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MY KIND OF JOB

Employability: Session 3

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OVERALL OUTCOME

LESSON OBJECTIVES

You can choose relevant criteria to assess your ideal job

What is important to us in a job?
Understanding the key skills employers will ask for.

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INFORMATION FOR FACILITATOR

As mentioned in the previous session, you may need to make a distinction for your participants between an ideal job and a decent job and the value that comes with any work experience. Contextualize all scenarios and examples to be appropriate for the local context. This session is lengthy, so you may want to consider cutting out exercises .

Make sure that all participants have left or will bring back their Family Tree of Jobs diagram from the previous session.

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GENDER LENS

Girls have different challenges from boys when entering the job market. The most common challenges for young women are: lower levels of education and skills, Childbearing and domestic/care responsibilities, lower self confidence, limited access to key assets (money, land…), gendered labour market segregation, limited mobility, young women are often represented less in profitable jobs

Common barriers for young men are: Higher pressure to be breadwinner, perceptions of young men as idle or criminal, negative peer influences, armed recruitment and demobilization, insecurity and violence

During the sessions, it is important to adopt a gender lens. This means that you try to include gender topics where you see fit.

In discussions: you can add a question on the difference between men and women, boys and girls.

Participation: Make sure women also participate in activities and feel safe to voice their opinions during sessions.

Motivational speakers: make sure to invite female mentors and/or speakers so that girls in the course can relate to them

In sum, wherever you can, address issues that women face in particularly, such as harrasment, discrimination on the job market or in specific male-dominated sectors based on gender, ..

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DIGITAL LENS

During the sessions, some activities aim at strengthening the participants’ digital skills, more specifically:

Improving their online search for information
Improving their online search for jobs
Improving their knowledge on how to use basic online tools such as Google Slides, planning tools (Google Calendar), Google Docs...

Adapted online activities for remote teaching: Some activities have been adapted so they can be facilitated online, using Skype, Zoom, Teams and Google Slides or Google Docs, or include embedded videos and online tools.

Digital peer support: Some activities can be done digitally whereby digitally more skilled or advanced students can be paired with Ya student who needs support when doing a digital activity.

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TODAY’S ACTIVITIES

Touching

your spot

Energizer

Session 2 Review &

Community Mapping

Making

choices

Getting the basics

right

What is

important to me in a job?

The Big

Five

Vote With

Your Feet –

The Big Five

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Energizer: Touching your spot

Touching your spot energizer

Instructions

Make two groups
Put the chairs in a wide circle
Group 1: observe and stand outside the circle.
Group 2: stand inside the chair circle holding hands. Quietly determine which one is YOUR chair.
When I say GO, go to your chair and sit on it. The circle cannot break!
Now, try to do this while communicating with each other.
Group 2’s turn now. You can communicate, but DON’T USE WORDS

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Recap: workbook

Session 2 Review & Community Mapping

Switch workbooks with a partner.
Read the entries from session two’s writing assignment and make one to two short comments at the end for your partner.

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Family tree of Jobs: continued

Session 2 Review & Community Mapping

Instructions

Think for 10 minutes about:

The places of business you visit most often where they know an employee/owner
What kind of jobs your neighbours have (not including any family)
One to two large businesses or organizations that employ many people from the community
Places you know where women hold non-traditional jobs? (e.g in male dominated sectors)

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Family tree of Jobs: continued

Session 2 Review & Community Mapping

Instructions

Now add

Flowers and plants: one plant or flower on the ground around their tree per person they chose for group 1 and 2 above. Inside the plant, write the person’s name, where they work, and what their job is.
Buildings: draw one to two buildings

to represent your answer for the third group

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Family tree of Jobs: continued

Session 2 Review & Community Mapping

Instructions

Make groups of 5-6

Everyone should take 15 minutes to share about 3 or 4 of the community members you know

Each participant should say if they would ever be interested in working in one of those large companies/ organizations from their diagram. Why or why not?

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Family tree of Jobs: homework

Session 2 Review & Community Mapping

Instructions community interviewing

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Making choices

Imagine

You have to buy fabric.

What are the different criteria that you would use to help you decide which fabric to buy?

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Making choices: activity

Making choices

Instructions

Make groups of 4
Each group lists the different criteria they would apply as consumers in choosing the best product or service.
Longest list of criteria = the winner!

• Buying a mobile phone

• Buying a laptop

• Choosing an internet provider

• Choosing a place to eat

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Making choices: activity

Making choices

Let’s discuss each groups product and criteria!

Make groups of 4
Each group lists the different criteria they would apply as consumers in choosing the best product or service.
Longest list of criteria = the winner!

• Buying a mobile phone

• Buying a laptop

• Choosing an internet provider

• Choosing a place to eat

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Making choices: activity

Making choices

Now think (still in your group)…

Which criteria would you apply when looking for a job?

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Making choices: design thinking activity

Making choices

Bright Stars!

On a flipchart, I will draw this matrix
Put your preferred jobs on a post it on the matrix, depending on whether the job is feasible to get (based on your skills, education, location etc…) and fun for you

Very feasible

Not feasible

I would not like it so much

I would like it a lot

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What is important to me in a job?

Workbook activity

Make groups of 3
Open their Workbook to Session 3 and find

the Running Dictation template (16 blanks for Qualities)

Numbers 2: start writing
Numbers 1 and 3: start running around. Read and memorize qualities on the wall (cards).
Run back to the writers: they write down the answers. Make sure you don’t give the writer the same answer twice!
The winner is the first team to complete the template
Next, the runners write the qualities in their workbooks.

1. runners

2. writers

3. runners

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What is important to me in a job: activity

What is important to me in a job?

Decide what is most important to you when choosing a job. Mark each item:

VI = very important

SI = Somewhat Important

NVI = Not Very Important

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What is important to me in a job: discussion

What is important to me in a job?

What are your top three or five priorities?

which of the qualities you marked as Very

Important is a quality that you still need to improve on yourselves?

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The Big Five: discussion

The Big Five

Can you list the Big Five?

What are the Big FIve Employability skills?

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The Big Five Employability Skills

The Big Five

• Communication

• Numeracy

• IT

• Teamwork

• Problem-solving

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The Big Five Employability Skills: Activity

The Big Five

Which of the following employability skills are described in the following cases?

Localize the cases as you see fit (eg change names)

1. We had to write a report today. Sandeep came up with ideas, Jan is a brilliant researcher and I’m good at writing, so between us we

produced a great report.

2. After doing the stock-take, I worked out how many pairs of shoes we might sell in the next month and placed an order for the new stock.

3. I just took a call from a customer needing help urgently with their website. It wasn’t something I’d handled before but I found a good way to keep the customer happy using what I already knew.

4. I just used a design program to create a new logo, then I used a spreadsheet to calculate the budget for my project, which I emailed to my manager.

5. An upset customer ran this morning. I listened to his complaint and then explained why we hadn’t been able to deliver his order. He calmed down when he understood the situation and agreed to a

new delivery date.

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The Big Five Employability Skills: reflection

The Big Five

Did you already

used each skill – either in or out of school?

Can men and women be equally skilled?

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Vote with your feet: Big Five

Vote with your feet - the Big FIve

Instructions: Take your workbook session 3

Look at the numbers on the wall.
I will read 10 statements
Go stand by the number that reflects how you feel about the statement

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Vote with your feet: Big Five

Vote with your feet - the Big FIve

COMMUNICATION AND LITERACY

1. I listen well and make sure I understand instructions.

2. I am clear and concise when I talk or write.

NUMERACY

1. I can use maths to solve everyday problems.

2. I can work with tables, graphs and data.

IT

1. I can communicate well using email or documents.

2. I am confident and safe when using IT.

TEAMWORK

1. I work well with others and do my fair share.

2. I help others and respect differences.

PROBLEM SOLVING

1. I can usually work out what’s wrong.

2. I can come up with ideas and take action.

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Getting the basics right: brainstorm

Getting the basics right

Tip: You don’t need to go to college for all skills!

Hi! I am an employer. Do you know what skills I am looking for?

Let’s see...

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Getting the basics right: workbook exercise

Getting the basics right

Rank each of the ten skills in the corresponding sections of the Workbook.

Which are you best at currently?�Which are you weakest at?

How can you improve in your weakest areas?

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Getting the basics right: memory card game

Getting the basics right

Instructions

Make groups of 5
For each ‘definition’

card there is a matching ‘examples’ card.

shuffle these

and spread them out on the table/floor, face down

In turn, each person turns two cards. If they match, pair them up, if not, put them back

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Recap of Today

Reflection question:

Stand in a circle

Throw the ball to someone.

That person shares a skill they would like to work on for their career.

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Preparations for next week

Workbook assignment

Thinking about the ten skills discussed in this session and specifically the skills that you identified as very important and which you need to improve on, complete a list of three objectives on how you will improve your “Big 5” or “High 5” skills in order to obtain a good internship/job.

Interview three people based on the Family Tree and Community Map of Jobs diagram. Ask them how they got their jobs.

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Key messages of today

To make an informed decision about the sort of job to pursue you should think of lots of different criteria.

Employers typically look for certain key skills, not matter what position they are recruiting for.

You need to be able to demonstrate that you possess those skills.

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Questions?

Tip!

Let’s use whatsapp group(s) to ask or answer questions and share knowledge and resources!

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For Trainers:

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