Group Lesson Plan by Alex Barnhart, Candice Condon, Trey Hope, and

Sellers Williamson

Lesson Title: Professional Development/Employability

Learning Outcomes:
Introduce employability to the students through resume preparation, dress code
expectations, LinkedIn profiles, and the USC handshake and career center resources.
Make students aware of campus resources that specialize in Professional Development
Help students feel confident in their ability to attain internships and jobs

Student Preparation:
If they already have one, students should come with their resume
If they do NOT have a resume, bring a list of their activities, achievements, and
involvement.
Read Chapter 11 of Transitions

Material/supplies:
Computer
Transitions
Career Center Resume Guide
Career Decision Assessment

Outline of lesson:
Introduce topic- what does employability mean, why this is an important topic, general
guide of topics being discussed
On-Campus Resources
Walk through what Career Center is - handout resume writing template/tips
sheets.
Peer leader uses their resume as an example for students and tells the
students how they have built their resume over the course of their college
career.
Resume Building Think, Pair, Share (15 minutes)
USC handshake - what it is, setting up your profile, exploring the web page.
Now that they know how to connect with people, whats next?
Dress Code
Business Casual vs Business Professional
How to talk to employers (Career/Internship Fairs)
Email Etiquette (Inappropriate Email to Former Employer)
Students analyze email
Questions from students
Introduce 4-Step Model from Transitions (p. 272):
 1. Develop Self-Awareness and Understanding: Who Am I?
2. Acquire Knowledge of Fields of Study and Careers: What Is Out There?
3. Synthesize Information and Make Choices: How Do I Fit?
4. Develop an Effective Plan for Achieving Goals: What Is My Plan of Action?
***** Have students complete the Where are you assessment (Found Below)

Assessment/Outcomes:
Class Discussion - importance of employability and resume building and how they plan
on achieving those things
Homework Assignment: Complete goal sheet on page 275 of Transitions
Part of Passport Assignment or EXTRA CREDIT: Have student meet with Career Center
for mock interview or resume review.

Resources used:
Chapter 11 of Transitions
Career Center Resume Page
CREATE-ing Employability PowerPoint
Where are you Assessment
Inappropriate Email to Former Employer
Powerpoint Link: Link to sharepoint search
https://live.sharepoint.sc.edu/U101/instructors/_layouts/15/osssearchresults.aspx?u=https%3A
%2F%2Flive%2Esharepoint%2Esc%2Eedu%2FU101%2Finstructors&k=resume

Actual powerpoint (not sure if this link will open it)

https://live.sharepoint.sc.edu/U101/instructors/Course Materials/Career Planning and
Exploration/CREATE-ing Employabilty Begins in UNIV 101 (to introduce employability to
students).pptx

Where are you in the Career Decision Making Process

Assessment
This activity is a baseline assessment for students to determine where they are in the career
decision making process. The Career Decision Making Model can also be found in Transitions
and on the Career Centers website.
Where are you in the Career Decison Making Process?
Directions: Within the four-step career decision-making process, consider the following statements to
help you determine where you need to spend additional time and energy in making/affirming a good
career decision. Put a check mark by those statements that are true for you. The statements marked
false are areas where you need to spend additional time and effort. The suggested resources on the
following page may be helpful to you in those areas. For more information, visit the Career Center.

True False 1. Who am I?

I can clearly state my interests, those activities and areas that I like and enjoy.

I know the types of activities and the school subjects where I can be successful.

I know skill areas where I need additional practice.

I can name three to five job/career characteristics such as salary, location,

advancement, etc. that will be important to me after college.

I know what types of work activities I prefer working with people,

organizing/analyzing data, creating ideas, doing hands-on and practical activities, or
some combination. I can cite specific examples from my previous experiences that
support my preference.

I have insight regarding how my family members or other significant people have
influenced my possible career direction.
True False 2. Whats out there?

I know the majors/minors offered at the University of South Carolina and how they
could help me reach my occupational goals.

I know how to research occupations/career fields that interest me.

I am aware of the career fields that will offer the most work opportunities in the next
five to ten years.

I know the major employers and types of work opportunities in the areas where I
would prefer to live after graduation.

I have good information about the occupations/career fields that interest me.

True False 3. How do I fit?

I can name three to five occupations/career fields that interest me.

I have a good understanding of how my interests, skills, values, and personality fit
occupations that interest me.

I can explain my career choice to others, especially if they are not supportive of my
career choice.

True False 4. Whats my plan?

I am clear about the major/minor I need to choose to pursue occupations that interest
me.

I know the academic requirements for my potential major/minor.

I have a realistic GPA goal.

I know whether or not the career fields that I am considering will require additional
education/training beyond a four-year bachelors degree.
I know about the types of career-related work experiences internships, part-time jobs,
cooperative education experiences, summer jobs, etc. that will best assist me in reaching my
career goals.

I have developed a timeline for getting career-related work experience.

I have identified student organizations or other co-curricular activities will assist me in

reaching my career goals.

I have a plan to develop leadership skills and assume leadership roles during the next four
years.