商務(wù)與管理溝通（英文 第12版）案例 Locker12e-Face-to-FaceSyllabus-8wk-JobApplication

Face-to-FaceSyllabus1-

Copyright?McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.

ScheduleforFace-to-FaceEightWeekCourse

JobApplicationMaterials

TableofContents

Schedule

2

ConnectAssignments

4

PotentialAssignmentsforSubmission

4

WeekOne:SucceedinginBusinessCommunication

4

DayOne:IntroducingCourseandBenefitsofCommunication

4

DayTwo:BasicCriteriaforEffectiveMessages

5

DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems

5

WeekTwo:AdaptingYourMessagetoYourAudience

5

DayOne:IntroducingAudienceAnalysis

5

DayTwo:IntroducingAudienceBenefits

6

DayThree:AdaptingMessagesforDifferentAudiences

6

WeekThree:DevelopingRésumés

8

DayOne:GettingStarted

8

DayTwo:KindsofRésumés

8

DayThree:DealingwithDifficulties

9

WeekFour:DocumentDesign

9

DayOne:LevelsandGuidelinesforDocumentDesign

9

DayTwo:DesigningInclusivelyandTestingDocuments

9

DayThree:EvaluatingRésumés

10

WeekFive:JobApplicationLetters

10

DayOne:IntroducingJobApplicationLetters

10

DayTwo:ContentandOrganization

10

DayThree:SolicitedorProspectingLetters

11

DiscussingSolicitedLetters

11

DiscussingProspectingLetters

11

WeekSix:PersuasiveMessages

11

DayOne:IntroducingPersuasiveMessages

11

DayTwo:ToneandOrganizingPersuasiveMessages

12

DayThree:DiscussingFollow-UpLetters

12

WeekSeven:InterviewingandSucceedingintheJob

12

DayOne:IntroduceInterviewChannels,Strategies,andExpectations

13

DayTwo:IntroduceInterviewSegmentsandQuestions

13

DayThree:ResearchingPerspectiveorAnalyzingInterviews

13

ResearchPerspectiveofInterviewers

13

AnalyzeInterviews

13

WeekEight:Interviews

14

DaysOneandTwo:Mini-MockInterviews

14

DayThree:FinalExam

14

CoursePolicyAwarenessForm

15

Schedule

Week

TopicsandReadings

DeliverablesDue

1

Reviewthecoursesyllabus(objectives,schedule,andschedule).

Concepts:

Benefitsofgoodcommunicationskills;costsofineffectivecommunication;basiccriteriaforeffectivemessages;roleofconventionsincommunication

Readandstudythefollowingchapter:

Chapter1:SucceedinginBusinessCommunication

Memoonrésuméindisciplineassigned

Connecthomework:

DeterminingCostsofPoorCommunication

StaleCookies

CommunicatingLabResults

2

Concepts:

Identifyingandanalyzinglevelsofaudience;creatingpositiveemphasisandyou-attitude;tone,power,andpoliteness;buildingtrust;reducingbias

Readandstudythefollowingchapter:

Chapter2:AdaptingYourMessagetoYourAudience

Memoonrésuméindisciplinedue

Connecthomework:

ChoosingtheCorrectChannels

TargetingaNewAudience

3

Concepts:

Conductingajobsearch;howemployersuserésumés;kindsofrésumés;whattoincludeinarésumé;dealingwithdifficulties;sendingrésuméselectronically;honesty

Readandstudythefollowingchapter:

Chapter11:DevelopingJobApplicationMaterials

Résuméassigned

Connecthomework:

HelpingwithChip’sRésumé

AdvisingaFiredFriend

4

Concepts:

Importanceofdocumentdesign;designconventionsandguidelines;fourlevelsofdesign;designinclusively;testingdocuments;designingbrochures,infographics,andwebsites

Readandstudythefollowingchapter:

Chapter5:DesigningDocuments

Connecthomework:

UnderstandingLevelsofDesign

Panum’sQuarterlyNewsletter

5

Concepts:

Jobapplicationletters;howcontentdiffers;researchingemployersandjobsandthehiddenjobmarket;contentandorganizationofjobapplicationletters;emailapplicationletters;creatingprofessionalimage;socialnetworking

Readandstudythefollowingchapter:

Chapter11:DevelopingJobApplicationMaterials

Résumédue

JobApplicationLetterassigned

Connecthomework:

DraftingaJobApplicationLetter

6

Concepts:

Purposeofpersuasivemessages;analyzingpersuasivemessage;choosingstrategiesandtone;varietiesofmessages;effectivenessofpositivestrategiesoverthreatsandpunishment

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

Connecthomework:

PersuadingEmployeesatProtagoras

SolvingtheMicrowaveProblem

7

Concepts:

Interviewchannelandstrategies;interviewpreparation;interviewcustoms;kindsofinterviews;finalstepsforasuccessfuljobsearch;startingyourcareer

Readandstudythefollowingchapter:

Chapter12:Interviewing,WritingFollow-UpMessages,andSucceedingintheJob

JobApplicationLetterdue

Interviewassigned

Connecthomework:

InterviewingSuccessfully

CommunicationBehaviors

HiringanInternatGoDirect

8

Concepts:

Reviewconceptsfromthecourse

Reviewallchapterstodate

Interviewdue

Thank-younoteassigned

Thank-younotedue

Finalexam

ConnectAssignments

WerecommendthattheConnectassignmentsbeworthnomorethan10%ofthegrade.Ifyourcourse’slearningmanagementsystem(LMS)weightsassignmentgroupings,thenyoucanassignasmanyorasfewConnectassignmentsasyouprefer.Ifyouneedtocarefullycountpoints,thenchoosetheConnectassignmentsstrategically.

PotentialAssignmentsforSubmission

TheassignmentsintheDeliverablesDuecolumnabovearejustsuggestions.

Memoonrésuméindiscipline.Considerstartingthesemesterbyaskingstudentstowriteamemoonrésumésintheirdiscipline.Considersomethinglikeexercise1.8UnderstandingtheRoleofCommunicationinYourOrganization.

Résumé.Askstudentstodeveloparésuméthattheycouldusewhenapplyingforajob.

Jobapplicationletter.Askstudentstowriteajobapplicationletter,preferablyinresponsetoaspecificjobadvertisement(askthemtosubmittheadvertisementwiththeirletter).

Interview.Interviewthestudentsinamockinterview.

Thank-younote.Askstudentstowriteathank-younoteorfollow-upmessagetotheirinterview.

Finalexam.Createyourownmultiple-choiceexamusingtheoptionalquestionsintheaccompanyingTestBank.

WeekOne:SucceedinginBusinessCommunication

DayOne:IntroducingCourseandBenefitsofCommunication

Consideropeningthecoursewithanactivity,likea“CocktailParty”orIntroductionInterview,thatstudentscanusetogettoknoweachother(seeLessonPlanIdeassectioninChapter1InstructorManualforspecifics).

Introducethecourse,policiesandschedule,howtonavigatethecourseinthelearningmanagementsystem,andusingMcGrawHill’sConnect.

Introducethedifferentformsofbusinesscommunicationandthebenefitsofeffectivecommunication(PPTslides1.4–1.9).Askstudentstosharetheirownexperienceswithpoorcommunicators,connectingtheirexperiencesbacktothetextbook’smaterial.Askstudentstothinkofthejobapplicationprocessspecifically—whereistherecommunicationinthejobapplicationprocessandwhatcangowrongwithineffectivecommunicationineachstepalongtheway.Havestudentscompleteanactivity:

1.6IdentifyingPoorCommunicators

AssignConnectassignment,DeterminingCostsofPoorCommunication,forhomework.

AssignaCoursePolicyAwarenessForm(examplefollowsattheendofthisdocument)orcreateaquizthatcoverssimilarmaterial.Adapttheformasneededtofityourcourse,department,andinstitution.

DayTwo:BasicCriteriaforEffectiveMessages

Introducethebasiccriteriaforeffectivemessages,communicationconventions,andquestionstoanalyzeandunderstandbusinesscommunicationsituations(PPTslides1.12–1.14).Havestudentscompleteanactivity:

1.3MessagesforDiscussionI

1.4MessagesforDiscussionII

Bringineffectivejobapplicationletters(identifiersremoved)andaskstudentstoevaluatethelettersusingthebasiccriteria.

AssignConnectassignment,StaleCookies,forhomework.

DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems

Introduceethics,corporateculture,andstrategiesforsolvingbusinesscommunicationproblems(PPTslides1.15–1.29).Askstudentstodiscussethicsandstrategies—considerthetextbookexercises:

1.10MakingEthicalChoices

1.11AnalyzingBusinessEthics

AssignConnectassignment,CommunicatingLabResults,forhomework.

Thefirstformalwrittenassignmentcouldbeamemoaboutrésumésintheirdiscipline.Askstudentstocollectafewexamples,analyzethecomponentsandlayout,andwriteamemotoyouexplainingtheirfindings.

WeekTwo:AdaptingYourMessagetoYourAudience

DayOne:IntroducingAudienceAnalysis

Someinstructorsliketointroduceaudienceanalysisbygivinganintroductorylecturethattouchesonallthemainpointsofaudienceanalysis.YoucandothiseffectivelybyusingthefirsthalfofthePowerPointpresentationforChapter2.

Yourlearnerswillunderstandtheprinciplesyoudiscussmuchbetterifyouhavethemapplytheminsteadoflecturingtheentireclassperiod.Forexample,afteridentifyingthetypesofaudienceandhowtoanalyzethem,giveyourlearnerspractice,suchasexercise2.3IdentifyingAudiences,andthendiscussactualdocuments.

Toillustratehowaudiencesdiffer,talkaboutpersuasivemessages(likerésumésandjobapplicationletters)yourlearnersmayneedtowriteandidentifythedifferentaudiencesandtheirconcerns.Whatwillthevariouslevelsofaudiencebefortheirjobapplicationmaterialsandwhatwilltheirexpectationsbe?

AssignConnectassignment,ChoosingtheCorrectChannels,forhomework.

DayTwo:IntroducingAudienceBenefits

Afterintroducinglearnerstoaudienceanalysisandaskingthemtoapplyaudienceanalysisconcepts,introducetoaudiencebenefits.YoucandothiseffectivelybyusingthesecondhalfofthePowerPointpresentationforChapter2.

Aftertheinitiallecture,askyourlearnerstoapplytheconceptsofaudiencebenefitsusingexercisessuch2.6IdentifyingandDevelopingAudienceBenefitsor2.7IdentifyingObjectionsandAudienceBenefitsfromthetextbook.Connecttorésumésandjobapplicationlettersbyaskingthemtoexplaintheconnectiontoyou(anticipateandrespondtoaudienceneeds).

AssignConnectassignment,TargetingaNewAudience,forhomework.

DayThree:AdaptingMessagesforDifferentAudiences

Toemphasizehowaudienceanalysisshapesamessage,askyourlearnerstospend15–25minutesrespondingtothefollowingprompt:

YouarethesupervisoroftheloadingdockatSweetTreatsCandyCompany.Threeofyourworkersspenttwohoursloadingatruckonlytorealizethatthereweretwoboxesmissingfromthecustomer'sorder.Theentiretruckhadtobeunloaded(takinganotherhour),andtheworkershadtochecktheorderagainsttheinvoicetofigureoutthattwoboxesofYummyTreatsweremissing.Ittooktwomorehourstoreloadthetruckwiththeentireorder.

Sendamemotoallyourloadingdockworkersremindingthemtodoublechecktheordersagainsttheinvoicesbeforeloadingthetrucks.

Afteryourlearnershavefinishedwritingtheirmemos,askthemtousethesameinformationtowritetotheirboss,theShippingUnitManager,explainingwhythreehoursofvaluabletimewerewastedunloadingandreloadingatruck.

Allowthelearnersanother15minutestowritethismessageandthenaskforvolunteerstoreadtheirmemostotheclassorusethefollowinganswerstoshowonewaythemessagescouldbeadapted.Aslearnerssharetheirwork,pointoutthedifferencesincontent,organization,style,andtoneinthemessagestotheloadingdockworkersandthemessagestotheShippingUnitManager.

MemotoEmployees

February5,2018

To: LoadingDockWorkers

From: DougWilkins

Subject: Double-CheckingtheInvoices

WithValentine'sDayjustaroundthecorner,we'reloadingaboutnineextratrucksaweektokeepupwithourcustomers'demandsforCupid'sChocolateHearts,SweetiePies,andallourotherproducts.

Tokeepthetrucksrollingoutonschedule,pleasedouble-checkeachinvoicetomakesuretheentireorderisreadybeforeloadinganytruck.Bycheckingtheinvoicesandloadingonlycompleteorders,wecankeepthingsrunningsmoothlyonthedocks—anddoeachjobjustonce.Thanks!

MemototheBoss

February5,2018

To: MarceyDascenzo

From: DougWilkins

Subject: ImprovedLoadingDockEfficiency

ThankstothenewJust-in-Timeorder-pullingandloadingschedule,theloadingdockcrewshavebeenabletokeepupwiththeincreasedvolumeonthedocksduetotheseasonalrush.We'vebeenloadingaboutnineextratrucksaweekwithouthavingtopayovertimewages.

Theloadingdockcrewshavedoneremarkablywellinadjustingtothenewsystem.We'vehadonlyonesituationinwhichthreeworkersdidnotchecktheinvoiceagainsttheorder,andthetruckhadtobereloaded.Attachedisacopyofamemoremindingemployeestoalwayschecktheinvoiceagainsttheorder.

Emphasizethesepoints:

Noticethedifferenceinthesubjectlines.WhenDougwritestotheloadingdockcrews,hewantstomakesurecrewmembersrecognizethattheyneedtochecktheinvoices.WhenDougwritestohisboss,hewantstoemphasizethatthingsaregoingwellontheloadingdock.

Thefirstparagraphofthememotothedockemployeesrecognizestheloaders’hardwork,andbyreferringtoValentine’sDay,Dougsubtlyremindstheworkersthattheextraworkisatemporary.

Theword“double-checking”helpsprotectreaders'egos.Itimpliestheyarecheckingonce;theyjustneedtocheckagain.

ThefirstparagraphofthememotoMarceystartsoffpositively,emphasizingthesuccessofthenewschedulingsystem,presumablyasystemthatMarceyadvocated.ThelastsentenceofthefirstparagraphalsoappealstoDoug’ssupervisorbyemphasizingthatthecompanyisnotpayingovertimewages.

Inthesecondparagraphofthememotodockworkers,Dougremindsemployeestochecktheinvoicesagainsttheorders.Hechosenottorefertotheincidentinwhichatruckhadtobereloaded;hedoesn’twanttosingleoutandembarrassthreeofhisworkerswhomadeanhonestmistake.Instead,Dougstressesthebenefitsofcheckingtheorderagainsttheinvoices.Sincesomeworkersmaylikeearningovertimepay,hedoesn'tmentionthat.Instead,heoffersasabenefit“justdoingajobonce.”

InthememotoMarcey,Dougminimizesthenegativeinformationbyburyingitinthemiddleoftheparagraph,andhecreatesacompetent,on-the-ballimageofhimselfbylettingMarceyknowhowhehasalreadyaddressedthesituation.

Connectbacktorésumésandjobapplicationlettersbyaskingstudentsiftheywouldsubmitthesamerésuméandjobapplicationlettereverytimetheyapplyforajob.Askthemtoexplainwhytheywouldnotdothis.

WeekThree:DevelopingRésumés

ThePowerPointpresentationforChapter11:PartAcoversallthemainpointsforrésumés.Forallthreedays,illustratinggeneralconceptswithexamples,bothgoodandbad,alwayshelpssolidifyconceptsinstudents’minds.

Askstudentstofind3-4examplesofrésumésfromtheirowndisciplinesandbringthemtoclass.

DayOne:GettingStarted

Beginwithbriefdiscussionofthevarietyofrésumésbyaskingstudentstosummarizewhattheyfoundwhenresearchingrésumésfromtheirowndisciplines.Despitethevariety,thereareguidelines.Coverconductingajobsearch(PPTslides11A.4–11.11),howemployersuserésumés(PPTslides11A.12–11.14),andguidelinesforrésumés(PPTslides11A.15–11.21).

Asklearnerstocompleteanexercisefromthetextbook:

11.10EditingaRésumé

11.11AnalyzingJobApplicantsBasedonTheirRésumés

Reviewanswersasagroup.

DayTwo:KindsofRésumés

Coverthekindsofrésumésandwhattheyinclude(PPTslides11A.22–11.33),sendingyourrésuméelectronically(PPTslides11A.41–11.42),andhonesty(PPTslide11A.43).

Asklearnerstocompleteanexercisefromthetextbook:

11.5DevelopingActionStatements

11.6DecidingHowMuchDetailtoUse

Reviewanswersasagroup.

AssignConnectassignment,HelpingwithChip’sRésumé,forhomework.

DayThree:DealingwithDifficulties

Coverdealingwithdifficulties(PPTslides11.34–11.40).

Asklearnerstocompleteanexercisefromthetextbook:

11.3AnalyzingYourAccomplishments

11.4RememberingWhatYou’veDone

11.7TakingAdvantageofVolunteerOpportunities

Reviewanswersasagroup.

AssignConnectassignment,AdvisingaFiredFriend,forhomework.

WeekFour:DocumentDesign

Sincedocumentdesignmustbeseentobeunderstood,youneedtoillustratethemainpointsofthischapterasyoudiscussthem.Itisrelativelyeasytofindexamplesofeffectiveandineffectivedocumentdesignstoillustratepointspresentedinthischapter—useonlyrésumésandcoverlettersifyoucan.

DayOne:LevelsandGuidelinesforDocumentDesign

Provideanintroductiontowhydocumentdesignandconventionsareimportant(PPTslides5.4–5.5),thefourlevelsofdesign(PPTslides5.6–5.8),andtheeightguidelinesfordocumentdesign(PPTslides5.9–5.16).

Youmaywishtogothroughtheexamplesinthetext,drawinglearners’attentiontohowwelltheyfulfilltheguidelines.Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:

5.1EvaluatingPageDesigns

5.2EvaluatingtheEthicsofDesignChoices

5.3EvaluatingPageDesigns

AssignConnectassignment,UnderstandingLevelsofDesign,forhomework.

DayTwo:DesigningInclusivelyandTestingDocuments

Provideanintroductiontoincorporativedesignintothewritingprocess(PPTslides5.17–5.20),designinginclusive(PPTslides5.21–5.22),anddesigningdocumentsforusability(PPTslide5.23).

Thefollowingexercisegiveslearnersgoodpracticeevaluatingdocumentdesigns:

5.7TestingaDocument

Or,ifyouwouldratherfocusontheusabilityofarésumé,askstudentstocompleteexercise11.11AnalyzingJobApplicantsBasedonTheirRésumés.

Aspartthesummaryforclass,showthestudentsanineffectiverésuméandaskwhattheresultsofusingthatrésuméinajobsearchwouldbe.

AssignConnectassignment,Panum’sQuarterlyNewsletter,forhomework.

DayThree:EvaluatingRésumés

Askstudentstobringtwoexamplerésumésthattheyusedfortheirfirstassignmentaswellasthecurrentdraftoftheirownrésumé.Askstudentstoreiteratetheguidelinesforcreatingrésumésandanyadditionaltipsthatyou’veshared(writethemontheboard).Thendirectstudentstoexchangerésumépacketsforevaluation.Haveeachpersonchoosethemosteffectiverésuméandexplainwhy,thenputingroupstodothesame.Finally,gettogetherasanentiregroupandhaveeachgrouppresenttheirmosteffectiverésuméandexplainwhy,andthenhavetheclassvoteonthemosteffectiverésumé.Summarizetheguidelinesandtips.

WeekFive:JobApplicationLetters

ThePowerPointpresentationforChapter11:PartBcoversallthemainpointsaboutjobapplicationlettersandcanbeusedeffectivelyasthebasisforanintroductorylecture.Forallthreedays,illustratinggeneralconceptswithexamples,bothgoodandbad,alwayshelpssolidifyconceptsinstudents’minds.

DayOne:IntroducingJobApplicationLetters

Coverintroductiontojobapplicationletters,findingemployersandjobs,thehiddenjobmarket(PPTslides11B.3–11.6)andcontentandorganizationforjobapplicationletters(PPTslides11B.7–11.15).

Asklearnerstocompleteanexercisefromthetextbook:

11.19EvaluatingLetterContent

Reviewanswersasagroup.

Ifthereistime,askstudentstobeginplanningtheirownapplicationletters.

AssignConnectassignment,DraftingaJobApplicationLetter,forhomework.

DayTwo:ContentandOrganization

Reviewthecontentandorganizationforjobapplicationletters(PPTslides11B.7–11.15).

Asklearnerstocompleteanexercisefromthetextbook:

11.18ImprovingYou-AttitudeandPositiveEmphasisinJobLetters

11.20EvaluatingRoughDrafts

Reviewanswersasagroup.

DayThree:SolicitedorProspectingLetters

Choosethetopicthatwouldbesthelpyourstudents.

DiscussingSolicitedLetters

Studentsshouldusethiskindofletterforannouncedjobopeningsforwhichtheyaretrulyqualified.Reviewthecontentandorganizationforjobapplicationletters(PPTslides11B.7–11.15).UsePPTslides11B.8–11.11and11B.14–11.15tocoversolicitedletters.

Dividestudentsintosmallgroups.AskeachgrouptoanalyzingthelettersinFigure11.12or11.13.Askgroupstosharewiththerestoftheclasshowitisorganizedandsummarizeanysuggestionstheywouldgivethewriterforimprovingtheletter.

Bringanineffectivesolicitedlettertoclassfordiscussion,thenasklearnerstobeginworkontheirownletter.

DiscussingProspectingLetters

Reviewthecontentandorganizationforjobapplicationletters(PPTslides11B.7–11.15).

Dividestudentsintosmallgroups.AskeachgrouptoanalyzingtheletterinFigure11.15.Askgroupstosharewiththerestoftheclasshowitisorganizedandsummarizeanysuggestionstheywouldgivethewriterforimprovingtheletter.

Tohelpstudentswiththemostdifficultpartofwritingaprospectingletter,thefirstparagraph,youmaywanttospendsomeclasstimediscussingexercise11.17AnalyzingFirstParagraphsofProspectingLetters.

Askstudentstocompleteexercise11.25ReviewingCoverLettersashomework.Runaquickreviewanddiscussduringthenextclasssession.

WeekSix:PersuasiveMessages

Jobapplicationmaterialsarepersuasivedocuments,soconsiderusingChapter10tointroducepersuasionandconnectthechapter’scontentstoyourstudents’jobapplicationletterassignment.

DayOne:IntroducingPersuasiveMessages

Coverthedefinition,types,purposesofpersuasivemessages,andanalyzingpersuasivesituations(PPTslides10.4–10.18).Focusontheprimaryandsecondarypurposesandanalyzingthesituation.

Asklearnerstocompleteanexercisefromthetextbook:

10.15AskinganInstructorforaLetterofRecommendation

Reviewanswersasagroup.

Askstudentstoexplainhowthiscontentisrelevanttotheirjobapplicationletter.

AssignConnectassignment,PersuadingEmployeesatProtagoras,forhomework.

DayTwo:ToneandOrganizingPersuasiveMessages

Reviewlastclassperiodandthencoverthetypesofpersuasivestrategies,howtowritepersuasiveproblem-solvingmessages,andtone(PPTslides10.19–10.34).Partofchoosinganeffectivepersuasivestrategygoesbeyondtheimmediatepersuasivesituationtothelargercontextinwhichpeopleoperate.Someorganizationsdonotlikeahard-sellapproach.Explainthethreebasicpatternsofpersuasion(directrequests,problem-solving,andsales).Explaintheimportanceofchoosingtherightpersuasivestrategy.Stressthatpersuasionisbasedonthreethings:argument,credibility,andemotionalappeal.Thestrengthofawriter'spersuasivemessagedependsonthesethreeaspects.

Asklearnerstocompleteanexercisefromthetextbook:

10.6IdentifyingObservations

Gathertogetherasalargegroupandaskeachgrouptosharetheirresponsesandconnectbacktoargumentandcredibility

Askstudentstoexplainhowthiscontentisrelevanttotheirjobapplicationletter

AssignConnectassignment,ChoosingtheCorrectStrategy,forhomework.

DayThree:DiscussingFollow-UpLetters

Follow-upletterstointerviewsareveryimportant.Figure12.4givesanexampleofafollow-upletterafterasitevisit.Bringinexamplesthatformerstudentshavewrittenandhavestudentsanalyzetheminsmallgroupsordiscussoneofthefollowingexercisesinclass:

12.11WritingaFollow-UpMessageafteranOnsiteVisit

12.12RevisingaFollow-UpMessageafteranOnsiteVisit

Asaclass,youmightgenerateideasforwritingasamplefollow-upletter,perhapsbasingitonthefactsinasamplerésuméandjobapplicationletterthatyouhavepreviouslydiscussedinclass.PPTslides12.38–12.40containtipsforfollow-upcommunication.

WeekSeven:InterviewingandSucceedingintheJob

Thelessonplansbelowgivepotentialideasabouthowtoteachyourstudentsaboutthisstageofthejobsearch.

DayOne:IntroduceInterviewChannels,Strategies,andExpectations

Introduceinterviewchannels,strategies,andexpectations(PPTslides12.5–12.25).Consideraskingstudentstosharetheirexperiencesoninterviewsortheirfearsaboutinterviews.

Ifyouareteachingjuniorsandseniors,yourstudentsmaybringawealthofpersonalexperiencetoaclassdiscussionaboutjobinterviews.Eventhosestudentswhoarenotyetinterviewingforjobsaftergraduationwillprobablyhaveinterviewedforsummerjobsorinternships.Letthestudentswhohavehadinterviewstellabouttheirexperiences,andyou’vegotalessonplanthatwillinteresteveryone.

Ifyourclassconsistslargelyoffreshmenandsophomores,youmaywanttoaskthemtointerviewjobhuntersorcorporaterecruiters.Yourpreviousstudentsmaybeusefulresources.

Remindthemthatthebetterpreparedtheyare,throughresearchandpractice,themoreeffectivethey’llbeininterviews.Followwithexercise12.6PreparinganInterviewStrategy.

AssignConnectassignment,InterviewingSuccessfully,forhomework.

DayTwo:IntroduceInterviewSegmentsandQuestions

Introduceinterviewsegmentsandquestions(PPTslides12.26–12.30).Followwithanactivitylike12.8AnalyzingAnswerstoInterviewQuestions.

AssignConnectassignment,CommunicationBehaviors,forhomework.

DayThree:ResearchingPerspectiveorAnalyzingInterviews

Dependingontheresourcesavailabletoyouandwhatwouldbemosteffectiveforyourstudents,consideroneofthefollowingactivities.

ResearchPerspectiveofInterviewers

Consideraskinginterviewerstovisitclasstotalkabouttheirprocessoninterviewingorthingsthattheylookforincandidates.Exercises12.2InterviewingJobHuntersand12.3InterviewinganInterviewercanalsobeassignedashomeworktoencouragestudentstoseetheinterviewfromaninterviewer’sperspective.

AnalyzeInterviews

Itisdifficulttoprepareforinterviewswithoutactuallygoingthroughthem.Consideraskingstudentstoanalyzeavideoclipofaninterviewsessiontothinkingeneraltermsofhowtheywouldrespond,thendiscusstheeffectiveandineffectiveelementsoftheinterviews(exercise12.4AnalyzingaVideoInterviewor12.5AnalyzingaPanelInterview).

A