Participants will take away the following skills from the workshop; improved communication, discerning between professional attire and unprofessional attire, the ability to identify resources to aid in the job search process, the ability to identify resources to aid in self assessment, the ability to perform a self assessment using the tools and resources introduced during the workshop, the ability to understand and address the questions during the interview process, and the ability to talk about skills and attributes they possess that make them the best candidate for hire. Table 1 is the agenda suggested timeline for the entire workshop.
Workshop Agenda, Large-Group Format
8:00 – 8:30 | Doors open breakfast available. Networking time |
8:30 -8:35 8:35-8:40 8:40 -8:50 8:50-9:30 9:30 -9:40 | Introduction - Facilitators Workshop overview Office Resources Preparing for the Interview- Getting to know yourself (PDT), Let’s shake on it (handshake practice), 1st impressions, Why should I hire you? (Name five skills/attributes), interview styles, sealing the deal. Break |
9:40 –10:40 10:40 -10:45 | Mock Interview with participants critique and presenter feedback– Guest presenter Stretch Break |
10:45 – 11:45 | Does It Sound Like You’re In Sales: Marketing Yourself – Guest Presenter |
11:45 – Noon | Wrap Up –Review objectives with audience assistance |
Table 1
For[d1] the purpose of this paper I will detail two of the learning tasks that will take place during the senior workshop, “Why should I hire you” and the “Mock interview. Both learning tasks are influenced with the following philosophies of adult education; progressive – aiming to give learners practical knowledge and promote wellbeing and humanistic- enhancing personal and professional growth and self-actualization (Galbraith, 2004). The activity’s purpose, outcomes and objectives, required prerequisites, target population, group size, and time frame will be identified for each tasks as appropriate.
Section I – Purpose of Learning Tasks
Learning task: “Why Would I Hire You?”
Purpose of tasks | To aid learner in a self assessment process to identify marketable skills and qualifications. |
Alignment of program outcomes and learning objectives | Program outcome: Students will have the knowledge and skills to effectively market themselves as young professionals. Students will receive more job offers as a result of the ability to effectively sell themselves in the interview. Learning Objective: Students will articulate at least five strengths and three professional development goals during a conversation[d2] . A high level learner involvement with affective outcome of instruction is expected of the learner participating in this learning task (Galbraith, 2004). |
Required prerequisites | None required |
Target population | All senior level students anticipating graduating within the upcoming academic year. |
Group size | Large/Extra large - the activity is individual with group sharing. |
Time frame | “Why should I hire you?” activity that takes approximately 10 minutes of the “Preparing for the Interview” section. |
Table 2
Learning task: “Mock Interview”
Purpose of tasks | To assist learner with development of presentation, communication skills, and confidence needed for a successful interview. |
Alignment of program outcomes and learning objectives | Program outcome: Students will have the knowledge and skills to perform confidently in the interview process as evidenced through post interview evaluations submitted by employers. Students will receive more job offers as a result of the ability to effectively sell themselves in the interview. Students will be able to verbalize the value of both soft skills and technical skills for professional development. Learning Objective: Students will state the fundamental constructs of self marketing. Students will participate, evaluate, and critique mock interview scenarios for communication skills and style, professionalism, body language, and overall presentation. A high level of learner involvement with cognitive-problem solving, affective, and psychomotor outcome of instruction is expected of the learner participating in this learning task (Galbraith, 2004). |
Required prerequisites | None required |
Target population | All senior level students anticipating graduating within the upcoming academic year. |
Group size | |
Time frame | “Mock Interview?” activity takes approximately one hour for the mock interview portion followed by critique and dialogue. |
