Jobs & Careers: Preparing for work Information Pack January 2009 © Suzannah Youde 2009.

Jobs & Careers:Preparing for work

Information PackJanuary 2009

© Suzannah Youde 2009

Information Packs Year Planner 2009

JANUARY Achieve Economic Well-Being: Job Skills

FEBRUARY Lesbian/Gay/Bisexual/Transgender/Queer History Month: LGBTQ Issues

MARCH Be Healthy: No Smoking Day

APRIL Earth Day: Environmental Issues

MAY Local & Community History Month: Citizenship

JUNE Gypsy/Romany/Traveller History Month: Working with GRT Young People

JULY World Population Day: Parenting

AUGUST Making a Positive Contribution: Volunteering

SPETEMBER Enjoy & Achieve: International Literacy Day

OCTOBER Black History Month & Kick Racism Out of Football: Diversity

NOVEMBER Stay Safe: Anti Bullying Week

DECEMBER Festivals: Global Youth Work

Useful WebsitesTo visit these websites, please view this pack as a SLIDESHOW (press F5)

SELF ASSESSMENT/CAREERS ADVICEhttp://www.bbc.co.uk/northernireland/schools/11_16/gogetit/careerstoolbox/library.shtml Useful activity sheets in pdf/rtfhttp://careersadvice.direct.gov.uk/?CMP=KAC-jankw08 Government’s career advice webpageshttp://www.connexions-direct.com/index.cfm?go=Careers Connexions Direct resources

JOBSEARCHEShttps://quimby.careervision.co.uk/cgi-bin/KMVac.exe/init?access=web Connexions Kent & Medway Jobsearchhttp://www.connexionskentandmedway.co.uk/pages/young_people/job_hunting.aspx tips on job huntinghttp://www.jobcentreplus.gov.uk/JCP/index.html Jobcentre Plus

CV TIPS & TEMPLATEShttp://content.monster.co.uk/section4047.asp?WT.srch=1&WT.mc_n=Seeker_CV_&_Extras CV resources from Monsterhttp://www.interimmanagementuk.com/PDF/CV-Writing.pdf Straightforward tips for writing a CVhttp://careersadvice.direct.gov.uk/helpwithyourcareer/writecv/ Tips, links and online CV builderhttp://www.bbc.co.uk/wales/justthejob/jobs/cvs.shtml How To guide + templates

INTERVIEW SKILLS & TECHNIQUEhttp://careersadvice.direct.gov.uk/helpwithyourcareer/intshort/ Interview dos and don'tshttp://www.direct.gov.uk/en/YoungPeople/Workandcareers/Gettingyourfirstjob/DG_066164 general job hunting tips + what to wear for an

interviewhttp://www.connexions-direct.com/index.cfm?catalogueContentID=119&pid=75 Connexions article ‘How to sell yourself at an interview’

© Suzannah Youde 2009

IntroductionThese packs are intended as a curriculum resource and to enhance the delivery of the 5 ‘Every Child Matters’ outcomes.

This month’s pack looks at delivering the ‘achieve economic well being’ outcome through a series of sessions focusing on developing skills relevant to finding employment.

Some young people may need extra support with some of the literacy based tasks involved and it is suggested that session leaders have a clear idea of the vocabulary used and a dictionary available.

HOW TO USE THIS PACK• Although the sessions can stand alone, if young people attend a minimum of 3 sessions they will have achieved a recorded

outcome.• This pack can form the basis of a Youth Achievement Award challenge. More information on this will arrive in a

supplementary pack. However, it would be good practice to:– Evidence young people’s participation through photographs and session notes– Make sure leaders and young people sign all worksheets and other session products– Keep a note of time young people have spent engaged in activities and planning

CURRICULUM CHAPTERS: Career/Work Related Learning and Decision Making, Citizenship

EVERY CHILD MATTERS OUTCOMES: Enjoy & Achieve, Achieve Economic Well-Being

© Suzannah Youde 2009

Session 1 – My Personal ProfileMaterials: worksheets (attached), pens, flipchart, post-its or small pieces of paper

Activity 1: Who Am I? Ask each member of the group to use 3 sentences to describe themselves:• Your greatest strength• Thing you like/enjoy the most• Job or career you would like to doHand out the first worksheet (Who Am I?) – ask young people to work individually. When they have completed their graph, read

out the information on jobs/careers that corresponds to each category. Were young people surprised by what their choices indicated as a good career? Was it something they had considered or never thought about? Would they be interested in any of those careers?

Activity 2: Career Code: Now that the group is thinking about careers they might pursue, it’s time to get a career code and start building up the personal profile. Hand out the activity sheet. Explain that, having looked at strengths and weaknesses, you’re now going to look at interests. When everyone has finished, hand out the second sheet (or read out the information) outlining possible career choices and get the group to assess each other’s best career choice. Ask the group if they think the choices that correspond to their code are good ones? Do they feel they fit in these groups or not? Explain that looking at strengths and weaknesses and personal interests can help to think about career opportunities you might not have thought of, or make choices clearer. Ask if the group have access to careers advice at school or through Connexions – now you can devise an action plan so that they can help you to plan for your chosen career.

Activity 3: Action Plan: ask young people to get into groups with others who share the first Letter of their career code (you may need to use the second letter to break up larger groups). Hand out the action plan worksheets, one per person, but ask them to discuss the plan as a group. Ask one person to feedback from each group on the plan they have devised. How do the plans differ for different groups? Do other groups have suggestions to make to improve the plans? Are the plans achievable?

© Suzannah Youde 2009

Session 1 – My Personal ProfileEvaluation: Write the following on the flipchart:• Were you surprised by the career choices that came up?• Do you feel that you have a clearer idea about what might be a good career for you?• Do you feel you could take the next steps to follow your career?Then ask the group to write their 3 responses on post-its/small pieces of paper which they then attach to the flip chart. Words or

images can be used for a response. Let the group have a look at each other’s responses and encourage a discussion to emerge.

Extension Activity: Encourage each young person to complete the PRET (see separate attachment) to give themselves a clearer idea of their goals.

Now and ‘Now’: Ask each member of the group to imagine where they want to be at 16, 18 or 21. Ask them to come up with a ‘now’ statement of where they want to be and what they want to be doing e.g. ‘I’m 16 and I’m studying to be a doctor and learning to drive’. Encourage them to express this statement however they like – as a mind map, action plan, collage etc. Then use as the basis for a display.

© Suzannah Youde 2009

Leader’s Notes – Session 1The Connexions Kent and Medway site has a range of information for young people about education, employment and training:http://www.connexionskentandmedway.co.uk/pages/home/index.aspx

The Planning, Recording & Evaluation Toolkit is based on similar resources available online, particularly this: http://www.rbkc.gov.uk/youthsupport/general/ysds_toolkit_3b.pdf The attached toolkit was developed for use at C@fe-IT but can be adapted to your own users.

Who Am I? Suggested careers:

Expected outcomes: Encouraging young people to think about possible careers, to evaluate their strengths and weaknesses, to action plan and to think about how that plan can be enacted.

Curriculum Chapters: Career/Work Related Learning and Decision Making, Citizenship

© Suzannah Youde 2009

Linguistic: writer, editor, secretary, teacher, politician

Logical: Scientist, engineer, computer programmer, accountant, philosopher

Spatial: Architect, artist, mechanic, engineer, dentist

Naturalistic: geologist, museum worker, oceanographer, marine biologist

Musical: Musician, DJ, music critic, composer

Kinaesthetic: craftsman, athlete, artist, surgeon, mechanic

Interpersonal: business person, community or youth worker, counsellor

Intrapersonal: writer, self employed, entrepreneur

Who Am I?Tick or circle the statements that apply to you and then total them – write the total for each group in the space provided

© Suzannah Youde 2009

LINGUISTIC (Word skills)Total:

•Like to read, write and tell stories•Like word puzzles and quizzes•Have a good memory for names, places & dates•Can remember jokes•Can spell easily

MUSICAL

Total:

•Music is very important•Play a musical instrument•Use music as a mood changer•Need music to study or do jobs•Hear sounds that others might not

LOGICAL/MATHS (Number skills)Total:

•Like working with computers•Ask a lot of questions•Enjoy strategy games like chess•Like doing experiments •Can reason things out in a clear and logical way

KINESTHETIC(Movement skills)Total:

•Need to move around a lot•Good at sports•Like dancing, swimming, hiking •Use a lot of gestures & body language•Like doing craft and DIY

SPATIAL (Building skills)Total:

•Like pictures, movies, maps, charts•Like to draw and create things•Good at finding things•Like building with Lego or doing puzzles•Daydreamer

INTERPERSONAL(people skills)Total:

•Like to think out loud•Like to join groups•Tend to be leaders•Good at solving arguments•Like organising people

NATURALISTIC(Environment skills)Total:

•Like to collect and categorise information•Keep diaries or observations•Like to find out about plants & animals•Like to go on outdoor trips•Care about the environment

INTRAPERSONAL(personal skills)Total:

•Independent & confident•Prefer to work alone•Strong opinions on controversial topics•Intuitive with inner wisdom•Dress, act & think differently

Who Am I?Now plot your scores on this grid and you’ll have a clear picture of your strengths - the things you’re really good at – and your

weaknesses – things you’re not so great at. Shade one box for each number in your total.

© Suzannah Youde 2009

5

4

3

2

1

Linguistic Logical Spatial Naturalistic Musical Kinesthetic Interpersonal Intrapersonal

Career CodesWe’ve looked at your strengths and weaknesses – now it’s time to look at the things that interest you. Circle or tick the

statements that most appeal to you and then total them up. When you’ve done that, write the letters from the three sections that total the most – write them in from highest to lowest. Congratulations, you found your career code!

My CAREER CODE is: _______ _______ _______

© Suzannah Youde 2009

Messing around with carsBuilding thingsCarpentry Driving or learning to driveWorking outdoorsFixing electrical thingsDIYFinding out about wildlifeMY ‘R’ TOTAL = _______

Doing Sudoku & logic problemsAstronomyBuilding model rocketsStudying scienceDoing jigsaw puzzlesUsing a chemistry setBeing let loose in the labDoing experimentsMY ‘I’ TOTAL = _______

ActingFashion designCreative writingDrawing & paintingGoing to gigsLearning languagesPlaying musicReading about art and musicMY ‘A’ TOTAL = _______

Going to sports eventsBelonging to a club VolunteeringHelping peopleMaking new friendsFinding out about different culturesPlaying with childrenHelping old peopleMY ‘S’ TOTAL = _______

Being top of the classBeing the leader Giving speechesSelling things to peopleFinding out about businessMixing with people at partiesSetting up your own businessDesigning postersMY ‘E’ TOAL = _______

Sticking to a budgetKeeping things tidyWriting everything downUsing a computerHaving a jobUsing a cash registerDoing a spread sheetWord processingMY ‘C’ TOTAL = _______

Career CodesA = ArtisticArtistic people like to work in unstructured ways that make the most of their abilities. Good career choices are:

Actor/actressArchitectComposerDancerInterior decoratorMusicianWriter

I = InvestigateIf you like to analyze, problem solve, observe and investigate then you might enjoy the following careers:

BiologistChemistDoctorEngineerWeathermanPharmacistVet

C = ConventionalYour greatest skills are organising and having a great eye for detail. Good careers would be:

AccountantAir traffic controllerBank ManagerReceptionistSecretaryPersonal AssistantAdministrator

R = RealisticIf you’re a realistic person, chances are you love sport and the outdoors. You might like a career as:

BuilderCarpenterTaxi/Lorry DriverElectricianFarmerMechanicSurveyor

E = EnterprisingYou love to work with people, but you like to be top dog! Good careers include:

BuyerFlight attendantInsurance agentLawyerManagerSalespersonTravel agent

S = SocialYou also like to work with people but you prefer to help, cure or inform. Careers for you might be:

Sports trainerCounsellorPhysical therapistDentistPsychologistSpeech therapistTeacher

© Suzannah Youde 2009

My Action PlanNow that you’ve chosen your career, you’ll need to think about how you’re going to get to your goal. Fill in the action plan to

help you get things clear in your mind!

© Suzannah Youde 2009

My career___________________________

Three things I need to study/find out:1.______________________________2.______________________________3.______________________________

Do I still have any doubts or problems? ____________________________________________________________________________________

Where can I go to get the information I need?1.__________________________2.__________________________3.__________________________

What 3 main questions do I need to ask?1.___________________________2.___________________________3.___________________________

Anything else?_________________________________

My decisions:1.____________________________________2.____________________________________3.____________________________________

Session 2 – Looking for my Dream JobMaterials: local newspapers with job adverts, worksheets (below)

Activity 1: My key skills: begin with a group discussion about what skills the group thinks they need for the careers they have decided on? Ask them to think about whether they already have those skills. Divide the group into 3 smaller groups and hand out the activity sheets. Give them various situations to organise (see leader’s notes) and ask them write down the things they would need to do to accomplish the task and the personal qualities they would need. Once all the groups have done this, ask them to look at the next heading and to think about what skills they would need. Once the groups have done this then ask them to look at the next heading and to work out how they could use those skills in the workplace. Once all the groups have finished start a discussion about what they’ve learned – were they surprised to find out that they had so many skills that are needed in a job? And that they may have skills that they need for their chosen career?

Activity 2: Finding a job: ask the group to work in pairs and get them to look through the paper for jobs that they think they could do, that might be interesting or that would provide them with good experience for their chosen career. Ask them to look in particular for:

• The skills required• The personal qualities required• How they need to respond to the advert (application form, phone call, letter)

Encourage each pair to make a list of the skills they think they could offer and then ask them to role play a phone conversation with one of them playing the employer and the other themselves applying for the job. Listen in on each pair and ask them what the job is, what skills they think they need, what relevant experience they could offer.

© Suzannah Youde 2009

Session 2 – Looking for my Dream Job Activity 3: Job hunt: hand out the sheet and split the group into 4 smaller groups. Provide a pile of newspapers and ask each

group to find adverts featuring the key phrases or jobs on their sheets, then cut them out and paste them in the boxes.

Evaluation: Group discussion of the following questions:• Do you understand the difference between personal qualities & key skills?• Does everyone understand the vocabulary that’s used in job adverts?• Do you have a good idea of your personal qualities and skills?• Would you feel confident applying for a job?• If not, what would you need to do to improve your skills?

Extension activity: As a group, work on an application letter for one of the jobs found during activity 3, using real life experiences to offer relevant personal qualities and key skills.

© Suzannah Youde 2009

Leader’s Notes – Session 2Vocabulary used in job adverts can be daunting, so make sure you have a good understanding yourself and have a dictionary to

hand. Another good resource is http://www.jobs.ac.uk/careers/articles/1012/How_to_read_a_job_advertisement which has some useful tips on what various phrases mean, as does this article from the Guardian http://jobs.guardian.co.uk/careers/200259/503193/reading-job-ads

Remember, personal qualities can’t be measured so young people will need to show experience that reflects their qualities and then highlight the key skills involved. Always try and use the same vocabulary as the advert itself – if it asks for someone ‘enthusiastic and motivated’ then young people need to say they are ‘enthusiastic and motivated’ – then give examples.

Activity 1: Themes could include:• Organising a party• Organising a football match• Organising a charity event• Organising events at a youth centreThere are more examples of qualities/skills/workplace skills here:http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/careerstoolbox/pdf/yourskills.pdf

Expected outcomes: developing a sense of qualities and skills, recognising job advert vocabulary, developing self confidence

Curriculum Chapters: Career/Work Related Learning and Decision Making

© Suzannah Youde 2009

Personal Qualities & Key Skills

I CAN (personal qualities) KEY SKILLS WORKPLACE SKILLS

e.g. phone my friends to invite them to a party

communication Phone clients to arrange a meeting

© Suzannah Youde 2009

Complete the table using your own examples of qualities and skills

Job Ad HuntFind examples of job ads that match the following phrases then glue them into the boxes below:

© Suzannah Youde 2009

An ad asking for experience

An ad for a part time job

An ad asking for IT skills

An ad offering job share

An ad for a job with a salary

An ad for a job that requires a driving licence

An ad asking for references

An ad asking for commitment

An ad with an equal opportunities employer

An ad for a job in a shop

An ad for a job offering the minimum wage

An ad for a job with benefits

Session 3 – Writing my CVMaterials: computer access and/or CV worksheet, copy of CV PowerPoint (attached separately), flip chart, wordsearch, CV

template

Activity 1: go round the group and ask each young person to:• Say their name and age• Name their best personal quality• Name their best key skill• Say how they would use these in the workplaceTell them they have just started to write their CV – the three statements form their personal profile. If you have computer access

you could show the CV PowerPoint slideshow. Otherwise check question the group (using the CV slideshow notes as a basis) as to what they think a CV is – helping you get a job; that lists your personal qualities, skills and experience; that is clear and easy to read. Brainstorm some of the vocabulary you will need – if necessary prompt the group to include words like ‘commitment’, ‘enthusiasm’, ‘motivation’, ‘initiative’.

Activity 2: CV vocabulary wordsearch: work in pairs to first match the words to their definition then find them in the grid. Discuss the answers afterwards to check understanding.

Activity 3: Support young people to at least start their CV, concentrating on the personal statement. The following CV builder is an excellent resource, with a range of advice activities:

https://www.cvbuilder-advice-resources.co.uk/index.php?option=com_content&task=view&id=2 Otherwise, use the CV worksheet to start developing a CV

© Suzannah Youde 2009

Session 3 – Writing my CVEvaluation: draw a grid on the flip chart:

Then have a show of hands on each question, marking the responses with a tick in the grid.

Extension activity: Finish the CV and write an all purpose covering letter stating the kind of job being sought, the qualities and key skills on offer and how they could be used in the workplace. Use the template (attached as a separate file)or build online. Draw on work from session 2 if available.

CV Relay: divide the group into 2 teams. For each team lay 3 pieces of paper at a suitable distance (or provide 3 bibs, 3 hoops etc) marked ‘qualities’ ‘skills’ ‘qualifications’. Give each team a pile of CV related words e.g. Committed, confident, numeracy, communication, GCSE, NVQ and ask each team member in turn to take a word, place in the correct pile and return to the next team member. Remember this is a race, so encourage speed! Repeat until all words have been sorted – the team with the most correct wins.

© Suzannah Youde 2009

Can you write a personal profile statement?

Are you happy with your CV?

Do you think your CV is clear and easy to read?

Do you think your CV would get you an interview?

Leader’s Notes - Session 3There are any number of online CV builders but these are worth a look:http://www.mycvbuilder.com/cvb/index.cfm?fuseaction=register.buildcvfree&membershiplevel=100 (free 90 day trial)http://www.jobcare.co.uk/index.cfm/item_id:37/free-cv-creator/ Straightforwardhttp://www.careeradvicecenter.com/category/cv-and-resume.html http://cafe-itcvbuilder.blogspot.com/ advice, CV builders, slideshow and morehttp://www.greatcvs.co.uk/ useful advice and tips on writing a great CVhttp://www.connexions-direct.com/index.cfm?pid=75&catalogueContentID=117&render=detailedArticle help getting a jobhttp://office.microsoft.com/en-us/templates/default.aspx?ofcresset=1 Microsoft offer a range of free CV templates

Golden rules:• Make sure your CV is typed• Keep it clear – use a font like Arial, Tahoma or Verdana in 12pt in black on a white or light background• Logical – start with your personal details and statement then start with school qualifications and experience• Accurate – use a spellchecker, read it through and ask a parent, teacher or youth worker to double check it• Concise – 2 pages MAXIMUM• Honest – you’ll have to answer questions on this information in an interview so don’t lie!

© Suzannah Youde 2009

Leader’s Notes – Session 3Activity 3: The ‘correct’ pairings would be:

Helen: Organised/organisation Jake: Problem solving/computingMia: Enthusiastic/people skills Tyrone: Initiative/communication

However, these aren’t set in stone and young people may see them differently – encourage them to state why they have made the decisions they have made – for example, they might feel that doing beauty treatments for friends shows evidence of acting on your own initiative and that volunteering shows enthusiasm. Use this as a basis for discussion of CV language.

Expected outcomes: young people will be able to identify the qualities and key skills to include in a personal statement, order information logically, build a CV using IT skills, identify and use appropriate language

Curriculum Chapters: Career/Work Related Learning and Decision Making

© Suzannah Youde 2009

CV wordsearchMatch the words to the definitions, then find them in the grid!

© Suzannah Youde 2009

Initiative Exam or other training

Committed Able to work on your own

Confident Good at what you do

Motivated Dedicated, loyal

Competent Achieved, got done

Accomplished What someone writes to say you can do the job

Qualification Excited, passionate

Reference Secure about yourself

n t u e t f e e c h c a

o i r e i i e e n n c i

i e i i i e d m s t f t

t t e c n e r e f e r f

a c c o m p l i s h e d

c e o m n c e i a s e e

i c n p m t d d c t c t

f v f e m v a e t a t a

i n i t i a t i v e e v

l i d e e o m v n i t i

a e e n n m p c n u o t

u t n t o c i e n h i o

q e t c e t i e i c e m

All about mecan you match these people to their personal qualities & key skills?

© Suzannah Youde 2009

This is Helen. She loves playing golf and organising tournaments with her friends.

Meet Jake. He enjoys studying IT and playing computer games Mia loves everything about

beauty & fashion and isalways giving her friendsbeauty treatments

Tyrone volunteers with his local children’s charity and particularlyenjoys teaching about wildlife

Personal quality Enthusiastic Initiative Problem solving Organised

Key skill Organisation Computing Communication People skills

Now can you write a personal statement for each person?

Helen Jake Mia

Tyrone

Session 4 – the InterviewMaterials: pieces of card for the interview game, chairs for role play, CVs from session 3

Icebreaker: Eye contact: sit the group in a circle. Go round the circle and let everyone introduce themselves. Now explain that everyone is to look around the circle and, when they make eye contact with someone across the circle they must change places with that person. Ask them to do this slowly and calmly keeping eye contact at all times. Multiple exchanges can take place at any time, but you can’t exchange with the same person twice in a row. After a few exchanges have taken place, tell the group that now you would like them to shake hands when they meet each other and introduce themselves, keeping eye contact all the time. In the group discussion, ask how that made people feel? Did they feel uncomfortable about keeping eye contact? Did anybody break eye contact – if so, why? Was it difficult making and keeping eye contact? Explain that making eye contact is the most crucial skill in a job interview and that employers will expect you to make and keep eye contact because this means that you are confident, open and honest. Remind young people to blink – there’s a big difference between eye contact and staring!

Activity 1: The interview game: Number off the group into 1s and 2s and have all 1s and all 2s work together. Give each group a set of cards (see leader’s notes) and tell them these are all things they need to do to prepare for an interview for their dream job. Some of these things they’ll need to do at least a week before, some the day before and some on the day itself. Ask them to sort the cards into these categories, and then to decide in which order they would do things on the day of the interview. When the groups are satisfied, ask them to swap and look at each other’s decisions. Discuss the decisions that have been made – when would you find out about the company offering you the job and the job itself? When would you get your clothes ready? Make the point that it pays to be really well prepared at an interview and to know about the company and have questions ready to ask about the job.

© Suzannah Youde 2009

Session 4 – The InterviewActivity 2: Interview skills quiz: hand out the activity sheets and ask the young people to work in pairs. Tell them they need to

decide which of the statements listed are ‘bloopers’ or ‘super’ – mark bloopers with an X and super with a . Then add their scores – if they score 7 or more ‘supers’ they get the job, otherwise they need to brush up on their interview skills. Use the sheets to start a discussion on interview techniques – why is eye contact important? Why is it a good idea not to lie? Talk through the bloopers using the leader’s notes, contrasting them to good interview behaviour.

Activity 3: The mock interview: mix up the pairs and ask one young person to be the interviewer and the other the candidate. Give the ‘candidate’s’ CV to the ‘interviewer’ so they have a basis for questioning – otherwise, ask the candidate to decide what job they want to be interviewed for. Give young people a few minutes to prepare – ask all the ‘candidates’ to work together discussing good interviewing technique and all the ‘interviewers’ to work together to decide on their questions. Remind the candidates of things like eye contact, self confidence, good handshake that are needed to make a good impression. Tell the interviewers that there are 4 phases to an interview – the introduction, questions (about background and suitability), candidate’s questions, final questions (what can you bring to the job?). Then put the pairs back together and let them role play. If any young people are reluctant to participate, tell them they are going to sit on the interview panel – they don’t have to say anything but they decide whether the candidate gets the job. Or simply have the most interested act out their role play for the rest of the group and then ask for input – should the candidate get the job? Did they use good interview technique? Did they make any bloopers? How did the candidate come across – did they sell themselves well?

Evaluation: Group discussion: would young people feel more confident about going for an interview? Do they feel they’ve learnt useful interview skills? What are the most important things they would need to do to prepare for an interview and in the interview itself?

Extension activity: drawing on all the learning from the previous sessions, encourage young people to find a job they would be confident applying for and prepare for an interview for that job – and then apply for it!

© Suzannah Youde 2009

Leader’s Notes – Session 4There is plenty of information online about interview skills and techniques:The University of Kent have an online quiz http://www.kent.ac.uk/careers/ivquiz.htm that would make a good extension activityCareers Advice offers excellent tips on technique: http://careersadvice.direct.gov.uk/helpwithyourcareer/intshort/Monster has a series of videos based around job interviews http://content.monster.co.uk/14354_en-GB_p1.asp Making a good impression checklist http://careersadvice.direct.gov.uk/media/making_a_good_impression.pdf

The interview game: There are no right or wrong answers but there are things it’s best to avoid e.g. you wouldn’t research the company on the day of the interview. This is a really good activity for focusing on interview preparation as a key skill. The following are suggestions but feel free to add ideas of your own:

© Suzannah Youde 2009

The week before The day before On the day

Find out about the company Iron clothes Have a shower

Find out about the job Wash hair Clean teeth

Prepare some question to ask Check train/bus times Eat breakfast

Practice making eye contact Check all papers Check wallet/purse

Decide what to wear Role play interview Go to the bus stop/station

Get dry cleaning done Practice your questions Check contents of your bag

Read the interview letter Read the job requirements Relax

Leader’s Notes – Session 4Interview skills quiz: Super = make eye contact, shake hands firmly (picture), dress smartly, do your research, smile (picture), switch off your mobile

(picture)Bloopers = be late (picture), criticise your old employer, be arrogant, smoke (picture), look bored (picture), swear

Expected outcomes: building young people’s self esteem and self confidence, exploring and using good interview skills and technique, developing self awareness and presentation skills, preparing young people to apply for work

Curriculum chapters: Career/Work Related Learning and Decision Making

© Suzannah Youde 2009

How’s Your Interview Technique?Are you super? Or do you commit too many bloopers? Look at the following phrases and pictures and mark them with a X for a

blooper and a if they’re super. Then see whether you get the job or need to try harder next time!

Make eye contact do your research

criticise your previous employer

swear

Dress smartly be arrogant

© Suzannah Youde 2009

Guidance NotesHOW TO USE THIS PACK:

• Individual slides can be printed by selecting individual slide numbers or ranges in the PRINT menu• To print slides in black & white or grayscale, select the relevant option from the Colour/Grayscale drop down menu when

you are about to print• These slides may be used to form part of a presentation – press F5 to view as a slideshow• To delete individual slides, click on them to select then click on ‘cut’ in the Edit menu• This pack is also available in pdf format – please let me know if you would prefer to receive the pdf.• To make links ‘live’ you will need to view the pack as a SLIDESHOW – go to the ‘View’ menu or press F5

If you have any comments regarding this pack, or need any additional help in using it, please contact me:SUZANNAH YOUDE: [email protected] or tel: 01622 221678

© Suzannah Youde 2009