“people forget how fast you did a job, but they remember … you want from a job,”mr.sandoval...

Preparing to Look for a Job

Finding Job Leads

I n this chapter and Chapters 4 and 5, youwill learn how to find a job. If you do not

have a job, you will be able to use the infor-mation right away. If you are working now,the material will help you in your next jobsearch.

“People forget how fastyou did a job, but theyremember how well youdid it.”Howard Newton

3.23.2

LOOKING FOR WORK

J onita Johnson was anxious to startworking and earning some money. Shewent to Mr. Sandoval, her work expe-

rience coordinator, to ask him what sheneeded to do to be ready to look for a job.

“First, you’ll need to be very clear onwhat you want from a job,” Mr. Sandovalsaid.

“I know I want to bea hair stylist eventually,but I don’t have thequalifications to be astylist now,” Jonita said.“The classes I’m takingin school will get meready for the statelicensing exam.Also, I’llneed to earn somemoney to help out at home.”

“O.K.You just said two things. First, youare looking for a job in a beauty salon that ispaid. Second, this position should help yougain valuable experience so you can get agood job once you pass the state licensingexam. Do you know anyone who works in ahair salon?” he asked.

“Well, one of my teachers mentioned thatshe knew someone who owned her ownshop. She might be hiring,” she replied.

“That’s great!” Mr. Sandoval said.“Do youthink your teacher will put in a good wordfor you?”

“I think so. My grades are good in herclass and she likesmy work.”

“Write down allthe information yourteacher can give youabout this job lead.Next, look in thenewspaper for jobopenings.The Sundaypaper usually has themost help-wanted

ads. Cut out the ads that sound promising,and follow up on all the job leads,” Mr.Sandoval instructed.

“I have no idea how I’m going to keep allthat information straight, Mr. Sandoval,” shesaid.

“Let me show you how job lead cards canhelp.”

SUCCESS TIPAsk your friends, family,

and teachers for jobleads.

1. What was the first step to finding a job that Mr. Sandoval discussed?

2. In your chosen field, do you know anyone who might give you a job lead?

29

S tudents enrolled in work experience educa-tion programs get jobs in several ways. In

cooperative vocational education, the coordina-tor plays a major role.The coordinator usually“sets up” training stations in the community andinterviews and selects qualified students foradmission to the program.The coordinator thentakes into account students’ interests, aptitudes,and job goals.These are matched with suitablejobs. It is up to the student, however, to inter-view with the employer and get the job.

In work-study programs, a student may get ajob before or after entering the program. Somestudents will already have a job and ask to contin-ue it for school credit.This may be done as longas the coordinator approves the training station.Students who do not have jobs when they enrollin a work-study program will need to find one.

Thinking About Job GoalsWhy do you want a job? Be prepared to answerthis question.You will be hearing it often.Yourwork experience coordinator will certainly askit.The coordinator wants to help you find a jobthat suits your interests and abilities. By getting

to know you better, your coordinator can helpyou get a job you will enjoy. Counselors, place-ment officers, and others you approach for jobleads will ask you about your job goals.And, ofcourse, an interviewer will probably ask thequestion during a job interview.

Thinking about your job goals will help you,too.What you want out of a job will influencehow and where you look for one. Since you arenow enrolled in a work experience program,you have probably already done some thinkingabout your goals.

PREPARING FOR WORKUNIT 1

30 LESSON 3.1 PREPARING TO LOOK FOR A JOB

LESSON 3.1

■ DESCRIBE THE IMPORTANCE OF CLARIFYINGJOB GOALS BEFORE LOOKING FOR EMPLOYMENT

■ EXPLAIN HOW TO GET A SOCIAL SECURITYNUMBER AND WORK PERMIT

CAREER

You learn about a job opening for a part-timecustodian at the shopping mall. The hoursare good and the pay is decent for a begin-ning job. You cannot decide whether to apply.You really do not want to empty wastebas-kets and mop floors. You wonder how you willfeel if your friends see you working.

■ JOB GOALS

PREPARING TO LOOK FORA JOB

PREPARING TO LOOK FOR A JOB

Benefits of Work ExperienceReviewing the benefits of work experience edu-cation covered in Chapter 1 can help you clarifyyour job goals. If you recall, these are:

■ Learning occupational skills■ Developing employability skills■ Establishing a work record■ Earning while you learn■ Discovering career interests and goals■ Recognizing the relationship between educa-

tion and work

■ Remaining employed after graduation

You may want to rank the benefits in order oftheir importance to you. Doing this can helpyou focus on your most important goals.

It was not difficult for Rachel to decide whatshe wanted out of a job. She became interested ininterior design after taking courses in textiles andhome furnishings and equipment. She learnedabout a co-op position at a large furniture store inthe community that has an interior design depart-ment. She interviewed for the job and was hired.Rachel loves what she is doing. She hopes thatthe company will hire her permanently after shegraduates. Can you name Rachel’s job goals?

A federal law took effect in 1988 requiring every person who is one year old or older

to have a Social Security number to be claimedas a dependent on Tax Form 1040. If you do nothave a Social Security number, you should getone before you start a job search.You may alsoneed to get a work permit.

Social Security NumberSocial Security is a national program of socialinsurance.Your employer will withhold moneyfrom your paycheck for this.The money will goto the Social Security system.When you retire,you will receive income payments from SocialSecurity.You will learn more about SocialSecurity in Chapter 27.

In order for the government to keep a recordof your earnings, you will need a Social Securitynumber.The number will remain with you forlife. No one else has the same number.Anemployer will ask for your number when youapply for a job or start work.Your SocialSecurity number may have other uses, too. Forexample, in some states, your driver’s licenseidentification number is the same as your SocialSecurity number.

You can apply for a number at any SocialSecurity office.You can also download an appli-cation form from the Web at http://www.ssa.gov.You must fill out the application formand provide proof of your date of birth, identity,and U.S. citizenship.You will receive a SocialSecurity card (see the example in Figure 3-1)about two to four weeks after you apply.

CHAPTER 3 LOOKING FOR A JOB

You will be asked why you want a particularjob many times during your job search. Be prepared with a good answer.

31LESSON 3.1 PREPARING TO LOOK FOR A JOB

WORKFORCE TRENDSLife expectancy is projected to rise from76 years in 1995 to 82 years in 2050.Increased life expectancy will probablyhave little direct effect on the compositionof the workforce. However, the impacts onfamilies, jobs and the marketplace, suchas demand for medical services, will likelybe significant.

■ GETTING READY

Work PermitAt one time, employers were free to hire work-ers of any age for any type of job. It was notuncommon for young children to work longdays in factories, mills, and mines.

Various federal and state laws now protectthe health and safety of minors, or people whohave not reached the full legal age. Such lawsregulate working conditions and working hoursof students under the age of 16 or 18. Forinstance, the Fair Labor Standards Act states thata person under the age of 16 may not beemployed during school hours. Some states have stricter laws than others regarding childlabor.


32 LESSON 3.1 PREPARING TO LOOK FOR A JOB

Figure 3-1 Everyone in the workforce musthave a Social Security card. Be sure to applyfor one if you do not have yours.Courtesy of Social Security Administration

A work permit, however, is a form issued byschool officials that gives a student legal permis-sion to work during school hours as part of awork experience education program.A workpermit restricts the number of hours workedand the types of jobs a student can perform.School officials issue work permits for studentsunder a certain age. In some states, the age is16. In other states, it is 18.

Besides a work permit, your state or school dis-trict may require other kinds of approval beforeyou can work.Ask your school counselor orwork experience coordinator about such rules.

SOCIAL SECURITY

DEPAR

TM

ENT

O

F HEALTH & HUMA

NSER

VICES

•USA•

987-65-4321THIS NUMBER HAS BEEN ESTABLISHED FOR

SIGNATURE

LESSON 3.1

1. Sarah has a part-time job. She isstarting a work experience pro-gram. How can she keep her joband get school credit?

2. Why is it important to clarifyyour job goals before beginningthe job search?

3. Why must you get a SocialSecurity number before youstart work?

I f you have ever visited a natural historymuseum or toured a historical site, you have

probably viewed the work of a curator. Curatorsoversee collections in museums, zoos, aquari-ums, botanical gardens, nature centers, and historical sites. Most curators specialize in aparticular field such as botany, art, or history.Those working in large institutions may furtherspecialize in one area such as birds, fishes, orinsects.

Curators acquire items through purchase orgifts and plan and prepare exhibits. Some writegrant proposals or engage in fund-raising tosupport projects. Some maintain collections,others do research, and others perform admin-istrative tasks. In small institutions, one curatormay be responsible for many tasks. Computertechnol-ogy and the Internet are increasinglyused to catalog and organize collections andmake information available to the public. ■

CURATOR


I t was the first day of the new school year.Sally was on the way to her work experience

education class.“I wonder what job they willhave for me,” thought Sally.

The bell rang and students turned their atten-tion to Mr.Amed, the teacher-coordinator. Hetook attendance and then began to explainabout work experience education.

“A requirement of this program,” heexplained,“is that each of you must have a job.Some of you already have jobs. For the rest ofyou, your first ‘job’ will be to get a job. I do nothave any jobs to assign.”

Sally was somewhat surprised. She raised herhand to ask some questions.“Mr.Amed, I do notknow where to get a job,” she said.“Where do Ilook for jobs? And if I find one, what do I haveto do to apply for it?”

“Do not worry,” said Mr.Amed.“I will help youlearn about sources of job leads and how toapply for a job.”

If you do not have a job yet either, you willneed to plan how to get one.At this point inyour life, you will probably apply for an entry-level job.An entry-level job requires little orno experience.The following sources of jobleads are those through which you are mostlikely to find a job.

Family and FriendsStart your job search by making a list of your rela-tives, neighbors, and friends. Include your workingfriends.They may know of job leads from theirown job searches. Do not forget places where youand your family do business.You may want tohave a family member review your final list.

Do not hesitate to ask family or friends forhelp. However, do not expect them to find a jobfor you. Getting a job lead is the most you shouldhope for. It will be up to you to pursue the lead.

LESSON 1.2 WORK EXPERIENCE EDUCATION

LESSON 3.2

■ IDENTIFY DIFFERENT SOURCES OFJOB LEADS

■ ILLUSTRATE HOW TO PREPARE A JOB-LEAD CARD

■ SUMMARIZE THE BENEFITS OF USINGJOB-LEAD CARDS

ETHICAL

A schoolmate approaches you and says heheard you were looking for a job. He has abuddy who needs some people to deliverpackages on weekends. The work is easy.Yousimply ride the bus around town and drop offpackages at various places of business. Thepay is $15 per hour in cash.You are told notto ask questions or to discuss the job withother people.You are concerned about takingthe job because it sounds “fishy.”

FINDINGJOB LEADSFINDINGJOB LEADS

■ SOURCES OF JOB LEADS

33LESSON 3.2 FINDING JOB LEADS


34 LESSON 3.2 FINDING JOB LEADS

In-school SourcesThree good sources of job leads may be avail-able within your school. One is your cooperativevocational education or work experience coor-dinator. He or she is probably already involvedin helping you. Do not sit back and wait for thecoordinator to find you a job.

Most schools also have a guidance office orguidance counselor. It is common for localemployers to contact counselors when lookingfor workers.The counselor will usually keep alist of job openings or post them on a bulletinboard.Tell the counselor that you are looking fora job and ask to see any information availableabout job openings.

A third source is job placement offices orcareer centers. Interested students generallyregister with the office.They may receive jobcounseling and other services. Job counselorshelp to match up students with job openingsand make referrals for interviews. Referralsare given to direct a student to employers whoare hiring.

Students enrolled in postsecondary technicalschools and community colleges usually havethe same types of in-school assistance availableas do secondary school students. In communitypre-employment training projects for out-of-

school youth and unemployed adults, a jobplacement specialist is often available.

Newspaper Classified AdsWhen employers have jobs to fill, they oftenadvertise them in the newspaper. Most newspa-pers have a section that includes help-wantedads. Four common kinds of ads are shown inFigure 3-2, on the next page.

The first kind is an open ad. It tells about thejob requirements, identifies the employer, andtells how to apply.This is the best type of ad.

The second kind is the blind ad.The name,address, and phone number of the employer arenot shown. Employers do this to keep frombeing bombarded with phone calls. It alsoallows them to screen applications carefully.Only qualified applicants are then invited for aninterview.

A catch-type ad is the third kind. It tends topromise good pay and downplay the qualifica-tions needed for the job.The “catch” is that thejob is usually for door-to-door salespeople orsimilar sales jobs.

The last kind of ad is the agency spot ad.Note that the ad omits the name of the employ-er. It is used by private employment agencies toadvertise jobs available only through the agency.

By current estimates, the average Americanwill change jobs at least seven times in his orher career. Starting or changing jobs is noteasy. However, the process can be made easi-er if you get job leads. How can you gatherjob leads effectively?

Be clear about what you want. Mostpeople want to help you, especially closefriends and family members. But they canonly help if they know exactly what youwant. Make sure you can communicate yourwork history and career goals.

Don’t be afraid to ask for what you want.Asking for job leads can be awkward,especiallythe first time.Don’t get discouraged.The personyou are asking probably had the same feelingsyou are experiencing.

Be polite and grateful for information.Have you ever heard the expression,“infor-mation is power”? When you ask for jobleads, you are asking someone for importantinformation.The more polite you are, themore information you may receive, and thatmay help you get a good job!

ASKING FOR JOB LEADS

Job ServiceEvery state has a system of public employmentoffices usually called the Job Service.Theseoffices, which are located around the state, pro-vide free services such as job counseling andtraining, help with resumes, and job listings.Theprimary purpose of the Job Service is to helpworkers who have lost jobs or been laid off findjobs. Services are also provided to first-time jobseekers, but preference is usually given to previ-ously employed workers.

Some offices have a youth counselor whoworks mainly with young people. Job Servicecounselors often cooperate closely with localhigh school work experience programs andcommunity job training projects.

To use the Job Service, you must fill out anapplication.A counselor will interview you tofind out your interests and qualifications.Youmight be asked to take an interest inventory oraptitude test. If a job is available, the counselorwill arrange an interview for you.

Private Employment AgenciesThese are businesses that find people jobs for afee.The fee is a sum of money charged by a pri-vate employment agency for helping someonefind a job, and it is paid by either the employeror the employee. If you use a private employ-

ment agency, be sure that you understand thefinancial arrangements before signing a contractor accepting an interview.

Private agencies do not generally deal withclients under 18 and those who are looking forpart-time,entry-level jobs. So do not be discour-aged if you are turned down by a private agency.

Direct Employer ContactMany people find jobs by talking directly toemployers.A help-wanted sign posted in a busi-ness is the oldest method of announcing a jobopening. If you see such a sign, ask the employ-er for an application.

Employers often have unadvertised job open-ings. Figure 3-3 lists the 25 leading occupations forworkers aged 16–24. Study this list to get an ideaof the types of employers that hire a number ofyoung workers.You might then use the YellowPages to make a list of companies to contact.

Another means of direct employer contact is tovisit a company employment office. Go dressed asyou would for an interview. Be prepared to fill outan employment application form. Check bulletinboards outside the personnel office, too.Availablejobs are often listed there. Some companies alsohave a separate telephone number that providesprerecorded messages about openings.


PART-TIME CLERK TYPISTApproximately 20 hours per week, including some evenings and Saturdays. Experience with keying, filing, telephone reception, and work with public desirable. Must be dependable and able to work regular hours. $7.50 per hour. Applications accepted until Tuesday, Jan. 15, 20--, at 5 p.m. to Mary Campbell, Acton Public Library, 405 W. Main, Acton, MA 01718-1416, 555-0135.

OPEN ADEARN

$200 TO $600

Write for details.P.O. Box 113

Sunnyvale, CA 94085-2459

CATCH-TYPE AD

Drafter$26,000 & Up

Fee PaidAt least 2 years' experience. CAD skills required. Call us or bring in your resume to compare your experience with our company requirements.

JOLENEMPLOYMENT AGENCY

17 Plaza Offices, P.O. Box 531Palestine, TX 75801-2837

555-0192

AGENCY SPOT AD

CLERICALLocal manufacturer has immediate part-time clerical position open. Involves heavy computer entry. 4 hours a day. 5 days a week. Prefer afternoons.

Write: CLERICALP.O. Box 75A, Union Station,New York, NY 10112-1105

BLIND AD

Figure 3-2 Four common types of help-wanted ads

LESSON 3.2 FINDING JOB LEADS 35

InternetThe Internet has changed the way that most pub-lic and private institutions announce job vacan-cies. For example, school guidance offices andcareer centers often list job leads on a web page.Many newspapers, particularly those in largecities, provide online listings of job vacancies.AllJob Service offices are linked through the Internetto a national database of jobs entitled America’sJob Bank. Private employment agencies typicallyhave a web site in which their services areexplained to job seekers. Finally, thousands of pub-lic and private employers list job opportunitiesonline. Many of these also provide online jobapplication forms and accept electronic resumes.

In addition to listing job vacancies at individ-ual companies and institutions, the Internet hasa number of sites devoted entirely or in part to jobs and job seeking.Web portals, or sites

providing a wide range of services, are familiarto many Internet users. Portals like Excite, Lycos,MSN.com, and Yahoo! organize content relatedto dozens of popular categories, one of which isoften titled “Careers,”“Job Hunt,”“Job Search,” orsomething similar. Clicking on a category pro-vides potential access to dozens of other sites.Be aware, however, that most jobs listed are foradults seeking permanent employment.

“H ey, Steve,” said Kevin.“I got my first joblead yesterday. I was eating lunch when I

noticed the manager putting up a sign. It was fora part-time kitchen helper. So I wrote the infor-mation down.”

“Great! What did the sign say?” asked Steve.“Let me see,” answered Kevin.“I have the

information here someplace.”Kevin continued to search his backpack for the

scrap of paper on which he took notes. Finally hesaid,“Darn, I must have lost it. Oh well, I will goback this weekend and get the information again.”

Kevin is off to a shaky start in his search for ajob. He was alert to notice the sign and to writedown the information. Kevin was careless,though, in misplacing his notes. He also showedpoor judgment in not going back or calling rightaway.When he returned on the weekend, hefound the job was filled.

Preparing Job-lead CardsWhenever you learn about a job lead, make up ajob-lead card.A job-lead card is a card onwhich to record information and notes about ajob lead.An example is shown in Figure 3-4.A 5- by 8-inch card works best because it givesyou enough room to record information andmake notes.The card has two parts.

On the “Job Lead” part (Side 1) record allimportant information about the job. If you havea newspaper help-wanted ad, tape it onto thecard.Write down the source, date, type of posi-tion, and person to contact. Record the com-pany name, address, phone number, and URL, ifthe organization has one.



OCCUPATION

1. Cashiers2. Cooks, except short-order3. Stock handlers and baggers4. Waiters and waitresses5. Janitors and cleaners6. Secretaries7. Laborers, except construction8. Waiters’ and waitresses’ assistants9. Sales workers, apparel

10. Receptionists11. Child-care workers, except private household12. Food counter, fountain, and related occupations13. Nursing aides, orderlies, and attendants14. Supervisors and proprietors, sales occupations15. Child-care workers, private household16. Truck drivers, light17. Bank tellers18. Construction laborers19. Garage and service station related occupations20. Farm workers21. Carpenters22. Bookkeepers and accounting and auditing clerks23. General office clerks24. Groundskeepers and gardeners, except farmers25. Computer operators

Figure 3-3 The 25 leading occupations forworkers aged 16–24Source: Occupational Outlook Quarterly

■ KEEPING TRACK OF JOBLEADS

On the “Action Taken” part (Side 2),record what you did to follow up thejob lead.Write down the date whenyou contacted the employer and thename of the person with whom youtalked.Also write down the results ofthe contact. If you get an appoint-ment, record the date, time, andplace. If you need directions, be sureto ask.Write the directions on theback of the card.Any follow-up youwill do after your appointmentshould also be noted.

Benefits of Job-leadCardsWhat are some benefits of using job-lead cards?They keep you from forgetting important infor-mation.They save you time, too. By being organ-ized, you can get more results from the time youspend. Can you name other benefits?

Following ThroughYou read earlier how Kevin failed to act on a job lead. His big mistake was in not talking tothe manager when he saw her posting a help-wanted sign. Had he done so, he might have gotten the job. Most employers want to fill jobopenings as quickly as they can.

You face stiff competition for jobs. Do nothold back.As soon as you learn about a job lead,follow through with quick action.The earlyapplicant usually gets the job. If you do not getthe job immediately, call or go back a few dayslater. Let the employer know that you are reallyinterested in the job.

Motivation and persistence, so important infinding a job, are also qualities that make you agood employee. Employers recognize this.Demonstrating motivation and persistence inpursuing a job lead increases your chance ofbeing rewarded with a job offer.


LESSON 3.2

1. Andrea says she would “feelfunny” asking friends and familyfor job leads. Do you agree withher? Why or why not?

2. Your school may have threesources of job leads. Name them.

3. Name the four kinds of newspa-per help-wanted ads.

4. What are the main differencesbetween a public and a privateemployment agency?

5. Name the oldest method used toannounce job openings.

6. Describe a job-lead card.7. Why should you follow through

with quick action on a job lead?

JOB LEADSource: Daily GazetteDate: 1/20/--Type of Position: Packing ClerkPerson to Contact: SteveCompany Name: Address: Lindbergh & OlivePhone Number: 555-0151URL:

ACTION TAKENCall Made To: Steve (555-0151)Date: 1/21/--Contact Made With: Date: Results: Asked to come in and fill out job application and take a written test.Date, Time, and Place of Appointment: 1/23/--, 9:30 a.m. Mid-West Packaging Inc. Use main entrance.Follow-up: After test, call back(ask for Steve) on 1/28/-- for possible interview.

PACKING CLERKSPART-TIME JOB OPENINGS

Please: These are not full-time jobs. We have peak business seasons in Jan., Feb., Apr., Oct. Hours will vary from 0 to 40 a week. Also may have late afternoon (3 p.m.–7 p.m.) shift available. Job requires standing & using manual dexterity while preparing and packing women's clothing, shoes, and gifts for UPS shipment. Perfect job for stay-at-home moms or dads or students. Again—not a full-time job! Near Lindbergh & Olive. No smoking. $7.30 per hour. All applicants must pass a written test.

CALL STEVE, 555-0151

Figure 3-4 Sample job-lead card




C omputer programmers write, test, and main-tain the programs (software) that computers

must follow to perform their functions. Programsvary widely depending upon the type of informa-tion to be accessed or generated. For example,the instructions involved in updating financialrecords are very different from those required byflight simulators used to train airline pilots.Although simple pro-grams can be writtenin a few hours, pro-grams that use com-plex math formulasmay require more thana year of work. In mostcases, several pro-grammers worktogether as a teamunder a senior pro-grammer’s supervi-sion.

Programmers writespecific programs bybreaking down eachstep into a logicalseries of instructionsthe computer can fol-low. They then codethese instructions in astandard programminglanguage, such asCOBOL, Java, C++, or Visual Basic.Programmers usually know more than one programming language. In practice, programmersare often referred to by the language they know,

such as Java programmers, or the type of function they perform, such as database programmers.

Computer programmers often are grouped intotwo broad types: applications programmers andsystems programmers. Applications programmersusually focus on business, engineering, or sci-ence. They write software to handle a specific job,

like tracking inventory,within an organization.They may also revisepackaged software (themass-produced softwaremost people buy).Systems programmersmaintain and controlcomputer systems soft-ware, such as operatingsystems, networked sys-tems, and database systems.

In software develop-ment companies, pro-grammers may workdirectly with experts fromvarious fields to createsoftware ranging fromgames and educationalsoftware to programs fordesktop publishing, finan-cial planning, and spread-sheets. Much of this typeof programming is in thepreparation of packagedsoftware, which consti-

tutes one of the most rapidly growing segments ofthe computer services industry.

Computer Programmers

Computer programmers develop a widevariety of software—from games toaccounting programs.


O ne of the fastest growing industries inAmerica is the temporary services industry.Temporary services like Kelly Services and

Manpower provide lists of available workers toemployers who need short-term help.

Temporary workers (temps) are hired to fill inwhen a permanent employee quits, gets sick,orgoes on vacation. Some are hired to help out whena special project requires extra people for a shorttime.The most common temporary jobs are forsecretaries, receptionists, and bookkeepers.

Who are these temporary workers? There arefive general categories.■ Rusty Skills. Some people have not worked

for a while and are uncertain of their abilities.“Temping” gives them a chance to brush upon their skills before looking for a permanentjob.

■ Uncertain Goals. Some people are not surewhat type of work they want to do.Tempingallows them to sample different jobs beforedeciding.

■ Between Jobs. It can take time for new highschool or college graduates to find the right position.Temping is a way tofinance a job hunt so they don’t have to accept the first offer.

■ Supporting Another Occupation. Some people who work as writers,artists, or performers do not have permanent jobs.They do temp work topay the bills while they pursue their preferred line of work.

■ Extra Money. Students working their way through college are a majorsource of temps. So are retirees looking for additional income.

A temporary job may be as short as a day or as long as a year.The averagelength is one to two weeks.At some point in your life, a temporary job maymeet your needs.

THINK CRITICALLY1. What are some temporary agencies in your area?

2. Explain why you would most likely try temping.

TEMPORARY WORK


Conventions and trade shows areopportunities for many temporaryjobs.

40 CHAPTER 3 LOOKING FOR A JOB

Activities1. Find out your state’s requirements on student employment during school

hours. If a work permit or other type of approval is required, take the neces-sary steps to complete the approval process.

2. Get the help-wanted section of a Sunday newspaper that serves your geo-graphic area. Cut out examples of the four types of ads described earlier inthe chapter.Tape the examples onto a sheet of paper and label each type ofad.Then give the paper to your instructor.When you get your paper back, dis-cuss your ads with the class.

3. Perhaps your instructor can arrange to make copies of a job-lead card. Or some-one in the class might volunteer to make a sample. Duplicate enough so thateach person has at least ten. Divide the printing cost among class members.

4. Use the Internet to conduct the following activities: (a) Search the classifiedsection of a local or regional newspaper for job openings, (b) identifyemployers in your area having web pages and check to see if they have

Chapter in BriefLesson 3.1 Preparing to Look for a JobA. What you want out of a job will influence how and where you look for

it.Therefore, think about your job goals before beginning the job search.Do this by reviewing the seven benefits of work experience education.

B. Apply for a Social Security number as soon as possible.An employer willask for your number when you apply for a job or start work. In somestates, you may also need to get a work permit.

Lesson 3.2 Finding Job LeadsA. To be enrolled in cooperative vocational education or work-study, you

must have a job. If you do not already have one, your first “job” will be toget a job.

B. The most common sources of entry-level jobs are: (a) family and friends,(b) in-school sources, (c) newspaper classified ads, (d) Job Service, (e) pri-vate employment agencies, (f) direct employer contact, and (g) theInternet.

C. Whenever you learn about a job lead, make up a job-lead card. It will helpyou remember important information, save you time, and help you getmore positive results.

D. After recording all important information about a job lead, follow throughwith quick action. Most employers want to fill job openings as soon as pos-sible.

information on employment opportunities, and (c) locate America’s Job Bankon the Web at http://www.ajb.dni.us and experiment with conducting ajob search using both the “Keyword” and the “Occupation” search methods.

5. The Social Security Administration has a web site entitled “YouthlinK.”Locate theYouthlinK site at http://www.ssa.gov/kids and click on the “Hot Questions forCool Teens” link.Here you will find a variety of information explaining SocialSecurity.You can also download a Social Security application form if needed.

Word PowerOn a separate sheet of paper, match each definition with the correct term.All definitions will be used, and a definition will be used only once.

6. A sum of money charged by a private employment agencyfor helping someone find a job

7. People who have not reached the full legal age

8. A form issued by school officials that gives a student legalpermission to work during school hours as part of a workexperience education program

9. A beginning job that does not require any previous jobknowledge or experience

10. Direct students to employers who are hiring

11. A state system of public employment offices that helps unemployed peoplefind jobs

12. A card on which to record information and notes about a job lead

Think Critically13. What role does the teacher-coordinator play in helping students find jobs in

work experience education programs?14. Why have state and federal laws been passed restricting the hours of

employment and regulating the working conditions of minors?15. Seven major sources of job leads are discussed in this chapter. Can you

think of other sources in your city or community that have not been men-tioned?

16. The ease or difficulty of finding a job may be influenced by where you live,for example, whether you live in a city or rural area.What other environ-mental, economic, or occupational factors influence job availability?

a. entry-level jobb. feec. job-lead cardd. Job Servicee. minorsf. referralsg. work permit

41CHAPTER 3 LOOKING FOR A JOB

“people forget how fast you did a job, but they remember … you want from a job,”mr.sandoval...

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