Kimberly Gorman

LIS 560 Autumn 2014

Training Module, part B

Table of Contents
1.0

Introduction

2.0

Lesson Plan

2.1

Objectives/Outcomes

2.2

Skills

2.3

Target Audience

2.4

Materials Needed

2.5

Program

2.5.1

Introduction

2.5.2

Skills

2.5.3

Discussion

3.0

Summary/Conclusion

3.1

Summary

3.2

Assessment

4.0

Bibliography

Appendix A

Workshop Handouts

Appendix B

Workshop Assessment

1.0 Introduction
As seen in training module part A, my selected target audience and topic is
Providing Vocational and Employment Information in the Public Library. The information
needs of this group are many and include creating a resum, exploring careers and job
trends, increasing employability skills, training and educational programs, job search,
interview skills, and networking opportunities. Because of this, the overall learning
program will be split up into a number of individual sessions.
For this particular presentation, I plan to present a 90-minute workshop on searching
and applying for jobs online with a goal of instilling confidence in participants. According
to Hooft, et al, (2004), people will be more likely to form job search intentions if they are
more confident about their ability to perform job search activities.

2.0 Lesson Plan: Vocational and Employment Information Online

2.1 Objectives/Outcomes
At the end of the course, patrons will be able to:

Identify and evaluate job search websites

Search for a job online

Complete an online job application

Upload a resum

2.2 Skills

Use a computer to access the internet

Discuss browsers

Find and evaluate job search sites

Commercial job search sites

 Federal, state, and local governments

Local resources

Find specific employers' websites

Ask audience for input

Fill out a job application online

At job search site or specific employer's website

Upload a resum online

Using a flash drive with resum already loaded

2.3 Target Audience

As discussed in part A, the primary target audience is unemployed persons living in
the Eugene, Oregon, area. In addition to the unemployed, the expected audience would
include those who are underemployed and employed but looking for another job.
Demographics of those participating in this workshop would include people of all
ages, mostly lower income (due to unemployment or underemployment), and likely with
only very basic computer skills.
2.4 Materials needed
This workshop will be held in a computer lab, so that each participant has access to
a computer and the internet. The workshop will be limited to 25 participants, as that is
how many computers are available for use in the lab. I will need an overhead projector
that will display what is being seen on the instructor computer. Additionally I will bring a
flashdrive that has a resum on it, and I will have photocopied handouts to provide to all
participants.

2.5 Program
2.5.1 Introduction
I will plan to address the attention segment of the ARCS model by beginning with
humor. I will place a cartoon about job searching on the overhead screen to break the ice
and to allow humor to bring some relief to any possible tension that participants may arrive
with. This will relate to the perceptual portion of the attention segment by bringing an
element of surprise, plus a picture will relate to the inquiry and variability portions. I will
refer to the cartoon and ask for a show of hands as to how many people feel similar to the
plight of the cartoon character (which will also provide some inquiry by posing questions,
and also relevance to the workshop by motive matching/teaching to their needs).
I will ask for a show of hands as to how many people are unemployed or
underemployed (posing questions), and then begin to explain to the participants how this
workshop will have relevance to their situation. I will discuss statistics from the U.S.
Bureau of Labor Statistics in order to assure participants that they are not alone and to
bring a sense of familiarity (relating the learning to their experience).
Then I will explain the goal orientation of the workshop explaining the clear
objectives and outcomes of the learning session.
2.5.2 Skills
Skill 1: Use a computer to access the internet
Steps:
1. Lecture Discuss different browsers used to access the internet
2. Class Discussion What browsers to use and why; learner feedback
3. Class Activity Turn on computer, select a browser, access internet
Tasks:

1. Lecture Discuss pros and cons of Google Chrome, Firefox, and Internet
Explorer
2. Class Discussion Ask learners what browser they like to use and why
3. Class Activity Have participants turn on their computers, select and
open a browser to access the internet
Skill 2: Find job search sites
Steps:
1. Lecture Discuss job search sites
2. Class Activity Learners will view and search websites; handouts
Tasks:
1. Lecture Discuss commercial job search sites (indeed.com,
monster.com, simplyhired.com), government sites (usajobs.gov,
governmentjobs.com), and local resources (eugenejobs.net,
registerguard.com). Explain and demonstrate to participants how to
conduct a job search on each site.
2. Class Activity Have learners navigate to each website and conduct a
job search of their own.
Skill 3: Find specific employers' websites
Steps:
1. Lecture Discuss company websites
2. Class Discussion Have participants suggest companies to search
3. Class Activity Learners will search on their own
Tasks:
1. Lecture Explain to participants how to find employers' websites and

how to ensure they are the companies' official sites. Explain how to
find the jobs/employment section of the site.
2. Class Discussion Ask participants for input as to companies they are
interested in and would like to search
3. Class Activity Have learners do searches on their own; search for
company websites and for employment section of website; search for
jobs
Skill 4: Fill out a job application online
Steps:
1. Class Activity Participants will complete a job application online
Tasks:
1. Class Activity On their own, participants will complete an online job
application at either a job search site or an employer site. Instructor
will walk around the classroom and ensure that learners are sufficiently
able to complete the task and will offer help where needed.
Skill 5: Upload a resum online
Steps:
1. Lecture Demonstrate how to access flashdrive and resum
2. Class Activity Learners will upload a resum
Tasks:
1. Lecture Instructor will insert a flashdrive into the computer and
demonstrate how to navigate to the flashdrive, access the resum, and
upload it.
2. Class Activity Participants will plug their own flashdrive in to the

computer, navigate to their resum, and upload it.

2.5.3 Discussion
This presentation is designed to fulfill the confidence and satisfaction portions of the
ARCS model. As mentioned above, confidence in one's ability to perform job-search
activities is going to lead to more job search intentions (Hooft, et al, 2004). Therefore,
confidence will be the number one priority of this workshop. To that end, I will share the
learning requirements with the participants, informing them about their performance after
having laid out clear objectives. By utilizing step-by-step learning, I will be able to assess
the learners' understanding, make needed adjustments in teaching, and provide
opportunities for success. By having the participants actively conduct searches and fill out
applications, I will be instilling a sense of personal responsibility, leading to opportunities
for independence.
I will fulfill the satisfaction portion of the ARCS model through extrinsic means by
providing positive reinforcement. I will additionally provide participants with the means to
achieve intrinsic satisfaction by making the process enjoyable and by providing
encouragement.
I will address different learning styles according to McCarthy's 4-Mat theory. First to
reach the type 1, or why learners, I will make the workshop relevant to their needs of
searching for and applying for jobs. I will create a reason for them to want to learn the
material (e.g. to find a new job), and I will determine what they know already by engaging
them in a discussion using questioning and making a list on the board. For the type 2
what learners, I will present them with facts, definitions, and explanations. I will
present a comparison of different job search websites. For the type 3, or how learners, I
will let the participants try to do the job searches by themselves, then will demonstrate

how to find the needed information. Finally, for the type 4 what if learners, I will allow
a self-discovery period to allow them to teach themselves how to find different websites. I
will present some criteria and allow them to judge the websites for legitimacy and
reliability. I will also allow them to develop their own action plan.
By all these teaching methods, I will be able to make the information relevant and
useful, as well as memorable and interesting, for all participants.

3.0 Evaluation/Conclusion
3.1 Summary
This workshop is intended to assist participants with the means and skills to
successfully complete a job search and applications. It is hoped that the learners will come
away from the session with a sense of accomplishment, some useful internet resources, and
a new confidence in their job-search abilities.
3.2 Assessment
For the current setting, I would choose to use formative assessment as described by
Boston (2002). While this article discusses using formative assessment over a longer term,
such as a school term or even a year, I propose to use this method over the course of one
learning session.
One of the benefits to using this method of assessment is that the information is
used to adapt teaching and learning to meet student needs. (Boston, 2002). As we have
learned, there are many different learning styles, and formative assessment allows
instructors to try alternative teaching methods, which, Boston (2002) asserts, can lead to
improved student success. Another benefit of formative assessment, according to Boston,
is that feedback helps learners become aware of any gaps that exist between their desired
goal and their current knowledge.

In order to implement formative assessment during my instructional session, I would

use questioning and classroom discussion. (Boston, 2002). For an example of this, I
would ask students to turn to the person sitting next to them and to share a job search
website that they had found and discuss how they found it and evaluated it. I would then
ask one person from each group to share one of their websites with the class. I could also
have students make a list of all the job search websites they know of and then select some
of those answers to share with the rest of the class.
By using these methods, I would be able to tailor my instruction to better meet the
needs of the learners.
Once the session is over, I will have participants complete an evaluation form (see
appendix B) for a user assessment of the workshop.

4.0

Bibliography

ARCS Model of Motivational Design (Keller). (2014). Learning-Theories.com. Retrieved

from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
Boston, C. (2002). The Concept of formative assessment. Practical Assessment, Research &
Evaluation, 8(9). Retrieved from http://www.pareonline.net/getvn.asp?v=8&n=9
Bruce, L. (2014). The ARCS Model. [Voicethread Presentation]. Retrieved from
http://uw.voicethread.com/share/2572560/
Hooft, E. A. V., Born, M. P., Taris, T. W., Flier, H. V. D., & Blonk, R. W. (2004). Predictors of
job search behavior among employed and unemployed people. Personnel Psychology,
57(1), 25-59.
McCarthy, B. (1997). A tale of four learners: 4MAT's learning styles. Educational
Leadership, 54(6), 46-52. Retrieved from mccarthy4mat.pdf
United States Bureau of Labor Statistics. (2014, October 3). The Employment Situation September 2014. Retrieved October 18, 2014, from
http://www.bls.gov/news.release/pdf/empsit.pdf

Appendix A: Workshop handouts

1. Handout with list of job search and company websites. Examples: indeed.com,
monster.com, simplyhired.com, registerguard.com, eugenejobs.net, usajobs.gov,
governmentjobs.com
2. Handout with list of tips for job search and applications.

Appendix B: Workshop Evaluation

1. Do you feel this workshop was helpful to you? Yes ____ No ____
2. What was the most important thing you learned today?
3. What did you like best about this workshop?
4. What did we spend too much time on?
5. What activity should we spend more time on?
6. What improvements would you suggest?
7. Would you recommend this workshop to others? Yes ____ No ____