés can be prepared in several ways, but the important thing to remember is that they should be prepared so that:

• all relevant information is provided
• all information is accurate
• information is readable and succinct
• highlights or special qualifications stand out in some way.

Information is usually presented chronologically, with most recent experience first. Headings include:

• Name and Address
• Work or Professional Objective
• Recent Accomplishments
• Education
• Work Experience
• Volunteer Experience
• Summary of Skills
• Special Interests
• Awards.

The above list is in an order common on résumés. However, the order of headings might vary, depending on the job being sought. For example, if a person is applying for a job in a day care centre and he or she has extensive volunteer experience working with children, Volunteer Activities might come before Work Experience on the résumé for that particular job.

Guidelines for writing résumés are as follows:

• Begin with your name, address, and telephone number.
• Use heading sizes, columns, boldface type, and white space to your advantage.
• Avoid fancy paper, illustrations, and "clip art".
• Use a word processing program if at all possible.
• Spend time thinking about the skills you have and what you have learned from various experiences you have had.
• Spend time thinking about how you want to organize your résumé.
• Keep the résumé brief and to the point.
• Include a brief description with any volunteer or work experience you have.
• Include a list of references.
• Write a cover letter tailored for each job application.

Searching for a Job

The truth is, most jobs are never advertised. Therefore, in addition to watching the paper and employment bulletins for job advertisements, a person seeking employment must make personal contacts and do his or her own search for available jobs. The following are tips:

• realize that a job search takes time
• let your friends and relatives know you are looking for a job
• use the telephone to save time
• canvas businesses and organizations to find out about unadvertised jobs
• contact someone in the field in which you wish to work to ask for advice about finding a job.

Many students are uncertain of the type of job they might be able to acquire. They can begin by listing their skills and strengths. Then they can try to match jobs with the things at which they think they would be good. The yellow pages of the phone book can be useful. There might be businesses and organizations listed that students have not considered. If there is a student employment office in the community, students should certainly register their names and make a visit to ask for advice.

Canvassing Employers

When a person has compiled a list of possible places of employment, he or she should canvas the employers to find out if there are any openings. The following are tips:

• Use the telephone if the list is long. Ask for the manager or the personnel office, introduce yourself, and say that you are wondering if there are job openings. If there are, ask what the procedure is for applying.

• If someone has provided you with a personal contact, definitely contact the employer in person. Make an appointment, explaining who you are and who gave you the employer's name. Take your résumé with you.

• If you wish to canvas employers by mail, first find out the name of the person to whom you should write. You can find this out by calling the company and asking whoever answers the phone for the name of the person responsible for hiring. In your letter, briefly explain that you are looking for a job and are wondering if there are any openings. Explain why you are interested in working for the company or organization, and ask what the procedure is if there are any openings. Be very brief and to the point.

Preparing for an Interview

The job interview is perhaps the most important step of the job search. A person who has a poor interview will probably not get the job, even if he or she has a good résumé. It is essential, then, for candidates to prepare for a job interview.

The job interview has two purposes. A candidate should use the job interview to:

• convince an employer that he or she can do the job
• gather information about the job and its responsibilities.

The following are tips for preparing for a job interview:

• Research the job and the company or organization.

  The more you know, the better you will be able to answer questions. If you have prior knowledge about the job, and the company or organization, you will impress the employer. It will be obvious that you have come prepared.

• Predict what questions you will be asked.

  Imagine yourself in the position of the employer. What questions would you ask? Consult with family and friends who might know something about the type of job for which you have applied. Ask them what questions they think you will be asked. If you have friends who have similar jobs (e.g., in a fast food restaurant) ask them what questions they were asked in their interviews. Compile a list of questions and try answering them.

• Review your résumé.

  You will probably be asked questions that relate directly to your résumé. Review the information you have in your résumé so you can answer confidently. Look for items on your résumé that are directly related to the position for which you are being interviewed.

• Rehearse.

  Practise your interview ahead of time with the help of a friend or family member. Give that person the list of questions you think you will be asked. Practise responding. This rehearsal will help you be confident and self-assured in your interview, even if you feel nervous. In fact, preparation helps in getting rid of nervousness.

The Interview Dress appropriately. Go alone. Arrive a few minutes early. Be ready to shake hands and introduce yourself. Listen carefully to questions you are asked. Ask for clarification if you are not sure what a question means. Answer clearly and briefly. Be positive, focusing on what you can do. Ask questions about the job for clarification and to show you have thought about it ahead of time. When you sense the interview is coming to an end, try to summarize your interest and then stop talking. Thank the potential employer for considering you.

The Follow-up

Most employers contact candidates fairly quickly after an interview, although this is not always the case. There may be some reason why the job cannot be filled right away. It is appropriate if you have not heard within a week to ten days to call and ask, "Has the position been filled?" If it has, the candidate might ask if his or her résumé can be kept on file in case another position becomes available. He or she might also send a very brief thank you letter to the employer.

Perhaps the most important aspect of follow-up is reviewing the interview in order to learn from the experience. The candidate can ask himself or herself the following questions:

• Did I do enough research about the job ahead of time?
• Was I positive about my skills and attributes?
• Did I talk too much or too little?
• Were my answers clear and concise or did I ramble?
• Did I remember to ask questions about the job?
• Were they good questions?
• What things went especially well?
• How could I improve my next job interview?

Note: There are many good resources on writing résumés and searching for a job in the English language arts bibliography for grade 11. They contain various examples of résumé formats and cover letters. Teachers should use these and other resources they know. In addition, parents and people from the community can help if they come to the class and tell students what they are looking for in job candidates, and what they consider a good job application to be.

Suggested Activities for Module 12

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Résumés

Discuss, as a whole class, what makes a good résumé. List criteria. Have students collect as many examples of résumés as they can find in books and other resource materials. Discuss the various résumés, and the pros and cons of different formats. Have students decide, as a class, the best format for the types of jobs for which they are likely to be applying.

Activity: Résumés

Have each student prepare his or her personal résumé.

Activity: Guest Speaker

Ask an employer from the community to come to the class and speak to students about what he or she is looking for in a job candidate and a job application. Have students prepare questions ahead of time, perhaps in small groups. The following are examples:

• What type of résumé do you think is the best?
• What do you look for in a cover letter?
• What would lead you to decide to interview a candidate based on his or her application?
• Does your company or organization advertise job openings or are they filled through unsolicited applications and word of mouth?

Activity: Panel Discussion

Ask three people to come to the class as part of a panel discussion on the topic "Student Employment." Give each person one aspect of the topic. The following are examples:

• the ideal student employee
• what can be done about student unemployment
• how a student should search for a job
• achieving employment equity in student jobs
• balancing the needs of the student and the needs of the employer.

Have students select one student to introduce each of the panellists, one student to be the panel moderator, and one student to thank the panellists at the end of the class.

Each panellist will present for five minutes. Students then ask questions based on the content of each panellist's talk.

Activity: Job Search

As a class, discuss various categories of jobs for which students might apply (e.g., service industry, retail, labour). Divide students into groups and assign each group a category. Have the groups do an extensive search of specific companies and organizations in each of the categories, using a variety of methods (e.g., newspaper want ads, word of mouth, yellow pages). After students have generated a list, they should phone the companies and organizations, asking if they hire students, and what the procedures are for applying, and to whom a student should address inquiries or applications.

When students have completed their investigation, a master list can be created and kept for student reference.

As a whole class, students should then discuss generally what their findings were. For example, they can discuss:

• what percentage of the places they contacted hires students
• what the most common procedures are for making application
• how many of the places have an application form and how many ask for résumés only
• how many of the places said they advertise job openings.

Activity: Cover Letters

Have students select three different part-time or summer jobs they think they could do. Have them write three different cover letters, based on their personal résumés. They should tailor the letters to suit the three different jobs.

Activity: Practice Interviews

Have students select a job they think they are qualified to do, based on their personal résumés. They are to imagine that they have applied for the job and have been invited for an interview. Have students work in pairs to compile a list of interview questions, and to practise interviewing each other based on the questions.

Activity: Role Play

Have each student select, from newspaper job advertisements, a job that is being advertised. Students should clip or copy their ad.

Students are to imagine that they are qualified for the job they selected. Ask them to prepare a hypothetical résumé listing their experience and qualifications. They can use their imaginations, but they should be reasonable.

Next, have students work in pairs and exchange their job ads. They should now imagine that they are the employer doing the hiring for their partner's job ad. They should think about the kind of qualifications they will be looking for and generate a list of ten questions for potential candidates.

Students should now interview each other for the jobs, based on the ad and the applicant's résumé.

After the interviews, the class can discuss the two roles. What is it like to be conducting the interview? What is it like to be interviewed? What things do the students think an employer is looking for during a job interview?

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.