Module 3 – Curriculum
Workplace Skills
Job Acquisition Skills
Students who have never held a job, or feel they have been unsuccessful in getting the type of job they want, may need assistance with the specific skills necessary to obtain employment. Instructors may need to address the skills necessary to be successful at filling out applications, writing a resume, and interviewing. Adults may also need assistance in learning about types of jobs, finding available jobs in their community, and determining their own interests to choose a job that is a good fit.
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“I don’t own anything I can go to an interview in. I hate interviews anyway – I always freeze up and can’t never answer their questions right. It’s like they’re trying to trick you, make it so you can’t get the job.” |
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“They want a job, and they keep trying to get jobs, but the jobs they apply for are all wrong. They look good in the want ads, but they don’t meet the basic qualifications, or are like Encyclopedia Sales – not what they really want." |
Take a moment to consider how you might access resources for instruction and support of adult literacy learners who need or wish to build job acquisition skills.
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On your worksheet, record your initial thoughts about curriculum for teaching job acquisition skills. |
The local one-stop employment center or chamber of commerce may have information on the types of jobs available in the community, as well as job descriptions and related necessary skills or qualifications. Job interest inventories can assist learners to identify the types of jobs that might be suitable. Reading, math, and writing skills can easily form a part of instruction in writing a resume or selecting a job. Practice in interviewing strengthens communication skills and may need to address issues such as dressing appropriately, body language, and even personal hygiene. As all young adults need practice in these skills, local high schools, technical centers, and colleges may have useful materials you can use.
Listed below is a real-life adult education scenario. While you are reading, reflect on the needs and concerns of the student. How might his instructor assist him to meet his goal?
Real-Life Scenario – Marcus’ Possibility:
Since he got laid off several months ago, Marcus has been working to improve his reading and math skills. He has just learned to write complete sentences. He just got word that a buddy can get him an interview with a local waste removal company for a job driving a truck. It’s good money and has benefits. Although not employed now, he has a good work history with a local landscaping company. He has to bring a resume with him to the interview. He’s never had a formal interview, nor has he ever created a resume before. Marcus is worried he can’t get the job.
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On your worksheet, record your thoughts on Marcus’ learning needs and concerns. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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Application forms are not easy to fill out. Not only do students need to know how to write legibly, but they also need to be able to understand a complicated form that can be different at almost every workplace. They need to be familiar with the types of information that is likely to be asked and have it with them - organization. They can’t write in pencil, and they can’t cross out mistakes – spelling and handwriting count. Some companies now require you to fill out the application on the computer via the Internet. Xerox copies of job applications for practice.
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Interviews – oh they need practice at interviewing. I have them work in teams and support them to come up with the types of questions employers ask. Then we do role plays – one is the employer and one is the prospective employee. Sometimes it is hard to get them to be serious, but that can help break some of the tension too.
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We do a lot of work with the job listings in the paper. I even get some off the internet and from papers in other towns. Then they practice reading skills in reading the listings, math skills by grouping them in categories, and finally I have them pick one that interests them, and they write a brief paragraph stating why they are interested and a good fit. This is also practice for Resume cover letters. We read a lot of resumes before we try to write one.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Obtaining employment not only requires basic literacy skills, it also requires specific job acquisition skills.
- Adult literacy instructors have a wealth of resources from which to draw curriculum. Employers, human resources departments, local universities, and local government agencies are all likely places from which you can draw curriculum and materials.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
