Preparing for Flight

MODULE 2
CAREER PLANNING

PEER EDUCATOR GUIDE

2012 Education Development Center, Inc.
This content may not be reproduced without the permission of Education Development Center or the United States Agency for International Development.
This curriculum is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The
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Career Planning Module

Peer Educator Guide

Welcome to Module 2: Career Planning!

Module 2 guides participants to reflect on career choices and to identify ideal career and work possibilities
that match their unique strengths, interests, and dreams. Having strengthened their Personal Leadership
muscles in Module 1, Career Planning focuses participants on answering the questions: What will my ideal
job be three years from now? What goals can I set to get there and what actions will lead me to my goals?
How will I deal with challenges along the way?
There are four lessons in Module 2. Lesson 1 invites participants to imagine their ideal work or career so
that they begin the planning process with their personal aspirations. Lesson 2 guides participants to set
short and long-term goals. Lesson 3 continues the journey by helping participants explore what specific skills
are needed for the kind of work they want to do, and teaches informational interviewing as a strategy to
learn about different types of work and build a network of supporters. Lesson 4 re-visits the skill of
overcoming difficulties and challenges, this time in the context of implementing their 3-year goal.

Module 2 Purpose

To identify the steps necessary to achieve the career of their choice.

Module 2 Lessons

Lesson 1 Your Life is as You Dream It

Lesson 2 Setting Career Goals
Lesson 3 Finding Career Opportunities
Lesson 4 Overcoming Challenges

Module 2 Learning Objectives:

By the end of this module, each participant will be able to:

List and describe personal skills and interests
Define short term and long term career goals
List steps necessary to reach short term and long term career goals
Demonstrate their ability to use different approaches for finding work and educational opportunities
Identify the skills, qualifications and experience necessary for their career of choice
Explain how they will overcome challenges when reaching for their goals

Module 2 Assignments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

My World is as I Dream It
Skills Inventory Survey
Career Exploration Interview
My Goal Worksheet
Sub-Goal Action Plan
2 Year Career and Life Diagram
Skills and Qualifications Worksheet
Beginning My Career Network
Informational Interview Form
Personal Strategies for Overcoming Obstacles Worksheet
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CAREER PLANNING 1
YOUR LIFE IS AS YOU DREAM IT
LESSON OBJECTIVES
By the end of the lesson, each participant will be able to:

List and describe personal skills and interests

LESSON STRUCTURE
TIME (Min)
ACTIVITY
5
Introduce the Module
35
Dreaming
40
Rating Interests and Skills
30
Stereotypes About Work
5
Take Away Assignment
5
Appreciative Inquiry Assignment

Assignments
My World is as I Dream It
Skills Inventory Survey
Career Exploration Interview

INSTRUCTIONS
PREPARATION & TIPS
Have the participants go
through the module in
the workbook as you
review

Tip:
When leading the
visualization speak
slowly. Pause for 20
seconds to a minute
between each step so
you leave time to
imagine.

TIME
(Min)
5

35
5

LESSON INSTRUCTIONS
1. INTRODUCE THE CAREER PLANNING MODULE
Use notes from the introduction to this module to give an inspiring
opening to the module. Include its purpose and how the four lessons are
related.
Describe what will be covered in the different lessons
Introduce lesson 1 agenda and objectives
2. DREAMING
This activity is a guided visualization where you will lead the participants to
picture their life as they wish it to be.
1. Make sure everyone has blank paper and a pen in front of them
2. Say: Visualization is a powerful first step in creating what we want. For
example, before we can build a house, we need an architect to design a
plan. Before we cook a dinner for someone, we need to plan a menu.
Visualization is a process that allows you to use your imagination to see
and dream what you wantso you have a vision or goal that you can
then take actions to achieve.
3. Say: As we begin the Career Planning module we want you to visualize
your ideal work. Where do you want to be working? What do you want
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PREPARATION & TIPS

Tip:
This type of exercise
may be new to your
class. If they are
uncomfortable with
closing their eyes, tell
them to just look down.
The reason is so they
can be quiet and focus
inside. This is not a type
of prayer or religion.

Peer Educator Guide

TIME
(Min)
10

5
10

LESSON INSTRUCTIONS
it to look like?
4. Read the Script:
Script:
Look down in your lap or close your eyes. Focus your concentration inside
your mind so you are not distracted by the room. Make yourself
comfortable. Take a few deep, relaxing breaths.
Now we begin to dream.
The dream is not about the life you live today, but you in a short period of
time, living your life how you wish it to be. Your perfect life.
Our world can become exactly as we dream it, no matter how big or
seemingly small those dreams are.
Notice a friendly person is talking to you telling you they want to help you.
They are there to help you imagine your ideal place of work. They tell you
that in a moment you will see positive images of your ideal place of work.
Slowly, you start to see images of your ideal place of work.
Take a good look around. Where are you?
What are you doing?
Take a few more slow, deep breaths.
What does it feel like to be at this place, doing this work? Happy?
Satisfied? How much energy do you have?
See yourself making notes of what your ideal work place looks like and
whats happening in it. Notice that as you write you are writing what you
truly want and wish for in your ideal workplace. Im going to stop talking
for 2 minutes to allow you to remain in this space in your imagination as
you continue writing notes about what you are noticing. (They arent
actually writing they are just seeing it).
(Wait 2 minutes or a bit less)
Now, its time to come back.
Slowly, very slowly, open your eyes and look up without speaking.
5. Say: Continue not speaking and turn to an empty page in your notebook
and draw the scene that you saw.
6. Ask them to complete the worksheet My World is as I Dream it.
7. Ask participants to think of a title for their drawing. Give them 5
minutes.
8. Give the participants about 10 minutes to draw and complete the
worksheet.
9. As they are writing, explain that imagining what you want and deeply
believing that is possible will help make it a reality. The opposite is also
true always thinking about what you dont want your life to be like can
make it seem like what you dont want is all around you.
10. Invite everyone to hang their drawings on the wall so everyone can see
them.
11. Give a chance to briefly share the title and main concept of their
drawings.
12. Encourage them to take a small step of bravery and take ownership of
their dream by speaking it out loud to friends who support them.
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PREPARATION & TIPS

Low Literacy Tip:

The survey can be done
verbally. Youth can tick
off for each category
when it applies to them.

Peer Educator Guide

TIME
(Min)

40
10
5
10

10
5
Preparation:
Write the definition of
stereotype on a flip
chart.
Scenarios for Activity:
1. Cook
2. Construction jobs
3. Mechanic
4. Early childhood
teacher
5. Driver
6. Herdsman
7. Security guard

30
5

15

10

Specify the exact date

that this will be due by
looking at your time
table.

LESSON INSTRUCTIONS

3. RATING INTERESTS AND SKILLS

1. Ask youth to complete the Skills Inventory Survey and get their ratings.
2. Discuss the results with partners.
3. Explain that skills and qualities that you have can be assets in the
workplace. For example, compassionate people do well in healthcare
and education. People who are good at math make excellent
accountants.
4. Ask the youth to join groups based on the category they had the highest
score. There will be 4 groups: Communication, Human Relations,
Organization/Management/Leadership, and Hands on Skills.
5. Ask each group to write down examples of jobs that are appropriate for
the skill set.
6. Ask the groups to each share 5 jobs with the large group.
4. STEREOTYPES ABOUT WORK
1. Begin by introducing the concept of stereotypes. Ask the group with
what they think this word means. Then share the definition.
Definition: A stereotype is a judgment based on our beliefs and
worldview.
2. This activity is a role play. Ask the participants to form groups of four.
3. Go up to each group and tell them what their scenario will be.
4. Ask them to come up with a short scene which portrays local beliefs
about this work.
5. Then ask them to replay the scene with a person who is successful and
happy in that career.
6. Ask each group to present the 2 versions of their scene.
7. Ask: What did you learn about how professions could be seen
differently? What surprised you?
5. TAKE AWAY ASSIGNMENT
1. Ask the youth to think about what field of work they would like to
pursue.
2. Explain that they will be working on short term and long term goals in
the next session. If they have a couple areas of interest that is okay, but
they should limit it to two.
6. CAREER EXPLORATION INTERVIEW ASSIGNMENT
1. Go through the worksheet together.
2. The worksheets are due on the last day of the Career Planning Module.
3. Explain that while this assignment may take them out of their comfort
zone, it is a requirement for everyone. If they are having trouble, they
can ask for help from the peer educators.

Notes:
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Career Planning
Lesson 1
Participant Worksheets

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My World is as I Dream It
1. Describe the scene where you were working in your visualization. Where were you, and what were
you doing?

2.

How did it feel imagining your life as you would like it to be?

3.

Are there parts of you that dont believe that you can achieve this dream? What do those voices
say?

4.

What thoughts or feelings can help you believe that this dream will come true?

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SKILLS INVENTORY SURVEY 1

As you begin your job search, it is important that you know your own qualifications. Over the years you have
developed many skills from coursework, extracurricular activities and your total life experiences. A
prospective employer expects you to be able to apply the skills you have learned to the work environment.
Below is a list of broad skill areas which are divided into more specific, skills. Rate the skills indicating your
ability in each area.
0=no ability

1=enough ability to get by with help from others 2=some ability

Communication: The skillful expression and understanding

of knowledge and ideas.
Score
Skill
Speaking effectively
Writing clearly
Listening attentively
Expressing ideas
Facilitating group discussion
Providing appropriate feedback
Negotiating
Perceiving nonverbal messages
Persuading
Reporting information
Describing feelings
Interviewing
Correcting
Total Score
Human Relations: The use of interpersonal skills for resolving
conflict, relating to and helping people.
Score

Skill
Developing good relationships
Being Sensitive
Listening
Conveying feelings
Providing support for others
Motivating
Sharing credit
Counseling
Cooperating
Delegating with respect
Representing others
Perceiving feelings, situations
Assertive
Total Score
The area that I have the highest amount of points is:

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3=strong ability

Hands on Skills: Skills that require working with your

hands.
Score
Skill
Handling objects
Being athletic
Working with the earth and nature
Filling and emptying machines
Working with animals
Using tools
Operating equipment
Operating vehicles
Precision work (such as drilling, adjusting,
drawing, sewing)
Setting Up
Repairing things
Building things
Total Score
Total Score
Organization, Management & Leadership: The ability
to supervise, direct and guide individuals and groups in
the completion of tasks and fulfillment of goals.
Score
Skill
Initiating new ideas
Handling details
Coordinating tasks
Managing groups
Delegating responsibility
Teaching
Coaching
Counseling
Leading
Selling ideas or products
Decision making with others
Managing conflict
Persuading
Total Score

Career Planning Module

Instructions

Peer Educator Guide

Career Exploration Interview Worksheet

The purpose of this activity is to discover what a role-model has done in their life to become what they are
today in their work.

1. Choose a person in your community who is working in a job similar to the one you imagined in
your visualization. It may be someone you know. If you dont know anyone who works this
field yetthen you will need to network to identify a person to interview. The person does not
have to do work that is an exact match to your dreambut their work should have several
qualities of the work that you aspired to in your visualization.
2. Make a 60-minute appointment with this person. Let them know you are participating in the GYouth Work Readiness Program. Tell them this interview assignment will be very helpful to you
to learn more about the work you think you might like to engage in. Tell them you appreciate
their time.
3. Arrive to the appointment on time. Introduce yourself and tell the person about your
background and your participation in the G-Youth Work Readiness Program. This will help them
feel more at ease and understand how to offer information that is useful to you.
4. Use the interview questions below.

Interview Questions
1. Please, tell me about your background and your journey leading up to doing this particular work?
What was your first job? What promotions did you achieve along the way?
2. What were the educational and professional qualifications required?
3. What do you most value and like about doing your job?
4. Would you describe this job as ideal for you? Why?
5. What unique skills and qualities are you using in this work?
6. Tell me a time, a moment, when you were really satisfied doing this work.
7. What are typical challenges that one faces when doing this work?
8. What advice do you have for youth, like me, who are interested in this type of work/career?
9. As I start my career in this field, what possible jobs are realistic for a beginner?
10. Now that you know me a little bit better, what additional steps do you think I should take to
continue preparing myself for work in this field?

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11. My last question isif you had one wish to keep growing professionally, and it could be granted no
matter what, what would you wish for?
Thank you very much for your time. It has been very helpful to me. I hope that I may be able to call
on you again as I continue my own development and work preparation

Summary of What I Learned

After the interview, summarize your learning below.

1. What did you learn about doing this particular work?

2. What did you learn about the skills and qualities needed to do this work?

3. What did you learn about the high points and challenges doing this work?

4. What did you learn about the process of becoming prepared to do this work?
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5. From what you learned, how do you now feel about this work?

6. What next steps are important for you to take to prepare yourself for this work?

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CAREER PLANNING 2
SETTING CAREER GOALS
LESSON OBJECTIVES
By the end of the lesson, each participant will be able to:

Define short term and long term career goals

List steps necessary to reach short term and long term career goals

ASSIGNMENTS

My Goal worksheet
Sub Goal Action Plan
2 Year Career & Life Diagram

LESSON STRUCTURE
TIME (Min)
ACTIVITY
15
Where do I Want to Be in 3
Years?
40
How to Set Goals
40
Steps to Achieve Career Goals
20
Personal Goal Setting
5
Take Away Assignment

INSTRUCTIONS
PREPARATION & TIPS
Preparation:
Write the questions on
a flip chart.

Tip:
The key point to be
made is that we greatly
increase our chances of

TIME
(Min)
15

40
15

LESSON INSTRUCTIONS
1. WHERE DO I WANT TO BE IN 3 YEARS?
1. Ask everyone to find a partner. This activity will help them take what
they learned in the last lesson and make goals that are right for them.
2. With their partner, they will discuss the following questions:
a) Where do I want to be in the next 3 months, 6 months, 1 year?
b) What must I know to get there?
c) What steps must I take in order to know and be able to do these
things?
d) What abilities and experience do I already have that are going to help
me take these steps?
e) What challenges might be in my way and how can I deal with them?
f) What should I do first, second and so on?
2. HOW TO SET GOALS
1. Ask the youth to open their Handbooks to Goal Setting Guidelines in this
Lesson.
2. Ask for volunteers to read each paragraph.
3. After each paragraph, try to reinforce the major points with examples
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PREPARATION & TIPS

Peer Educator Guide

TIME
(Min)

reaching our goals when

we take the guidelines
into consideration.
Scenario 1 should lead
to the conclusion that
he does not necessarily
need to choose one
over the other we can
be fulfilled in different
parts of our lives with
different activities,
which may eventually
come together in our
careers.
Scenario 2 should lead
to the conclusion that it
is never too late to
change career goals.

25

40
10

20

Tip:
Refer to your
observation from the
opening activity of what
the career goals are.
Name different careers
and point to where in
the room they should
go.

5
5

20
1

LESSON INSTRUCTIONS
from their experiences.
4. After each point ask them to brainstorm examples. For instance,
regarding the concept of achievability, have them brainstorm a list of
achievable and then a list of unachievable goals.
5. Now lead the group in a discussion to go deeper using the following
questions:
1. Does setting a goal automatically mean that you will reach it?
2. How do you ensure that you reach your goals?
3. Refer the participants to scenarios 1 & 2 in their handbook.
4. Scenario 1: Imagine a young man who has two passions computers
and accounting. He loves both equally and would love them to come
together in his work, but does not know what this would look like.
What should he do when setting his goals?
5. Scenario 2: Imagine a young woman who had started in form 3 to
prepare to become a doctor. She has taken many courses and put a
lot of effort into this. Now that she is 22 she realizes that she is not
interested in science and finds it very difficult. What she really wants
to pursue is working in business she is good with numbers and has
many good ideas. Is it too late for her to change? What would her
goals look like?
3. STEPS TO ACHIEVE CAREER GOALS
1. Explain that you will now practice taking your goals and breaking
them down into steps.
2. Review the two diagrams that demonstrate educational paths in the
Kenyan system.
3. Lead the large group through it together. Use a profession you are
familiar with as an example (such as a nurse or tailor). Ask:
a. If a young lady who is a primary school leaver wants to
become a tailor, what does she do first? (allow time for
responses)
b. Second?
c. Third?
d. Etc.
4. Ask the class to break into small groups based on career interests.
There will be some larger groups and some smaller groups. Some
people may have unique goals unlike others in the room, but see that
everyone has at minimum a partner with similar interests.
5. Ask each group to identify steps necessary to be prepared for a
particular career and write down. They should agree on one career.
They will have another opportunity to work on their personal goals.
6. When they are done discussing, they can draw their steps on the
chalk board (based on their discussion).
7. Have each group share with larger group.
4. PERSONAL GOAL SETTING 1

Activity and worksheets adapted from ESRA Peer Seminar Presentation Guide 1. EDC, 2005.

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PREPARATION & TIPS

Tip:
Move about the room
and check in with the
participants, assisting
them as necessary.
Dont tell them what to
write, but rather ask
them questions to help
guide their thought
process.

Peer Educator Guide

TIME
(Min)

20

LESSON INSTRUCTIONS
Now the participants are going to use the goal setting guidelines the
worksheets in their workbooks to set a personal goal for themselves.
1. Say: Using the desired career that you discovered in the previous lessons
visualization, select a career goal that you want to commit to moving
towards.
2. Have them open their workbooks to the pages titled My Goal and SubGoal Action Plan.
3. Explain that you would like the participants to use these worksheets to
set a major goal and a series of mini-goals.
4. Ask them to complete the sheet called My Goal first.
5. Ask them to use the Sub-Goal Action Plan to develop a series of sub-goals
with a specific target date for each. Explain that sub-goals are short term
goals that will help them reach their long term goal.
6. Explain that goals can change and it is okay for them to adjust as you
move along.
5. TAKE AWAY ASSIGNMENTS
1. Each participant needs to find one person at home to share their short
term and long term goals with. It is up to them who they speak to (a
parent, uncle or aunt, older sibling).
2. Participants will use a worksheet to map out the course of their desired
career for the next 2 years.
3. Participants are to bring copies of Wednesday and Fridays Daily Nation
and Standard to the next lesson if they have them at home. (If they dont
have them, it is okay).

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GOAL SETTING GUIDELINES 2

Goals are important because they are statements of how we would like to act. While we may not always
find it easy to achieve them, there are many ways we can help ourselves realize our goals. Here are a few
guidelines that you may find useful.
Lets work with the example of becoming a manager of a company.
Make Your Goals Desirable.
Set goals that you truly want to achieve. It is hard to do the work necessary to complete something you are
not even sure you want to do in the first place! On the other hand, if you really want to do something, you
might be surprised at just how easy it can seem to get it done.
In our example, the person setting the goal of becoming a manager likes organizing and leading and working
with numbers and enjoys fast paced work situations.
Make Your Goals Believable.
You should state your goals in such a way that you believe they are possible. Be realistic in your expectation
of yourself. One way to do this is to develop a series of mini-goals that lead up to your major goal. By
developing mini-goals you will hopefully realize a series of successes that will motivate you to continue
working towards your major goal.
For example, to become a business manager, the person will need a bachelors degree in business
administration. To obtain this degree, it is sometimes easier to first obtain a certificate or diploma in
business management. In order to get the certificate or diploma, they must have a mean score of C- to be
able to enroll in a certificate program.
Make Your Goals Achievable.
Set goals that are within your given strengths, skills and abilities. For example if you never lifted more than
50 kg of weights, it simply would not be achievable for you to attempt to power lift 100 kg by the end of the
week. Be fair to yourself and shoot for accomplishments that are possible within a reasonable time frame.
In our manager example, it is not reasonable for a form 4 graduate with a mean score of D to be offered a
job in a company as a manager. It is more reasonable that they achieve accomplishments along the way
which would make them qualified for this position. Likewise, it is unreasonable for a class 6 leaver to be
given a position of accounts clerk, unless they obtain further education.
Make Your Goals Measurable.
Your goals should be stated in such a way that they are measurable. For example, you may decide you want
to be a better person. That is a great thing to work towards, but it is hard to measure. A more measurable
goal might be to decide that you would do five favors for other people each week. That's a goal you can
measure and it will help you become a better person. By setting goals that are measurable we can see
progress and recognize our achievements. This can serve as a great source of satisfaction and motivation.
Our aspiring manager could set goals for where he would like to be every two years in order to finally gain
the experience needed to become a manager.

From ESRA Peer Seminar Presentation Guide 1. EDC, 2005.

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Education Paths in Kenya

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The two diagrams show the paths available to you whether you completed primary only, are a secondary
school leaver, or a secondary school graduate.

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Career Planning
Lesson 2
Participant Worksheets

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My Goal
This is your opportunity to set a career goal that you want to work towards in the next 2 years. Think about
the visualization you did in the last lesson regarding your ideal work. What career goal from that
visualization can you realistically expect to achieve in the next 3 years?
Make sure that your goal is desirable, believable and achievable.

Examples of clear goals:

1.
2.
3.
4.
5.

In 3 years I would like to be working as an IT technician

In 3 years I would like to be an administrative assistant in an office
In 3 years I would like to have a successful business fixing mobile phones
In 3 years I would like to manage my own tailoring business
In 3 years I would like to be running my own welding workshop

My Goal:
In three years I would like to.

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SUB-GOAL ACTION PLAN

The image shows a mountain that you must climb with the goal of reaching the top. Write your large goal at
the top and all the smaller goals that serve as the steps to help you reach your larger goal.

Example:
My goal is to become a Manager
in a large construction company
by January 2016
Be promoted to supervisor or
apply for and be employed as
construction supervisor by a
new company by January 2014.
Attend short courses in
managerial skills and company
finance
Secure a job with Concordia
construction. Attend short
courses in advanced technical
skills and supervisory skills. Date:
January 2013.
Take a diploma course in
building and construction
at NEP TTI. Find a
construction internship.
Date: Jan. 2010 to Dec.
2012
Identify an appropriate
course at a local school
Date: Sept. 2009

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2 YEAR CAREER AND LIFE DIAGRAM

The purpose of this worksheet is to help you plan goals for what you would like to achieve and have in your
life over the next two years. Include goals for your career, your personal life and community service you
would like to offer. Fill in the boxes with goals for where you realistically would like to be in all of these areas
in each point in time.

3 Months

6 Months

1 Year

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CAREER PLANNING 3
FINDING CAREER OPPORTUNITIES
LESSON OBJECTIVES
By the end of the lesson, each participant will be able to:

Demonstrate their ability to use different approaches for finding work and educational opportunities
Identify the skills, qualifications and experience necessary for their career of choice

LESSON STRUCTURE
TIME (Min)
ACTIVITY
10
Review Lesson and Assignment
30
Resources for Finding Work
30
Analyzing Job Advertisements
45
Successful Networking
5
Take Away Assignment

ASSIGNMENTS
Skills and Qualifications Worksheet
Beginning My Career Network
Networking Assignment

INSTRUCTIONS
PREPARATION & TIPS
Depending on the class
size, determine if you
want everyone to speak
or let participants self
select.
Be sure to stress that
the G-Youth Career
Resource Center is
there just for them!
Describe all the
resources available
there.
Encourage youth to visit
the CRC on their own
time.
Tip:
Participants will bring
newspapers they may
have at home. If you
have some, bring them!

TIME
(Min)
10

LESSON INSTRUCTIONS
1. REVIEW PREVIOUS LESSON & ASSIGNMENT
1. Ask each person to share their long-term career goal
2. Ask the group to name the guidelines for setting goals without looking at
their workbooks

30

2. RESOURCES FOR FINDING WORK 30 Min.

1. Ask the participants to open their handbooks to Resources for Finding
Work.
2. Read the list one at a time. Describe each resource and ask for
questions and comments.
3. Ask if there are any other resources they can think of.
4. Ask which resources are best for finding work locally.
5. Ask which are best for finding work nationally.

30
10

3. ANALYZING JOB ADVERTISEMENTS

1. Ask the youth to turn to the sample adverts in their Handbook.
2. Ask youth to read them.
3. Ask them what position would be considered entry level. Middle level?
Senior level? Why? What is the difference they notice?

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PREPARATION & TIPS

Allow as many people to

share as time permits.

Peer Educator Guide

TIME
(Min)
15

50
10
10

20

10
5

LESSON INSTRUCTIONS
4. Ask them to fill out the worksheet.
5. End the activity by discussing what they have learned from doing this
activity.
4. Successful Networking
Introduction: This is a 2-part activity. First youth will complete a worksheet,
and then they will practice asking people about job opportunities.
1. Ask for volunteers to read each paragraph in How to Network in the
Handbook.
2. Have youth Complete the Beginning My Career Network Worksheet.
3. Next, have everyone find a partner.
4. Ask them to identify who will be A and who will be B.
5. As are looking for work. Bs already work in this field. Identify the field
of work and which role B is playing.
6. Practice the networking conversation.
7. Switch roles.
8. Finish by asking how this activity was for them. How could they see
themselves doing this outside of class?
6. TAKE AWAY ASSIGNMENTS
1. Each person is to conduct at least 1 networking conversations and
complete the form. They have until the last day of the Career Planning
Module to do this.
2. Explain the informational interview form and why they are useful. Each
person is to conduct at least 1 informational interview and complete the
form. Make sure they understand what the informational interview is,
and what they need to do. They have until the end of the WRP to do this.

Notes:

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RESOURCES FOR FINDING WORK

Newspapers
Daily Nation: A special jobs section is included on
Wednesdays and Fridays. Look here for public
service commission openings, private sector jobs,
teacher service commission positions, parastatal
positions (institutions indirectly related to the
state and performing a function related to the
government) and NGO work.

Career Resource Center (CRC)

The G-Youth Career Resource Center has many
resources available to help with the career search
process. Resources include books, newspapers
and computers for conducting online job
searches. There are regular workshops and
lectures.
Yellow Pages Directory
The Yellow Pages can be very useful in identifying
businesses and institutions in your field of
interest. The yellow pages list businesses by type
so you can go to your field of interest and see
who works in this area.

Standard: A special jobs section is included on

Wednesdays and Fridays. Look here for public
service, private sector and NGO work.
Kenya Gazette: This paper is published by the
Government of Kenya and is a good resource for
government jobs. It is found in public offices.

Kenya National Library Services

The library always has newspapers on hand which
you can use for looking for work. In Garissa, the
library has a local notice board for career
advertisements.

Online Resources
ReliefWeb:
http://www.reliefweb.int/rw/res.nsf/doc212?Ope
nForm. Relief web is an excellent source for NGO
jobs in Kenya and beyond.

District Information Documentation Center

(DIDC)
At the DIDC office there is a room you can get
government documentation reports and
development plans. There is also a cyber caf.

Kenya Job Blog: http://kenyanjobs.blogspot.com/

This website has a comprehensive and up-to-date
listing of all Kenyan jobs, career opportunities and
vacancies, job search tips and job interviews
advice.

Radio
Sometimes organizations will use local radio to
announce job postings. They may list the person
to contact on the radio or direct you to a location
to find more information.

People You Know (Networking)

Networking is very helpful in finding work. Often
people we know work in places we are interested
in or may know of openings. It is important to let
people know that you are looking for work, what
type of work you are looking for, and the skills
that you have. Networking will expose you to
opportunities that you hadnt previously known
about.

Local Notice Boards

It is not uncommon for organizations to post
opportunities on local notice boards. In Garissa,
notice boards can be found at the Kenya National
Library Services, Garissa Municipal Council,
Garissa County Council, Provincial Commissioners
Office Headquarters, District Commissioners
Office, District Education Office, District
Development Office, NEP TTI, Garissa Teachers
College, Supreme Council Office and the Arid
Lands Resource Management Office.

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SAMPLE JOB ADVERTISEMENTS

Sample 1:

Plantcool Garissa is a regional company dealing in supply and repair of deep freezers, refrigerators and air
conditioners. We supply and deliver goods at customers door steps or convenient locations.

Title: Office Caretaker

Summary:
The Office Caretaker is responsible for the maintenance of the general cleanliness of the Office and
compound. The Office Caretaker will report to the Administrative and HR Officer. This position is located in
Garissa town.
Duties include [but are not limited to]:

Facilitate the day to day office circulation of documents/supplies both within the office and out of
the office
Deliver and collect messages; orders; letters; documents; packages; and other items/supplies to and
from offices , business premises or customers
File documents in an organized manner
Pay bills, register letters for postage, obtain receipts and make payment for articles delivered and
maintain a log of items delivered or received on a daily basis
Clean all the rooms, verandas, and stairs of the office
Preparation of tea for office staff
Cleaning of office utensils
Cleaning of curtains, rugs, office towels etc.
Ensure the cleanliness of the office compound
Distribute incoming and outgoing correspondences and orders;
Ensure that customers coming to the office are comfortable and their business is facilitated;
Stock kitchen and office supplies
Empty all garbage/trash cans daily
Wash down all black/white boards after meetings;
Any other duties as may be assigned by the Admin and HR Officer

Qualifications and Requirements:

Minimum two (2) years relevant experience providing messenger and/or courier services
Demonstrated experience in providing high quality administrative support
Flexibility and ability to do handle tasks and prioritize duties
Strong interpersonal and communication skills and ability to read and follow written and oral
instructions
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Ability to work independently and as a team member

Fluent in English, Kiswahili and Somali
Ability to work long hours including early mornings and evenings
Maintaining confidentiality of information obtained in the course of work
Demonstrated professionalism and professional appearance

How to apply
Applicant should send a CV together with an application letter to:

Managing Director
Plantcool Garissa(K)
P.O.Box 44335
Garissa

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Sample 2:

VACANCY ANNOUNCEMENT

POSITION TITLE:

Receptionist

LOCATION:

Garissa

Freshco (K) Ltd is one of the companies in Kenya dealing with dairy products and other food supplies. Our
mission is to be able to satisfy all Kenyans with provision of quality products.
GENERAL POSITION SUMMARY:
The Receptionist will perform assigned duties and support the company in administrative tasks, receiving
orders and customers supervising office orderly to ensure supplies needed at the front area are available at
all times and other support services as required. She will effectively interact with diverse staff, engage as a
member of a team, accept feedback, seek help, supervision and support as needed. This position reports to
the HR and Administration Officer and works directly with all staff to ensure the companys mission is
achieved.
Functions include [but are not limited to]:

Ensure the reception area is welcoming

Always be presentable with a welcoming and smiling face
Receive and welcome all visitors/customers in a professional way
Ensure visitors/customers are assisted and directed to respective personnel in good time to avoid
overcrowding at the reception area
Attend to the switch board by receiving all incoming calls and making required calls while keeping a
record of all outgoing calls in the phone log register
Prepare monthly phone report
Maintain the visitors/customers book/register

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Direct, inform, record and handle basic inquiries professionally at the front desk before forwarding
specific issues to relevant personnel
Ensure drinking water and clean glasses are available for staff and visitors/customers at all times.
Receive, distribute and dispatch official correspondence
Any other duties assigned by the supervisor

Qualifications and Requirements:

Minimum of three (3) years relevant experience in providing reception services

Flexibility and ability to handle multiple tasks and prioritize duties
Strong interpersonal and communication skills
Ability to work independently and as a team member
Computer knowledge
Ability to learn new forms and systems
Highly motivated to work extra hours when need arises
Fluent in English and Kiswahili

If you are interested send your application to the address below along with a detailed CV, Certificates and
testimonials to reach us on or before July 4.
The Personnel manager
Freshco (K) Ltd.
P.O.Box 9999
Garissa, Kenya
Email Info@freshdairies.co.ke

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Sample 3

Wajir, Kenya

JOB DESCRIPTION
Organization Overview
Mercy Corps is an International Non-governmental Organization dedicated to humanitarian assistance.
Mercy Corps works with secondary schools in Kenya. Mercy Corps is hiring a Career Counselor.

POSITION TITLE:

Career Guidance Coordinator

LOCATION:

Wajir

SUMMARY:
The Career Counselor will provide vocational, educational, and career counseling services to students of all
partner high schools in Wajir. The Career Counselor will also work with high schools to develop and implement
career development support services to students that will increase access to higher education and
employment. The position is located in Wajir and reports to the Career Development Specialist.
RESPONSIBILITIES INCLUDE:
Serve as career guidance and counselor to youth beneficiaries
Provide appropriate career development services to partner high schools
Conduct career development workshops and organize seminars/presentations that teaches career
planning, job finding and job retention skills
Assist with the coordination and implementation of the in-school youth program
Develop and administer assessment tools that facilitate in the career planning process;
Assist in the development of mentorship programs
Coordinate and implement career fairs and higher education university placement workshops
Review the achievements of students expected to graduate to determine if the qualifications of the
student match those requested by the prospective employer or school
Qualifications and Requirements:
Bachelors degree (or equivalent) in Career Guidance and Counseling or human resources
development or similar
3-5 years related experience.
Preferably 3 years or more experience working in an international organization
Preferably 3 4 years experience as an Educator or Trainer
3 4 years working in human resources development and/or career counseling
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Experience with youth employment issues in Garissa

Excellent organizational skills.
Flexibility and ability to handle multiple tasks and prioritize duties.
Strong interpersonal and communication skills.
Ability to work independently and as a team member.
Computer skills in word processing, spreadsheets, emailing, internet-based research.
Fluent in English, Kiswahili and Somali

HOW TO NETWORK
What is Networking?

Networking involves creating a community of people who can support you, plan and achieve your career
goals. Networking involves meeting people, talking to people and finding creative ways to stay in contact
with people to let them know how you are doing with your goals. It is an important skill and probably
something that you already do a lot of. You already have a person network friends, family and other
people you know. You also have a professional work network people whose work is the same or similar to
what you are interested in doing. Both networks can help you in your job search.

How Can it Help?

Your contacts can tell you about job opportunities that they hear about. They may even hear about job
opportunities before they become public and tell you about these. They might help you find someone who
can give you more information on the type of work youre looking for. Later, when you find a job you want
to apply to, one of your contacts may help you get an appointment with the person responsible for hiring for
that job.

Growing Your Network

Think of your network like a tree. Now, it may be a young tree. But as you continue to keep the contact
information of people you meet month to month and year to year, it will become a mature tree full of fruit.
It is important to keep the contact information of people you meet names, phone numbers and email so
you can utilize their knowledge as needed in the future. Create a special place to keep your network list.
Be assertive in adding to your contact list. Set a goal to add one person a week or two people a month.

But I Dont Have any Contacts!

You probably have more contacts than you realize. Here are a few:

Family immediate and extended

Friends and parents of friends
Neighbors
Workmates and employers (past and present)
Teachers or professors
School guidance counselors or club sponsors
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Religious leaders and people in your religious community

People you meet in line at the market
Mentors

INFORMATIONAL INTERVIEWS
What is an Informational Interview?

An informational Interview is a meeting in which a job seeker asks for advice rather than employment. The
job seeker uses the interview to gather information on the field, find employment leads and expand their
professional network. This differs from a job interview because in an informational interview it is the job
seeker who asks the questions. There may or may not be employment opportunities available.

How Can I Get an Informational Interview?

Informational interviews are initiated by the job seeker. There are many avenues the job seeker may pursue
to obtain the informational interview. Career and social networking, newspaper adverts, job boards,
placement services, company websites, human resource contacts and job search websites are sources for
identifying people to interview. You can get the names of people to talk to from workmates, friends and
career counselors.

What Happens in an Informational Interview?

When you talk to people, you are hoping they will give you ideas about which types of careers would benefit
from your skills and if any opportunities may be available. In informational interviewing, you want to talk to
actual people doing the work you think youd love to do. You will often be meeting someone for the first
time during your informational interview.
What you want to ask them is what the work is like. This is like going to a clothing store and trying on
different dresses that you see hanging. Why do you try them on? Well the dresses that look lovely in the
window dont always look so great when they are on you. Likewise, the careers that sound lovely in books
or in your imagination dont always look so great when you see them up close and personal.

Sample Questions

An informational interview will take at least twenty minutes. Here are some questions that will help you
when conducting informational interviews:
How did you get into this work?
What do you like the most about it? The least?
What types of jobs would someone do in the first 1-2 years of this career?
Do you know of work opportunities, places I should look into, or people I should talk to?

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Career Planning
Lesson 3
Participant Worksheets

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SKILLS AND QUALIFICATIONS WORKSHEET

Directions: Refer to job descriptions (in the Handbook) that fit the position levels below to complete the
following form. Be as specific as possible especially with qualifications (list years of experience,
certifications and degrees required, etc.). What you see in the adverts may not exactly fit the form do
the best you can.

Career Field:
_________________________________________________________________________
Entry Level
(0-2 years of experience beyond
education)

Mid-Level
(about 3-5 years of work
experience plus education)

Senior Level
(6-10 years of work experience
plus higher degree)

Job Title: _________________

Job Title: _________________

Job Title: _________________

Describe Job:

Describe Job:

Describe Job:

Duties:

Duties:

Duties:

Skills and Qualifications:

Qualifications:

Qualifications:

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Beginning My Career Network

DIRECTIONS: Use the following worksheet to help with the networking process.
1. Identify people you know or those you have heard of who work places that you would like to work or in
your field of interest. List at least 5 people and where they work. Add their names, titles, place of work.
Where possible, include phone numbers and emails.
1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

2. How would you introduce yourself? Write a short introduction. Be sure to explain that you are in the GYouth program, explain what you want to talk to them about, that you are exploring career options and what
your background is.

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3. List questions that you would ask them.

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Informational Interview Form

Directions: Conduct at least 1 informational interview with people in your network list. You may want to
write a letter to the interviewee introducing yourself and explaining why you would like to speak with them.
Summarize your learning on the form below. You have until the first day of the Work Habits and Conduct
Module to complete this. Be sure to bring your forms to class as you will review them with your classmates.

Who Did You Speak to?

___________________________________________________________________________
Where Do They Work?
____________________________________________________________________________
What is Their Position?
___________________________________________________________________________
What Did You Ask?

What Did You Learn?

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CAREER PLANNING 4
OVERCOMING CHALLENGES
LESSON OBJECTIVES
By the end of the lesson, each participant will be able to:

Explain how to overcome challenges when reaching for their goals

LESSON STRUCTURE
TIME (Min)
ACTIVITY
10
Introduce Lesson
60
Moving Past Obstacles
30
Personal Strategies
10
End of the Module
10
Community Service Learning

ASSIGNMENTS
Personal Strategies for
Overcoming Obstacles and
Challenges

INSTRUCTIONS
PREPARATION &
TIPS
Tip:
Observe the
participants as they
share, making
mental notes about
participant progress

TIME
(Min)
10

60

15

LESSON INSTRUCTIONS
1. INTRODUCE LESSON
1. Ask: Once you set a goal, what are reasons that you may not reach it?
2. Explain that todays lesson will support them in reaching their goals
despite the challenges they will face.
3. Ask them to each share with their small group the type of work theyre
interested in, places to look for opportunities for this type of job and
people they plan to talk to.
2. MOVING PAST OBSTACLES AND CHALLENGES
1. Remind youth that just because we set goals doesnt mean they will
come into reality without facing challenges. These challenges are
obstacles that we must face!
2. Ask the youth to state their career choices and the challenges theyve
found meeting their career goals. Write the challenges on the chalk
board.
3. Encourage them to keep going. Fill up the space with all the challenges.
4. Observe that these are a lot of challenges. Say that it will take will hard
work to get past these challenges to meet your goals!
5. Bring the group outside or move the furniture out of the way in the
room.
6. Have everyone stand on one side of the space. Ask everyone to find a
partner.
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PREPARATION &
TIPS
Tip:
If space is limited,
split the group up,
being careful not to
give anything away
to the groups that go
second.

Peer Educator Guide

TIME
(Min)
30

10

Preparation:
Write the problem
solving steps on a
flip chart.

35
15
20

LESSON INSTRUCTIONS
7. Ask them to identify who will be A and who will be B. Partner A
represents a challenge for partner B. Partner B name what their goal is
and what the challenge is.
8. Identify a target about 25 meters from where the group is.
9. Ask partner B to stay with the group and partner A to stand halfway
between the target and B. Make sure there is enough space between the
groups.
10. Explain that the target is Bs goal. Tell B to run to the target. Tell A, the
obstacle, to stop B.
11. Allow play to go on for about 5 minutes.
12. Switch Roles.
13. Now switch again to the original A and B.
14. Bring Bs together in a group. Quietly tell them that this time, do not
look at A when they are trying to reach their target. Instead, they want
to put their full attention on the target. As will still try and stop them
they havent been told to do anything differently.
15. Replay. Switch roles and replay again.
16. Bring the group inside again.
17. Ask them what it was like the first time.
18. Ask what it was like the second time.
19. Ask: What was the difference?
20. Ask: How can they apply this experience to reaching their career goals?
21. Finish by explaining that it is much easier to reach our goals when we are
focusing on what we want, rather than focusing our attention on what is
stopping us.
3. PERSONAL STRATEGIES
This exercise is an opportunity to apply what has been learned so far today to
their own circumstances.
1. Begin with reviewing the 6 problem solving steps.
2. Ask them to complete the worksheet Personal Strategies for Overcoming
Obstacles.
3. After they are finished, have them share in groups of 3.

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PREPARATION &
TIPS
Preparation:
Write the questions
on a flip chart

TIME
(Min)
15

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LESSON INSTRUCTIONS
4. END OF THE MODULE
1. Ask everyone to find a partner.
2. With their partner, answer the following questions in one sentence each:
a. The strengths I see in myself are.
b. The career and work that is calling me the most is.because
c. If I could accomplish one thing in my life, it would be
d. When I get stuck . will help me get through.
3. If there is time, ask for volunteers to answer each question.
4. Explain that the next module will begin with the next lesson.

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REVIEW OF THE SIX STEPS FOR PROBLEM SOLVING & DECISION MAKING

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Career Planning
Lesson 4
Participant Worksheets

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Personal Strategies for Overcoming Obstacles and Challenges

1.

What types of challenges are you facing in obtaining the career that you would like to have?

2.

What methods have you used so far that have helped you?

3.

What are some things you can do to ensure that you are moving towards your goal?

4.

Who can you reach to as a support when the challenges seem to be too much?

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Adapted from Transferable Skills Survey. Knowledge Management Center. University of Minnesota. Retrieved from
http://www.d.umn.edu/kmc/career_transfer_survey.html on October 25, 2009.

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