course change · web viewexamine key terms related to word processing software (e.g. ms word,...

Section I: BASIC COURSE INFORMATION

Outline Status:

1. COLLEGE: L.A. MISSION COLLEGE

2. SUBJECT: BASIC SKILLS

3. COURSE NUMBER: 091CE

4. COURSE TITLE: JOB READINESS 100

5. CATALOG COURSE DESCRIPTION:

Helps students develop their oral and written communication skills to prepare for work and advance in the workforce. It provides students with the opportunity to use technology to communicate in the workplace, including experience making and receiving professional phone calls, using a fax machine, writing professional emails, and other forms of electronic communication for work. The course also provides students with a foundation in basic computer skills in order to increase their chances of employment in today’s technology-driven world of business along with training on how to create a professional cover letter and resume which they can use in applying for jobs.

6. CLASS SCHEDULE COURSE DESCRIPTION:

Helps students develop their oral and written communication skills to prepare for work and advance in the workforce. It provides students with the opportunity to use technology to communicate in the workplace, including experience making and receiving professional phone calls, using a fax machine, writing professional emails, and other forms of electronic communication for work. The course also provides students with a foundation in basic computer skills in order to increase their chances of employment in today’s technology-driven world of business along with training on how to create a professional cover letter and resume which they can use in applying for jobs.

7. CLASS HOURS:

Standard Hrs Total Hours per Term (standard hour x 18)

Lecture Hrs: 4 72

Lab Hrs: 0 0

Totals:Lecture: 0 Lecture: 72

Lab: 0 Lab: 0Total: 4 Total: 72

Totals In Protocol:Lecture: Lecture: 72

Lab: 0 Lab: 0Total: 4 Total: 72

8. OTHER LIMITATIONS ON ENROLLMENT: (See Title 5, Section 58106 and Board Rule 8603 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: COURSE CONTENT AND OBJECTIVES

1. COURSE CONTENT AND OBJECTIVES:

1. Using Basic Interpersonal Communication Skills

Course Content and ScopeHours

Per Topic

Course Objectives

I. Introducing Yourself

Greetings and Goodbyes

Handshakes and Other Gestures

Recognizing Appropriate Attire

1

Recognize and use appropriate language for a formal setting such as the workplace (e.g. greetings, goodbyes, introductions, etc.).

Recognize and use appropriate ways of introducing oneself and other people.

Identify and demonstrate appropriate attire for the workplace or generally formal settings.

II. Background and Experience

Telling Your Story

Expressing Your Identity

Demonstrating Self-Confidence

1

Demonstrate the ability to introduce oneself and explain the important details about one’s life and personal background.

Recognize and use appropriate terms to identify nationality, race, ethnicity, religion, and other forms of identity.

Identify and use techniques to project self-confidence (e.g. posture, eye contact, etc.).

III. Asking People Questions

Important Sentence Structure

Recognizing Types of Questions

Applying Appropriate Grammar

1

Examine key terms related to grammar and question formation (e.g. auxiliary verb, subject, verb, object, question words, etc.).

Identify and construct appropriate yes/no and information questions.

Distinguish between various types of questions (e.g. open-ended, direct response).

IV. Meeting New People

Understanding Social Norms

Respecting Cultural Differences

Recognizing Proxemic Codes

2

Identify and use appropriate hand and bodily gestures in formal social settings.

Compare and contrast cultural differences in attire, bodily contact, and ways of interacting.

Identify and apply culturally-appropriate proxemics when interacting in group settings.

2. Using Technology to Communicate


Per Topic

Course Objectives

I. Using a Telephone – Part 1

Important Terminology

Calling about a Job Advertisement

Using the Phone in the Workplace

1

Examine key terms related to telephone communication (e.g. receiver, handset, headset, dialing, speed dial, voicemail, etc.).

Demonstrate the ability to call a business or professional organization about employment.

Examine appropriate ways to answer the phone in the workplace; distinguish between formal and informal phone usage.

II: Using a Telephone – Part 2


Calling about a Job Advertisement

Using the Phone in the Workplace

2

Demonstrate the ability to leave a professional voicemail and take a message for another person.

Use the phone to call unknown people about employment opportunities and to follow up on an interview.

Apply professional communication skills to receiving a phone call from an unhappy customer in the workplace.

III.: Using a Fax Machine


Writing a Fax Cover Letter

Verifying Receipt

2

Examine key terms related to the fax machine (e.g. receiver, handset, dialing, parts, etc.).

Apply word-processing skills to type a basic fax cover letter.

Use the fax machine to send a message; identify how to confirm receipt of sent messages.

3. Demonstrating Basic Computer Skills


Per Topic

Course Objectives

II. Essential Computer Hardware


Power On and Off

Basic Mouse Functions

1

Identify key terms related to computer hardware (e.g. mouse, keyboard, monitor, CPU, etc.).

Demonstrate the ability to power the computer on and off.

Identify the basic functions of a mouse.

II. Using the Keyboard


The Home Keys

Basic Keyboard Commands

2

Examine key terms related to the keyboard (e.g. keys such as Tab, Space Bar, etc.).

Examine the home keys on the keyboard and recognize proper finger placement.

Recognize and use basic keyboard commands (such as Ctrl + C, Ctrl + X, and Ctrl + V, etc.).

III. Using the Mouse


Highlighting, Clicking, and Dragging

Left Clicking and Right Clicking

2

Identify key terms related to the mouse (e.g. clicking, dragging, highlighting, left vs. right).

Use the mouse to highlight, click, double-click, and drag items on the computer.

Distinguish between highlighting and dragging; clicking and double-clicking; and left-clicking and right-clicking.

IV. Essential Computer Software


Desktop, Start Button, and File Manager

Web Browsers

4

Identify key terms related to computer software (e.g. start button, desktop, file manager, web browser, etc.).

Use the mouse to navigate the desktop icons, the start button menu, and the file manager.

Compare and contrast the most common web browsers (such as Internet Explorer, Google Chrome, and Mozilla Firefox) to navigate the internet.

V. Word Processing Software Part 1


Microsoft Word Basics

Google Docs

4

Examine key terms related to word processing software (e.g. MS Word, styles menu, paragraph menu, double spacing, alignment, margins, etc.).

Demonstrate the ability to format a standard document in MS Word (or similar application).

Apply basic typing skills to writing a short passage in MS Word; apply font formatting techniques (such as font sizing, bolding, underlining, centering, italicizing, etc.).

VI. Word Processing Software Part 2


Microsoft Word Basics

Google Docs

4

Demonstrate the ability to save a standard document in MS Word; distinguish between the Save and Save As functions.

Apply basic software operating skills (such as opening a previously saved document, creating a new document, and saving changes or renaming an existing document.)

Demonstrate the ability to send a document to the printer; demonstrate the ability to save a document in an alternate file format (such as PDF or JPG).

4. Writing a Professional Email


Per Topic

Course Objectives

I. Essential Computer Hardware


Power On and Off

Basic Mouse and Keyboard Functions

1

Identify key terms related to computer hardware (e.g. mouse, keyboard, monitor, CPU, etc.).

Demonstrate the ability to power the computer on and off.

Examine the basic functions of the mouse and keyboard.

Session 2: Using the Browser

Identifying Web Browsers

Navigating the Internet

Basic Web Browsing Techniques

3

Compare and contrast the most common web browsers (e.g. Internet Explorer, Google Chrome, Mozilla Firefox, Apple Safari).

Use the mouse to open a web browser; close the window; minimize the window; and maximize the window.

Identify the browser’s search bar and other browser functions (e.g. back, forward, etc.).

Session 3: Using Email – Part 1


Identifying Common Email Providers

Managing Your Email Account

3

Identify key terms related to email usage (e.g. username, password, log in, compose, reply, reply all, forward, etc.).

Examine common email providers (such as MS Hotmail, Google Gmail, Yahoo Email, etc.).

Create and use an email account specifically for work and job-searching.

Session 4: Using Email – Part 2

Navigating Your Email

Writing a Standard Email

Replying, Forwarding, and Other Functions

3

Identify and use email functions (e.g. the inbox, sent folder, junk or spam folder, etc.).

Compose a standard email that contains the addressee, the message content with appropriate greeting and goodbye, your name, and your contact information.

Distinguish between reply, reply all, and forward.

5. Writing a Cover Letter


Per Topic

Course Objectives

I.: Essential Computer Software


Word Processing Software

MS Word and Google Docs

3

Identify key terms related to word processing software (e.g. MS Word, styles menu, paragraph menu, double spacing, alignment, margins, etc.).

Identify and use MS Word to open, save, and modify a new document.


II. Formatting a Letter

Identifying the Important Parts of a Letter

Formatting a Letter on the Computer

Using Word-Processing Software to Write a Letter

4

Examine the parts of a formal letter (e.g. the sender’s and recipient’s information, date, greeting, body, goodbye, signature, etc.).

Recognize and apply standard letter formatting using word-processing software.

Identify and use the functions of word-processing software to compose a letter.

III. Writing the Cover Letter – Part 1

Using Professional Greetings

Preparing Your Letter

Gather Background Information

5

Identify common greetings used in formal or business letters.

Apply brainstorming techniques to gather background information regarding work skills and experience.

Develop the writing plan or outline; apply outlining techniques.

IV. Writing the Cover Letter – Part 2

Identifying parts of a cover letter

Writing about Your Purpose, Intent, Background and Experience

Using Appropriate Grammar and Mechanics

5

Develop a complete cover letter containing an introduction, a statement of intent, a description of one’s experience and qualifications, and a brief closing.

Adhere to standard cover letter practices (such as appropriate page format, grammar, mechanics, word choice, and tone).

JRS 100 B – Writing a Resume


Per Topic

Course Objectives

I. Essential Computer Software


Word Processing Software

MS Word and Google Docs

3

Recall key terms related to word processing software (e.g. MS Word, styles menu, paragraph menu, double spacing, alignment, margins, etc.).


Identify and use special formatting and spacing functions for resumes.

II: Formatting a Resume

Identifying the Important Parts of a Resume

Formatting a Resume on the Computer

Using Word-Processing Software to Write a Resume

3

Examine the parts of a formal resume (e.g. personal information, work experience, educational background, skills, etc.).

Recognize and apply standard resume formatting using word-processing software.

Identify and use the functions of word-processing software to compose a resume.

Session 3: Writing the Resume – Part 1

Using Active Verbs

Recall Background Information

Outlining and Organizing Information

6

Apply brainstorming techniques to identify active verbs that are useful in resume writing.

Apply outlining techniques to recall and list important skills and experience.

Organize personal information in a logical and coherent manner.

Session 4: Writing the Resume – Part 2

Identifying parts of a resume

Describing Your Skills, Background, and Experience

Using Appropriate Grammar and Mechanics

6

Develop a complete resume containing one’s contact information, description of relevant skills, description of educational background, description of work experience, etc.

Adhere to standard resume writing practices (such as appropriate page format, grammar, mechanics, word choice, and tone).

Total 72

Outcome -The student will:(Describe the majoroutcomes that a successful student will gain from the class for use in his/her life. Use higher order Bloom's taxonomy verbs.)

1. Students will develop the basic interpersonal communication skills that are necessary to acquire a job and advance within an organization.

2. Students will utilize common forms of technology to communicate effectively in the workplace; these include using a phone, fax machine, email, and word processing software.

3. Students will compose a professional email, an effective cover letter, and a resume which they can use to apply for jobs.

Assessment - as measured by the following method:(Please indicate the criteria and rating scale by which the assessment will be evaluated.)

SLO 1: Students will demonstrate oral and written proficiency in English through conversation activities, informal interviews and writing samples.

Criteria

1. Eye Contact

2. Body Language

3. Application of Grammar

4. Content

Rated on a scale from 1-4, with 2 being the acceptable score

75% of the students will achieve an acceptable score or better on the assessment.

SLO2: Students will demonstrate how to use common forms of communication effectively through presentations, interviews and scenarios.

1. Visuals

2. Clarity

3. Depth of Questions

4. Solution to Problems Presented



SLO 3: Students will submit a portfolio containing a professional email, cover letter and resume.

The SLOs will be assessed by oral and written assignments as well as case studies, presentations, and group discussions.

1. Content

2. Form

3. Grammar and Spelling

4. Truthful Representation of Activities and Skills



Benchmark: 75%ILO - which Institutional Learning Outcome(s) (ILO) does this SLO support?(See College Catalog p. 10.)

#1 Written Communication

#2 Information Competency

#3 Problem Solving

#6 Ethics and Values

Essential Academic Skills: Reading and Communication

2. RESOURCE MATERIALS:

Provide a representative list of resource materials.

Embracing Work Readiness in Teaching Language Arts by Maria Nerizza S. Veloso-Liyanage (2015) · Partridge Publishing Singapore · Ebook · 62 pages ·ISBN 1482831791

Workplace Basics: For Classroom and on the Job Work Readiness Training (2E) by Jay Goldberg (2013) · CreateSpace Independent Publishing Platform · Paperback · 116 pages ·ISBN 1481207725

Computer Literacy for IC3, by John Preston, Sally Preston, Robert L. Ferrett (2012) · Pearson College Division · Paperback ·286 pages · ISBN 0135017092

The Resume and Cover Letter Phrase Book: What to Write to Get the Job That's Right, by Nancy Schuman, Burton Jay Nadler (2010) · F+W Media · Ebook · 256 pages ·ISBN 144050993X

3. REPRESENTATIVE READINGS:

If applicable, please provide representative examples of reading assignments.

Students will read sample cover letters and discuss them.Students will read and analyze sample resumes.Students will read and discuss selected passages about basic interpersonal communication skills in the workplace.

4. WRITING ASSIGNMENTS:

If applicable, please provide representative examples that demonstrate writing skills.

Students will compose a professional email that is appropriate for the workplace.Students will compose a professional cover letter which they can use to apply for work.Students will compose an effective resume which they can use to apply for work.

Essential Academic Skills: Critical Thinking and Other Course Components

5. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

If applicable, please provide representative examples of assignments that demonstrate how students will begin to develop critical thinking skills.

Students will analyze an example email, cover letter and resume to determine the most effective ways to compose these documents.

Students will examine various forms of oral communication and analyze a case study involving workplace scenarios to determine the most effective way to communicate.

6. SELF-REFLECTIVE LEARNING:

If applicable, describe how students will reflect on their development as active learners. Provide representative examples below.

7. COMPUTER COMPENTENCY:

If applicable, explain how computer competency is included in the course.

Students will use computers for Internet based assignments as well as word-processing software for written assignments.

8. INFORMATION COMPENTENCY:

If applicable, explain how information competency is included in the course.

With the use of computers for Internet research assignments, students will use critical thinking skills to search for videos and news articles that identify how to boost the odds of landing a job and surviving in job. This will also include how to write an effective cover letter and resume.

Evaluation and Instruction

9. REPRESENTATIVE OUTSIDE ASSIGNMENTS (optional homework):

Out of class assignments may include, but are not limited to the following:

Students will compose a professional email as well as an effective cover letter and resume.

Students will use word-processing software to compose professional documents in order to prepare for the workforce.

10. METHODS OF EVALUATION:

Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed 'Course Objectives' at the beginning of Section II):

Multiple choice exams and/or fill in the blank questions, short answer questions, essay questions, case studies will be used.

11. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following.

Discussion Activity Field Experience Independent Study Purposeful Collaboration Other (Please Explain)

Audio Visual

12. SUPPLIES:

List the supplies the student must provide.

Notebooks, pens and number two pencil, scantrons, and or essay books.

13. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Course does not meet diversity requirements.

13. SCANS COMPETENCIES:

(required for all courses with vocational TOP Codes; recommended for all courses)

SCANS (Secretary's Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group's efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems.

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.

Section III: SUPPLEMENTAL COURSE INFORMATION

1. DEPT/DIVISION NAME: Adult Basic Education

2. DEPT/DIVISION CODE: 10

3. SUBJECT CODE: 982

4. SUBJECT ABBREVIATION: BSICSKL

5. BASIC SKILLS:

Title 5, section 55000(i) defines 'Noncredit basic skills courses' as 'those in reading, writing, computation, and English as a Second Language, which are designated by the community college district as noncredit courses.': Yes

6. COURSE CLASSIFICATION:

Note: A course’s Classification, TOP Code and SAM code must be aligned e.g., Courses with an 'Occupational' Course Classification must have an 'Occupational' TOP Code and a SAM Code of A, B, C, or D; courses that do not have an 'Occupational' Course Classification cannot have an Occupational TOP Code and must have an 'E' SAM Code. Courses coded as 'basic skills' in #11 should be coded 'Adult and Secondary Basic Skills.'

7. NONCREDIT COURSE CLASSIFICATION: J

Courses that are part of a Noncredit Certificate of Completion should by coded J (Workforce Enhanced).Courses that are part of a Noncredit Certificate of Competency should be coded K (Other Enhanced).Courses that are not part of a Noncredit Certificate should be coded L (Non-Enhanced).

8. NONCREDIT ELIGIBILITY CATEGORY: J

9. TOP CODE - (6 digits XXXX.XX): 4930.12Course content should match discipline description in Taxonomy of Programs found at http://ecd.laccd.edu/TaxonomyOfPrograms.pdfcurriculum.htm

10. SAM CODE (Student Accountability Model): E

11. COURSE SPECIFICALLY DESIGNED FOR STUDENTS W/ DISABILITIES:

Title 5, section 56029 allows a course to be repeatable when continuing success of the students with disabilities is dependent on additional repetitions of a specific class. Is this course designated as an 'approved special class' for students with disabilities?: No

If yes, provide an explanation of how this course meets the requirements of Title 5, section 56029:

12. MATERIALS FEE:

The Los Angeles Community College District may require students to pay fees for instructional materials that are of continuing value to the student outside of the classroom setting, including, but not limited to, textbooks tools, equipment, clothing and those materials that are necessary for the student's vocational training and employment. If applicable, please indicate any such fees.

13. SPECIAL CHARACTERISTICS CODE DESCRIPTOR:

Check all boxes that apply.

Learning Assistance Bilingual Education Convalescent Setting Correctional Facility Persons with Substantial Disabilities Citizenship for Immigrants

14. JUSTIFICATION:

Briefly describe the primary method used to determine the need for this course. For example, Labor Market Predictions from Employment Development Department, employer survey, community or student interest survey, state licensing, requirements or mandated certification.

Employer Survey

15. THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE DEGREE OR CERTIFICATE PROGRAM:

a. If yes, the course will be a portion of the 'approved program' listed on the State Chancellor's Inventory of Approved Programs (approved programs can be found on the State Chancellor's Office website at https://misweb.cccco.edu/webproginv/prod/invmenu.htm)

16. FUNDING AGENCY CODE: Not Applicable

17. STATE COURSE ID:

Section IV: APPROVAL STATUS

Section VI: APPROVAL STATUS

1. APPROVAL STATUS:

Approval Date Of Board Date Requested Effective Semester

Approved Effective Semester

a. New Course College: Board: Effective Semester: Effective Semester:

b. Addition of Existing District Course

College: Board: Effective Semester: Effective Semester:

c. Course Change* College: Effective Semester: Effective Semester:

d. Outline Update College: Effective Semester:

e. New Course College: Effective Semester: Effective Semester:

f. New Course College: Board: Effective Semester: Effective Semester:

* Changes to a course require the completion of a 'Course Change Request' form and approval by the college's Curriculum Committee.In some cases districtwide approval is also required; see, Administrative Regulation E-65, section 3(c) for details.

Section V: APPROVAL INFORMATION FOR NEW OR ADDED COURSES(complete in consultation with Department Chair and the appropriate Academic Administrator)

1. ORIGINATOR: Jacob Skelton, Jason Bordbar, Riye Park, Dennis Solares

2. DEPARTMENT: Adult Basic Education

3. IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS COURSE:

By additional funds. Describe:

Adult Basic Education Funds

By deleting courses from the college catalog and course database. List specific courses to be deleted:

By deleting sections of existing course. List courses and number of sections to be deleted:

FIRST YEAR: SECOND YEAR: THIRD YEAR:

By rotating sections of existing courses. List courses and number of sections to be rotated, as well as the semesters in which they will be offered:

4. IMPACT

IMPACT -- Will this course directly impact other course offerings and/or associate degree or certificate programs on campus? (If yes, briefly explain how)

NO

5. METHOD OF SUPPORT

-- Indicate how the college plans to support the proposed course:

A. Additional staff -- List additional staff needed:

B. Classroom -- List classroom type needed:

C. Equipment -- List new equipment needed and indicate funding source for any new equipment:

D. Supplies- List supplies and indicate dollar value:

E. Library/Learning Resources- The course initiator shall consult with the College Librarian and review the college library, book, periodical, and electronic resource collections relevant to this course. List additional titles and resources to be considered for purchase as funding permits: The Complete Guide to Writing Effective Résumé, by Kimberly Sarmiento (2009) · Atlantic Publishing Group · Paperback · 335 pages ·ISBN 1601382383

Section VI: APPROVALS

CERTIFICATION AND RECOMMENDATION

This course meets Title 5 55002(c) requirements for Noncredit Course:

The course treats subject matter and uses appropriate resource materials, teaching methods, and standards of attendance.

The course outline of record specifies the number of contact hours normally required for a student to complete the course, the catalog description, the objectives, contents in terms of a specific body of knowledge, instructional methodology, examples of assignments and/or activities, and methods of evaluation for determining whether the stated objectives have been met.

We certify that the information and answers above properly represent this course.

Originator Date

Department/Cluster Chairperson Date

Articulation Officer Date

Librarian Date

Dean (if applicable) Date

Curriculum Committee Chairperson Date

Academic Senate President Date

Vice President, Academic Affairs Date

College President Date

Section VII: ADDENDA(Uploaded Documents)