REF No.

: DO-WMCG- 035-2020
COLLEGE OF ARTS AND Status : Initial
SCIENCES
Date Issued : June 2020
MODULE CONTENT GUIDE

Prepared By: EVA MARIE DEMPLE SOLIMAN Noted By: DR. MARILOU H. MELLA -Dean
Week 1 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: CAED Course Title: Career Education
COURSE DESCRIPTION: This course focuses on the development of knowledge, processes, skills, attributes and attitudes that will
assist students to make informed decisions about their options to enable effective participation in their future study, working life and
career.

I. COURSE INTENDED LEARNING OUTCOMES (CILO)

At the end of the course, the students should be able to:
1. Demonstrate the knowledge and understanding of self, work practices and career development processes.
2. Select, analyze and apply information related to work and career development.
3. Use oral and written language to communicate information.
4. Plan, implement and adjust processes to achieve learning outcomes.
5. Apply learning strategies.
II. COURSE GUIDE (course rules/instructions, Coverage inclusion Dates/schedule, grading criteria)
The entire course covers 8 weekly modules with specific content topics. Students are expected to fully learn the lessons and achieve
the intended learning outcomes. Two big examinations; midterm and finals for term classes and 4 big examinations for full term
classes; Prelim, midterm, semi-final and final examinations. Quizzes, class activities, oral participations, speeches, and assignments
are given to supplement students’ learning. Schedule of examinations are posted in the bulletin boards.
1st Term Schedule 2nd Term Schedule
Inclusive Dates Week Details Inclusive Dates Week
August 17-22, 2020 Week 1 October 19-24, 2020 Week 1

August 24-29, 2020 Week 2 October 26-31, 2020 Week 2

September 1-5, 2020 Week 3 November 3-7, 2020 Week 3

September 7-12, 2020 Week 4 Prelim / Midterm Exams November 9-14, 2020 Week 4

September 14-19, 2020 Week 5 November 16-21, 2020 Week 5

September 21-26, 2020 Week 6 November 23-28, 2020 Week 6

September 28-October 3, 2020 Week 7 December 1 – 5, 2020 Week 7

October 5-10, 2020 Week 8 Midterm / Final Exams / December 7 – 12, 2020 Week 8
Submission and/or compliance of
Requirements
October 12-17, 2020 - Term Break

The grading criteria for the assessment of student competence or performance includes the following:

Quizzes/Assignments 25%

Class Activities/Laboratory Output 35%

Periodic Examination 40%

Total 100%

III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)

1. Identify the importance of career planning.
2. Identify context of 21st century skills.
3. Identify and apply Career Education learning strategies.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC I : INTRODUCTION: ( Overview of LPVM , Core Values, Graduate Attributes, Quality Policy and
Objectives, ISO certification and Accreditation

TOPIC 2: Scanning Possibilities

- This will help students understand the importance of career planning and to motivate them to use this
curriculum to begin formulating career choices.
 Why Career Planning important?
 Influences on Career Decisions
 Why is work important?
 Why plan?

TOPIC 3: Mapping the Future

- This will help students become aware of the changing nature of work and career planning in the 21st
century.
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President. 1
  Using online sources for information about change.
 21st Century Skills
V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays
VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Career planning in the 21st Century
Determining your Directions

VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-interview.pdf

Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf

Direct your Future

https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?

Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-career-

guide-resources/direct-your-futuretm-career-exploration-curriculum

The 5 Minute Career Action Plan

www.jobs.ac.uk

WEEK 1

TOPIC 1:

Literacy in Career Education

Literacy is important in the development of the skills and strategies needed to express, interpret, and
communicate complex information and ideas. In Career Education, students apply, extend and refine
their list of literacy skills and practices by establishing and articulating their views through creative
responses. They communicate in a variety of ways that may include speaking, listening, reading, writing
and using electronic technology, and experiment with different modes, mediums and forms to create
new texts and understand the power of language to represent ideas, events and people.

Students should be aware of the roles and relationships involved in these literacy interactions. They
must strive for accuracy, clarity and ease of understanding, while being sensitive to the purpose and
audience for which material is prepared.

Over the course of study in Career Education, literacy skills should be progressively developed in the
following areas:

1. Comprehension, which enables information to be gathered from written, oral and visual sources
2. Selection and sequencing of information required in various forms (e.g. writing reports,
providing advice and describing procedures)
3. Use of appropriate vocabulary, format and layout.

Students should be encouraged to use language in a meaningful way within realistic contexts whenever
possible. Opportunities should be provided for students to access, process and present information in a
range of forms and media. These aspects of literacy knowledge and skills are embedded in the
objectives, subject matter and instrument-specific standards for Career Education.
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
2
 Numeracy in Career Education

In Career Education, students use numeracy when they practice and apply the skills of interpreting and
analyzing, comparing and contrasting, making connections, posing and proving arguments, making
inferences and problem-solving as they create and respond to a range of texts.

Success in dealing with issues and situations in life and work depends on developing and integrating a
range of abilities, such as:

 Comprehending basic concepts and terms behind the areas of number, measurement and
finance, e.g. personal budgeting.
 Extracting, converting or translating information given in numerical forms, diagrams, maps,
graphs or tables, e.g. working out pay scales or extrapolating survey data.
 Calculating, e.g. savings and investments, exchange rates, quantities and weights.
 Making use of calculators and computers.
 Using skills or applying concepts from one problem or study area to another.

In Career Education, students should be encouraged to develop their understanding and to learn by
incorporating, to varying degrees, mathematical strategies and approaches to tasks. Similarly, students
should be presented with experiences that stimulate their mathematical interest and hone quantitative
skills that contribute to success in everyday life.

Why is work Important?

Work takes on different meanings for different people. For some, it is viewed as the means by which
money is earned so that satisfaction can be found in other life roles. For others, it is viewed as a way to
express interests and skills and to attain values – that is, to find self-actualization. Still, for others, it is a
deep spiritual commitment, a way in which to contribute to society or establish meaning in life.

Work offers the potential to express self-concept and create a self-identity. This fact is so pervasive that
it is likely that the first question we ask people we have just met is what kind of work they perform for a
living. The titles of occupations trigger stereotypes, which have some measure of truth to them. Persons
who work in a specific occupation tend to have similar interests, abilities and skills, and personality
traits.

Still further, work serves to structure time. Though most of us dream of unstructured time, the fact is
that many people – if not most – are more productive and happier when their time is structured.

Why plan?

Though many changes are occurring in work tasks, places of work, and skills required for occupations,
we also believe in the value of planning. Clearly, the idea of selecting one occupation and drafting a
long-term career plan is aged. We know that we will all make several changes in jobs, as well as in
occupations, in our lifetimes. We also know that we will never “finish our education,” but rather will
need to continually upgrade skills and acquire new ones. It also seems evident that jobs of the future
will be described by the list of skills needed to perform them and the level of each skill needed. Thus, in
the future, we may talk about transferring a set of skills from one occupation to another, and the titles
of those occupations may appear to be quite different from each other, though the skill set needed to
perform them is common. Finally, we know that it will be important to teach young people about
change – or transition, as some theorists call it – and to teach them some models for coping with it.

TOPIC 2:

21st century skills

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
3
 Career Education helps develop the following 21st century skills:

• Critical thinking
• Creative thinking
• Communication
• Collaboration and teamwork
• Personal and social skills
• Information & communication technologies (ICT) skills.

Employability and lifelong learning skills

The following table identifies skills that link school studies and employment, no matter what the job,
career or industry. The skills are also transferable to any personal or life context.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
4
 Teaching and learning strategies

Career Education should be approached in a practical way, allowing for hands-on activities. As part of
their learning, students have opportunities to be involved in practical experiences that reflect real-life
and lifelike situations. Students should have be provided with the opportunity to:

 develop abilities to maintain a positive self-concept

 develop abilities for building positive relationships in life and work
 learn to respond to change that affects well-being
 link lifelong learning to the career building process
 locate and evaluate a range of career information sources
 understand how societal needs and economic conditions influence the nature and structure of
work
 develop abilities to seek, obtain, create and maintain work
 engage in career decision-making
 link lifestyles and life stages to career building
 understand and learn to overcome stereotypes in career building
 take charge of the career building process
 develop and apply, in the context of developing their career, each of the employability skills and
 learn develop and use a range of strategies that promote decision-making and reflection.

Week 2 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Edducation
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Review the 21st Century Skills.
2. Demonstrate an understanding about Career Planning in the 21 st Century.
3. Identify Decision Strategies.
4. create future career decisions.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific
learning objectives)
TOPIC 1: Career Planning in the 21st Century
- This briefly reviews the meaning of work in people’s lives and then focuses on the changes that
will be occur rapidly in the 21st century. It also cites what implications exist for personal career
planning.
 Meaning of Work
 Workplace trends
 Customization and customer involvement
 Implications of workplace change
 Preparing for the future
TOPIC 2: Determining Directions
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
5
 - This will help students understand that decisions can be made by applying a process, and that
learning this process is critical to making all important decisions in life, including those about
career choices.
 Decision and Decisions Strategies
 Vocabulary of Decision Making
 Types of Decisions
 The Planful Decision – Making Model

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Goal Setting
Embarking on a Voyage of Self-Discovery
Personality Development
VIII. REFERENCES
Do’s and Don’ts of Job Interviewing
http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_
02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-
career-guide/ok-career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk

WEEK 2
TOPIC 1:

Work and Career Planning in the 21st Century

Though the nature and context of work are changing rapidly, it’s meaning to individuals and to society
remains constant. Society’s economic structure is supported by its workers. The wages from their
employment contribute directly to the tax base, and the purchasing power which those wages afford
stimulates the economy in self-sustaining ways.

Workplace Trends

Corporate downsizing caused corporations to reduce their work force by cutting middle management,
operating in a “lean and mean” mode, and introducing technology wherever possible. As a result,
corporations have been able to function with a smaller work force and still attain the same level of
productivity, or even surpass it.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
6
 This trend has progressed so far that many companies are training their employees in personal career
management skills. The new attitude is that the employee and the company have a relationship as long
as the company needs the employee; however, the humane company also wants its employees to have
a set of career management skills to make it easy for them to move to another position. On the other
side of the contract, younger employees feel free to leave the company if salary or other benefits are
more attractive elsewhere.

All of the trends noted – automation, growth of the Internet, email, fewer large corporations, changes in
work tasks – contribute to another change: the place where individuals will work. The combination of
the laptop computer, cellphone, fax machine, Internet, and the electronic transfer of files makes it
possible for motivated workers to work almost anywhere. Some corporations are encouraging
individuals and teams to work at home, only occasionally coming to a physical office. Most workers are
happy to have this increased freedom, and so as long as productivity is not lessened, companies can
save money by having less office space. The workers in turn can save money on transportation, clothes,
and commuting time.

Preparing for the Future

Awareness of the capability to have a significant degree of control over our lives is the second important
concept. Odd as it may seem, research indicates that the single most important determinant of
educational and vocational success is one’s internal belief that he or she has the capability to succeed.
Once accomplishment begins, it reinforces itself and grows.

Belief in one’s capability to succeed and control many of life’s variables must, however, be based upon a
foundation that makes self-dependence realistic. From a review of the best literature on the subject, it
appears that such a foundation needs to include an education and skill set that is dependable.

This foundation relies on the following:

 A strong academic background that includes at least three years of English, math, science, and
social studies.
 Completion of at least two years of education beyond high school. This might be a vocational-
technical program, a two-year community college degree, or a four-year college degree.
 Good communication skills, including the ability to write clearly with good syntax and grammar,
speak with proper English skills, and communicate clearly with others.
 Interpersonal skills such as the ability to get along with co-workers and supervisors. A greater
percentage of individuals lose their jobs because they lack this ability than because they lack
job-specific skills.
 Self-management skills such as the understanding that you are responsible for your life’s
decisions and outcomes and for taking appropriate action steps.
 Career management and transition skills – i.e., the knowledge and capability to follow a process
of career planning and to cope with transition when it occurs.
TOPIC 2:

Decision and Decision Strategies

1. What is a decision?
- The selection of one option rather than others that are available.
2. What are alternatives?
- Different ways in which a problem may be solved or a goal may be reached.
3. On what basis should we select one alternative rather than another?
- It helps us reach a goal or solve a problem; it expresses our values better than other
alternatives; we believe that the outcome, or result, of the decision will be better for us.
4. What is a goal?
- An event, condition, or outcome that we set for some future date.
5. How does a lack of goals affect decision making?
- If there is no target or desired outcome, it is impossible to identify alternatives.
6. What are consequences?
- They are the results or outcomes of reaching a decision.
7. Do all decisions have the same level of importance?
- No, because some decisions, such as what to eat for dinner or which movie to watch on
television, are so trivial that the outcomes or consequences of the choice are not very
important.
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
7
 8. What are some examples of small decisions that are not likely to have a significant effect on
you?
9. What are some examples of big decisions that are likely to have a significant effect on you?

Different ways in which we can face decisions. We could summarize them in five categories.

 Planful – A step-by-step process is used to identify alternatives and to choose one.

 Painful – A lot of time and energy are spent, but a choice is not made.
 Impulsive – A choice is made without adequately finding alternatives or collecting information
about the self and alternatives.
 Compliant – The choice is made for you by someone else, with your permission.
 Delaying – The need for decision making is not recognized or, if recognized, it is put off for some
future date.

Five Decision Strategies

Step 1: Identify the decision to be made – that is, the reason for a decision and what it is that
you want to achieve either through solving a problem or reaching some future goal.
Step 2: Consider characteristics about yourself that need to be woven into the decision-making
process.
Step 3: Identify alternatives for solving the problem or reaching the goal.
Step 4: Collect information about each alternative in order to be as fully informed as possible.
Step 5: Put alternatives in priority order based on the information gained.
Step 6: Take action on the steps needed to put the highest-priority alternative into effect.
Step 7: Review the decision and possible outcomes to determine whether they have met your
needs.

The Vocabulary of Decision Making

Common words related to decision making are goals, alternatives, valuing, and outcomes.
Goals are what deciders consider to be the desired outcome(s) of making a decision.

Sample goals might be to:

• Earn all A’s this year.
• Make a good four-year high school plan.
• Choose an affordable school that also offers quality training for the occupation I want to enter.
• Choose an occupation that I would really enjoy.
• Select the best courses or major(s) to prepare me for my occupation.
• Find a job that offers good fringe benefits, pays at least the average national wage, and can be
entered after a two-year community college program.

 Alternatives are the possible ways we can find or create to allow us to reach the goal(s). Unless
there are two or more alternatives, there is no freedom of choice or need for decision making.
With many decisions it is impossible to identify all of the alternatives. Thus, with most decisions
we need to develop a manageable number, perhaps two to five good alternatives.
 Valuing is a process whereby each alternative is thoroughly examined in order to determine
how completely and at what physical, mental, or financial cost it may help the decider to reach
the stated goal(s).
 Outcomes (consequences) are the results experienced after selecting an alternative and
implementing it. We hope the outcomes are the same or very near the definition of the goal(s).
If so, we would say that the outcomes are positive. If the outcomes do not get us to the desired
goal, we will likely say that the outcomes are negative.

A good decision is one in which the planful decision-making process has been used, even if the
outcomes are negative. Using a planful process does not guarantee positive outcomes, but it does
increase their probability.

Types of Decisions
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
8
 Nearly every decision falls into one of the following three categories:

Decisions with certainty: The alternatives and their outcomes are clearly known.

Decisions with measured risk: The outcomes of each alternative are not totally known,
but something is known about the probability (chances
out of 10) or likelihood that a given consequence will
occur.

Decisions with uncertainty: The outcomes of the alternatives are totally or almost
totally unknown.

The strategies we use depend a great deal upon the type of decision involved. Certain decision-
making styles are more likely than others to be used with each of the three categories of
decisions.

Planful Model

Week 3 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Education
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Identify the context of Goal Setting;
2. Demonstrate an understanding on self-concept relating to choosing occupation and planning goals.
3. Create SMART career goals based on personality skills and interest.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: Goal Setting
- Goals provide direction in your life and nurture your motivation .
 SMART Goals
 Career Action Planning Process

TOPIC 2: Embarking on a Voyage of Self-Discovery

 Self-concept and Career Choices
 Life Roles and Discussion of Homework
TOPIC 1: Personality Development
- Personality also influences what we think, our beliefs, values and expectations. What we think about
others depends on our personality.
 Personality Skills and Interest
 Personality type
 Work Styles
 What Employers want in an Employee
 Occupational Type

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
9
 V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Exploring Destinations
Finding your Personal Compass Points

VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan www.jobs.ac.uk

WEEK 3
TOPIC 1:

Goal Setting

 Goals provide direction in your life and nurture your motivation

 Goals are like road maps; they get you from one point to another. Goals provide the direction
you need to reach your destination, the motivation to sustain you on your trip, and a way to
measure your progress. The best way to get results is to plan for the future, but live one day
at a time.
 Think about the future. How do you define success? What makes you happy? What drives
you? What makes you get out of bed in the morning? Does success mean family, money,
security, and prestige, to help others, improve the environment, and solve problems, a career,
and a degree? Whatever you decide, the key is to strengthen your will to succeed.  
Suggested Goals:
 Be a Life Long Learner
 Clarify Educational Plans
 Become an Efficient, Successful Student
Career Action Plan

A career action plan enables you to

focus your thoughts and ideas into a
series of steps to achieve your career
objectives within a realistic timescale.
The process takes into account the fact
that situations change and plans can
be reviewed and altered.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
10
 10 top tips for Career Action Planning

1) Recognize what is important in your career and life

2) Know what strengths and talents you can offer and how you can add value to an organization
3) Keep up to date with changes in the work place and the sector
4) Identify any personal blocks or life constraints and how you can overcome them
5) Have a clear vision of your future
6) Identify broad aims and SMART goals
7) Find people who can support you in completing your goals
8) Reward yourself for successes
9) Mistakes can happen: use the experience to learn and then move on
10) Be flexible, review your progress regularly and be willing to adapt and change
TOPIC 2:
Embarking on a Voyage of Self-Discovery

Self-Concept and Career Choices

Questions to ask Students:

 What does the word self-concept mean to you? It is the picture that we have of ourselves –
including the way we look, how we think other people see us, our strengths and weaknesses,
our interests and abilities, how our parents accept us, etc.
 How do we get our self-concepts? By the feedback that other people give us and how we judge
ourselves.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
11
  Can you give me any illustrations of events in your life that affected your self-concept? Success
at a task that made you see yourself as smart, or a failure that made you see yourself as less
capable than others.
 How did the image of you differ as seen by your parents, friends, and teachers? Why do you
think there are differences in these three views? Each is looking for and valuing different aspects
of you.
 When do we get a self-concept? Begins as soon as birth, because babies can distinguish
between themselves and other people or objects, and continues throughout our lives.
 Do our self-concepts change? Yes, as we grow and have different experiences. Ideally, our self-
concepts become better defined and more realistic with age.
 Can you tell me how your self-concept has changed from the time you were five years old until
now?

Life Roles and Discussion of Homework

Let’s look at the meaning of these roles. For each, think about the amount of time spent in that part of
your life and the amount of energy it requires.

• Son/Daughter – This role begins at your birth and continues until the death of both of your parents.
When you are young, you spend a lot of time in this role. As you grow older and become more
independent, you spend less time. When a parent becomes old, you may spend a lot of time again in this
role, caring for his or her needs.

• Student – This may be the second role in your life, beginning when you start school, played
continuously for 10-16 years, and then may be played off and on as you need to get more education or
training.

• Friend – This role begins when you make your first good friend and continues throughout your life. It
represents the time and commitment that you spend cultivating and being with friends.

• Worker – This role begins with your first part-time job and continues throughout the time that you
work for pay. It is the time and energy you spend at your job.

• Spouse/Partner – This role is the time and commitment you invest in developing a marriage or other
type of long-term relationship. This role begins with commitment to the relationship and ends with
separation, divorce, or death of the other person.

• Parent – This role is the time and energy spent in raising children. This role begins with the birth or
adoption of your first child and continues for as long as they and you live. This role demands a great deal
of time during childhood and adolescent years, but the demand reduces as children become increasingly
independent.

• Homemaker – This role is the time and energy spent taking care of your home, shopping for groceries
and preparing meals, doing laundry, and other activities related to the daily needs for food and shelter.

• Leisurite – This role is the time and energy you spend in relaxation and recreation of all kinds, such as
reading, playing and observing sports, watching television, and doing crafts of all kinds.

• Citizen – This role is the time and energy you may spend in your community, volunteering in many
kinds of ways, such as work at your institution of faith, hospital, day care center, fundraising campaigns,
community clean-up drives, etc.

 Our self-concepts include how we see our strengths and weaknesses in different “roles” of life –
that is, as a son or daughter, student, worker, or friend. Other than the role of son or daughter,
over which we have less control, we can choose which of these roles we want to play.
 We can also make some choices about how much time and energy we want to put into them.
For example, you can decide how much time and effort you put into being a student. Success as
a student affects your roles as a son or daughter, worker, and friend. In other words, the choices
we make affect every part of our lives.

Two important personal factors affect our choices of careers: our self-concept and the roles we play in
life.

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and activities vary according to specific content and focus on student-centered learning activities.
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12
 Personality Type

Taking the time to ensure that your personality is compatible with your career choice is extremely
important. If you do not invest the time now to figure out what makes you happy and keeps you
motivated every day, you could be very unhappy in the future.

But why is personality so important? Learning about your personality allows you to think about your
emotions, behaviors, and ways of thinking on a day to day basis. For example, do you prefer to work
alone or do you prefer to work with others? Would you be content in a career that requires that you are
extremely organized and have a set schedule? Or are you the type of person that likes to have an open,
flexible schedule that allows you to be spontaneous? 

PERSONALITY THEORY: THE 4 FACETS

 Extroversion-Introversion (EI): how you get your energy and where you prefer to focus your
attention
 Sensing-Intuition (SN): how you take in information about the world around you
 Thinking-Feeling (TF): how you like to make decisions
 Judging-Perceiving (JP): how you prefer to  organize your life

What Employers want in an Employee

Employers want individuals who have the necessary hard and soft skills to do the job well and adapt to
changes in the workplace. Soft skills may be especially in demand today because employers are
generally equipped to train new employees in a hard skill—by training them to use new computer
software, for instance—but it’s much more difficult to teach an employee a soft skill such as developing
rapport with coworkers or knowing how to manage conflict. An employer might rather hire an
inexperienced worker who can pay close attention to details than an experienced worker who might
cause problems on a work team.

Transferable Skills for any Career Path

Transferable (soft) skills may be used in multiple professions. They include, but are by no means limited
to, skills listed below:
 Dependable and punctual (showing up on time, ready to work, not being a liability)
 Self-motivated
 Enthusiastic
 Committed
 Willing to learn (lifelong learner)
 Able to accept constructive criticism
 A good problem solver
 Strong in customer service skills
 Adaptable (willing to change and take on new challenges)
 A team player
 Positive attitude
 Strong communication skills
 Good in essential work skills (following instructions, possessing critical thinking skills, knowing
limits)
 Ethical
 Safety conscious
 Honest
 Strong in time management

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and activities vary according to specific content and focus on student-centered learning activities.
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13
 Occupational Options by Type

The following list was inspired by the remarks of Mark Atwood, director of open-source engagement at
Hewlett-Packard Enterprise. It contains excellent practical advice.
 Learn how to write clearly. After you’ve written something, have people edit it. Then rewrite it,
taking into account the feedback you received. Write all the time.
 Learn how to speak. Speak clearly on the phone and at a table. For public speaking, try
Toastmasters. “Meet and speak. Speak and write.”
 Be reachable. Publish your email so that people can contact you. Don’t worry about spam.
 Learn about computers and computing, even if you aren’t gearing for a career in information
technology. Learn something entirely new every six to twelve months.
 Build relationships within your community. Use tools like Meetup.com and search for clubs at
local schools, libraries, and centers. Then, seek out remote people around the country and world.
Learn about them and their projects first by searching the Internet.
 Attend conferences and events. This is a great way to network with people and meet them face-
to-face.
 Find a project and get involved. Start reading questions and answers, then start answering
questions.
 Collaborate with people all over the world.
 Keep your LinkedIn profile and social media profiles up-to-date. Be findable.
 Keep learning. Skills will often beat smarts. Be sure to schedule time for learning and having fun!

Week 4 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Edducation
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Describe how occupations can be grouped into clusters.
2. Sort occupations and jobs into these clusters.
3. Select two of these clusters as favorites based on present knowledge.

IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: Exploring the Destination
- Help to teach students about the clusters of occupations described on the Kuder assessment results.
 16 National Careers Cluster

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
14
  Sorting Occupational profiles into the clusters
TOPIC 2: Finding your Personal Compass Points
 Interpreting the Kuder Skill Confidence Assessment
 Interpreting the Kuder Skill Confidence Assessment

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Goal Setting
Embarking on a Voyage of Self-Discovery
Personality Development
VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk

WEEK 4

TOPIC 1:

The 16 National Career Clusters

- In 2001, the U.S. Department of Education undertook the task of identifying 16 career
clusters representing career opportunities for the 21st century.
These 16 clusters are groups of occupations that relate to six career fields: Environmental and
Agricultural Systems; Business, Marketing, and Management; Communication and Information
Systems; Health Sciences; Human Services and Resources; and Industrial, Manufacturing, and
Engineering Systems.

 Agriculture, Food, and Natural Resources: Careers in the planning, implementation,

production, management, processing, and/or marketing of agricultural commodities and
services including food, fiber, wood products, natural resources, horticulture and other
plant and animal products; this includes related professional, technical, and educational
services.
 Architecture and Construction: Careers in designing, planning, managing, building, and
maintaining the built environment. People employed in this cluster work on new
structures, restorations, additions, alterations, and repairs.
 Arts, A/V Technology, and Communications: Careers in designing, producing, exhibiting,
performing, writing, and publishing multimedia content including visual and performing
arts and design, journalism, and entertainment services. Many people enjoy hobbies and
avocations in this cluster rather than full-time employment.
 Business Management and Administration: Careers encompass planning, organizing,
directing, and evaluating business functions essential to efficient and productive
business operations.

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and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
15
  Education and Training: Careers in planning, managing, and providing education and
training services, and related learning support services.
 Finance: Careers in financial and investment planning, banking, insurance, and business
financial management.
 Government and Public Administration: Careers in executing governmental functions to
include governance, national security, Foreign Service, planning, revenue and taxation,
regulation, and management and administration at the local, state, and federal levels.
 Health Science: Careers in planning, managing, and providing diagnostic, therapeutic,
and information and environmental services in health care.
 Hospitality and Tourism: Careers in the management, marketing, and operations of
restaurants and other food services, lodging, attractions, recreation events, and travel-
related services.
 Human Services: Careers in which people help others with a variety of kinds of needs.
Some work with children in day care centers, others counsel young people and adults
who have career, emotional, and mental health needs. Still others provide a variety of
personal and consumer services to the general public.
 Information Technology: Careers in design, development, support and management of
hardware, software, multimedia, and systems integration services.
 Law, Public Safety, Corrections, and Security: Careers in planning, managing, and
providing legal, public safety, protective services, and homeland security, including
professional and technical support services.
 Manufacturing: Careers in planning, managing, and performing the processing of
materials into intermediate or final products and related professional and technical
support activities such as production planning and control, maintenance, and
manufacturing/process engineering.
 Marketing: Careers in planning, managing, and performing marketing activities to reach
organizational objectives.
 Science, Technology, Engineering, and Mathematics: Careers in planning, managing, and
providing scientific research and professional and technical services (including physical
science, social science, and engineering) including laboratory and testing services, and
research and development services.
 Transportation, Distribution, and Logistics: Careers in the planning, management, and
movement of people, materials, and goods by road, pipeline, air, rail, and water and
related professional and technical support services such as transportation infrastructure
planning and management, logistics services, mobile equipment, and facility
maintenance.
TOPIC 2:

Kuder Career Interest Assessment

https://www.kuder.com/webres/File/General-Kuder-Assessments-Handout.pdf

The Kuder Career Interests Assessment, one of the two assessments that students took in preparation
for this lesson.

In order to get these results, students have been asked to express their like or dislike in 60 activities.
Sixteen clusters or 6 clusters of occupations are rank-ordered based on these responses, starting with
the cluster of highest interest and ending with the cluster of lowest interest. If the 6 Holland clusters are
used instead, the student’s profile is displayed in the order of R, I, A, S, E, and C.

The 16 industry clusters can be roughly grouped within the 6 Holland clusters as follows:

Realistic - Agriculture, Food, and Natural Resources Architecture and Construction

Manufacturing Transportation, Distribution, and Logistics.

Investigative - Health Science Science, Technology, Engineering, Mathematics

Artistic - Arts, A/V Technology, and Communications

Social - Education and Training Hospitality and Tourism Human Services Law, Public
Safety, Corrections, and Security

Enterprising- Business Management and Administration Marketing

Conventional - Finance Government and Public Administration Information Technology

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
16
 The important things to emphasize to students about the results of the interests assessment are as
follows:

 These results are one piece of information that needs to be considered when making a career
choice. Interests are quite stable by the middle school and high school years. Thus, the results
should be considered carefully.
 The best way to use these results is to guide exploration. In other words, instead of trying to
learn about hundreds of occupations in a random fashion, the results of this assessment suggest
that students begin their exploration with occupations in the career clusters/pathways of
highest interest.

Week 5 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Education
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Understand the relationship of job characteristics to job satisfaction.
2. Identify and demonstrate work values
3. Identify what Career decider need to know.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: Using guideposts to Direct your journey
 Work Related values
TOPIC 2: Refining the destination
 What career deciders need to know

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Writing Portfolios
Job Seeking Skills and tools
VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk

WEEK 5

TOPIC 1:

Using Guidepost to Direct Journey

Engage students in discussion with questions and comments such as the following:

1. What job characteristics were important to you: Your Dream Job?

2. What would your life be like if you had that job?
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and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
17
 3. What did you like or dislike about it?
4. What would your life be like if you had that job?

Work Related Values

Interests - are formed in childhood and adolescence as we have a wide variety of experiences,
some of which we view as positive and others as negative. So, for most of you, the interests identified
through the interest assessment you have taken are quite valid and stable.

Skills - are gained as we learn through experience and coursework.

Work - values are formed later than interests – usually in adolescence and throughout adulthood.

Like interests, values may change, and as they do we may make changes in our life choices.

You are probably just beginning to become aware of your values, and their development will go
on throughout your life. They will serve as guideposts for many life decisions, screening some
options out and leaving others.

A value is defined as something we believe in strongly enough that it affects our behavior. If you see a
student making fun of another because he is disabled and you intervene and ask him to stop, your value
of respect for others has caused you to take a difficult action – one that may cause others to taunt you.

For instance, if you choose to become a teacher, knowing that you will make less income than if
you were an accountant or computer programmer, because you place high value on helping others, your
behavior has been affected by your values.

12 important Work Values

 Achievement – Having a job that provides a feeling of success from having

accomplished something.
 Challenge – Having a job that’s not routine, tests what I know, and keeps me
learning and mentally sharp.
 Co-Workers – Having fellow employees that I enjoy working with because they are
helpful and trustworthy; I could be friends with them outside work.
 Creativity – Having a job that calls on me to be resourceful, inventive, and come up
with fresh ideas.
 Income – Having a job that pays a top wage, enabling me to live the way I want.
 Independence – Having a job where I might be my own boss, or where I am trusted to
make decisions on my own without having to report to someone regularly.
 Lifestyle – Having a job that doesn’t compete with my personal activities by
allowing me ample time for family, friends, and vacation.
 Prestige – Having an important job where people respect me and look up to me in
work and social settings.
 Security – Having a job at a stable company where I don’t have to worry about
getting laid off.
 Supervision – Having a fair supervisor who recognizes my value and is concerned
about me, easy to talk to, and respects my opinions.
 Variety – Having a job that is not routine, with wide-ranging duties, allowing me
to do many different things.
 Workplace – Having a job in a clean, safe, and comfortable setting.

What Career Deciders Need to Know

Just as we thoroughly research types of cars or houses when we are going to buy one, we need to
research the occupations we are considering. Since we spend at least one-third of our time at work, and
it influences our lives so much, it is important to have as much information as possible before making
career choices.

What are some of the things you need to know about an occupation (job) before you seriously consider
it?

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and activities vary according to specific content and focus on student-centered learning activities.
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18
 Why is it important to know these things?

Week 6 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Education
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. List and describe the kinds of information they should place in their portfolios.
2. Describe how to use a portfolio to assist in career planning and job seeking.
3. Maintain their portfolios.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: Writing Personal Logbook
- The portfolio has become a well-accepted method of collecting and organizing information about one’s
self. Portfolios may be print-based or electronic. The purpose of this lesson is to teach students about the
content of their portfolios, and how to build and maintain them in Navigator.
 Career Portfolios
TOPIC 2: Planning for getting a Job
 Job seeking Skills and Tools

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Preparing for a Job Interview
Dress Code
Commonly asked question in a Job Interview

VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk

WEEK 6

TOPIC 1:

Career Portfolios

The word portfolio (from the Latin words meaning “to carry” and “leaf”) originally referred to a case to
carry papers or drawings, but over the years its meaning has expanded to include a collection of similar
items (as in a portfolio of stocks and other financial investments) or of best work (as in the portfolio of
an artist, photographer, or computer programmer). In this lesson, the term is being used to refer to a
way to accumulate self-information on an ongoing basis as a tool for career planning.

A portfolio is easy to edit and offers not only a summary of self-information, but also a succinct way in
which to look at favorite occupations, majors, and schools in order to collect additional information or
re-prioritize them.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
19
 Updating your portfolio is a task that may require more time than is available on an ongoing basis during
the school day. Therefore, it is important that students feel ownership of their career portfolios so that
they will want to continue work on them outside of school in order to maintain them and continue to
add to their content on an ongoing basis.

The portfolio accumulates information as students move through each grade level. As the user
progresses, additional sections become available, such as favorite majors and scholarships; resumes;
cover letters; and a list of references.

Writing CV’s, Resume and Cover Letter

Technically a CV (Curriculum Vitae) is a detailed document outlining all of your life achievements,
qualifications, associations, awards and skills. Curriculum Vitae means ‘course of life’ in Latin.

A resume (spelt résumé, with accents, in its technical form), is a more concise document; an abbreviated
version of your CV that focuses on specific skills and achievements, usually in relation and relevant to an
employment opportunity.

Things you should do when writing CV

 Include your contact details at the top

 Decide whether you want to start with a personal statement
 Include sections on Key Skills, Knowledge and Achievements, Work Experience, and Education
 When discussing achievements, focus on what you’ve actually done and the end result achieved
 Include everything relevant in ‘Work Experience’ and ‘Education’
 Make sure that your spelling and grammar are all correct
 Work on your presentation

CV Mistakes and Pitfalls to Avoid

 Do not be tempted to lie

 Avoid leaving gaps in your career history
 Do not start your CV with the dull bits
 Do not include your hobbies and interest

The Golden Rule of CV Writing

 Put yourself in the recruiter’s shoes and think about what they need to know about you. The job
description should give you a reasonable idea.
 Use your CV to tell them what they need to know upfront and clearly, in a way that looks
professional and believable. 
 Your CV will not get you the job but, if done well, should give you at least a foot in the door.

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and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
20
 What is a Cover Letter?
 Your resume is intended to lay out the facts, but your cover letter is meant to convey
more personality. The cover letter is your first introduction to the person who may hire
you, and its goal should be to make you as memorable as possible, in a good way.
 That means writing a unique cover letter for every job you apply to. No templates. No
pre-written nonsense. The format of your cover letter should also match the company
and the industry you’re applying to.
 There is no “official format” for your cover letter or the information you include in it, but
your cover letter should be visually organized, and orderly in its presentation of
information.

Successful cover letters go something like this:

1. Memorable introduction
2. Specific, organized examples of relevant work done and problems solved
3. Concise conclusion with a call to action

What to Include in Your Cover Letter?

 How a candidate’s work experience meets job requirements.
 How a candidate’s skills meet job requirements.
 Why a candidate wants to work at the organization.
 Show how you can solve specific problems
 Pick an appropriate voice and tone
 Tell your story
 Honesty is the only policy
 Don’t sound like everyone else
 End with a call to action 
 Proof your cover letter

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
21
 Cover Letter Template

Your Name
Street Address
City, State Zip Code
Phone Number
 

Date

Individual's Name (HRDO)

Job Title
Name of Organization
Street Address
City, State Zip Code
 

Dear Mr./Ms. ________________________________:

First Paragraph: State the reason for writing. Name the specific position or type of work for which
you're applying. Mention how you learned of the opening. 

Second Paragraph: Explain why you're interested in working for this employer and specify how you
fit this position. Don't repeat the information on your resume. Include something special or unique
about yourself that will benefit the employer. Remember, the reader will consider this an example of
your writing skills.

Third Paragraph: Mention that your resume is enclosed and indicate your desire to meet with the
employer. You may want to suggest alternate dates and times, or simply advise them of your
flexibility to meet. Include day and evening contact information. Include a statement or question that
will encourage the reader to respond. Be sure to communicate your plan to follow up. You might
state that you'll be in the area on a certain date and would like to set up a meeting, or you'll call on a
certain date to set up a meeting. Finally, thank the employer for his/her time.

Sincerely, (Your Signature in blue or black ink) Your name

Enclosure

TOPIC 2:

Job seeking Skills and Tools

An early step in getting a job is to think seriously about what you want in a career. As an adult you will
spend about half of your waking time at work. Further, your satisfaction with the job, the people you
meet there, and the income it provides will affect all of your other life roles.
By now you have identified three occupations that seem most appealing to you. You have considered
how they relate to your interests, skills, work values, and education plans. There is one more factor to
consider as you approach the job market – characteristics that would cause you to select work with one
employer over another, even though both allow you to work in the same occupation. Those
characteristics are as follows:
 Type of organization you want to work for.
 Reputation of organization.
 Salary
 Employer benefits
 Career ladder
 Distance from home
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
22
  Travel requirement
 Making use of education or training

Week 7 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Education
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Explain the purpose for an interview
2. Identify the do’s and don’ts for job interviewing
3. Practice and demonstrate good job interview skills.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: Preparing for a Job Interview
 Interview Preparation Research
 Professional Etiquette
 Do’s and Don’ts during interview
 Dress for the Interview
TOPIC 2: The Interview/Commonly asked Questions
 Employees’ Perspective
 Screening and/or General Interview
 Situational Interview
 Behavioral Interview
 Technical Interview

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
Brainstorming by group
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations
Graded oral recitation ( available rubrics)
Essays

VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Preparing for an actual Job Interview
Prepare for proper Dress Code during interview

VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf
Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk
WEEK 7

TOPIC 2:

Preparing for a Job Interview

Interview Preparation/Research

 Verify where and when the interview is. Be sure you have directions for getting there and
account for rush hour traffic, construction or other delays when making your travel plans.
 Know the name and title/position of your interviewer if possible. Being familiar with names
ahead of time will make it easier to connect in person and it will also give a more personal touch
to the thank you notes you write following the interview.
 It is okay to ask for the type of interview to expect (i.e., panel, behavioral, case, etc.).

Professional Etiquette

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
23
  Be nice to everyone, especially the receptionist or greeter; your interview begins as soon as
you leave home — you never know who you may meet before the on-site interview begins.
 Offer a firm handshake — no one likes a dead fish or a bone-crusher.
 Smile, have good eye contact and speak clearly.
 Have some general conversation topics ready at all times — you may want to have at least
five current event topics available to talk about; avoid negativity and controversial topics
such as religion, politics, etc.
 Wait to sit until invited by your host.
 Do not chew gum during the interview.
 Sit up straight and don’t fidget!
 Employer-sponsored social events can affect your reputation and chances for
hiring/promotion with a company; keep this in mind when consuming alcohol, choosing
attire for the event, and conducting yourself. This is not the time to party.
 Conversations, including those with peers, should be of a professional nature. Overly
intimate topics or gossip should not be shared at employer-sponsored events.

Physical Image

- As the saying goes, you never get a second chance to make a first impression. It’s important
to dress for the job you want. If in doubt, it’s better to slightly overdress than to risk
appearing too casual. If you want people to take you seriously, you need to dress and act
the part.
 Business Professional Attire
- For most interviews, wear a two-piece matching business suit. However, rules may vary
depending on the industry. Business
 Casual Attire Business
- Casual clothing should be clean, crisp and fit you properly. It is not synonymous with
loungewear.
 Business casual
- Is a classic look, not a trendy one. If you would wear it to a bar, the gym, a sporting event, a
cocktail party, or a picnic, don’t even think about it!
TOPIC 2:

The Interview

When you arrive at the interview, be prepared to make small talk with office staff and the interviewer(s).
Be positive, especially in response to those seemingly innocent questions, such as “How are you today?”
“Did you have trouble locating the building?” No one wants a complainer or a person who seems to
have a negative attitude as part of their team.

The Employer’s Perspective

The interviewers will have objectives to achieve during the interview process. Although they already
have basic information from your resume, they want to:

 Confirm your competence (knowledge, skills and abilities) to do the job.

 Assess your communication skills—every sentence you speak during an interview
provides an example of your verbal communication skills and ability to present
information
 Determine your level of motivation and interest in the position as well as the
organization.
 Observe your interpersonal skills, and how well you get along with other employees.
 Evaluate your problem-solving skills and initiative.
Answering Interview Questions

 Employers determine which skills or critical behaviors are necessary for the job opening and
then ask very deliberate questions to determine whether the candidate possesses those skills.
To assess which skills the employer is seeking, talk with alumni, read the company literature and
listen closely during the company’s information session.
 Always listen carefully to the question, ask for clarification if necessary and make sure you
answer the question completely.
 Your resume will serve as a good guide when answering interview questions. Refresh your
memory regarding your achievements in the past couple of years.
This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
24
  Keep your answers concise but complete. Your answer should take approximately 30 seconds to
two minutes, depending on the depth of the question.
 Focus on your strengths and put a positive spin on answers to negative questions. (e.g., what
you learned.).
 Enunciate, speak clearly and avoid swearing, using slang or fillers (e.g., “um,” “you know,”
“like”).

Phone/Video or Web Cam Interviews

If the interview is being conducted using video, treat it as you would an in-person interview. Dress and
behave appropriately.

 When scheduling a phone or video interview, confirm the time zone; Kansas is in the Central
Time Zone.
 If you are not in a setting where you can conduct a professional conversation, let it go to voice
mail or request to set up an alternate interview time.
 Prepare your telephone area (paper, pen, calendar, and resume) and the location (i.e., hang a
sign to warn roommates or other visitors).
 Get in an interview mind set — it may help to dress as if you are going to an in-person interview.
 Consider standing up for a phone interview because it may help you project your voice. • Give
brief answers and follow with questions of your own.
 Don’t just repeat what is on your resume (it’s probably in front of them as they call).

Technical Interviews

This type of interview is usually conducted by a professional in your field. You may be asked about
knowledge specific to your industry. Be prepared to define terms common to your discipline such as
“define net present value” or solve basic problems common in your academic area. You may want to
review some of the vocabulary and problems found in basic-level courses in your field.

Week 8 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: CAED Course Title: Career Education
III. MODULE LEARNING OUTCOMES (PERFORMANCE INDICATORS)
1. Review job interview questions.
2. Practice good job interview skills.
3. Identify and understand an after interview consideration.
IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC 1: After an Interview
 Job offers and factors to consider in an offer
 Understanding benefits and total compensation
TOPIC 2: Final – Actual Job Interview (Individually)

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Oral recitation/ Question and answer
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
Summative Written Quizzes
Big examinations/Actual Job Interview
Graded oral recitation ( available rubrics)
VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research and do an advance reading on the following:
Preparing for a Job Interview
Dress Code
Commonly asked question in a Job Interview

VIII. REFERENCES
Do’s and Don’ts of Job Interviewing http://www.fldoe.org/core/fileparse.php/7531/urlt/successful-job-
interview.pdf

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
25
 Preparing for a Job Interview – A Helpful Guide for Entering the Job Market
https://business.ku.edu/sites/business.ku.edu/files/docs/Interview_Guide_Accessible.pdf
Direct your Future
https://adms.kuder.com/Masterweb/Content/Admin/downloads/DYF_NAV_2_0/DYF6E_Mod_02.pdf?
Career Guide https://www.okcareertech.org/educators/career-and-academic-connections/ok-career-guide/ok-
career-guide-resources/direct-your-futuretm-career-exploration-curriculum
The 5 Minute Career Action Plan
www.jobs.ac.uk

WEEK 8

TOPIC 1:

After an Interview

If an employer has not gotten back with you within the time frame discussed, it is appropriate to contact
the employer to follow-up on your status. If a time frame was not mentioned, wait two weeks after the
interview to follow-up. Keep in mind that employers may be very busy meeting other work
responsibilities — it is important to limit the frequency of follow-up contacts to avoid annoying the
employer. If you are not sure whether it is appropriate to call — ask your career center.

Evaluating the Offer

Factors to Consider in an Offer

A candidate rarely gets everything he or she wants in a job offer. Consider which factors are most
important to you and which ones you would be willing to give up in order to get what you want most.
Think about what you would like to have in a job several years in the future.

 Salary and benefits

 Job/industry stability (including turn-over and layoffs.)
 Physical work environment
 Geographic location/possibility of relocation
 Personally rewarding work, impact on society
 Opportunities to travel
 Level of responsibility/autonomy
 Size of the organization
 Non-profit vs. profit/public vs. private
 Nature of supervision
 Fit with co-workers
 Telecommuting/flex-time
 Opportunity for advancement
 Work hours
 Ability to use skills and be challenged
 Training and development

Coping with Rejection

If you get the dreaded rejection letter, it’s okay to feel disappointed. Give yourself a brief time period to
grieve and then move on. Spend some time analyzing the process and what you could do differently in
the future. Review your resume and reflect on the interview. Consider your presentation, including
preparation, interview attire, body language, nervous habits, and answers to the questions.

Consider reapplying. In some industries it is common to apply several times before your application is
successful. A one-time rejection is not always a permanent rejection. Ask “What is your reapplication
time frame or protocol?”

Understanding Benefits and Total Compensation

Total compensation includes your base salary plus the value of the benefit package and is a factor that
must be carefully weighed. Benefits can increase your compensation by up to one-third of your salary.

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
26
 Final Examination and Actual Job Interview!

This module is a property of Saint Joseph Institute of Technology (SJIT). The term module refers to an instructional material that focuses on a specific course. Details
and activities vary according to specific content and focus on student-centered learning activities.
No part of this module may be reproduced or transmitted in any form or any means without approval of the CEO/President.
27