3. What you’ll learn:
develop the skills and knowledge you need to
identify your education and employment
goals/direction
develop a plan for education and employment
pathways
orientation to work
personal effectiveness
implement initial steps to achieve these goals.
4. Before we start
Group norms and expectations – brainstorm on
whiteboard
Fill out the VU initial assessment form if you
require case management for a course, education
or training–book an appointment with staff
5. Elements of competencyElements of competency
By the end of this unit you should be able to:
Plan an education and employment pathway
• Identify future education and employment directions
• Plan an education and employment pathway
Implement education and employment plan
• Identify requirements for entry to education, training or
employment for preferred employment
• Apply for education, training and/or employment
6. The Learning Resource –The Learning Resource – Day 1-4Day 1-4
Section 1 Identifying your
skills
Section 2 Work choices
Section 3 Personal effectiveness/
Orientation to work
Section 4 OHS
Section 5 Education pathway
Section 6 My plan
Section 7 Resumes/Interviews
7. The Learning Resource – Day 5&6The Learning Resource – Day 5&6
Guest speaker?
Chasing your dreams DVD
‘Another day, another dollar’ - Life skills
board game
Leadership program
8. Education and work provide opportunitiesEducation and work provide opportunities
for:for:
Better Health and Wellbeing, General Development
(physical,mental and longer life)
Chance of home ownership or renting
Engage as an active citizen – belonging to
community
More money over a lifetime
If you had money what would you want to spend it on?
Place this at the top of your page as a goal
9. Section 1- Identifying your skillsSection 1- Identifying your skills
Do you know what is around the corner in your life? Do you
know which turn to take?
Before you enrolled in your course you must have thought
about yourself and your future. This unit will help you plan an
education ‘trip’ so you have some idea of what could be
around the corner.
Some people find it useful to use a map on a trip when they are
in unfamiliar territory. This unit helps you to develop your
own ‘map’ or learning plan.
By developing a learning plan, you will get a clear picture of the
skills you have and highlight what you still require.
10. What are your skills?What are your skills?
We all have certain skills and to enrol in this course you used
skills you may not be aware you have!
You may have used the telephone
You may have used the internet
You may have sent an email
You filled out an enrolment form
11. Skills can be general skills that you build onSkills can be general skills that you build on
during your education and at home.during your education and at home.
Task Skill
Cooking for family events
and functions
Catering, food services, presentation
Fill in forms Literacy, editing
Coached the local sports
team
Training, teaching, team building,
motivating skills, public speaking
Fundraising Marketing, budgeting, planning, public
relations
Serving as a secretary or
president of a club or
organisation
Communication, leadership, clerical and
administration
12. Do you have some skills you did not know you
had?
It helps to look at your current skills to see what
will help you get a job and perform at a job.
13. Employability skillsEmployability skills
Here is a list of skills defined as employability skills. These are skills
required not only to gain employment, but also to progress within
your workplace:
Employability skill Example of application
Communication Using effective
interpersonal skills
Using active listening skills
Giving and following routine
directions and instructions
Reflecting on past learning
experiences
Relating past learning
experiences to others
Thinking about barriers
14. Employability skillsEmployability skills
Employability skill Example of application
Problem solving Developing strategies for
learning
Example: Mind-mapping and
brainstorming strengths,
weaknesses and
opportunities
Teamwork Participating in small informal
group discussions
Exchanging information about
past learning experiences
Accepting differences within the
group
Working with others
15. Activity 1Activity 1
Think about what you have done
today and what skills you have
used. List these skills.
______________________
As you work through this unit you
will be able to add to your list of
skills.
Keep a record so you can
complete the first question of
your assignment.
16. Activity 2Activity 2
Still not sure what skills you have? Often
skills are described in more formal
language in a job advertisement.
Look at the following table and tick the
everyday skills you have then look at the
more formal language that can be used to
describe these skills.
Remember to keep a record for your
assignment!
17. Tasks Skill Tick
Arranging parties Co-ordination, organisation, project
management, planning, decision
making and delegation
Food shopping Financial management, stock control,
estimating, maintenance
Household
maintenance and
home decorating
Planning, designing and budgeting
Listening to and
advising family
members, friends,
neighbours
Counselling, communication skills,
empathy, patience
18. Employability Skill Example of application Tick
Planning and organising Managing time. Prioritising tasks
Initiative and enterprise Making suggestions about personal learning
needs and strategies
Identifying learning opportunities
Self-management Completing a learning plan
Developing learning goals
Computer/technology Using technology to locate relevant learning or
course materials
Learning skills Identifying the link between current study
and the broader learning environment
Identifying own language, literacy or
numeracy skills
Identifying own learning needs and skills
19. Look at this example:
Yu Ling started work in a local fruit shop and
now works part-time as a receptionist. She is
completing the Certificate in General and
Vocational Education (CGVE) Part-time.
Following is a summary of Yu Ling’s
experience that she gave her employer, and
her employability skills.
20. Name: Yu Ling
Address: Unit 4/58 Godden Street Campsie NSW
Contact phone numbers: (02) 9487 6878
Email if available: yling@bigpond.com.au
Education: Completed equivalent of year 9 secondary in Hong Kong
Currently studying Certificate of General Vocational Education
through OTEN part-time.
Completed Maths and English units successfully
Skills Communication skills –Interpersonal communication skills gained
from working in the fruit shop
Teamwork- gained from working at the fruit shop and from working
on projects at school and with my family
21. Yu LingYu Ling Skills contSkills cont
Handling cash –gained at the fruit shop
Problem solving-gained from fixing the computer at home
Some computer skills—gained from school and home. I can email
and search the Internet.
Work Experience
August 2006 – February 2007 Worked at the Campsie Fruit
Market
Responsibilities:
I served customers, used the cash register, worked packing
shelves with other members working there and checked stock.
Contact for reference: Nick Papadopoulos
22. Employability skill Yu Ling’s skills
Communication Yu Ling has developed her interpersonal
communication skills through working
successfully with customers
Problem-solving I was good at helping my brother fix the
computer when he had problems
Teamwork Helping my brother and working at the fruit
shop
Self-management skills I get to work on time and can work without
being supervised
Technology skills I use a computer for emailing my friends
and can search the internet
Learning skills I learnt to work on the cash register at the
fruit shop so had to count change.
I finished the Maths units in CGVE and got
good marks so I can show my results to an
employer
23. Transferable skillsTransferable skills
Transferable skills are skills you have acquired during
any activity in your life—jobs, classes, projects,
parenting, hobbies, sports, virtually anything -- that
are transferable and applicable to what you want to
do in your next job. Some skills are easily
transferable and can be taken from one job to
another.
For example, Yu Ling works part time as a receptionist.
She answered an advertisement that asked for
experience communicating with customers.
24. Transferable skills >Transfer from one job toTransferable skills >Transfer from one job to
anotheranother
Yu Ling’s skills were dealing with
customers in the fruit shop.
These skills could be transferred to
dealing with customers on the
phone.
25. AssignmentAssignment
Go to Question 1 in your Assessment and
complete the table summary of your
details, education, skills and any work
experience.
Think about any work experience or
community experience you have and
how that could be transferred to another
job?
26. Activity 3Activity 3
If you are in the workforce you will probably be able to add more skills to your list. TickIf you are in the workforce you will probably be able to add more skills to your list. Tick
those you think you have in the list that follows:those you think you have in the list that follows:
Work duties and responsibilities Tick
Word processing, desktop publishing
Information management
Customer service, reception duties
Arranging things in an orderly way
Caring for patients, caring for special needs, reporting, counselling
Marketing
Accounts, cash management
Stock control, displays, dealing with suppliers,advertising
Meeting arrangements, correspondence, diary management
27. Now as you complete each unit in the course you add to your skills. HereNow as you complete each unit in the course you add to your skills. Here
are the skills that you will be able to add when you have completed this unit:are the skills that you will be able to add when you have completed this unit:
Employability skills that apply to this unitEmployability skills that apply to this unit
Employability skill Example of application
Communication that
contributes to productive and
harmonious relations
between employees and
customers
Prepare application for
education, training or
employment
Teamwork that contributes to
productive working
relationships and outcomes
Seek feedback from others
Planning and organising that
contributes to long-term and
short-term strategic planning
Draft a medium term
education and employment
plan
Organise information in the
required format
28. SummarySummary
In this section you have looked at the skills you have
now:
that are useful for employment and decided if any
are transferable to other areas.
Assignment
Now complete Question 2 of the Assessment. Choose
3 of the employability skills in the table and for each
one, write down 3 skills you have and where you
developed these skills.
Hint: This may have been at home, at school, in the
workplace or somewhere else.
29. Section 2- Work choicesSection 2- Work choices
Why work?
Aside from the need to earn an income,
people work to:
. perform rewarding and meaningful activities
. gain companionship.
30. Job satisfactionJob satisfaction
Rewarding and meaningful work +
companionship = job satisfaction
People get job satisfaction when their work:
• pays them enough to fulfil their most
important needs
• pays them fairly for the work they do
• looks after them, providing a protective
environment and ensuring their safety as
they work
31. Job satisfactionJob satisfaction contcont
• gives them a social life—they belong to a
team and interact regularly with different
people
• makes them feel good about themselves—
they can see themselves gaining experience,
expertise, status and acknowledgement by
their colleagues and superiors
• fulfils them—it gives them a sense of
personal achievement by presenting them
with new challenges, helping them grow and
be creative.
32. Activity 4Activity 4
Think about why you work or would
like to work in the future.
Write down everything you can think of, as each
reason occurs to you.
______________________________________________
When you can’t think of any more reasons, look at the
list you’ve made and put the reasons in order from
the most to the least important.
______________________________________________
33. Interview two people you know and ask them why
they work. Here are some questions you could
ask them:
What’s the purpose of work, for you?
_______________________________________________
Why is work important in your life?
_______________________________________________
How did you prepare for your career?
_______________________________________________
What tools do you use in your workplace?
_______________________________________________
34. What work are you interested in?What work are you interested in?
First try and decide what
type of work interests you.
To do this it is worth doing
some self assessment. Start
with this activity.
35. Activity 5Activity 5
1. Make up a brag sheet. Put down things you can
do that you are proud of. These things can be
any things that make you feel really good when
you think back to them.
Examples:
. Worked two part-time jobs to save for a bike
. Painted my house
. Made a beautiful birthday cake for my daughter
. Taught myself how to create a web site by reading a ‘how to book’
. Helped a friend to solve a bad personal problem
. Learnt to swim
Try and list 20 things you are proud of. It is important to think of things you have done in a
variety of roles such as cooking, volunteering, learning, parenting, helping others.
36. 2. Now choose the top seven things according2. Now choose the top seven things according
to your personal satisfaction in doing them andto your personal satisfaction in doing them and
pride or satisfaction recalling them. You will usepride or satisfaction recalling them. You will use
these seven things for the next activity.these seven things for the next activity.
What do I want to achieve in my life?
Imagining the best lived-life we can for ourselves helps
us to determine our values, our hopes and our
dreams.
37. Activity 6Activity 6
Imagine you are an elderly grandparent speaking to your great,
great grandchild who asks you what you did in your life. You
happily and truthfully tell them that you did everything that
you had wanted to. They want details.
Write your personal story
Write your personal story explaining what you tell your great, great
grandchild. Include the following:
. Personal aspects
. Career aspects
. The talents and skills you used
. Achievements
Note: You could do this in point form if you don’t want to write it all out.
38. Reflect on your storyReflect on your story
Now look at your story and see if
you can identify the talents and
skills you enjoy using, the work
you want to undertake and the
positions and goals you hope to
achieve in your future work.
The table of talents/skills that
follows may also help.
39. Activity 7Activity 7
Tick the box which best captures your degree of interest.Tick the box which best captures your degree of interest.
Interest Dislike Not keen Unsure Like Like a lot
Persuading
or service
Organising
or clerical
Nature or
recreation
Practical or
mechanical
Helping or
advising
Creative or
artistic
Analytical
40. AssignmentAssignment
Now go to Question 3 of your
Assessment. This is a plan
you will submit.
See if you can fill in the first
answer now; if not come
back to this later.
41. Occupations you may beOccupations you may be
interested ininterested in
There are many government websites giving
information on different occupations. One to look at
is http://jobsearch.gov.au. Go to the top of this
website and click Careers and then look at the
information for different occupational groups.
Another website that has information about careers is
the Australian Government website. This has a
comprehensive listing on careers and descriptions of
the skills needed: http://www.myfuture.edu.au
42. What follows is a short list of
different occupations.
Look through the list to see if
there are other occupations
you have not thought about or
have not heard of.
43. Information TechnologyInformation Technology
Job Job description
Helpdesk consultant Provides remote technical advice and
support to help people use computer
software and hardware
Graphic designer Produces art and layouts for print and
electronic media such as magazines,
newspapers, books and websites, and for
advertising
Systems analyst Researches, reviews, develops and tests
various IT systems
Information technology manager Plans, administers and reviews the use of
computer telecommunications systems
within various organisations
Webmaster Designs, creates, produces and maintains
web pages using relevant software
packages
Librarian Manages collections of material that may be
contained in books, journals, newspapers,
manuscripts, maps films, computer disks,
sound recordings, microfilms and CD-
ROMS, as well as computerised online
services.
44. Office AdministrationOffice Administration
Job Job description
Secretary Assists professionals by performing clerical, secretarial
and stenographic duties
Receptionist An office worker employed chiefly to receive visitors and
answer the telephone.
Executive secretary Usually works for an executive, with more
responsibilities than a secretary. The duties vary a great
deal according to the size and type of organisation in
which they work but experienced secretaries may
advance to positions of higher responsibility.
Office manager Manages the functions of an office to ensure the
company runs effectively and efficiently.
Desk Top Publisher Produces professionally designed and presented
documents using desktop publishing software.
45. Health care and children’s servicesHealth care and children’s services
Job Job description
Child care worker Cares for the social, emotional, physical and educational
needs of infants and young children in various care
settings.
Enrolled nurse Under the direction and supervision of a registered
nurse, assists in the provision of nursing care in
hospitals, aged-care facilities, the community and other
health care settings.
Registered nurse Provides preventative, curative and rehabilitative care for
patients in a wide variety of settings including public and
private hospitals, nursing homes, the community and home-
based services and industry.
Chiropractor Works with the body’s bones and muscles, to improve health
and movement by manipulation and other therapy.
Social worker Helps people to deal with personal and social problems by
carrying out programs that benefit individuals, groups or
communities
46. Job Job description
Community nurse Works in the community providing nursing care and
group programs to individuals and families and may
be involved in community development programs
Food technologist Develops and improves food products and food
standards
Dietary supervisor Supervises the dietary sections usually within a
hospital, ensuring patients receive correct meals for
their conditions as determined by a dietician
Occupational Therapist Assesses and treats people who are limited in their
ability to undertake the activities of daily life
Day Care Director Manages the activities of child care centres and
services
Aged care worker Cares for older people in nursing homes etc
47. Accounting, Finance, Marketing, HumanAccounting, Finance, Marketing, Human
Resources, PropertyResources, Property
Job Job description
Accountant Analyses and gives advice on
financial matters for organisations
and individuals.
Accounts Clerk Puts together summaries of the
financial transactions of business.
Bookkeeper Maintains records of financial
transactions and prepares regular
statements and balances of
accounts.
Human Resource officer Recruits and employs staff in
larger organisations
Real Estate Sales people arrange the sale of
houses, businesses, factories,
shops and farms on behalf of their
client.
48. Building and engineeringBuilding and engineering
Job Job description
Builder Works with tradespeople on
construction sites doing a range of
manual labouring jobs
Carpenter Constructs wooden structures and
fixtures
Architect Develops plans, specifications and
drawings for buildings. They may also
negotiate with builders and planning
authorities.
Civil Engineer Plans, designs, and constructs,
structures including roads, bridges,
dams, airports and large buildings.
Electrical Engineer Designs and develops electrical
systems used in industrial applications.
Landscaper Plans and designs areas for outside
areas such as schools, plazas, holiday
resorts hotels.
49. Activity 8Activity 8
Look at one of the web sites or the samples
provided above. Alternatively, use your own
personal experience or friends to help you
choose three occupations that interest you.
Now organise these occupations in the order
that they appeal to you from 1 (most) to 3
(least).
50. AssignmentAssignment
Go to Question 3 in your
Assignment and write down
the first two careers or
education goals that
interest you, if you have not
done so already.
51. SummarySummary
In this section you have:
investigated why people work
thought about work you might be
interested in
thought about what you might want
to achieve in your life
researched occupations of interest to
you.
52. Section 3:Personal effectiveness/Section 3:Personal effectiveness/
Orientation to workOrientation to work
In this section you will learn:
Self esteem
Attitudes
Communication
Assertiveness
Handling Conflict
Stress and coping
53. What is Self Esteem? - discussionWhat is Self Esteem? - discussion
As a group explore self esteem and what it may mean and
involve. This will create awareness among and look at the
way we feel about ourselves and why this is important for
mental health. This discussion also challenges that self
esteem is either high or low and looks at self worth on a
sliding scale.
As a group discuss: ‘What is self esteem?’ Scribe answers on
board. Group will discuss that Self esteem is the value you give
yourself. We all have areas that our self esteem is high and
areas in which it may be low. Things we can say, ‘I do that
well’ and things we may give ourselves a hard time about.
Moreover we have days when we may feel better about
ourselves and days in which we may be having a bad day.
‘How do we deal with those bad days? What gets us out of
them?’
54. Building Self EsteemBuilding Self Esteem
Don’t be hard on your self, or focus on your mistakes
Don’t blame yourself for the way other people act
Focus on positive things Remember what you have to offer no one
else in the world can offer – you are unique/one of a kind
Activity: fill in the blanks
Things I’ve done that I feel proud of are ……………………………..
What I like about myself is…………………………………………………..
3 things I’m good at are (strengths)…………………………………….
3 things I do that are unique/special are………………………………
3 things I need to work on are (limitations)………………………….
What I want from my career is…………………………………………….
Some things that I’d like to do in my life are
…………………………………………………………………………
Some things that I’d like to do in the next year are
……………………………………………………………………………
55. ““A Person with High Self-Esteem Knows . . .”A Person with High Self-Esteem Knows . . .”
Discuss how thoughts can affect feelings
which then affect behaviour.
Look at ‘A Person with High Self Esteem
Knows..’ handout and choose 4 favourites
from the list. Use as your own personal
affirmation card and place in a prominent
position eg. mirror. This way each day you
can tell yourself something positive.
56. A Person with High Self-Esteem Knows . .” handoutA Person with High Self-Esteem Knows . .” handout
•I have a right to be treated with respect.
•I am human. I make mistakes.
•I am responsible for my own happiness.
•My opinion of myself is more important than others’ opinions of me. I don’t need other people’s approval—even though it would be nice to
have it.
•I ask for help because I am worth someone else’s time.
•I am neither wonderful nor helpless. I’m OK.
•I acknowledge my good qualities. Not to do so would be to cheat myself.
•I acknowledge my not-so-good qualities. Not to do so would be to lie to myself.
•I accept challenges as a way to grow.
•I cannot satisfy all my needs, but I am responsible to do what I can to meet them.
•I am still somebody, even if I have been rejected by others.
•I have realistic expectations of myself.
•I have a right to my feelings. No one else can decide how I am supposed to feel.
•I say what I feel. What I have to say is important to me.
•I am capable of defining my own limits and setting my own priorities.
•I will rebuild my life on the foundation of my positive traits.
•I will make and keep commitments.
57. Self Esteem and Confidence DiscussionSelf Esteem and Confidence Discussion
How others actions affect your feelings of
worth/How your behaviour can affect others
reactions towards you
Your feelings and appropriate responses to
acceptance or rejection. Strategies to overcome fear
of rejection or low self esteem
Certain ways to express confidence – positive
attitude can be seen in your attitude, the clothes you
wear, hygiene and self care
Feeling good about yourself means you will tolerate
differences in others
58. AttitudesAttitudes
A common reason given to dismiss people is that
they "don't have the right attitude."
What does this mean? What would be looked at by
the boss in determining a person's attitude?
What attitudes do you have which could have an
effect on the type of job you should do?
What do your answers to the following activity
indicate to you, about you?
59. ACTIVITY – Attitudes handoutACTIVITY – Attitudes handout
On the Attitudes handout, CIRCLE those words that apply to you now.
UNDERLINE those words that you would like to apply to you.
My attitude to WORK usually is:
slack, dedicated, disorganised, efficient, keen, effective, ambitious, industrious, innovative,
hard working, hyperactive, persistent, uncaring, sincere, academic, practical, responsible,
lazy, businesslike, flippant, mature, bored, organised, positive, punctual, reliable, immature,
adaptable, negative.
My attitude to my FRIENDS/WORKMATES usually is:
cooperative, cheesed off, aloof, independent, superior, inferior, equal, competitive,
thoughtful, sympathetic, inspiring, caring, racist, bored, irritable, protective, helpful, shy,
quarrelsome, tolerant, friendly, trusting, polite, moody, pushy, aggressive, supportive,
sexist.
My attitude to AUTHORITY usually is:
dependable, rebellious, angry, subservient, scared, eager to please, stubborn, loyal, crawler,
cautious, suspicious, happy, argumentative, sneaky, open, assertive, passive, aggressive,
tolerant, proud, cynical.
Job Seeker's Workshop CD Choosing Choosing A Career/Attitudes
60. Attitudes and Communication RoleplayAttitudes and Communication Roleplay
Three volunteers, go outside to practice
roleplay starting a job at Big W - one of them
is keen, one is average and the other doesn’t
care about the job. Act out their attitude
only by using body language - not by
speaking. Bring them back into the room.
Group is to guess who is who after a short
explanation.
61. Developing assertive communicationDeveloping assertive communication
skillsskills
Assertive “means expressing your point of view in a
way that is clear and direct whilst still respecting
others. Communicating in an assertive manner can
help you to minimize conflict and to control anger to
have your needs better met and to have more
positive relationships”
Aggressive means that you try to force people to have
your opinion, you don’t respect that they may have a
different view and that that is ok. You don’t control
your anger and you intimidate people.
62. Developing assertive communicationDeveloping assertive communication
skillsskills contcont
Passive “Not speaking up for yourself either because you think
your views don’t matter or for reasons like trying to please
everyone or keep the peace, putting your needs last to the
needs of others, allowing yourself to be bullied or ignored.
Speaking quietly, or with a hesitating voice or looking at
the ground. E.g. Only if you don’t mind or it really doesn’t
matter that much to me – even though it does!
If you use a passive communication style can be damaging to
your self esteem and to your relationships, others are more
likely to ignore your needs which may leave you feeling
hurt or even angry for not treating you better.
63. How do you handle conflict and stress?How do you handle conflict and stress?
Aggressive, Passive and Assertive Communication Role Play -
Shopping Line:
Aggressive –Young Person 1 “Hey you just pushed in, get to the back of
the line”
Young Person 2 “But I’m in a rush”
Young Person 1 “I don’t give a shit, get to the back bitch”
Young Person 2 “Who are you calling a bitch”
Young Person 1 “You, how dare you push in front of me”
At this point be really close to Young Person 2 and almost stand over
her, then stop the role play as security has now been called.
64. Aggressive, Passive and Assertive CommunicationAggressive, Passive and Assertive Communication
Role Play CONT - Shopping Line:Role Play CONT - Shopping Line:
Assertive-Young Person 1 “Excuse me, there is actually a line here, it would
be better if you could wait your turn, like the rest of us”
Young Person 2 “Oh sorry love I didn’t realize”
Young Person 1 “No problem”
Passive- Young Person 2 “Can I just push in cause I’m in a rush”
Young Person 1 “Ah…well….if you really are in a rush as I am too,
I need to catch the next bus”
Young Person 2 “Well yeah I am, thanks for that”
Get group to discuss which role play was which style and discuss what the
outcomes would be in each.
65. Assertiveness and CommunicationAssertiveness and Communication
RoleplayRoleplay
Three different volunteers, go outside to practice roleplay
starting a job at Big W. Use bad/good attitudes or
aggressive/assertive and passive aggressive verbal
communication:
questionning and language styles
active listening by reflecting back
giving feedback assertively
receiving it non defensively
Group is to guess which is which. What are the advantages of
assertive behaviour?
66. Stress and it’s causesStress and it’s causes
Stress is ok, it’s normal. A certain amount of stress
get’s a person motivated. Stress is simply a
response or reaction to something stressful.
Although when stress in a person’s life becomes
greater that their individual coping capacity, they
can become ill from stress.
People respond differently to situations that make
them feel angry or worried or overloaded. Highly
stressed people worry about things that may not
worry other people.
67. Discuss – what makes you stressed?Discuss – what makes you stressed?
Exams, Arguments, Homework, Being
harassed, Being left out of a group, A
new school, Getting married, Having a
baby, Moving out of home, Going to the
dentist, Going for a job interview, Taking
on a new responsibility
68. How to cope with stress?How to cope with stress?
Usually learnt from parents
Because it’s a learnt thing that means you can
re-learn new coping skills to deal with stress
better
Think back to stressful times. How did you
deal with it, was it helpful? Was there a
situation where you dealt with stress really
well?
Discuss as a group. Write down stress coping
strategies to remind you for the future
69. Skills, attitudes and values required toSkills, attitudes and values required to
gain employment - Discussgain employment - Discuss
Why are those skills, attitudes learnt earlier important?
They are considered work values
Discuss the need for co-operation, mutual respect and
reciprocal effort in the workplace.
Why is self image, self motivation and self confidence
important?
Prepare strategies for self improvement eg.punctuality
70. Section 4Section 4
OHS –
Occupational
Health and Safety
Presented by David/Charlie Pagano VU Community Initiatives Group
71. Section 5 - Education pathwaySection 5 - Education pathway
Now you may have some ideas for
occupations or jobs you are interested in.
But how do you get there?
You may already know what you need to
know about jobs or occupations you are
interested in. If not, you need to do some
research to find out something about the
jobs or occupations.
72. You need to plan an education
pathway. This is the way
qualifications you gain at school,
TAFE or other training providers
are linked up so you can reach your
career goal by different pathways.
It can also mean identifying the
education qualifications you need
to enter a particular occupation.
73. Who can help you?Who can help you?
There are many people
who can help you find out
what courses you may
need to complete or what
experience you may need
to have. Imagine you want
a job in retail.
74. The following are suggestions about how to find out about a retailThe following are suggestions about how to find out about a retail
job:job:
Talk to friends or family who work in retail
Ask at a store:
Here’s what the manager of a large store
said:
‘We like to employ people who have their
School Certificate and have some
experience serving customers and
handling cash. We also really like them to
go and study Certificate II in Retail.
75. …. Suggestions cont.
Ask a TAFE counsellor
Look at the Victoria University website for
course information. Go to selected retail
course, click on the course code and course
details. You can get information about any
course on this website. Go to
http://www.vu.edu.au/courses
76. Course informationCourse information
TAFE has excellent information
about occupations and courses
and pathways into those
careers. Look at the sample
Course Information that
follows.
Look at a course of interest and
find out more information
about it.
77. TAFE directoryTAFE directory
Look at the TAFE courses directory website
for course on offer. When contacting TAFE
they will send you information about
courses. All it takes is a phone call to ask for
a leaflet or an Internet search to obtain your
own information. To start searching for a
course, enter a key word into the search box
to the left. Another option is to browse
through a listing of jobs and careers, or go
to search for a job outcome.
http://www.tafe.vic.gov.au/TAFECourses/
78. Activity 9Activity 9
Occupation Course
Occupation 1
Occupation 2
Occupation 3
Now complete the table below.
Fill in the course you may need to complete to enter each of the occupations you chose earlier.
Explain why a course is not needed if this is the case.
79. Entry requirements for selected occupationsEntry requirements for selected occupations
What is an entry requirement?
To do a course you must meet the entry
requirements of that course. Course
information leaflets that describe courses
also describe the entry requirements that
you need. The entry requirement may be a
previous educational qualification or it
could be a certain age or certain
experience.
80. Examples of some entry requirementsExamples of some entry requirements
Course Entry requirements
Certificate I in Vocational Preparation
conducted by TAFE.
You need to have the ability to read and
interpret short, simple text, as well as
write simple sentences.
Certificate IV in Business run by TAFE
that trains students for the following
career opportunities: receptionist,
administrative assistant and secretary.
No entry requirements. Selection
process requires educational
qualifications, employment history
(volunteer work) and life experience etc.
These are taken into account in
selection.
Diploma of Community Services
Lifestyle and Leisure run by TAFE that
trains students for the following career
opportunities at: residential facilities and
community agencies and day care
centres.
To qualify for admission, it is preferred
that applicants have completed either
an aged care or a disability course at
certificate III level or equivalent. All
applicants must attend an interview.
Recognition of Prior Learning may be
available based on skills and
knowledge acquired by the applicant
through previous study as in
articulation, informal or formal learning
or from work and/or life experience.
81. Selection criteria and selection methodSelection criteria and selection method
Some courses are more popular than
others and course co-ordinators must
make a decision on who they can
accept for enrolment. For example, if
there are two hundred applicants and
one hundred places you have to make a
case to compete for the small number
of places.
82. A course co-ordinator can tell you what the selection
criteria will be. The selection criteria are the factors
taken into account when TAFE Victoria assesses and
scores your application form and decides if you will
be offered a place in a high demand course.
Courses run by private colleges also have selection
criteria which may or may not be the same as TAFE.
For most courses you need to address the selection
criteria on the next page when you fill in your
application form.
Courses run by private colleges also have selection
criteria which may or may not be the same as TAFE.
83. For most courses you need to address the selection criteria on
the next page when you fill in your application form.
Selection Criteria
Part C in a TAFE application form
Education and training: Here you would put any previous
education and training
Part D in a TAFE application form
Demonstrated relevance of the course: If you need to study the
course to continue working in an area that would be relevant.
84. For example, Yu Ling would write out the following on her application
form when she finishes CGVE and wants to apply to study the
Certificate III in Business:
Selection criteria
Part C in an application form
Education and training - Completed CGVE in 2007
Part D in an application form
Demonstrated relevance of the course
I am working in an office part-time and would like to complete the
Certificate III in Business so I can get a full time job.
I have a good knowledge of office work from my part-time
experience and my supervisor has written a letter to support my
application.
I have attached this letter.
85. Entry point to a courseEntry point to a course
There are different entry points to a course
according to the education level you have obtained.
Look at the following diagram for some entry points
to some of the business courses.
You can see that for two courses a Year 10
Certificate or equivalent like the Certificate in
General and Vocational Education would be an entry
point. However to enter Certificate IV you need to
have completed Certificate III in Business. This is the
entry point to Certificate IV.
88. Consider the case of Julie who wanted to do the
Aged Care Certificate.
She had looked after her grandmother for six
months before she passed away from a
terminal illness. Julie also had experience in
running a playgroup before this.
She needed to prove this experience as just
telling a teacher she had this experience was
not enough.
89. Julie got a letter from her doctor who was
impressed by the care Julie had given her
grandmother. The secretary of the play group
gave her a letter to verify that she had worked
hard in the play group role. Julie was accepted
into the course because the experience she
had was accepted as transferable experience.
It pays to think about experiences you have had
and how they may be used to prove certain
skills!
90. Barriers to achieving your goalsBarriers to achieving your goals
Outside barriers
When you are planning for a career it is wise
to plan for the unexpected.
Careers can change as technology changes,
demand changes, the economy slows etc.
91. Some examples:
At one time service stations employed people to fill up
your car but now you fill it yourself and it is rare to
be offered this service.
Some department stores have introduced self serve
registers where you scan your item and put your
money in a machine, doing away with many of the
cash register operators.
Many companies have taken their business overseas
and retrenched Australian workers preferring to hire
cheaper workers overseas.
92. These are just a few examples of the changes
you may face in terms of career changes that
may be forced upon you.
What can you do about this?
Have a backup plan and look at a number of
career options. You never know when a
barrier might be thrown up by changes like
this.
93. Internal barriersInternal barriers
Sometimes we do not plan to overcome our own
internal barriers.
For example:
Not having enough confidence in our own abilities
Not making enough time to study
Putting the work of researching a job or career off till
another time
Not getting enough information about a course until
you start and then decide it is not right for you
94. Activity 10Activity 10
What are your barriers to
achieving your career plan and
how can you plan for the
unexpected?
_________________________
95. Career pathwayCareer pathway
A career pathway is the unique route
you choose, from the many routes
available, to reach your career goals. It
will involve you completing formal or
informal learning, developing your
skills and experiencing education and
training, community and personal life.
96. So if we take the retail example earlier and you
complete the Certificate II Retail course and get
a job in retail, you might then aim to become a
store manager/supervisor and a course like
Certificate III Retail, Certificate IV Retail
Management or Diploma of Retail
Management may help. You could then go on
to do a Bachelor of Business (Retail Commerce
and/or Marketing)
97. What level qualification is right for you?What level qualification is right for you?
If you look at the pathway diagram for retail you will
see different qualification levels mentioned (see VU
Course Guide 2010: go to
http://www.vu.edu.au/courses/find-a-course/course-hand
Click on Undergraduate course guide, Go to pg 24-
26).
You will notice that it is called a pathway because you
may enter at one point with a low level qualification
and then move up the career ladder and possibly
complete another qualification.
Look at the example given on the next page.
98. Diploma of Retail
Management
Store Manager,
Merchandise Manager,
Buyer, Sales Manager
Sound business
management principles and
practices of retail
management
Certificate IV in
Retail Management
(Traineeship only)
Store Manager, Department
Manager, Merchandise
Manager, Sales Manager,
Customer Service Manager,
Shift Manager
Higher management or
support large retail senior
management or retail store
management business retail
Certificate III in
Retail (Industry only
traineeship)
Sales assistant, Customer Service
Representative, Crew Leader, Shift
Manager, Team Leader, Department
manager, Assistant Store Manager,
Checkout Supervisor, Merchandise
Coordinator
Basic retail operational
knowledge and practical
skills to enter the retail
industry
Certificate II in Retail
(Traineeship only)
Sales assistant, Customer
Service Representative,
Crew Member, Checkout
Operator
Education Job/Outcome Job DescriptionEducation Job/Outcome Job Description
Bachelor of Business
(Retail Commerce
and/or Marketing)
Retail Operations Manager,
Merchandising,
Administration, Finance and
Sales promotion
Retail operations
and/or supervision
First line management for
various retail and/or
wholesale industries
99. Grading of qualifications—AQFGrading of qualifications—AQF
It used to be confusing for some people working out
what are low level qualifications and what are higher
level qualifications. The Australian Qualifications
Framework now makes this easier.
Qualifications are now designed to take with you
anywhere in Australia. The national framework that
is used throughout Australia is called the Australian
Qualifications Framework or AQF. The framework
helps you move through different education levels
and different state systems by standardising the
outcomes achieved.
100. You can be sure that what you learn
at TAFE measures up to rigorous
national standards. This framework
makes sure that TAFE and other
trainers and the qualifications they
issue are recognised throughout
Australia.
101. Vocational and Education Training SectorVocational and Education Training Sector
(VET)(VET)
Education levels Difficulty
TAFE Statement, Statement of Easier
Attainment and other short courses
Certificate 1
Certificate11
Certificate111
Certificate1V
Diploma
Advanced Diploma
Graduate Certificate
Graduate Diploma Harder
103. SummarySummary
In this section you have completed the following:
. Looked at why you want to work and asked others why
they work
. Investigated your areas of interest for work
. Chosen three occupations of interest
. Started thinking about an education pathway
. Looked at entry requirements for the courses that may be
necessary to complete in order to gain the job you want
. Looked at barriers you might face, both external and
internal
. Looked at the levels of qualifications
. Looked at the qualifications framework in Australia
104. Section 6 – My planSection 6 – My plan
Have you ever booked a holiday and
received an itinerary? Have you arranged
to meet friends and had to organise a
place, a time and a date? We often put
more work into planning our holidays
and social life than we do into mapping
our work and life directions.
105. What is a plan?What is a plan?
A plan refers to a detailed series of steps and
it usually includes the following elements:
. Aims or goal statements
. Timeframes
. Strategies for achieving your goal
. Milestones
. Contingency arrangements
. Some way of monitoring your plan
106. The aim or goalThe aim or goal
This needs to be specific. Successful people tend to set specific
goals for themselves. This is particularly the case with
athletes.
One study that was conducted gave two groups of people a
paper with different written instructions. One group was
directed to write down as many things they could think of
about the beach and the second group was told to write
down fifteen things they could think of. Whenever this
experiment was conducted the group that had specific
instructions with a number to achieve always did better than
the group without a specific goal.
So the first step in planning is to think about specific goals and
test that they are specific.
107. Short term, medium and long term plansShort term, medium and long term plans
Short term planning
Short term plans are just that, they may be a plan to
achieve some goal weekly, monthly or for any period
less than a year. Short term planning you usually do
regularly and unconsciously.
One example might be your weekly shopping. This
plan can be broken down into the elements of
planning.
108. The goal
The goal is your weekly shopping.
Timeframe
The timeframe would be the time you
allocate, perhaps an hour on Saturday
morning.
Strategy
The strategy you use might be to write out a
list of things you need.
109. Milestones
The milestones may be to finish at the
butchers, the fruit and vegetable shop and
the liquor shop. Each part is a major part
complete.
Contingency arrangements
You might find that a particular special has
run out at Woolworths so you might try Coles.
Another example may be that apples are too
expensive so you might buy oranges.
110. Monitoring your planMonitoring your plan
There are different methods you could
choose, they may include:
. Keeping within your budget
. Checking off the list you made
. Having enough food for everyone to
eat for the week.
So we all do plan and that shopping list
can be worthwhile planning time.
111. What other examples of short term plans canWhat other examples of short term plans can
you think of?you think of?
. Making up a budget
. Paying off a lay-by
. Arranging a party
. Planning a camping trip
. Making up a study timetable
112. Medium term planningMedium term planning
A medium term plan is usually
considered to be a plan that
has a time period between 1
and 2 years. The plan to build a
house over a year would be a
medium term plan.
114. Activity 11 FeedbackActivity 11 Feedback
1. Build a house
2. In the timeframe of one year
3. Footings, Framework, walls, roof, electrical
work, finishing, painting, landscaping
4. Alternative arrangements may be to have
extra tradesmen or to do two steps at the
same time if there was a delay with another
step.
115.
Long term plansLong term plans
A long term plan is a plan that covers a timeframe of
more than two years.
Some examples of long term plans are:
Paying off a house
Saving for retirement
Saving for house renovations
Finishing the CGVE course then studying the HSC
Completing the CGVE course and then taking on an
apprenticeship
Paying off a car
116. Planning for your coursePlanning for your course
There are many strategies that you can use to do short term
planning and medium term planning for your studies. Some
examples:
A diary is a good tool to use and many students work out a
yearly study program using this as their main tool.
Microsoft Calendar is also a good tool to use. Microsoft also
has a tasks area in the Calendar. See the following sample for
a monthly planning tool. This way you can plan your study or
work weekly or monthly.
117. Now go to your hotmail/email address and see if you have a calendar.
118. Medium term plan—education planMedium term plan—education plan
Much of the planning related to
your course will be medium term
planning and this will be your
education plan.
120. Long term education planLong term education plan
This is a plan for a timeframe longer
than two years. It may be an
education plan that includes studying
the VCE and going to university or it
may be a plan to complete an
apprenticeship or get a job in a
specific occupational area.
121. Why include alternative arrangements in yourWhy include alternative arrangements in your
plan?plan?
Life is full of twists and turns and often you cannot
plan for the changes that you need to make.
Consider this example.
Ruhiyah planned to work in the local florist and attend
TAFE to become qualified. Unfortunately the florist
closed because there was not enough demand.
Ruhiyah needed to revise her plan. She still had
options- she could move out of the area or look for
work in another occupation, or possibly start a small
home business.
122. Benefits of writing your plan downBenefits of writing your plan down
Writing your plan down forces you to think clearly
about your goals and to think about the steps you
need to take to achieve the goals. You also have
something to refer to that you can pin on a wall and
check off small steps as you achieve them.
If you have an idea of the hours per week you need
to study you can work out a plan.
For an example of a study guide and diary Go to
https://www.oten.edu.au/ols/resource/127/general/3202/OLS
%202009_OTEN_Student_Diary_web.pdf
123. Google ‘study timetable’ to find a website that has some study tipsGoogle ‘study timetable’ to find a website that has some study tips
that would be useful. Here is an example of a study timetable.that would be useful. Here is an example of a study timetable.
124. Feedback from othersFeedback from others
People can help you plan and give you lots of hints, or even work experience.
Ruhiyah would never have thought of starting a business herself but a friend
suggested that they could work together to plan and arrange weddings.
Julie would not have considered looking after her grandmother as appropriate
experience to help her enter the Aged Care Course, however, her doctor
suggested using it.
Yu Ling would not have thought about a receptionist job but her mother saw the
advertisement and suggested it.
So an important part of your plan is to show it to others and get some
feedback or suggestions. Make sure you do this with your plan
125. An education planAn education plan
An education plan has the same elements as any medium term plan:
Aims/goal statement
Timeframes
Milestones or special times
Alternative arrangements
The education plan we are going to work on is a medium term plan of
between 1-2 years.
In this education plan you need to consider what education you need
for careers you may want to enter. It is a chance to plan for a job
when you finish this course.
126. See a sample plan following:See a sample plan following:
What do I want for my future?
The lifestyle you want, the job you see
yourself in, the things you think will make you
happy
I would like to help other people and know I
would enjoy working with older people or very
young children. I need the money to help my
children and enjoy working with people.
127. How do I get there?How do I get there?
The education pathway I need to follow.
Aged Care Work
I want to do Aged Care work. The pathway I need to follow is I need to
preference get a job in this field and need a police clearance before
undertaking workplace training. Then I can complete the Certificate 111
in Aged Care. I could go on and do nursing if I really like the work.
Child care
I could also work in a child care centre so I would need to complete Year
12 or equivalent and then complete a Certificate 111 in Children’s
Services. This is a course that is hard to get into so I may need to do
volunteer work first.
128. Who can help me?Who can help me?
What are the things or people who will help me?
My family, my friends, counsellors, teachers
I need my husband and children to share the load at
home while I study but it should set a good example
for my children.
129. What are my barriers?What are my barriers?
Things that could get in my way.
My children are demanding and I get very tired. I can overcome
this by getting up early and studying in the morning and then
when they are at school.
I need to do a short term study timetable to help get me
organised.
130. What are the things I must choose?What are the things I must choose?
Include the training, jobs available in my area
and education I need.
I need to check that there are jobs available in my
area and that they do not have a long waiting
list. I also need to see how many places are
offered in the courses.
131. Seeking feedback from othersSeeking feedback from others
People can help you plan and give you lots of hints,
possibly work experience.
I have a friend who works in a nursing home so I will
talk to her about the work. I also have a friend who is
a nurse and I will talk to her.
Another friend knows the teacher at the local child
care centre so she said she would introduce me.
132. What do I know about the occupations I haveWhat do I know about the occupations I have
chosen?chosen?
Education required? Experience required? Salary?
Work conditions?
I have found out about the education required and I will look up more when I
get closer to finishing my course.
I have not found out about the salary or the rosters or any of those things as
yet.
What do I need to find out?
More about each occupation.
135. Section 7 Resumes/InterviewsSection 7 Resumes/Interviews
What you will learn in this section:
Research a company for a potential job
How to do a cover letter
What you need in a resume
Job Interviews - roleplays
Time manage to get to the interview on time
136. Researching a companyResearching a company
Where to go: yellow pages, internet,
employment agencies, newspapers
Activity: Go to seek.com.au
Once you have found a job you are interested
in. Find out if they offer casual, permanent,
shift work, seasonal, outsourced work.
What’s the purpose and products of the
workplace? What’s the worksite layout and
production process? Hours of operation?
Name of supervisor and team members?
138. Activity – Telephone roleplayActivity – Telephone roleplay
In pairs, roleplay a phone call in response to a job
advertisement.
Introduce yourself, ask for appropriate person.
Tell them that you are enquiring about the job as
advertised in …., and how you would like to submit
an application.
Tell them of your strengths and interests in the job.
What is the street/email address. What else is
needed to send with your resume?
140. ResumesResumes
Explaining resumes and Do’s and don’ts. Look at
handout.
ACTIVITY
Write your own resume on the computer. Use a
template from the Word program. Click the Microsoft
Office Button, select New then scroll down and choose
Resumes. Highlight the template you want to use and
click Download. A new file will open in the template
you’ve selected. Type out details, then save it to a USB,
email to yourself or save on desktop. Update to suit
different jobs. Address and look at selection criteria
handout.
141. Job interviewsJob interviews
Job interview role play
Get into pairs, and role play a job
interview in front of the group
(questions follow). The group are then to
tell you what you did well and what
needs improvement.
142. JOB INTERVIEW QUESTIONS – role playJOB INTERVIEW QUESTIONS – role play
So, tell me about yourself
Why do you want to do this job / work for this company?
What do you think you have to offer this company?
What do you know about the company?
What do you believe are your key strengths?
What do you believe are your weaknesses?
Where do you see yourself in five years time?
Can you give some skills that you have?
Do you work well under pressure?
Tell me about when something went wrong
Tell me about a time when you have come across conflict in
the workplace
143. Interview/new job - time managementInterview/new job - time management
MapMap
Map out from start to finish of how to get to your
new job/interview on time. Make sure you turn up
for work/interview 10 minutes beforehand.
Eg. Make time to prepare lunch/shower
If you are driving allow time for traffic
If you are catching public transport Look up
Metlink for timetable a day before. Go to the
Metlink journey planner website
http://www.metlinkmelbourne.com.au/
144. Brainstorm as a focus group
volunteer scribe please!!!!!
What did you like about the program?
What didn’t you like about the program
How can we do things better?
If we had a guest speaker, what would you like
them to talk about?
145. The end……………….is just theThe end……………….is just the
beginning!!!beginning!!!
We wish you well in your endeavours to a career or
education.
• You are halfway there to a Cert 1 Vocational
Preparation so call Ruth/Charlie
ph: 99197387/99197390
• Please be sure to see a VU Youth Worker if you
need further advice for education. We are happy
to support you
ph:90918223/90918224/90918225
