Bridges-to-Careers Sampler

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1 r Adult Youth-in-Transition Ready-to-Work/Ready-to-Succeed

2 Copyright All rights reserved. This book may not be duplicated in any form without the expressed written consent of the publisher. Bridges.com and design are trademarks of Bridges.com Inc. Choices is a registered trademark of Human Resources Development Canada (HRDC) and is used under license by Bridges.com Inc. Career Aptitude Survey is published by Psychological Services Inc. and distributed by Bridges.com Inc. Bridges.com and design are trademarks of Bridges.com Inc. All other product names and logos in this publication are used for identification purposes only and may be trademarks or registered trademarks of their respective companies. A special thanks to authors Dr. L. Theresa Weinrich, Dr. Judith Bookhamer and Mr. Robert Chappell for their dedicated efforts and content-specific expertise. Bridges.com r

3 Ready-to-Work/Ready-to-Succeed Table of Contents 1. Introduction Welcome to the Ready-to-Work/ Ready-to-Succeed Guide What is the Ready-to-Work/ Ready-to-Succeed Guide? Why was it developed? Who should use it? How can it be used? How are the activities designed? National Workforce Development Initiatives Saving Choices and CAS Information Technology Matrix for Ready-to-Work / Ready to Succeed Guide SCANS/Secretary s Commission on Achieving Necessary Skills... 4 Activity 7 - Goal Setting and Success... 5 Activity 14 - Resumes-Resume Builder and Combination Skills Resumes... 9 Bridges.com r

4 1. Introduction Ready-to-Work/Ready-to-Succeed 1.1 Welcome to the Ready-to-Work/Ready-to-Succeed Guide. There are two constants in the world of work. People need to acquire the skills necessary to succeed in the workplace. People who are working will constantly need to acquire new skills to maintain and increase their work performance and job security. The Bridges.com - Ready-to-Work/Ready-to-Succeed program for job readiness and retention provides a unique opportunity to assist adults in transition. Program participants will assess their needs, skills and abilities with user-friendly resources that are easy to use. 1.2 What is the Ready-to-Work/Ready-to-Succeed Guide? The Guide is a tool box of independent and flexible activities that can be used to assess, explore, plan and apply what a client learns to successfully gain employment. As a secondary process, it teaches clients the concepts of career development, job readiness and basic computer literacy as life long skills. The 20 activities include: understanding salary needs, resume writing, interviewing, skills assessment, interest assessment, aptitude assessment, work history assessment, team work and conflict resolution, understanding labor market information and using the Internet as a job search tool. 1.3 Why was it developed? National workforce initiatives have led to the adoption of our products in states and career development sites. Our clients have requested a guide that will help them take the powerful tools we provide and apply them more effectively. The core set of activities was established from client feedback. We have tested the majority of these core activities across the state of New York with labor staff, adult teachers, vocational rehabilitation counselors, vocational teachers and at-risk counselors, over a two-year period and have a suite of products that virtually guarantee success in the workforce setting. 1.4 Who should use it? One-Stop Customers Employment and Training Professionals Vocational Rehabilitation Counselors Adult Education Professionals Job Seekers of all ages Adults in Career Transition At-Risk Counselors Incarcerated (Youth and Adult) Counselors and Teachers 1.5 How can it be used? The most important thing to remember when using this Guide is that you can use any of the activities independently or use them in clusters to customize the activities for the client. You can use the entire lesson or just the needed component. Each activity worksheet can be photocopied and used in class with or without the technology module (Choices and/or Career Aptitude Survey). We know from experience that the more familiar clients become with technology, the more prepared they will be for the workplace. We also know that the technology may not always be available when and where you need it. This is why the activities were designed to be flexible. A large number of companies now require applications to be completed on kiosk computers and without technology skills, clients may lose an employment opportunity. Encourage clients to use the technology components whenever possible because using Choices and CAS prepares them for real life skills. This guide may be used in the following ways: Individual client One-on-one with a client In small groups In large groups Bridges.com r 1

5 1.6 How are the activities designed? There are six major components to each activity. The most important aspect of this is that the components are all connected to the objectives and can be used together or separately. For example, if you want to use a worksheet without the scenarios - it is possible. If you want to use the activities and technology components without the worksheet - it is possible. This flexibility leaves the facilitator in complete control of the delivery of the objectives. We encourage the use of any materials you may already have to enhance the objectives in the Ready-to-Work/Ready-to-Succeed Guide. The Activity components are listed below: 1. Learning Objectives: Discusses the focus of the activity and defines the goals to be achieved. 2. Activity Steps: Gives step-by-step instructions on how to deliver the activity. 3. Technology Integration: The technology component is indicated with a T. 4. Related Web sites: Gives related sites of interest for more information on the topic being addressed in the activity. 5. Scenario: A story or a scenario that relates why the activity is important and how it relates to the real world and decision-making. 6. Worksheets and s: Gives worksheets or samples to expand on the activity topic. 1.7 National Workforce Development Initiatives The goal of this resource is to assist our clients and professionals in the career transition process and help them apply proven and useful tools such as Choices and the Career Aptitude Survey (CAS) in a more rewarding and productive manner. The Guide was developed to assist with the following national career development initiatives. The Workforce Investment Act (WIA) of 1998 called for the establishment of customer-orientated One- Stop Centers where people could obtain information on employment, education, training and labor market information and resources. The main focus is to match job seekers with jobs through classes, assessment and resources. The Secretary s Commission on Achieving Necessary Skills (SCANS) developed a set of foundation skills and competencies necessary to succeed in the workplace for anyone, at any age, who is or will be entering the workforce. The Ready-to-Work/Ready-to-Succeed Guide helps to achieve the mission of both the WIA Act and SCANS skills standards. 1.8 Saving Choices and CAS Information Saving information in the Choices and the CAS programs is simple. The information can be directed and saved to any location that you want - just like a word-processing document is saved. Anything that you do in Choices is saved until you leave the program and decide where to save it or what drive to save it to. When you enter Choices you will be asked by a pop up menu box if you want to open or find an old file. Each time you re-enter Choices you can start a new file or open an existing file in this box. The best method for saving in Choices and the CAS is to click the file button on the top right of the main menu and click Save as, name the file and tell it where to save - diskette A drive, the hard drive, or network. When you come back into Choices, retrieve it from that location and continue. This functions the same as saving word-processing documents. Bridges.com r 2

6 Technology Matrix for Ready-to- Work/Ready-to- Succeed Guide (Choices, CAS) Interest Assessment Work History Assessment Skills Assessment Aptitude Assessment Occupational Information Post-secondary Schools Planner SCANS/Employability Skills Planner Job Search Activities Planner Resume Planner Interviewing Planner Assessment Interest Profiler Work History Inventory Skills Assessment (TWCS) Career Aptitude Survey (CAS) Career Awareness Labor Market Trends/Projections Earnings, Education Levels and Career Options Goal-Setting Using Choices to Explore Career Options Using Choices to Explore Education Options Career Planning/Portfolio A Client s Required Earnings Employment Barriers and Challenges What all Employers Expect - Employability and SCANS Skills Identification Identify Job Opportunities and Networking Resumes - Resume Builder and Combination Skills Resumes How to Apply for a Job Interviewing That Works - Expressing Your Strengths and Thank you letters Bridges.com r 3

7 SCANS/Secretary s Commission on Achieving Necessary Skills Adults/ Youth-in- Transition Foundation Skills 1. Basic Skills: Reading, Writing, Math, Listening, Speaking 2. Thinking Skills: Creative, Decision-Making, Problem-Solving, Seeing Inside, Knowing How to Learn, Reasoning 3. Personal Qualities: Responsibility, Self-Esteem, Sociability, Self- Management, Integrity/Honesty Workplace Competencies 1. Resources: Time, Money, Materials and Facilities, Human Resources 2. Interpersonal Skills: Teamwork, Teaches Others, Serves Customers, Leadership Negotiations, Works With Diversity 3. Information: Acquires, Evaluates, Organizes Maintains, Interprets, Communicates, Uses Computers to Process Information 4. Systems: Understands, Monitors, Corrects, Improves, or Designs 5. Technology: Selects, Applies to Task, Maintains, and Troubleshoots Equipment Assessment 1. Interest Profiler 2. Work History Inventory 3. Skills Assessment 4. Career Aptitude Survey (CAS) Career Awareness 5. Labor Market Trends/Projections 6. Earnings and Education Levels and Career Options 7. Goal-Setting 8. Using Choices to Explore Career Options 9. Using Choices to Explore Educational Options Bridges.com r 4

8 Activity Overview: Learn how to define, set and plan for career and life goals. Approximate Time: 45 minutes. Materials: Activity 7 Worksheet A-Goal Setting, Activity 7 Worksheet B-Life Goals Pictorial Timeline, Guest speaker from a previous class, Choices, echoices Learning Objectives: 1. The client will understand goal-setting as a concept. 2. The client will learn how to identify and define important professional and personal goals. 3. The client will develop a goal-setting plan. 4. The client will put a goal-setting plan into action. Activity Steps: 1. Discuss goal setting as a general concept and give examples of goals. Discuss the idea of personal and professional goals and give examples. Discuss how goals are not achieved often because of a lack of planning. Use Activity 7 Worksheet A to demonstrate how to define a goal in concrete terms and define steps that will assist in completing the goal. Discuss goals in terms of next steps, short-term steps and long-term steps. Using the example in the Worksheet, show how you must map out a goal in these terms. Discuss that many times you may have multiple goals at one time or may be completing goals simultaneously. T Adult/Youth-in-Transition-Activity 7: Goal-Setting and Success 2. Use the Goal-Setting Worksheet and have clients define a personal or professional goal that they have. Have clients also think of barriers or challenges that may arise. Have them define and list next steps, short-term and long-term steps needed to achieve their goal. 3. Use the Life Goals Timeline Pictorial Worksheet and have clients list and create a pictorial timeline for themselves. You can use the timeline provided or have clients use poster board, markers, pictures cut out of magazines, etc. This can be a very powerful exercise for clients because it helps them define goals and future plans. Many times, this exercise opens the lines of communication between you and the client and allows their creative and childhood spirit to emerge. Visual learners will benefit greatly from this type of exercise. If you are working in groups, have clients vocalize and share their timelines. This is often empowering for the whole group. 4. Using Choices: a. Direct the clients to the computers and double-click the Choices icon. b. Have them complete the registration process and click Planner. c. Click the Career Goals Occupational Plans. d. Complete this section. Activity 7: Goal-Setting and Success 5. Using echoices: a. Direct the clients to go to the computers, have them log on to the Internet, go to and complete the sign-on steps. b.on the echoices opening page, look at the navigation list on the left. c. Under Planner click Planner Menu. d. Click Career Goals/Occupations Plans. e. Complete this section. Bridges.com r 5

9 Adult/Youth-in-Transition-Activity 7: Goal-Setting and Success Related Web Sites: school.aol.com/highschool/college_career/index.adp 3. careerpronews.com Scenario(s): I have a friend who has been talking about taking a trip for 4 years now. For the last 3 years, he has also wanted to put up a fence in his back yard. He has good intentions, but something always comes up, like- I do not have the money - I do not have the time - I am going to wait till the fall - I got busy, etc. We call him the I should. We all have friends, family members, co-workers, or partners who do this. They are smart people with great potential but poor planning skills. Ask the clients if they know such an individual? How can these planning skills be improved? Activity 7: Goal-Setting and Success Bridges.com r 6

10 Name: Adult/Youth-in-Transition-Activity 7: Worksheet A - Goal-Setting Date: Here are two goals and the defined steps needed to complete these: Professional Goal- Complete an Office Technology Training Program in 1 year and get a job in the field using my new skills. Personal Goal- Buy a house in 5 years and take a trip to Florida in 3 years or less. Next Steps Things that you can do within the next few weeks that will lead you one step closer to your short-term goal. Research different training programs Visit the training program; get more information on the program Discuss financial aide options Short Term Goals Goals that can take you from your Next Steps on your way to your long-term goal. They usually are months to a year or two in length. Enter the training program Study hard Join an association for my field of study Research companies that hire for my field Do my resume; learn how to network with others in my field Complete the training program Long Term These goals usually are set for things that you want to achieve in the long term, usually 1 or more years. Get a job Be promoted in my career Buy a house Visit Florida and vacation on the coast Activity 7: Goal-Setting and Success Client s Goal: Remember to list barriers that may exist next to each goal. Potential Barrier Next Steps Things that you can do within the next few weeks that will lead you one step closer to your short-term goal. Short-Term Steps Goals that can take you from your Next Steps on your way to your long-term goal. They usually are months to a year in length. Long-Term Steps Are usually set for things that you want to achieve in the long term, usually 1 or more years. Bridges.com r 7

11 Name: Establish Your Goal: Is this a short-term or long-term goal? When do you want to achieve this by? Date: Timeline your goal(s) do an exercise charting personal time with paper, color and graphics. Put in dates, list events, add pictures if you want, list rewards that you will get when the goal is achieved, etc. Start + Adult/Youth-in-Transition-Activity 7: Worksheet B - Life Goals Pictorial Timeline Activity 7: Goal-Setting and Success + Completion Remember: Write your goal down and post it where you can see it. Chart your progress and talk about where you are with your goal. Reward yourself for completion of milestones in your progress. Be proud of your efforts and enjoy your success, because every step counts. Remember you can have more than one goal charted. Many goals will be interconnected, for example - going to Florida on vacation, buying a house and getting promoted can all occur simultaneously. Bridges.com r 8

12 Activity Overview: The client will write a combination resume based on his/her work history assessment or skills checklist. The Choices Resume Builder can also be used in this activity. Approximate Time: 45 minutes to write the resume on paper then 60 minutes to word process. Materials: Choices, echoices, action words, Combination resume, Activity 14 Worksheet-Combination skills resume, Work History or Skills checklist print out from Activity 2 Learning Objectives: 1. The client will review completed work history inventory or skills checklist lesson results. 2. The client will review the combination skills resume. 3. The client will write a combination resume using a computer and the Choices Resume Builder option. Activity Steps: 1. Discuss the purpose and the key components of a resume. 2. Discuss soft skills -SCANS Skills (time management, team work, responsibility) vs. hard skills (using a fax machine, driving a truck, word processing). 3. Have the clients review the skills resume sample, advantages and disadvantages of this resume and the sample list of action words: Option 1 use past assessments to formulate a resume. 1. Have the clients use the Combination Skills Resume Worksheet to organize their resumes and complete them on paper. Have the clients use their skills checklist or Work History printout to assist in developing their resume. The Skills Checklist is a self-inventory of har skills that a client possesses and the Work History is a skills profile completed in the Choices program based on a list of the client s past and current jobs. T T Adult/Youth-in-Transition-Activity 14: Resumes-Resume Builder and Combination Skills Resumes 2. Have someone on staff at the center word process the resume and save to diskette for the client to keep for the future. 3. Optional conduct a mock interview with the client or in groups to have him/her become more comfortable talking about the skills on their resume. 4. Using Choices: a. Direct the clients to the computers and have them double-click the Choices icon. b. Have them complete the registration process and print or pull out your previously saved Work History (Activity 2) and/or Skills Checklist (Activity 3). c. If you have completed the lesson on What All Employers Expect Employability and SCANS Skills Identification, you can use this as a resource for the resume also. 5. Using echoices: a. Direct the clients to go to the computers, have them log on to the Internet, go to and complete the sign-on steps. b. Open and print your previously saved Work History (Activity 2) and/or Skills Checklist (Activity 3). c. If you have completed Activity 12, this can also be used as a resource for the resume also. Activity 14: Resumes-Resume Builder and Combination Skills Resumes Bridges.com r 9

13 Resume Do s Adult/Youth-in-Transition-Activity 14: Resumes-Resume Builder and Combination Skills Resumes Option 2 Go to the Choices Resume Builder and have the program assist you in building a resume. 1.Using Choices: a. Direct the clients to the computers and have them double-click the Choices icon. b. Have them complete the registration process and click Planner. c. Click Resume Builder complete a resume. d. When finished, click See My Resume to preview. e. You can copy your resume to a word processor to format. Click Copy. f. Open your word processor, select Edit and click Paste. g. Format your resume and then save. 2.Using echoices: a. Direct the clients to go to the computers, have them log on to the Internet, go to and complete the sign-on steps. b. On the echoices opening page, look at the navigation list on the left. c. Under Planner click Planner Menu. d. Click Resume Builder. e. Complete this section. f. Click Print my Resume to preview. g. You can copy your resume to a word processor to format. Select Edit and click Select All. h. Click Copy. Open your word processor, select Edit and click Paste. i. Format your resume and then save. Related Web Sites: careerpronews.com Scenario(s): Jane Smith went in for an interview for a position as case manager/job coach for incarcerated youth. She was asked to tell the interviewer about herself. She began to discuss that she was a recovering alcoholic and so was her ex-husband. When the potential employer asked this question he/she was interested in getting Jane to discuss her past work experience and skills not her personal life. Jane should have talked about her skills and referred to the things listed on her resume. She also had the opportunity to discuss more in-depth the skills and work experience she has. The resume gets clients organized and gets them thinking about their skills and how they can discuss them during an interview. Do you want to know what happened to Jane? Well, Jane did not get the job, of course, because it was not appropriate discussing personal life situations during an interview. If she had talked about her skills and work history, she may have gotten the job, because she did have the necessary skills to be successful at the job. and Use the resume to organize you skills. Keep sentences short and simple. Use numbers or figures to express what you did on past jobs. Use indented and bulleted statement and words. Have resume word-processed. Proof read check for spelling. Use action words (see attached). State your job goal. Avoid the use of excessive I. Get comfortable talking about the resume. Don ts List salary or wages. Include photos. List references/relatives. Mention physical characteristics. Date your resume. Use negative words, like fired or let go. List problems of such as health, money or relationship, divorce, handicaps, and illness. Activity 14: Resumes-Resume Builder and Combination Skills Resumes Bridges.com r 10

14 Action Words accomplished achieved administered adhered affected analyzed applied appraised approved arranged built calculated catalogued communicated conceived constructed contracted created delegated demonstrated developed Adult/Youth-in-Transition-Activity 14: Resumes-Resume Builder and Combination Skills Resumes directed designed distributed directed encouraged enforced equipped evaluated executed formed formulated guided handled implemented improved influenced initiated installed interviewed instituted investigated managed maintained obtained observed organized originated performed persuaded planned prepared presented prevented produced proposed provided recommended recruited researched reviewed revised saved scheduled secured selected simplified sold solved stimulated strengthened structured succeeded summarized supported systemized tailored thought transformed transplanted translated turned united verified Activity 14: Resumes-Resume Builder and Combination Skills Resumes Bridges.com r 11

15 Jennifer Jones 123 Jones Street Everytown, TN (123) Adult/Youth-in-Transition-Activity 14: Combination Resume Major Work Experience: Research Gathered information on customer accounts to reconcile information and maintain accuracy of records. Familiar with database searches. Completed records research using different search criteria. Administration Hired and trained staff in various positions in the accounting department and the travel sales division. Develop a training guide for all new hirees in the accounting and travel departments. Financial Management Recorded, classified and summarized financial data and records according to accounting standards and company procedures. Sales and Correspondence Presented written and oral material on sales plans and options. Wrote communications to management, other staff, and customers via and letters. Wrote monthly reports and documented customers inquires in the company client database Present Bennington Resort Accounting Company Managed the East Coast Resort Sales accounting division. Trained and hired all department staff. Reported outcomes and objectives monthly to the division office. Maintained the financial records and standards for all clients using the company s accounting services Bennington Resort Accounting Company Presented sales and accounting services for resorts interested in accounting sales management services. Developed and closed sales. Wrote service proposals for businesses. Developed and reported on sales plans and trained clients on service products Easy Accounting Service Performed general accounting and reconciliation services for the retail division. Education: Business College, Activity 14: Resumes-Resume Builder and Combination Skills Resumes Bridges.com r 12

16 Please Print Use Pencil Name: Telephone: Employment Objective: Adult/Youth-in-Transition-Activity 14: Worksheet-Combination Skills Resume Address: Skills Lists (Choices Work History Profile transferable work content skills printout) Soft Skills SCANS Skills List (Team Work, Responsible, Leader, Problem Solver, etc.) May want to use the module on What all Employers Expect to have client establish a list of SCANS/Foundation skills. Work History/Past Jobs (list the most current job first) Job Title Company City State Start-End Dates 1. Job duties: 2. Job duties: 3. Job duties: Education and Training Degree/Certificate School City State Year Association/Clubs/Memberships/Awards Activity 14: Resumes-Resume Builder and Combination Skills Resumes Bridges.com r 13

17 North America s leading provider of education and career planning solutions B Hwy 97 N, Oroville,WA tech-support@bridges.com Choices is a registered trademark of Human Resources Development Canada (HRDC) and is used under license by Bridges.com Inc. Bridges.com and design are trademarks of Bridges.com Inc. Copyright 2003.All Rights Reserved