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Category Archives: LIFE SKILLS WIKI

Life Skills Menu

Inspiration
Development Guidance
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Life Purpose
Visioning
Goal Setting
Time Management
Dealing with Emotions
Positive Thinking
Life Habits
Self-Discipline
Decision Making
Well-Being

Interpersonal
Life Roles
Skill-Based Volunteerism
Communicating Constructively
Listening
Mentoring

Job & Career
Know Yourself
Resumes & Cover Letters
Searching
Networking
Applications
Presenting Yourself
Interviewing
Career Planning

Money Management
Overview
Budgeting
Spending & Saving
Credit & Debt
Banking

Christian Spirituality
Spirituality Intro
Gratitude
Forgiven
Forgiveness
Loving
Prayer

Misc Skills
Should I Start a Business

Manage and Lead
Effective 1-to-1’s
Effective Meetings
Process Management

Time Management

Personal Skills

Introduction:

Time is usually a scarce commodity in our lives. Planning and self-discipline are helpful prerequisites to maximizing important and purposeful time.

Skill Definition:

  • I can remember key dates and times for meetings and events.
  • I can set and hold personal priorities consistent with goals.
  • I can plan and accomplish “A” priority (important) tasks to meet commitments.

Key Learning Points:

  • Your time is valuable. Manage it in a deliberate way to move toward your goals.
  • Calendar time, task time, personal energy and attention are four aspects of time management. See the One-Point Lesson.
  • Understand how procrastination impacts you so that you can be proactive.

Faith Worldview:

“Recognize that time belongs to God. He made it and He sustains it. All we can do is manage ourselves in the way we use the time God has so graciously given us. It is not time, it is our purposes and goals and plans and actions that we are able to manage.” Source: Redeeming the Time on Crosswalk.com by Gregg Harris.

Learning Path:

  • Review the Goal Setting topic. Goals are an important prerequisite in prioritizing your time.
  • Know the difference between important and urgent. See the section below.
  • Know how procrastination or time wasters show up for you. Watch the Eat the Frog video below.
  • Find a planning tool with calendar and to-do list that works for you and practice weekly and daily planning.

Deeper Topics:

  • Prioritize and Schedule:
    • Identify what is important: thinking quarterly and monthly to review goals.
    • Plan your meetings and tasks weekly on a macro basis. Then daily, develop a list of things to do (prioritize and schedule on paper, PC or index cards).
    • Act daily: know your “productive” time of day to do your top priority tasks.
  • Urgent and important: Know the difference. Get the important tasks done first!
  Urgent Not Urgent
Important (A priority) Help crying sick baby

Phone call to confirm job

 Exercise

Complete work assignment
Not Important (C priority) Interruptions

Distractions

 Busy work

Time wasters
  • Use a planner. Planners can take many forms, e.g. software (Outlook), web sites (Google and more), index cards, notebook or smartphone. Some are free. Add meetings and key tasks.
  • 80/20 Rule: This is the idea that 80% of tasks can be completed in 20% of the disposable time. The remaining 20% of tasks will take up 80% of the time.
  • Procrastination. Examples include: Working on the unimportant, allowing interruptions to distract you, allowing the urgent to delay the important, prioritizing everyone else and leaving little time for your own goals and work.
  • Make Time. You make time by doing the most important work first, by saying no to tasks that don’t fit with purpose and goals and by avoiding distractions. Learn to work smart, not harder.

Exercises for Older Teens and Adults:

  • Complete a “task analysis” using the Task Analysis template.
  • Complete the Weekly Planner for this week’s classes, meetings and tasks.

Exercises for Younger Teens (13-16):

  • Complete the Weekly Planner for this week’s classes, homework, meetings and chores.

Questions to Encourage Critical Thinking:

  • Why is time management important to you? List 2-3 things.
  • What is procrastination? How does procrastination show up for you? Make a list of 2-3 things.

Tools and Templates:

  • Weekly Planner.
  • Task Analysis.
  • Microsoft Outlook, Google Calendar.
  • Index cards. Add a goal to the top line of an index card. Below it, write a task needed to support it. Add as many tasks to other index cards as needed to complete that goal.

Word Definition:

  • Urgent. Requiring immediate action: calling for immediate action or attention.
  • Procrastination. To postpone doing something: to postpone doing something, especially as a regular practice.

Short Stories/Essays:

Books:

Web Articles:

Videos:

Quotes:

Faith-Based Quotes:

  • “So teach us to number our days that we may get a heart of wisdom.” Psalm 90:12 (ESV)
  • “To everything there is a season, and a time to every purpose under the heaven.” Ecclesiastes 3:1 (KJV)

Other Quotes:

  • “You will never find time for anything. If you want time you must make it.” Charles Buxton
  • “The bad news is time flies. The good news is you’re the pilot.” Michael Altshuler
  • “To get through the hardest journey we need take only one step at a time, but we must keep on stepping.” Chinese Proverb
  • “You have to decide what your highest priorities are and have the courage—pleasantly, smilingly, non-apologetically, to say “no” to other things. And the way you do that is by having a bigger “yes” burning inside.” Stephen R. Covey

One-Point Lesson:

 Related Skills:

Summary 2-page Lesson Examples, coming soon:

  • Time Management 1 (for younger teens).
  • Time Management 1 (for younger teens with instructor notes).
  • Time Management 2 (for older teens and adults).
  • Time Management 2 (for older teens and adults with instructor notes).

Goal Setting

 

Personal Skills

Introduction:

Goals are essential to progress in life. They represent our desired future and dreams. The process of consciously thinking or writing (preferred) goals establishes personal clarity and then helps align our thoughts and behaviors to move toward those goals. They can be set in any area of our lives including personal growth, family, career, and more. Goals require desire and self-discipline if they are worth achieving.

Skill Definition:

  • I can envision short and long-term goals…personal, family, school/work, financial, spiritual, social, etc.
  • I can develop and implement a task plan to achieve goals.

Key Learning Points:

  • Goals should be Specific, Measurable, Attainable, Realistic and Timely (SMART).
  • Write your goals. Share them with people who are important to you. This helps reinforce them.
  • Take action to identify and eliminate obstacles to success.
  • Some goals have a financial implication; build this into your budget.
  • Consider setting goals in the context of Vision.
  • It takes time, focus and discipline to accomplish meaningful goals.

Faith Worldview:

You exercise faith by setting goals. You set a goal when you say, “God, I believe you’re telling me that you want me to accomplish this by a particular date. It’s really going to stretch me to do it, but I believe this is what I need to do.” Source: Purpose-Driven by Rick Warren.

Learning Map:

  • Read about SMART goals. Develop a personal understanding of each letter (S, M, A, R, T).
  • Draft your goals. Be bold but selective.
  • Discuss your draft goals with someone important in your life (spouse, parent, life coach, etc.).
  • Identify the steps needed to achieve your goals. Do this step for each individual goal. If needed, research the goal online or at the library or talk to school counselors or life coach for guidance on how to reach the goal.
  • Brainstorm roadblocks to accomplishing the goals and how to deal with them. For example, are there financial problems or time constraints to accomplishing the goal? Identify plans to go around or avoid potential roadblocks.
  • Set deadlines. Don’t be overwhelmed by large goals, set small goals to help meet the large goals.

Exercises for Older Teens and Adults:

  • Goals.  Develop SMART goals for heart, mind, body and soul.  This is part of the Mentor for Purpose Workshop series.  Contact us for the exercise and template.
  • Goal Worksheet. Use the Goals Worksheet below in a 1:1 or small group setting. Ask each person to think of one goal in each life area: Family/Home, School/Career, Financial, Spiritual, Physical/Health, Friends/Social, Mental/ Educational. Try to set at least one long-term goal.

Exercises for Younger Teens (13-16):

  • Goal Worksheet. The life of a younger teen should be focused on family, school and personal development. Consider using the above Goals Worksheet.
  • Goal Board. Make a goal board to track goals. Teens often benefit from visual activities. Gather old magazines and a large sheet of poster board. Get your youngster excited about filling her goal board with pictures that show ideas, desires, thoughts, plans and goals. An added benefit of this art project is the dialogue that it might inspire between you and your teen. Source: LiveStrong.com by Kay Ireland.

Discussion Questions to Encourage Critical Thinking:

  • What areas of your/my life are important enough to set goals? Are there consequences to not meeting them?
  • Do you know the difference between long-term and short-term goals?
  • What goal in my life would truly excite you/me?
  • Do I have or need an accountability partner to help me achieve my goals?

Tools and Templates:

Word Definition:

  • Goal.  An aim or target for something that somebody wants to achieve.  Source:  Bing.  A desired result a person or a system envisions, plans and commits to achieve a personal or organizational desired end-point in some sort of assumed development. Many people endeavor to reach goals within a finite time by setting deadlines.  Source:  Wikipedia.

LSN Blogs (250 Words):

Books:

  • No specific books are recommended yet.  Click here to see a good collection of book ideas on Amazon.

Web Articles:

Videos:

Quotes:

Faith-Based Quotes:

  • “Commit your works to the LORD, and your thoughts will be established.” – Proverbs 16:3 (NKJV)

Other Quotes:

  • “A goal without a plan is just a dream.” – Author unknown
  • “Picture yourself in your mind’s eye as having already achieved this goal. See yourself doing the things you’ll be doing when you’ve reached your goal.” – Earl Nightingale

One Point Lessons:

 Related Skills on LSN Wiki:

Lesson Plans are available upon request, contact us:

  • Goals 1 (for younger teens).
  • Goals 1 (for younger teens with instructor notes).
  • Purpose and Goals (for older teens and adults).
  • Purpose and Goals (for older teens and adults with instructor notes).

Visioning

Personal Skills

Introduction:

Personal visioning is the process of “looking” into your future and capturing its essence in words and pictures (any media). It is a representation and imagination of your future state, part idealism and part plan. It addresses any part of your life you choose, e.g. personal, family, career, relationships, financial, etc.

Skill Definition:

  • I have a vision of my life that guides me in positive and energizing ways. I “see” my ideal future.

Key Learning Points:

  • A documented vision is powerful because it can be shared and revisited. Reviewing it from time-to-time implants it in our mind, helping us subconsciously to be propelled toward it. This is simply another way of “becoming what we believe”.

Learning Path:

  • Take some quiet time to capture simple notes:
    • What do you like about your current life?
    • What do you wish was currently better?
    • What are your hopes and dreams?
  • Turn each of these thoughts into a short vision statement. See below for a few examples.
  • Review the vision regularly. Think about how you can bring detailed richness to the statements. Update it as you learn.
  • Add appropriate SMART goals to activate essential vision elements.

Deeper Topics:

  • A vision is just part of your “life plan”. Other key components might include Purpose, Goals, Values, Career Plan or long-term Budget.
  • A vision should be bold and somewhat out of reach, here are some examples of vision statements:
    • My home is warm and inviting to family and friends (not “I live in a big house in Hawaii”).
    • I am content with my resources of time and money (not “I am rich” or “on the beach 24 hours a day”).
    • I am surrounded by people who love and respect me.
    • I experience the world’s attractions and cultures (not “I want to travel”).
    • Learning and growth occur every day in unexpected ways.
  • Characteristics of a personal vision:
    • It attracts commitment and is energizing.
    • It creates meaning in a person’s life.
    • It establishes a standard of excellence.
    • It bridges the present to the future.
    • It transcends the status quo.

Source: Personal Vision Statements on PoenitzMentoring.com

  • The documentation of a vision could come in many forms, e.g. document, poster or video. It needs to emotionally capture your imagination with words, pictures (and any other senses you can capture) in your own style. Sharing it with others enables input and support.
  • A vision is personal…your words, your ideas and your media. It must grab your heart and mind.
  • A vision can be personal, family-oriented, team-oriented or even company-oriented. You choose the scope. This wiki addresses the personal side but most of the ideas are consistent.

Exercises for Older Teens and Adults:

Exercises for Younger Teens (13-16):

  • None at this time.

Questions to Encourage Critical Thinking:

  • Where do I want to be in 5, 10 or 20 years? Relationships, career, spiritually, location, finances, retirement, etc.
  • Why do these ideas about my future seem important to me?
  • How will I make my vision a reality? What goals are needed now? Are there intermediate milestones?
  • What is God’s vision for your life?

Tools and Templates:

Word Definition:

Web Articles/Short Stories/Essays:

Books:

  • Need a recommendation.

Videos:

  • How to Create a Personal Vision by artgym on YouTube. This video explains what a vision is, why having one is important and will tell you how you can create your own personal vision for the future in three easy steps.
  • My Personal Vision by Casey Pearce on YouTube.

Quotes:

Faith-Based Quotes:

  • “For I know the plans I have for you, declares the Lord, plans for welfare and not for evil, to give you a future and a hope.” – Jeremiah 29:11 ESV

Other Quotes:

  • “Keep your dreams alive. Understand to achieve anything requires faith and belief in yourself, vision, hard work, determination, and dedication. Remember all things are possible for those who believe”. – Gail Devers
  • “Vision is the art of seeing things invisible.” – Jonathon Swift

One-Point Lesson:

  • None at this time.

Related Skills:

Summary 2-page Lesson Examples:

  • None at this time.

Listening

Handshake. It's a deal

Introduction:

Listening seems like such a simple skill but the real skill is to make sure the speaker is heard and know that they have been understood. With this “active listening” we enable personal learning and growth of important relationships.

Skill Definition:

  • I have the mental discipline to pay attention to what someone is saying. I hear the words.
  • I seek to understand what the other person is saying. I hear not just the words but the meaning of the words.
  • I can use active listening techniques. The other person knows I have understood them.

Key Learning Points:

  • How well you listen has a major impact on your school and job effectiveness, and on the quality of your relationships with others. We listen to obtain information. We listen to understand. We listen for enjoyment. We listen to learn.
  • Giving your full attention to the person who is speaking allows you to gain/grow and improves the relationship.

Faith Worldview:

  • Listening is a simple way to show you “love your neighbor”. Active listens shows they are appreciated and valued.

Learning Path:

  • Listening takes practice, start by listening to a favorite TV show or song. Make a point to keep your mind on the subject so that you actually remember key points. Take notes if necessary.
  • Now practice further with a colleague, friend or family member. In addition to remembering the key points, try to summarize what you heard by saying something in reply, e.g. …”this is what I think you said (and why you think it is important.”

Deeper Topics:

  • Responses in Active Listening. Active listening is about focusing on the person who is speaking. The way we can show we are actively listening is to ask good questions, listen non-judgmentally, paraphrase, and empathize. Source: Active Listening: A Communication Tool (pdf).
  • Sources of Difficulty in Communication. Source: Tips on Effective Listening on drnadig.com
Sources of Difficulty by the Speaker Sources of Difficulty by the Listener
  • Voice volume too low to be heard.
  • Making the message too complex, either by including too many unnecessary details or too many issues.
  • Getting lost, forgetting your point or the purpose of the interaction.
  • Body language or nonverbal elements contradicting or interfering with the verbal message, such as smiling when anger or hurt is being expressed.
  • Paying too much attention to how the other person is taking the message, or how the person might react.
  • Being preoccupied and not listening.
  • Being so interested in what you have to say that you listen mainly to find an opening to get the floor.
  • Formulating and listening to your own rebuttal to what the speaker is saying.
  • Listening to your own personal beliefs about what is being said.
  • Evaluating and making judgments about the speaker or the message.
  • Not asking for clarification when you know that you do not understand.
  • Listening Tips: Source: Listening Skills on InfoPlease.com
    • Give your full attention to the person who is speaking. Don’t look out the window or at what else is going on in the room.
    • Make sure your mind is focused, too. It can be easy to let your mind wander if you think you know what the person is going to say next, but you might be wrong! If you feel your mind wandering, change the position of your body and try to concentrate on the speaker’s words.
    • Let the speaker finish before you begin to talk. Speakers appreciate having the chance to say everything they would like to say without being interrupted. When you interrupt, it looks like you aren’t listening, even if you really are.
    • Let yourself finish listening before you begin to speak! You can’t really listen if you are busy thinking about what you want say next.
    • Listen for main ideas. The main ideas are the most important points the speaker wants to get across. They may be mentioned at the start or end of a talk, and repeated a number of times. Pay special attention to statements that begin with phrases such as “My point is…” or “The thing to remember is…“

Exercises for Older Teens and Adults:

Exercises for Younger Teens (13-16):

  • Telephone Game. Play the game once without much instruction. Play the game the second time by having the participants ask questions or asking the talker to repeat themselves. Some phrases for consideration:
    • Today we’ll learn about listening carefully.
    • Oak tables don’t look good painted red.
    • My puppy tracked mud all over the kitchen floor.
    • I tried bleaching my hair and it turned orange.
  •  Main Point Activity. Read the following short story. Ask the teens to share what they heard? What’s the main point? What are secondary points? OK to read just the first paragraph. With the older teens practice active listening too.

Master Gardener of Your Soul (from James Allen, As a Man Thinketh)

Just as a gardener cultivates his plot, keeping it free from weeds, and growing the flowers and fruits, which he requires, so may a person tend the garden of his mind, weeding out all of the wrong, useless, and impure thoughts, and cultivating toward perfection the flowers and fruits of right, useful, and pure thoughts. By pursuing this process, a person sooner or later discovers that he is the master gardener of his soul, the director of his life.

Our minds are like gardens; they grow whatever we allow to take root. Control your own destiny by controlling what goes into your mind, the conversations you participate in, the people you associate with, and the music you listen to books you read, the thoughts you think, the television you watch combine to create your future.

Questions to Encourage Critical Thinking:

  • In what situations do you have the most difficulty listening? Certain people? Certain subjects? Certain situations?
  • What is my mental process to remember key points made by the speaker? Will taking notes help?

Tools and Templates:

  • None at this time.

Word Definition:

  • Listen. 1. Make conscious effort to hear: to concentrate on hearing somebody or something; 2. pay attention: to pay attention to something and take it into account.

Web Articles:

Books:

  • Need a recommendation.

Videos:

Quotes:

Faith-Based Quotes:

  • “Know this, my beloved brothers: let every person be quick to hear, slow to speak, slow to anger.” – James 1:19 ESV
  • Making your ear attentive to wisdom and inclining your heart to understanding.” – Proverbs 2:2 ESV

Other Quotes:

  • “We were given two ears but only one mouth, because listening is twice as hard as talking”. – Unknown
  • “Most people do not listen with the intent to understand; they listen with the intent to reply”. – Stephen Covey

One-Point Lesson:

Related Skills:

 Summary 2-page Lesson Examples, coming soon:

  • Listening (handout)
  • Listening (with instructor notes)

Life Purpose

fuerza y velocidad

Introduction:

Life purpose is a high-level calling about how we choose to live our lives. It is a reference point or beacon for our goals and daily activities. Our purpose is the essence of our being and it serves to guide us in making important choices on how we spend our time and live our lives.

Skill Definition:

  • I can discern and articulate my life purpose and have a purpose statement that highlights “who I am”.

Key Learning Points:

  • Your life purpose likely has some of the following characteristics: a “calling” or link to God, spending a lot of time with flow and energy, serving others, building something (legacy) and extending over long time period.
  • You know you are living your life purpose because you don’t grow tired pursuing it. It is a passion.
  • Your strengths and talents are leveraged for something beyond you.

Faith Worldview:

  • “The purpose of your life is far greater than your own personal fulfillment, your peace of mind, or even your happiness. It’s far greater than your family, your career, or even your wildest dreams and ambitions. If you want to know why you were placed on this planet, you must begin with God. You were born by his purpose and for his purpose.” Source: The Purpose Driven Life: What on Earth Am I Here For? by Warren, Rick (2012-10-23).

Learning Path:

  • Develop an understanding of your God-given talents and acquired strengths.
  • Develop an understanding of your passions (a topic or focus area that is hard to stop working on).  Click here for some questions to reflect on.
  • Develop an understanding of your personal needs (emotional, intellectual, spiritual, physical, financial, etc).
  • Review some of the example purpose statements below.
  • Use the Purpose Worksheet below (preferably with a mentor).
  • Write a draft purpose statement for yourself. Think about it as you live it. Modify it if necessary.

Deeper Topics:

  • “Purpose is being. Vision is seeing. Missions are doing. Values are choosing. Why am I here?—the purpose question; Where am I going with my life?—the vision question; What do I need to be doing?—the mission question; and finally, the values question—What is truly important?” Source: The On-Purpose Person (book) by Kevin McCarthy.
  • Talents. Our talents are not just our jobs but the (transferrable) skills that enable us to do our jobs well, e.g. coaching, artistry, problem solving or project management.
  • Values. A value denotes the degree of importance of something or action, with the aim of determining what actions are best to do or what way is best to live, or to describe the significance of different actions. Read more on Wikipedia or PassItOn.com where you can see a good list of values with related images and blogs.
  • Maslow’s Hierarchy of Needs. Abraham Maslow developed a theory of personality that set up a hierarchy of five levels of basic needs: physiological (e.g. food, water), safety, love/affection/belongingness, esteem and self-actualization. Our receptiveness to a broader life purpose will evolve as we move from survival to self-actualization.  Read more on Wikipedia.
  • Example Purpose Statements: Source: http://andrewschultz.com/examples/ (since deleted).
    • I serve to energize, connect, and inspire purpose in others.
    • My mission is to enliven, encourage, and reinspire the love of music for children in public schools.
    • My purpose in life is to be a mom: to empower independence, self-reliance and confidence in others through being a positive, supportive role model.
    • My life purpose is to live and mentor an authentic, adventurous, spiritual life, while being a catalyst for positive change.

Exercises for Older Teens and Adults:

Questions to Encourage Critical Thinking:

  • How much of you daily activity is spent in a meaningful way, consistent with your purpose?
  • How could you use your talents, passions and values to serve or contribute to people, causes or organizations?
  • If you were to write your own obituary, what would it say? What do you want to be known for? What is your legacy?

Featured Tool:
Beyond Happiness: Self-Improvement Through Self-Discovery

William Cole was Board Chair of Mentoring Plus in Newport, KY and a good friend of the Life Solutions Network.  He has provided this free tool to help “know yourself deeply“.  The tool walks you through the following elements:

  • Favorite Things
  • Strengths
  • Personality
  • Core Values
  • Relationships
  • Passions
  • Acknowledgement, Commitment and Motivation
  • Vision
  • Acknowledging the Gap then Starting Small

Click here to download the Self-Discovery Worksheet.

 

 

Tools and Templates:

Word Definition:

  • Purpose. Reason for existence: the reason for which something exists or for which it has been done or made.
  • Values. Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable.

Web Articles/Short Stories/Essays:

Books:

Videos:

  • How to Know Your Life Purpose in 5 Minutes by Adam Leipzig on YouTube. (Who you are, what you do, who you do it for, what those people want and need).
  • Click on one of the “values” words at this link to see many video’s on Values.com.

 Quotes:

Faith-Based Quotes:

  • “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It is not just in some of us; it is in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.” – Marianne Williamson

Other Quotes:

  • “The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well.” – Ralph Waldo Emerson
  • “The way you get meaning into your life is to devote yourself to loving others, devote yourself to your community around you, and devote yourself to creating something that gives you purpose and meaning”. – Mitch Albom
  • “The two most important days In your life are the day you are born and the day you find out why” – Mark Twain

One-Point Lesson:

 Related Skills:

 Summary 2-page Lesson Examples:

 

 

Searching

An image of a road to the horizon with text career

Introduction:

Searching for a new job requires patience, deliberation and self-discipline and if unemployed, probably takes on a level of urgency. The search should be based on career goals then followed by sufficient research of target companies to allow you to be in control. Keeping in mind that networking (presented as a separate topic) is the largest source of job leads, you will have to check newspapers, job search sites and company web sites to understand potential job leads.

Skill Definition:

  • I know and can use all available resources to search for jobs.

Key Learning Points:

  • Job searching requires a thoughtful, methodical approach.
  • Most jobs are not published, they have to be discovered through research.

Learning Path:

  • Know your career path and career objectives.
  • Know your boundaries, e.g. work you won’t take and location.
  • Identify target industries and companies. Research these companies’ web sites and check for employment postings.
  • Determine which of the job search methods (below) you will pursue.
  • Set personal goals on identifying companies or positions to apply to.

Deeper Topics:

  • Job Search Methods:
    • Develop personal contacts such as friends, previous employers or professional associations.
    • Go to a job fair.
    • Leverage school career planning and placement offices.
    • Look on company web sites for open jobs.
    • Read newspaper classified ads.
    • Keep your eyes open for “hiring” signs.
    • Use internet resources (see below). Since it’s easy, it’s tempting to make this the “centerpiece” of the search but it usually isn’t enough as most jobs come through networking.
    • Use at state and federal employment service offices or community agencies.
    • Use a private or public employment agency or recruiter. Consider a temp agency.
    • Get an internship.
  • Job Search Web Sites: Job search sites allow you to check the major job sites, company sites, associations and other online job sites by keyword and location.
  • Keywords: If you’re looking for a certain type of position, like a summer, temporary, or part-time job, you can use related keywords to help narrow your search and generate job listings that meet that criteria..
    • Job keywords. Use terms (like graphic designer or marketing assistant, for example) that closely match the type of job you are seeking to generate a list of relevant jobs.
    • Location keywords. Enter the specific location (city, state and/or country) where you want to work to get a list of jobs in that city.
    • Company keywords. Use the company name as keyword when searching job sites. Also, search Google using the company name as a keyword to find the company web site.
  • Job Search Planning:
    • Prepare yourself mentally…job searching and applying is a full-time job.
    • Learn about job market trends.
    • Set up a job search headquarters. Do you have the needed tools such as computer, files, and templates?
    • Prepare a weekly and daily job search schedule and plan with goals.
    • Follow-up on every lead immediately.
  • Recruiters, Search Firms and Employment Agencies. Click here for info on About.com

Exercises for Older Teens and Adults:

  • None at this time.

Exercises for Younger Teens (13-16):

  • Not applicable.

Questions to Encourage Critical Thinking:

  • What search sources do you think will be most useful for your job search? Why?
  • Do you have an “accountability partner” to provide encouragement and feedback? Who could serve that role?

Tools and Templates:

Word Definition:

  • Internship. Any official or formal program to provide practical experience for beginners in an occupation or profession. Source: Dictionary.com.

Web Sites/Short Stories/Essays:

Books:

  • Need recommendations.

Videos:

Quotes:

  • “The future belongs to those who believe in the beauty of their dreams.” – Eleanor Roosevelt
  • “People who are unable to motivate themselves must be content with mediocrity, no matter how impressive their other talents.” – Andrew Carnegie

One-Point Lesson:

  • None at this time.

Related Skills:

Summary 2-page Lesson Examples, coming soon:

  • Job and Career – Search 1: Web Sites and Newspapers (handout).
  • Job and Career – Search 1: Web Sites and Newspapers (with instructor notes).

 

Resumes & Cover Letters

An image of a road to the horizon with text career

Introduction:

A resume is the most important ‘marketing’ document in your job search. It is the written part of your life that includes skills, education, jobs, accomplishments, experiences and more. It is the way to communicate and sell your “story” to potential employers with an intent to link to employer needs. The desired outcome of the resume review is to get a job interview.

Skill Definition:

  • I can develop a job resume and tailor it to a specific employer.  It features skills and accomplishments.
  • I can write cover letters and know when to use them.

Key Learning Points:

  • Developing a resume is a great way to “know yourself”…your strengths, experiences, talents and results emerge as part of reflection.
  • Resumes should position you for a job you want in the eyes of the employer. A cover letter is the way to introduce you to a prospective employer.

Learning Path:

  • Know your talents, values, purpose, experiences, and career objectives. List these in outline form on paper.  Consider using the Career Planning Template.
  • Decide if you want to use a chronological or functional format. See Deeper Tips below.
  • Decide on a resume format you prefer. You can easily search the internet for templates that match your need and personality.
  • Draft your resume and find a few people to give you critical input.

Deeper Topics:

  • Steps in Resume Preparation.
    • Gather and check all necessary information including previous jobs, accomplishments, education and training and references.
    • Find the format that fits your need (chronological/functional) and personality (style).
    • Highlight details that demonstrate your capabilities.
    • Use action verbs and focus on results and accomplishments (not a job description).
    • Ensure that it is visually presentable and error-free.
    • Evaluate your resume (see Checklist below) and ask other people to comment on it.
  • Functional vs. Chronological Resumes. The chronological resume seems to be the most popular format used. This type of resume usually contains an objective and/or career summary statement and a chronological listing (from most recent to past) of all your employers along with related accomplishments. This type of resume may be fine for someone who is experienced, but if you are switching careers or are just entering the workforce, consider writing a functional resume. Source: Should You Use a Chronological or Functional Resume? by Roberta Chinsky Matuson on Monster.com
  • Resume Types.
    • Print Resume. These are hard copy (on paper) and should be visually appealing for people to read. They can be scanned and delivered by mail or fax.
    • Electronic Resume. These are stripped of word processing codes, saved as ASCII or plain text document, and delivered by Internet or e-mail. Some companies will ask for your resume in this format if you apply on-line. In your word processing program, click File / Save As … “plain text”.
  • Cover Letters. A cover letter is the way to introduce yourself and your resume to employers. It allows a level of personalization.
  • Networking. Most jobs are acquired via networking, not by submitting applications and resumes,

Exercises for Older Teens and Adults:

  • Search for sample completed resumes on-line and evaluate them using the Evaluation Checklist tool (below).

Questions to Encourage Critical Thinking:

  • Is my career objective clear to myself?
  • Do I take pride in my resume? Am I showcasing my strengths and accomplishments in a way to “tell my story”?

Tools and Templates:

Word Definition:

  • Resume. Work history: a summary of somebody’s educational and work experience, for the information of possible future employers.
  • Cover Letter. Accompanying, explanatory letter: a letter sent with another document or package, providing necessary or additional information.

 Web Sites and Articles:

Books:

Videos:

Quotes:

  • “Emphasize your strengths on your resume, in your cover letters and in your interviews. It may sound obvious, but you’d be surprised how many people simply list everything they’ve ever done. Convey your passion and link your strengths to measurable results. Employers and interviewers love concrete data.” – Marcus Buckingham

One-Point Lesson:

Related Skills:

Summary 2-page Lesson Examples, upon request:

  • Resumes and Cover Letters (handout).
  • Resumes and Cover Letters (with instructor notes).

Presenting Yourself

An image of a road to the horizon with text career

Introduction:

Applications and resumes get your foot in the employer’s door but now YOU are the product and you need a marketing mindset. We help sell ourselves by making a good first impression (appearance and demeanor) then energetically using our conversation, body language and positive attitude to convince the employer that we are the right person for the job.

Skill Definition:

  • I dress for success. My attitude, conversation and body language help me “sell myself”.

Key Learning Points:

  • Your appearance, demeanor, and the way you answer questions convince the interviewer that you possess the skills and personal attributes necessary to be successful on the job.

Learning Path:

  • Review the “dress for success” tips below. Have a trusted friend or family member critique your chosen interview attire.
  • Review the tips below regarding body language, mindset and conversation. Assess yourself on the key points. If possible, have someone make a video of you during a mock interview and observe how you present yourself.

Deeper Topics:

  • General Tips:
    • Your appearance is important and your first impression does matter. People make assumptions about you based on how you present yourself.
    • You are more likely to receive respect and get what you want if you are dressed and speak appropriately for your surroundings.
    • Your appearance should be consistent with your message.
  • Attire – Dress for Success: Your goal is to make an initial good impression!
    • Dress one or two levels up. If you were going for a job as a mechanic, you wouldn’t go in there in dirty overalls, even though that’s how you would dress for that kind of work. You would still go in there and show respect. You would go in with an open-collar shirt, clean pants and maybe a jacket.”
    • Be well groomed. Take a shower. Don’t smell like you’ve just come from the gym. Wash and comb your hair.
    • Don’t be too true to yourself. “If you want to have eight earrings and have your tongue pierced, that’s fine, but you’re showing you don’t know how to play the game. If it’s so important to you, go ahead and dress like you normally do, but realize that you may not get the job.”

Adapted from Dress Appropriately for Interviews by Thad Peterson on Monster.com

  • Body Language:  Effective non-verbal communication techniques are as essential as your verbal communication skills. Non-verbal communication accounts for over 90% of the message you are sending in your job interview!
    • Use the right posture. Relax and lean slightly forward, about 10 degrees, towards your interviewer. This gives the message that you are both interested and involved.
    • What to do with your hands. Control your hands by being aware of what you are doing with them.
    • Make eye contact. Interview body language experts suggest that when you are doing the talking you need to hold eye contact for periods of about 10 seconds before looking away briefly and then re-establishing eye contact. Over-using direct eye contact when you are speaking can come across as challenging the interviewer.
    • Monitor your voice delivery. Speaking in a clear and controlled voice conveys confidence.

Adapted from Interview Body Language on Best-Job-Interview.com

  • Mindset:
    • Remember the key motivations for why you are seeking this job. Affirm that you deserve the job and psyche yourself up.
    • Do your homework on the company you are interviewing for. Come prepared with a few questions.
    • Relax by taking a deep breath. Have your elevator speech memorized since it is a likely starter question.
    • Have a learning mindset. Even if you don’t get the job this interview should help prepare you for others.
  • Conversation:
    • Listen. Your mind might be racing to what you want to say but it’s important to hear the question first.
    • Take a few seconds to form your response.
    • Talk confidently. Sell yourself but don’t oversell.
    • Tell the truth.
    • Use good grammar; avoid slang.

There are three core concepts that you should pay very close attention to presenting to the interviewing manager: 1) you will solve the problems of the company 2) you are the best candidate for the job, and 3) you will fit in with the culture of the company. Practice and memorize the key things you want to say.

Exercises for Older Teens and Adults:

Questions to Encourage Critical Thinking:

  • How can you be “true to yourself” yet desirable in the eyes of the employer?
  • Am I willing to make compromises to get a job?

Tools and Templates:

  • None at this time.

Word Definition:

Web Sites/Short Stories/Essays:

Books:

  • Need a recommendation.

Videos:

  • Need a recommendation.

Quotes:

  • “You never get a second chance to make a first impression.” – Unknown

One-Point Lesson:

Related Skills:

Lessons and Presentations, coming soon:

  • Dress for Success on PowerShow.com
  • Job & Career – Presenting Yourself (handout).
  • Job & Career – Presenting Yourself (with instructor notes).

 

Networking

An image of a road to the horizon with text career

Introduction:

Networking is the ongoing process to secure job leads, advice and additional contacts. Experience shows that many job opportunities are not posted and visible to the public.

Skill Definition:

  • I purposely seek people to put me in touch with employers and to improve job search skills.

Key Learning Points:

  • Networking is typically the top source of job leads.
  • Many people feel outside their comfort zone in networking. With practice, you’ll find the right approach and words to engage people on an ongoing basis (not just when unemployed).

Learning Path:

  • Develop your TMAY (tell me about yourself) or “elevator pitch”.
  • Make a list of your potential networking contacts. Add them to the tracking template (below). Include family, friends, co-workers, career counselors, neighbors, volunteer contacts and people you meet at a trade association or other meetings.
  • Make a list of questions you can ask of your new contacts.
  • Follow-up on each lead and continue to practice and get comfortable with networking.

Deeper Topics:

  • Networking Sources. Source: 36 Sources of Networking Contacts by Tom Denham on blog.timesunion.com. Your networking list can be divided up into 4 categories of people:
    • Hiring Authorities – people that have the power to give you an offer.
    • Job Lead Providers – individuals that can generate job openings.
    • Connectors – people that can open doors to other people that might be either Hiring Authorities or Job Lead Providers.
    • Advisors – contacts that motivate and give candid advice about job searching, the field, your resume and cover letter.
  • Networking Tips.
    • The two most important networking skills you can develop are listening and asking questions. Source: Money.com by Lahle Wolfe
    • Join professional or trade associations and attend their meetings.
    • Ask each person you network with for further contacts or job search advice.
  • LinkedIn. This is an essential social media site for business professionals to discover and maintain important connections. It has similarities to Facebook but is usually focused on work-related topics.

Exercises for Older Teens and Adults:

  • Design a business card for yourself. What identity do you want to project?
  • Practice networking with 1-2 people. Introduce yourself and ask for job leads.
  • Make an initial list of potential networking resources and add them to the template. Make a list of questions you want to ask. If time permits, do a short role-play.
  • Click here for a long list of icebreakers and short exercises on Glasstap.com.

Questions to Encourage Critical Thinking:

  • How can I act on the knowledge that networking is critical and make it a comfortable and natural part of my job search process?

Tools and Templates:

Word Definition:

  • Networking is the practice of gathering of contacts: the process or practice of building up or maintaining informal relationships, especially with people whose friendship could bring advantages such as job or business opportunities.

 Web Articles/Short Stories/Essays:

Books:

  • Need recommendations.

Videos:

 Quotes:

  • “It’s not what you know but who you know that makes the difference.” – Anonymous
  • “Networking is marketing. Marketing yourself, marketing your uniqueness, marketing what you stand for.” – Christine Comaford-Lynch
  • “The successful networkers I know, the ones receiving tons of referrals and feeling truly happy about themselves, continually put the other person’s needs ahead of their own.” — Bob Burg

One-Point Lesson:

  • None at this time.

 Related Skills:

 Summary 2-page Lesson Examples, coming soon:

  • Job and Career – Networking (handout).
  • Job and Career – Networking (with instructor notes).

Know Yourself

An image of a road to the horizon with text career

Introduction:

“Who Am I?” may be one of the most commonly asked questions. A deeper understanding of your answer is critical to life success and happiness – and critical to a successful job search and career satisfaction. Just as it is difficult to market and sell a product or service without knowing what it is and the value it offers, so it is the same for each if us. Knowing yourself brings about calm, a definition, an expression of value and self-worth.

Skill Definition:

  • I can state with self-assurance who I am; my talents, work values, purpose, and can cite examples of how I demonstrated those in past experiences.
  • I can mentally link skill requirements with different jobs and can identify energizing attributes of jobs. I use this to identify and pursue a lifetime, income-producing skill.

Key Learning Points:

  • I know my natural talents – talents that when exercised become my strengths.
  • I know my core values – values that guide my choices (in life and in job selection).
  • I know my purpose – the reason that justifies my existence and I seek to align this with my career.
  • I have 3-5 stories of times I have demonstrated my talents, values and purpose.

Faith Worldview:

On the day of our birth we were created with unique gifts: talents (intellectual, spiritual, emotional, and physical) pre-wired with values to guide decision making, and power of choice (the ultimate human freedom) with the challenge to choose to develop our talents, follow our values, and to do good in the world (to fulfill our purpose).

Learning Path:

Deeper Topics:

  • STAR Stories. A Star story should be about 2 minutes long, and delivered with energy and enthusiasm about a real experience you have had (it does not have to be a work experience, as long as it describes a relevant skill or behavior). Source: What is the STAR Method for answering tough interview Questions? on Sentient-Recruitment.com.
  • Work Values. They are the beliefs and ideas that are important to you and guide your actions. For example you may believe that you should always be honest, go out of your way to help others and be independent. Your work values are simply those principles that have to do with your occupation or job. Source: Identifying Your Work Values on About.com by Dawn Rosenberg McKay.

Exercises for Older Teens and Adults:

Questions to Encourage Critical Thinking:

  • What are my greatest attributes?
  • What positive statements have people said about me?
  • How did I decide to do something important? What values were underlying my decision?
  • What is the most important priority for me intellectually, spiritually, social-emotionally, and physically?
  • What is that special skill you have or want to acquire that leads to an income-producing career?

Tools and Templates:

Word Definition:

  • None at this time.

 Web Sites/Short Stories/Essays:

Books:

Videos:

 Quotes:

Faith-Based Quotes:

  • “Know Yourself That You May Know God” – many
  • “Every person is born for a purpose. Everyone has a potential, in essence, built into them. And if we are to live life to its fullest, we must realize that potential.” – Norman Vincent Peale

Other Quotes:

  • “Know yourself to improve yourself” – Auguste Comte
  • “The better you know yourself, the better your relationship with the rest of the world” – Toni Collette
  • “A musician must make music, an artist must paint, and a poet must write if he is to be ultimately at peace with himself. What one can be, one must be” – Abraham Maslow
  • “The purpose of life is to discover your gift. The meaning of life is to give your gift away” – Bob Pautke

One-Point Lesson:

  • None at this time.

 Related Skills:

 Summary 2-page Lesson Examples, coming soon:

  • Job Interests (handouts, in Document Library for Members only).
  • Job Interests (with instructor notes, in Document Library for Members only).

 

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