The H.O.P.E.

Initiative
NATIONAL SERVICE CORPS
CORE SKILLS TEACHERS’ TRAINING MANUAL

Career Development

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Initial Design and Development work done by the

National Youth Service

Adapted in part by the HEART Trust/National Training Agency

Learning Resources Development Department

HEART Trust/NTA

Gordon Town Road

Kingston 7, Jamaica W.I.

June 2017

This material is protected by copyright ©. Copying this material or any part of it by any means, or in any
form,
including digital is prohibited, unless prior written permission is obtained from the HEART Trust/NTA.

*** 2017 ***

 CONTENTS

ACKNOWLEDGEMENTS .................................................................................................................................................................................3

INTRODUCTION ...............................................................................................................................................................................................4

PART1 National Service Corps CURRICULUM ........................................................................................................................................ 10

UNIT 1: Life Career Development (core unit) ............................................................................................................................................. 13

UNIT 2: Exploring Careers (core unit) ........................................................................................................................................................... 14

UNIT 3: Life Career Management Skills (optional unit) ........................................................................................................................ 15

UNIT 4: Employability Skills (core unit) ...................................................................................................................................................... 16

UNIT 5: Getting a Job (core unit) ..................................................................................................................................................................... 17

UNIT 6: Employer and Employee Rights and Responsibilities (core unit) .................................................................................... 18

UNIT 7: Enterprising ............................................................................................................................................................................................. 19

PART 2 TEACHERS’ MANUAL & STUDENT HANDOUTS...................................................................................................... 20

UNIT 1: LIFE CAREER DEVELOPMENT ....................................................................................................................................................... 22

UNIT 2: EXPLORING CAREERS ....................................................................................................................................................................... 31

UNIT 3: LIFE CAREER MANAGEMENT SKILLS......................................................................................................................................... 44

UNIT 4: EMPLOYABILITY SKILLS ................................................................................................................................................................... 53

UNIT 5: GETTING A JOB ..................................................................................................................................................................................... 71

UNIT 6: EMPLOYER AND EMPLOYEE RIGHTS AND RESPONSIBILITIES .................................................................................. 82

UNIT 7: Enterprising ........................................................................................................................................................................................... 95

Part 3 Appendices ................................................................................................................................................................................. 116

Glossary ........................................................................................................................................................................................................ 121

References ................................................................................................................................................................................................... 124

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 ACKNOWLEDGEMENTS
The National Service Corps Training Manual contents have been adapted from the National Youth
Service Personal Development Manual. The National Youth Service Personal Development Manual
was developed through a joint effort by the Inter-American Development Bank (IDB) loan-funded
Youth Development Programme and the National Youth Service (NYS).

Additional content was also developed through the efforts of the Learning Resources Development
Department of the HEART Trust/NTA.

The National Service Corps Training manual was designed with the goal of providing youth with the
guidance needed to function effectively in society. In addition, it provides several helpful activities
and resources intended to assist instructors in delivering the training contents.

We acknowledge and thank all the contributors who have assisted in the repurposing of this
document.

We are grateful to each member of the former National Youth Service, and the Learning Resources
Development Unit for the valuable information provided in the finalization of this document. The
completion of this manual could not have been accomplished without the extensive support
provided by all.

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 INTRODUCTION
The goal of the National Service Corps Training Manual is to introduce and reinforce positive values
and attitudes in the society, emphasizing the personal growth and development of individuals who
participate in the National Service Corps Training Programme.

This is competency-based training manual with assessments, updated activities and learner hand-
outs. More focus is placed on problem solving, experiential and group learning exercises.

Structure of the Training Manual

This Career Development manual is organised in seven units covering the important areas of
focus. Each unit contains activities designed to support the learning in that unit, and handouts
that are supportive of the learning requirements in each unit. While the Module Description,
learning goal and requirements directly support the instructor for purposes of organising individual
classes and activities, the units contain handouts which individual learners are to complete to
reinforce learning requirements in each unit.

The manual is competency-based: the learners are to be assessed according to the knowledge,
performance standards and attitudes/employability skills that they strengthen or develop over the
duration of the course. The approach of the curriculum and the Manual is participatory and
experiential: learners are expected to be actively involved in their learning. Each unit’s activities
support the content of the unit and are to be documented in the corresponding handout or hand- outs
for the activity. Therefore, each unit in the Manual contains the content to be covered in a particular
topic in a coloured box, sequentially numbered activities to support the learners’ mastery of the
content, and corresponding learner handouts numbered according to the unit number and sequence
of the activity in the module. While time may not permit for all activities in a unit to be completed in
class, the instructor should ensure that the activities selected for completion and their accompanying
handouts address the learning requirements of each unit. Appendix 6 contains the rationale for their
inclusion.

The instructors are expected to spend up to three classroom hours on the content and activities in
each unit of a module. The classroom (face-to-face) time in the course totals 90 hours.

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Experiential and problem-based learning model
The learners’ experiences are used as the basis for the learning in each unit and
module to strengthen the learners’ ownership of the learning. The basis for the learning
design is sharing, discussion and group identification of learning points to strengthen
character development and socialisation. Classroom discussion, in small groups, pairs and
plenary reporting sessions is key to the learning model.

Experiential Learning

EXPERIENCE

SHARE
APPLY

GENERALISE PROCESS

At the end of each classroom session, the instructor will lead the learners in a summary of
their learning from the activities and discussions. It is important that the instructor acts only
as a facilitator of the discussion and not tell the learners what they have discovered: there
are no “right” answers to discussions and activities. The instructor’s role is to keep
discussions on track and help the learners to develop a brief summary of their learning.

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The learning journal and the portfolio
Each learner will be expected to maintain two records of his/her progress: the portfolio and
the learning journal.
i. The portfolio

The learners’ progress is documented in the completed handouts, which each learner will
retain in his/her learning portfolio. At the end of the course, the portfolio will document
the learner’s progress in achieving the knowledge, performance and
attitudinal/employability skills requirements of the Personal Development course.
Written exercises and research assignments, reflections and completed exercises are kept
in each learner’s portfolio.
ii. The learning journal

The learning journal forms an important individual part of the portfolio. At the end of
each classroom session, the learners will be expected to write their responses to
questions, record unanswered questions to which they may wish to return, and note their
reflections on the activities in which they engaged during the session.

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The learning journal is a personal record of the learning journey in which each learner engages
during the course. The journal reflections may include what the learner learned from the
classroom activities and discussions, his/her related experiences from outside the
classroom, what s/he has learned about him/herself and his/her personal growth. At the
end of each module, the members of the class will be invited to share their most important
learning documented in their journals; however, such sharing should be voluntary, not
mandatory.

Assessment

The competency-based assessments, which are at the end of each module, document the
learner’s progress through the curriculum. Both the learner and the instructor are expected
to complete the assessment instruments. Completing the assessment instruments
separately and then comparing the scores, will enable the learner to improve his/her ability
to evaluate his/her performance.
In order to complete the course successfully, each learner must meet the following expectations:

• Be present in a minimum of 75 percent of the face-to-face sessions

• Maintain a learning journal regularly over the entire course

• Keep an accurate up-to-date portfolio containing completed handouts from each of

the units in all five modules
• Receive a “meets standard” rating or better on 80 percent of the elements in each of the
assessment tools.

The instructor as facilitator

This course is constructed on a facilitation model where all members contribute to the
progress of the learning in the class. Creative facilitation that involves the entire group in
the learning process takes much more time than telling the learners the “right” answers.
The instructor as facilitator is in charge of the process and methodologies used in the session,
and the planning and coordination of the elements of the classroom session, with particular
focus on the timing of various activities and the reporting of their outcomes. If a member
of the class appears to be excluded, the facilitator’s role is to change the process so that the
marginalised individual feels included in the discussions; if a person is monopolising the
airtime, the facilitator changes the process to enable others to take some responsibility for
the group process. Posing the appropriate question at the right moment, dealing with
conflict creatively without taking sides, and introducing a new approach to get the group
moving are all part of the art of facilitation.

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The essential elements of the effective facilitator are listed below:

• Well-prepared for each session

• Briefly introduces each session at the beginning

• Explains tasks clearly and in detail, recording them, so that participants can go back to
them if needed

• Turns questions from the group back to the group to answer

• Conscious of time (but not rigid), so that each session can be satisfactorily concluded

• Guides the group to advance

• Aware what is happening in small groups and helps each to move forward if it gets
distracted or stuck

• Does not dominate the proceedings

• Asks precise questions at the right moment

• Uses knowledge to raise relevant questions that help the group to advance.

The introductory session

The first hour of the first classroom session will be an opportunity for the members of the
group to get to know each other. A series of ice breakers and exercises (see Appendix 1
for a series of ice breaker exercises) that will enable the participants to feel comfortable
with each other will be used to set the tone for the group and the atmosphere for the class
for the remainder of the course. Establishing a non-threatening, respectful atmosphere
where all opinions are valued and in which all members of the group are encouraged to
participate is critical for the operation of the course.

The following are the rules for the operation of the classroom:

• Every participant is a resource person and every resource person is a participant

• Everyone helps everyone

• Every idea counts

• Conflicts and controversial points of view are recorded and addressed at an appropriate
time

• Uncomfortable feelings must be addressed promptly

• The collaborative classroom is a learning process in which people learn tolerance and
receptivity to others’ opinions.

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 Award of Certificate

Participants will be awarded a Certificate of Achievement on successful completion

of the programme.

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 PART 1

National Service
Corps
CURRICULUM

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CAREER DEVELOPMENT

Module Description:
Participants will explore their career interests to be able to make informed decisions during
the career selection process. They will also develop skills in writing a resumé and cover
letter and undertaking a successful job interview.

Learning goal:
Participants are able to make informed career decisions and plans to pursue those decisions.

Knowledge Requirement:
Participants will be able to:
• Demystify/Describe/Explain the life career concept
• Define the skills termed “employability skills”
• Demonstrate knowledge of appropriate dress and behaviour in defined workplace situations
• Explain the importance of work, responsibility and accountability
• Identify ethical workplace behaviour
• Differentiate policies and procedures
• Differentiate the rights and responsibilities of the employer and employee
• Outline common labour laws

Performance Requirement:
Participants will be able to:
• Prepare a resumé and cover letter for a specific job application
• Complete an application for a post-secondary institution, college or university
• Keep a log that demonstrates good workplace time management practices
• Demonstrate positive customer relations in the workplace
• Operate constructively in a team
• Prepare a professional portfolio
• Perform according to employee-employee rights and responsibilities in the workplace

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Attitudinal/Employability Skills Requirement:
Participants will be able to:
• Demonstrate the collaborative skills that enable a team to operate effectively
• Demonstrate initiative in problem solving
• Take responsibility in individual and group situations
• Demonstrate accountability for decisions/actions taken
• Communicate respectfully
• Adhere to work requirements, legislations and codes of practice

Learning outcomes:
Participants will be able to:
• Articulate their present and future career ambitions
• Develop a plan to move toward realising their career ambitions
• Demonstrate appropriate attitudes and behaviours that will enable them to
achieve their ambitions
• Reflect a current working knowledge and understanding of employees’ and
employers’ rights and responsibilities

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UNIT 1: Life Career Development (core unit)

Unit Description:
Participants will be able to define their individual life career achievements, personality traits
and preferred work style through participation in a series of structured activities.

Knowledge Requirement:
Participants will be able to:
• Articulate their life career model, present and future
• Identify their current career interests
• Describe their personality traits
• Define/State/Outline their preferred work styles

Performance Requirement:
Participants will be able to:
• Use the life career model to define their present and future career goals

Attitudinal/Employability Skills Requirement:

Participants will be able to:
• Demonstrate positive career ambitions
• Exhibit a willingness to work toward an agreed objective leading toward
life career achievement

Learning outcomes:
Participants will be able to:
• Articulate their life career plan to date and for the next five years
• Demonstrate improved knowledge of their personal strengths and preferred working styles

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UNIT 2: Exploring Careers (core unit)

Unit Description:
Participants will be able to conduct the research necessary to explore career options
relevant to their interests, personalities, life career plans and goals.

Knowledge Requirement:
Participants will be able to:
• Identify their interests and strengths appropriate to a specific career
• Select at least two career directions that are interesting to and appropriate for them
• Analyse the job requirements to explain their interest in these career choices

Performance Requirement:
Participants will be able to:
• Complete and document the research necessary to determine whether the careers
they select are appropriate for them (desk and field research)
• Match their personality traits to the careers selected to guide their final decisions on
careers to pursue

Attitudinal/Employability Skills Requirement:

Participants will be able to:
• Honestly and accurately define their own personality traits that may affect
their career selection
• Complete the research in a timely manner
• Make a thoughtful well-documented case for the career they choose

Learning outcomes:
Participants will be able to:
• Describe their personality traits that make them suitable for the career they choose
• Explain the advantages of their career choices

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UNIT 3: Life Career Management Skills (optional unit)

Unit Description:
Participants will be able to demonstrate key knowledge skills and attitudes connected with
good work and study habits and positive approaches to change in their environment.

Knowledge Requirement:
Participants will be able to:
• Analyse their personal work and study habits
• Describe their approach to change using a personal experience to illustrate that approach

Performance Requirement:
Participants will be able to:
• Evaluate their personal work and study habits, identifying any weaknesses that may
impact their achievement of career ambitions
• Evaluate their strengths and weaknesses in coping with change
• Develop a plan to approach change positively

Attitudinal/Employability Skills Requirement:

Participants will be able to:
• Demonstrate a positive approach to the work they need to do to achieve their career goal
• Find the opportunities in a negative situation (role-play)

Learning outcomes:
Participants will be able to:
• Identify situations that can stimulate their strengths in work and study
• Develop positive strategies to address change in their circumstances

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UNIT 4: Employability Skills (core unit)

Unit Description:
Participants will be able to identify the key knowledge, skills and attitudes for success in
the workplace.

Knowledge Requirement:
Participants will be able to:
• Identify at least four communication skills that are key to success in the workplace
• Plan a task using SMART objectives (Specific, Measurable, Attainable, Realistic and Time bound)
• Describe at least four thinking skills that are important for success in the workplace
• Articulate at least five personal attributes that will prove a worker to be
valuable in the workplace

Performance Requirement:
Participants will be able to:
• Demonstrate effective speaking, listening, writing and reading skills appropriate to
the work environment
• Work creatively in a group setting to resolve problems appropriately within an
established time frame
• Act responsibly and cooperatively in a group situation
• Identify their individual functional skills

Attitudinal/Employability Skills Requirement:

Participants will be able to:
• Behave constructively in all interactions and group situations
• Exhibit good time management
• Behave ethically and respectfully
• Exhibit dress and deportment appropriate to the workplace

Learning outcomes:
Participants will be able to:
• Articulate and receive instructions correctly and clearly
• Act in a way that is positive and supportive to achieving an assigned task
• Dress for and act appropriately in the workplace
• Interact positively and constructively with others

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UNIT 5: Getting a Job (core unit)

Unit Description:
Participants will be able to complete job applications and exhibit interview skills that will
encourage a prospective employer to consider them for employment.

Knowledge Requirement:
Participants will be able to:
• Demonstrate knowledge of the structure and presentation of the content of a resumé
and cover letter
• Prepare for an interview for a job
• Discuss ways to carry out a job interview in a simulated situation

Performance Requirement:
Participants will be able to:
• Identify a suitable job for which they would like to apply
• Prepare a resumé and cover letter suitable for a specific employment opportunity
• Demonstrate appropriate behaviour in a simulated interview situation
• Respond appropriately to constructive criticism about the simulated job interview

Attitudinal/Employability Skills Requirement:

Participants will be able to:
• Perform positively in a simulated job interview situation
• Articulate their strengths and experience that would be useful to the company

Learning outcomes:
Participants will be able to:
• Identify appropriate employment opportunities
• Prepare a relevant, clear and grammatically correct cover letter and resumé for a
prospective position
• Participate in a job interview simulation
• Constructively analyse the job interview experience

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UNIT 6: Employer and Employee Rights and Responsibilities (core unit)

Unit Description:
Participants will be able to differentiate between an employers’ and employees’ rights and
responsibilities in the workplace.

Knowledge Requirement:
Participants will be able to:

• Explain the difference between workplace policy and procedure

• Define a right and a responsibility
• Understand how rights and responsibilities relate to each other
• State the differences between the rights and responsibilities of employers and employees
• Identify common labour laws in Jamaica
• Differentiate job descriptions and job specifications

Performance Requirement:

Participants will be able to:

• Identify workplace policy and procedures

• Identify workplace procedures for upholding employee/employer rights and
responsibilities
• Design a handbook that covers information on workplace conduct
• Design a job specification and description for their dream job

Attitudinal/Employability Skills Requirement:

Participants will be able to:

• Perform ethically in a simulated job environment

• Adhere to work requirements, legislations and codes of conduct
• Demonstrate appreciation for the labour laws of Jamaica

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Learning outcomes:

Participants will be able to:

• Differentiate policies and procedures

• Differentiate between employers’ and employees’ rights and responsibilities
• Prepare a relevant, clear and grammatically correct handbook on workplace conduct
• Prepare relevant, clear and grammatically correct job description and specification

UNIT 7: Enterprising

Knowledge Requirement

Demonstrate knowledge of enterprising with special focus on intraprenurship and entrepreneurship

Performance Requirement

Develop enterprising skills

Attitudinal/Employability Skills Requirements

Demonstrate appreciation of the culture of enterprising

Learning Outcomes

At the end of this module students should be able to:

 Define intrapreneurship and entrepreneurship

 State the difference between intrapreneurship and entrepreneurship
 Outline the general characteristics of an entrepreneur and intrapreneur
 Explain how business ideas are generated and sources of business opportunities
 Identify various constraints that should be considered when selecting a business idea
 Define basic marketing concepts
 Describe the nature of the business environment
 Outline strategies for dealing with forces that can impact the business environment
 Identify support services that are available in Jamaica for small business operators or
entrepreneurs

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 PART 2

TEACHERS’ MANUAL &

STUDENT HANDOUTS

CAREER DEVELOPMENT

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 MODULE . CAREER DEVELOPMENT
Module Description:
Participants will explore their career interests to be able to
make informed decisions during the career selection process.
They will also develop skills in writing a resumé and cover
letter and undertaking a successful job interview.

Learning goal:
Participants are able to make informed career decisions and
plans to pursue those decisions.

Learning Outcomes
At the end of this module, participants should be able to:

1. Develop an awareness and understanding of the life career concept.

2. Identify the skills required in the job market.
3. Prepare resumés and cover letters.
4. Practise time management techniques.
5. Dress and behave appropriately in the required situations.
6. Understand and appreciate the value of work.
7. Understand the importance of responsibility and accountability at work and in other
situations.
8. Identify and appreciate the value of team work.
9. Deliver quality customer service on the job.
10. Understand the value of education and training.
11. Research tertiary or post-secondary institutions.
12. Make applications for colleges and universities or other post-secondary institutions.
13. Prepare a professional portfolio.
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UNIT 1: LIFE CAREER DEVELOPMENT
Unit Description:
Participants will be able to define their individual life career achievements, personality traits
and preferred work styles through participation in a series of structured activities.

Activity 1: What Is Your Life Career?

• In this session participants will achieve a greater understanding of the life career
concept by constructing personal and future life career models.
• Review the life career concept (refer to Handout 1.1, “My Life Career Model”). Tell
participants that a career means more than just an occupation. It includes all the
roles that make up the various growth and developmental stages of one’s life and is
therefore termed your life career.
• Have participants visualise their life career as a journey and to reflect on where their
journey has taken them. Emphasise that their life career will be a journey of learning
and growing, and that they can shape their own destiny.
• Have participants construct their life career model. Encourage them to share their
models in pairs. Participants should state how each component of their career model
affects the achievement of their life career goals.
• Ask participants to construct a future life career model based on what they imagine
their life career will look like in 10 years. Have them share their models with the class.
• Encourage participants to set life career goals such as certain occupations for which
they aspire (a teacher, farmer, and entrepreneur), a social role such as wife,
mother/father, and hobbies or extra- curricular activities such as running a
marathon or community volunteerism. All are life career goals and everything
individuals do is interrelated.
Life Career
Your life career refers to every part of your growth and development from childhood
through your teenage years and into adulthood and all the roles you assume at each stage.
These roles include student, friend, son, daughter, babysitter, track team member.

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Activity 2: Identifying Your Career Interests
• This activity will help participants to clarify their interests, motivation and
satisfaction as they seek to identify their careers.
• Explain to participants that their interests and personal values help to determine the
careers they choose. Identifying these from early is an important first step in the
career development process.
• Distribute Handout 1.2, “What Are Your Interests?” and ask participants to answer the
questions to help them determine and interpret their interests.
• Review and discuss the handout. Ask participants to share their responses.

Activity 3: What Are Your Personality Traits?

• Explain to participants that during this session they will identify their personal traits
and qualities so they can focus their career search and make informed career
decisions.
• It is important for participants to understand that their personality traits and qualities
are developed over time and through their experiences. Distribute Handout 1.3,
”What Are Your Personality Traits?” and instruct participants to identify those traits
and qualities that describe them. They may be guided by the feedback from friends,
school mates, teachers, family members, and their experiences.
• Ask for volunteers to share their traits with the group. Engage participants in a discussion
of the importance of identifying t h e s e t r a i t s to deciding the occupations to
which they would be m o s t a t t r a c t e d .

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Activity 4: What is Your Preferred Work Style?

• Review participants’ values, interests and personality traits and how they relate to
their career choices. In this activity, they will continue to explore their career
interests by identifying the work environments that match their personality traits
and interests.
• Explain to participants that your work style consists of your personality and work
environment preferences. Most people find work most satisfying when it fits their
own personal style. It is therefore helpful to consider your preferred work style
when making career choices. Provide Handout 1.4, “My Preferred Work Style” and
ask participants to indicate their work environment preferences.
• Ask participants to find one person within the group who shares a commonality for
each category and in groups of 5–8 persons, have them brainstorm five careers and
three local companies that support the preferred work style.
• Create an environment for participants to present their findings.
o For homework: Ask participants to research careers that fit their interests,
personality traits and preferred work styles.
o Encourage participants to use the Internet as one of their research tools.

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 HANDOUT 1.1 My Life Career Model

Your life career is a journey of learning and growing. You must acquire the
knowledge and skills to shape your own destiny. Study the concept below and then
construct your present and future life career models.
The Life Career Concept Model

My Present Life Career Model

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 My Future Life Career Model – A Five-Year Plan

My Life Career Model (based on my five-year plan)

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 HANDOUT 1.2 What Are Your Interests?

Write short responses to the following questions. This exercise will help you to
determine your career interests.

1) What subjects do you enjoy doing?

2) What hobbies could potentially be the focus of your career?

3) What careers have you considered and continue to consider?

4) If you won the lottery, what might you do after your initial celebration?

5) What is the most rewarding accomplishment you have had?

6) If you were absolutely sure you would not fail, what would you go out and do?

7) What are your short term goals?

8) What are your long term goals?

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 HANDOUT 1.3 What Are Your Personality Traits?

Tick the traits and qualities that describe you. Then, ask a close friend or family
member to provide feedback on the traits and qualities you have identified and
indicate any you have omitted.

Personal Traits Attitude Interpersonal

Traits
 Assertive  Positive  Humorous
 Motivated  Action-oriented  Tactful
 Energetic  Straightforward  Adventurous
 Independent  Open-minded  Enthusiastic
 Responsible  Realistic  Cooperative
 Persevering  Objective  Competitive
 Flexible  Caring  Other
 Calm  Imaginative
 Other  Other

Work Habits
 Efficient
 Dependable
 Resourceful
 Detail oriented
 Takes initiative
 Decisive
 Risk taker
 Problem solver
 Creative thinker
 Other

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 Choose five of the traits that BEST describe you and give an example of how you
have developed or demonstrated each of them.

Trait Example

1.

2.

3.

4.

5.

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 HANDOUT 1.4 My Preferred Work Style

Indicate your work environment preferences. For each item, circle the point on the
scale that reflects where you see yourself. 1 represents the lowest value, while 3
represents the highest. Avoid choosing the middle value of 0.

On a team 3 2 1 0 1 2 3 Independently or
one-on-one

Meeting new 3 2 1 0 1 2 3 Independently or

people one-on-one

Ideas and data 3 2 1 0 1 2 3 Mostly with

people

Practical, 3 2 1 0 1 2 3 Complex
concrete theoretical
problems problems

Use logic and an 3 2 1 0 1 2 3 Provide

objective understanding
approach and a subjective
approach

Structured 3 2 1 0 1 2 3 Changing, flexible

Environment environment

Project oriented 3 2 1 0 1 2 3 More relaxed,

work with open-ended
deadlines results

Play it safe 3 2 1 0 1 2 3 Take risks (can be

physical or
intellectual)

Your work style can also be used when making decisions about various job and career opportunities.

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UNIT 2: EXPLORING CAREERS

Unit Description:
Participants will be able to conduct the research necessary to explore career options
relevant to their interests, personalities, life career plans and goals.

Activity 1: Choosing A Career That Meets Your Life Goals

• Explain to participants that there are thousands of jobs out there which make our career
choices more difficult. During our childhood, people asked “What do you want to be
when you grow up?” Some of us may have an idea of the type of work we would like
to do; however, people often change their minds. Also, as society undergoes rapid
technological changes, new demands arise. People have to adapt to these changes and
pursue other options. Different careers have different education and competency
requirements. Thus, it is important to know what the requirements and competencies
are for the careers in which they are interested. Some competencies are transferable
to different work settings and careers. These are called functional skills.
• During this session, participants will develop a list of functional skills they possess.
Pass out Handout 2.1A, “Knowing Your Strengths: Choosing a Career”. Tell
participants that this exercise will help them to focus on careers that will fit their
talents and provide more satisfaction. They may be guided by the feedback from
friends, school mates, teachers, family members, and their experiences.
• Review and discuss the handout.
• Ask participants to do a Career Inventory/Personality Assessment accessed on the
Internet at www.similarminds.com and go to the career inventory test. The results are
to be saved, printed and added to their portfolios. Participants may also access the
“Choices Career Key” by Lawrence Jones.

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 • Ask participants
o What are your life career goals?
o How will your choice of career enable you to achieve your life career goals?
o With reference to Handout 2.1B, do you think that the stereotypes in
relation to the perception of ‘male’ and ‘female’ jobs may affect your choice of a
career? How and why?

Activity 2: What’s in the Labour Market for Me?

• Now that you have identified your strengths and focused your career options, it is
time to explore the labour market. In this session, participants will match their
career interests and functional skills with potential careers.
• Give participants Handout 2.2, “Career Research” and ask them to explore their
career options and develop their research skills through the exercise. The facilitator
may use discretion in determining the duration for the activity which may be issued
as an assignment. In this session, attention should be paid to going through the
handout to ensure that all participants understand their task.
• Ask participants the following:
o How will education and training assist in preparing you for the world
of work?

o In what way can training assist you to do a better job?

o Are there situations in which education and training are relevant?

Explain your answer.

o How will making the best use of your education assist in nation
building?

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 o How will education and training impact your personal development?

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 HANDOUT 2.1A Knowing Your Strengths: Choosing a Career

Tick the functional skills you have.

Communication: Exchange, convey and express knowledge and ideas
Functional Skill Yes No Functional Skill Yes No
Write Entertain/perform
Edit Host
Summarise Deal with the public
Verbal communication Public speaking
Listen Teamwork
Facilitate discussion Use languages
Consult Interview
Listen Ask questions
Teach Make presentations
Train Negotiate
Sell Think on one’s feet
Promote Conversational ability
Organisation Management: Direct and guide a group in completing tasks and attaining goals
Solve problems Coordinate
Time management Handle logistics
Make decisions Put theory into practice
Lead Delegate
Meet deadlines Give directions
Supervise Assume responsibility
Motivate Determine policy
Recruit Interpret policy
Resolve conflicts Apply policy
Mediate Set priorities
Initiate projects Strategize
Organise
Research and Investigation: Search for specific knowledge
Analyse ideas Evaluate
Analyse data Critical thinking
Research Synthesise information
Investigate Observe
Read for information Outline
Interview for information Formulate hypotheses
Gather data Develop theory
Calculate/compare
Human Service: Attend to physical, mental or social needs of people
Interpersonal skills Coach
Group process Advocate
Sensitivity to needs Use intuition
Empathise Provide care
Counsel

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 Information Management: Arrange and retrieve data, knowledge and ideas
Functional Skill Yes No Functional Skill Yes No
Math skills Logical ability
Organise information Develop systems
Manage information Categorise
Keep records Summarise
Attend to details Streamline systems
Monitor
Design and Planning: Imagine the future and develop a process for creating it
Anticipate problems Anticipate consequences
Plan Brainstorm new ideas
Conceptualise Think visually
Design Improvise
Display Compose
Layout/format Adapt
Design programmes Create images
Physical: Use hands or tools to build, repair and invent
Build Repair
Construct Restore
Invent Use physical coordination
Operate equipment

Insert Your Top 10 Preferred Functional Skills Example of how you have used this skill

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 HANDOUT 2.1B Gender and Jobs, Pink and Blue

There was a time when ads in the newspaper were divided into “Help wanted –
Male” and “Help wanted – Female.” Today, the law requires that people be hired
based on their qualifications, not their gender. There are still jobs held mostly by
women or by men but that is changing: some women climb electricity poles while
some men are receptionists.

What is your current Pink and Blue vision? After each job listed below, put M for male
if you think mostly men should be in it, F for female, B for both:

Plumber Scientist Prime Minister Singer

Doctor Artist Librarian Chef

Hair stylist Farmer Day care worker Veterinarian

Secretary Auto mechanic Nurse Minister

Astronaut Teacher Manager Assembler

Computer technician Nail technician Labourer Driver

Women enter “non-traditional occupations” (those held mostly by men) because

often these pay better. For example, a woman who goes into construction will make
three or more times what a file clerk (which used to be considered a “woman’s job.”)
earns.

Can you think of any reasons that men would go into jobs which have been mostly held
by women? These jobs include nursing, teaching and office work. (Money is good but
it isn’t everything – what you value and what makes you happy are often more
important.)

1.

2.

3.

Are the careers that you’re considering mostly held by men, women or both? How
does that influence your choice?

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 HANDOUT 2.2 Career Research

Assignment Sheet:

• Good time management is necessary in order to complete this project.

• Keep all work in your portfolio. You are responsible for keeping track of it.
• Use various resources.
• Your work should be neat.
• Use this sheet to monitor yourself.

Each activity below is accompanied by a template that will guide its completion.

1. Activity 2.2.1 – Your ideal career (Your Ideal Job Worksheet)

2. Activity 2.2.2 – Complete 6 research forms (Occupational Information

Student Worksheet). You are encouraged to do more, as you find careers
that interest you. If you don’t understand a question, seek clarity from your
facilitator.

3. Activity 2.2.3 – Find and print one classified ad from the Internet or newspaper
for each of the careers you found in #2. You may get a web address from your
facilitator or a resourceful classmate who has surfed and found the right place.
There are many sites that you may visit.

4. Activity 2.2.4 – Write a business letter to one professional organisation

(Sample Business Letter). You are to request information on the career in
which you are most interested – a sample letter is provided.

5. Activity 2.2.5 – Find and print information from the Internet on two of the
careers that you researched.

6. Activity 2.2.6 – Interview one person from the career area that most interests
you. Use the Interview Guide Sheet provided. This sheet must be
completed and included in your research packet.

7. Activity 2.2.7 – Conduct a presentation to your class (Career Presentation Guide

Sheet).

What does my future hold?

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 ACTIVITY 2.2.1: YOUR IDEAL JOB WORKSHEET

Describe your ideal job by writing a narrative report. Make sure you include all
the areas listed below:

1. What type of work you would do all day.

2. Kind of work environment: indoors, outdoors or both.

3. Working with people or alone.

4. Working with your hands, head or both.

5. Earning potential.

6. A set schedule or variable hours.

7. Do you want to supervise others?

8. What qualities do you have to succeed in this career?

9. How do you know you could do this type of work?

Remember when you are writing an essay, you should have an introduction,
supporting paragraphs, and a conclusion.

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ACTIVITY 2.2.2: OCCUPATIONAL INFORMATION STUDENT WORKSHEET

Identify educational requirements, salary, job description, and occupational outlook

for six career areas that match your profile by completing the Occupational
Information Student Worksheet.

Career:

Find information about your specific career choices. Make sure you find
information in all these areas:

1. Salary (How much does this job pay on the average?):

2. Educational Requirements (What kind and what level of education do you

need for this type of career?):

3. Job Description (What does a person do?)

4. Occupational Outlook (Are there any job openings for this career; what is the
outlook?):

5. Personal Characteristics/Abilities Needed for this Career:

6. Advantages:

7. Disadvantages:

8. Working Conditions (Inside, outside; lifting or not; hours; etc.):

9. Would I be suited to this job and consider it as a career possibility?

10. At least ONE address where I could find further information:

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 ACTIVITY 2.2.4: SAMPLE BUSINESS LETTER

Kirk Rhoden
9 Hemming
Lane
Kingston 10
â YOUR name and address

National
Housing Trust
â Address of the
organisation. Get the
approval of your
4 Park facilitator before
Boulevard writing
Kingston 5

July 6, 2014
â Today’s date

To Whom It May Concern:

In our Career Development course, we are researching careers. I am very interested in

engineering careers and would like more information about the profession. Please send me any
information you have available to the above address.

Thank you in advance for your attention to this request.

Sincerely,

Kirk Rhoden
â YOUR name and signature here.

• Use a business font, Times New Roman, size 12.

• Check spelling and grammar
• Print 2: one to send and one for your portfolio

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 ACTIVITY 2.2.6: INTERVIEW GUIDE SHEET

You can get a great deal of valuable information about the world of work from
people employed in various occupations. To identify employed individuals who may
be able to supply you with current, comprehensive career information, begin with
those persons most easily accessible to you: your family, friends, school, and other
resources.

REMEMBER:
• You are not asking for a job.
• You have the right and the responsibility to yourself to seek information from
those who can help you.
• Prepare yourself for the information interview by learning as much as you can
about the field and the person you will be interviewing.
• Prepare a list of questions you want to ask
• Be prepared to take notes during the interview.
• Express interest and appreciation.
• Who did you interview?
• Where does she/he work?
• What is his/her career?

STANDARD INFORMATION INTERVIEW QUESTIONS:

1. How would you characterise this career? (Competitive, conservative,

rapidly changing, stressful, etc.)

2. What are your predictions for the future for this career? Is it expanding?

3. Are qualified workers needed in this field? Where is the greatest need?

4. What is the potential income for this career? What is the typical starting salary range?

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 5. What is a typical day/week like in your job?

6. What do you like most about your job? What do you like least?

7. If you were hiring someone for this job, what kind of person would you hire?
What skills and personal attributes are most important? What qualifications
would a person need?

8. How did you get into this career? What was your career path?

9. What personal advice would you give to someone wanting to enter and advance
in this career/field?

10. What education or training is required? What courses/major should a person

choose? What schools are best to attend?

11. What are typical mistakes people make, that prevent advancement in this career?

FEEL FREE TO MAKE UP YOUR OWN QUESTIONS. BE SURE TO MAKE NOTES OF ANSWERS
GIVEN.

Notes on interview:

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 ACTIVITY 2.2.7: CAREER PRESENTATION GUIDE SHEET

You have explored various careers. Now, it is time to find the one career in which
you are most interested, and continue the research into the area. You will need to
develop a presentation to deliver to your classmates. This will be the assessment of
your knowledge of this career unit. You are only limited by your own creativity
and motivation. Take the challenge, apply yourself, and have fun learning!

This project must include a three-minute informational speech

which needs to encompass the following:

• A description of the work the person performs

• Wage/salary (entry level and after established in career)

• What characteristics are needed for a person to do well in this career?

• Educational background needed

• Where can you get the education necessary for the career?

• Advantages/disadvantages of the job

• Career ladder (how does a person get from a starting position to a higher level
job with more money, etc?)
• Employment outlook

• Related occupations

A visual must be included – a poster, dress like the person, power point, etc. A
written report should be turned in with all the above information included and
placed in your portfolio.

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UNIT 3: LIFE CAREER MANAGEMENT SKILLS
Unit Description:
Participants will be able to demonstrate the key knowledge, skills and attitudes connected
with good work and study habits and positive approaches to change in their environment.

Activity 1: My Study Habits

• Having identified the relationship between personality traits, interests and one’s
life career, participants will identify strengths and weaknesses in their personal work
habits that may affect achievement of their life career goals.
• Distribute Handout 3.1, “Study Habits Checklist” and ask participants to complete
the activity. The checklist will help them to identify areas of strength and weakness
in their study habits. Have participants share their strengths and provide an
example of an instance when this strength led to the successful achievement of a
goal.
• Ask participants to identify a study skill in which they are weak and provide an
example of an instance when this weakness led to failure to achieve an important goal.
Ask the class to identify and discuss some ways in which these study skills can be
improved.
• Have each participant develop a plan for improving those study skills in which she/he is
weak.

Activity 2: My Personal Work Habits

• Brainstorm with participants some of the personal habits necessary to get along with
others in various settings such as a school, the workplace, or a group activity.
• Distribute Handout 3.2, “Work Habits Inventory” and review the concepts with the
participants before having them complete the activity. Tell them that this exercise will
help them to evaluate their personal work habits.
• Separate participants into groups of 4–5 and have them identify qualities from their
“Work Habits Inventory” handout that need the most improvement and develop a
plan of action. The final plan must be attractively displayed on poster paper with the
heading, “Strategies for Life Career Success” and mounted on the classroom wall for
viewing.
• Ask participants the following questions:
o How did you feel about your
self-evaluation?

o What areas would you like to strengthen?

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Activity 3: Coping with Life Transitions

• It has often been predicted that people entering the labour force today will change
occupations at least four times during their working life. Some of this change will be
involuntary because of plant closures, corporate mergers, and technological changes
in an industry. These changes create job displacement and oftentimes disrupt the
achievement of one’s life career goals. However, t h e r e w i l l a l s o b e
voluntary change. It is no longer expected that people will hold one occupation for their
entire lives. Participants who anticipate change and have thought about strategies for
coping with such changes will be better equipped for the world of tomorrow. In this
session, participants will identify the types of changes persons experience and how
to deal with these transitions.
• Distribute Handout 3.3, “How to Cope with Changes that Affect Your Life Career
Goals” and review the instructions with participants.
• Have participants select one of the following quotes and design a poster which
expresses the meaning of the quote, and how it can help them to deal with changes
that disrupt the achievement of their life career goals.
o People will succeed because they know where they
are going.
o People can alter their lives by altering their attitudes.
o One cannot change yesterday but only make the most
of today and look with hope toward tomorrow.
o We cannot direct the wind but we can adjust the sails.
o Destiny is not a matter of chance. It is a matter of
choice.
o You cannot change others. You can only change
yourself. By changing yourself, you change those
around you.

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 o Do not wait for your ship to come in. Swim out to it.
o Life is a journey, not a destination.
o Every cloud has a silver lining.
o The future belongs to those who believe in the beauty
of their dreams.
o Do not follow where the path may lead – instead go
where there is no path and leave a trail.
o Act as though it were impossible to fail.
o The only limit to our realisation of tomorrow will be
our doubts of today.

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 HANDOUT 3.1 Study Habits Checklist

Use the checklist below to evaluate your study

habits.
Sometimes Often/Always Never
1. I am able to take notes during
lectures, films, or speeches.
2. I can take notes while reading.
3. I have a difficulty pronouncing words.
4. I can read, but I do not
understand what I am reading.
5. I can’t get interested in the
material I have to learn.
6. I understand what I read, but it
seems I can’t remember the
material.
7. I am organized, and I plan my
assignments ahead of time.
8. Whenever I sit down to study, my mind
wanders from the material I am
supposed to study.
9. I can stand in front of a group of people
and speak or recite a poem.

10. Not knowing difficult words slows down my reading.

11. I believe I know the meaning of
most of the words I read, but
defining them is difficult.
12. I seem to grope for the right
words but can’t express them.
13. Whenever I read aloud fast, I
seem to reverse words like
“saw” for “was.
14. I seldom seem to recall what I have
read. I do remember minute details,
but I miss out on the meaning of the
whole passage or story.
15. The moment I see a book, I feel tired and worn out.
16. Soon after I start to read, my vision becomes blurred.
17. Radio or TV bothers me while I am studying.

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 18. I look up new words in a
dictionary only if I run across one
in my assignments.
19. If I want to be alone and study, a
separate or private room is available
at home for this purpose.

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 HANDOUT 3.2 Work Habits Inventory

Directions: Carefully read the descriptions given for each of the qualities listed
below. Place a check mark on the blank next to the statement, which, in your
opinion, most accurately describes you.

1. COOPERATION (ability to get along with others)

I work against rather than with others
I find it difficult to get along with others
I usually get along with others
I get along with others
I get along well with others; I am friendly and helpful

2. INITIATIVE (tendency to move ahead)

I need to have repeated instruction
I need to be urged to do things
I do routine work acceptably
I am fairly resourceful; look for things to learn and do
I am resourceful; look for things to learn and do

3. COURTESY
I am often discourteous to others
I am sometimes not courteous in action or speech
I am usually courteous and considerate of others
I am always very courteous and considerate

4. ATTITUDE TOWARD CONSTRUCTIVE CRITICISM

I resent any criticism
I do not pay much attention to criticism
I accept constructive criticism and try to change
I accept constructive criticism and improve greatly

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 5. SUPERVISION
I usually need constant supervision to complete routine tasks
I need frequent supervision to complete routine tasks
I need occasional supervision while doing routine tasks
I need little supervision while doing routine tasks
I do not need supervision while doing routine tasks

6. ACCURACY OF WORK
I am very careless about my work
I am frequently inaccurate and careless
I make few errors; I show average care, thoroughness and neatness
I seldom make errors and do work of very high quality

7. WORK ACCOMPLISHED
I am very slow; output is unsatisfactory
I am slower than average; output is mediocre
I work with ordinary speed; output is generally satisfactory
I work rapidly; output is well above average
I am fast and efficient; output is well above average

8. TIME USAGE
I waste time and need to be prodded along
I waste time and need some supervision
I waste time occasionally but am usually reliable
I seldom waste time and am reliable
I am industrious and concentrate very well

9. ADAPTABILITY
I can’t adjust to change
I have difficulty adapting to new situations
I adjust to change after instruction
I adjust to change readily
I find it pleasant to adapt and meet changes

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 10. PERSONAL APPEARANCE (Neatness & personal care)
I care about my appearance; I look neat most of the time
I am extremely careful about my appearance; I look very neat all of the time.
I am careless about my appearance
I sometimes neglect my appearance
I make an effort to improve my appearance

11. ATTENDANCE (school work, or organisations to which I belong)

I am frequently absent
I am not regular enough in attendance
I am average in my attendance
I am almost always in attendance
I am never absent except for an unavoidable emergency

12. PUNCTUALITY
I am frequently tardy
I am very often tardy
I could improve my punctuality
I am seldom tardy
I am never tardy except for an unavoidable emergency

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 How to Cope with Changes that
HANDOUT 3.3 Affect Your Life Career Goals

1. Describe a change in your life. How did you react? How did you wish you had
reacted? How has this change made a difference in your life?

2. Brainstorm a list of changes that occur: the changes may relate to family
structure, location, economic stability, personal (physical, social, global, death,
etc.). Divide the brainstormed list into two parts: things you can control and
things you cannot control.

Changes you can control Changes you can’t

3. Brainstorm another list about ways people usually respond to change.

Decide if these responses are negative or positive.

4. How have careers changed over the last decade? How have people responded?

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UNIT 4: EMPLOYABILITY SKILLS
Unit Description:
Participants will be able to identify the key knowledge, skills and attitudes for success in
the workplace.

Activity 1: Valuing Work

• Hard work is closely linked to the value one places on work. It is believed that if one
values one’s work, then attempts at working hard will become natural. Factors such
as promotion at the workplace are influenced by the value that is placed on the work
being done. Other factors that may be considered in promotion decisions are:
initiative, creativity, length of service, and the level of effectiveness of staff members.
In this session, participants will explore the value of work in personal, family,
community and national development.
• Separate participants into groups of 4–5 and assign each group Handout 4.1:
“Encouraging and Rewarding Hard Work”. Allow the groups to share their reward
systems.
• Facilitate a discussion:
o Is it important to work
hard? Why?

o Is hard work rewarding?

o Can the future be affected by what we do today?
o Why work hard when you can make easy money from drugs, guns etc?
o How can a plan help one to decide how hard to work to attain a
specific goal?

o Can one attain one’s goals without working? If yes, how?

o What are the negatives of
having a job?
o What are the positives of
having a job?
o Why should one have a positive attitude to one’s job?
o Does one get a special feeling after a job well done? If yes, describe the feeling.

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 • Introduce participants to the importance of employability skills. Emphasize that these
skills are required for success in the workplace and careers and include time
management, problem solving, and using initiative.

Employability Skills

These are transferable core skills and attitudes required for success in the
workplace and careers.
Some of these skills include: Basic Skills- speaking, reading, mathematics, writing,
listening
Thinking Skills: problem solving, creative thinking, decision-making, visualising,
reasoning
Personal Qualities: time management, responsibility, self-esteem, sociability,
self-management, initiative, integrity

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 Activity 2: Initiative and Problem Solving

• Share the information in the textbox, with participants, and ask them to do the activities.

Problem Solving
In today’s world businesses are increasingly looking for employees who show initiative and can
employ problem solving strategies.

To show initiative is to be able to think for yourself, to be creative and proactive, that is, to
act before you are asked to do so, for example, taking personal responsibility to see that targets
are met, and to see that challenges are resolved.

Problem solving skills involve seeking solutions, rather than focusing on the problem;
thinking logically, but also thinking ‘outside of the box’; having the ability to think of other ways
that things might be done for success to be achieved; having the ability to think positively and
practically rather than negatively, when things go wrong; seeing yourself as part of the
solution, rather than fixing blame on someone else (even if they deserve it).

As you can see, showing initiative and problem solving are traits that are quite similar. It takes
initiative to solve problems. We show initiative and solve problems every day, perhaps without
even thinking about it. However, it will help us to establish a step by step approach, especially
as it might apply to the workplace. This is called the IDEAL model as indicated from the
University of Bradford website. (http://internal.bradford.ac.uk/)
Identify the problem
Define the problem
Examine alternatives
Act on a plan
Look at the consequences
Example:

Let’s see how this might actually work. You are working with a supermarket/pharmacy. A
hurricane is approaching the island and you have run out of batteries. You are already showing
initiative if you perceive that there might be a problem.

Identify the problem: The problem is that you do not have any batteries and people are
coming into the store asking for them.

Define the problem: You have no batteries; you have checked the store room and
there is none; a lot of people are rushing into the store, asking for batteries; they
are becoming angry because they think you should have them; you perceive that
you are also losing potential sales.
Continued on next page 

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 Examine alternatives: The alternatives seem to be 1) check with a branch in
another location to see if they have any batteries; 2) if they do, decide whether to have
them bring the batteries to you, or send for them 3) put a sign on the door of the shop
to say that you have run out of batteries; 4) apologise, and tell people that you are
sending for the batteries, should they wish to wait; 5) send them to the other location
which has batteries;
6) buy some batteries from the supermarket in a nearby plaza so that at least you
have some batteries to sell until you restock, even if you lose money in doing so.

Act on a plan: You might decide to put a sign on the door saying that new batteries
are on their way, and welcome persons to come in and shop for other hurricane
supplies.

Look at the consequences: Note that your solution is a combination of the

alternatives suggested above.

• Assign participants to groups. Ask each group to pose a problem, and let the other
groups use the IDEAL structure above to solve the problem.
• The following table will give examples of responses to situations which show
initiative and problem solving ability.
• See how many of them are approaches which participants already take or could take.
E n c o u r a g e them t o think of others and add them to this list.

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 Using initiative and problem solving in situations

Using initiative and problem solving

Examples
techniques
Being proactive and suggesting improvements
Taking action before you are asked to do so
for improving the delivery of a service
Supporting new ideas and initiatives with enthusiasm
Identifying issues and possible solutions and making
these known to fellow workers and managers
Identifying work and development opportunities to
Identifying and trying out different
improve a service or product, within the confines of
approaches
your role in a company
Being aware of and trying out new technologies in
order to provide a more efficient service
Applying or adapting different business models and
theories to your actual work assignments/activities
Being aware of, and identifying new trends and
Considering the generation of new ideas a developments which might affect your department or
normal part of your job the company
Developing the ability to predict market trends and
customers’ needs
Being aware of the competition and seeking
innovative ways to surpass or keep ahead of them
Based on source: The University of Nottingham (https://workspace.ac.uk/)

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Activity 3: Time Management

• Facilitate a guided discussion on time management by asking the questions: Why is it

important to be on time for an appointment? What are some acceptable reasons for
being late or absent? If you anticipate that you will be unavoidably late for an
appointment, what should you do? Tell participants that in this session they will learn
and practise effective time management.
• Assign participants to groups of 4–5 and direct them to the scenario in Handout 4.3A:
“Helping Monica”. At the end of the group activity, ask a representative of each group to
present their findings. Facilitate a discussion of the questions presented in the
handout.
• Provide and facilitate review of Handout 4.3B: “Be On Time Checklist”. Have
participants identify three appointments they have in the upcoming week and use the
handout to determine how much time they will need to prepare and get to the
appointment on time, i.e., 15 minutes before the time. If the participant successfully
makes it to the appointment on time, then it is likely that she/he will be consistent
in similar future attempts.
• Explain to participants that this exercise may be used to determine how much time
is needed to get ready and get to work or school each day. Once this is done, there will
be no need to work out a daily schedule or checklist.

Time Management Tips

 Plan and organise

 Set goals that are SMART, i.e. Specific, Measurable, Attainable, Realistic, Time-bound.
 Prioritise
 Use a “Things to Do” list
 Conquer procrastination
 Learn to say “No” to the unimportant
 Reward yourself even for small success

Activity 4: Being Responsible and Accountable

• Responsibility and accountability are important attitudes in the workplace. In

this session, participants will examine the importance of these skills.
• Divide participants into groups of 4–5. Refer to Handout 4.4: “What Would You Do?”
for instructions. At the end of the exercise, invite a representative from each
group to present their findings.

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Activity 5: Dress and Deportment

• Introduce the concept of deportment as one’s manner and conduct with respect to the
courtesies and duties of life. In the workplace, there is an established code of
deportment and dress. In some organisations, the employees wear uniform. Other
dress code policies prohibit the wearing of open toe shoes, gaudy hair colours,
ostentatious jewelry or makeup and revealing clothes. One’s behaviour must also be
tempered by respect for others. These policies are in keeping with a company’s culture,
values and image and should be observed by all its employees.
• Provide Handout 4.5: “What Not To Wear” and ask participants to complete the activity.
Discuss the handout and ask participants to identify why it is important to dress
appropriately for the workplace. Responses may include: it creates and maintains a
positive impression of the individual in the workplace; it shows respect for the
company’s policies; it can provide a platform for growth in the company as it suggests
a match between the individual and the organisational culture or core values.
• Ask participants to prepare and mount a collage (collection of pictures) illustrating
five examples of appropriate and inappropriate attire for a job interview (1
appropriate; 2 inappropriate) and the workplace (1 appropriate; 2 inappropriate).
Presentations must be based on the collage and should be accompanied by
justifications for each example. Each participant should give a three-minute
presentation of his/her collage; his/her attire must be representational of what is
appropriate for the workplace. This activity can be assigned in advance and the
presentations made during this session.
• Ask participants the following:
o How do you feel when you are properly attired?
o Does your dress and deportment impact on your
self-esteem?

o How do you decide what to wear?

o Does your mode of dress and the way you ‘carry’

yourself depict how you feel about your- self or
others?
o Are parents and adults unfair in their demands about how students/youth
should dress?
o Will a disciplined approach to dressing or deportment help an individual’s image?
Explain.
o How can people use your dress and deportment to analyse you?

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Activity 6: Delivering Quality Customer Service

• Good customer service helps drive the success of any company. It ensures customer
loyalty and gives the company a competitive edge. In this activity, participants will
explore the characteristics of quality customer service and apply them in various
settings.
• It is said that “the customer is always right”. Invite participants to share their worst
customer service experience and say how the situation could have been
addressed to appease the customer.

• Review Handout 4.6, “Tips for Customer Service” with participants. Divide
participants into groups of 5–10 and assign them the following scenarios for
role-playing:
o dissatisfied customers in a
restaurant;
o disgruntled guests at a
hotel;
o restless out-patients at a clinic waiting for hours to be attended to by the doctor
or nurse;
o irate customer at a utility (water or electricity, or cable) office who feels the
amount on his/her bill is too high.

The role-playing must emphasize the feelings of the customer and highlight
the usefulness of the Customer Service Tips Handout 4.6 in appeasing the
customer.

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 Dressing for Work

• First and foremost, no matter what you wear, your clothes should be neat and clean.
• Keep yourur shoes in good condition.
• Your hair should be neatly styled.
• Facial hair should be neatly trimmed.
• For women: makeup should be subtle.
• Nails should be clean and neat and of reasonable length.
• Dress for the job you want. If you aspire to be a manager, dress like
managers in your company do.
• Abide by your organisation’s dress code policy. If there is no dress code, ask your
supervisor.

• Ask participants the following:

o Does the customer have the right to complain if he or she is not being
attended to properly?
o Whose responsibility is it to ensure the customer is satisfied?
o Can the employee become upset with the customer? Why? Why not?
o Suggest methods of addressing the needs of angry customers without becoming
upset.

Activity 7: Teamwork Team

• In this activity, participants will identify the ways A team is a group of persons
in which teamwork contributes to productivity. Ask committed to and pursuing
students to define teamwork and how it helps a a common goal. A team is
group of persons to be successful. effective when roles are
• Give participants Handout 4.7, “Scavenger Hunt: allocated according to
Team to Task” and in teams of 4–5, have them find all strengths.
the items in the activity in 30 minutes. Teamwork is
• At the end of the scavenger hunt, the winning team particularly useful when
will be determined, i.e., the team with the most, or all a task requires multiple
items. skills, judgment and
experience.

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 HANDOUT 4.1 Encouraging and Rewarding Hard Work

Within your group, develop a practical system that encourages and rewards hard
work in the following situations:

1. An inner-city high school in a community with a high incidence of drugs,

teenage pregnancy, guns and prominent dons. What can be done to encourage
students to remain in school and work hard?

2. Traditional high school with many ‘rich kids’ who show no concern about their
school work, but great interest in parties, cars and fashion. What can be done to
encourage these students to take their work seriously?

3. A new small business comprising five members of staff who are not well paid
and foresee no possibility of an increase in salary until a year’s time. What can
be done to encourage these staff members to be the best at all times?

What does the following gem mean to you?

“The heights of great men reached and kept, were not attained by sudden flight, but
they while their companions slept, were toiling upwards through the night”

Identify a picture or image that creatively and imaginatively captures the meaning
of this gem to you and add it to your portfolio.

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 HANDOUT 4.3A Helping Monica

Your friend, Monica, is always late for school, church, or even parties. As a result, she is
often flustered and off balance when she arrives at the location. A marketing firm has
recently employed her and one of her first assignments is to make a presentation to a
large manufacturer in Kingston. Monica lives in Montego Bay and needs to arrive at
the location ahead of time to ensure that she is not flustered and is able to make a
successful presentation.

Brainstorm a checklist or itinerary of the things that Monica must plan to do to

ensure that she arrives at least 15 minutes before her presentation.
Itinerary

Name and Address of

Destination: Time of

Presentation:

Monica needs to do the following before leaving home in Montego Bay for her meeting in
Kingston:

Activity Estimated Time It Will

Take

This will take approximately (hours/minutes).

Monica knows her way around Kingston. Monica does not know her way around
Kingston.

She is getting to her location by (specify mode of transportation: public

transportation, own vehicle, friend):

Monica will need (hours/minutes) to get to her destination.

Since Monica’s meeting is at , she needs to leave at .

Remember, she must arrive at least 15 minutes before her meeting.

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 Discussion Questions

1. Why is it important to manage one’s time?

2. How will an understanding of time management techniques help Monica?

3. What do you interpret from someone being late?

4. Is there any justification for being late?

5. How does being late affect others, or a scheduled activity?

6. If you have a reputation for being late, how can this affect you negatively?

7. What methods can be used to help persons be punctual?

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 HANDOUT 4.3B Be On Time Checklist

Name of Appointment:

Time of Appointment: Location:

I need to do the following before my appointment:

 Make breakfast/lunch/dinner
 Eat
 Tidy the house/do the dishes
 Grooming (bath/shower, make-up, brush teeth)
 Prepare clothes (iron)
 Get dressed
 Assist others in the house with their needs
 Run errands
 Other
This will take approximately minutes

 I know where to go  I do not

know where to go

 I am getting there by:

 Car (consider traffic and whether you have gas)
 Bus (consider traffic and bus stops along the way)
 Taxi (ensure the taxi arrives no later than you need to leave)
 Another person driving (ensure the person arrives no later than you need to leave)
 Walking
This will take approximately minutes

Since my appointment is at, I need to leave at.

Remember to give yourself at least 15 minutes for unexpected delays.

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 HANDOUT 4.4 What Would You Do?

Discuss the following scenarios in groups of 4–5 then report on your findings.

I. Shauna overhears a confidential business conversation between the Department

Manager and the Accountant. She immediately starts a rumour in the office using
the information she overheard. When the Manager hears the conversations
around the office, he blames the Accountant for leaking confidential information
and goes on to put a warning letter on her file. Shauna does not come forward to
say that she was the person who started the rumour, denying responsibility for her
action.

Questions:
• Should Shauna indicate to management that she is responsible?
• How does gossiping impact on accountability and responsibility in the office?
• What should the Manager do when he finds out he blamed the wrong person?

II. You are the Office Manager and you realize that staff members have been using the
kitchen and leaving it in an untidy state. No one is accepting responsibility, or
using his/her initiative to clean up after making a mess. Identify at least five
ways in which you could address this issue.

Questions:
• Why is it necessary for the staff to have a role in maintaining a clean office?
• Can leaving the kitchen untidy indicate lack of respect for others? Why?

III. The photocopier in the office breaks down at least three times each week. This
costs the office several dollars for repairs, as well as time lost on the job. In
addition, the cost for stationery has tripled and persons have been encouraged
to print on both sides of a paper and decrease the use of the colour printer.
However, staff members continue to disregard the directives and no one accepts
responsibility for their actions.

Questions:
• Is the staff responsible for maintaining office equipment?
• How can a broken photocopier affect work at the office?
• If there were a system in place, would this help?
• What should the manager do to correct the situation?

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 HANDOUT 4.5 What Not To Wear

1. It is Marcia’s first day at work. Should she wear Articles A, or Articles B? Give
reasons for your choice.

Articles A Articles B

A short skirt that reveals the tattoo on her thigh Closed shoes

6-inch stilettos Long sleeved cotton shirt

An armful of bangles One pair of earrings

Three pairs of earrings Flannel pants

A black blouse with a snug fit that

emphasizes her cleavage

Reason(s) for your choice:

2. It is Friday and John has decided to wear

the following: A shirt with elaborate

images on the front and back

A pair of jeans with

frayed seams

White, flashy shoes

Is his choice appropriate for the workplace? Give reasons for your answer.

Reason(s) for your choice:

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 HANDOUT 4.6 Tips for Good Customer Service

Review the following tips for good customer service.

Good Customer Service Tips

1. Answer the phone on the first or second ring.

2. Avoid making promises unless you WILL keep them.

3. Listen to your customers.

4. Address complaints.

5. Be helpful.

6. Train staff to be knowledgeable and courteous.

7. Go the extra mile.

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 HANDOUT 4.7 Scavenger Hunt: Team to Task

Teams will have 30 minutes to engage in the Scavenger Hunt. Another 30 minutes
will be used in class to critique and evaluate the exercise.

Steps
1. Participants are assigned to teams of 4–5 members
2. Each team will be required to determine a team name and create a mission statement
3. Each team will find the following items on its scavenger hunt:
a. A picture of a team
b. A newspaper article about teamwork
c. An article of clothing with the school’s name on it
d. A drinking straw
e. A ball of cotton
f. A letterhead from a local institution
g. A post-it pad
h. A jump drive
i. A beverage cup
j. An NYS Brochure
k. A stick of gum
l. An English Language text

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 After 30 minutes, all teams are to be back in the classroom. A penalty, determined by
the facilitator, will be imposed on late teams. The team with the most items on
the list will be declared the winner.

Group presentation:
a. What was the team’s strategy? Mission?
b. What roles did individual members perform?
c. How effective was the team?
d. What could the team have done to be more effective?
Debriefing:
a. What differentiated the more effective teams from the less effective teams?
b. What did you learn from the experience that is relevant to the design of effective teams?
c. What are the challenges that teams can face?

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UNIT 5: GETTING A JOB
Unit Description:
Participants will be able to complete a job application and exhibit interview skills that will
encourage a prospective employer to consider them for employment.

Activity 1: The Resumé and Cover Letter

• Explain to participants that it is important to start thinking about their resumé so that
they can be better prepared when applying for college/university and/or looking for
a job.
• Review the structure of a resumé, then distribute a sample resumé (Handout
5.1A, “The Resumé”). Have participants begin to develop their own resumés.
• Inform participants that writing a cover letter is also essential when applying for a job.
In the cover letter, the applicant has an opportunity to grab the reader’s attention and
motivate him/her to also read the resumé. This is why making sure the letter is
proofread for grammatical errors, prior to submission is important. Provide
Handout 5.1B, “The Cover Letter” and review step by step with participants.

What is a Resumé?

A resumé is a selling tool that outlines your skills and experiences so an

employer can see, at a glance, how you can contribute to the organisation.
The most effective resumés are clearly focused on a specific job title and
address the employer’s stated requirements for the position. The more you
know about the duties and skills required for the job and organise your resumé
around these points, the more effective the resumé.

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Activity 2: The Job Interview
• Tell participants that the purpose of this activity is to help them understand what
employers are looking for and thus, be prepared for a job interview. Provide
Handout 5.2A, “Interview Tips” and review with participants.
• Emphasize that making a good impression is very important during the interview; thus,
knowing the tips is helpful. Interviewees are being evaluated when they least expect it,
upon meeting the receptionist, or entering the interview room.
• It is also important to know what the interviewer is looking for in an interview.
Provide Hand- out 5.2B, “What Interviewers Are Looking For” and review each
interview tip.
• Once the handout has been reviewed, have participants identify some of the types of
questions interviewers may ask during an interview and some “Do’s and Don’ts”
during an interview. Tell participants that knowing what to do and what not to do
during an interview may help them to be better prepared and more likely to get a job
offer.
• Finally, provide and review Handout 5.2C, “Interview Checklist” and tell participants
to follow this interview checklist when they do an interview. Remind participants
that knowing how to interview is an important skill. There are many people with the
right skills, qualifications and training, but if the interview does not go well, they may
lose good opportunities to be hired or obtain what they are looking for.

Activity 3: The Professional Portfolio

• In this session, participants will start preparing a portfolio that will market their
professional and personal achievements.
• Participants will identify items that best represent them; however, all portfolios
must contain:
• A recent resumé
o A cover letter
o Birth certificate (copy)
o Tax Registration Number (TRN)
o National Insurance Scheme (NIS) card or number for those 18 years and over
o Academic achievement
records (copies)

o Special awards (copies)

o A recommendation letter
• Encourage participants to identify and apply for positions advertised. Facilitate
mock interviews.

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Activity: 4. Keeping Your Job

• Share with participants, the information below.

Once you are hired you need to keep your job. There are always others who need a
job and would be glad to take your place if you do not perform well. Many of the
things on which you have been working during this unit will help you to perform
well and keep your job.
• In groups, talk about the things you should do to make sure that you keep your job.
• Each group should make a list of these things and share them with the class.
• Then, look at Handout 5.4. to see if you were able to think of all the things which are
important in keeping your job in the workplace.

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 HANDOUT 5.1AThe Resumé

Use this sample resumé to create one for yourself. Do not exceed one page.

NAME ADDRESS
TELEPHONE NUMBER
EMAIL ADDRESS

CAREER OBJECTIVE Write briefly what your professional objective is

and how it can benefit the company to which
you are applying
EDUCATION Details must be in order of most recent; the
last institution which you attended is
documented first.
High School Name
Address
Graduation Date
Subjects attained
ACADEMIC AWARDS Title 1
Year of Award Title 2
Year of Award
WORK EXPERIENCE Details must be in order of most recent; the last
company with which you worked is documented first. If
possible, link your past work experience to the area in
which you are applying
Part-time work Position, Period of
employment Address of
company

EXTRACURRICULAR ACTIVITIES Activities

INTERESTS Hobbies
REFERENCES Name
Job Title
Address of Company
Contact information

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 HANDOUT 5.1B Sample Cover Letter

Now, take a look at this sample cover letter. Pay special attention to the kinds of
information you need to include in each section. Before you send your cover letter,
proofread it for grammatical errors, or ask your parent or a reliable friend to do it
for you.

DATE

YOUR NAME
YOUR ADDRESS
EMAIL ADDRESS
PHONE NUMBER

PERSON BY NAME (To whom you are sending the letter)

JOB TITLE

ADDRESS OF ORGANISATION

Dear Mr./Mrs. :

HOW YOU HEARD OF THE POSITION

WHAT PRACTICAL SKILLS YOU CAN BRING TO THE POSITION

RELATE PAST EXPERIENCE TO DESIRED JOB

Yours truly,

SIGNATURE

YOUR FULL NAME

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 HANDOUT 5.2A Interview Tips

1. Make a good impression in your Appearance, Attitude, Manners and Body Language.

2. Examples of questions you may ask the interviewer are:

a) Are there opportunities for advancement if I do well in this position?

b) How much travel is expected?

c) If my application were to be successful what will be the most important

things for me to know about the job?
d) Does the company provide any educational benefits?

3. Dress the part.

4. Give complete answers.

5. Sell yourself.

6. Show enthusiasm.

7. Show an interest in the job.

8. Show you are a team player.

9. Show up on time.

10. Watch out for trick questions.

11. Show what you can do for the employer.

12. At the interview, shake hands with a

firm grip while maintaining eye
contact.

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 HANDOUT 5.2B What Are Interviewers Looking For?

• A personality that fits the job for which you are applying.

• A neat, attractive appearance

• Good grades

• Work experience or volunteer experience

• Effective verbal communication skills

• Skills to perform the job

• Goals/Motivation

• Knowledge of the company or industry

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 HANDOUT 5.2C Interview Checklist

 Arrive at least 15 minutes before the interview.

 Be appropriately dressed and neatly groomed.

 Locate the receptionist or secretary and inform him/her that you are there for
an interview. Give your name, the time of the interview and the name of the
interviewer.

 Sit or stand quietly and wait until you are called.

 Use positive body language when meeting the interviewer. Shake hands as
you smile and maintain eye contact.

 Listen carefully to the interviewer’s questions.

 Be prepared for questions about yourself and answer them calmly.

 Speak formally.

 Bring your own pen and paper in case you need to write down something.

 Ask questions about the hours and duties of the job.

 End your interview with the same firm handshake with which you began .

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 HANDOUT 5.4 Tips for Keeping Your Job

Punctuality and attendance

• Arrive at work on time. Staying late does not make up for arriving late. In addition, do
not appear as if you are rushing out at the end of the work day.
• Do not take a longer lunch time than you are entitled to.
• Have a good attendance record. If you need to be absent, tell your supervisor
beforehand. Tell him/her if you have to arrive late, leave early or take a longer lunch
time than you are entitled.
• Do not lie about the reason for being away or late. There is a good chance that
somebody from work will find out that you lied.
• Find out how many days sick leave you can take without presenting a doctor’s
certificate. This means that you must see a doctor to stay away from work for longer
than a particular time. Present that doctor’s certificate when you return to work.
• While it is important to be on good terms with your co-workers, do not spend time
chatting with them when you should be working.

Work habits and behaviour at work

• Be sure that you know what the duties and responsibilities of your job are and
what you are expected to do.
• Learn the goals and objectives of your company.
• Demonstrate organisation. Keep your work station or desk neat and tidy.
• Do not eat or drink at your desk or work station unless that is what is usually
done in your office.
• Many offices have a uniform. However, even with a uniform, always dress
appropriately and keep your clothes clean and neat.
• Prioritise your work. A good idea is to make a note of what you have to do each day.
Review what you are planning to do for the day in the morning when you arrive at
work, and then at the end of the day to see what you have completed. Then, make a
new list for the following day.
• Ask when you don’t know something, are unsure about instructions you receive, or
need to have something explained or demonstrated to you. It is better to ask than to
do the wrong thing.
• Know what your company’s telephone procedure is for the following:

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 a) Answering the phone, taking messages and giving out of information. For
example, you do not say that someone is in the washroom. Instead you
might say, ‘She/He is not available now. May I take a message?’ That
message should include the caller’s name, company and telephone number.

b) Answering and/or making personal calls. Whatever that policy is, always
make personal calls as short as possible. You should not be receiving or
making a number of personal calls at work, even if you have your own cell
phone. And you should not be texting either.
• If you deal with the public, always be courteous, even if people are sometimes difficult.
• Be enthusiastic about your work, always willing to go the extra mile to help to get a task
done.
• Be a team player.
• Do not quarrel with anybody at work. If there is a problem with a co-worker talk to
your supervisor about it.
• Avoid romances at work.
• Remember that being incompetent at your job, stealing, drinking at work and using
drugs are things that will get you dismissed.

Assessment and Evaluation

Usually there is a period of time after you have just started your job, during which your
supervisor will evaluate your work and decide if you are able to manage the job. However,
you will also be evaluated from time to time.
• You are usually evaluated on:
a) The quality of your work – how good it is

b) The quantity of your work – if you get through your work on time

c) Your ability to collaborate with your work mates

d) How you treat the public

e) How you keep track of your work, your use of the computer, emails, etc.
Remember, that emails are also something that your supervisor can check. Do not
use the company computer for your private emails.

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 • When you are evaluated, notice not only what you are good at, but where you need to
improve. You should try to improve in those areas before your next evaluation.
• If you are having a problem in a particular area, look for help in improving in these areas.
Sometimes there are short courses you can take to help you. Some companies will
pay for these courses if they think the worker is serious about improving.
• If your company offers training courses, take them, even if you think they are not going
to help you in the area in which you are now working. Additional experience may help
you to advance in your job, even if you do not see it at the time.

Source: Michigan Job and Career Portal: http://www.michigan.gov/documents/careers/

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UNIT 6: EMPLOYER AND EMPLOYEE RIGHTS AND
RESPONSIBILITIES

Unit Description:

Participants will gain knowledge on the importance of knowing the employer and employee rights
and responsibilities in the workplace. They will be better able to conduct themselves and maintain
relationships that are in keeping with these standards.

Activity 1: Policies and Procedures

 Explain to learners, the definitions of policies and procedures

 Discuss examples of types of workplace policies and procedures with learners
 Refer participants to Handout 1.1 where they individually identify policies versus
procedures. Engage them in a general group discussion. Clarify any misconceptions that you
may observe coming out of the discussions.

In order to effectively regulate behaviour, employees must be aware of the following terms listed
below:

Policies are standards, beliefs, values and objectives that are upheld by the organisation and are
agreed upon and adopted by its board. They influence acceptable behaviour in the organisation and
are enforceable by a court of law. Management decisions or principles are based upon
organisational policies

Procedures provide for customary methods of handling activities and are more specific than
policies as they detail the steps to achieve policy objectives. They are also known as ‘regulations’.
Procedures are found in procedures manuals, user manuals, and operations guides.

Activity 2: The Employee handbook and Job Descriptions & Specifications

 Explain to learners, the purpose of the employee handbook

 Discuss with learners, typical content of the employee handbook
 Discuss with participants, the role of job descriptions and job specifications
 Have participants do the following activities:

1. Create an employee handbook for an organization with which they would like to work.

2. a. Design a job description and specification to match their dream job.

b. Write down a personal plan of how and when they plan to achieve the knowledge,
skills and attitudes needed for this job

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 Employee Handbooks
Employee Handbooks give employees a reference source for communicating company policies and rules and
can be a positive tool for effective management of human resources. These are usually given to employees
during their orientation period.

Contents of the Employee Handbook:

1. Introduction- This describes the company’s history, business philosophy (vision , mission and
core values).
2. Working hours- This covers normal working hours for full-time employees; rules for part-time
employees and how overtime compensation can be authorized for those entitled to it.
3. Payment Schedule- This details how wages and salaries are paid, an explanation of any bonus
programmes and, how salaries may be increased.
4. Employee Benefits- This covers rules relating to benefits, including vacation pay, sick pay, unpaid
leave, health benefits, other insurance benefits and retirement benefits – large organisations have
a variety of benefits
5. Drug and alcohol abuse (including use of marijuana, cigarettes, hard drugs and alcohol on work
site) - Most businesses have a policy prohibiting employees from using harmful drugs or alcohol in
the workplace. Some organisations now prohibit or restrict workplace smoking, whereas, some
have designated places where smoking is/is not allowed. Some organisations offer to help
employees deal with substance abuse through counselling or employee assistance programmes.
6. Sexual harassment - This section of the handbook reminds employees that sexual harassment is
illegal and any such violation will not be tolerated by the company. It also specifies how and to
whom an employee can complain of sexual harassment, what procedures you will follow to
investigate complaints and what actions will be taken against harassers.
7. Attendance- Emphasis is placed on the importance of good attendance and the need to be punctual
at all times. This suggests that numerous unexplained absences or repeated tardiness can be a basis
for disciplinary action or even firing.
8. Ethical conduct – This speaks to acceptable behaviour in the workplace, such as maintaining
confidentiality, exercising integrity and good judgment, maintaining loyalty, respecting workplace
property and following company rules.
9. Discipline- The kinds of conduct that can get employees in trouble include, theft, violence,
repeated performance problems or fighting. Employees need to know that these, among
other offences can influence the employer to terminate a worker's employment.

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 10. Employee safety- This is a major concern of a business and each employee is expected to follow
safety rules and report any potentially dangerous conditions
11. Complaints – Outlined here, are procedures employees should follow to make and resolve
complaints. Designated persons in the company receive employee complaints, and enforce the
appropriate discipline based on each situation aired. Sometimes an employee may sue for illegal
harassment or discrimination; a written document/complaint procedure can be used to protect the
employer from such action.
12. Workplace civility- Employees at all levels of the company are expected to treat each other with
respect as the success of the business depends on cooperation and teamwork among all employees.

Job descriptions and Job specifications

In most cases, the job description and job specification are combined into one document
that contains several different sections.

The job description identifies the tasks, duties, and responsibilities of a job. It describes what is done, why
it is done, where it is done and briefly how it is done. The performance standards can flow directly from a
job description and indicates the job accomplished and how performance standards are measured.

While the job description describes activities to be done, the job specifications list the knowledge, skills and
abilities an individual needs to perform a job satisfactorily.

Activity 3: Rights and Responsibilities of the Employer and Employee

 Differentiate employer and employee

 Discuss the correlation of rights and responsibilities
 Outline the different rights and responsibilities of the employer
 Outline the different rights and responsibilities of the employee
 Refer participants to Handout 1.2 to be completed on their own. Engage them in a general group
discussion. Clarify any misconceptions that you may observe coming out of the discussions.

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 The employer is a person or an entity which hires an individual for work.
The employer pays salaries or wages to those persons who work for him/her. This therefore means
that the employee is the individual who is hired by the employer.

Rights belong to a person by law, nature, or tradition. Rights are offset by responsibilities, which are
obligations to be accountable for actions. Employment is a reciprocal relationship (both sides have rights
and obligations).

If the employer has a right to expect uninterrupted, high quality work from the employee, then the worker
has the responsibility to be on the job and meet job performance standards. The reciprocal nature of
rights and responsibilities suggests that both parties to an employment relationship should regard
the other as having equal rights and should treat the other with respect.

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 The rights and responsibilities of employers are:
The responsibility of providing a safe environment free from discrimination and sexual
harassment

The right to dismiss an employee , if the employee:

a. Committed a criminal offence

b. Caused an accident due to negligence and carelessness

c. Committed acts of disloyalty such as revealing confidential information

Confidentiality and privacy of enterprise, client and colleague information

The responsibility of safety and care with respect to Occupational Health and safety.
Employers have the responsibility to comply with safety acts governing the workplace,
and should not prevent any employee from acting according to such acts.

The right to determine whether the person can perform the requirements of the job.
Therefore as the employer you can ask all the relevant questions you deem necessary in
hiring a prospective employee to ensure that you will be selecting the right person for the
job

The right to assess the person’s performance on the job to determine if he/she is
performing the job as expected or even beyond expectance.

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 The rights and responsibilities of employees are:
Responsibility to obey the code of conduct and any lawful orders governing the
Organization and industry in which he/she works.

Employees also have the responsibility of adhering to the organisation’s code of conduct.
These are normally found in documents such as Policies and Employee Handbooks

Responsibility of being in attendance and punctual for work and other work activities
such as training workshops and business meetings

Responsibility of knowing the terms and conditions of one’s employment. It is critical to

carefully read any job contract and job description/specification before deciding to work
for a company or changing jobs with the company.

The right to have union representation. This right allows the employee to join a trade
union of his/her choice, and be represented by that Trade Union’s spokesperson in the
organization

The right to be protected against sexual harassment and discrimination in any form such
as unequal payment because of gender, unfair treatment because of age or sexual
orientation, and unfair treatment because of race or perceived social class

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Activity 4: Understanding Labour Laws

 The purpose of this session is to help participants develop an understanding of the Jamaican labour laws.
 Separate students into groups of no more than 4 participants. Have participants review the table in
Handout 1.3: Labour Laws. At the end of the group activity, ask a representative of each group to present
their findings. Provide participants with feedback on their responses and facilitate a class discussion of the
questions presented in the handout. Fill any identified knowledge gaps which may become apparent during
the discussion.
 Explain to participants that this exercise will help them to further understand their rights as employees.

Importance of Labour Laws

The labour laws of a country are the foundation on which employer-employee
relationships are built. These laws mediate the relationships among workers, employing
entities, trade unions and the government. The labour laws clarify business owners’
obligations to their employees and establish and protect workers’ rights, safeguard
workers’ safety, prevent child labour and increase workers’ bargaining power among
other factors

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 HAND-OUT 1.1 POLICIES VS. PROCEDURES
-

A typical organisation is governed by policies and procedures. Can you identify what
each of the following statements reflects? Write whether it is a POLICY or PROCEDURE in
the space provided

1. It is crucial that all employees report to work and work-related activities on time.
___________________________________

2. Employees in this Unit should report to work between the hours of 8:00am-
5:00pm. ____________________________________

3. This ___________________ details how the Department recruits personnel from internal
and external sources to the Organization

4. This ___________________ is compliant with all applicable national laws pertaining to

non- discrimination and equal opportunity

5. Sexual harassment is an offence that is prohibited in the workplace and is

enforceable by law. ______________________________

6. Reports from all parties including the complainant, witnesses, accused and manager
should be submitted in writing to the Director, Human Resource Management,
within three working days ___________________________________

7. Employment may be terminated for any of the following reasons: death, dismissal,
redundancy, resignation, retirement. _____________________________________

8. This ___________________ shall provide a framework for employees and stakeholders to

raise their concerns within the Organisation

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 HAND-OUT 1.2 RIGHTS & RESPONSIBILITIES

Identify whether the following are rights or responsibilities and the category
(employer or employee) wo which they pertain:

1. Sam wants to work in an environment where he is free to express his religious

beliefs as a Rastafarian and not be ridiculed because of affiliation.
This expresses Sam’s ______________ as an ___________________

2. ‘Top Supplies’, the number 1 supplier of Stationery to Jamaica’s offices, has decide
that as a part of their recruitment drives, potential employees must demonstrate
through written tests that they are able to grasp simple Mathematical computation.
This expresses Top Supplies ____________ as an ______________

3. The Factories Act serves to guide how Constructor Paradise operates in lieu of an
established Occupational Safety and Health Act. It is Constructor Paradise’s
______________ as an ___________________ to ensure that all employees are aware of the
regulations of this Act, and behave accordingly.

4. Kim has accused the CEO of speaking to her in an inappropriate manner that
implies he is seeking sexual favours in exchange for her to be promoted in a job for
which she has worked hard. She has decided to file a grievance report against him
to the Human Resource Department.
This expresses Kim’s ________________ as an ___________________

5. The job description for the Computer Repairs Technician at Techie Computers
requires that employees perform heavy lifting duties as part of the job. For newly
members of staff, it is their ________________ as an _______________________ to apprise
themselves of the duties before signing to the job description.

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Write how you would handle the following scenarios:

1. Octavia has done a medical in order to be promoted to a permanent position in her organisation.
Her medical report was sent to Human Resources so that the necessary paper-work can be done.
She is not pleased when she learns that the document will be reviewed by an HR officer who also
lives in her community and has decided to go to the Human Resource Manager to air her
complaint.

a. Does Octavia have a right or responsibility to act this way?

b. How would you have handled the situation?

2. Mr. Banks is the owner of a small warehouse that employs 20 workers. This morning he has to
discipline Jimmy who is constantly wasting time on the job and reporting late for work almost
every day. Jimmy takes multiple breaks on the job and is very talkative and distracts other
employees. Mr. Banks has given him multiple warnings but Jimmy’s behaviour has not changed.
Mr. Banks has asked Jimmy to meet with him in his office.

Jimmy reports to work ten minutes late most days. He does not see what the big deal is, since he
always gets the work done and always on time. He also sees everyone in his department leaving
work exactly at 5:00pm, whereas, he stays at least twenty minutes longer each day. He thinks the
boss is picking on him. He doesn’t want to lose his job, but he will not allow the boss to push him
around. To Jimmy, it’s almost as if the boss wants him to work more than what he’s getting paid
for. The boss has requested that Jimmy meets with him; Jimmy is on his way to this meeting.
[Adapted from Job Jargon (1999)]

a. How would you handle the situation if you are Jimmy?

b. How would you handle the situation if you are Mr. Banks?

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HAND-OUT 1.3 LABOUR LAWS

Summary of the Labour Laws

MAJOR LEGISLATION MAIN POINTS
Trade Union Act, 1919 This governs the establishment, function and conduct of registration of
trade unions.
Outlines the procedures for gaining membership and settling
industrial disputes
 The legality of trade unions
 Rules of trade unions
 The procedures for handling disputes
 Peaceful picketing etc.

Minimum Wage Act, 1938 Gives the Minister the power to fix minimum wages and also regulate
the hours of work and other conditions of employment in relation to
any minimum rates of wages. It also provides for the establishment of
the Minimum Wage Advisory Commission to advise the Minister on all
matters relating to minimum wages.

National Minimum Wage Sets the national minimum wage applicable to all occupations except
Order, 1975 industrial security guards. This order also states that the normal
working day can be a day of the seven day week. Therefore, a worker
is only entitled to be paid a premium on his wages, for overtime work
or for working on his rest day (one day out of the seven days of the
week), or on a public holiday.

Holidays with Pay Act, Sets out the provisions governing holiday with pay (vacation leave)
1947 and sick leave with pay to be granted to workers. It also provides for
similar payments to be made casual workers – gratuity and sick
benefit. The entitlement stipulated by the order is the minimum to be
granted.
 For each year of employment, (each 12 month period from the
first day of employment) the worker qualifies, and
becomes eligible for paid vacation leave.
 The main principle is that a worker earns vacation leave by
virtue of working for a certain number of days in a year.

Shops and Offices Act, The Act allows the Minister to make regulations prescribing the
1957 opening and closing hours for shops and offices and the hours during
which persons may be employed in these establishments.

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Employment (Termination This Act gives detailed information of the procedures to be followed
and Redundancy for dismissal and redundancies. It outlines the probationary period
Payments) Act, 1974 and where applicable the notice required to be given for terminating
the contract of employment. The circumstances under which
redundancy arises and the calculations of redundancy payment can
also be found therein.
Employment (Equal Pay for Provides for equal pay for equal work regardless of sex. Employers
Men and Women) Act, must keep a record to show that the Act is being complied with.
1975
Labour Relations and Establishes the right of workers to belong to the trade union of their
Industrial Disputes Act, choice and sets out the procedures to be followed in conducting a
1975 representational rights poll. The role and function of the Industrial
Disputes Tribunal (IDB) is extensively covered under this Act, to assist
in the promotion of good industrial relations practice.

Maternity Leave Act, 1979 This Act sets out the right of a female worker, subject to certain
conditions, to be granted maternity leave and pay. Under this Act, any
employer who without reasonable cause terminates the employment
of a worker wholly or partly because of her pregnancy or confinement
shall be guilty of an offence.
A female worker is entitled to three (3) paid maternity leaves, while in
the employ of the same employer
The Maternity Leave Act applies to all qualified female workers,
irrespective of whether or not she is married;
Absence from work through the granting of maternity leave shall not
constitute a break in the continuity of the worker’s employment;
To qualify for maternity leave it is essential and indeed mandatory
that the worker:-
· Be at least 18 years old;

· Be continuously employed, for a minimum of 52 weeks by the

same employer as at the date the maternity leave begins, (the
worker must have completed 52 weeks prior to going on
maternity leave);

· Inform her employer in writing, of her intended absence from

work owing to her pregnancy and that she intends to return to
work; ( this should be done by the 29th week of pregnancy);

· Present a medical certificate to her employer stating that it is

necessary for her to be absent owing to reasons of pregnancy,
if she is requested by her employer to present same;

· Be at least 28 weeks pregnant and;

· Should be working a minimum of 18 hours per week, (not

necessary to work a 40 hour-work-week).

· A qualified worker is entitled to a minimum of twelve (12)

weeks maternity leave:-the first eight (8) weeks of which
should be paid for; while the last four (4) weeks will be
without pay;

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Answer the following, based on the table above.

1. State five ways in which an employee’s rights may be violated

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
_________________________________________________________________

2. Marcia has been a full-time employee at SINBAD Corp for 2 years. She is 4 months pregnant and has
applied for maternity leave. Shortly after submitting her application, she receives a letter from her
supervisor stating that the company will grant her 3 weeks maternity leave with pay. However, if she
wishes to extend her leave for a longer period she will not be paid for the additional weeks.
a. Advise Marcia of her rights
b. Direct Marcia to the appropriate Ministry for assistance

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UNIT 7: Enterprising
Unit description

Participants will be able to identify the key personal entrepreneurial characteristics (PECS) that are
required to become a successful entrepreneur or intrapreneur. They will also acquire knowledge,
skills and attitudes that will enable them to assess their own personal potential, and personal and
environmental constraints which present both threats and business opportunities to small business
ventures. Participants will also be exposed to strategies for dealing with them.

Through a series of activities, participants will develop an understanding of how to generate

business ideas. They will also evaluate the ideas to determine which ones are feasible or viable to
be developed into a successful business venture.

Entrepreneurship is that motivating

spirit that causes someone to
establish goals, and does everything
to accomplish the goals against all
odds. It is the driving spirit that
causes a person to get involved in a
variety of activities that lead to the
establishment of a business venture.
Entrepreneurship causes people to
get ideas that help to improve the
jobs they do, or the products they
make or the service they provide.

Intrapreneurship is acting like an

entrepreneur within a larger
organization. Intraprenuers are
usually highly self-motivated,
proactive and action-oriented
people who are comfortable with
taking the initiative, even within the
boundaries of an organisation, in
pursuit of an innovative product or
service. The intrapreneur has the
comfort of knowing that failure does
not have a personal cost as it does
for an entrepreneur, since the
organisation absorbs losses arising
from failure.

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 Activity 1: Understanding Entrepreneurship and Intrapreneurship

 The purpose of this activity is to develop participants’ understanding of entrepreneurship

and intrapreneurship.

 Discuss the advantages and disadvantages of entrepreneurship and intrapreneurship.

(Handout 1.1)

 Identify examples of an intrapreneurs and entrepreneurs (Handout 1.1)

Entrepreneur refers to a person who sets up his/her own business with a new idea or concept.

Intrapreneur refers to an employee of the organisation who is in charge of undertaking

innovations in product, service, process etc.

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Handout 6.1

Similarities Differences
Both: In start-up:
 involve opportunity recognition and  entrepreneurship, the entrepreneur
definition. takes the risk in intrapreneurship and
 require a unique business concept that the company takes the risk other than
takes the form of a product, process, or career-related risk.
service.
 are driven by an individual champion  the individual entrepreneur owns the
who works with a team to bring the concept and business in
concept to fruition. intrapreneurship; the company
 require that the entrepreneur be able typically owns the concept and
to balance vision with managerial skill, intellectual rights with the individual
passion with pragmatism, and entrepreneur having little or no equity
proactiveness with patience. in the venture at all.
 involve concepts that are most
vulnerable in the formative stage, and  potential rewards for the individual
that require adaptation over time. entrepreneur are theoretically
 entail a window of opportunity within unlimited whereas, in intrapreneurship
which the concept can be successfully an organisational structure is in place
capitalized upon. to limit rewards/compensation to the
 are predicated on value creation and entrepreneur/employee.
accountability to a customer.
 entail risk and require risk  venture, one strategic gaffe could mean
management strategies. instant failure; in intrapreneurship the
 require the entrepreneur to develop organisation has more flexibility for
creative strategies for leveraging management errors.
resources.
 involve significant ambiguity.  the entrepreneur is subject or more
 require harvesting strategies. susceptible to outside influences; in
intrapreneurship the organization is
more insulated from outside forces or
influence.
Source: Morris&Kuratko, 2000

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Handout 6.1

Entrepreneurship and Intrapreneurship: Advantages and Disadvantages

ENTREPRENEURSHIP
Advantages Disadvantages
 You are your own boss - independency  Money pressure – giving up on the
 The income increases security of a regular pay cheque
 You have the chance to be original  Less benefits, as the business is new
 You have part of excitement and  Long working hours
adventure  Mistakes are magnified
 There are a lot of possibilities  All decisions must be made alone
 Salary potential – you decide upon your
own salary
INTRAPRENEURSHIP
Advantages Disadvantages
 Ability to stay in a friendly, well  Reward may not be up to expectation
known environment  Innovation may not be appreciated
 Practising your skills within an accordingly
organisation lower risk  You can be innovative but to a certain
 Using companies’ resources, good limit – you are not your own boss
name, knowledge
 Access to customers, infrastructure

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Handout 6.1

Examples of Intrapreneurs:

A lot of companies are known for their efforts towards nurturing their in-house talents to promote
innovation.

At “3M”, employees could spend their 15% time working on the projects they like for the
betterment of the company. On the initial success of the project, 3M even funds it for further
development.

Genesis Grant is another 3M intrapreneurial program which finances projects that might not end
up getting funds through normal channels. Genesis Grant offers $85,000 to these innovators to
carry forward their projects.

Robbie Bach, J Allard and team’s XBOX might not have been feasible without the Microsoft’s
money and infrastructure. The project required 100s of millions and quality talent to make the
product.

Example of entrepreneurship:
A very good example of entrepreneurship is that of the founders of Adobe, John Warnock and
Charles Geschke. They both were employees of Xerox. As employees of Xerox, they were frustrated
because their new product ideas were not encouraged. They quit Xerox in the early 1980s to start
their own business. Currently, Adobe has an annual turnover of over $3 billion.

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Activity 2: Seeing an opportunity

At the end of the activity, participants will be able to do the following:

 Create an awareness of the association between value and wealth, and also to link wealth
generation to entrepreneurship
 Facilitate the identification of entrepreneurial traits
 Provide a basis for the recognition of entrepreneurial potential and an exposure to the
evolution of an entrepreneur

Participants will, in groups read, discuss and analyse the cases, and then they will be required to
answer the question that follow.

Handout 6.2 Case Study

A fourteen-year-old boy was standing in line with several hundred other boys waiting to apply for
a summer job. He got hungry, so he asked the guy behind him to hold his place in the line while
he went to get a hot dog. On his way back, several boys in the line asked him where he had got
the hot dog. Dollar signs immediately danced before his eyes.

He went back to the store and bought as many hot dogs as he could carry. He bought a carton of
them. He went up and down the line, and he charged ten cents more than he had paid for them.
He quickly ran out of hot dogs. Then, using the money that he had collected, he went back to the
store again and again.

He made more money working that line than he made for the first two weeks on that summer job.
Before he was thirty years old, he became a vice president of CAB Realtors, a large real estate
company in Kingston. I don’t know if he is still selling hot dogs, which gave him his start.

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“SPICE MIKE PASTRIES” reads the sign, in a bright red colour, in the front of the building where Mike
Brown’s newly opened shop in Papine Square is located.

As Mike stood in front of the shop looking at the sign, he tried to figure out just how he had reached that
point, or even whether he had intended to come that far in the first place.

Mike had never seen himself as a businessman, and he had never recognised anything really special about
himself. He only knew that he very well liked to be in control of his life, as much as possible.

He thought about his days at high school. He had always asked his mother to give him his lunch money for
the week on Monday, rather than each morning, as she would have preferred. He thought that he could
plan better that way, save some of his money, so that he could get to buy some of the things that he so badly
wanted for himself.

At school, he got the name “Spice Mike”, because he was always taking some kind of pastry to school with
him. Mike thought it must have been really good stuff that his mother baked, because he always had to
share his sugar buns, gizzadas, and other pastries with a number of students at break time each day. Mike
knew that his mother worked very hard to ensure that he had pastries to take to school, and she constantly
complained that the flour and other ingredients she had to buy were very expensive.

One evening, Mike suggested to his mother that she bake him enough sugar buns, so that he could take one
dozen with him to school.

He promised to help her with the baking and to buy the flour that she would need the next time she
planned to bake.

Next day at school, Mike experienced all kinds of feelings, but he was very excited. As it came near to break
time, he wondered whether or not he was doing the right thing.

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At break time, Mike was flocked by the usual crowd that was always waiting to share his pastries.
He promptly declared, “Today, I have a dozen sugar buns!” He told them how he had helped his
mother to bake them, and that it had cost her quite a bit of money. He said that he was selling the
buns so that he would be able bake others and bring them to school on other days. The crowd
shouted, “How much?” Mike loudly said, “Twenty dollars ($20) each”. In a flash, all the buns were
bought. Mike did not taste a single bun that day.

The most amusing memory Mike has of that day was the fact that he had known before, that there
would be at least two persons in the crowd who would buy that day. He had actually taken time out
to discuss his plans with two of his closest friends, Joan and Bruce and they thought it was a good
idea. They promised to support him.

Mike eventually learnt to bake, through the sale of pastries to his friends at school and was able to
assist his mother to finance his education in the last two years of high School.

Instead of going straight to college, as his mother would have liked, Mike decided to upgrade his
baking skills, by working with a family friend who owned a small bakery on the North Coast. The
pastry shop that he now operates came out of his mobile pastry and drinks cart, which he operates
at the gate of his former High School, which is quite near to his new shop. The cart is still there, and
still belongs to Mike, but someone else is now operating it. He now drives a Nissan, but plans to go
to college to study Business Management, part time.

“Spice Mike”, is very confident that everything else will come his way in good time. He likes what
he is doing now and the way he is doing it. However, every now and then he wonders if he could
have done much better.

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 1. From your understanding of entrepreneurship, identify any activities from the two cases
that you would consider to be in support of this concept.

2. To what extent would you support the idea that the characters in both cases seized an
apparent business opportunity, as against creating one where it hardly seemed to have
existed in the first place?

3. Based on your knowledge of entrepreneurial traits, identify some of those traits that can
clearly be identified in both “The boy with the Hot Dogs and “Spice Mike”.

4. Did both young men make any kind of personal sacrifices or take any important risks as
budding entrepreneurs?

5. Would you have done what they did?

6. How might Mike have done what he did differently and become a more effective
entrepreneur?

7. What strategies could Mike have implemented to improve the performance of his business?

8. Do you think Mike’s plan to study Business Management will help his business?

9. Suggest ways in which such a course of study will help his business

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Handout 6.3 Characteristics of Entrepreneurs/Intrapreneurs

Entrepreneurs possess an interesting blend of the following characteristics:

 Risk-taking - willing to take and actually take moderate risks; like challenges

 Goals/results oriented – set goals and commit themselves to achieving them

 Creative – always generating new ideas, new ways of doing things or bringing new things
into existence

 Self-confident – believe in their ability to succeed; optimistic

 Independent – possess a strong desire to work on their own rather than seek wage
employment

 Achievement-motivated - motivated by a sense of achievement rather than

money

 Persuasive – able to convince others with their ideas and beliefs

Entrepreneurs:

 Learn from their mistakes

 Demonstrate leadership ability

 Tolerate rejection/frustration and stress

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Activity 3: Business Ideas – Identifying how business ideas are generated

“Entrepreneurship is about ideas. It is the foundation of everything -- an

insight into how to improve something, or what consumers want, or what they
don't even know they want. Consider it: A business is an idea come to life; an
entrepreneur is an ideas-driven person. And if you want to truly learn from the
smartest people around you, and calibrate to their way of thinking, you have to
ask, What's their core idea?”
(Entrepreneur Staff Magazine Contributor- The most brilliant business ideas:
Entrepreneur (June 5, 2017 edition). Retrieved June, 2017, from
https://www.entrepreneur.com/article/294498)

The purpose of this activity is twofold:

a) to develop participants’ understanding of how
business ideas can be generated by different
methods;

b) to help participants to determine which ideas are

feasible or viable, that is, able to be developed into a
successful business. No-one wants to set up a
business that is destined to fail. It is therefore
important that the business idea that has the
greatest prospect of succeeding is the one to be
developed:

 Ask participants to work in three (3) groups. Ask each group to read Handout #1
and choose three (3) of the methods of generating business ideas. Encourage them
to have discussions in their groups and make presentations to share their thoughts
with the larger group, citing real examples, where possible.

 Assess participants’ presentations and convey feedback to them, offering

clarification/corrections and advice, where necessary.

 Ask each participant to compile a list of 10 possible entrepreneurial ideas that they might
wish to consider for their own business. Let them retain their lists, as they will be
required to develop their own business project from these ideas later.

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Activity 2: Analyzing, measuring or Evaluating Business Ideas

The purpose of this activity is to help participants to develop the knowledge, skills and attitudes
required to screen (analyse, measure or evaluate) their business ideas to determine which is most
feasible, or satisfies most or all the criteria for a viable business idea. This would qualify it as a ‘good
business opportunity’.

 Refer to the “Picture Association Exercise” and its variations in the CEFE Training Manual
and use it to stimulate participants’ interest and creativity. Let the groups discuss the
suggestions given in the “Picture Association Exercise” and indicate which of those ideas
presented seem more feasible from a business perspective and which appear less
feasible. Encourage them to provide support for their arguments.

 Alternatively, use the picture and list of ideas provided in Handout #2 to aid
brainstorming. Give this to participants as assignment to prepare for class beforehand.
Facilitate discussion with participants to assess the level of creativity and
innovativeness that they put into the exercise.

Sources of Business Opportunities

When does a business idea become a business opportunity?

Ask participants to recall Activity X, where they learnt that the entrepreneur is able to see
opportunities that others overlook. Business opportunities are all around us in many different
forms, shapes and sizes. The person who is not an entrepreneur will even see an opportunity and
allow it to ‘slip by’. Reinforce the point that ‘It is the ability to seize opportunities that makes
the entrepreneur different from other persons’.

A business idea becomes a business opportunity when it has the Marketing, Production and
Financial potential to make it successful or viable. Business viability can be measured in several
ways.

Here are 3 ways of assessing or measuring the viability of a business idea; think
on these questions:

 Is there a market for the product or service?

 Do you have the capacity and technology to produce the goods that will meet the
requirements of the market and enable you to make a profit?
 What returns will you get on your investment?

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Activity 5 –

This activity is intended to help participants to understand the nature of

personal constraints and environmental constraints and the impact they can have, especially on
small business or entrepreneurial ventures. It is therefore important to give careful consideration
to all these factors, when measuring the feasibility of business ideas to decide on those that are
suitable business opportunities and those that are not.

 Find out from participants, what they understand from those three questions that are raised
above and how important they consider the questions. Ask them to cite real examples, if
possible. Offer explanation where necessary and facilitate discussion.

 Ask participants to read Handout#6.7 on Personal Constraints and prepare for discussion.
Ask participants relevant questions to assess their level of understanding of the material. Let
them use the Personal Constraints questions to analyse and narrow down their previously
generated ten (10) business ideas.

 Convey feedback to participants, including clarifications/corrections, explanations, as

necessary.

Environmental Scanning: This is the process

by which an entrepreneur ‘takes a scan,
evaluates and assesses the impact of critical
environmental forces: the economy, government
policies and guidelines, etc. on the viability of a
prospective business’ (Zimmer, Thomas W.)

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Handout 6.5 Environmental Scanning
What is the purpose of Environmental Scanning?
It helps the entrepreneur to do the following:

 Understand how these environmental forces can affect the conditions under which the
venture will operate on a long-term basis

 Devise ways and means of monitoring these forces in order to be able to forecast their
impact and determine the viability of the product or service

 Identify new business opportunities or threats which changes in the environment may
cause

Environmental Constraints and Opportunities

Environmental constraints and opportunities must be seen in relation to those factors which exist
within or are presented by the four environmental dimensions which were mentioned earlier.
These are factors that are completely outside of the control of the business person. They can
present serious challenges to the business venture and can cause it to either fail or succeed.
Some examples of environmental constraints are:

 International and Regional Trade and other Agreements/Guidelines that are established
among governments (Examples: Protocols/ Agreements which most countries sign with the
United Nations, World Health Organization and International Labour Organization relating
to protection of the environment and natural resources, health, labour force, etcetera).

 Local or national legislations, regulations/guidelines and standards (Examples: those

relating to regulation of business/trade, the financial market, including taxation measures
and rates and Labour Agreements between government and Trade Unions, Copyright and
Intellectual Property Rights)

 Competition in the market (at the international, regional and local levels), now increased
with globalization and the global marketplace (Examples: online trade and shopping are
now commonplace, the increasing presence of international partners in the construction
industry, which poses a threat to the livelihood of local industry players)

 Shifts or changes in consumers’ lifestyles, needs, wants and tastes (internationally,

regionally and locally/nationally) Examples: greater use and dependence on technological
devices/gadgets, including Smart phones, Internet and social media for personal and
business purposes.

 Technological/information revolution – creates new possibilities for creativity and

innovations (Examples: social media and networking are now powerful marketing and
promotions media that are being utilized by big and small businesses and individuals)

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Activity 6: Understanding of Various Environmental Factors

This activity will help to improve participants’ knowledge and understanding of various
environmental factors or forces and how they can affect a business negatively, as well as
positively by creating new or improved business opportunities:

 Distribute Handout #6.4 Environmental Constraints and Opportunities to participants.

Ask them to read the handout and use the questions raised to evaluate their 10 business
ideas and narrow them down to 2 possible viable ideas.

 Advise them to record the answers on the sheet or on paper. Provide opportunity for each
participant to explain how he/she arrived at his/her answers and defend his/her 2 viable
ideas.

 Facilitate discussion and provide feedback and guidance to participants, as necessary.

Economic resources that an entrepreneur will need

What economic resources will the entrepreneur need in order to operate a business venture?

The primary economic resources required are:

 Land
 Labour
 Capital
 Technology

Land provides renewable and non-renewable resources - the potentials to enhance the quality of
life.

Labour refers to our socio-cultural heritage with all our values, work ethics, practices, systems of
belief, customs and traditions, organisation of institutions and systems of education.

Capital provides the finances, infrastructure and productive capacity necessary for man to increase
his wealth and improve his quality of life. The well-being of the environment is therefore in the
“hands of man”. We can either protect it or destroy it.

It is therefore important for all business persons, particularly those in the manufacturing
sector to observe the Environmental Regulations/Guidelines which apply to their
businesses.

Technology – Modern tools, equipment and machinery facilitate the efficient production and
marketing of goods and services, help to contain production cost and assure more competitive
prices.

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 Handout 6.4 - Methods of identifying Business Ideas and Sources of Business
Opportunities include:

Handout 6.5 - Methods of identifying Business Ideas and Sources of Business

1. Keen observation: by paying
Opportunities close attention to what is happening around you, you may be able
(cont’d)
to identify business ideas, for example:
a) Offering gardener service in your community
5. (b) Scrutinizing the lifestyles
b) Providing of the people
cooked lunches around if they have any need that you could
for an office
c) Providing school drop-off or pick-up service
satisfy by producing a product or service. Pay attention to how these people dress, how they
2. Brainstorming: Speaking with, and listening to friends, business owners and the persons with
eat and where
whom youthey
dealgoonfor entertainment.
a daily basis. This will generate many ideas that provide opportunities.

3. Visiting institutions that offer assistance for the development of small businesses. These may
fall in any
6. Considering howof the
youcategories listed below:
could improve on some goals or services that are currently being
offered in your community
a) Government Organizations, such as:
 JAMPRO (Jamaica Marketing Promotions Company)
 MIDA
7. Creating new uses for existing
 National products;
Development Bankfor example, selling shredded vegetables to
 Agricultural Credit Bank
supermarkets
 Ministry of Industry, Investment and Commerce
 The University of Technology’s Entrepreneurial Centre
 The Scientific Research Council
8. Looking at the products being imported into the island to see if any could be used to make

b) Private
products. Organizations:
For example, using recycled paper to make postcards.

 Banks
 Credit Unions
9. Brainstorming. ThatBuilding
is, sitting in a quiet, relaxing place and listing all the ideas that come to
Societies
 Partner
your mind.  Friend
 Relatives

c) Professional Organisations:

 Small Businesses Association of Jamaica (SBAJ)

 Private Sector Organization of Jamaica (PSOJ)
 Other professional associations

d) Credit Unions

4. Looking in/on newspapers, magazines, notice boards, the television, radio and telephone
directory. For example:
Maxine
The H.O.P.E. Wright
Initiative: was searching
National for a business idea. She noticed that there were always
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Career Development Teachers’ Manual: V.1.2
several advertisements in the daily June 29, 2017
newspapers 110 helpers, so she decided to
for household
establish an agency that would provide these services in Kingston.
Handout 6.6 – Brainstorming Activity

Here is a simple activity that will help with your brainstorming

Get a picture of any person. Spend a few minutes looking at the picture and list all the products and
services that you think that the person will need now and in the future, as in the example below:

Jerseys Deodorant Car care items

Shirts Cologne Cleaning agents for the
Gloves Underwear- brief, home
Caps underpants Pots and pans Cutlery,
Armbands Wristwatch knife, forks, spoons, plates,
Boots Jewellery dishes, bowls,
Household furniture Armband Training facilities…
Household appliances Nail clip
Food Hand cream
Barber service Hand and body lotion
Physiotherapist Hair oil
Medical supplies Talcum powder
Sport shoes Entertainment - video
Work shoes shows, movies, plays, car
Casual wear racing, etcetera.
Game balls Car
Car accessories

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Handout 6.7 – Tips on How to select a Business Idea

A. Now that you have identified several business ideas, you will now need to select one. This may seem
very difficult for you since you may have so many ideas.

1. The thing that you need to do now is to see which of your ideas you think will satisfy the needs, or
wants, or will solve any problem of the people around you.

2. Think carefully about the things that you like and the skills that you have.

3. Remember that we do best the things that we enjoy doing. You can do this by analysing each
idea and by looking at its marketing, production and financial potential.

4. Two important factors that you will also need to consider are:

 Personal Constraints

 Environment - Environmental Constraints and Opportunities

What are Personal Constraints?

Personal Constraints are those factors that will prevent the entrepreneur from performing well. These are
the things that will affect the entrepreneur as a person. Here are a few questions that the entrepreneur
should ask himself or herself:

 Do I want to do this type of business? Why?..................................................................................................

………………………………………………………………………………………………………………………………
 Is this a legal business?.............................................................................................................................................
 Do I have the knowledge, skills and experience needed for this business?......................................
..................................................................................................................................................................................
 Will I be able to get enough money to start and continue the business? How? From what
source?
........................................................................................................................................................................
 Will I be able to deal with the customers who will use the business?
...............................................................................................................................................................................
 Will I be able to match and edge my competitors? How?.............................................................................
…………………………………………………………………………………………………………………………………….

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Handout 6.8 – Tips on how to Select a Business Idea

B. Environmental Constraints and Opportunities

Here are some questions that the entrepreneur could ask. Relate these questions to your

2 viable business ideas and answer them honestly. Where you are not sure, you would have

to conduct a survey to gather factual information:

1. Do people need this product or service?...........................................................................

2. Who are these people?.....................................................................................................

3. Will they buy the product or service?...............................................................................

4. How often will they buy? ……………………………………………………………………………………………….

5. What price are they willing to pay for the product or service?..........................................

6. Will it damage the environment – sea, soil, air, forest, earth, and rivers?.........................
……………………………………………………………………………………………………………………………………….

7. Will I get the licenses and permits that are needed?........................................................

8. How will I get my products to the consumers?.................................................................

9. What are the materials, tools and equipment that I will need to operate the
business?...................................................................................................................................
...............................................................................................................................

10. How many persons will I need to operate this business?..................................................

11. Where will I get my supplies – raw materials…………………………………………………………………

………………………………………………………………………………………………………………………………………

........................................................................................................................................

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 12. Are there other people producing the same goods?.........................................................

13. Can I afford to advertise the business? What methods/media will I use?
……………………………………………………………………………………………………………………………………..
........................................................................................................................................
14. Will I be able supply the product or service when consumers need them and in the
quantities that they want?........................................................................................

…………………………………………………………………………………………………………………………………….

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 Module: CAREER DEVELOPMENT
Competency Based Assessment

This checklist is to be used by both the facilitator and the participant to assess the
participant’s progress at the end of all units in the module. It may also be used by the
participant to assess his/her ongoing development. The participant’s Learning Journal and
Portfolio provide documentation to support the rating assigned.

The participant exhibits the Performs

Meets Needs
following performance requirements beyond
standards more work
and learning outcomes expectations

Demonstrates knowledge of the elements of life

1. career development

Applies those behaviours and attitudes termed

2. “employability skills” in various personal and
work-related situations

3. Practises effective time management skills.

Dresses and behaves appropriately in various

4. situations and settings

Can articulate the value of work, education and

5. training

Can prepare the relevant documentation to apply

6. for a job and/or a post-secondary institution

Makes informed career decisions that are in

7. keeping with his/her goals and interests

Practises work and study habits that will lead to

8. the achievement of his/her life career goals
(optional)

9. Demonstrates positive customer relations

10. Can operate constructively as a member of a team

Takes responsibility in individual and team

11. situations

NOTE: Item 8 is applicable only if the unit was included in the course followed by the
participant. If the item was not addressed as part of the curriculum, it should be omitted
from the assessment.

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art 3

PART 3

APPENDIX

APPENDIX 4: List of NGOs, Agencies and Clubs

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 APPENDIX 4 List of NGOs, Agencies and Clubs

1. COALITION FOR JAMAICA is an organisation that was started by fellow Jamaicans

in Philadelphia, Pennsylvania. Being saddened by the problems that plague their
homeland, they united to help rid Jamaica of the continuous suffering that
occurs through the avenues of poverty and violence. The group is an alliance
of individuals who are skilled, proactive, and most importantly very
dedicated, with a vision of prosperity and unity for their country, and to live up
to their country’s motto “Out of Many, One People”.

2. JAMAICA ORGANISATION FOR YOUTH – The goal of The Jamaica

Organisation for Youth (J.O.Y.) is to give opportunities to the needy children of
Jamaica by providing them with technology and encouraging its use in schools
and community centers.

3. OPERATION FRIENDSHIP – Operation Friendship is a private voluntary

developmental agency with main offices in the densely populated area of
Kingston, Jamaica.

4. JAMAICA RED CROSS – Part of the International Federation of Red Cross and
Red Crescent Society committed to alleviating human suffering wherever it
may be found.

5. UPLIFTING ADOLESCENTS PROJECT – The UAP is financed by a grant from the

U.S. Agency for International Development, Mission to Jamaica (USAID/Jamaica).
Since July 1996, the pro- gram has assisted 15 non-profit NGOs in Jamaica to
deliver services in four technical areas to the at-risk youth in the 10–18 age
group.

6. JAMPACT (JAMAICA IMPACT INC.) – JAMPACT is a NGO based in the United

States. Their mission is to use their collective energies, intelligence and
resources, to make positive contributions towards the improvement of social
and economic conditions in Jamaica.

7. JAMAICANS FOR JUSTICE – Jamaicans for Justice is a non-profit, non-

partisan, volunteer citizens’ rights action group, founded in 1999. It
advocates for fundamental change in all spheres of Jamaican life –judicial,
economic, social and political – in order to improve the lives of Jamaican citizens.
JFJ believes that justice is the bedrock of any civilised and progressive society,
and all Jamaicans must have equal access to fair, correct and impartial
treatment.

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 8. CHILDREN FIRST – One of the few NGOs in Jamaica specialising in
street/working children in Spanish Town, one of the oldest cities in the
Western Hemisphere. They maintain close linkages with community
organisations including the police, school principals, and church and
government leaders.

9. JAMAICA ASSOCIATION FOR THE DEAF – Founded in 1938, it is one of the

oldest NGOs of its kind in the Caribbean. The Association is teaching the
performing arts to more than 200 deaf students as a means of expression and
getting messages across to hearing-impaired youth.

10. YMCA, KINGSTON – This organisation has established an outstanding record of

helping more than 300 street/working children and out-of-school youth with
programmes in literacy, numeracy, skills training and sports activities.

11. ROTARY CLUB – This is an international organisation of service clubs located

over the world. It is a secular organisation which is open to all persons regardless
of race, colour, creed, gender or political preference.

12. LIONS CLUB – This is the world’s largest service club and aims to meet the
needs of communities on a local and global scale.

13. KIWANIS CLUB – This is an international, coeducational service club founded in 1915.

14. KEY CLUB – This is the oldest and largest service programme for high school
students. It is a student-led organisation whose goal is to teach leadership
through serving others.

15. OPTIMIST CLUB – This is an association of more than 2,900 Optimist Clubs
around the world dedicated to “Bringing out the Best in Kids.” Adult volunteers
join Optimist Clubs to conduct positive service projects in their communities
aimed at providing a helping hand to youth. With their upbeat attitude,
Optimist Club members help empower young people to be the best that they
can be.

16. FOOD FOR THE POOR – Food for the Poor (FFP) Jamaica is this island’s
leading charity organisation whose main affiliate is Food for the Poor Inc.
located in Florida, USA.

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 APPENDIX 6 Rationale for Modules and Units
included in the National Youth
Service Manual

MODULE 4 CAREER DEVELOPMENT

What is it?

The growth of the young person from childhood to adulthood involves him/her
being able to become a productive member of the society. Being able to get a
suitable job that can lead to a meaningful career is very important to that
development. The rationale for including this Module is that the young person
needs the opportunity to examine potential career options, make informed
decisions about a career to pursue, apply for a job, obtain a job and keep it. The
units help participants in the decision-making process involved in career selection
and support their success in those careers once they are chosen.
Unit 1 Life Career Development

Participants have an opportunity to examine their interests, talents and ambitions,

and identify career options that would enable them to achieve their personal goals
and use their talents. The unit emphasizes the concept of building a future career
based on personality, talents, interests and skills, and assists participants to develop
a life plan for the coming five years to support their selection a suitable career.

Unit 2 Exploring Careers

To assist participants’ decision-making about the most appropriate career for each
of them, this unit supports them in exploring various careers by investigating labour
market choices, identifying their skills, interests and talents, and carrying out
research on various career possibilities. The culmination of the unit focuses on each
participant’s decision on the most appropriate career for him/her at this point in
time.

Unit 3 Life Career Management Skills

Working as individuals and in small groups to complete exercises in this unit, the
participants will explore their personal interests, values, work styles, work habits
and coping skills to help them define suitable careers.

Unit 4 Employability Skills

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 This unit enables participants to examine the skills and attitudes they need to
exhibit to get and keep a job. Through discussions and activities, participants are
presented the following for exploration:

a. problem solving,
b. appropriate decision-making and individual initiative,
c. time management; timeliness,
d. communication skills,
e. dress and deportment,
f. cooperation,
g. recognition of the value of customer service and ability to work collaboratively
in a team

Unit 5 Getting a Job

This unit helps the participant write a compelling resumé and cover letter,
compile a professional portfolio, prepare for a job interview, and participate in a
successful job interview. The unit also advises participants on the attitudes and
behaviour that will help them keep their jobs.

Unit 6 Employee and Employer Rights and Responsibilities

This unit allows participants to gain knowledge about the types of employer and
employee rights and responsibilities that govern workplace relations. The unit will
also allow participants to understand workplace documents that guide these rights
and responsibilities such as policies, procedures, employee handbook and job
descriptions and specifications. Participants will also develop an understanding of
labour laws which also guide the rights and responsibilities of employers and
employees.

Unit 7 Enterprising

This unit helps participants to identify key personal entrepreneurial characteristics

that are required to become a successful entrepreneur or intrapreneur. Through a
series of activities, participants will develop an understanding of how to generate
business ideas. They will also evaluate the ideas to determine which ones are
feasible or viable to be developed into a successful business venture.

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 GLOSSARY

Please note that the Glossary comprises the meaning of unfamiliar words,
abbreviations and acronyms arranged alphabetically. Those terms that are
discussed and defined within the text of the manual have not been included in the
glossary.
Glossary

Advocacy The act or process of supporting a cause or proposal

AIDS Acquired Immune Deficiency Syndrome (emerges
from HIV – see below)
BMI Body Mass Index
Brainstorming Individuals in a group offer ideas in random order
about a subject in order to stimulate creative thinking
CAFFE Citizens’ Action for Free and Fair Elections
CARICOM Caribbean Community
CBO Community-Based Organisation
CCJ Caribbean Court of Justice
Certificate of Achievement The Certificate is awarded for successful completion
of the Professional Development course
Charette The contribution of a smaller group to a large group
brainstorming session (see “brainstorming” above)
Charger plate The plate laid in a formal dining setting at the
beginning of a meal and on which the soup, appetizer
and salad courses are presented
Civics The operation of a society, its norms and practices
CSME Caribbean Single Market and Economy
DCS Department of Correctional Services
Etiquette A set of norms or acceptable behaviours practised in
selected settings and circumstances
Genitalia Male or female reproductive organs
HIV Human Immunodeficiency Virus
JCF Jamaica Constabulary Force
JDF Jamaica Defence Force
JET Jamaica Environment Trust

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 JFJ Jamaicans for Justice
Learning Journal A personal record of daily or weekly learning
compiled over a period of time. In this case, it is
dedicated to the learner’s discoveries and learning
compiled over the duration of the Professional
Development course
Manners A set of standards for acceptable behaviour in social
settings
Media Types of public information communications used to
store, deliver and transmit information e.g. print,
television, film, radio and the Internet
Netiquette A series of rules governing polite interaction on the
Internet
NGO Non-Governmental Organisation
NEPA National Environment and Planning Agency
PCOA Police Civilian Oversight Authority
PD Personal Development
Portfolio A personal record of documents related to a specific
subject, assignment or topic. In this case, it is a
compilation of all exercises undertaken and handouts
completed over the course of the Professional
Development course
Protocol Internationally-accepted rules and standards of
behaviour and recognition, especially in formal and
diplomatic settings
Role-play Assume the behaviour, attitudes and values of another
person in a dramatic situation
Scenario A dramatic situation within a prescribed context
SMART objectives A planning tool that includes specific, measurable
attainable, realistic and time bound outcomes toward
which a plan is moving
STI or STD Sexually Transmitted Infection or Sexually
Transmitted Disease.
Both STIs and STDs are transmitted from person to
person through sexual intercourse

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