Undecided Senior Group

Group

Session 1: Icebreaker/ Introduction to

School Counselor: Laura Witt

Date:

Fall 2016
Activity: Session 1: Icebreaker/ Introduction to Group
Grade(s): 12
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1: Mindset Standards: School counselors encourage the following mindsets for all students.
M 2. Self-confidence in ability to succeed
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term
career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
Learning Objective(s) (aligns with Competency):
1.Students will be introduced to the purpose of group.
2. Group members will become acquainted with one another.
3. Group members will discuss preliminary ideas for postsecondary plans.
Materials: Paper, writing utensils.
Procedure:
Introduction:
Students will be welcomed to group and introduced to the purpose of group: To
support their decision-making regarding their post-secondary plans and to help
them come to an effective postsecondary plan decision for them. Students will be
given the opportunity to explore their own qualities and careers that apply to
their personal attributes, while also being given the tools to achieve these
potential goals.
Icebreaker:
Students will become better acquainted with one another by play the game Two
Truths and a Lie. Though this, students will share two true facts about one
another and one false fact. Students will write down this information on paper
and share with one another. Other group members will guess which of the three
facts is false.
Current postsecondary plans

Students will discuss the following:

Where do you see yourself in 5 years?
Where do you see yourself in 10?
Have you ever thought about what your plans may be after high school, even if
these potential career did not seem to be attainable?
What were they?
What made you change your mind about them?
Have you ever had realistic and attainable postsecondary plans?
What were they?
What changed between them and now?
Plan for Evaluation: How will each of the following be collected?
Process Data: Approximately 8 students, 6 sessions
Perception Data: Results from Pre-Tests/Post-Tests
Outcome Data: Student post-secondary decision making.

Undecided Senior Group

Session 2: Holland Code Activity
School Counselor: Laura Witt

Date:

Fall 2016
Activity: Session 2: Holland Code Activity
Grade(s): 12
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1: Mindset Standards: School counselors encourage the following mindsets for all students.
M 2. Self-confidence in ability to succeed
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term
career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
Learning Objective(s) (aligns with Competency):
1. Students will be introduced to the Holland Code theory.
2. Students will identify possible careers that relate to their interests.
3.Students will discover their Holland Code.
Materials: Writing utensils, Career Interest/Holland Code Checklist Worksheet.
Procedure:
Introduce the Holland Code:
Essential Information:

An individual's personality is the most influential factor in vocational

choice.

To be successful and satisfied in the work world, it is necessary to choose

an occupation that is congruent with one's personality type

Six Personality Types:

Realistic - mechanical, strong and opinionated. These types prefer

careers in agriculture, engineering, and technical areas.

Investigative - intelligent, analytical, rational and curious. These

types prefer careers in the scientific and research fields.

Artistic - intuitive, creative, and musical. These types prefer

careers in music, art and drama

Social - cooperative, sociable and empathic. These types prefer

careers in education, counseling and pastoral fields.

Enterprising - assertive, ambitious, confident and enthusiastic.

These types prefer careers in politics, law and managerial positions.

Conventional - practical, and efficient. These types prefer careers

which seek social approval, such as in clerical and computational
fields.

Career Interest Activity

Distribute the Career Interest Checklist worksheet to each student. Students will
circle the subjects, activities, etc. that are most appeling to them and find the
career code that most strongly applies to them. Students will then be given a list
of the career codes that may be of interest to them based on their code.
Students will share 1-2 careers that they may be interested in that also fit their
Holland Code
Students will discuss the following:
What struck you about your Holland Code?
What do you notice about the careers that match your code?
How similar or different is your code from your interests?
How interested would you be in pursuing a career related to you Holland Code?
Plan for Evaluation: How will each of the following be collected?
Process Data: Approximately 8 students, 6 sessions
Perception Data: Results from Pre-Tests/Post-Tests
Outcome Data: Student post-secondary decision making.

Undecided Senior Group

Session 3: Career Cluster Activity
School Counselor: Laura Witt

Date:

Fall 2016
Activity: Session 3: Career Cluster Activity
Grade(s): 12
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1: Mindset Standards: School counselors encourage the following mindsets for all students.
M 2. Self-confidence in ability to succeed
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term
career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
Learning Objective(s) (aligns with Competency):
Students will be introduced to the concept of Career Clusters
Students will identify the career clusters that most closely relate to them.
Students will identify careers that are associated with his/her Career Cluster
Materials: Computers with Internet Access, Career Cluster Assessment
(http://www.careerwise.mnscu.edu/careers/clusterAssessmentResult) , Career
Cluster worksheet
Procedure:
Introduce students the Career Cluster theory.
Career Clusters are tools to narrow career interests based on our personality and
interest. These clusters include possible jobs, education options, pathways, etc.
There are 16 known clusters:
Agriculture, Food, and Natural Resources
Agriculture, food, and natural resources workers produce agricultural goods. This includes food, plants,
animals, fabrics, wood, and crops. You might work on a farm, ranch, dairy, orchard, greenhouse, or plant
nursery. You could also work in a clinic or laboratory as a scientist or engineer.
Architecture and Construction
Architecture and construction workers work on buildings and other structures. This includes highways,
bridges, houses, and buildings. You might create the designs or plans for new structures. Or, you might use
the plans to build it or manage the workers on the project.
Arts, A/V Technology, and Communications
Arts, audio/video technology, and communications workers use creativity and their talents on the job. You

might work for an audience as a performer or artist. This includes painters, dancers, sculptors, actors, and
singers. Or, you might work behind the scenes to make a performance successful. This includes set
designers, editors, broadcast technicians, and camera operators.
Business, Management, and Administration
Business, management, and administrative workers give the support needed to make a business run. You
might check employee time records or train new employees. Or, you might work as a top executive and
provide the overall direction for a company or department.
Education and Training
Education and training workers guide and train people. As a teacher, you could influence young lives. You
could also support the work of a classroom teacher as a counselor, librarian, or principal. You could coach
sports activities or lead community classes.
Finance
Finance workers keep track of money. You might work in financial planning, banking, or insurance. For
example, you might provide financial services to a business or individual. Or, you could maintain financial
records or give advice to business executives on how to operate their business.
Government and Public Administration
Government and public administration workers help pass and enforce the law. You could work in national,
state, or local government. You will find almost every type of occupation within the government, including
some jobs that are only found within government.
Health Science
Health science workers promote health and wellness. They diagnose and treat injuries and disease. As a
physician, dentist, or nurse, you could work directly with patients. You could also work in a laboratory to
get information used in research or provide administrative support by keeping medical records.
Hospitality and Tourism
Hospitality and tourism workers help people enjoy vacations and entertainment activities. You might work
at a restaurant, resort, sports arena, theme park, museum, or hotel. For example, you might manage
operations of a college cafeteria, guide high school students on a trip to Spain, or rent equipment at a
recreation center.
Human Services
Human services workers help individuals and families meet their personal needs. You might work in a
government office, hospital, nonprofit agency, nursing home, spa, hotel, or school. Or, you might work in
your own home.
Information Technology
Information technology workers are in a growing and always changing field. You might work with
computer hardware, software, multimedia, or network systems. You might design new computer equipment
or work on a new computer game.
Law, Public Safety, and Security
Law, public safety, corrections, and security workers are found in a variety of settings. For example, you

might guard the public and enforce the law as a police officer or security guard. Or, you might provide fire
protection as a firefighter.
Manufacturing
Manufacturing workers work with products and equipment. You might design a new product, decide how
the product will be made, or make the product. You might work on cars, computers, appliances, airplanes,
or electronic devices.
Marketing, Sales, and Service

Marketing, sales, and service workers help businesses sell products.

You might advertise and promote products so customers want to buy
them. Or, you might sell products and services to customers.
Science, Technology, Engineering, and Mathematics
Science, technology, engineering, and mathematics workers do scientific research in laboratories or the
field. Others plan or design products and systems. Or, you might support scientists, mathematicians, or
engineers as they do their work.
Transportation, Distribution, and Logistics
Transportation, distribution, and logistics workers move people and products by road, air, rail, and water.
You might work as a driver, pilot, engineer, or captain. You might repair or maintain the vehicles, trains,
planes, and ships that move people and products. Or, you might work behind the scenes to make sure the
products and people get to the right place on time.

Students will take the Career Pathways Assessment and fill out the Career
Pathways worksheet.
Students will share responses.
Students will discuss the following:
What struck you about your Career Cluster?
What do you notice about the careers that match your Career Cluster?
How similar or different is your cluster from your interests?
How interested would you be in pursuing a career that matches this cluster?
Plan for Evaluation: How will each of the following be collected?
Process Data: Approximately 8 students, 6 sessions
Perception Data: Results from Pre-Tests/Post-Tests
Outcome Data: Student post-secondary decision making.

Undecided Senior Group

Session 4/5: Career Exploration
Activity
School Counselor: Laura Witt

Date:

Fall 2016
Activity: Session 4/5: Career Exploration Activity
Grade(s): 12
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1: Mindset Standards: School counselors encourage the following mindsets for all students.
M 2. Self-confidence in ability to succeed
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term
career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
Learning Objective(s) (aligns with Competency):
1. Students will be introduced to the O*Net career search website
2. Students will research 3 career interests that align with their Holland Code
and/or Career Cluster
3.Students will understand the work values, interests, educational background,
salary expectations that are required from this career.
Materials: Laptop Computers with Internet Connection, O*Net website, Career
Exploration worksheet
Procedure:
Students will be distributed laptop computers and asked to log on the O*Net
website.
Students will be asked to type in careers that relate to their Holland Code or
choose from the Career Clusters that were discovered in previous activities that
are of interest to them. Students will use the Career Explore worksheet to better
understand these careers and the requirements of these careers.
After students have completed the activity discuss the following:
What did you learn about these career fields that you never knew before?
What was surprising about these careers?
What did you find about the educational background of one of the careers?
Would you be willing to pursue one of these careers in the future?

How would you start?

Plan for Evaluation: How will each of the following be collected?
Process Data: Approximately 8 students, 6 sessions
Perception Data: Results from Pre-Tests/Post-Tests
Outcome Data: Student post-secondary decision making.

Name:

Career Exploration
Career:
Holland Code or Career Cluster:
Descriptions of Task/Knowledge Required:
Work Activities/Work Context
Education/Job Zone
Career:
Holland Code or Career Cluster:
Descriptions of Task/Knowledge Required:
Work Activities/Work Context
Education/Job Zone

Career:
Holland Code or Career Cluster:
Descriptions of Task/Knowledge Required:
Work Activities/Work Context
Education/Job Zone
______________________________________________________
Research one institution of postsecondary education
that offers programs that prepare for one of the
above careers.
Career
Institution & Program Title:
Required Coursework & Program Length:
Tuition & Financial Aid Opportunities:
Student Body Demographics

(Class Size, Student: Teacher Ratio, etc.)

Undecided Senior Group

Session 6: Resume Writing
School Counselor: Laura Witt

Date:

Fall 2016
Activity: Session 6: Resume Writing
Grade(s): 12
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1: Mindset Standards: School counselors encourage the following mindsets for all students.
M 2. Self-confidence in ability to succeed
M 4. Understanding that postsecondary education and life-long learning are necessary for long-term
career success
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
M 6. Positive attitude toward work and learning
Learning Objective(s) (aligns with Competency):
Students will review their current life experiences as they relate to their career
exploration.
Students will learn about the various components of a resume.
Students will learn how to construct a resume.
Materials: Computers with Word Processing Software that is equipped with
Resume Templates, the College Board Presentation How to Create Your Resume
(https://bigfuture.collegeboard.org/explore-careers/careers/how-to-create-yourresume)
Procedure
Students will be introduced to the concept of a resume: A resume is a document
that sums up skills, experiences and accomplishments so a potential employer
can quickly view in order to decide if you are a good fit for a position and what
your professional experience looks like. Before you apply for a job or an
internship, you will need to write a resume. Even though you are probably new to
the workforce, an effective and detailed resume can help you standout!
Students will be directed through the College Board presentation on resume
writing that gives information about the components that make up a resume.
After students are exposed to the presentation, they will be asked to login into
their computer and open the Word Processing software and Resume Templates.
Students will fill in the resume template with their own experiences and
information, which should include:

Behavioral Objective
Education
Work Experience
Extracurricular Activities
Awards/Honors
Volunteer Experience
After students finish their resumes discuss the following:
How will your experiences listed on your resume support your future career
development?
How do your experiences relate to the jobs that you researched in the activities
prior?
Plan for Evaluation: How will each of the following be collected?
Process Data: Approximately 8 students, 6 sessions
Perception Data: Results from Pre-Tests/Post-Tests
Outcome Data: Student post-secondary decision making.