Professional Documents
Culture Documents
TABLE OF CONTENTS
1.0
Introduction .................................................................................................................................. 3
2.0
Evaluation/Conclusion .................................................................................................................. 7
4.0
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.
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.
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?
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.
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.
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.
Name something you learned from the workshop. How useful is this information?