jobs

Professional Development - Resume Update Writing

pure.imagination — Mon, 19 May 2008 13:36:45 -0500

Professional Development - Writing a Cover Letter

pure.imagination — Mon, 19 May 2008 11:59:27 -0500

Hope for Ex-Offenders

Diligentfour — Fri, 16 Nov 2007 16:03:40 -0600

I’ve done my time but I can’t get a job because of my record. I have heard this from many ex-offenders. The key to staying free and enjoying life is finding a job. Studies have shown that a former inmate with a full time job is less likely to go back to prison.

No One is Unemployable

jarboe — Mon, 22 Oct 2007 10:32:04 -0500

RECOMMENDED BOOKS

No One is Unemployable

By Debra L. Angel and Elisabeth Harney (published by WorkNet Publications, 1997)

Purchase Now!

Summary:

This is an upbeat, practical, positive book that offers tremendous guidance and hope to anyone involved in the job searching process. The book gives a ten-step process for overcoming barriers to employment, from the crucial first step of identifying the employment candidate's barrier to the final step of carefully matching the candidate to appropriate employers. Each step is explained thoroughly, and examples are given. The book also gives advice about job searching from the employer's perspective, and includes a lengthy "encyclopedia" of barriers that notes common real-life barriers and how they can be overcome.

Why does FASTEN recommend this resource?

This book is an excellent, comprehensive and practical tool for practitioners involved in helping people find jobs—especially people with barriers to employment.

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	Collaborating for Employment Among the Poor: The Jobs Partnership Manual

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Curriculum Review of Jobs for Life Toolkit

jarboe — Fri, 19 Oct 2007 07:50:53 -0500

JOBS RESOURCE

Curriculum Review of Jobs for Life Toolkit

By Sarah Barton, FASTEN Editorial Staff, 2006

Jobs for Life, formerly The Jobs Partnership, has produced this curriculum to enable its successful job readiness course to be easily replicated by churches and faith-based organizations across the nation. Although the Jobs for Life model is currently being implemented at roughly twenty cities, this toolkit will enable thousands more unemployed and underemployed individuals to gain not only skills that will help them find a job, but to learn Biblical principles that will enable them to live healthy and productive lives. The 16-week training course is designed to be a combination of classroom instruction and individual and group application activities.

This toolkit includes everything needed to develop a successful Jobs for Life training course. The curriculum uses a journey motif to help students engage in their own journey from unemployment or underemployment to success in a job. It also aims to help students in their journey through life by utilizing stories and examples from the Bible to demonstrate how God helps his people overcome the obstacles they face.

The Site Leader Guide includes an overview of the training course, outlines key responsibilities and suggested timelines, and provides sample planning tools and forms for each leadership position. Section 1 of the Site Leader Guide provides a job description for the site leader position and describes the makeup and functions of the site leadership team that the site leader will need to recruit. In addition, it provides a pre-training checklist and sample planning tools and timelines for planning--from before the course begins to the completion of the course and graduation ceremony. Section 2 includes the Student Relations Leader Guide, Champion Team Leader Guide, Business Relations Leader Guide, Class Leader Guide, Administration Leader Guide, and Prayer Leader Guide. Each mini-guide includes sample planning tools and suggested timelines for each volunteer leader to use in carrying out their responsibilities. Section 3 provides guidance for the Jobs for Life Course Instructor. It describes the course instructor’s responsibilities and gives suggestions about how to maximize the benefit of the course for participants. The Appendix of the Site Leader’s Guide provides all necessary forms needed for the operation of the program.

The Instructor’s Guide provides a Course Overview Grid, giving the instructor an outline of the topics, tools needed, and planned activities. At the beginning of each lesson, there is an overview highlighting the goals of the lesson, the primary focus points, the tools that will be needed, Biblical references, and a suggested class schedule. Instructors use the Lesson Narratives to guide their communications to the students at each class session. Suggested lesson instructions are included throughout each lesson to provide direction for the implementation of activities, discussion, and exercises.

Each lesson begins with a brief review of the main points of the prior lesson and transitions to the next lesson. Communications activities are included to help students overcome fear of public speaking and develop communication skills. Class and small group discussion is used to help students grasp important points in each lesson. Discussion leaders or Champions can play a role in facilitating small group discussion and guidelines are provided to promote positive exchanges in that setting. Each lesson closes with a brief summary of key points and a preview of what the upcoming lesson will address. In addition, homework assignments are given that every student must complete to graduate from the course. Topics for each two-hour session include:

Why Should I Take This Journey (Why Work, My Motives, My Life Journey)
How Do I Plan My Journey (Vocational Planning—My Roadmap)
What Do I Need on the Journey? (Excellence, Perseverance)
How Do I Know I Am Going in the Right Direction? (Patience, Pursuing a Goal, Peace—Joseph’s Story)

Many other important topics are covered in this 16-week course, all of which will enable participants to develop the skills they need to be successful in a job and in life. The course includes invited guest speakers, a community resource panel, mock interviews, and customer satisfaction training.

The Student Workbook contains all reading assignments and activities that participants will need to complete during the course. It includes a course overview and brief lesson summaries and reviews of the materials covered in each lesson. Students are expected to bring their workbooks to each class session.

At the end of the course, students will participate in a graduation ceremony to mark their accomplishment. Support for participants does not end at the conclusion of the training course, however. Each student is matched with a Champion or Team of Champions, who will act as mentors, providing ongoing support as the graduates move into employment. Although jobs are not guaranteed, Jobs for Life sites recruit businesses, explaining the benefits of hiring Jobs for Life graduates, with the goal of helping graduating students secure jobs.

The Jobs for Life Toolkit includes additional materials necessary for the course, including a leadership training video, career assessments for participants, a video of testimonials from graduates, and more.

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Job Satisfaction Survey

jarboe — Thu, 18 Oct 2007 12:52:45 -0500

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JOBS RESOURCE

JOB SATISFACTION SURVEY

Job training and placement program practitioners will find this survey, excerpted from 30 Ways to Shine as a New Employee, by Denise Bissonnette, a useful tool for gauging program participants’ on-the-job satisfaction.

Please rate each statement from 1 to 5 using the following scale:
1 = Strongly Disagree 2 = Disagree 3 = No Opinion 4 = Agree 5 = Strongly Agree

A: Performance Expectations and Workload
I know what is expected of me.     1 2 3 4 5
The priorities of my job are clear.     1 2 3 4 5
I know what I am doing right and what I am doing wrong.     1 2 3 4 5
I know what my supervisor thinks of my performance.     1 2 3 4 5
I know how to get the information I need to do my job.     1 2 3 4 5
I have plenty to keep me busy at work.     1 2 3 4 5
This job is a good fit for my qualifications and skill-level.     1 2 3 4 5

B: Communication and Feedback
I don't have any problems with people here.     1 2 3 4 5
I feel able to communicate my needs and desires.     1 2 3 4 5
I know where to go when I have a problem.     1 2 3 4 5
I am not afraid of admitting when I make a mistake.     1 2 3 4 5
My supervisor gives me good feedback.     1 2 3 4 5

C: Teamwork and Belonging
I fit in here.     1 2 3 4 5
I work well with my co-workers.     1 2 3 4 5
I feel valued and respected here.     1 2 3 4 5
I feel like I am part of a real team.     1 2 3 4 5

D: Motivation and Personal Growth
My work is appreciated.     1 2 3 4 5
I am proud of what we do here.     1 2 3 4 5
I believe this job will help me progress in my vocational goals.     1 2 3 4 5
I enjoy my job and I like being at my workplace.     1 2  3 4 5
I am proud to tell people where I work and what I do.     1 2 3 4 5

E: Stress Management
I have enough time to do what I need to do at work.     1 2 3 4 5
I have confidence in myself to make the best of this situation.     1 2 3 4 5
I am able to make ends meet financially.    1 2 3 4 5
Personal problems are not interfering with my work life.     1 2 3 4 5
I have support systems in place to help me with personal issues.    1 2 3 4 5
I am taking good care of my health.     1 2 3 4 5

Related Articles
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	Collaborating for Employment Among the Poor: The Jobs Partnership Manual
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Fuerza de Trabajo (Workforce USA)

jarboe — Thu, 18 Oct 2007 09:07:04 -0500

Fuerza de Trabajo (Workforce USA)

¡Visite este sitio!

Sumario:

Este sitio es una biblioteca virtual de los recursos para los directores del desarrollo de la “Fuerza de Trabajo” (Workforce) de todas las clases, proviendo el acceso sobre a 2100 de las mejores herramientas y materiales disponibles de centenares de organizaciones. Se organiza en 11 funciones del desarrollo de la “Fuerza de Trabajo” (Workforce) y asuntos y subtemas importantes dentro de cada función. Cada área de función contiene diversas clases de recursos para un amplio espectro de las aplicaciones (datos, análisis, ejemplos, herramientas, Web site, etc.) Si usted se coloca en el sitio puede indicar sus intereses y recibir las actualizaciones basadas en esas opciones. Además, una vez que esté colocado en el sitio permite que usted pueda crear su propia sección de los temas favoritos, almacenando los recursos para la referencia futura. Los registrados puede clasificar los recursos en el sitio y proporcionar la información evaluando el recurso o describir su utilidad en su trabajo. Este sitio ha sido financiado por el departamento de ESTADOS UNIDOS del trabajo, de la fundación de Ford y de la fundación de Rockefeller, (U.S. Department of Labor, the Ford Foundation and the Rockefeller Foundation).

¿Por qué FASTEN recomendaron este recurso?

Los administradores públicos y los directores del FBO implicados en ediciones del desarrollo de la mano de obra encontrarán una variedad de recursos provechosos en este sitio.

From Welfare to Work: A Participant Discusses What Makes One Faith-Based Program Work

jarboe — Mon, 01 Oct 2007 09:50:48 -0500

JOBS RESOURCE

From Welfare to Work: A Participant Discusses What Makes One Faith-Based Program Work

by Pamela Leong (Center for Religion and Civic Culture at the University of Southern California, 2004)

National studies have repeatedly suggested that welfare-to-work participants value the trust, love, support, and respect that they often experience within faith-based job training and job placement programs. Whether or not these relational characteristics can be associated with religiously-motivated commitments to compassion and justice among staff members, it is important to note their centrality in the minds of participants when they attempt to account for their own successes. Relationships matter. Sensitivity matters. Emotional, material, and social supports matter.

In the following paragraphs, one participant in a faith-based job training and job placement program speaks for herself. Mary is a 45-year-old, single, African-American woman who is the mother of an 18-year-old girl. She has moved from welfare to gainful employment successfully. She tells us what mattered in her trek into the employment market.

Although our description of Mary is intended to protect her identity, her observations are reported in a straightforward way.

Mary expressed gratitude for the job training she received—especially for training related to resume writing and computer skills.
Mary appreciated the various ways in which staff members offered material support. For example, when Mary’s car broke down, staff members were able to provide bus tokens. When she could not afford to pay for gasoline, they covered the bill. When Mary could not afford the kinds of clothing that she needed for her job search, they made sure that suitable clothing was available.
The most important element in her successful association with the faith-based job training program, however, was the emotional and social support extended by the staff. In a county program, Mary reported, the staff had been rude and “nasty and mean.” Two of the staff members had laughed at her attire and at her disheveled appearance. In the faith-based program, staff members were nonjudgmental and supportive. “They care,” Mary says. “They genuinely care….I was in quick sand. I was steadily being pulled down, and they reached out to me and pulled me out, washed me off, cleaned me up, and I haven’t looked back since….”

Even when times were tough in the extreme, Mary remembers that the staff maintained “faith” in her. For example, on one occasion she was sent to a job interview, which, to her surprise, required a drug test. When she failed this test, Mary reported, “I was so embarrassed I couldn’t come in and face [the program’s staff].” She stopped coming to the program until a staff member traveled to her home and convinced her that she would be welcomed back. “[I had] let them down a couple times,” Mary said. “And they still believed in me. They stood by me, and they worked hard with me. They never gave up.”

There were other personal touches: The staff sent Mary a Christmas card, which she treasured. When she opened a checking account and a credit card account, a dinner was held to honor her accomplishments. “You know how you take a prize home to your mom, and your mom is glowing….I mean, they were so proud of me and I felt that. It’s just a self-esteem booster.”

Mary was quick to point out that the program does not encourage dependence: “The door’s open and the opportunity is there. It’s for you to come in. They’ll back you up, but you gotta come in and make that first step. If you don’t make that first step, they are not gonna push you.” The program emphasizes self-reliance, self-motivation, and self-direction. This strategy appears to be effective, at least from Mary’s perspective. “You know, if you had somebody in your life that’s constantly telling you you’re dumb, you’re not gonna make it, you feel dumb and you feel like you’re not gonna make it. But if you’ve got somebody tellin’ you everyday, ‘You’re beautiful, you can do this, you can do that,’ you know, you start to believe after you hear it so long. And all this time, no one was telling me that I could do that, until I came here. No one. And so, I mean, they help[ed] me out a lot, and I thank God for ‘em…. I feel they’ve made me Cinderella.” They took a rag…raggly old something and made me feel like Cinderella.”

A common mistake, according to the program director, occurs when staff members intentionally or unintentionally disaggregate the various types of support needed by participants. Welfare-to-work programs simultaneously require multiple forms of support. “We have a lot of objectives,” the director said, “ but our primary objective is to economically empower impoverished people….And how we do that under our program is through education, training, case management, but most of all, handholding. And we emphasize the handholding, because a lot of these people have never had a helping hand.”

The emotional and social supports that are extended to participants are central in the strategies of successful welfare-to-work programs. As Mary reported over and over, the presence of these supports enabled her to move from welfare dependence onto gainful employment. She was given a realistic opportunity to reclaim her own self-esteem and dignity.

Mary’s success illustrates the need for faith-based welfare-to-work programs to provide four general types of support[1] to its participants:

INSTRUMENTAL SUPPORTis help, aid, or assistance with tangible needs. At this faith-based welfare-to-work program, instrumental support includes training related to resume writing, computer skills, as well as on-the-job training. But program staff members also offer other forms of material support that may not be directly related to job training (e.g., bus tokens, clothing, etc.).
APPRAISAL/EVALUATIONrefers to the provision of appropriate feedback or assistance in the decision-making process. At this faith-based welfare-to-work program, staff members regularly evaluated participants’ skills in basic mathematics and English writing and reading, as well as in basic computational abilities.
INFORMATIONAL SUPPORTrefers to the provision of advice or information in the service of particular needs.
EMOTIONAL SUPPORTrefers to the emotional component: handholding, love, care, understanding, forgiving participants for transgresses, boosting of self-esteem, being non-judgmental. In fact, emotional support may be the single most important element in the participant experience in the welfare-to-work program. Mary herself attributed her successful progression in the faith-based job training program to the emotional and social support extended by the staff.

_______________________________________________________________________

This is part of a series of Thumbnail Case Studies authored by the FASTEN research team and released by Baylor University School of Social Work as part of a 30-month research project funded by the Pew Charitable Trusts. This project is designed to identify the factors that contribute to the effectiveness of faith-based organizations (FBOs) in addressing challenges of urban poverty. The Baylor School of Social Work is leading this research team with members from BaylorUniversity’s business school, the schools of social work at the Universityof Pittsburghand VirginiaCommonwealthUniversity, and the Center for Religion and Civic Culture at the Universityof Southern California.

This essay represents some of the findings from the FASTEN research project that are relevant to the planning and delivery of services by faith-based organizations. The piece was authored by Pamela Leong (with the Center for Religion and Civic Culture at the Universityof Southern California) with the FASTEN Research Team. She can be reached at pamelale [at] usc [dot] edu.

[1]For additional discussion on the four general types of support, please refer to: Berkman, Lisa F. and Thomas Glass. 2000. “Social Integration, Social Networks, Social Support, and Health.” Pp. 137-173 in Social Epidemiology, edited by Lisa F. Berkman and Ichiro Kawachi. New York: OxfordUniversityPress.

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	Collaborating for Employment Among the Poor: The Jobs Partnership Manual
	Rebuilding the Walls of Hope Mentor Manual
	No One is Unemployable

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	WorkNet International

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Globalization: The New Reality: Christianity Today

EvanDonovan — Wed, 18 Jul 2007 13:01:12 -0500

Globalization isn't just an intellectual word that academics like to use. Rather, globalization is a reality that is deeply shaping the lives of millions around the world.