LESSON 5  “When your work speaks for itself, don't interrupt.” – Mark Twain TITLE: Job Interview Skills GRADES: 9, 10, 11, 12 SUBJECTS: ENGLISH/LANGUAGE ARTS MATHEMATICS VOCATIONAL/TECHNICAL SKILLS LEARNER OUTCOMES:   The student will identify behaviors (verbal and nonverbal) that will enhance interview performance. The student will identify core elements of successful interviewing. The student will review commonly asked interview questions. The student will prepare interview responses to commonly asked questions that demonstrate enthusiasm and interest in the position and organization. The student will summarize interview strategies. The student will identify how attitude, image and appearance, and listening skills affect the interview process. The student will prepare a career portfolio for interviews. The student will prepare for and participate in an actual face-to-face job interview with a professional. DURATION OF LESSON:     Two 90 minute class periods MATERIALS: Job Interview Skills handout Writing utensil and paper Professional looking folder for career portfolio 3 1/2 - inch floppy disk Prepared personal resume Appointment calendar Letters of recommendation Certificates, licenses, etc. Transcripts Samples of job related work or educational experiences School/county generated permission forms TECHNOLOGY TOOLS: One computer with internet access for each student, Microsoft Office, printer, and computer data projector. TEACHER'S NOTES:   Verify that students have School Acceptable Computer Usage forms on file. Collect parent permission and travel forms from those students who have secured appointments with professionals outside the building, and provide those to the principal and/or attendance office. Make sure students have several hard copies of their personal resume and are familiar with its content. Secure community business partners willing to participate in the interview process.  He/she may use the individual student resume as the “first cut,” and then explain why the student(s) was/were selected for the interview by pointing out the positive/negative aspects of about the individual resume. Secure computer lab. Teacher needs to be familiar with Microsoft Word.  If not, the teacher may need to complete a tutorial. Double check the contents of each student's Career Portfolio making sure all necessary items are included. PROCEDURES:   1.  Using a computer data projector, provide instruction for job interview skills handout. 2.  Allow students to browse for additional instruction, nonverbal cues, and the Minnesota Workforce Center for Dress for Success. 3.  Review commonly asked questions and prepare possible answers. 4.  Have students practice handshakes and eye contact. 5.  Have students practice entrance and exit procedures for an interview. 6.  Have students participate in virtual rehearsals and interviews for practice. 7.  Have students prepare a career portfolio using a professional looking folder that includes:  job related samples of work or educational experiences, required certificates, transcripts, licenses, etc., several copies of resume, acquired letters of recommendations, additional lists of references, accommodations and awards, appointment calendar, pen, and a list of pertinent questions to ask during interview. 8.  Have students familiarize themselves with their own resume. 9.  Have selected student(s) participate in actual face-to-face interview with a professional from the community. 10.  After the actual interviews, the professional may point out the positive/negative aspects of each student's interview session. 11.  Assign an outside class project.  Suggested activities are job shadowing, an actual/virtual  college tour, or an actual/virtual job interview.  Sources for the virtual activities may be found at Websites. 12.  Students will record findings from their participation in job shadowing, college tour, or interview for use in their final presentation, which will be completed at another time. MODIFICATIONS: Modifications will be made for those individuals with IEPs in coordination with the Special Education Department. ENRICHMENT ACTIVITIES: Students may participate in additional practice sessions online or with other professionals. Revise resume and letter of application using professional's suggestions. Revamp the student's Career Portfolio. EVALUATION/ASSESSMENT: Observation Comments from the professional(s) IGOs FOR WEST VIRGINIA: English/Language Arts:   11.1, 11.38, 11.97, 11.69, 11.70, 11.71, 11.73, 11.74, 11.75 Mathematics:  None listed. Vocational/Technical Skills:  BCA 12, BCA 13 NATIONAL STANDARDS:   English/Language Arts: Writing 4.  Gathers and uses information for research purposes. Reading 5.  Uses general skills and strategies of the reading process. 7. Uses reading skills and strategies to understand and interpret a variety of informational texts. Listening and Speaking 8.  Uses listening and speaking strategies for different purposes. Viewing 9.  Uses viewing skills and strategies to understand and interpret visual media. Media 10. Understands the characteristics and components of the media. Mathematics:  None listed. Vocational/Technical Skills:  None listed. JOBS/CAREER CLUSTERS: Business and Marketing Engineering and Technical Fine Arts and Humanities Health and Human Services Science and Natural Resources REFERENCES: Job Interview Skills Virtual Interviews and Rehearsals Minnesota Workforce Center for Dress for Success Elements of Language, an online textbook Levitt, Julie. Your Career. Boston:  South-Western Educational Publishing. 2002, 197-262. AUTHORS AND SCHOOL: Cheri Chenoweth Beth Moore Jane Byrd South Harrison High School   Overview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7