SS-100 World of Work

Course Description: 
This course is designed to provide awareness and opportunity to examine work roles, jobs and attitudes necessary in a business workplace.

  • Prerequisite Courses: ESL 089          

A. PROGRAM LEARNING OUTCOMES (PLOS):
The student will be able to:

  1. Enrich and deepen self knowledge by exploring different academic experiences
  2. Articulate and understand their experiences through effective writing, reading, speaking and modes of artistic expression.
  3. Demonstrate fundamental knowledge and basic skills appropriate to their personal and professional goals in their chosen area of specialization.

B. STUDENT LEARNING OUTCOMES (SLOS) - GENERAL
The student will be able to:

  1. Examine and explain individual interest, abilities, attitudes, and work experience/training that will enhance their ability to obtain, maintain, and perform their chosen profession.
  2. Explore and identify a variety of occupations that will best fit their individual needs, desires, and abilities, in hopes that it is fulfilling and beneficial
  3. Compile information and opportunities to practically apply the process in which one searches, applies, interviews, secure, performs, changes, and terminates a job, profession or career in a manner that will not hinder their ability to seek employment elsewhere or at a later date.
  4. Show in written exercises, group work, mock interviews, job related scenarios, and verbally how decision making process, personal or professional, can affect their ability positively or negatively in  obtaining, maintaining, and securing employment.

SLO

PLO 1

PLO 2

PLO 3

1

I D

 

 

2

 

 

D

3

 

ID

 

4

 

 

D

I = Introduced
D = Demonstrated
M = Mastered

C. STUDENT LEARNING OUTCOMES (SLOS) – SPECIFIC
The student will be able to:

General SLO 1: Examine and explain individual interest, abilities, attitudes, and work experience/training that will enhance their ability to obtain, maintain, and perform their chosen profession.

Student Learning Outcomes

Assessment strategies

1.1. Define and explain the various reasons why people are employed.

Students are expected to match word list that best describes the work-related scenario.  (Quiz)

1.2. Explain in writing and through class presentations what individual interests, abilities and work experience are needed in their chosen filed of interest or current employment position.

Students will list their personal and professional interests and relate them in a box diagram to a specific job opportunity of their choice. Students will list their individual abilities then given a job description and label those duties that they believe they can and cannot perform and explain their choices in a presentation.  (Work sheet exercise & Presentation)

1.3. List and explain all factors needed to consider before choosing careers.

List factors and put them in the order of importance. Write a research paper listing and explaining the resources, benefits, and advancement opportunities that are offered and available within a career. Develop a career planning portfolio.

1.4. Fill and complete mock employment application to a satisfactory level depending on what field they want to pursue. Follow and develop their own resume, and personal interview sheet

Fill out variety of job application. Student will set a time  to have a mock interview with instructor

General SLO 2: Students will explore and identify a variety of occupations that will best fit their individual needs, desires and abilities in hopes that long or short lasting employment decisions are ones that will be both fulfilling and beneficial.


Student Learning Outcomes

Assessment strategies

2.1. Through lectures, class discussions, group and individual work students will identify and distinguish between the fifteen-(15) occupational clusters.

Students will prepare a presentation on one of the 16 career clusters. This presentation will include a visual display that emphasizes their chosen cluster. The written and oral portion will include a detailed description of their cluster, at least ten occupations found within the cluster, with one highlighted far further description. This description will include the fields' minimum requirement for employment, job opens in the immediate area or areas in which the student would travel to obtain employment, safety and regulations commonly practiced, benefits, advancement opportunities, and any other pertinent information the student would like to include.

2.2. Students will be instructed on and display their understanding and knowledge of different methods to gather information and use resources '' available to them to locate and secure employment.

Students will list and explain in writing the recourses available in their local area that can assist them in locating employment. They will do a job search for a specific occupation on the internet. They will explain the process in which one takes to use the resources of the unemployment office (or equivalent) in their area. Students will demonstrate how to use a news paper to find employment in the wanted ads. Students will follow up on one mock job opening add the instructor will past in the classroom, calling in, asking specific information about the position, wages, retrieving an application, etc.

2.3. Students will prepare an individual career project that will test their knowledge and level of understanding of all they have learned in class up t o this point and present this project to the class.

Students will construct an IOP that will contain the occupation cluster in which a specific job they will be reporting on can be found. Name and explain the occupation. Give detailed descriptions of location, number of co­workers, supervisory needs or expectations, safety and hazard conditions, benefits, wages, advancement opportunities, goals, reason for choosing the field, haw jab was located, obtained, interview questions asked (8 minimum), transportation and personal costs, money management, etc.

General SLO 3: Students will compile information and be given opportunities to practically apply the process in which one searches, applies, interviews, secures, performs, changes, and terminates a job, profession or career in ways that will not hinder their ability to seek employment elsewhere or at a later date.


Student Learning Outcomes

Assessment strategies

3.1. Students will use the computer lab and do a variety of job searches on the internet. The instructor will give three separate clusters that will be explored and the student will choose one occupation from each cluster to investigate thoroughly.

Given three career clusters the student will do a job search on the internet and local and report on one occupation from each cluster (3). The report will include the number of job openings in at least three different regions, i.e., United States (Guam, Hawaii), other areas of Micronesia than that which they live presently, and one region of student choice}. Ways to contact personal offices, time needed to apply, and students will make plans to emigrate and the cost that will be incurred by that relocation i.e., transportation, cast of living monthly compared to the wages they will earn.

3.2. Students will gather and submit three letters of recommendation from classmates. Proper format will be checked and letters will be revised by students and returned to submitters for approval and signature.

Students will revise letters of recommendation to fit the specific needs and of the employment sought (note: vocational and professional letters will vary widely). The letters will be checked for proper grammatical structure, spelling, and business letter format. Changes will be made by the student and giving back to submitters for approval and signature.

3.3. The instructor will give overhead transparencies on a variety of resume formats and explain how each should be drawn up correctly. Students will pick the format that best fit their individual employment needs and prepare and submit the resume first to a peer for revision comments, re-due and turn into instructor for revision. A third draft will be submitted if errors or confusion arise.

Given one resume format the student will draw up a complete resume that suits the occupation for which it is intended. This occupation is of students' choice, if one is not decided on the instructor may assign one. The resume will follow the correct format, be written grammatically correct with no Welling errors. Work experience, training and educational levels will be filled out to the best of their knowledge. Letters of recommendation may be included if appropriate. The final draft will be submitted in a clear plastic folder which will be turned in a presentable condition.

3.4. Students will be given two copies of an identical job application. Students take 15 minutes to fill out an application in class and turn in it. The other will be assigned as homework due three days later. Students will recognize the difference between filling out an application at a personnel office where the environment can be pressuring and uncomfortable vs.- taking one home and working on it at a leisurely pace ensuring all the pertinent information is correct and organized.

Students will compare the two applications and have a group discussion on the differences in the two applications. They will list what they feel are the reasons for discrepancies in two similar application. These differences will be gathered, complied and listed on the board by the I instructor. Students will write a brief reflection summary on the differences between the two applications.

3.5. Students will show their understanding and abilities to successfully pass an initial job interview set up by the instructor. Students will have the opportunity to be both applicant and employer conducting the interview.

Students will be given a list of twenty possible questions that the potential employer may as at the mock interview #2. Students will be asked seven of these questions and will be expected to answer all thoroughly. They will be required to ask five questions to the interviewer that relate directly to the job. Each student will have the opportunity to be the applicant and potential employer. They will prepare the proper amount of questions for each scenario. This exercise will assume that the initial written application and/or resume have been previously approval by employer and no questions from either will be asked during interview.

General SLO 4: Students will show in written exercises, group work, and mock job related scenarios, and verbally how decision making processes, personal or professional, that can affect their ability, positively or negatively, in obtaining, maintaining and securing employment.


Student Learning Outcomes

Assessment strategies

4.1. The instructor will provide students with a variety of scenarios that deal with work related decision making (ranging from beneficial to reasons for termination) that the students will face in a practical setting. Students will be given multiple choice solutions and will provide their own solutions to each scenario. They will make their choices then explain verbally all the outcomes that can possible arise from their decisions. Students will role play in class a given work environment with these decisions visual apparent.

Students will provide the most realistic and proper solution to each decision making scenario. They will not be allowed to use resources not immediately available to them. They will choose the most appropriate solution on a handout(s), explain consequences both positive and negative that can arise from their choices. They will describe short and long tern consequences that may result from their choices. They will verbally justify their decisions to an appointed supervise and note his/her constructive criticism or praise. Students while role playing will locate a work related problem and be expect to provide a reasonable solution without any previous knowledge or preparation to this situation. This solution either correct or incorrect will be discussed in class

4.2. Students will show their understanding of how to appear and behave during follow-up (second) interview assuming the employment application is with the interviewer at that time.

Students will enter class five at a time at preset times in apparel they would if they were ' going to a second/follow-up interview. The students are all applying for the same position I (one that the instructor will determine). Names will be picked a random and interviewed. The students will be asked a variety of questions none of which they will have previous knowledge or preparation for. They will be expected to answer all questions (six ) in a professional manner. They will ask three questions in return, during or after
interview(during preferred), and exit the
I interview in a professional manner whether they are offered, denied, or uncertain they have the position.

4.3. Given a multiple choice work scenario essay students will read their essay and label the choices they find most appropriate when confronted by them

Students will be given a work scenario essay with a ten-decision making, multiple-choice questions to pick from. Choices will be a mixture of personal and professional decisions both of which will affect the work place. They will make their choice, explain why they choose as they did, and give at least four consequences their decision will cause (long or short term/positive or negative).
85%-100%=job advancement
76%-84%= salary increase
70%-75%= holiday bonus
65%-69%= no change
60%-64%=written reprimand
60%-below=termination

4.4. Instructor will pose a variety of realistic, verbal and written changes that will occur over a period of time during ones employment in any occupation cluster. After group discussion students will write in short essay answer format, how they will deal with these changes to ensure their work environment will remain comfortable and their employment secure.

4d. Students will answer questions in short essay format addressing all areas of the posed scenario. Example:
A new supervisor has been hired at your place of employment because production levels had dropped dramatically last year. He believes the employees are the problem and has in mind to terminate them and has fired two of your friends already that you know were competent at their positions. He fired them for small errors anyone can make from time to time but it was reason enough for the owners of the company who are worried they will loose more money. What will you do to make sure your job will remain secure and you do not always have to worry about being fired? The students will answer questions that relate to disagreements with a co-worker that is interfering with job performance, two friends trying to promote to the same position where there is only one opening available, equipment that is faulty and needs replacing (safety) but management does not want to use funds to replace because it still works, being assigned a two person job that has a deadline that you know you can not meet, how to deal with a new hire that has been promoted over you but has less time on the job, the payroll has n punctual but recently late by one, two, sometimes even three days; your personal transportation has became unreliable, you need a mall raise because cost of living increase because management does not give them out, etc.

4.5. Students will list all “needs” and “wants” they wish to fulfill through gainful employment. They will prioritize their list in the order of importance. They will give ways to meet goals and modify their list for the remaining of the semester.

Students will express reasons for seeking employment. List reasons in order of importance. Students will write essay on how to reach their goals.

D. COURSE CONTENT

  1. Self- Awareness
  2. Occupational clusters
  3. Securing and changing employment
  4. Steps to success
E. METHODS OF INSTRUCTION

Lecture
Class discussion
Group and independent work
Field trip (time permitting)
Power point presentation

F. REQUIRED TEXT AND MATERIALS

 Kimbrell, Grady and Vinyard, Ben S (2006) Entering the World of Work: New York, New York (or most recent edition)

G. REFERENCE MATERIALS
None

H. INSTRUCTIONAL COST
None

I. EVALUATION
Students must achieve 70% mastery or a “C” to pass this course.

J.  CREDIT BY EXAMINATION
None

 

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