Being Proactive

An Entrepreneur needs to be Proactive.

Proactive people believe that we have freedom to choose.

A proactive person responds to internal stimuli.
A reactive person reponds to external stimuli.

Reactive language
I'll try.....
That's just the way I am....
There's nothing I can do.....
I have to....
I can't....

Proactive language
I'll do it...
I can do better than that...
Let's look at all our options..
I choose to...
There's got to be another way..

Highly effective people focus on the things they can control and forget about the things they can't.
An Entrepreneur asks...What can I control?
My business / my pricing / my customers / my costs / look for opportunities.

What can't I control?
The weather / the recession / the economy / the budget / oil prices / inflation

A PROACTIVE Entrepreneur focuses on what they can do and don't waste time on what they can't. They have a positive, "can-do" attitude that drives them to achieve their goals.

Important business skills

These are some of the skills an Entrepreneur would need:
Communication - the exchange and flow of information and ideas from one person to another, ie Speaking, listening, writing and reading.

Creativity - creating something new (a product, a solution, a work of art etc.) which has some kind of value.

Focus - Paying attention to something for long periods of time.

Listening - making an effort to hear something.

Trust - to rely upon or place confidence in someone or something .

Teamwork - work performed by a team.

Teams

What is a team?

"A team is a small number of people with complimentary skills who are committed to a common purpose...for which they hold themselves mutually accountable"
The Wisdom of Teams, Katzelbach & Smith

Networking

According to Entrepreneur.com the ability to network is one of the most crucial skills any entrepreneur can have.

Task
Brainstorm how an entrepreneur will meet the clients and contacts necessary to grow his/her business.

Benefits of volunteering for the volunteer

Go to the following site to read a very good article about the benefits of volunteering for the individual.

http://www.worldvolunteerweb.org/

Here is a summary......

Volunteering has a meaningful, positive impact on your community. But did you know that it can have many benefits for you too? Here are some reasons to volunteer:

1. Learn or develop a new skill 

For example, goal setting, planning and budgeting skills, or supervisory and training skills. The possibilities are many.  

2. Be part of your community
Volunteering is a good way to connect with your commmunity and give a little back.
3. Motivation and sense of achievement
Volunteering is about giving your time, energy and skills freely. Many volunteers express a sense of achievement and motivation.
4. Boost your career options
In a recent survey: 

• 73% of employers would recruit a candidate with volunteering experience over one without
• 94% of employers believe that volunteering can add to skills

Also, if you are thinking of a career change then volunteering is a perfect way to explore new fields.
5. New interests and hobbies
Finding new interests and hobbies through volunteering can be fun, relaxing and energizing. The energy and sense of fulfilment can carry over to your work situation.
6. New experiences
Volunteering is a brilliant way to get life experience. Through volunteering you will experience the real world through hands-on work.
7. Meeting a diverse range of people
Volunteering brings together a wide range of people from all backgrounds. Volunteering can be a rich source of inspiration and an excellent way to develop your interpersonal skills. 
Volunteering also offers an incredible networking opportunity. Networking is an exciting benefit of volunteering and you can never tell who you will meet or what new information you will learn and what impact this could have on your life.
8. Send a signal to your employer, teachers, friends and family…
Volunteering reflects and supports a complete picture of you, and gives real examples of your commitment, dedication and interests. Show people what you are passionate about and maybe you will inspire them too!

References:
Ten Professional Development Benefits of Volunteering (Everything I Learned in Life I Learned through Volunteering). Mary V. Merrill, LSW, Merrill Associates

Problems faced by Voluntary Organisations

This was our board last week. Homework is to write out and explain the problems faved by voluntary organisations today.

The Process of Entrepreneurship

Successful entrepreneurs, work hard to build their organisations, starting from little and undertaking a process that results in a thriving business. The best ideas become profitable only because the entrepreneur went through a series of steps to build a company. The ideas are planned, created, and managed.

All entrepreneurs go through three very general stages in the process of creating their ventures:
1. A concept formation stage where ideas are generated;
2. A resource gathering stage where necessary resources are brought together to launch the new business;
3. A stage where the organisation is actually created.

Step 1 - CONCEPT FORMATION.
Before any business opens its doors, it must make crucial decisions about the way the business will be run. This first step in the entrepreneurial process is where the entrepreneur determines what kind of potential market exists for the business and explores some of the following…….
Is there actually an opportunity for a successful venture?
Will the venture make a profit, capture the market.
Can sales be estimated?
What is the size of the potential market for the product or service?

Step 2 - RESOURCE GATHERING.

In the resource gathering stage the entrepreneur begins to assemble the tools that he or she will need to make the business idea a successful one. In general, a person has to gather three types of primary resources:

1.      capital  (financial, intellectual, technical))

2.      human/managerial (employees)

3.      and time (to establish and protect the business from competition)

Step 3 - ORGANISATION CREATION AND DEVELOPMENT.

This is the actual establishment and opening of the business. The entrepreneur has a number of roles as the business develops.
 

1.      to educate new employees.

2.      to promote their new business.

3.      have contact with financial backers, prospective clients, employees, suppliers, and others.

The roles that an entrepreneur must fill demand flexibility and creativity. In order to successfully manage a new venture, an entrepreneur must be comfortable in all the roles.

How does an entrepreneur stimulate the economy?

1. Employment - An entrepreneur, by setting up various businesses is generating employment in the economy. This is a major contribution because a job provides income to an employee who can then meet his or her needs.
2. International trade - An entrepreneur promotes international trade by exporting his or her products abroad. Any entrepreneur would like a wider market. If there are more consumers to purchase his or her products, the higher his profits.
3. Contributes to gross national product - An entrepreneur makes much contribution to the national exchequer and to the national economy as whole. The GNP of the country is calculated based upon the total number of products and services available in a respective country. The more products and services available the higher the GNP. It indicates the economic prosperity of the country.
4. Investment - The entrepreneur will invest in products and services which people need, meaning more goods and services will be at their disposal.
5. Diversity in products and services - An entrepreneur can provide various types of goods and services to the consumer.

Benefits of Voluntary organisations

Thanks to Jordan for sending this in.

1. They provide a service otherwise not available. Examples: Meals on Wheels and Aware

2. They Help the less well off society. Examples: Voluntary organisations such as Trocaire and St Vincent De Paul.

3. They Provide a good example to young people. Examples: Club 4u & St Wolstans Homework Club.

4. They provide greater community spirit, especially organisations like Neighbourhood Watch & Tidy Towns.

5. Individuals benefit as they are more committed to their local committee. Examples of these local communities are the Irish Wheelchair Association and the GAA.

Action Plan tips

Enterprise/Action Plan
Core Item – (300-600 words)
Must relate to Link Modules

A Possible Template for an Enterprise/Action Plan

Title: State the document is a Leaving Certificate Vocational Programme Plan and indicate its purpose.
Use a preface if required to link with the Specific Learning outcomes.

Objectives (written in the FUTURE tense)
Include THREE.
Group
1.
2.
Personal (a must)
3.
They should refer to what the student (or group) expects to achieve or what the student (or group) hopes to learn.
If it is a group activity the student should include a personal objective.

Research Methods (written in the FUTURE tense)
Include THREE.
Group
a.
b.
Personal (a must)
c.
Give THREE  different methods. The student should indicate the research that will be carried out. It need not be complex.
If it is a group activity the student should clearly identify the particular piece of research that he/she carried out.

GAP IN TIME – STOP AND CONDUCT RESEARCH

Analysis of Research (written in the PAST tense)
Include THREE.
Group
a.
b.
Personal (a must)
c.
Summarise the outcome of each research method, in logical sequence e.g. a with a, b with b etc.
Record the relevant information obtained and how it will influence the plan. Detail required. Ensure to elaborate and allow for additional research.

Actions
Ensure Five
Detail on the day,
An Action the day prior

Note; one action step should be close to the date and remember to include the activity itself with detail.

Don’t forget to evaluate (at end of Plan) each objective in chronological order. Always ensure a logical sequence.

Schedule of Time (written in the FUTURE tense)
(Actions and schedule of Time can be combined)
Indicate how much time will be allocated to each part of the activity and the dates of any deadlines that must be met in order to carry out the Plan.
More detail nearer the time.
A good idea is to Link Schedule of Time with Actions to avoid repeating.

Resources and Costs (written in the FUTURE tense)
May include materials and personnel.
Material resources should be itemised and estimated costs recorded.
Detail required.

Evaluation Methods (written in the FUTURE tense)
Group
1.
2.
Personal
3.
(*****Link each one to each Objective: Eval 1 with Objective 1, Eval 2 with Objective 2 and be sure to elaborate……………*****)
The methods or indicators the student (or group) plans to use to ascertain whether or not the objectives have been achieved.

Must refer back to the stated objectives (1,2 and 3), taking care that each objective is evaluated in a logical sequence and allow for detailed analysis.

In the case of a group activity, the student should include a method of evaluating the extent to which his/her personal objective has been achieved.



LCVP Enterprise /Action Plan
The following are some ideas for preparing an Enterprise/ Action Plans:
Plan a visitor to the Link Modules classroom
Plan a visit out as part of the Link Modules
Plan your Enterprise Activity
Plan ‘My Own Place’ Investigation
Plan a Career Investigation, ensuring you are not duplicating your Career Investigation
Plan a personal skill, however ensure it is related to Link Modules and your career.

Perhaps a plan for a safe pass. Remember you have a 600 word document to write and must relate to Link Modules.

*****A driving theory test is not acceptable. Trips to Knock, Improving physical Physique, Plans on doing a History essay for a competition are not acceptable******.

Tip: Using the Enterprise /Action Plan template students are encouraged to document Key words for all LCVP activities and for homework students may elaborate on the key words documented. Plan activities and then experience the activities.

PAWS

Aisling sent this in.....

The local volunteer organisation I have researched is PAWS. PAWS is a volunteer charity to help animals in need. Their goal is to help abused, neglected animals when they have been thrown out on the streets by their owners.

PAWS try to rehome as many animals as they can, and also have a neutering program which has prevented unwanted puppies, kittens etc from being born and consequently dumped in ditches, dustbins and dog pounds.

PAWS allows you to adopt abandoned dogs and donate to the shelter online and also to sponser dogs.

You can contact PAWS by phoning : 052 9153507

or by email at: http://www.paws.ie/contactus.php

Thanks Aisling

Meals On Wheels

The voluntary organization that I have researched is Meals on Wheels. It is an organization that people give up their own time and go around to the elderly people and to the people who are unable to purchase or prepare their own meals. The drivers for this organization normally drive a van because they go around to a lot of people in the one night. Some people also go around on bikes and some people walk if they are delivering a meal to someone near by. I think "Meals on Wheels" is a very good organization because it means that the people that are too old or that are too sick to prepare or purchase their own meals still get cared for and still get proper dinners.

Often the volunteers who go to the houses stay with the elderly people for a while and talk and comfort them so they don’t feel as if they are on their own all the time. If you were to be on your own all the time you would feel very lonely and that you would have nobody to talk to.

Each year at Christmas they would bring the elderly a Christmas dinner or they would get them all to come together and make it feel like they are having a family Christmas for the people who unfortunately do not have any family.

Thanks Lorna

Jordan sent this as well....

Meals on Wheels is a social service for those who cannot make their own meals or who are unable to go shopping. The service provides meals delivered to your house 3 days a week. The drivers use their own time and money to buy petrol to travel to lots of different peoples houses.

Without generosity there would be no Meals on Wheels. Users of the service are required to pay a contribution towards their meal though, which provides money for meals and petrol costs.

Meals on Wheels is situated in many places across Ireland, the closest is Raheny Dublin 5.

Phone 01-8058433/8058574

Thanks Jordan

Celbridge Tidy Towns

The local voluntary organisation that I have researched is Celbridge Tidy Towns.

Celbridge Tidy Towns is an organisation which anybody can volunteer with and tidy the town. Their mission is to generate awareness, co-operation and enthusiasm amongst the people of Celbridge in a concerted effort to enhance the natural and built environment of the town. As of September 2010 it has 56 volunteers and more are very welcome.

Their objectives are                                                                  

- Increase pride and morale in the community

- Public awareness of litter and waste management

- Wildlife conservation and enhancement

- Protection of fresh water resources

- A healthier environment

- Improve waste management

- Reduced waste

You can also report littering offences to 1800-243143 or by e.mail to dwhelan@kildarecoco.ie

Or Email: tt-ctt@CelbridgeTidyTowns.com

Contact Ph:  086-2200678

Find more information at: www.celbridgetidytowns.com

Thanks Monica

Leah also sent this about Tidy Towns...

The voluntary group I researched is Celbridge Tidy Towns. Tidy Town’s volunteers keep towns and villages clean around Ireland and uses lots of their free time to keep the towns clean and tidy.

Most towns around Ireland have the tidy towns committee in the community to work as a community. In Celbridge they get together and clean up around the place on Sundays.

Tidy Towns is funded through a mixture of public and private money which pays for the organisation. Tidy Towns also have competitions to get more and more people involved. A few years ago there was a competition for the best garden and it got people involved in their community and tidying their neighbourhood and gardens etc.

Information from http://www.tidytowns.ie/interior.php?id=71

Thanks Leah

Irish Girl Guides

The Irish Girl Guides has been in existence since 1911. It was first set up in Harold's Cross. The Irish Girl Guides is a uniquely girl-only, youth-driven, active and dynamic organisation. It offers a varied and exciting programme for girls and young women aged 5-26, and opportunities for Leaders of all ages.

In an all-female organisation, the girls are free to progress and express themselves in a comfortable setting. They enjoy the activities as they can ‘just be girls’ without any pressures and learn to be themselves in a safe environment while learning the skills that will one day help them to be responsible citizens and adults.

You can contact the Irish Girl Guides in Celbridge at: 01-6683898

Or email at: info@irishgirlguides.ie

Thanks Emily

St.Vincent De Paul Society

Shona sent in the following information about the St Vincent de Paul in Celbridge.

The society of St.Vincent De Paul is the largest voluntary, charitable organisation in Ireland.
It has over 9,500 volunteers throughout the country. St Vincent De Paul primarily involves person-to-person contact with who basically just needs company and all the simple basic needs to survive.
They only offer advice when it’s asked for, they don't believe in telling people what they should do. Their aim is to maintain the dignity of that person and to promote long-term self sufficiency.

The St.Vincent De Paul Society wants to be recognised as a caring catholic charity offering a hand to people in need and encouraging them to take control of their own destiny

The St Vincent de Paul can be contacted at:

SVP House, 91-92,Sean Mc Dermott Street, Dublin 1

Web address: http://www.svp.ie/

Telephone: 01-8550022     

E-mail: info@svpdublin.ie

Thanks Shona :)

Club 4 U

Orlaith sent this information about Club 4 You

The local voluntary organisation which I have researched is Club 4 you. Club 4 you is a new and exciting club set up for Transition Year and Pre Leaving Cert /Fifth Year students. The Club encourages youth democracy and focus on providing the skills necessary on running interclub social events.

Our youth members are known as crew members and the club is run, under the guidance of the voluntary adult committee, to provide young people with a positive alternative to alcohol.  It is funded by the Health Service Executive (HSE) Dublin North East and supported by An Garda Siochana and the National Youth Council Ireland.

The main aims and the objectives are:

To facilitate the promotion of peace, understanding and tolerance between young people and the communities in which they live.

To provide occasion where the opinions and views of young people can be aired and heard and to afford local clubs and young people a means of representation nationally and internationally.

To foster youth participation at all levels within local clubs, the organisation  and the community to enable young people to participate more fully in the of society.

By taking part in Club 4 U you are given the chance to meet other young people from different communities in Ireland at the National Club4U events. You are given the opportunity to organise events for your local communities.

Club4You engage in many activities like Halloween, summer BBQ’s, national Crew Member of the Year and Christmas celebrations.

The number you need to contact is Honor at Club4You  087-6250928

For more information www.club4u.ie

Thanks Orlaith
Mrs L

Barretstown Camp

Emma sent the following information to the blog....

Barretstown Camp is a place where children with serious illnesses and their families can go to help them through the tough time and help them forget about everything and enjoy themselves. It also helps them learn to have fun and rebuild their confidence and self-esteem. Barretstown is based at a castle in the foothills of Ireland's Wicklow Mountains.

Barretstown was founded by Hollywood actor Paul Newman in 1994.

All of the children and families that come to Barretstown can come for free. Everything, including accommodation, food, medical assistance and round-trip airfares are provided at no cost to the family. A minimum of 115 children come to the summer camps each year.

Each staff member is called a Cara which is the Irish word for friend. There are 2 programs - Family Programme which takes place at weekends. A Children, Sibling, Teen and Young adult programme takes place during the summer.

Barretstown relies on around 700 volunteers each year to help the programmes happen. Each year it costs almost €5 million to run these programmes at Barretstown. 

You can contact them through there website at http://www.barretstown.org/ or thourgh email at info@barretstown.org

You can telephone them at +353 (0) 45 864 115

Thanks Emma :)

2006 Case Study - recruit2suit

Select Full Screen mode below to view the 2006 Case Study.

See here for the Mind Map to accompany this case study.

Mind Map 2006 Case Study

Select Full Screen mode to view the document below.

Marking scheme for Career Investigation

Select Full Screen mode below to view the marking scheme for the Career Investigation.

Career Investigation Overview

Select Full Screen mode below to view the document.

Helpful hints Career Investigation

Select Full Screen below to view the document.

Check list for Career Investigation

Select Full Screen mode below to view the check list for the Career Investigation.

Career Investigation PowerPoint

What is a Career Investigation?

The ability to research and plan a career is an essential part of the toolkit of today’s worker, who needs to continuously respond and adapt to a rapidly changing working environment. Students too, in preparing for life after school, need to know how to access information about career opportunities and be able to evaluate the vocational options open to them.

LCVP students who engage in a career investigation, in conjunction with other guidance and counselling activities in the school, can learn important skills in career research and planning, and improve their communicative and decision making skills.

The career investigation is a short summary of the information gathered and the insights gained by a student during the course of active research into a chosen career. This portfolio item is an outcome of Unit 3 of the Link Modules, Preparation for the World of Work. In this unit students are encouraged and facilitated to actively investigate careers related to their aptitudes, interests and choice of Leaving Certificate subjects, with particular reference to their selected vocational subjects.

Helpful Tips for Action Plan

Select Full Screen mode below to view the tips for completing your Action Plan.
(Ignore the blank page in the middle :) )

Enterprise / Action Plan SLO's

Link Module II Unit 4-An Enterprise Activity
Specific Learning Outcomes
4.1 Work co-operatively with others to generate a range of ideas
4.2 Prepare a plan for the selected enterprise activity
4.3 Identify available resources to support an enterprise activity
4.4 Integrate information from a variety of sources including relevant Leaving Certificate subjects
4.5 Assess personal and group skills and identify possible training needs
4.6 Identify and recruit consultants willing to advise on a selected enterprise activity
4.7 Understand the practical importance of market research and marketing mix
4.8 Be aware of the concepts of publicity and promotion
4.9 Actively participate in group work in a variety of roles-owner, worker, team leader
4.10 Take responsibility to ensure that targets are reached
4.11 Participate in a review of group performance
4.12 Review personal performance in an enterprise activity
4.13 Prepare and present a written or verbal report on an enterprise report
4.14 link the activities in this unit to learning in relevant Leaving Certificate subjects
4.15 evaluate the successes achieved and problems encountered in this unit

Marking Scheme 2010

Select Full Screen below to view the 2010 marking schemes for each portfolio item.

Local Voluntary Organisations/Community Enterprises Slo's

Link Module II Unit 3-Local Voluntary Organisations /Community Enterprises

Specific Learning Outcomes

3.1    identify the voluntary bodies that carry out community work in the locality

3.1      describe the work carried out by a range of voluntary groups in the locality

3.2      understand and describe the different roles of adults working in voluntary community organisations

3.3      organise a visit to a local community enterprise and/or invite an appropriate speaker to visit the group in school

3.4      use learning from relevant Leaving Certificate subjects to formulate questions about aspects of a community enterprise

3.5      integrate information from a variety of sources to prepare a report, plan or presentation on an aspect of community development

3.6      link the activities in this unit to learning in relevant Leaving Certificate subjects

3.7      evaluate the successes achieved and problems encountered in this unit

Link Module I Unit 1-Introduction to working life

Specific Learning Outcomes

1.9   describe the intrinsic value of various forms of work including self employment and voluntary work

Enterprise skills SLO's

Link Module II Unit 1-Enterprise skills

Specific Learning Outcomes

1.1      describe the qualities and skills of enterprising people

1.2      recognise examples of personal, community and entrepreneurial enterprise

1.3      identify personal strengths and weaknesses

1.4      suggest a course of action appropriate to improving personal enterprise skills

  

1.10 link the activities in this unit to learning in relevant Leaving Certificate subjects

1.11 evaluate the successes achieved and problems encountered in this unit

Enterprise/Entrepreneur visit SLO's

Link Module II Unit 2-Local Business Enterprises

Specific Learning Outcomes

2.1      identify a range of enterprises in the local community

2.2      understand how an enterprise starts up and what support/training is available

2.3      describe the steps required to plan and carry out an investigation of a local enterprise

2.4      use learning from relevant Leaving Certificate subjects to formulate questions about aspects of a local enterprise

2.5      organise a visit to a local enterprise and invite appropriate speakers to visit the group in school

2.6      carry out a SWOT analysis of a business

2.7      report accurately on a visit by an entrepreneur to the classroom and on a class visit to a local enterprise

2.8      compare and contrast information gathered on a group visit to a local enterprise

2.9      describe a local enterprise with particular reference to products, services, markets and workforce

2.10  understand and describe the different roles of adults working in a business environment

2.11  describe the impact of the Single European Market on a specific enterprise

2.12  describe and evaluate the use of information and communication technologies in a business enterprise

2.13  understand the importance of education and training in the development of a business enterprise

2.14  link the activities in this unit to learning in relevant Leaving Certificate subjects

2.15  evaluate the successes achieved and problems encountered in this unit

Teamwork SLO's

Link Module II Unit 1-Enterprise skills

Specific Learning Outcomes

1.5   work co-operatively with others as part of a team

1.6   appreciate the value of teamwork in generating ideas, assessing risks, solving problems and completing tasks

1.7   undertake leadership of a group in an appropriate activity

1.8   plan and organise a meeting

1.9   make a presentation to peers and to adults

Career Investigation SLO's

Link Module I Unit 3-Career Investigation

Specific Learning Outcomes

3.1   identify personal aptitudes and interests

3.2   investigate a range of careers appropriate to personal aptitude and interests

3.3   identify and analyse the aptitude and skills required to pursue a specific career

3.4      describe relevant qualifications and training required for entry to the selected             

        career

3.5      identify available opportunities to pursue a selected career locally, nationally, and where possible, at international level

3.6   plan and set up an opportunity to interview and/or work shadow a person in a

        selected career

3.6      integrate information from a variety of sources to prepare a final report on a career investigation 

3.8   reflect on and evaluate the experience of undertaking a career investigation

3.9   link the activities in this unit to learning in relevant Leaving Certificate subjects

Link Module I Unit 3-Career Investigation

Specific Learning Outcomes

3.6   plan and set up an opportunity to interview and/or work shadow a person in a

        selected career

Work Experience SLO's

Link Module I Unit 1-Introduction to working life
Specific Learning Outcomes
1.8 Identify and understand the main differences between school and work
1.10 Understand current regulations/legislation relating to the employment of young workers
1.11 Understand current Health and Safety regulations in workplaces
1.12 Role-play a situation that could give rise to a dispute in the workplace
1.13 Understand issues related to diversity in the workplace
1.14 List the different forms of assistance for unemployed people
1.15 Arrange a visit to a training scheme in the locality and/or invite an appropriate speaker from such an organisation to visit the group in the school
1.16 Link the activities in this unit to learning in relevant Leaving Certificate subjects

Link Module I Unit 3-Career Investigation
Specific Learning Outcomes
3.6 Plan and set up an opportunity to interview and/or work shadow a person in a selected career

Link Module I Unit 4- Work Placement
Specific Learning Outcomes
4.1 specify personal goals in relation to a work placement
4.2 plan and organise a work placement
4.3 attend punctually for a specific placement
4.4 dress appropriately for a specific placement
4.5 follow a set of procedures in accordance with specific instructions
4.6 communicate effectively with other workers in a particular placement
4.7 follow a specific set of instructions relating to Health & Safety
4.8 review personal experiences in relation to a work placement
4.9 analyse reports by adults of personal performance in a workplace
4.10 reflect on and evaluate a specific work placement in the light of career aspirations
4.11 describe how what has been learned can be applied to work at home, in school and in the community
4.12 present a diary/written/verbal report on a specific work placement
4.13 link the activities in this unit to learning in relevant Leaving Certificate subjects

Job seeking skills + SLO's

Link Module I Unit 2-Job seeking skills
Specific Learning Outcomes
2.1 Recognise the different ways in which job vacancies are advertised
2.2 Apply for a job by letter, telephone and e-mail
2.3 Complete an application form
2.4 Compile and create a curriculum vitae in word processed format
2.5 Explain how to prepare for a job interview
2.6 Engage in a simulated job interview

LCVP terminology

TERMINOLOGY
A number of terms appear frequently in the general questions. They are listed below, along with their meanings.

Analyse: to study a problem in detail by breaking it down into various parts and examining possible relationships

Apply: to bring knowledge or skills into use for a particular purpose

Comment on: to express an opinion about something

Compare to: examine two or more things in order to discover their similarities or differences

Contrast: to show the difference/s between

Criterion: a standard by which something can be judged or decided

Characteristics: distinguishing qualities or attributes of an individual or object

Define: to state the precise meaning of

Describe: to give an account of a person, relationship, event, organisation or location

Draft: to draw up a document, letter, report

Evaluate: to find or determine the worth, value or significance of something; to assess or make a judgement

Explain: to make clear in a detailed manner

Identify: to show recognition of something

Illustrate: to make clear by means of examples, charts, diagrams, etc.

Indicate: to point out or state briefly

List: to write down a number of names or objects having something in common

Mention : to refer to briefly

Outline: to give a short summary of the important features of a subject

Qualities: the distinguishing characteristics or attributes of an individual or object

Suggest : to put forward an idea or Plan

Multiple Intelligences test

Select Full Screen mode to view the Multiple Intelligences test.

CV Check list

CV Checklist
Select Full Screen mode to view the checklist below.

Is this a good CV?

Select full screen mode to view the CV below.

CV PowerPoint from the SLSS

An LCVP Curriculum Vitae

Select Full Screen mode to view the CV below.

What are your skills?

Select Full Screen mode to view the Skills list below.

Personal Statements

Some examples are:

"I am hard working, self motivated and dependable. I have excellent interpersonal skills and enjoy working as part of a team."

"Is duine crua oibreach me. Taithnaionn liom a bheith ag obair le daoine eile. Ta tuiscint maith agam ar spiorad foirne."

"I am motivated, flexible team player with strong administration and presentation skills and inovative ideas."

"I am an enthuastic person, who is keen to learn. I deal well with conflict and have great interpersonal skills."

"I am a patient, hardworking and well organised person. I'm a good team-player with excellent IT and communication skills"

What is a CV?

Students are required to compile and create a curriculum vitae (CV) as part of Unit 2 of the Link Module, Preparation for the World of Work. This unit introduces other job-seeking skills including letter writing, form filling and interview preparation. The CV provides a challenge for students to communicate information about themselves in a way that is concise and easy to read. It is an important skill—one that may well be of use to them throughout their working lives.

A curriculum vitae is a short account of what a person has to offer a potential employer. Its purpose is to gain an interview for a job and it is likely to form the basis of that interview. While there is no one definitive template, a CV will typically contain the applicant's personal details and short statements outlining his/her qualifications, qualities and skills, work experience, achievements and interests.

For the purpose of the Link Modules’ portfolio, students should not prepare a CV for a particular job. They should compose a general, all purpose CV that concentrates on presenting relevant information in a concise and ordered way. Students will add to their skills and experience during the course of the LCVP and should be encouraged to

revise their CV's at regular intervals. It is hoped that the CV selected for inclusion in the Link Modules portfolio will contain evidence of new skills and experience gained by the student during the course of the Programme

Recorded Interview Assessment

Remember the Recorded Interview/Presentation is an optional item in the LCVP Portfolio where you can submit a video recording of you being interviewed or making a presentation. The Recorded Interview/Presentation must be related to one or more of the Specific Learning Outcomes of the link modules.

Assessment Criteria - Syllabus

The recorded interview/presentation will assess the students’ ability to:

• Communicate effectively in appropriate depth and detail
• Express informed opinion
• Support answers to questions with relevant examples
• Engage positively with the interviewer/audience
• Use appropriate body language

The student interviewee should....

*Dress neatly and appropriately

*Adopt an open, relaxed posture

*Make eye contact with interviewer/audience

*Listen carefully and affirm questions with appropriate body language

*Speak clearly and confidently using normal conversational voice

*Express ideas/opinions/points in a logical sequence

*Take care not to drop voice at the end of sentences

*Avoid reading from notes for from visual aids

*Avoid distracting mannerisms, jargon, slang

*Explain technical terms which may be unfamiliar to interviewer/audience

*Use hand gestures where appropriate

*Use action words and phrases when describing events (e.g. I planned…we evaluated…)

*Make reference to skills gained through Link Module activities

Recorded Interview questions

Recorded Interview/ Presentation

Sample questions from the NCCA guidelines:

Introduction
'Good afternoon. In the next few minutes I'm going to ask you some questions about yourself, about what you are studying at school and what you plan to do in the future. I'm also going to ask you to tell me about the LCVP, the activities you and your class organised as part of the programme and what you feel you learned from them.'

Questions
1.Tell me a little about yourself.
2.What subjects are you taking for your Leaving Certificate?
3.What do you hope to do when you leave school?
4.That's an interesting career, why did you choose it?
5.You mentioned that you were following the LCVP. Why did you decide to take this programme?
6.You and your class organised a number of activities as part of the Link Modules.
7.Tell me about one of them.
8.What part of this activity challenged you most?
9.What advice would you give to someone in your school thinking of taking LCVP?

Conclusion
'Thank you for………………

Preparing answers

Ensure a logical sequence, whilst expressing informed opinions and skills acquired as part of LCVP.

The following are some suggestions from teachers that may help in preparing students to answer interview question. (These suggestions are not exhaustive and maybe useful prompts.)

1) Tell me a bit about yourself…

 Name, age, family, school, Leaving Certificate including Link Modules

2) What are you hoping to do after you finish your Leaving Certificate?

College course, points required, subjects required, alternative pathway, career investigation, interview person/ job shadow in that career.

3) You are doing the Leaving Certificate Vocational Programme, as part of the programme you did some work experience, can you tell me about that.

Where you did it? What duties you carried out? How you planned for it? Whether you will follow a career in that area, and if so what the work experience taught you about the job, If not why? Has the work experience taught you something that puts you off that career path?

4) You were involved in an enterprise or action project can you tell me about that:

Planning the team, the product, the research, the challenges, the final outcome, skills learnt, finance, qualities acquired.

5) You visited an enterprise, can you tell me about the visit

Company, products, entrepreneur, management set up, the production processes if it’s a mnufacturing, research and development, marketing, markets, in particular the EU, possible jobs/careers/referees/future contacts Can you see yourself working in this organisation?

6) Can you tell me what you gained from the Leaving Certificate Vocational Programme?

Activities: interviews, visits etc
Skills: teamwork skills, communication skills, research skills, interpersonal skills, organisational skills, technology skills,

Assessment: points for Leaving Certificate and Portfolio 60%, timing of written paper etc

7) Finally what advise would you give to a student participating in the LCVP? Personal experience……………….

Recorded Interview

Recorded Interview Checklist

Select Full Screen mode to view the Recorded Interview Checklist below.

Notes on the Written Paper

SLO's

Select Full Screen mode to view the SLO's below.