Stacey Akahoshi

November 20, 2016

LIS 560
Training Module Part B

Job Skills and Education Workshop: How to Gain

Job Skills and Pursue Higher Education

TABLE OF CONTENTS
1.0

Introduction .................................................................................................................................. 3

2.0

Lesson Plans .................................................................................................................................. 3

2.1 Learning Outcomes ........................................................................................................................ 3

2.2 Skill .................................................................................................................................................. 3
2.3 Target Audience ............................................................................................................................. 3
2.5 Program .......................................................................................................................................... 4
3.0

Evaluation/Conclusion .................................................................................................................. 7

4.0

Further Training ............................................................................................................................ 7

5.0

Assessment ................................................................................................................................... 7

6.0

Bibliography .................................................................................................................................. 8

Appendices................................................................................................................................................ 9
Appendix A: Information Handouts ....................................................................................................... 9
Appendix B: Sample of Survey for Evaluation ....................................................................................... 9

1.0 Introduction
In Training Module Part A, I assessed the information needs of teenagers experiencing
homelessness. This population has many information needs. I examined some of their
needs and the skills needed to find the information. More specifically, this group seeks
information on how to find basic needs and how to improve their situations. To do this,
they must successfully sort through a large amount of information and know how to
determine what they need.
This training module will address the need for job skills and completing an education.
This training module will be a two-session workshop. It will be aimed at homeless teens,
but can also be attended by any teens that need these skills. The first session will address
job skills and the second will focus on continuing education.

2.0 Lesson Plans

2.1 Learning Outcomes
At the end of this workshop, students should be able to:
Identify ways to gain job skills
Evaluate and use job interview best practices
Explain why education is important to their future
Know different ways to continue formal education
2.2 Skill

Ability to search for jobs and apply for them

Ability to network and gain job skills
Ability to further education

2.3 Target Audience

The target audience for this workshop is teenagers, more specifically teenagers
experiencing homeless. One hardship this population faces is that Many homeless
young people suffer mentally and physically from long term effects of childhood trauma
(Hendry and Woelfer, 1). This trauma makes it harder for them to learn many life skills,
makes it so they do not have a steady living place and often inhibit (their) abilities to
form trusting and stable relationships with caring adults who can provide guidance and
help with basic needs (Slesnick et al.). They also have a hard time staying in schools
because of legal guardianship requirements, residency requirements, improper records,
and lack of transportation (National Coalition of Homelessness). This greatly inhibits
their chance of getting a job or graduating from high school. Mostly this population needs
a way to improve their situation, find a place they can get correct information to improve
their lives. A library workshop is a great place to provide the information that can help
them improve their situations. One great way to do that is to find opportunities to gain job
skills and learn how to continue their education.
2.4 Material needed
The materials needed for this program will be a large room with computers for each
person and a projector. Each participant will need to know how to use a computer and use

the internet. There will need to be informational handouts with different places to
volunteer or local places that the library works with to help them intern. It will also have
resume resources and volunteer opportunities at the library. For the second workshop,
there will be an information handout describing different types of education.
2.5 Program
2.5.1 Introduction
Attention Activity

The instructor will ask everyone to write down their best skills, a career or job
they find interesting. The instructor will share this example:
o My best skill is typing; I find a career in IT interesting.
Next the class will break into groups to discuss what skills they think different
examples of their preferred careers will expect
After the instructor will post on the projector common interview questions and
allow the groups to discuss their answers. The instructor will be walking around
to hear some of the discussions and common answers.
The instructor will then ask about each activity and if they think, they are ready to
apply and interview for a job. What is the hardest part of the determining skills
and interviewing? What is easy about it? Can you describe yourself in the best
way to an interviewer?

Discussion:
After the questions and the activity, the instructor will start a discussion. The
instructor will explain what an attention activity is and how it is used. This activity
applies to Kellers Attention category in the ARCS model of teaching. It allows the
group to see the variability in skills and interests. According to Small the attention
portion of a course is used for arousing and sustaining curiosity and interest (Small
1). Keller then breaks down attention category into perceptual arousal, inquiry arousal
and variability. For the perceptual activity, we allow the students to identify their
skills and their preferred careers. The instructor could explain this as to show get
your attention on how this pertains to you, we allowed you to explore and think about
your own skills and ideal careers. The variability comes in when the groups talk
about their skills and how they apply to each career. The discussion with the group as
a whole allows for inquiry. So all three categories for the attention activity are
covered. It will be explained as a way to allow the teenagers to see what they can get
from this workshop and how it pertains to their knowledge.

2.5.2 Body of the Lesson

Skill 1: Ability to search for jobs and apply for jobs
o Steps
1. Lecture- introduction to job searches
2. Have the students look up sites and start a resume

Tasks
1. Instructor will go over what you need to know to conduct a job
search and how to ensure you are qualified for the job applying for
including:
o Resume builders
o Job search sites
o Top jobs for teenagers
2. Have the students look at some websites and pick some jobs they
would apply for. Also have them go to a resume builder and start
building a resume.
Assessment

Assessment will take place after they start to build their resume. The
instructor will go around, look at what each person started, and assess how
much information they picked up from the presentation and how ready they
are to apply for a job. Think, was the lecture enough to help them build a
resume and know how to apply for a job?

Skill 2: Ability to network and gain job skills

o Steps
1. Look over the information on how to find volunteer opportunities
2. Class activity
3. Display the work the group did
o Tasks
1. Information on the Handout
The instructor will go over the information on the handout
which will have tips on places to volunteer to gain job
skills
2. Class Activity
Split into 3 groups- do one of the library volunteer jobs
such as find books, shelve books or put labels on the books
3. Wrap Up- Display the Work the Group Did
The instructor will simply describe the tasks each group did
Have the groups all discuss what they did and how it
pertains to a job
After the class is done, allow them to share how they would
describe the tasks to a potential employer. Go over each
groups ideas and give them tips on how to show how this
pertains to job skills
o Assessment
1. The instructor will assess the work of the groups to see how
seriously they took building job skills. For the group work,
walking around and listening to how each person would write this
task on a resume could help the instructor assess the task. Finally,

the instructor will decide by the presentation from the groups how
well they were able to turn a task into something on their resume.
Skill 3: Ability to Further their education
o Steps
1. Talk about why it is important to get an education- attention
activity
2. Lecture on the GED and career certificate programs
o Tasks
1. Attention Activity
Have descriptions on the screen of a variety of jobs, from
chefs to librarians, to Police Officers and teacher
Ask: Which of these jobs, do you think you need an
education for
o Do a true false activity where you flip through each
slide and say to be a librarian you need a masters
degree etc.
o Show how certain jobs can benefit from different
trainings and others need high education and some
do not
Then flip through some pictures of celebrities and have
them guess their highest education, or what they have
certificates in
2. Give a lecture based on the handouts of GEDs and certificate
programs. Highlight the benefits of each and what jobs they lead to
o Assessment
1. For the assessment hand out a questionnaire about the information
of talked about.

Discussion about training module:

Relevance and confidence categories of Kellers ARCS model are addressed in
this training module. Relevance (is) strategies that link to learners' needs, interests, and
motives and Confidence (is) strategies that help students develop a positive expectation
for successful achievement (Small 1). Relevance is then broken down into goal
orientation, motive matching and familiarity. These are shown in this training module
through the activities in this module. The looking through sites and creating resumes
show the relevance of the program. It helps them assess their goals and examine how to
build a resume. It ties in things they already know how to do but gives them training to
do so more effectively. The volunteer activity also fits in the relevance category as they
must do a hands on activity they might already know how to do, but learn how to use it
on a resume or for a job. Confidence is broken into learning requirements, success
opportunities, and personal responsibility. They learn what they must be able to know to
achieve their goals. They also learn successfully from the feedback on resumes and their
work volunteering and they link success to their own work. The instructor acts as a guide

throughout the workshop and allows the students to try things on their own and learn
about it afterwards. So this module creates relevance and confidence through its
activities and its way of allowing the students to work on their own or in groups of their
peers.

3.0 Evaluation/Conclusion
This is how the instructor would conclude the workshops:
Explain the benefits of the group activities and attention activities. Explain how
this gives them experience working in groups and to encourage them to learn
more about these topics
Focus the conclusion on how these tasks can apply to real life situations
Clarify best practices for interviews and give tips on how to present themselves
Thank everyone for coming and participating and you hope to hear feedback and
examples of what they encounter in their job searches or pursuit of education
Conclude with asking them to fill out a survey about the program, the activities
and effectiveness of the instructor.
Discussion:
The conclusion allows the satisfaction ARCS category to be addressed. It focuses
on what they learned and how ready they are to continue. It gives motivational
feedback and encourages further contact. The feedback in the survey will also gauge
how satisfied they are with the program. I would also like to address further training.
Hopefully the students have learned how to create a resume and apply job skills to
each application. The instructor should motivate them to continue learning but they
are now knowledgeable enough to do a resume search for a job but that they have
support at the library.

4.0 Further Training

I believe there are many more workshops we can do for this population. From the literature
reviews, we can become a resource to help these teenagers with life skills necessary to better
their situations. I would like to create a more in depth workshop on resume building. I would
like to create a career fair, where volunteer opportunities and blue-collar and professional
jobs are all represented. A longer workshop on interview preparedness is also necessary for
this group. Bringing in the resources to help connect this population to jobs will benefit them
and the library.

5.0 Assessment
While there are assessment elements the instructor gauges the audience on, the
appendices had the formal survey given out at the end of the program. This will assess
the usefulness and the need for this workshop.

6.0 Bibliography
BIBLIOGRAPHY
Homeless and Runaway Youth. (2016, April 14). Retrieved from ncsl.org:
http://www.ncsl.org/research/human-services/homeless-and-runaway-youth.aspx
Keller, J. (2016, November 15). ARCS Design Process. Retrieved from What are the ARCS Categories:
arcsmodel.com
Keller, J. (2016, November 15). What is Motivational Design. Retrieved from What are the ARCS Categories
: arcsmodel.com
Slesnick, N. G. (2008). How to Open and Sustaing a Drop-in Center for Homeless Youth.
Small, R. (1997). Motivation in Instructional Design. ERIC Digest, 5.
Woelfer, J. &. (2009). Stabilizing Homeless Young People with Information and Place. Journal of the
American Society for Information Science and Technology, 2300-2312.

Appendices
Appendix A: Information Handouts
1. Volunteer and Job info:
http://www.communityservices.act.gov.au
http://www.opportunityjobnetwork.com/job-resources/help/top-10skills.html
The volunteer and job info will include information about the benefits of
volunteering and job skills that are useful.
2. Examples of Education Handouts:
http://www.ed2go.com/pages/careeronlinehs_org/051204%20COHS%20flyer-v03e.pdf
https://www.sandiego.gov/sites/default/files/legacy/publiclibrary/pdf/2015/150115cohstimeline.pdf
http://www.fremont.k12.ca.us/cms/lib04/CA01000848/Centricity/Domain/
201/IL-Lesson2-Handout4.pdf
The education handouts will have information such as the Career Online HS, where you can take
courses to get a GED or get career certifications, by Gale Cengage which California Libraries have
free access to. A timeline on how long it will take to complete a course and test for a GED and
information on why you should get a GED.

Appendix B: Sample of Survey for Evaluation

Which part of the workshop did you feel was most useful? Why?

Name something you learned from the workshop. How useful is this information?

What would you like to learn more about?

What would you change about this course?

Would you recommend this workshop?

If we were to have further training what would you want it to include?