Cheryl Carter
  This is the first lesson in a two-part project consisting of: (1) Creating a job resource center and (2) Writing a formal thank you letter.

  Employability, Interpersonal relationships, Learner produced materials

Learner Level:

Time Frame:
  Several class sessions initially and another class period every month to maintain the Center.

Learner Grouping:
  Whole class

  This activity was presented to a Family Learning Center class, consisting of learners age 18-55. Most learners are Intermediate ABE or Adult Secondary Level. The emphasis in the class is on GED preparation and improving basic skills.

  Not available

  Vernon Family Learning Center

Type of Program:

Student Population Served:
  Credentialing (grade levels 9-12.9)

Creating a Job Resource Center

Learners will work together to create a bulletin board display for their classroom which is a Job Resource Center containing information and ideas for job search. __________________________________________________________

Learning Objective:
Learners will research and become more aware of available jobs in their area, formulate tactics for job hunting, and comprehend the necessary skills and procedures for a successful job search. Learners will have a better understanding of how and where to search for a job, what is involved in a job search, and they will be more innovative and resourceful in their approach to job hunting.

Primary Skill:
Learn through research

Secondary Skills:
Decision-making; Cooperate with others; Personal qualities

Learner Needs & Goals:
Most learners want to improve basic skills so they can qualify for employment, but employment seems like a distant goal to them. Also, they seem unaware of the job opportunities actually available in our community and how to go about looking for employment. I wanted to make employment a less distant goal. Learners will have a better understanding of how and where to search for a job, what is involved in a job search, and will be more innovative and resourceful in their approach to job hunting.

Learning Activity Description:
First Class Period: The facilitator initiates this activity by presenting the class with a handout containing the following questions:

  1. What kind of job do you want?
  2. How can you find a job?
  3. Where would you go to look for a job?
  4. How would you go about looking for a job?
  5. Where can you go to get help with your job search?
  6. What employment opportunities are there locally?
The learners will have time to read over the questions and write down answers to as many questions as possible. A group discussion will follow. The facilitator will provide resources for students to think about and research topics such as:
  1. State agencies that aid clients in job search
  2. Private employment agencies
  3. Using newspapers to look for a job
  4. Setting goals before you begin your job search, and
  5. Networking to find a job.
Learners use these resources to add to their original answers to the questions on the handout.

Second Class Period: After students have considered possible jobs and researched local employment opportunities, one of the local representatives from the Workforce Investment Act Office will present a 15-20 minute discussion to inform the class about available jobs, training opportunities, grants and scholarships. Following the presentation will be a question and answer session. The class will be notified about the visit from the WIA representative several days in advance so they can have time to prepare questions.

Third Class Period: Following the visit with the WIA representative, the facilitator will introduce the idea of setting up a Job Resource Center in the classroom to summarize what was learned and aid learners in their job search. Learners will be asked to contribute ideas and suggestions for what the center would contain. Some suggestions would be:

  1. Names and telephone numbers of the various agencies
  2. Local Help Wanted Ads from the local newspaper
  3. Current newspaper and magazine articles about job-hunting techniques.
A bulletin board or a display board plus a large table will be used to display materials for the Job Resource Center. Each learner will contribute, in writing, at least two ideas for the content or how to display the content of the Job Resource Center. Index cards, markers, etc. will be provided.

Once a Month Thereafter: After the Job Resource Center is first assembled, a committee will be set up to maintain and update the material in the Center. The committee will be changed each month, on a volunteer, rotating basis.

Materials and Resources:

  • Large bulletin board or display board
  • Index cards, markers, and push pins
  • Local telephone directory
  • Local newspaper
  • Pamphlets and brochures from local businesses, employment agencies, and other employment resources (The facilitator needs to have researched what state agencies aid clients in job searches and the availability of local private employment agencies)
  • Handout: HOW TO FIND A JOB

Attachments: (For Internet Explorer users, right click on link then choose "Save target as". For Netscape users, just hold down the shift key and click on the link.)
How to Find a Job

Learners' brainstorming session on "how to find a job" resulted in every learner in the group contributing more than two ideas each. Learners then worked together effectively to plan the resource center. Materials were brought in over the next few days -- applications for employment from several local businesses, newspaper articles and newspaper ads--so much information that they had to decide which to post on the bulletin board now and which to "file" for use later when they update the board. They now have a very active resource board, and one student has obtained a part time job as a result of the information. Another learner has accessed several job resource sites on the Internet, and is sharing those with others in the class.

The planned visit by the representative from the local Workforce Investment Act office has not taken place; we do have a visit from the representative scheduled in the future.


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