LP4 Job Qualities and Skills (2 of 2)

Transcription

1 Aims: Setting: ACEG Framework: To work together To organise jobs into categories To develop career-related vocabulary To encourage lateral thinking regarding jobs To enhance job awareness To test previous understanding about job families Education or any information, advice and guidance setting with internet access Elements for careers and work-related education: Finding out about careers and the world of work Investigating jobs and LMI Developing skills for career management and employability Preparing for employability Prior learning: Preparation and resources: The group should be familiar with the vocabulary for job qualities and skills and how these can be grouped. This activity can use the outcome from the Job Qualities and Skills lesson, or use the categories provided at the foot of the Job matching sheet. This lesson plan has been written to work with the Original Talking Jobs Module of 40 case studies and the original 32 questions. If you are using another module you will need to adapt the lesson plan accordingly. Classroom or ICT suite with internet access The Job matching sheet one each The The Original Module Job List sheet one each Flipchart paper/whiteboard Marker pens Prepare for group work by displaying the categories below P = People skills influencing, negotiating, teamwork PH = Physical athletic, outdoors, active T = Technical requiring specific skills, lab work, hairdressing TR = Transferable portable skills which can be used in a variety of settings Suggested process: Introduce the session by bringing group s attention to the skills categories, above. Divide into groups of four and give each group a piece of flipchart paper and a pen. Ask for one member of each group to be scribe and get them to reproduce skills grid onto their sheet. They must leave enough space under each heading to write things. Dividing the sheet into quarters will help. Ask them to consider what sort of jobs fall under any or all of these headings, and record them under the appropriate box. If they don t realise at this stage don t inform them that transferable skills / employability skills overarch the other three categories. See if they can work this out for themselves. Draw groups together for feedback. Was it hard for them to come up with job titles? Did they realise that transferable skills were not specific to a particular job or family of jobs?

2 Then allocate a letter A, B, C or D to each student, and then give each the corresponding table with The Original Module Job List and a Job matching sheet. Each person should then copy their list into the Job Title column on the Job matching sheet. Login to and match the jobs on the Job matching sheet to the skills categories and give a reason for their choices. Draw their attention to the hint also found at the bottom of the Job matching sheet listing useful question numbers (4, 6 and 7) to watch and to listen to. In the final column, entitled Job family, copy the family each job belongs to taken from the pop-down information buttons on As a final activity pair up those with the same list of jobs and compare the following: Did they agree on the skills categories for their jobs? Which jobs were the most difficult to categorise? Which jobs were easy to categorise? Take feedback from pairs and explain the job family groupings. Evaluation: The success of this activity can be evaluated by the quality of the evidence provided regarding occupational knowledge. Ask each group what they have learnt about the differences and importance of skills. Ask each group to identify all seven employability skills. 2

3 The Original Module Job List Table A Table B 1 Architect 2 Barrister 3 Building Surveyor 4 Bus Depot Manager 5 Butcher 6 Chartered Accountant 7 Chef 8 Child Minder 9 Civil Servant 10 Dentist 11 Doctor 12 Engineer 13 Farmer 14 Graphic Designer 15 Hairdresser 16 Internet Developer 17 IT Support Analyst 18 Lab Manager 19 Lecturer (FE College) 20 Librarian Table C 21 Management Consultant 22 Mechanic 23 Midwife 24 Musician 25 Plumber 26 Police Officer 27 Producer 28 Programmer 29 Recycling Plant Operative 30 Risk Manager Table D 31 Robotics Engineer 32 Security Guard 33 Social Worker 34 Speech Therapist 35 Sports Centre Manager 36 Teacher (Secondary School) 37 Theatre Manager 38 Train Driver 39 Weather Forecaster 40 Welder 3

4 Job matching Job title Qualities & skills category Job family CATEGORIES P = People skills or qualities that allow someone to work well with other people, as part of a team, and/or work well with clients and customers PH = Physical skills and qualities T = Technical skills and qualities that are linked to knowledge of how to do something TR = Transferable skills and qualities that are important for all jobs HINT: Try exploring the questions covering people s like, and dislikes, about work. 4

5 The Original Module Questions 1 Please tell us your name, and what you do for a living. 2 Please describe a normal day... 3 What made you want to become a [ ]? 4 What do you most enjoy about your job and why? 5 Describe the importance (or not) of teamwork in your job. 6 What s the hardest thing about your job and why? 7 What do you least like about your job and why? 8 What working hours do you keep? 9 If you had not become a [ ] what else might you have done? 10 Before becoming a [ ] did you have any other careers? 11 How does your job effect, or impact on, your life outside work? 12 What are the next steps you would like to take to get on in your career? 13 How would you describe your standard of living? 14 As a child what did you want to be when you grew up? 15 at school; what did you think of it? 16 What did you enjoy most, and least, about school? 17 What qualifications did you have when you left school and how old were you at the time? 18 What kind of training did you do to become a [ ]? 19 How long did it take you to train as a [ ]? 20 What did you enjoy most about your training? 21 What was the hardest thing about your training? 22 What didn t they tell you about being a [ ] during your training? 23 Tell us something about your family background. 24 What sort of work did your parents, or carers, do? 25 How important were education or getting qualifications considered to be by your family (carers)? 26 Who (if anybody) gave you the most encouragement about your schoolwork? 27 Please tell us something about your life situation. 28 What do you do in your spare time? 29 Do you have any personal goals that you are working towards? 30 What would you say to young people, still at school, just starting to explore the world of work? 31 What do you think makes for a happy working life? 32 If you had one piece of advice to offer young people watching this, what would it be? 5