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Workplace Essential Skills Training Module

Sample Workplace Essential Skills Lesson Plan #2

Reva Fleischman
Hamden Adult Education
Hamden, CT

Short Lesson

Title

Writing a Resume

Level / Group

I teach a Career Transitions class at a community center in the town of Hamden, CT. It is an 18-week course. There are 18 students in my class. One is a high school graduate. Six are in the local high school credit diploma program. They will receive 2 and 1/2 credits upon successful completion of the course. The remaining 11 students are pursuing their high school diploma. Five should obtain these diplomas in May. The remaining six will continue working on the improvement of their skills, with the goal of a high school diploma in the future.

Most of the students in my class are employed, some with two jobs. All are interested in finding better employment through training programs and/or certificate or degree educational opportunities at the local community college. We meet on Tuesdays and Thursdays from 9:00 to 1:00, in this particular course, and all students are required to attend Monday and Wednesday ABE classes or Adult High School classes.

Subjects

• resume writing
• action word choice for resumes

Duration

3 hours (part of an ongoing unit on employment skills)

Materials

• Workplace Essential Skills - video #4: "Resumes, Tests, and Choices"
• Workplace Essential Skills online (http://www.pbs.org/literacy) - Employment Strategies, Unit 4
• Workplace Essential Skills workbook - pages 65-73 and 180-181

Goals

Learners will:

• -understand the purpose of resumes and learn how to write one
• -gather pertinent information to put into resumes
• -create an online resume
• -create a formal hard copy resume

Procedure

1. Discuss what a resume is. Why is it important?
2. Give learners pages 65-68 from the WES workbook. Read and discuss in class. Review vocabulary on page 68. Clarify any questions.
3. Show first 15 minutes of video #4.
4. Discuss the importance of using appropriate action words in a resume.
5. Discuss the importance of the presentation of resume (no typos, etc.)
6. Assign students to complete pages 69-73 in WES workbook.
7. Look at pages 180-181 from WES workbook.
8. Assign students to make a rough draft of a personal resume.

Products and Assessment

Students will:

• have a professional looking resume they can give to prospective employers,
• gain proficiency in completing an online resume, and
• gain proficiency at using Microsoft Word "Resume Wizard."

Possible Roadblocks/Solutions

A roadblock that I frequently encounter is the issue of some students not completing assigned work. When this happens, it can delay the entire class. Another roadblock is that some students are far more competent in computer skills. Those less competent need more help. The computer lab coordinator and the two team teachers in the class spend considerably more time with the needier students. The more skillful (in computer) students' needs may not be met.

A solution to the first roadblock is that I could let those who have completed the assigned work go to the computer lab to complete drafts of their resumes. Those who did not complete assigned work must stay in the classroom to finish the assignment. Those who finish the lab portion of their resume may leave early, while those who did not must stay until they finish, or arrange to come to the computer lab after hours. The prospect of leaving early is very appealing to most students.

A possible solution to the second issue is to have the group divided so that the students that require more help can have additional time and attention without the pressure of trying to keep up with the faster (more computer savvy) students.

Short Lesson Pilot - Report

The entire activity worked very well. We did not watch the entire video, as it was a bit long, and it involved other topics we were not currently working on.

The learners responded positively to the activity. We first did the BEFORE YOU WATCH workbook pages, then watched the video, then did the AFTER YOU WATCH workbook pages.

The activity addressed my questions about the effectiveness of this multi-modality process. I found it a nice change from the usual process of instructor lecturing. After we watched the video, we could all discuss how we felt about particular aspects of resume writing. The learners did not feel embarrassed to critique the instructor (or speakers) on the video, whereas they may have felt shy about taking issue with something I said.

I see no changes that I would make at this time.

Expanded Unit

The goal of the mini-lesson was to write a resume. We could use this lesson as a foundation for a larger unit in communication and writing in the workplace.

I would use Unit 3, APPLYING FOR JOBS, for work on the application process and completing job applications.

I would use Unit 13, A PROCESS FOR WRITING, to sharpen writing skills and practice using appropriate language.

I would use Unit 15, WRITING LETTERS AND MEMOS.

I would use Unit 18, FOLLOWING DIRECTIONS, to discuss the importance of following directions properly.

For all these units, I would use corresponding workbook and online resources.

Extension Activity 1

Applying for Jobs (Unit 3)

Watch video, fill out applications, critique applications, rewrite with corrections. Discuss how employers screen job seekers. (WES workbook - pages 52-63)

Extension Activity 2

A Process for Writing (Unit 13)

Watch video, complete corresponding workbook pages (96-107). Discuss what it takes to become an effective writer.

Extension Activity 3

Use Unit 15 to inform learners about writing memos and letters. Complete WES workbook pages 136-147. This will sharpen writing skills.

Extension Activity 4

Use Unit 18 to inform learners about the importance of following directions. Complete pages 58-69 in the WES Reading workbook. Discuss how it is important to write directions and information as well as read directions and information.