STIC - Accounting: Work Search (Module 3)

Accounting Résumés (Topic 3)

Content

Facilitator should be familiar with general résumé-writing guidelines.

Delivery

As many copies as necessary should be made of the following handouts :

• Handout 1 Parts of a Résumé
• Handout 2 Spelling Activity
• Handout 3 Kumar Somasundram's Résumé
• Handout 4 Sira Ramanatnan's Résumé
• Handout 5 Power Verbs
• Handout 6 True or False
• Handout 7 Résumé Analysis
• Handout 8 Task
• Terminology List (optional)

Materials needed: access to a blackboard.

Methodology

Introduction

1. (10 minutes)

Elicit from participants:

• What is a résumé? What types of résumés exist?
• What kind of information do we include in a résumé?
• Why do we submit a résumé when applying for a job?

Let participants discuss in groups of three and then review with the class. For Question b, have participants write information on the board.

Pre-Tasks

1. (10 minutes)

Distribute Handout 1 and ask participants to work individually, then compare answers with a partner. Take up with class verbally.

2. (20 minutes)

Distribute Handouts 3 and 4 (résumés) to groups of three participants and have them analyze each of the résumés and discuss the type of résumé each one represents. Each résumé presents information about a person's job experience in a different way. Assist by asking which of the résumés is functional and which one is chronological, and why.

For example, in Handout 3 (functional résumé), job experience is divided by functions and places of employment, and duties are grouped under accounting functions.

Ask participants to negotiate which of the two types, functional or chronological, would be preferred and why.

Make sure the following points are covered:

Functional résumé:

• When there are gaps in employment
• Lack of increasing responsibility in job experience at different positions
• To emphasize specific functions that are important for the position applied

Chronological résumé:

• No gaps in employment
• Increased chronological job responsibility

3. (10 minutes)

Elicit from participants action verbs (or power words) used to describe an applicant's skills on a résumé. Give some examples: coordinate, initiate.

Ask participants to work with a partner to find such verbs (power words) in the résumés on Handouts 3 and 4, and then compare with other groups. Review as a whole class.

4. (20 minutes)

Erase or cover the power words on the board. Instruct participants to work in pairs on Handout 2 and fill in the missing letters for the power words.

Elicit answers from class and discuss meanings of some words. For example, streamlined, minimized.

5. (20 minutes)

Distribute Handout 5 and ask participants to work individually on it. Have participants compare answers with a partner. Encourage participants to see the impact power verbs have.

6. (15 minutes) (Optional)

Group the participants into groups of three and ask them to read the résumés on Handout 3 and Handout 4 again. Have them circle the words/expressions unknown to them and negotiate their meaning. Discuss with the class.

7. (20 minutes) (Optional)

Distribute Handout 6 and ask participants to do a short True/False exercise about tips on résumé writing. Review orally - volunteers read the statements and answers to class. Emphasize "should/shouldn't" and "could" to class. Participants give their reasons (Note: these tips could be elicited from class prior to the exercise).

8. (25 minutes)

Distribute Handout 7 and ask participants to remain in the same groups. Instruct them to collaborate while filling in the grid "Résumé Analysis" by answering the questions and using Handouts 3 and 4. Assist with analysis as necessary.

Task

(45 minutes)

Re-group participants into new groups of two or three and ask them to read a profile of Ann Bonet on Handout 8 and answer the questions.

Have participants create a résumé for Ann Bonet based on her profile, on Handout 8.

Facilitator's answers for Part a, Handout 8:

1) Chronological

2) Chronological format would show the increase in Ann's job responsibilities

3) 1. Heading

2. Summary

2A. Objectives (but optional)

3. Experience

4. Education

5. References

Post-Task

1. (15 minutes)

Review some of the résumés written for Ann Bonet using the Résumé Analysis Grid.

(Out-of-Class)

Ask participants to prepare a draft of their own résumé. Résumés could be peer corrected and some résumés could be discussed with the class. Résumés should be analyzed according to questions in Résumé Analysis Grid.

Downloads

All downloads are in Adobe Acrobat PDF.

Download a print version of the above lesson plan and related materials.

Work Search: Topic 3 [290 KB, 20 pages]

Download the complete Facilitator's Guide and Participant's Workbook.

• Full Facilitator's Guide - Occupational Terminology [1.3 MB, 271 pages]