Solution Manual For Career Achievement Growing Your Goals, 4th Edition Karine Blackett Chapter(1-9)

Solution Manual For Career Achievement Growing Your Goals, 4th Edition Karine Blacket Chapter 1-9

Chapter One: Jump-Start Your Career Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. Affirmation Exercise 2. Solutions to Career Blocks Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Develop a career mission statement based on your career goals. Chapter 1 guides the student through a variety of self-assessment tools aimed at developing student competency in drafting career mission statements (text page 4 and 27).

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Learning Outcomes (text page 4; ppt 2) 1. Differentiate between a job and a career.

2. Determine how to manage your career.

3. Recognize the role of effective goal setting in relation to career success.

4. Understand the importance of having a career mission before you create a career plan.

Lecture Outline LO 1-1: The Difference Between a Job and a Career (text pages 6 – 11; ppt 3, 4) LO 1-2: Managing Your Career (text page 11; ppt 5) Self-Check 1-4 (text page 13; ppt 6) LO 1-3: The Importance of Effective Goal Setting (text pages 13 – 28; ppt 7) You Need Goals (text pages 13 – 15; ppt 8) Writing Down Your Goals (text page 15 – 18; ppt 8) Attitude and Self-Talk (text pages 19-21; ppt 9) Affirmations (text page 21; ppt 9) Self-Check 5 – 7 (text page 21; ppt 10) Smart Goals and Stretch Goals (text pages 21 – 24; ppt 11, 12) How Smart Goals Work (text pages 22 - 23; ppt 11, 12) How Stretch Goals work (text pages 23 – 24, ppt 12) Self-Check 8 – 10 (text page 24; ppt 13) Achieving Your Goals (text page 24 – 28; ppt 14) LO 1-4: Your Career Mission Statement (text pages 28 – 32; ppt 15) Creating a Portfolio (text page 30; ppt 16) Self-Check 11-13 (text page 30; ppt 17) Chapter Summary (text page 32; ppt 18) Skill/Term Check (text page 32; ppt 19) Key Terms (text page 33)

Lecture Notes LO 1-1: The Difference Between a Job and a Career (text pages 6 – 11; ppt 3, 4) NOTES: Challenge students to explain the statement: ―Do what you love, and the money will follow.‖ Lead the discussion about this statement to the definitions of job (a work situation for earning money), career (a profession built on skills, passions, experience, education, and preferences), and avocation (an activity or hobby done for enjoyment) (ppt 3), and gig economy (a job outside traditional work used to get by and pay bills) (ppt 4). Students should conclude that putting these elements together guides a person’s career mission. Career Coach 1.1 (text page 7) provides data supporting the success of the strategy of aligning personal interests and talents with career goals.

LO 1-2: Managing Your Career (text page 11; ppt 5) NOTES: Review ppt 5 elements of career management: life-long process, under control, reflects values, talents, gifts, passions. Get students started answering the Exercise 1.1 personal clues questions (text page 12). Direct students to relate these personal clues to ―doing what you love‖ using the Cyber Trip 1.1 survey (text pages 12 – 13).

LO 1-3: The Importance of Effective Goal Setting (text pages 13 – 28; ppt 7)

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You Need Goals (text pages 13 – 15; ppt 8) NOTES: Emphasize the point that goals provide structure to activities. That structure enables high performance. A new point you can teach in this section is that the human brain is teleological. The definition of teleological is goal-directed behavior. Like heat seeking missiles, the human brain loves goals and loves to attain goals. Without a goal there is nothing for the human brain to aim toward. That is why it is important to set goals in all areas of one’s life, including career.

Writing Down Your Goals (text pages 15 – 18; ppt 8) NOTES: Stress the facts that the activity of writing is an aid to forming one’s thoughts and that forming thoughts is the beginning of structuring actions (ppt 8). As described in Career Coach 1.2 (text page 17), the writing is a first step in forming new behaviors. Review the important success principle (text page 14) to begin thinking of career goals with the end result in mind.

Exercises of ―working backwards‖ help to shape subconscious thought patterns into goaldirected (teleological) behavior. Direct the students to complete Exercise 1.2 (text pages 17 – 18).

Attitude and Self-Talk (text pages 19 – 21; ppt 9) NOTES: Review and stress that attitude is an important determining factor in career success and that self-talk is an important tool to master the mental chatter that gets expressed as ―attitude‖ (ppt 9). Ask the students to distinguish between ―happy‖ and ―constructive‖ thoughts.

Which are more important to train and why? The students should understand that constructive thoughts keep people focused on outcomes and actions. Encourage students to use Exercises 1.3, 1.4, and 1.5 (text pages 19 – 21) to gain mastery over a variety of self-defeating thoughts such as ―I can’t‖ or ―I should‖ or ―What if I fail?‖ Affirmations (text page 21; ppt 9) NOTES: Define ―affirmation‖ as a positive statement (text page 21; ppt 9). Emphasize that affirmations are enormously powerful. They are one of the most simple and basic tools we use to change the quality of our lives. Affirmations essentially retrain the brain including the beliefs that lead to habits. There are specific ways that affirmations should be written to maximize results. The subconscious only sees things in terms of the here and now. That is why they should be written in present tense. Even if your students feel odd about writing statements about things that have not happened, that is how affirmations work. They begin the process of causing the motivation that pulls us toward the goals that have been established.

Here are the basic guidelines for effective affirmation writing: Positive. Write about what you want, not what you don’t want.

First person. Use words like I or me in your affirmations. In a sense, you cannot affirm for someone else, so effective affirmations tend to start with ―I am, I have, or I do‖ Emotion. Add power words to your affirmations to make them stronger and more emotional.

Power words are action words such as: magnificent, achieve, confident, fearless, etc. Emotion is immensely powerful and is an essential component of effective affirmation writing.

Present tense. The mind thinks in the now. So, write future goals as if they are happening right now. Take words such as ―will‖ out of your affirmations. Instead of writing, ―I will attain my career goals,‖ write, ―I easily achieve my career goals.‖ Short. Keep your affirmations short and simple. This makes it easier for the brain to assimilate the affirmation.

Somewhat realistic. Like in the SMART goals below, affirmations should stretch the imagination while staying within the realm of possibility. The rule of thumb is that if you know

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how you will get your affirmation accomplished, it is too small.

Time. You might add an element of time to the affirmation to increase the motivation. For example: ―I have an outstanding, winning resume completed September 20, 20XX,‖ or ―within 2 weeks.‖ Some experts argue for the due date and others say it is not necessary. The date is a marker and should not be thought of as a failure if the deadline is not met. Rather, the deadline helps motivate us toward our goals.

Leave comparisons out. Affirmations are not powerful if they use comparisons. For example: ―I now earn as much as Joe Smith‖ is not a good affirmation. Comparisons are ineffective for affirmations. You can use others’ accomplishments to set the bar for yourself but make the affirmations personal.

Smart Goals and Stretch Goals (text pages 21 – 24) How Smart Goals Work (text pages 22 – 23; ppt 11, 12) How Stretch Goals work (text pages 23 – 24, ppt 12) NOTES: SMART Goals and Stretch Goals Review ppt 11: Specific Measurable Attainable Realistic Tangible SMART goals get results and spell out an easy formula to instruct students. For some students, this section will be a review and they will need only to apply the technique to career goals.

Others will need to practice writing SMART goals and understand why they are important (text page 23; ppt 12; Exercise 1.6).

You want to teach your students to set goals that are stretch goals (text pages 23 – 24; ppt 12).

This will create the energy and drive for the subconscious to go after them. If you know how you can get to a goal, it is not a stretch goal. An example you can discuss with the class is: If you are earning ten dollars an hour, then to set a goal of earning eleven dollars an hour is not a stretch. That would happen in time anyway. However, to set a goal of earning 20 dollars an hour is a stretch goal. Conversely, if you set the goal too far out on the horizon, you risk losing the energy to act upon it. Like a paradox, you need to make a realistic stretch goal!

Achieving Your Goals (text page 24 – 28; ppt 14) NOTES: Review ppt 14 and have the class discuss sample answers for Exercise 1.7 (text pages 25 – 26), the five steps to achieving goals: 1. Write down what you don’t want; 2. Write down what you do want; 3. Write your SMART goal statement;4. Use tools like self-talk and affirmations; 5. Focus and take action. Emphasize the Career Coach 1.3 (text pages 26 – 28) points that what you produce the most of is the object of your mental attention and that the habit of positive thoughts is 51% of success. 6. Have the class to discuss the Career Hacks (text page 27 – 28). Ask them to pick a career hack and describe how it might help someone to set goals for career success.

LO 1-4: Your Career Mission Statement (text pages 28 – 32; ppt 15. 16)

NOTES: A Career Mission Statement is the culminating exercise for this chapter and the first portfolio assignment (text page 30; ppt 16). It is important that you stress that the Career Mission Statement is a work in progress and by the time the course is over it will be more refined. For now, it is essential to start someplace! You might send your 4 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

students to several company or industry Websites to view corporate mission statements, so they get a feel for the purpose and wording of mission statements. Also, consider using a picture of an umbrella (Figure 1.2, text page 29) when lecturing about the mission statement. The umbrella is the overarching purpose of their career goals. It needs to be big enough to encompass many career goals.

Discussion Questions with Suggested Answers 1. Affirmation Exercise: At the top of a class board, draw a vertical line. On one side write the word ―Affirmations.‖ On the other side write the words, ―Thank you.‖ The first column is for your students to brainstorm affirmations, especially affirmations that are desirable to start using daily. Examples are ―I always keep my word,‖ or ―I am dependable,‖ or ―I have a talent.‖ As you write them down, ask the students to notice any thoughts or feelings they might have. Thoughts and feelings might be positive or negative. If someone thinks, ―Ya right, I never get what I want,‖ then put that statement on the ―Thank You‖ side. The ―Thank You‖ side should start to fill up with some thoughts of resistance. This is important awareness work. These are core beliefs or feelings to be aware of so they can be changed. Point out that awareness is often 50% or more of the solution to any problem. Thank you in and of itself is a transformational tool. Explain to students that even if they don’t get exactly what they affirm, if they do the work, and use the tools, they will find themselves achieving or having what they affirm or better. The goal is to find what is perfect and right for you.

Jim Carey is another example of someone who has a remarkable story regarding the success of goal setting and affirmations. Mary Morrissey authored an article, ―How to Achieve Your Goals Inspired by Jim Carrey‖ posted on the Brave Thinking Institute blog (https://www.bravethinkinginstitute.com/blog).

To help your students with the affirmation exercises specific to careers you might want to check out this website: https://the strive.com/affirmations-for-success/ 2. Solutions to Career Blocks: In this discussion exercise, have your students look at their career goals and write down possible obstacles that might prevent them from succeeding. Then share some of these goals and obstacles with the class to brainstorm solutions.

On a classroom board (or students can do this individually or in groups on paper), draw a line down the middle and a bar across the top. Then make two headers for the different columns.

You can work with one career goal at a time or use this activity for many career goals.

Goal

Obstacle

Solution

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Identify possible obstacles for career goal(s) in a list on the left and then have the class brainstorm possible solutions to those obstacles on the right side. Try to get the students involved with relying on each other for brainstorming solutions.

Answer Key: Self-Check Questions (text pages 13, 21, 24, 30; ppt 6, 10, 13, 17) (text page 13; ppt 6): 1. What does J. O. B. stand for? Ans. Just Over Broke.

2. What is the difference between a job and a career? Ans. A job is a work situation for earning money. A career is a profession built on skills, passion, education, experience, and preferences.

3. Explain the statement, ‖Do what you love, and the money will follow.‖ Ans. A fulfilling career should not be guesswork. Talents and natural interests are keys to building successful careers.

4. Define Gig economy and give an example. Ans. The Gig economy is one in which workers who suddenly experience less (or no) income, take jobs (gigs) to pay their bills.

One example is the Gig economy resulting from the Pandemic when many either lost their jobs or had their hours cut.

(text page 21; ppt 10) 5. How does writing down your goals affect your ability to achieve them? Ans. Writing down goals alerts the brain to pay attention to related actions in achieving them.

6. Explain how constructive self-talk can help you reach your goals. Ans. Constructive selftalk keeps you mentally focused on outcomes and on taking actions to achieve them.

7. Define affirmations and explain their purpose. Ans. An affirmation is a conscience, positive statements about oneself, even if it is not true at the moment. Affirmations are tools to create constructive self-talk. (text page 24; ppt 13) 8. What does the acronym SMART stand for? Ans. Specific, Measurable, Attainable, Realistic, Tangible 9. What is a stretch goal? Ans. A goal that is large enough to create the energy and motivation needed to achieve it, but not so lofty that it is unattainable.

10. Why is it important to set new goals once you get close to achieving your current goals?

Ans. Without new career goals, people can ―shut down‖ and then flounder in their chosen career. (text page 30; ppt 17)

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11. Why is it important to determine your career mission statement before creating your career path? Ans. It is a broad statement of intent that will encompass all your career goals and will aid in achieving them. It helps make sure your career journey is on track and purposeful, not job hopping trying to find the right one.

12. What is a portfolio and when is it used? Ans. A portfolio is a grouping of documents (hardcopy or electronic). It can be used during the job search to elaborate and demonstrate one’s skills and accomplishments.

13. After reading this chapter, how can you examine your goals to make a better career choice? Ans. The mission statement should be broad enough to do many jobs with your skills and experience, yet specific enough to keep out what you do not want to do.

Answer Key: Skill/Term Check (text page 32; ppt 19) 1. What is the difference between a job and a career? Ans. (LO 1-1; text page 6; ppt 3, 4).

A job is a work situation for earning money. A career is a profession built on skills, passion, education, experience, and preferences.

2. Can career management be learned in a classroom? Ans. (LO 1-2; text page 11; ppt 5) No. It is a life-long, controlled process.

3. Why is it important to have career goals? Ans. (LO 1-3, text pages 13 – 15; ppt 7, 8) They are purposeful and forward moving. Without goals humans do not flourish.

4. How can changing your self-talk assist you in attaining your career goals? Ans. (LO 1 – 3; text page 19; ppt 9) You can control mental chatter to develop self-mastery.

5. What is the purpose of a career mission statement? Ans. (LO 1-4, text pages 28 – 32; ppt 15) It is a brief description of your overall career purpose.

Chapter Two: Skills and Interests―Your Career Assets Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. Personality Tree Group Exercise 2. Achievements and Accomplishments Exercise

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Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Take an Inventory of your values, personality, and skills. Chapter 2 helps the student identify possible career paths that match personal goals, strengths, interests, and achievements. (text pages 34 and 46; My Portfolio 2.1; ppt 7 - 10).

Learning Outcomes (text page 34; ppt 2)

5. Describe and provide examples of your values, interests, and personality as they relate to obtaining employment.

6. Define the terms soft skills and adaptive skills and explain their importance in jobseeking and career achievement.

7. Understand and provide examples of hard skills and transferable skills.

8. Identify your skills gap.

9. Match your degree to your goals and career possibilities.

Lecture Outline LO 1-5: Your Values, Interests, and Personality (text pages 36 – 42; ppt 3 – 5) What Do You Value? (text pages 36 – 41; ppt 4) Your Unique Personality (text pages 41 – 42; ppt 5) Self-Check 1 – 3 (text page 42; ppt 6) LO 1-6: Soft Skills and Adaptive Skills (text pages 42 – 44; ppt 7 – 8) LO 1-7: Hard Skills and Transferable Skills (text pages 44 – 50; ppt 9 – 12) Job-Specific Skills (text pages 45 – 46; ppt 10) Achievements, Accomplishments, Honors, and Awards (text pages 46 – 48; ppt 11) Your Brand Identity (text pages 49 – 50; ppt 12) LO 1-8: Identify Your Skills Gap (text pages 50 – 51; ppt 13) Self-Check 4 - 6 (text page 52; ppt 14) LO 1-9: Match Your Degree to Goals and Possibilities (text pages 52 – 53; ppt 15) Chapter Summary (text page 54; ppt 16) Skill/Term Check (text page 54; ppt 17) Key Terms (text page 54)

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Lecture Notes LO 1-5: Your Values, Interests, and Personality (text pages 36 – 42; ppt 3 – 5) What Do You Value? (text pages 36 – 41; ppt 4) NOTES: Stress the importance of making sure your students’ values are aligned to their workplace values. It is a good idea to solicit examples. Examples could be, ―Does your place of employment have a Mission Statement? What is it? What activities or policies are in place to make sure all employees are on board?‖ Ask students if they know of anyone who changed careers or workplaces due to a clash in values? Ask for insight on why people burnout and change employment.

Guide the students through Exercise 2.2, text page 40: Five People You Admire This is an exercise to help students see the characteristics in themselves that they value.

Directions: Have your students make a list of 5 people (dead or alive, fiction or real) whom they admire. Next to the name of the character or person, have them list the characteristics they admire about each person. They also make a list of characteristics they feel they have. Finally, they make a list of only the characteristics. This is a list of qualities they value in themselves and others. If they tell you they don’t have that quality (from another person on their list), you can explain that the quality must already exist in them to some extent, or they would not identify with it.

Your Unique Personality (text pages 41 – 42; ppt 5) NOTES: You might want to introduce the students to personal self-examination with Discussion Question 1 below (IM page 6), the Personality Tree Group Exercise.

Personality assessments categorize traits to be able to compare them to workplace characteristics. The Cyber Trip 2.1 (text pages 41 - 42) and Cyber Trip 2.2 (text page 42) provide a model inventory tool for students. Discuss Cyber Trip 2.2 details in class.

Self-Check (text page 42; ppt 6) LO 1-6: Soft Skills and Adaptive Skills (text pages 42 – 44; ppt 7 – 8) Skills Vocabulary NOTES: Soft skills, or adaptive skills, are work style attributes that relate to a person’s ability to function on the job. Skills such as communication and teamwork are soft skills.

Have your students give quantified examples of three adaptive, soft skills. Use the following chart for examples.

Adaptive Skill Punctual Team player Energy management

Adaptive Skill example (quantified) No absent days for a full year at company; Perfect attendance in college Worked on over 30 team projects in last year Performed the work of two employees while one was on maternity leave.

LO 1-7: Hard Skills and Transferable Skills (text pages 44 – 50; ppt 9 – 12) Job-Specific Skills (text pages 45 – 46; ppt 10) NOTES: Job-specific skills are hard skills that are learned in education or training courses. They include laboratory, computer, accounting, and word processing skills. The easiest place to identify ―in-demand‖ job-specific skills is by looking at want ads. Many of the skills required for a position will be listed in the ad. Have your students bring in a copy of their current job

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description. This will help them identify their job-specific skills.

Have your students give quantified (add numbers) examples for three of their job-specific skills. The following chart is an example:

Job-Specific Skill Computer skills Accounting skills Handling Money

Job-Specific Skill example (quantified) Proficient in Excel, PowerPoint, HTML and Quick Books Proficient at preparing, analyzing, and verifying annual reports.

Accurately ran cash register with over $2500.00 in daily sales.

Achievements, Accomplishments, Honors, and Awards (text pages 46 – 48; ppt 11) NOTES: Focus on having the students identify accomplishments such as finishing assignments on time or meeting revenue goals. You might use Discussion Question 2 below for a class exercise, the Achievements and Accomplishments Exercise.

Your Brand Identity (text pages49 - 50; ppt 12) NOTES: You might use a Personal Brand Identity Motivating exercise (est. time 10 min) to set the tone for this lecture (see text pages 49- 50). You can use the mini quiz on popular slogans to demonstrate brand recognition. This will start the creative process for your students to create their own personal brand identity in their job search.

Directions: You say the slogan or icon description and have the class guess the product.

Brand Product Golden arches McDonalds Just do it Nike Melts in your Mouth, not in your hands M&M Eat Fresh Subway The Fresh Make Mentos Isn't life delicious Life Savers Smiley Face Wal-Mart Where a kid can be a kid Chucky Cheese Can you Hear Me Now? Verizon Real magic Coca-Cola LO 1-8: Identify Your Skills Gap (text pages50– 51; ppt 13) NOTES: Most people have some areas of gaps between their skills and the needs of a desired job. In many cases, the education or experience to close the gap can be obtained on the job or with limited outside course work (such as an advanced class on using PowerPoint).

Taking personality assessments and identifying skills is one way for students to learn more about themselves and to identify their skills gaps. Once those have been clarified, they will be more satisfied with their outward results: their career. You are coaching students to career success by deliberate intention and creation versus default. The work they are doing in these early chapters will pay off, and that is why it is so important to help them understand the value of self-assessments and identifying their skills, values,

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and accomplishments. For example, businesses regularly take inventories, so they know where they stand. If they did not, they could end up with disastrous results. They need to know what inventory they have, what they need to add, and what they need to unload.

One final thought on this subject: remind your students that assessments are merely snapshots of the moment; they are always the best expert on themselves. If they find that they don’t agree with the results of certain assessments, that is simply fine. They can take what works for them and leave the rest.

“You are always the expert on you. It is your life, and you get to decide.” ~Dr. Kari Blackett LO 1-9: Match Your Degree to Goals and Possibilities (text page 52 – 53; ppt 15) NOTES: College students tend to consider more than one career choice. This text section has a dual purpose. First, your students need to make sure they are in a major suited to their skills, desires, and goals. Second, they should have an awareness of the careers and opportunities available for their major. Cyber trip 2.4 (text page 52) is an excellent starting point for them to begin to identify those available careers.

Cyber Trip: The University of South Alabama has another site for exploring the career opportunities for types of majors. It is entitled, “Career Services Virtual Assistance” https://www.southalabama.edu/careerservices/explore.html

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Discussion Questions with Suggested Answers 3. Personality Tree Group Exercisei (30-60 minutes): This exercise is from the Website Business Balls, free exercises.

Directions: Split the class into teams of three to five people. Explain there is not necessarily any psychological correlation between what you are asking the group to do and the personalities of the group (it's a bit of fun). The purpose of the activity is to develop personal self-awareness, to develop mutual awareness among the class members, to stimulate feedback from other team members, and generally to assist team building and bonding through getting to know each other better. The exercise is simple: Issue each team of 3-5 people colored pens, markers, or crayons and a sheet of paper per team member. Each team member's task is to draw a tree on their sheet. The tree must include root system, trunk, branches, leaves, buds, fruit, flowers, and thorns. After (or before - the choice is yours) the trees are drawn use this 'key' to ask the participants to think about their trees in terms of their:  Roots = their life influences and beliefs  Trunk = life structure; particularly aspects that are quite firm and fixed  Branches = relationships and connections, directions, interests, how they spend time  Leaves = information and knowledge and sources thereof  Buds = their ideas and hopes for the future, and their potential  Fruit = their achievements  Flowers = what makes them special, their strengths  Thorns = challenges, threats, and difficulties Ask team members to share the meaning of their drawing with members of their teams.

Emphasize the usefulness of empathic listening and non-judgmental feedback. Items can be removed or altered if they are not relevant to the situation.

4. Achievements and Accomplishments Exercise A straightforward way for your students to identify accomplishments is to consider their current position or jobs they have recently had. They can also identify accomplishments from projects they worked on in college, service groups, or in volunteer work.

Have each of them list three of their accomplishments from any of their positions.

Prompt them with following questions:  Where did you excel in this job?  What brought you the most job satisfaction from this position?  What contributions did you bring to the organization?

Have the students share their accomplishments. You might write them down on the class board. Try to obtain a wide variety.

Answer Key: Self-Check Questions (text pages 42, 48; ppt 6, 14) (text page 42; ppt 6):

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1. How can being more aware of your personality and values help you in your career, or when job hunting? Ans. Match your job-related inventory of values, personality, and skills against a company culture and/or job requirements as a guide to assessing a career match.

2. What are three things you learned about yourself from the assessments on personality or on values? Ans. Answers will vary. Some important personal values might be 1. high-bonus potential or steady salary, 2. working on your own or working with people, 3. opportunity for advancement or continuing education opportunity.

3. Finish the following statement in your own words: If you want to make money, you should find work that you… Ans. Suggested answer is love or are passionate about. A fulfilling career should not be guesswork. Talents and natural interests are keys to building successful careers. (text page 52)

4. Name three qualities that employers look for in a worker. Ans. Answers will vary (text page 44). Some qualities are 1. interpersonal skills, 2. computer skills, 3. flexible/adaptable. Most employers look for the adaptive skills no matter what: people they can count on, who are honest, dependable, and hard workers and most of all candidates with great attitudes! They will often be willing to train for skills that are lacking if they find the right candidate.

5. Consider the three qualities you chose above. What type of skill is each quality?

Ans. Interpersonal skills and flexible/adaptable skills are adaptable, soft skills.

Computer skills are technical skills.

6. What are some ways you can use your skills-gap identification information? Ans. Some ways to use this information is to arrange for further training, on and/or off the job, and to revisit/revise your career plan for realistic next steps and stretch goals.

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Answer Key: Skill/Term Check (text page 54; ppt 17)

1. Describe how being more aware of your personality, values, and interests assists you in finding a great career fit. Ans. (LO 2-1; text page 36; ppt 3) Match your jobrelated inventory of values, personality, and skills against a company culture and/or job requirement as a guide to assessing a career match.

2. Explain the difference between hard and soft skills and provide two examples of each term. Ans. (LO 2-2; LO 2-3, text pages 41 - 48; ppt 7 - 9) Hard skills are technical skills such as computer skills and bookkeeping skills. Soft skills are adaptive skills related to work styles such as listening skills and time management.

3. Explain transferable skills and provide two examples. Ans. (LO 2-3, text page 44; ppt 9) Gain transferable skills from experience such as decision making and supervising.

4. Define skill gap. Explain how you might close this gap. Ans. (LO 2-4; text page 50 51; ppt 13) The skills gap identifies the specific skills you need to acquire to obtain your desired job. You can close this gap with appropriate training (job training or courses) or experience (job training or volunteering/service work).

5. Name two different careers (job titles/positions) you could consider with your degree. Ans. (LO 2-5, text page 52; ppt 15) Answers will vary. Example: Christine in the Focus on Success (text pages 35 and 53) has a major in medical coding and billing. Two different jobs she might hold are coding and billing specialist and coding/billing supervisor.

Chapter Three: Where Are the Jobs? Maximize Your Career Options Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. Exploring Market Trends 2. Accountability Answer Key: Self-Check Questions Chapter Summary

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Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Learn how to monitor employment and economic trends as they relate to your career choice.

Chapter 3 develops research and analytic skills for students to use to target their job searches. (text page 55; ppt 10).

Learning Outcomes (text page 55; ppt 2)

6. Define frictional unemployment and understand how to use it to your advantage in the job search.

7. Understand labor market trends and the changing employment landscape as they relate to the job market.

8. Use various sources of information to find employment opportunities.

Lecture Outline LO 1-10: Rethinking Unemployment (text pages 56 – 57; ppt 3) LO 1-11: Labor Market Trends and the Changing Employment Landscape (text pages 57 – 67; ppt 4 - 7) New Landscape of Employment Trends (text pages 57 - 67; ppt 4 - 7) Effects of COVID-19 Pandemic on Occupational Employment and Wage Statistics (text page 65) Working Poor Statistics (text page 65 – 68) Self-Check (text page 67; ppt 8) LO 1-12: Using Sources to Find Employment Opportunities (text pages 69 – 76; ppt 9) Targeted Job Search (text page 70 - 77; ppt 10 - 12) Chapter Summary (text page 78; ppt 13) Skill/Term Check (text page 78; ppt 14) Key Terms (text pages 78 – 79)

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Lecture Notes LO 1-10: Frictional Unemployment (text page 56 – 57; ppt 3) NOTES: Frictional unemployment results from people moving between jobs, careers, and locations. As they move on, they create job ―gaps,‖ or open jobs. There are always job openings from frictional unemployment. Stress to the students that continuous networking favors being in the right place at the right time when jobs open up.

LO 1-11: Labor Market Trends and Globalization (text pages 57 – 69; ppt 4 - 7) New Landscape of Employment Trends (text pages57- 65 ppt 4 - 7) NOTES: Figures 3.4, 3.5, 3.6, and 3.7 (text pages63– 64) provide ―big picture‖ information about the fastest growing occupations in the U.S. for today’s students. Ask students which occupations they are most drawn to and their reasons.

Point out that being aware of labor market trends allows you to create and monitor your strategic career plan and to respond to unforeseeable developments. Have students describe an event, global or domestic in nature, which could affect their chosen career. How would they deal with this?‖ An example of this would be terrorism. Do we close our borders? Discuss potential solutions.

Effects of COVID-19 Pandemic on Occupational Employment and Wage Statistics (text page 65, ppt 5) Discuss what the students have witnessed or experienced because of the COVID-19 Pandemic.

Have any of them revised their career plans based on the changes they are seeing?

Working Poor Statistics (text page 65 – 67), Ask students the meaning of ―working poor.‖ What are the underlying factors of this trend?

Discuss how the working poor are individuals whose income falls below the official poverty threshold. Three out of five of the working poor are full time employees. Many are unskilled / uneducated working in the service industry. McDonaldization is a term coined by George Ritzer, using McDonalds as a business model, both nationally and globally, for de-skilling jobs and reducing wages.

Discuss possible reasons for the rise of temporary agencies, job sharing, and part-time jobs.

How can you make these situations work for you in your career? Because these are presentday labor transitions, there are no clear answers. Stress to the students to be open to these situations as additional sources of opportunity, as described in Career Coach 3.1 (text page 68 69). Another discussion point is: When is it a good idea to take a “lower-level” position than they want with the company of their dreams? Sometimes this is an excellent idea! Getting in the door is often the key to moving up. Weighing out the pros and cons of this strategy would be a fun group activity.

Self-Check (text page 68; ppt 8) LO 1-12: Using Sources to Find Employment Opportunities (text pages 69 – 77; ppt 9) Targeted Job Search (text page70 – 76; ppt 10 - 12) NOTES: Researching the companies students desire to work for is part of a Targeted Job Search. The student gains more information regarding the companies they want to work for; and as a result, they can leverage their networking efforts toward these companies.

Stress to your students that they are looking for specific openings in the companies as well as potential opportunities. Because the position they seek is not available now, does not mean it

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won’t be in the future. Many students think they are only looking for positions currently advertised or open. That is faulty thinking. As noted in the networking chapter (Chapter 4), most jobs are found through networking and those jobs often are not advertised. It is about contacts and timing. When students learn to target companies and leverage their efforts, the chances of getting the job they seek improve.

It is important that students learn how to research industries, trends, and specific companies in their job search. Giving students a method to keep track of job search information is crucial. The researching- a-company exercise, My Portfolio 3.1 (text pages 74 – 75, in this chapter helps with this process. It is important they understand how to organize the companies they research.

They can update contact information, networking, and interviews as a part of this job search organization process. Encourage students to keep track of the companies they research by using a log of contacts, My Portfolio 3.2 (text page 76).

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Discussion Questions with Suggested Answers 5. Exploring Market Trends Brainstorm employment trends with your class for a few minutes. Have each person identify an employment trend from the past 100 years. Each person should be able to explain how future generations were or will be affected by the trend. Ans. An example of this is the annual race to release the latest gaming technology. The significance is that society continues to be content to spend more money on faster, more efficient gaming. This in turn forces the microchip producers to lead, follow, or get out of the race.

6. Accountability Becoming 100% accountable for one’s life is an extremely empowering principle. We are taught to blame and see ourselves as reacting to what happens to us, rather than taking responsibility for our lives and everything that shows up in it. This principle also meets with a great deal of resistance. How can we be responsible for the bad things that happen like disasters? Ans. We may not control the disaster, but we certainly control how we respond to it. Some success gurus feel we have control of 80-90% of what happens to us, while others feel we create 100% of our reality. In either case, we are in charge of much of it. People influence the outcome of an opportunity each time. This applies to finding and thriving in one’s ideal career. For example, if someone decides to ignore market trends and goes to work in an automobile factory, he or she may find themselves without a job in the near future due to downsizing. Were they responsible for the lay off? In some respect, they were responsible for making that choice with all the information available on this industry.

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Answer Key: Self-Check Questions (text page 68; ppt 8) 6. What are three of the fastest growing career fields? Ans. Health care, retail, and the food industry. There are many combinations.

7. How is education linked to income? Ans. Among the 20 fastest growing occupations, a bachelor’s or associate degree is the most significant source of postsecondary education or training for twelve of the careers. Remind students how much more someone with a bachelor’s degree will earn versus someone with just a high school diploma. Discuss this in terms of a career. Some sources say a bachelor’s degree yields $24,000 per year more than someone with a high school diploma. What is the net difference after a 30year career? There are many references throughout the Internet that reveal the value of a bachelor’s degree when compared to an associate degree, master’s degree, or doctorate.

8. How are globalization, artificial intelligence, and automation affecting domestic employment? Ans. There are many correct answers for this question. In the U.S., it shifts available occupations from higher-paid goods-producing industries to lower-paid service industries. Outsourcing, as a result of globalization, reduces the federal, state, and local tax base. It drives down the need for American workers, which lowers the wage for comparable jobs in the US. It also depletes our social welfare programs as laid off workers seek assistance. There are also positive things regarding globalization such as building alliances with people and countries. The key is to learn how globalization may or may not influence your chosen field so you can make educated decisions. Regarding artificial intelligence and automation, the impact on domestic employment currently depends on the profession. Professions such as financial managers, physicians, and senior executives may be more impacted since a significant amount of their activities can be automated. Factory automation accounts for the majority of the 20 occupations with the largest projected numerical decreases. These include office and administrative support, and production occupations. The implementation of technology reduces the needs for these workers. For example, employment of word processors and typists is expected to decline due to proliferation of personal computers.

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Answer Key: Skill/Term Check (text page 78; ppt 14) 9. What is frictional unemployment? Ans. (LO 3-1; text page 56 – 57; ppt 3).

Unemployment that results from people moving between jobs, careers, and locations.

10. How can frictional unemployment benefit one’s job search? Ans. (LO 3-1; text page 57; ppt 3) Jobs are always available due to frictional unemployment. Timing is the key to finding them.

11. How does globalization impact the labor market? Ans. (LO 3-2, text page 59; ppt 5) There are many correct answers to this question. A couple answers would include that globalization changes how products are produced and distributed. Also, outsourcing changes domestic labor markets.

12. What three employment trends do you feel are most significant? Why? Ans. (LO 3-2; text pages 57 – 68; ppt 5) Choices from the top 10 employment trends described on pages 58 - 67 (and in ppt 5) are acceptable. A few are 1. globalization and outsourcing, 2. changing jobs more often, 3. more jobs are with small to medium-size employers.

13. What do you feel are the pros and cons working for small firms, medium firms, and large firms? Ans. (LO 3-2, text pages 61 – 62, ppt 5) Pros for small and medium size firms include the largest numbers of jobs and the most flexible and creative opportunities; cons include part-time status and lack of benefits; Pros for large firms include focus, stability, and benefits; cons include potential stagnation and downsizing.

14. How does your educational attainment impact your job and career prospects? Ans. (LO 3-2, text pages 64 – 65) Education is essential for highest paying jobs. Higher education is necessary for advancing in the 21st century. Another way to look at the answer is to consider that the unemployment rate is lowest in direct proportion to educational attainment.

15. Which industries are projected to see the greatest job growth? Ans. (LO 3-3, text page 64) Health care occupations make up four of the top six fastest growing occupations.

16. List three sources of information you can use to research companies and positions during your job search. Ans. (LO 3-3; text pages 69; ppt 11 - 12) There are several correct answers. Three examples are the library, Internet, and informational interviews.

Chapter Four: Networking―It’s Always Who You Know

Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers

1. Law of Attraction 2. Professional Organizations and Networking 22 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Use networking skills and tools successfully. Chapter 4 guides the student to a comfort zone for meeting people and presenting themselves to professional contacts. (text pages 82 and 94; Focus on Success pages 83, 84 and 117).

Learning Outcomes (text page 82; ppt 2)

1. Explain the importance of networking in reaching your career goals.

2. Identify networking opportunities and potential contacts.

3. Employ social media in your job search.

4. Demonstrate how to use warm and cold contacts.

5. Use specific tools to enhance networking results.

Lecture Outline LO 1-13: The Importance of Networking (text pages 84 – 93; ppt 3 - 7) The Hidden Job Market (text pages 85 - 86; ppt 4) Where Companies Look for Employees (text pages 86 – 90; ppt 5) Mentors (text pages 90 – 91; ppt 6) Keep Your Commitments (text page 91) The Power of the Invisible Network (text pages 91 – 93; ppt 7) Self-Check 1 – 3 (text page 93; ppt 8) LO 1-14: Networking Opportunities (text pages93 – 99; ppt 9 - 10) Leverage Your Career through Networking (text pages 95 – 98; ppt 10 -11) Self-Check 4 – 6 (text page 99: ppt 12) LO 1-15: Social Media in Your Job Search (text pages 99 – 101; ppt 13 – 15) Your Social Media Presence (text page 100; ppt 14) Case Study: Utilizing Social Media (text page 101; ppt 15) LO 1-16: Warm and Cold Contacts (text pages 102 – 105; ppt 16 - 18) Break Out of Your Comfort Zone (text page –104 – 105; ppt 17 -18) Self-Check 7 – 9 (Text page 106; ppt 19) LO 1-17: Specific Tools to Enhance Networking Results (text pages –106 – 112; ppt 20 26) Networking Business Card (text pages 106 - 112; ppt 21 - 24) Self- Check 10 – 12 (text page 113; ppt 23) The Power of a Professional Handshake (text page 114; ppt 25) How to Work a Room (text pages 115 – 116; ppt 25) Informational Interview (text page 116; ppt 26) Organizing Your Contacts (text page 117; ppt 26) Chapter Summary (text page 118; ppt 27) Skill/Term Check (text page 119; ppt 28) Key Terms (text page 119)

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Lecture Notes LO 4-1: The Importance of Networking (text pages 84 – 93; ppt 3 - 7) The Hidden Job Market (text page 85 – 86; ppt 4) NOTES: The hidden job market consists of real people you associate with in your career activities and who are sources of information about unadvertised job openings and opportunities. Emphasize to students that more than 70% of jobs are obtained in the hidden job market.

Where Companies Look for Employees (text pages 86 – 90 ; ppt 5) NOTES: Stress that employers first look to people they know to fill positions.

Mentors (text pages 90 – 91; ppt 6) NOTES: A mentor is an experienced person who guides others in their jobs or careers. You might lead the class in a working discussion to complete Exercise 4.3 (text page 83). Try to get the students to help each other figure out important issues.

Keep Your Commitments (text page 91) NOTES: Point out to students that being a dependable mentor themselves to others, for things like proof reading resumes and brainstorming ideas, can help propel their career.

The Power of the Invisible Network (text pages 91 – 93; ppt 7) NOTES: The invisible (or imaginary friend) network is a way to tap into self-confidence and positive thinking. It is a tool like affirmations and self-talk to keep control of your thoughts and emotions and keep propelling you forward with constructive actions.

Self-Check 1 – 3 (text page 93; pp 8) LO 4-2: Networking Opportunities (text pages 93 – 99; ppt 9 – 10) Leverage Your Career through Networking (text pages 95 – 98; ppt 10 – 11) NOTES: It is always who you know. Learning how to make and nurture contacts is a skill that can be learned. Leverage allows you to do a lot with a little. In job hunting and promoting one’s career, leveraging time, people, and the invisible network will all pay off. Remember, leverage equals speed. In networking, the efforts of connecting pay off for landing and advancing in one’s career. As a classroom exercise, guide students in constructing a networking wheel, Exercise 4.5 (text pages 93 – 94), to help them become aware of the wide variety of network sources most people have but have not previously thought about in that context.

Self-Check 4 – 6 (text page 99; ppt 12) LO 4-3: Social Media in Your Job Search (text pages 99 – 101; ppt 13 – 15) Your Social Media Presence (text page 100; ppt 14) NOTES: Stress the importance of a favorable web presence. Caution students about the dangers of posting private information, especially anything that appears unprofessional or inappropriate.

Case Study: Utilizing Social Media (text page 101; ppt 15) NOTES: Have students work in groups of 3-4 to answer the case study assignment questions (text page 94). Convene the entire class and have each group respond to one of the 6 questions.

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LO 4-4: Warm and Cold Contacts (text pages 102 – 105; ppt 16 – 18) NOTES: Warm contacts are people you know, and cold contacts are people you call on who are complete strangers. In either case, it is best to not directly ask for a job but to explore with the contacts information they may have to help locate opportunities. You might spend time discussing the points in PPT slide #18 to help students prepare their focus for making contacts.

Break Out of Your Comfort Zone (text pages 104 – 105; ppt 17 – 18) NOTES: Emphasize to students that to be successful they must break out of their familiar environments and take risks. Making cold calls is one way to take those risks. You might direct the class in working through Exercise 4.7 (text pages 105 – 106). Try to get them to rely on each other to overcome fears of cold calling.

Self-Check 7 – 9 (text page 106; ppt 19) LO 4-5: Specific Tools to Enhance Networking Results (text pages 106 – 112; ppt 20 - 26) Networking Business Cards (text pages 106 – 112; ppt 21 - 24) Self-Check 10 – 12 (text page 113; ppt 23) NOTES: Personal business cards should include name, contact information, desired employment field, and a brief summary of skills. Discuss the sample provided on PPT slide # 22 and pages 107 – 112. Consider teaching your students to use both sides of the NBC: One side with a photo or graphic and mini resume details and on the back place a written 30 second commercial. It is an important tool students will use at professional events and in mail follow ups.

The Power of a Professional Handshake (text page 106; ppt 25) NOTES: It is customary in Western culture to shake hands at professional meetings. A firm handshake is important. Have students practice with each other in class.

How to Work a Room (text pages 115 – 116; ppt 25) NOTES: At any professional meeting, the student should be prepared to mix with many people.

They should introduce themselves with a handshake, give out their networking card, collect a business card from the contact, and deliver their 30 second commercial of interests/experience.

Consider assignments or extra credit for students who attend a professional meeting such as a Chamber mixer or other event where they can practice these networking skills. They could write a summary or bring proof of attendance.

Informational Interview (text page 116; ppt 26) NOTES: Informational Interviews can be a casual or formal way for people to find out about jobs as well as companies. It is a good idea for students to learn how to set up and conduct a formal Informational Interview. These interviews should not go over 30 minutes unless the person being interviewed offers more time. Respecting their time is important. You want to make it abundantly clear informational interviews are not to land jobs. They are to gather information. If there is a hidden agenda to fish for a job, that may somehow come across and could backfire.

On the other hand, if the informational interview leads to something on its own, that would be great, but not the purpose. Another benefit of the informational interview is giving student’s confidence in the interview process.

Cyber Trip 4.5: Informational Tutorial Visit http://www.quintcareers.com/informational_interviewing.html

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to find a helpful tutorial that offers tips on the informational interviewing process.

Organizing Your Contacts (text page 117; ppt 26) NOTES: Job search contact information should include names, titles, company names, addresses, phone numbers, email addresses, dates of contact, circumstance of contacts, details about the contact, and notes regarding follow up. Spreadsheet or contact manager software can be used to keep this information organized.

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Discussion Questions with Suggested Answers 1. Like Attracts Like Revisit the coaching tool ―like attracts like in chapter 2 (Career Coach 2.1, text page 38) because it is a powerful force in connecting with people. The tuning fork works in this mannerlike attracts like and an example given in this chapter (text page 87). Other ways you can explain this law is the Global Positioning System (GPS) car navigation system. People are constantly giving and receiving unseen signals to each other. That is why you connect with some and not with others. What your students want to make sure they do in networking is to send the right signals. We address this more in Chapter 9: you want to fit into the corporate culture of the company you want to work for. If you don’t fit in – problems will occur. This does not mean that you can’t be a unique person, it means that your energy, goals, and personal mission should align with the companies. Ask your students for examples of signals in networking settings and write them down on the class board. Divide the list into ―learned‖ manners and ―vibes.‖ Ans. Some signals are learned manners such as a professional handshake, using the person’s name, and asking how to contact someone they don’t know. Other signals are referred to as ―vibes.‖ Those are signals that come from the energy or vibrations people send out. Often, these are facial expressions and/or body language. Signals are why negative people tend to find each other, as do accident prone people. Remind your students that they can use the coaching tools from chapter 1 (monitoring their self-talk, affirmations, and goal setting) to help ensure they are sending the ―vibe‖ signals they want to send. In class, have the students practice some of the learned manners such as shaking hands, asking each other questions, and practicing listening.

Students can learn to become acutely aware of the corporate culture (signals, energy, nonverbal communication, etc.) during the interview to mimic it to some extent or to gather information to decide if it is a good fit for them.

2. Professional Organizations and Networking Becoming involved in the community and one’s field is one of the best ways to leverage networking. Ask the students if they know some professional organizations in their field. How can they network at organization events?

Ans. Activity: How to Work a Room This might seem obvious, but you would be surprised how much this activity will help your students. First go over the rules of how to work a room. Then let your students practice this for 10 to 15 minutes. Make sure you provide name tags and let the students write in their own names.

How to Work a Room Rules  Name tags are worn on the right side.  Print your first and last name as well as place of employment, if applicable.  Print your name large enough that it can be easily read.  Use your effective handshake.  Use each person’s name at least once while you talk to him or her.  Introduce yourself by saying, ―Hi or Hello, my name is ___________. It’s nice to meet you.‖ Or ―It’s a pleasure to meet you.‖ As you are doing this, hold your right hand out as a gesture to shake hands.

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     

Use a shortened version of your marketing commercial for your introduction. Say who you are and what you do in 15 seconds or less.

Make polite small talk. Stay away from topics such as money, religion, politics, personal problems, or depressing news.

Listen as much, or more, than you talk. Use active listening skills. You will be surprised how smart others will think you are when you engage in active listening.

Be present, and stay in the moment (Kane & Kane, 2008; Forleo, 2009).

Do not stay in one group or location too long. You are there to network with as many people as possible.

Offer your networking business card to each person you speak with and ask politely for their card in return.

Next, explain to your students networking does not end here. That they need to follow up with the people they meet at events. They could send relevant newsletters or articles or offer to help in any way. If they receive any advice or referral information, make sure they know to send a formal thank you in an email or in snail mail (regular mail).

Answer Key: Self-Check Questions (text pages 93, 99, 106, 113; ppt 8, 12, 19, 23) (text page 93; ppt 8): 1. Explain the hidden job market (text pages 86 – 86) and how that relates to where

companies most often look for employees. Ans. The hidden job market consists of real people who are sources of information about real job opportunities. Most positions and job openings are never advertised to the public. About 80 percent of jobs are filled through referrals.

2. Have you ever used your hidden job market, networking, or other unique ways to land a job or internship? Ans. Answers will vary. Many students have had this experience. Prompt them with questions about job leads from friends and family.

3. What is a mentor (text pages 90 – 91), and how can having a mentor assist you in your job search? Ans. A mentor is an experienced person who helps and guides another. They help assist a job search several ways including pressuring the person for details and providing advice. (text page 99; ppt 12)

4. How can you utilize professional networks? Provide an example of one of the professional networks in your field. Ans. Attend events, work the room, and follow up. The local chamber of commerce is a professional network for many occupations.

5. What is a recruiter, or headhunter, and why might someone use this service?

Ans. A recruiter is an agent who obtains, often exclusive, job opportunities from employers and performs all the work of seeking out and screening candidates.

They do have control over some job opportunities and often receive hefty fees (tied to salary) from employers. They can be helpful to candidates to connect with opportunities (networking) and with negotiations (intermediary).

6. Why is it helpful to write down your contacts? Ans. For many reasons including increasing awareness, preventing duplication of efforts, organizing networking strategy.

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(text page 106; ppt 19)

7. What is a comfort zone? Ans. A comfort zone consists of the environment, situations, and people that make you feel the most safe and normal. Humans seem to be designed to stay within the comfort zone (stay safe), but this is not a success tool, especially in networking and career success.

8. Define the term warm contact and describe how to network effectively with one.

Ans. A warm contact is someone you know including friends, family, teachers, coworkers, and supervisors from jobs you have already held. Network with them by asking for advice and referrals.

9. Define the term cold contact and describe how to network effectively with one.

Ans. A cold contact is a complete stranger. You network most effectively with cold contacts by using the information interview, i.e., asking questions about their job duties and field. (text page 113; ppt 23)

10. What is the purpose of a networking business card (NBC)? Ans. It is a mini resume.

11. How might you use an NBC? Ans. The NBC can be handed out at meetings, attached to resumes, enclosed with mailed thank you notes, etc.

12. What type of information should you include on your NBC? Ans. The information should include name, contact information, desired employment field and a summary of skills and a graphic or image related to the career field or their picture.

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Answer Key: Skill/Term Check (text page 119; ppt 28)

1. Why is networking referred to as the hidden job market? Ans. (LO 4-1; text pages 85 – 86; ppt 4). Most opportunities for jobs are not advertised but filled through networking.

2. How can a mentor help you in your job search? Ans. (LO 4-1; text pages 90 – 91; ppt 6) A good mentor will learn details about you and show you the ropes. They can affirm you.

3. How can the tools of synergy and leverage assist you in networking your job search? In your career? Ans. (LO 4-1, LO 4-2, text pages 84 and 95; ppt 3, 10) These tools keep you connected to people and make you conscience of overlooked opportunities.

4. What are some advantages and disadvantages in using professional recruiters for networking jobs? Ans. (LO 4-2; text page 97 – 98; ppt 11) The advantages of recruiters are that they are members of the hidden job market and can help negotiate salary and benefits. Disadvantages can be that they charge the client rather than the employer or that they might be disreputable. Ask questions and do some research to find out their reputation and now the fee structure is designed.

5. How can you use social media in your job search? Ans. (LO 4-3, text pages99 – 101; ppt 13, 14) Social media provides an immediate electronic network. You can create a profile that works like an online resume. Others can write recommendations and endorse you skills and expertise.

6. What is the best way to approach a cold contact? Ans. (LO 4-4, text pages 102 105; ppt 16,18) It is best to ask for information about the available jobs, the field, and leads. Ask the person about themselves first and their advice.

7. What are three ways you could use your networking business card? Ans. (LO 4-5, text pages 106 – 112) 1. Hand out at professional organization events, 2. Hand out at job fairs, 3. Attach to resumes and thank you notes that are mailed.

8. What is an informational interview? What are some questions you might ask during one? Ans. (LO 4-5, text page 116; ppt 26) A meeting to ask questions about a field, types of jobs, and possible leads.

9. Describe a professional handshake. Why is a good handshake important? Ans. (LO 4-5, text page 114; ppt 25) This handshake is a firm grip with 2 to 3 pumps. It is a statement of confidence. A weak handshake can give a wrong impression.

Chapter Five: Professional Resumes the Easy Way Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency

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Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. Resume Language 2. Portfolios Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor Teaching Tools Instructor Web site Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Develop a professional resume for your portfolio. Chapter 5 teaches the student the language, organization, and formatting of professional resumes to create an attention grabbing tool that lands them interviews. This is the center piece of their professional portfolio. (text pages 120 and 143 – 144; My Portfolio 5.1 text pages 145 – 148; ppt 25).

Learning Outcomes (text page 120; ppt 2)

9. Understand the importance of a professional resume.

10. Differentiate among a chronological resume, functional resume, combination resume, and a plain text resume.

11. Use keywords and power words to strengthen your resume.

12. Understand how to write skills using the Skills FormulaTM. 13. Create a professional resume and measure its success.

Lecture Outline LO 1-18:The Importance of a Professional Resume (text pages 123 – 126; ppt 3 - 7) Resume Don’ts (text page 123; ppt 4) Resume Do’s (text page 124; ppt 5) The First Cut (text page 125; ppt 7) How to Get Your Resume Through AI/ATS (Applicant Tracking System) (text pages 125 – 126; ppt 8 – 9) LO 1-19:Types of Resumes (text pages 126 – 133; ppt 10 – 19) Chronological resume (text pages 126 – 127; ppt 11) Presentation Overview (text pages 127 – 130; ppt 12 – 14) Functional or Skills Resume (text page 130; ppt –15 – 16) Combination Hybrid, or Custom Resume (text page 130; ppt 17) Scannable, Plain text, E-Resume, or Online Resume (text page 130 – 132; ppt 18) Fonts for all Resumes (text pages 132 – 133; ppt 19) Self-Check 1 – 3 (text page 133; ppt 20) LO 1-20:What to Include in Your Resume (text pages 133 – 137; ppt 21) Self-Check 4 – 6 (text page 137; ppt 22) LO 1-21:The Skills Formula (text pages 137 – 139; ppt –23 – 24) Quantifying Skills (text page 138; ppt 23) The Skills Formula (text page 138 – 139; ppt 24) LO 1-22:Formatting, Saving, and Sending Your Resume (text pages 140 – 154; ppt 25 – 28) Target the Job (text page 140; ppt 6) Visual Impact (text page 140) Maintain Integrity (text page 140)

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Resume Formats (text page 141) Resume Challenges (text page 141 – 143; ppt 26) Portfolios, Putting It All Together (text pages 143 – 144; ppt 27) Delivering Your Resume (text page 144 – 145; ppt 28) Resume Checklist and Grading Rubric (text page –148 – 149) Cleaning and Getting Clear (text pages 151 – 152)

Lecture Notes LO 1-13: The Importance of a Professional Resume (text pages 123 – 126; ppt 3 - 7) NOTES: Point out that the reason for a resume is to get an interview.

Resume Don’ts (text page 123; ppt 4) NOTES: You might ask students what items on the ―Don’ts‖ list (text page 123) surprise them or are items they would not have thought of. Ask them if they can think of other Don’ts. Explore the reasons those items are to be avoided.

Resume Do’s (text page 124; ppt 5) NOTES: You might ask students what items on the ―Do’s‖ list (text page 124) surprise them or are items they would not have thought of. Ask them if they can think of other Do’s. Explore the reasons those items are to be included.

The First Cut (text page 125; ppt 7) NOTES: In a ―first cut‖ an employer sorts out a pool of applicants for immediate rejection or for an interview follow up. Stress to the students that employers are likely to use an AI/ATS system to screen applicants, and only see those that get through this sorting process. Then, the employer will typically spend 30 seconds on each resume doing their own quick sort.

How to Get Your Resume Through AI/ATS (Applicant Tracking System) (text pages 125 – 126; ppt 8 – 9) NOTES: Discuss how AI/ATS stands between job hunters and consideration by an employer.

Review the list of hints for getting a resume through to a human.

LO 1-14: Types of Resumes (text pages 126 – 133; ppt 10 – 19) Chronological resume (text pages 126 – 127; ppt 11) NOTES: The most common resume is the chronological. It lists work experience in reverse date order and itemizes skills under the separate job positions. It is best for highlighting progressive career growth.

Presentation Overview (text page 127 – 130; ppt 12 – 14) NOTES: Emphasize that all resumes need be organized and consistent. Its typical components include objective, skills summary, work experience, education. Reference lists are usually separate, shown in Figure 5.3 (text page 129).

Functional or Skills Resume (text page 130; ppt 15 – 16) NOTES: Job candidates lacking direct work experience in an area or those having work gaps often use the functional resume. Emphasize that it focuses on skills. It should be used by people entering the job market, changing careers, or freelancing in a focused skill area.

Combination, Hybrid, or Custom Resume (text page 130; ppt 17) NOTES: This approach combines features of the chronological and functional resumes. It

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highlights skills and work experience in a customized manner, to offer a complete picture of skills and work experience, as illustrated in Figure 5.4 (text page 131).

Scannable, Plain text, E-Resume, or Online Resume (text pages 130 – 132; ppt 18) NOTES: Stress that many employers use electronic scanning systems that strip formatting from resumes. They usually request that the candidate submit a plain text resume that will retain meaningful content breaks and punctuation.

Fonts for all Resumes (text pages 132 – 133; ppt 19) NOTES: A limited set of fonts are considered ―safe‖ to use for any kind of resume, including plain text. The two most common fonts are Arial and Times New Roman.

Self-Check 1 – 3 (text page 133; ppt 20) LO 1-15: What to Include in Your Resume (text pages 133 - 137; ppt 21) NOTES: Most essentially, keywords are nouns that are specific job area identifiers and power words are verbs that describe actions performed on jobs. Ask the students which of these are in this list: account records, initiated, project management, JAVA, grew, achieved. (Keyword nouns are in italics.) You might guide the student through the Cyber Trip 5.1 (text page 137).

Self-Check 4 – 6 (text page 137; ppt 22) LO 1-16: The Skills Formula (text pages 137 – 139; ppt –23 – 24) Quantifying Skills (text page 138; ppt 23) NOTES: ―Keyword + Power Word = Outcome‖ is the skills formula. The outcome is stated as a quantified result. You might want to work through Exercise 5.2 (text page 139) in class. Practice this in class. Ask a student to give you a skill they have: any skill. Then as a class apply the skills formula with a bullet, key word+ power words+ quantify results. This is one of the most important skills they need when taking their skills from chapter 2 and writing them properly in their resumes.

The Skills Formula (text pages 138 – 139; ppt 24) LO 1-17: Formatting, Saving, and Sending Your Resume (text pages 140 – 154; ppt 25 – 28) NOTES: The core competence for this chapter culminates in the My Portfolio 5.1 exercise to create a resume (text pages 145 – 149). You might have students begin working on the Worksheets in Figures 5. 5 through 5.8 (text pages 146 – 149) and on Exercises 5.3 and 5.4 while reading the chapter from its beginning (text page 150 – 151).

Target the Job (text page 140; ppt 6) NOTES: Stress to the students to focus on requirements of the job sought. Stress that the resume will first be screened by an ATS system. Those that pass that AI test will then be scanned in about 30 seconds by a potential employer, so it is critical to rely on the skills formula to convey qualifications.

Visual Impact (text page 140) NOTES: Remind students to use bullets (small) and white space to direct the eye of the reader and to stay with the common fonts and sizes. Again, these tips enhance the employer’s screening to quickly notice important qualifications. Watch the font style and font size. Have students take the same resume and try out different font styles and font sizes.

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Maintain Integrity (text page 140) NOTES: Emphasize to students to always be truthful. The price of lying about experience or education or awards on resumes can be very steep. It has cost people whole careers, not just job dismissals.

Resume Formats (text page 141) NOTES: You might guide the students through Cyber Trip 5.2 (text page 141). Reviewing a wide variety of resume samples will reinforce their understanding of when to use which type of resume: chronological, functional, combination.

Resume Challenges (text page 141 – 143; ppt 26) NOTES: Point out that most people have a challenge in presenting themselves for job opportunities. Common challenges include gaps in work history, having many jobs in a short amount of time or in one company, being fired or downsized, holding temporary positions, being overqualified. These are common enough situations to be addressed by the tips provided in the text (text pages 141 – 142).

Portfolios, Putting It all Together (text pages 143 – 144; ppt 27) NOTES: Review with the students the most common items to have in a portfolio.  Cover Sheet  Table of Contents with Clear Divisions Career Components  Networking Business Card  Cover Letter  Resume  Reference List  Letters of Recommendation Evidence of Skills (job related, transferable, and adaptive)  Achievements and Awards  Projects  Presentations  Transcripts, certificates, and licenses  Assignments / samples of your best work  Volunteer / community service  Conferences and Workshops: A list of those you attended and / or presented at  Videos/DVDs Delivering Your Resume (text pages 144 – 145; ppt 28) NOTES: Emphasize to the students that the worst way to deliver a resume is in an online application. Whenever possible, they should find an opportunity to put their resume directly into the hands of a hiring manager, this can be in person or by mail.

Resume Checklist and Grading Rubric (text pages 148 – 149) NOTES: Rubric for Grading Resumes

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Circle Points Not included

Student Name: RESUME GRADING RUBRIC (100 points) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

17 18 19

20

Categories are arranged in order of importance Organization is logical, clear, and consistent Information is targeted to position: keywords One or two pages only No sentences; only concise statements Information accurate and positive Use Skills formula Uses power words Verbs are in correct tense (past or present) No Slang Abbreviations are avoided Correct spelling, grammar, and punctuation Unnecessary repetition avoided Appealing and easy on the eye; high quality paper if applicable No use of I, me, my, etc.

Use of white space, indentation, underlining, italic, capitals and spacing is effective Skills are bulleted Space between categories Formatting and layout: headings, spacing, type face, print size etc. are consistent and accurate Heading information is accurate

Circle Points Needs improvement

Circle Points Present

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Total Points for Resume (100 points possible)

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REFERENCES GRADING RUBRIC (25 points) Reference page is separate from resume; if

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2 3 4 5

hardcopy, the paper matches the resume Appropriate format Lists 3-5 references References heading matches resume heading Information is complete: phone numbers have area codes; addresses include zip codes

0 0 0 0

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Total Points for References (25 points possible) Total Points for References and Resume (125 points possible)

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Cleaning and Getting Clear (text pages 151 – 152) NOTES: This topic is covered in Career Coach 5.4. Point out that gratitude is one of the most powerful clearing tools as is forgiveness. For example, if a person recently lost a job, they may feel a tremendous amount of anger, fear, and resentment. The problem for most people is those feelings rarely take a person closer to their goals. Anger can be constructive, however, if it motivates a person to take constructive action. That does not mean getting in a brawl. It means finding justice, eliminating harm, and protecting oneself.

Forgiveness is a tricky thing. If the goal is to clear the energy to allow one’s goals to unfold, then even being willing to forgive starts the intention. One way to find out if a person is clear is to look at the goals they set and if they are being achieved. A lack of accomplishment in this area often means there are mental blocks and feelings of hopelessness. A clearing exercise might be just the key.

Although some clearing work may seem ―out there,‖ it is a powerful and important tool in goal achievement. Nearly any spiritual practice can assist you in clearing.

Success Coaches who recommend getting clear: Len, 2009; Vitale, 2009; Proctor, 1997, 2009; Katz, 2009; Katz & Len, 2009; Dooley, 2014; Ferguson, 2004; Truman, 2001; Scheinfeld, 2003; Chopra, 2004, 2009; Rann & Arrott, 2005; Nemeth, 2000, 2009; Remen, 2006; Osteen, 2007; Kane & Kane, 2009; Peale, 2003; Heer, 2014; Zimmerman, 2016).

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Discussion Questions with Suggested Answers 7. Resume Language This discussion exercise helps the students acclimate their thinking to appropriate resume language. Divide class into three groups: Group 1 = Keyword group (verbs) Group 2 = Power word group (nouns) Group 3 = Quantify or outcome group Students can use the chapter lists (text pages 134 – 136) of keywords and power words to do this game. Group 1 writes a keyword on the class board. Group 2 follows with a power word (s) that fit the keyword. Group 3 quantifies the outcome. Have your students practice ten different formulas to see how skill writing works using the formula. Put a bullet in front of each skill formula to show how they would look in a resume.

Ans. Possible answer examples are (text pages 134 – 136): Keyword: retirement plan Power words: changed company retirement plan from a 403-B to a 401(k) Quantified outcome: Changed company retirement plan from a 403-B to a 401(k) increasing enrollment and decreasing costs 10%.

Keyword: employee drug/alcohol screenings Power words: Institute employee drug/alcohol screenings Quantified outcome: Instituted employee drug/alcohol screenings, reducing company costs by 38%.

8. Portfolios Have your students do research on the web about portfolios to collect 3 new ideas and share with those with the class. Make sure they reference the website where they found the information with the URL address.

Ans. Answer examples will vary and might come from the following web sites. The point of this discussion is about the need to keep up with changing portfolio needs over time. Whenever the students revisit their career plans to make adjustments, they should also revisit their portfolio components for updating.

Online portfolio information: http://www.quintcareers.com/job_search_portfolio.html http://www.bellaonline.com/articles/art32203.asp

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Answer Key: Self-Check Questions (text pages 133, 137; ppt 20, 22) (text page 133; ppt 20):

14. What are some of the differences between a chronological resume, functional resume or skills resume, and a combination resume? Ans. A chronological resume presents work history in reverse date order with skills noted for each position. The functional resume presents skills and accomplishments sections to support a position objective, followed by a chronological work history listing. The combination resume customizes features of the chronological and functional resumes by listing groups of skills under similar work history positions, rather than repeating the skill set under each position.

15. Which type of resume is best if you have several gaps in your work history?

Why? Ans. The functional resume is the best to use if there are gaps in work history because the functional resume emphasizes skills.

16. What is the difference between a professional reference and a personal reference? Ans. A professional reference is someone who knows your work, such as an employer or coworker. A personal reference is someone other than an employer who can make statements about your ethics, trustworthiness, and personality. (text page 137; ppt 22)

17. What is the main purpose of a resume? Ans. To get an interview.

18. What is a keyword? How might you know which keywords an employer is looking for? Ans. Keywords are nouns used by employers to search electronic resumes for specific skills related terms. Advertised job descriptions usually contain the keywords employers are looking for.

19. What are power words? Ans. Power words are verbs that highlight and describe past work actions.

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Answer Key: Skill/Term Check (text page 155; ppt 30)

20. Which type of resume best suits your skills (chronological, functional, combination)? Why? Ans (LO 5-2, LO 5-5; text pages 126 – 133 and –140 – 154; ppt 10 – 19 and 25 – 28). Answers will vary. Generally, any of them is suitable depending on the position and the person’s background. A chronological resume presents work history in reverse date order with skills noted for each position. It is suitable for sequential jobs. The functional resume presents skills and accomplishments sections to support a position objective, followed by a chronological work history listing. It is best for circumstances of work gaps or for changing careers. The combination resume customizes features of the chronological and functional resumes by listing groups of skills under similar work history positions, rather than repeating the skill set under each position. It is a way to customize a resume to present a complete picture of the candidate in support of a job objective.

21. When do you use a plain text resume? Ans. (LO 5-2; text page 130 – 132; ppt 18) You use a plain text resume when employers request it for their scanning system.

22. What is the difference between a keyword and a power word? Provide an example of each. Ans. (LO 5-3, text pages –133 - 13; ppt 21) Keywords are nouns related to specific skills, such as project management. Power words are verbs that describe actions you performed, such as resolved scheduling conflicts.

23. Choose one of the skills you might add to your resume and write it using the Skills Formula. Ans. (LO 5-4; text pages 137 – 139; ppt –23 – 24) Answers will vary.

Examples are (text pages 138 – 139): Keyword: retirement plan Power words: changed company retirement plan from a 403-B to a 401(k) Quantified outcome: Changed company retirement plan from a 403-B to a 401(k) increasing enrollment and decreasing costs 10%.

Keyword: employee drug/alcohol screenings Power words: Institute employee drug/alcohol screenings Quantified outcome: Instituted employee drug/alcohol screenings, reducing company costs by 38%.

Chapter Six: Professional Cover Letters and Applications Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes

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Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. How to demonstrate communication skills in cover letters and applications 2. Illegal questions on applications Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Develop professional cover letters and complete error-free applications. Chapter 6 teaches the student how to create effective cover letters and complete application forms. (text pages 176, 190 - 194; ppt 7 – 13).

Learning Outcomes (text page 176; ppt 2)

24. Understand the components of a professional cover letter.

25. Write an effective cover letter to accompany your resume.

26. Demonstrate how to complete an error-free application.

Lecture Outline LO 1-23:Creating Professional Cover Letters (text pages 178 – 189; ppt 3 – 5) Cover Letter Workshop (text pages 178 – 183; ppt 3 – 5) Putting It All together (text page 183) Student Sample Cover Letters (text pages 183 – 187) Self-Check 1-3 (text page 189; ppt 6) LO 1-24:Writing an Effective Cover Letter (text pages 190 – 194; ppt 7 – 10) LO 1-25:Completing an Error-Free Application (text pages 195 – 204; ppt 11 – 15) Application Guidelines (text pages 195 – 197; ppt 11 – 13) The Master Application (text pages 197; ppt 14) Challenging Questions (text pages 197 – 198; ppt 15) Self-Check 4 – 6 (text page 205; ppt 16)

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Lecture Notes LO 4-6: Creating Professional Cover Letters (text pages 178 – 189; ppt 3- 5) Cover Letter Workshop (text pages 178 – 183; ppt 3 - 5) NOTES: Remind the students that the cover letter is a marketing tool and is a demonstration of writing skills. Its purpose is to match skills to the position requirements. The letter should make use of the skills formula in Chapter 5, Action Word (verb) + Keyword skill (noun) = outcome (quantified results), in describing skills such as project management or spreadsheet proficiency.

To help them train their thoughts, have your class brainstorm specific reasons they are good multi-taskers, responsible, and hard working. You want them to see how vague terms can be turned into specific examples they can use in their cover letters.

Talk the class through PPT slides 3 – 5 covering the components, organization, and guidelines for cover letters. Use Discussion Questions and Answers #1 below.

Putting It All together (text page 183) NOTES: Figure 6.3 (text page 183) provides a standard template for cover letters. Figures 6.4 through 6.7 (text pages 184 – 187) provide four specific cover letter examples. It is worthwhile to use class time to talk students through using a cover letter grading rubric (Exercise 6.1 text page 188 and Figure 6.8 text page 189). Apply the rubric to the example letters in the chapter.

COVER LETTER GRADING RUBRIC Student Name: 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Circle Score

Contains all structural elements: date, inside addresses, salutation, body, closing, enclosure Signed or e-signed Has short, action-oriented, concise paragraphs Addressed to a specific person Interesting, captures attention Positive and assertive Identifies and targets a specific position Targets skills and experiences to position Identifies method of follow-up Correct grammar, spelling, and punctuation Limits starting sentences with ―I‖ Limits abbreviations Uses action words Left-justified with no indents for paragraphs Brief – no more than one page Appropriate font and print size, matches resume Professional Neat and easy to read Double spaced between paragraphs

Not included

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Present

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20 21

22

Uses business letter format If template was used, all prompters from template are removed or hidden (such as sign your name here or date here) Includes verbiage ―Enclosure‖ if the resume is attached under the signature

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Comments:

LO 1-18: Writing an Effective Cover Letter (text pages 190 – 194; ppt 7 - 10) NOTES: Have the students complete the My Portfolio 6.1 exercise (text pages 191 – 193). It is worthwhile to use class time to talk students through using a cover letter checklist (Exercise 6.3, Figure 6.11, text page 194) applied to the My Portfolio 6.1 letter.

COVER LETTER CHECKLIST Not included

Name: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

22

Present

All structural elements present: date, inside addresses, salutation, body, closing, enclosure Signed Action-oriented, concise paragraphs Addressed to a specific person Interesting, captures attention Positive and assertive Targets a specific position Targets skills and experiences to position Identifies method of follow-up Correct grammar, spelling, punctuation Limits starting sentences with ―I‖ Limits abbreviations Uses action words Left justified Brief – no more than one page Appropriate font and print size, matches resume Professional format Neat and easy to read Double spaced between paragraphs Uses business letter format with single spacing and no indent for paragraphs If template was used, all prompters from template are removed or hidden (such as sign your name here or date here) Includes verbiage ―Enclosure‖ if the resume is attached under the signature Comments:

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LO 1-19: Completing an Error-Free Application (text pages 195 – 204; ppt –11 – 15) Application Guidelines (text page 195 – 197; ppt 11 – 13) NOTES: Stress that an application is the first ―job‖ that an employer gives an applicant. It is important to follow directions. Talk through with the class all of the guidelines listed in PPT slides 12 and 13 so that the students understand the wide variety of directions they need to follow.

The Master Application (text page 197; ppt 14) NOTES: Point out that the master application is a critical tool to have to bring to interviews to fill out applications. It has all of the important details in one organized document for transferring to the employer’s application.

Challenging Questions (text pages –197 – 198; ppt 15) NOTES: Go over the list of questions in PPT slide 15. Emphasize to the students that questions of this nature are personal and are commonly asked. Also emphasize that there are accepted ways to respond to these questions. Tips are provided on text pages 197 – 198. Point out that they should be honest but not go into unnecessary negative detail. Use Discussion Questions and Answers #2 below.

End the chapter by having the students complete the My Portfolio 6.2 (text pages 199 – 204) Master Application. Have them use the application check list (Figure 6.13, text page 193) and grading rubric (Figure 6.15, text page 195).

APPLICATION FORM CHECKLIST 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Not included

Present

Followed instructions Typed or printed information Used a black pen Neat and easy to read-printed All questions answered thoroughly Complete, accurate information Used N/A or a dash for questions that did not apply Correct information in correct spaces No scratch outs or white out Correct grammar, spelling, & punctuation Information stated in positive manner Specific position / title listed Specific past or current salary stated (if requested) Addresses with zip codes Phone numbers with area codes E-mail addresses Application form is signed and dated Employment history listed chronologically,

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19

20 21

starting with most recent ―Negotiable‖ or ―Open‖ stated for salary desired, unless the employer states it will not accept an application without salary information No acronyms Included skills for position Comments:

APPLICATION FORM GRADING RUBRIC

Circl e Score

Student Name:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Followed instructions Typed or printed information Used a black pen Neat and easy to read - printed All questions answered thoroughly Complete, accurate information Used N/A or dash for questions that did not apply Correct information in correct spaces No scratch-outs or white-out Correct grammar, spelling, punctuation Information stated in positive manner Specific position / title listed Specific past or current salary stated (if requested) Addresses with zip codes Phone numbers with area codes E-mail addresses Application form is signed Employment history listed chronologically from most recent to least recent ―Negotiable‖ or ―Open‖ stated for salary desired No acronyms Included skills for position Comments:

Not incl ude d

Needs improv ement

Pr ese nt

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Discussion Questions with Suggested Answers 9. How to demonstrate communication skills in cover letters and applications Cover letters and applications are the first pieces of information an employer will see.

Many students like to make a statement in the cover letter or application regarding their ―great communication skills.‖ Will making this statement convince an employer?

Ans. Making this statement outright is pointless for several reasons. First, the cover letter and the interview will give the employer the data needed on communication skills.

Cover letters demonstrate writing ability, and the interview is the experiential part of the hiring process where an employer can evaluate the candidate’s ability to speak publicly.

Second, everyone has great communication skills, or at least say they do in the hiring process.

So, for this commonly required job skill, candidates need to differentiate themselves in cover letters and applications by using the skills formula in Chapter 5, Action Word (verb) + Keyword skill (noun) = outcome (quantified results), in describing their other skills such as project management or spreadsheet proficiency.

10. Illegal questions on applications It is an applicant’s right to withhold information in the application that is not related to the job.

Some companies ask illegal questions anyway. What are some of commonly asked questions?

Ans. Here are some examples of illegal questions:  Are you widowed, divorced, or separated?  What is your age or birth date?  What is your maiden name?  What is your spouse’s name / job?  Have you ever filed workers compensation claim?  Do you have any physical impairments or disabilities that would prevent you from performing the job for which you are applying?  How many days were you absent from work due to illness last year?  Have you ever been treated for drug addiction or alcoholism?  Do you take any prescription medication?

An applicant can disregard these questions in an application with the use of a dash or n/a (not applicable). But then those questions may be asked in the interview, and it is important that the applicant have thoughtful responses. Also keep in mind that after accepting employment, employers can ask for more information within certain limits. We will address this in the next chapters on interviewing and job offers.

Answer Key: Self-Check Questions (text pages 189, 195; ppt 6, 15) (text page 189; ppt 6):

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27. What is the purpose of a cover letter? Ans. To target skills to the position and market oneself effectively. Also, to demonstrate writing skills.

28. Who should you address in your greeting of a cover letter if you do not have the hiring person’s name? Ans. Dear Sir/Madam or Members of the Search Committee.

29. How many paragraphs are customary for a cover letter? Ans. Three is typical; there might be four. (text page 203; ppt 16)

30. What is the real purpose of a job application? Ans. To screen out job applicants.

31. What color pen should you use to complete the application form? Ans. Black, erasable if possible.

32. What should you write in response to application questions that do not apply to you? Ans. N/A (not applicable) or use a dash.

Answer Key: Skill/Term Check (text page 206; ppt 18)

33. What is the purpose of an action paragraph in a cover letter? Where should the action paragraph be located? Ans. (LO 6-1; text page 181; ppt 4) The applicant acts by requesting an interview and stating when he or she will follow up the letter with a phone call. The action paragraph is the last paragraph in the cover letter.

34. In what way does a cover letter function as a marketing tool? Ans. (LO 6-1; text page 178; LO 6-2; text page 190) The cover letter provides the applicant the opportunity to market him/herself to employers and to express to employers how he/she can add value to the organization. The cover letter also demonstrates that the applicant can write complete sentences, construct paragraphs, organize thoughts, and make strong statements.

35. Provide an example of an acceptable salutation and closure for cover letters.

Ans. (LO 6-1; text page 179; ppt 8); text page 181; ppt 10) Salutation: Dear (Mr., Mrs., Ms., or Dr.): Closing: Yours sincerely, Sincerely, or Respectfully.

36. What can you communicate in a cover letter that you cannot communicate in a resume or application? Ans. (LO 6-1, text page 178, ppt 3) Your cover letter offers you the opportunity to communicate the value that you would add to the organization. For instance, you may provide a direct link to why you are right for a specific job based on the skills and experience you can provide.

37. What is a master application and how would you use one? Ans. (LO 6-3, text page 197; ppt 14) This is a completed application form you can use to transfer information to a job application.

38. What guidelines should be used to answer the salary question in the application?

Ans. (LO 6-3; text page 198) You should answer with either ―open‖ or ―negotiable.‖ 39. What are three do’s and three don’ts for completing applications successfully?

Ans. (LO 6-3, text page 195 – 198) Answers will vary. Examples are: Do’s: 1.

Follow all directions, 2. Fill in every question, 3. Apply for a specific job. Don’ts: 1.

Do not use pencil, 2. Do not give unnecessary negative details, 3. Do not exaggerate.

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Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. Body Language Exercise 2. Think Like an Interviewer Exercise Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Interview Successfully. Chapter 7 paces the student through the seven steps of the interview process, developing student competency in question and answer preparation and professional image. (text pages 212 – 226; ppt 3 – 12, 26 – 27, 32 – 37).

Learning Outcomes (text page 200; ppt 2)

40. Understand the seven interview steps.

41. Differentiate among the types of interviews and understand how to prepare for them.

42. Understand the different types of interview questions and know how to answer them successfully.

43. Recognize how to create your professional image through proper attire and presentation.

44. Conduct a mock interview.

Lecture Outline LO 1-26: The Seven Interview Steps (text pages 212 – 217; ppt 3 – 11) Seven Steps to a Stellar Interview (text pages 212 – 217; ppt 3 – 11) LO 1-27: Types of Interviews (text pages 217 – 226; ppt 12 – 22) Standard or Traditional Interviews (text page 218; ppt 12) Competency Based/Behavioral Interview (text page 219; ppt 12) Lunch or Dinner Interview (text pages 219 – 220; ppt 12) Nondirective or Work Sample Interview (text page 220; ppt 13) Panel or Group Interview (text pages 220 – 221; ppt 13) Phone Interview (text pages 221 – 223; ppt 13 – 18) Spontaneous Phone Interviews (text page 223; ppt 19) Screening or Prescreening Interview (text pages 223 – 224; ppt 20) Second Interview (text page 224; ppt 21) Stress Interview (text pages 224 – 225; ppt 21) Structured Interview (text page 225; ppt 22) Technical Interview (text page 225; ppt 22) Self-Check 1 – 3 (text page 226; ppt 23) LO 1-28: Understanding and Answering Interview Questions (text pages 226 – 238; ppt 24-30) Standard or Traditional Interview Questions (text pages 226 – 227; ppt 25) Competency Based/Behavioral-Based Interview Questions (text pages 228 – 230; ppt 26) Illegal Questions (text pages 232 – 234; ppt 27) Answering Illegal Questions (text pages 234; ppt 28) Self-Check 4 – 6 (text page 235; ppt 29) Top 10 Difficult Questions (text pages 235 – 237; ppt 30) LO 1-29: Creating Your Professional Image (text pages 238 – 242; ppt 31 – 39)

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Professional Attire Guide (text pages 238 – 240; ppt 32 – 36) Self-Worth in Interviewing (text pages 240 – 241; ppt 37 – 38) Project Confidence (text page 241; ppt 39) Self-Check 7 – 9 (text page 242; ppt 40) LO 1-30: Conduct a Mock Interview (text pages 242 – 245; ppt 41) Log of Contacts Expanded (text pages 244 – 245)

Lecture Notes LO 1-20: The Seven Interview Steps (text pages 212 – 217; ppt 3 – 12) Seven Steps to a Stellar Interview (text pages 212 – 217; ppt 3 - 12) NOTES: Emphasize the point that interviewing is a process and requires preparation and practice (ppt 4). Compare the interview steps to the education process. In order to successfully complete college, students must study, manage their time, and complete assignments. The student must consider the expectations of instructors when completing work just as the individual interviewing must consider the needs of the potential employer.

Step 1: Prepare for the Interview (text pages 212 – 214; ppt 5 - 6) Notes: Stress to the students that they must work hard prior to the interview in order to give a positive impression. Consider polling the class about their voice message on their phones and the professionalism of their email addresses. Remind them again that the interview is about what they can provide to the company. Their preparation should simplify the process for the employer.

Step 2: First Impressions (text pages –214 – 215: ppt 7) Notes: Invite Career Services personal or other college staff to come to your class. Ask a few to dress in business attire and others in non-traditional clothing (jeans, t-shirts, wrinkled clothing, flip flops, heavy jewelry). The guests may wish to speak briefly. Take an opportunity to ask the class about their first impressions of this group. Who would they like to work with to get a job?

Step 3: Face-to-Face Interviews (text pages 215 – 216: ppt 8) Notes: Remind the students that the interview is their opportunity to share their skills. They should be prepared to speak about their positive accomplishments clearly and concisely.

Practicing this step often is recommended.

Step 4: Closing (text pages 216 – 217; ppt 9) Notes: Explain to the students that the closing of the interview is the last impression the interviewer has about the candidate. This is a critical time to consider the needs of the employer. Teach them to ―ask for the job.‖ Step 5: Follow-up (text page 217: ppt 10) Notes: This step is often missed in the interview process. Teach the students that a follow-up call, note, or email makes a job candidate stand out amidst the pool of other applicants.

Step 6 (Job Offer and Negotiation) (ppt 10)and Step 7 (Making Your Decision) (ppt 10) covered in Chapter 8 LO 1-21: Types of Interviews (text pages 217 – 226; ppt 12 – 22)

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Standard or Traditional Interviews (text page 218; ppt 12) Notes: This type of interview will be most familiar to students. Stress to them that they can prepare for this type of interview by practicing frequently asked interview questions.

Competency Based/Behavioral Interview (text page 219; ppt 12) Notes: Let students know that this interview enables them to share their accomplishments and ability to solve problems. It may help to share some of your own in relation to work and ask others to share examples as well. Students may consider keeping a brief bulleted list in their portfolio.

Lunch or Dinner Interview (text pages 219 – 220; ppt 12) Notes: Encourage students to practice this type of interview at family meals. Plan a practice interview of this type with your class. Have students bring in a dish to pass and set up the classroom tables restaurant style. At each table, assign one or two students to be the interviewers. Remind the students about table manners and good food choices.

Nondirective or Work Sample Interview (text page 220; ppt 13).

Notes: Students will obtain experience for these types of interviews through evaluations in their content specific classes. Making sure to practice skills multiple times and to even talk through the skill is a great way to gain confidence. Remind students to consider strategies to relieve stress if they feel anxious.

Panel or Group Interview (text pages 220 – 221; ppt 13) Notes: Students should be prepared to meet with a group of individuals who may represent different aspect of the job. Stress to the students that all members of the panel must be acknowledged equally.

Phone Interview (text pages 221 – 223; ppt 13 – 18) Notes: Students must prepare in advance for this type of interview, ensuring that they have a quiet location with few distractions or possible interruptions. Stress to the students that their phone should not have music prior to answering. Portfolio materials and a notepad should be at hand. Speaking clearly and slowly is essential.

Spontaneous Phone Interviews (text page 223; ppt 19) Notes: Explain to students that a hiring manager may call a candidate without warning, wanting to begin the interview on the spot. If the timing works for you and you feel prepared, with your portfolio materials at hand, proceed. If it is not a good time and you are not prepared, then politely thank the hiring manager for calling, but ask to reschedule at a more convenient time.

Screening or Prescreening Interview (text pages 223 – 224; ppt 20) Notes: Explain to students that companies use this type of interview when narrowing down the applicant pool. Students should keep their professional portfolio materials at hand in case the interviewer needs specific data. Some companies require computerized tests to be completed.

Second Interview (text page 224; ppt 21) Notes: Tell students to be encouraged by this interview. They have made it through the preliminary interview process and have another chance to share why they are the ideal candidates.

Stress Interview (text pages 224 – 225; ppt 21) Notes: Tell students to practice relaxation strategies in case of a stress interview. Practicing this

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interview style can be extremely beneficial. The goal is to remain calm.

Structured Interview (text page 225; ppt 22) Notes: Recreate this interview with your students. Consider videoing class members separately while using the same interview questions. Share the video with the class and discuss how the responses differ. Remind the class to be constructive when providing feedback.

Technical Interview (text page 225; ppt 22) Notes: Tell students that knowledge of their chosen field’s terminology will help with this type of interview. Consider providing an example related to your own profession (lesson planning, examples of teaching methods).

Self-Check 1 – 3 (text page 226; ppt 23) LO 1-22: Understanding and Answering Interview Questions (text pages 226 – 238; ppt 24 – 30) Standard or Traditional Interview Questions (text page 226 – 227; ppt 25) Notes: Encourage students to practice these types of questions often. Place possible interview questions (text page 217) on small slips of paper and place them in a bag or hat. Have students randomly pick a question and answer out loud. Consider repeating this activity often if possible.

Use this opportunity to provide constructive feedback to students regarding answers.

Competency Based/Behavioral Interview (text pages 228 – 230; ppt 26) Notes: Focus on the application of the STAR method (Situation/Task, Action, Result) (text pages 218-219). Practice is critical. Place a different question in several locations in your classroom. Have students travel with a partner to the questions and take turns being the interviewer and the job candidate. Move around the room and provide constructive feedback as needed. If possible, keep ppt slide 25 up as a reference to the STAR method. Exercise 7.1 and 7.2 are valuable activities regarding comprehension and application of the STAR method.

Illegal Questions (text pages 232 – 234; ppt 27) Notes: Stress to students that questions exist that are illegal for an interviewer to ask. Ask the class to brainstorm possible taboo subjects (ppt. 22). Explain to students why certain questions should not be asked and how possible answers could lead to hiring discrimination. Reference text pages 232 – 234 for illegal questions and the allowed variations supplied in the text.

Answering Illegal Questions (text pages 234; ppt 28) Notes: Explain to students that they have options when asked illegal question (ppt. 28). Remind students to remain professional and courteous even if this type of question is asked. Refer to Cyber Trip 7.2 (text page 235) for additional information.

Self-Check 4 – 6 (text page 235; ppt 29) Top 10 Difficult Questions (text pages 235 – 237; ppt 30) LO 1-23: Creating Your Professional Image (text pages 238 – 242; ppt 31 – 40) Professional Attire Guide (text pages 238 – 240; ppt 32 – 36) Notes: Demonstrate professional dress daily. Select a ―Professional Day‖ in class. Have all

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students come to class dressed in their interview best. You can also ask students to bring in photographs or magazine cut outs of what to wear and what not to wear. Ask the students if they behave differently when dressed up. Why can this be useful when interviewing?

Self-Worth in Interviewing (text 240 – 241; ppt 38 – 39) Notes: Remind each student that they have the right to be happy and should not assume the worst even before the interview has begun. Each interview should be deemed a learning opportunity.

Project Confidence (text page 241; ppt 39) Notes: Help students to understand that they should appear confident externally even if the y are extremely nervous or insecure about the interview. Posture, eye contact, and voice control can project confidence (even if a candidate is feeling terrified). They may begin to feel confident once the interview begins.

Self- Check 7 – 9 (text page 242; ppt 40) LO 1-24: Conduct a Mock Interview (text pages 242 – 245; ppt 41) Notes: Create several class opportunities for mock interviews. This will build student confidence.

Use the interview checklist (Figure 7.3; text page 233) as a guide. Set up a variety of interview types, have students interview each other, and invite guests to interview students. Include the steps in the interview process and also require professional dress to promote authentic experiences.

Log of Contacts Expanded (text pages 244 – 245) Notes: As in earlier chapters, remind students to utilize the Log of Contacts. Figure 7.4 (text page 235) provides additional areas for interview notes. Suggest to students that they download this document.

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Discussion Questions with Suggested Answers 11. Body Language Exercise: Begin this activity by stating to the class, ―I love Mondays.‖ Use a monotone voice, roll your eyes, and cross your arms. Ask the class if they believe your statement to be true or false. The class should select false. Ask how they made this determination (crossed arms, facial expression, lack of enthusiasm in tone). Explain that during an interview, the use of positive body language is crucial. Have students discuss and demonstrate good and bad examples of body language. Is it possible to say one thing while your body expresses something else? Will an interviewer be more likely to trust your words or your physical actions?

Students may slouch or turn sideways in a chair, roll eyes, avoid eye contact, frown, or pout to demonstrate negative body language. Students may sit up straight, smile, use eye contact, or face the front of the room to demonstrate positive body language. Students should conclude that an interviewer will be more likely to believe what the physical body demonstrates. There are many good body language websites for interviews you can find.

12. Think Like an Interviewer Exercise: Think like an interviewer. What do you consider to be the top 10 characteristics of a potential hire? How can you demonstrate these characteristics through the interview process? For this exercise, separate the board into two columns.

Characteristic

Interview example

As students provide characteristics, write them on the board. Once a list of ten or more has been established, have students work in small groups to select examples of the characteristic through the interview process. You may ask students to write an example on the board.

Students may mention the following examples: time management (arrive on time and send a thank you note right away), organization (clean and neat professional portfolio), positive attitude (smile, eye contact, friendly disposition during the interview and on the phone), self-motivated (bring list of references and letters of recommendation without being asked, make follow-up call), professionalism (business dress, handshake, manners).

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Answer Key: Self-Check Questions (text pages 226, 224, 232; ppt 24, 29, 39) (text page 226; ppt 24): 17. Why do you think behavioral interviews are becoming so popular with employers? Ans. The focus is on competency, the ability to apply past successful behaviors in new employer settings.

18. Which types of interviews are you familiar with, and which ones do you need to practice?

Ans. Answers will vary over traditional, behavioral, lunch or dinner, nondirective (work sample), panel or group, phone.

19. What type of interview is used most commonly in your field? Ans. Answers will vary although work sample interviews are common for sales and technical positions where demonstrations are helpful. (text page 224; ppt 29) 20. Describe the three-step formula for answering traditional interview questions. Ans. Step 1: Understand the essential question, its job relevance; Step 2: Answer the Question, its relation to adding value to the organization; Step 3: Support Your Answers with Specifics (prove it), provide details.

21. What does the acronym STAR stand for? Ans. Situation Task Action Results.

22. What are your options if you are asked an illegal interview question? Ans. Options are to refuse to answer, answer truthfully, or lie. Best is to make a job-related statement about abilities without directly answering the question. (text page 232; ppt 39) 23. Why are open-ended interview questions sometimes difficult to answer? Ans. There is danger of offering unsolicited information that borders on illegal information.

24. Define business casual attire. For what type of interviews might this attire be appropriate? Ans. This is attire between jeans and a formal suit. It is up to the company.

Some technology (software), manufacturing, and trade industries tend to allow business casual attire.

25. List two ways you can build your self-confidence. Ans. 1. Practice and 2. Banish negative thinking with self-talk and smiling.

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Answer Key: Skill/Term Check (text page 223; ppt 37) 26. Identify and describe two of the seven interview steps in detail. Ans. (LO 7-1; text pages 202 - 207; ppt 3-10) Step 1: Prepare for interview; do homework on company to learn about its products, mission, values, culture.

Step 2: First Impression; be professional in all areas from resumes, voice, and email messages to arriving 10 to 15 minutes early for interviews, being friendly, not carrying cluttered briefcases, shaking hands, making eye contact, and smiling.

Step 3: Face to Face Interviews; prove statements/ answers with details, keep to point, focus on employer’s business.

Step 4: Closing; ask your own questions such as avenues for advancement, highest priorities for job, next steps in hiring process, decision time frame, and ask for the job, end with a firm handshake and a smile as well as exchange of NBC and business cards.

Step 5: Follow Up; send thank you notes, check on status of job within a week or within decision time frame.

Step 6: Job Offer and Negotiation; see chapter 8.

Step 7: Making Your Decision; see chapter 8.

27. What are the main differences between the traditional interview and the competencebased/behavioral-based interview? Ans. (LO 7-2; text pages 208 – 209; ppt 11) The traditional interview focuses on the individual and the competence-based/behavioral interview focuses on skills and abilities to manage situations in the employer’s setting.

28. How might you handle the stress interview? Ans. (LO 7-2, text pages 214 - 215; ppt 20) Focus on answering questions and keeping calm. Do not react to stress ―triggers.‖ 29. What is the value of answering interview questions using the STAR technique? Ans. This technique provides a specific example to support that you have the trait or quality sought by the interviewer. (LO 7-3; text pages 218 – 219) 30. What is a control statement, and when would you use it? Ans. (LO 7-3; text pages 221 – 222; Career Coach 7.3) This is a statement used to change the direction of the interview.

You would use it rarely and to stop a situation from deteriorating, such as to end a discussion by summarizing your strengths and interest in the company.

31. Provide an example of an illegal interview question. How might you answer it? Ans. (LO 7-3, text pages 222 - 224; ppt 26 - 27) One example is a question about family status. It might be answered by stating your flexibility for travel or overtime without answering the question directly. Less desirable options are to refuse to answer, answer truthfully, or lie.

32. Name three professional image tips. Ans. (LO 7-4, text pages 228 - 230; ppt 30 - 35) 1.

Clean and pressed clothing; 2. Nails short and clean; 3. No book bags or overstuffed briefcases.

33. What is the purpose of a mock interview? Ans. (LO 7-5, text page 232; ppt 40) Practice in a controlled setting to improve interview skills and confidence.

34. What specific things can you work on in mock interviews to help you perform better in real interviews? Ans. (LO 7-5, text pages 232 – 233) You can convey your skills, practice smiling, your handshake, and your questions for the interviewer.

Chapter Eight: Follow-Up and Negotiation

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Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. A Winning Attitude Discussion 2. Okay Pay Discussion Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Student Learning Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Demonstrate successful follow-up and learn how to effectively negotiate. Chapter 8 guides the student through the follow-up and negotiation steps of the interview process, preparing the student to negotiate effectively after receiving the job offer. (text page 270; ppt 18).

Learning Outcomes (text page 249; ppt 2)

45. Demonstrate the two-step follow-up procedure.

46. Apply the art of successful negotiation.

47. Understand the elements in making a sound career decision.

48. Negotiate once you have a job.

49. Manage obstacles and frustrations in the job search.

Lecture Outline LO 1-31: The Two-Step Follow-Up Procedure (text pages 251 – 257; ppt 3) The Interview is Not Over Until the Thank You Note is Sent (text page 251; ppt 3) Two Thank You Notes Are Better Than One (text pages 251 – 256; ppt 3) Thank You Notes When You Are Turned Down (text pages 256 – 257; ppt 4) Self- Check 1- 3 (Text page 257; ppt 5) LO 1-32: Applying the Art of Successful Negotiation (text pages 257 – 262; ppt 6-8) Other Questions to Consider (text pages 260 – 262 ppt 8) LO 1-33: Making a Sound Career Decision (text pages 262 – 270; ppt 9) Negotiation Student Success Story (text pages 263 – 265) How to Diplomatically Ask for What You Want (text page 265; ppt 11) Get the Offer in Writing (text page 266; ppt 12) Job Offer Acceptance Letter (text page 266; ppt 13) ―Don’t Sell the Farm‖ Yet (text page 266; ppt 14) Juggling Offers (text pages 266 – 267; ppt 14) How to Turn Down an Offer Successfully (text pages –267 – 268; ppt 15) Make a Decision. Then Make a Right Decision (text page 269; ppt 16) Self-Check 4 – 7 (text page 270; ppt 17) LO 1-34: Negotiate Once You Have the Job (text pages 270 – 271; ppt 18) Asking for a Raise (text pages –270 – 271; ppt 18) Turn the Performance Evaluation into a Negotiation Opportunity (text pages 271; ppt 18) LO 1-35: Managing Obstacles and Frustrations (text pages 272 – 274; ppt 19) Job Search Rejection Tips (text page 272 – 273; ppt 20) Get Support (text pages –273 – 274) Roadblocks, Side Trips, and Detours (text pages –274 – 275; ppt 21)

Lecture Notes LO 1-25: The Two-Step Follow-Up Procedure (text pages 251 – 257; ppt 3) The Interview is Not Over Until the Thank You Note is Sent (text page 251; ppt 3)

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Notes: Encourage the students to write a thank you note with every interview in order to leave a positive impression. For a class activity, ask the students to write a thank you note to a current instructor or campus staff member. This will help them hone the skill and will also make the day of the person who receives the note.

Two Thank You Notes Are Better Than One (text pages –251 – 256; ppt 3) Notes: Reference Figures 8.1-8.7 for multiple examples of thank you notes. Encourage students to send two different thank you messages to the employer (email and snail mail for example).

Stress to students that the different delivery times will remind the employer of their interview on more than one occasion and will also let him know that they are enthusiastic about the job.

Thank You Notes When You Are Turned Down (text pages 256 – 257; ppt 4) Notes: Refer back to the networking portions of the text. Explain to students that, although they haven’t received the position, they may still be considered at a later time and should be gracious through the interview process. Writing a thank you note despite not receiving the job lets the employer know that the applicant maintains a positive attitude.

Self- Check 1- 3 (Text page 257; ppt 5) LO 1-26: Applying the Art of Successful Negotiation (text pages 257 – 262; ppt 6-8) Lecture notes: Encourage students to create lists which focus on what they have to offer.

Because salary/pay is a difficult subject, students need to gain confidence about their value to a company. Let students know that asking questions during the negotiation process is recommended (ppt. 7). Create practice interview questions involving salary. Ask students to respond without providing an exact figure. Stress that the starting offer should preferably come from the interviewer. Discuss and write on the board examples of non-negotiables.

LO 1-27: Making a Sound Career Decision (text pages 262 – 270; ppt 9) Notes: Instruct students to weigh their options prior to accepting an offer. Keeping a list of negotiable areas helps when determining a jobs value (ppt. 9).

Negotiation Student Success Story (text pages 263 – 265) Notes: Use the student story (pgs. 263 – 264) as an example of the negotiation process.

Reference the websites provided by the instructor (pg. 264) which provide salary ranges.

Students need to understand that they should not be driven by fear during a negotiation. They need to research what is appropriate pay and benefits based upon their skill level.

How to Diplomatically Ask for What You Want (text page 265; ppt 11) Notes: Stress to the students that their words are critical when negotiating salary. If the final offer is not what they hoped for, they can continue looking for other positions or consider the next review if they accept the job.

Get the Offer in Writing (text page 266; ppt 12) Notes: Teach the students that a verbal job offer should be followed by a written contract or a follow up in an email, so something is in writing. Make sure they read the contract before signing and that the terms match the verbal offer agreed upon.

Job Offer Acceptance Letter (text page 266; ppt 13) Notes: Ask students to visit the website in Cyber Trip 8.4 to find examples of acceptance letters.

They should bring a copy to class and compare their examples with those of other classmates.

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“Don’t Sell the Farm” Yet (text page 266; ppt 14) Notes: Discuss with students that most new jobs have a probationary period. The company has a right to let them go if they do not meet their expectations. Keeping this in mind, the student should make sure to wait on purchasing a new home (if relocating) or making other significant purchases until this period has ended.

Juggling Offers (text pages 266 – 267) Notes: Let students know that, if they are fortunate enough to receive more than one offer, they should ask each employer when they need a final decision. Students must weigh the benefits of both positions. They also have the option of letting the employers know that they are evaluating other offers—which may pose benefits or risks.

How to Turn Down an Offer Successfully (text pages 267 – 268; ppt 15) Notes: Remind the students of the importance of networking as discussed in previous chapters.

Even if they are considering turning down a job offer, they must still use professional courtesy (ppt 15).

Make a Decision. Then Make a Right Decision (text page 269; ppt 16) Notes: Teaching students to be wise in decision-making is critical. Tell students to weigh the good and bad of the job, to ask respected advisors for advice but to also trust their instincts.

Consider creating job scenarios to help student practice these steps.

Self-Check 4 – 7 (text page 270; ppt 17) LO 1-28: Negotiate Once You Have the Job (text pages 270 – 271; ppt 18) Asking for a Raise (text pages –270 – 271; ppt 18) Notes: Encourage students to consider asking for a raise if they are deserving (page 270).

Stress that raises are given based upon performance factors and should not be expected based upon the salary of coworkers. Students should approach the topic with supervisors carefully and well-prepared, and well timed.

Turn the Performance Evaluation into a Negotiation Opportunity (text pages 271; ppt 18) Notes: Explain to students that evaluations will be used to assess how they perform on the job.

This often provides an opportunity to negotiate pay increases or benefit changes. Stress to the student to listen closely during the evaluation meeting. They should not expect to be rewarded if their performance is viewed negatively but can if the evaluation is good. As with new job negotiations, the student should come prepared to show how they are vital to the company and are deserving of a pay and/or benefit increase.

LO 1-29: Managing Obstacles and Frustrations (text pages 272 – 274; ppt 19) Notes: Remind students that every interview is a learning experience. Maintaining a positive perspective and improving in the process each time will eventually lead to landing the right job.

Focus the student on courtesy and networking opportunities.

Job Search Rejection Tips (text page 272 – 273; ppt 20) Notes: Help the students keep job rejection in perspective (ppt 20). The goal is to not give up and to consider other options after each experience. Encourage the students to ask for advice from professionals if their job searches continue to be unsuccessful.

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Get Support (text pages –273 – 274) Notes: Encourage students to identify the people in their lives that offer support. Go over positive talk strategies with them as well. Consider bringing in motivational books, DVD’s, or magazines to offer as alternative morale boosters.

Roadblocks, Side Trips, and Detours (text pages –274 – 275; ppt 21) Notes: Stress the importance of alternate plans during the job-seeking process. If one job falls through, make sure to continue to apply at other locations. Each missed opportunity is moving them closer to the right job. Taking a ―not as perfect job‖ while continuing to search for ―the perfect job‖ is possible.

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Discussion Questions with Suggested Answers 13.

The 11th Hour Principle Discussion Look at page 274 of the text.

As a class, discuss the 11th Hour Principle and how students can benefit from it.

In the 11th hour, the tide turns. Students should be reminded not to settle, but rather to persevere! Go to one more interview, and write one more thank you letter, and shake one more hand even when discouraged.

14.

Okay Pay Discussion As a class, discuss the ways an employer determines an appropriate salary. Is it appropriate for two people with the same position to be paid different amounts? Why is it inappropriate to discuss salary with co-workers?

Possible student responses: education level, years of experience, special training or certifications, cost of living.

Two people with the same job may be paid different amounts if one is more experienced or has a higher level of education.

Salary is not an appropriate discussion because it is a private subject matter and is based upon performance and experience factors that differ for each employee.

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Answer Key: Self-Check Questions (text pages 257, 270; ppt 5, 17) (text page 257; ppt 5): 35. Describe the two-step follow-up procedure? Ans. Step 1: Send an email Thank You the same day as the interview. Step 2: Send a snail mail Thank You. 36. Why are two thank you notes better than one? Ans. To separate yourself from the pack, show sincere interest in the position, and remain visible to the hiring manager.

37. Should you still send a thank you even if you are not hired? Why or why not? Ans. Yes. You may be considered in the future by the employer, especially if the person hired does not work out. (text page 270; ppt 17) 38. Describe the acceptable way to ask for additional time to consider an offer. Ans. Ask directly for 24 hours to consider the offer.

39. What are two of your non-negotiables? Ans. Answers will vary. They might include salary or vacation days or flexible hours.

40. What are the appropriate steps for turning down an offer? Ans. a. Stay friendly and positive to all. b. Be honest. c. Gather more information. d. Buy Time. e. Can you afford to turn them down? f. Decline professionally.

Answer Key: Skill/Term Check (text page 276; ppt 23) 41. What are the two thank-you strategies suggested for follow-up? Ans. (LO 8-1; text page 251; ppt 3). Step 1: Send an email Thank You the same day as the interview. Step 2: Send a snail mail Thank You. 42. What marketing tool should you include in a job acceptance letter? Ans. (LO 8-3; text page 266; ppt 13) Use a business letter format; reinforce your professionalism by confirming start date, salary, and other important details.

43. What are two negotiation questions you might ask? Ans. (LO 8-2; text pages 259 – 260; ppt 7 - 8) Answers might include start date, performance review period, benefits.

44. Why is important to ask questions about the position before accepting an offer? (LO 8-2; text page 259 – 260; ppt 7) Ans. Asking questions provides information to help you evaluate the job offer.

45. Explain the 70/30 rule in your own words. Ans. (LO 8-3, text page 265, Career Coach 8.5; ppt 10) If an offer has 70% or more of what you want and less than 30% of what you do not want, then you may be in the ballpark for accepting.

46. Name one bad time of the day and one good time of the day to ask for a raise. Ans. (LO 8-4; text page 271; ppt 18) A bad time of day is at the very beginning of the day or late in the day or right before lunch. A good time of day is mid-morning, after lunch, or midafternoon.

47. How can one avoid frustration from job search rejection? Ans. (LO 8-5, text pages 272 – 274; ppt 19) Keep perspective, get support, work on improving job skills and job search skills.

48. How can you turn a rejection into something positive? Ans. (LO 8-5; text page 272 – 274; ppt 19-20) Even in rejection these experiences can help you improve your

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interviewing skills. Be sure and take the post interview information as data and learn from it.

Chapter Nine: Step Up Your Career

Table of Contents Teaching Tools Student Learning Tools Instructor Teaching Tools Target Competency Learning Outcomes Lecture Outline Lecture Notes Discussion Questions with Suggested Answers 1. There For All To See Discussion 2. Mind over Matter Discussion Answer Key: Self-Check Questions Chapter Summary Answer Key: Skill/Term Check Key Terms

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Teaching Tools Instructor’s Manual PowerPoint Presentations Test Bank

Target Competency Develop a career management plan for short- and long-term career goals. Chapter 9 aids the student in developing the habit of continuous life-long career goal setting and outcome action. (text pages 277 and 303 – 304; My Portfolio 9.1; ppt 27).

Learning Outcomes (text page 277; ppt 2)

50. Make a stellar impression.

51. Know how to advance in the workplace.

52. Manage job changes, stress, and life balance.

53. Understand the importance of lifelong learning and goal setting in reaching the next level.

Lecture Outline LO 1-36: Making a Professional Impression (text pages 279 – 281; ppt 3 - 4) Fit into the Company Culture (text pages –279 – 280; ppt 3) Positive Attitude (text page 280; ppt 4) Project Professionalism (text page 280; ppt 4) Smile and Shake Hands (text page 280; ppt 4) Take Initiative (text page 280; ppt 4) Show Confidence (text page 280; ppt 4) Be an Active Listener (text page 280; ppt 4) Use Names (text page 280; ppt 4) Remember Your Netiquette (text pages 280 – 281; ppt 5-6) LO 1-37: How to Advance in the Workplace (text pages 281 – 287; ppt 7-15) Meet and Exceed Expectations (text pages –282 – 283; ppt 7) Power over Your Schedule (text pages 283 – 284; ppt 7) Manage your Energy (text pages –284 – 285; ppt 8) Your Goals (text page 285; ppt 9) Navigate Office Politics (text page 285; ppt 10) Moving Forward Through Performance Appraisals (text pages 285 – 287; ppt 11-14) Managing and Advancing a Small Business: The Basics (text page 287; ppt 15) Self-Check 1-3 (text page 287; ppt 16) LO 1-38: Managing Job Changes, Stress, Life Balance (text pages 287 – 300; ppt 17 – 27) Tips & Tools for Moving Forward (text page 287 – 289; ppt 17) Job Loss Triage (text page 289; ppt 18) Priority Plan of Action (text pages 289 – 294; ppt 19 – 22) Employees Don’t Quit Jobs; They Quit Bosses (text page 295; ppt 23) Bully Bosses (text pages 295 – 297; ppt 24) Workplace Burnout (text page 297 – 298; ppt 25) Career-Life Balance (text pages 298 – 299; ppt 26) Tips to get through Hard Times (text pages 299 – 300; ppt 27) Self-Check 4 – 6 (text page 300; ppt 28)

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LO 1-39: Life-Long Learning and Goal Setting (text pages 300 – 305; ppt 29) Career Management Plan: Taking Goal Setting to the Next Level (text pages 300 - 301; ppt 29) Expand Your Toolbox (text page 301 – 303; ppt 29) Professional Growth and Life-Long Learning (text pages 303 – 304; ppt 29) Mentors (text page 304; ppt 29) Chapter Summary (text page 306; ppt 30) Skill/Term Check (text page 306; ppt 31)

Lecture Notes LO 1-30: Making a Professional Impression (text pages –279 1 281; ppt 3-4) Fit into Company Culture (text pages 279 – 280; ppt 3) Notes: Remind students that observation is critical during the first few weeks on the job.

Reference ppt 3 for specific areas involving company culture. Relate the classroom culture to the job culture. Are some classes quieter? Do some stay for the full-time span and others end early? Is humor utilized often or frowned upon. Help students see the importance of a good fit in other life situations. Explain that finding the rich company dynamic may take time.

Positive Attitude (text page 280; ppt 4) Notes: Encourage students to find the positive in all situations. Stress to them that they are more likely to keep a job due to being positive than due to technical skill level. Remind students that body language can convey negativity just as much as words can.

Project Professionalism (text page 280; ppt 4) Notes: Encourage students to take pride in their appearance each day of work not just at the interview. Consider making one class a week a ―Professional Day‖ for students. Requiring organized notebooks and portfolios can also help students work on conveying professionalism.

Smile and Shake Hands (text page 270; ppt 4) Notes: Practice this task with students in class. Make sure that they give firm handshakes and make eye contact. Remind them to introduce themselves and to also listen closely to their coworker’s name when on the job.

Take Initiative (text page 280; ppt 4) Notes: Discuss with students effective ways to show initiative when starting a new job. Make sure they understand that asking questions shows their desire to do well and can also prevent needless mistakes. Volunteering to complete tasks with co-workers also promotes a good impression.

Show Confidence (text page 280; ppt 4) Notes: Remind students that when they are hired for a job it is because the employer feels they are qualified. They should behave in a confident manner through words, body language, and actions. Help them to realize that they can appear confident even if they are not feeling confident.

Be an Active Listener (text page 280; ppt 4)

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Notes: Stress to students the need to actively listen on the job, especially during the first few weeks. Help them understand that rushing to make suggestions or changes may be construed negatively. Coworkers and supervisors will appreciate attentive ears. Encourage students to take notes during meetings. Help students understand the need for careful listening through class examples.

Use Names (text page 280; ppt 4) Notes: During class, demonstrate the importance of using names. Ask the students how they would feel if you, the instructor, was still unable to identify their names. Encourage students to pay attention to name tags and employee lists when starting a new job in order to learn names more quickly.

Remember Your Netiquette (text pages 280 – 281; ppt 5) Notes: Teach students that their words through email and other electronic means may not be perceived in the same way that face-to-face messages are perceived because body language is missing. Remind them to never send a message in anger and to always proofread messages carefully. Stress that social networking sites are not appropriate during work hours. Ask students to bring examples of company policies that involve computer usage.

LO 1-31: How to Advance in the Workplace (text pages 281 – 287; ppt 7-15) Meet and Exceed Expectations (text pages 282 – 283; ppt 7) Notes: Explain to students that their actions in the first few weeks on the job will set the company’s perception of them. Maintaining a positive attitude in all situations remains critical.

Students should focus on working above expectations and should make themselves available to others when needed. Remind students to treat all employees with equal levels of respect— regardless of title. Tell students to find individuals on the job who are possible mentors. These mentors can provide examples of how to behave, dress, and interact with coworkers.

Power over Your Schedule (text pages 283 – 284; ppt 7-9) Notes: Encourage students to establish time management on the job. Ask students how they currently organize their days. Explain that valuable time is wasted if they don’t have a plan.

Bring in different types of organizers and agenda books and show students how to prioritize their tasks. Consider asking students to plan each day of the upcoming week. Remind them to review their plan on a daily basis, adjusting as needed. After the week is over, ask the class if they noticed increased productivity due to planning. Tell students to include their future goals as they plan daily. Another idea is to have students share time management skills that work for them in class.

Navigate Office Politics (text page 285; ppt 10) Notes: Explain to students that knowledge of how the office works is critical to job success.

Encourage students to maintain personal integrity by avoiding office gossip. Students should also understand that active listening will help them determine the office dynamic.

Moving Forward Through Performance Appraisals (text pages 285 – 287; ppt 11-14) Notes: Inform students that they are responsible for documenting their positive accomplishments on the job. Instruct them about various types of performance appraisals and consider bringing in different examples. Remind them to take the review process seriously and to come prepared. Students should be prepared to receive constructive criticism in order to work even more effectively on the job.

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Managing and Advancing a Small Business: The Basics (text page 287; ppt 15) Notes: Encourage students to research thoroughly prior to opening a business and to ask questions of successful business owners. Refer to page 274 for helpful website information.

Self-Check 1 – 3 (text page 287; ppt 16) LO 1-32: Managing Job Changes, Stress, Life Balance (text pages 287 – 300; ppt 17-27) Tips & Tools for Moving Forward (text page 287 – 289; ppt 17) Notes: Have students select three of the tips and tools they believe are the most helpful for someone experiencing a job change or other life stress.

Job Loss Triage (text page 289; ppt 18) Notes: Explain to students that job loss can create stress but that planning and prioritizing can help them regain control. Refer to the text example of ER triage and ask students of other situations that may require this type of organization.

Priority Plan of Action (text pages 289 – 294; ppt 19 – 22) Notes: Stress the importance of making a plan when job loss occurs (ppt 19 – 20). Ask students to research local organizations that can provide assistance to the unemployed. Remind students that they are not alone and should contact their mentors and networking connections. They should not hesitate to ask for help. The goal is to remain positive and focused.

Employees Don’t Quit Jobs; They Quit Bosses (text page 295; ppt 23) Notes: Explain to students that some bosses may be more challenging to work for. Students should watch the actions of other employees who seem to work comfortably with the supervisor in hopes of learning different strategies for dealing with him or her.

Bully Bosses (text pages 295 – 297; ppt 23 – 24) Notes: Students should understand that this is a rare type of boss, but if they find themselves in this type of work situation, documentation is critical. They should also contact the Human Resources department with their evidence. Help students understand that if the boss is creating a toxic work environment, they may be better off leaving the job.

Workplace Burnout (text page 297 – 298; ppt 25) Notes: Point out the warning signs of burnout to students (ppt 24). Remind them that working hard is important but not worth compromising their health. Use class time to list possible stress relievers.

Career-Life Balance (text pages –298 – 299; ppt 26) Notes: Ask students about what activities make them happy. Let them know that a job should not cause them to lose this happiness. Creating a well-rounded life is the ultimate goal, balancing work, family, and self. Consider doing a charitable or volunteer activity as a class or taking a field trip. Let students know that a content employee is a productive employee.

Tips to get through Hard Times (text pages 299 – 300; ppt 27) Notes: Discuss the possible life crises that would inspire someone to reach out to one of the resources listed in the text.

Self-Check 4 – 6 (text page 300; ppt 28)

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LO 1-33: Life-Long Learning and Goal Setting (text pages 300 – 305; ppt 29) Career Management Plan: Goal Setting to the Next Level (text pages 300 – 301; ppt 29) Notes: Just as you encouraged students to set goals in the early chapters of the text, teach them that goal setting is a life-long activity. Encourage them to review their goals often and make changes when needed. They should always aspire to greater things professionally in order to remain driven and focused on work.

Expand Your Toolbox (text page 301 – 303; ppt 29) Notes: Discuss with the class techniques for remaining focused. Practice visualization exercises with them and also positive self-talk. Encourage them to do independent research on the RAS. They are in control of their futures.

Professional Growth and Life-Long Learning (text pages 303 – 304; ppt 29) Notes: Ask students to research the professional organizations connected to their fields of study. Encourage them to join and to read the journals that provide timely information. Let students know that they must never be complacent in their careers but should always strive to learn more. Taking classes, shadowing mentors, attending workshops, and reading articles are a few options for professional growth.

Mentors (text page 304; ppt 29) Notes: Let students know that mentors are beneficial regardless of their professional position.

As a class, make a list of questions that could be asked of a mentor. Share your own experiences as a mentor or with your own mentor. Inform students that their mentor will probably change as they advance professionally. Ask the students who they mentor or how they might go about being a mentor for someone in the future as they grow their careers.

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Discussion Questions with Suggested Answers 15.

There for All To See Discussion Facebook, myspace, LinkedIn and Twitter are just a few social networking sites. Should a company view information on these sites when determining whether to hire an individual? When posting information to a personal account (pictures, statements, etc.) during non-work hours, does an employee still need to consider company policies? If so, why? Should companies allow employees to surf social networking sites during work hours?

Possible answers: A company should view this type of site. In some cases, they may see inappropriate behaviors not conducive to the work environment. Employees should be careful when posting to social networks even if after hours because their behavior is viewed by many individuals, and if they make poor choices, they may lose networking opportunities and may also violate policy.

Because these sites are used globally, their information is accessible to others, so all posts should be made carefully. Each company makes social networking guidelines based upon the company culture. Employees can be easily distracted from important work responsibilities and should avoid non-work-related computer use. Productivity is more likely to drop if employees are permitted to do non-work-related computer activities, so most companies should not allow social networking.

16.

Mind over Matter Discussion How can visualizing success help your Reticular Activating System work more efficiently? Why do brain teasers and critical thinking exercises also help? As a class, visualize a perfect job interview or job appraisal. Share your positive images.

Possible response: Positive visualization helps the RAS filter out negative thoughts and actions. Thinking activities help stimulate the brain and also help the brain to work more creatively and critically.

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Answer Key: Self-Check Questions (text pages 287, 300; ppt 16, 28) (text page 287; ppt 16): 49. List three things to do to help you meet and exceed expectations in your workplace. Ans. Answers will vary (text pages 282 – 283), some are 1. take care of your coworkers. 2. keep your boss informed, 3. solve problems.

50. How can you improve your netiquette? Ans. Answers will vary (text pages 280 – 281; ppt 5 – 6), some include 1. keep email messages short and clear, 2. answer email promptly, within 24 hours; 3. make a clear subject line.

51. What are two ways you can manage your energy during the workday? Ans. Answers will vary (text pages –284 – 285; ppt 8), some include 1. allocate time, such as 30 minutes to answering email, 2. use the 5-minute rule to take care of small tasks during short breaks between scheduled events. (text page 300; ppt 28) 52. As part of your priority plan of action, name and describe four actions you should take in the event of an expected or unforeseen job change. Ans. Answers will vary (text pages 289 – 293, ppt 19 – 22), some are 1. negotiate a severance package, be sure you receive all unused vacation days and other remaining benefits 2. get a letter of recommendation, you want/deserve a recommendation that highlights your skills and accomplishments with that employer 3. temporarily cut expenses, you will need to manage your money more tightly until you find another job, 4. target current job opportunities, review and update your information about current opportunities to organize your job search.

53. What are two reasons it is important to continue gaining education and professional development throughout your career? Ans. (text page 293; ppt 21) 1. Every work-related course you take adds to your worth as an employee, 2. Taking classes increases your network contacts.

54. What are some things you can do to avoid burnout? Ans. (page 297 – 298; ppt 25) Make it a habit to take your breaks during the workday, take walks on breaks, take your vacations, meditate, stay home when you are sick all help you to keep a perspective on job stresses; see Career Coach 9.2.

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Answer Key: Skill/Term Check (text page 294; ppt 29) 55. List three things you can do to advance your career. Ans. (LO 9-2; text pages –272 – 273; ppt 7) Answers will vary as there are many constructive activities; broadly some things to manage are 1. meet and exceed expectations. 2. fit into the company culture, 3. be in charge of your schedule.

56. Define netiquette and explain why this is important in the workplace. Ans. (LO 9-1; text pages –280 – 281; ppt 5) Netiquette means using manners, civility, and general rules of respectable communication online. It is as important for your productivity, effectiveness, and professional reputation.

57. What are three ideas you can use to avoid burnout? Ans. (LO 9-3, text page 297 – 298; Career Coach 9.2; ppt 25) Answers will vary, but three key ideas are 1.take your breaks during the workday, 2. take your vacations, and 3. stay home when you are sick. These and other such activities all help you to keep a perspective on job stresses.

58. How can your RAS help you reach your career goals? Ans. (LO 9-4; text page 301, Career Coach 9.3) RAS stands for Reticular Activating System. It is the mind’s information filtering system. This is your mental system for screening all of the clutter that comes to you from external sources. Screening helps you to select and prioritize the most important information for doing your job effectively.

59. Why is it a good idea to make new professional goals once you land your job? Ans. (LO 9-4, text pages 300 - 301; ppt 29) You need to keep setting new goals in order to keep going forward in your career. Without new goals you can drift and flounder in your job.

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