LEARN – DAY 6Construction Foundation Course

Week Two: Day 6 (Monday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

• Binder check: This can be done at any time during the day.

Week Two: Day 6 (Monday)First and Second Hours (7:30 – 9:30) - 2

120 minutes

• The topics included in Job Search I are identifying personal attributes, clarifying employer expectations, finding job leads, and making telephone inquiries. You probably have materials for this content. However, in the almost 3 hours allotted, you might consider using the following approaches designed to make the information highly engaging:

- Giving a mini-lecture (no more than 15 minutes) for which you make an AO on the nature and necessity of job search skills;

- Providing a personality inventory for identifying personal attributes;- Showing a video on employer expectations with students taking notes

on an AO and engaging in a brief summarizing discussion after;- Using Pair-Share to practice making telephone inquiries, using

prepared scenarios and a rubric to judge the quality of student efforts (a sample of the scenarios and the rubric is included in Part II – Chapter 5 Resources; and

Job Search Skills 1

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 1

60 minutes

• Have Work Teams explore different options for finding job leads, and using Tellers and Travelers to report out the results.

• Tellers and Travelers is a strategy used to report out individual Work Team research findings, planning designs, or approaches to a problem. Unpack this strategy in the “Try” section found within this lesson or link to to the Tellers and Travelers Strategy to learn more.

. • Stretch Break

Job Search Skills 1, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 2

Oral Presentation and Interviewing Skills

55 minutes

• In this section, feel free to use your own material, ensuring that it emphasizes

1. Just a few key skills. Students can’t focus on every nuance of interviewing or oral presentation. Take the rubric in Part II – Chapter 5 Resources and apply only the skills you’re teaching/reinforcing at this point. As you move through the Foundation Course, you can add the rest of the rubric items incrementally.

2. The need to practice. Be sure students understand that everyone rehearses before going into an interview or making an oral presentation. Emphasize the value of practicing with a Pair-Share partner who is using the rubric to assess your performance. The skills of both students will improve.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 3

• See the sample rubrics in Part II – Chapter 5 Resources for oral presentations and for interviewing.

• Interview assignment overview (CSS e). If you already have an assignment for a mock interview, feel free to use it here. If not, you can use the one provided herein or blend the best of both.

• Make copies of the assignment which reads:

Oral Presentation and Interviewing Skills, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 4

• You just opened your email, and you see this:

• Congratulations! Construction Solutions completed their review of applications, and you have been chosen to move to the next stage in the hiring process: the interview.

• Your interview is for our opening(s) in the checked area:

- Plumber- Painter- HVAC Installer- Electrician- Cement Mason- Carpenter- Bricklayer- Plasterer- Glazier- Tile Setter

Interview Assignment

• Your appointment is for 9:15 a.m. on Thursday, October 15. Please plan to arrive at least 15 minutes early to view a short video about our company.

• Thank you for your interest in Construction Solutions.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 5

• Whew! Just 3 days to get ready for your interview. To maximize your chances of getting the job, you need to prepare! Here’s your checklist:

Interview Assignment, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 6

• Pass out the assignment and read it aloud, using the competent readers in the class. Have the students highlight the jobs listed on the email for which you provide CTT at the center. Then ask the students to choose one only of the highlighted jobs—the one they think they might be most interested in—and check that box. Then explain the schedule:

- Day 6, students have the rest of today to answer the first 4 questions;

- Day 7, students will have 1 hour to work on questions 5-10;- Day 8, students will write the thank-you letter and practice for the

interview;- Day 9, students will continue to practice and then do the interview.

Interview Assignment, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 7

• Today, for the first question, explain the interview protocols around dress, jewelry, hats, piercing, tattoos, fingernails, etc. and then have students decide what to wear and how they will deal with the protocols presented in Pair-Share mode. Then explain personal hygiene issues, such as hair style and length, deodorant and scents, make-up, bathing, etc. Have students discuss as whole group and provide time for individuals to write their responses.

• “When is the latest time I can leave to be there on time?” is an applied math question. Put the bus schedule below on the board:

Interview Assignment, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 8

• Have students work with Pair-Share partners to determine when they should leave. Give about 3 minutes to work before you call on a pair for their answer. Have students explain how they got the right answer. [Answer: The applicant needs to be at the CS office by 9:00 to see the video, so s/he must arrive at the CS stop at 8:47 which means catching the 2a bus at 8:14. To walk one block, you might allow 3 minutes, so leaving at 8:11 is probably the latest possible time.]

• Explain the first impression acronym, SHE (Smile, Handshake, Eye contact.) Demonstrate an introduction with strong SHE. Have students practice in Pair-Share partners, with partners providing feedback.

Interview Assignment, continued.

Week Two: Day 6 (Monday)Third and Fourth Hours (9:40 – 11:30) - 9

• Then ask students to form two lines of equal length. The North (or West) line is the receptionist; the South (or East) line is the applicant. The applicant introduces him/herself to the receptionist with strong SHE. The receptionist says, “Glad to meet you, Mr. (or Ms.) Last Name. Please have a seat.” Then the applicant line moves up one, so they are introducing themselves to a new receptionist. Half way through, the North (or West) line becomes the applicant, and the South (or East) line assumes the role of the receptionist.

• 5 min: Reflection.

• Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Interview Assignment, continued.

Week Two: Day 6 (Monday)AFTER HOURS

• Work Team assignment (approximately 1 hour). Teams will carry out their work plan for the CSS assignment. They also will review for the Week 2 quiz tomorrow.

• Open Computer Lab

END If you continue to click forward, you will see links to presentations of similar content available through

slideshare.com

Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL