Courses: Digital Media, Survey of Social Media, Professional Communication Skills, Interviewing, and Mediated Communication. Objectives: The goals of this classroom activity are for students to understand strategic communication for self-promotion on social media platforms, especially Twitter, and to utilize them effectively for job applications.

Research related to employment decision making and the handicapped is reviewed, and factors influencing interviewer decisions are seen to include qualifications, negative information, elapsed time, age, and nonverbal behavior. Five suggestions for teaching interviewing skills to mentally retarded persons are offered. (CL)

Offers a suggestion for helping students write letters of application involving (1) a "what I have done" paragraph, (2) a "what I can do for you" paragraph, and (3) a combination paragraph including both ideas. (FL)

Describes relevant, real-world marketing education activities: (1) mock job application/procurement in which students prepare job descriptions, review applicant credentials, and follow hiring guidelines; and (2) proposals for new products and reports on their feasibility. (SK)

This job application training package was developed as part of a comprehensive employability assessment and intervention program. The package is designed to train participants who have significant deficits in completing job applications but have basic reading and writing skills. The training package prepares participants to make a favorable…

An alternative to job applications--and one that can turn an individual's deficits or disabilities into assets--is a personal resume. The adult basic education teacher can assist the student in developing a personal resume and suggest the most effective methods for using it. The informal resume used at the Rappahannock Rehabilitation Facility,…

Describes a college-level job search teaching unit that is a practical method of preparing appropriate resumes, participating in effective job interviews, and getting and keeping the job. The unit's four phases are explained: securing job leads, writing resumes and letters of application, the interview, and the postinterview. (CT)

Discusses critiques by prospective employers of communication students' traditional resumes and application letters. Describes characteristics of nontraditional application letters and resumes based on their comments. (PRA)

Techniques for teaching letter writing in a composition class are given, using actual employment ads for which letters of application are written. (HTH)

Describes a technical writing course in which four sessions were taught jointly by a writing instructor and a counselor to help students link job-hunting skills with writing skills. Includes the schedule for the four sessions. (TJ)

Reports on a field study that examined communication behaviors in job interviews. Recommends a training method for developing the communication skills that job applicants will need. (RL)

Applies principles of collaborative teaching and learning to an instructional unit on job applications and resumes. Offers advice on collaboration in the classroom. (SR)

Offers ways to amplify current instruction on the all-important job interview. Discusses resumes, job application letters, oral reports, preparing for the interview, mock interview checklist, doing the interview, sample interview questions, and leaving the interview. (SR)

Argues that a job application assignment which focuses on the persuasive nature of recruiting from the perspective of the employer enables students to become familiar with the total recruiting process, which in turn should improve their job search strategies. (MS)

A job club approach for secondary disabled youth focuses on mastering job seeking skills by behaviorally sequenced steps learned in situational experiences within a self-help group process framework. Students learn to penetrate the hidden job market, to use social networking via the telephone, and to participate successfully in job interviews. (CL)