Download THE ROLES AND GOALS OF INFORMATION TECHNOLOGY

SKILLS MODULE 4
Building an e-Portfolio
CONTACT INFORMATION: Merrill Wells is the primary author of this module. If you have any
questions or comments, please direct them to her at [email protected].
THE MODULE IN SHORT FORM…
This module provides your students with an overview of the electronic job market. We begin by introducing
the technologies used by employers to recruit and retain employees and then focus on electronic
documents needed to effectively compete in this environment.
In the first section, your students will be introduced to the 24/7 job market. Emphasis is placed on how the
electronic job market benefits employers and changes the playing field for potential employees
Section two covers the preparation necessary to write documents for this competitive environment. Topics
include networking, self-assessment, and research. Key terms include electronic job market, hidden job
market, mailing list and skill words.
The third section covers how to write targeted documents using strong wording and based on the research
from the previous section. Emphasis is placed on writing a powerful objective statement, but other resume
sections are covered as well.
The fourth section introduces your students to electronic portfolios and the file formats used to create an eportfolio Web site. The goal is to build a site that will appeal to a potential employer trying to evaluate the
student’s employability. Representative gallery content is an essential component of a good e-portfolio. Key
terms here include scannable resume (ASCII resume, plain-text resume), extraction engine,
presentation resume, and portable document format (PDF).
In the final sections, we discuss how to design and create e-portfolio Web pages and then place them on a
Web server.
1. Web Design Considerations discusses layout, formatting, and colour issues related to e-portfolio
development (key term – browser-safe colours)
2. Preparing Web Content walks students through the process (not code) of building an e-portfolio,
placing it on a Web server, and testing the result.
STUDENT LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
Describe the types of electronic resumes and when each is appropriate.
Discuss networking strategies you can use during a job search.
Explain how self-assessment is valuable to resume writing.
Use the Internet to research career opportunities and potential employers.
Develop powerful job search e-portfolio content.
Document effective Web site structure and design components.
Create a job search e-portfolio Web site and place it on an Internet server.
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SKILLS MODULE 4
LECTURE OUTLINE
INTRODUCTION (p. 2)
The Electronic Job Market (p. 2)
Preparations Before You Write (p. 3)
1. Start to Network
2. Perform Self-assessment
3. Research Careers, Industries, and Companies
Writing Targeted Resume Content (p. 9)
1. Powerful Objective Statements
2. Important Contact Information
3. Other Valuable Resume Sections
Developing e-Portfolio Content (p. 12)
1. Electronic File Formats
2. Scannable Resume
3. Gallery
Web Design Considerations (p. 17)
1. Basic Web Design Principles
2. Design Your Home Page
Preparing Web Content (p. 25)
1. HTML Versus Generated Code
2. File Transfer Protocol (FTP)
3. Things to Watch For
END OF MODULE (p. 27)
1. Summary: Student Learning Outcomes Revisited
2. Key Terms and Concepts
3. Short-Answer Questions
4. Assignments and Exercises
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SKILLS MODULE 4
KEY TERMS AND CONCEPTS
KEY TERMS AND CONCEPTS
ASCII resume
Browser-safe colours
Directory search engine
Electronic job market
Electronic portfolio
e-portfolio
Extraction engine
Hidden job market
Mailing list
Plain-text resume
Portable document format (PDF)
Presentation resume
Scannable resume
Skill words
True search engine
Web content
Web design
TEXT PAGE
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SKILLS MODULE 4
Introduction
SUPPORT
Extended Learning Modules
 XLM/C – if your students have little previous exposure to technology, cover this module to introduce a
variety of technology hardware and software terms.
 XLM/E– this is a great module to cover if your students need an introduction to the World Wide Web
and Internet.
 SKM/3 – if you require your students to build a Web site as a class project, cover this module on
creating a Web site with HTML.
Real HOT Group Projects
D. Demonstrating How to Build a Web Site – use presentation software to create a presentation that
illustrates how to build a Web site using HTML and good design guidelines.
Web Support (www.mcgrawhill.ca/college/haag)
 Internet service providers
 Marketing a Web site
 E-Portfolio examples
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SKILLS MODULE 4
Introduction
INTRODUCTION
Internet technologies are being used to recruit and retain employees.
The average cost of online recruiting is $152/hire while traditional methods cost $1,381/hire.
(www.thestandard.com)
Internet savvy employees can also use technology to their advantage – you’ll have most of the
necessary skills after completing this module.
Key Term: Electronic job market - term use to describe the use of Internet technologies to recruit and
retain employees.
Concept Reinforcement: Adding Value – Class Participation
 We recommend that you connect to the Web and present some Web sites devoted to the
electronic job search.
 We obviously couldn’t include every single thing there is to know about the electronic job market
in this module.
 Feel free to share your expertise.
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SKILLS MODULE 4
Preparations Before You Write
Preparations Before You Write
The Internet allows organizations to post and remove job listings on a continuous basis.
Students need to be prepared to search for jobs in the traditional, electronic, and hidden job markets to
maximize employment opportunities.
Key Term: Hidden job market – the term use to describe all of the unposted and unadvertised jobs.
Start to Network (p. 3-4)
Key Points:
 Networking is critical to a successful job search because 80% of jobs are not advertised.
 Networking involves creating relationships with people who can help you find a job.
 Let students know that they should be prepared for face-to-face, phone, and electronic networking
situations.
 Building a personal commercial is a simple way to be prepared to network.
 Avoid sending bulk emails when networking electronically. Instead use the personal touch.
Key Term: Mailing list – discussion groups organized by area of interest than can be useful for
networking.
Concept Reinforcement: On Your Own – Build Your Commercial (p. 4)
 We have found that sharing our own job-hunting experiences can be helpful.
 Create your own 30-second commercial and try it out on your class.
 You should also share your experiences about when to use the commercial and how effective it
can be.
 You can also use the On Your Own on page 4 to walk students through the process of creating
their own commercial
Perform Self Assessment (p. 4-6)
Key Points:
 Get employer-focused before you write.
 What will you do to benefit the organization if you are hired?
Key Term: Skill Words – nouns and adjectives used to define industry and job specific capabilities.
Concept Reinforcement: Adding Value – Class Participation
 Visit a Web-based self-assessment site (You can find a free one at www.jobstar.org. It moves so
you will need to review the site prior to class.) and let your class complete the questions.
 Refer students to self-assessment tools available from your school’s advising centre.
 Refer to the Sample Self-Assessment Tool in Figure M4.2 on page 5.
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SKILLS MODULE 4
Preparations Before You Write
Research Careers, Industries, and Companies (p. 6-7)
Key Points:
 The Web is the best tool for researching electronic job resources and postings.
 Know how to effectively use both directory and true search engines.
 Use the tips (might be called help) from the search engine site to get the most effective results
Key Term: Directory search engine – organizes listings of Web sites into a hierarchy.
Key Term: True search engine – uses software agent technologies to search the Internet for key
words and then places them into indexes.
Concept Reinforcement: Adding Value – Class Participation
 If you can, demonstrate several search engines such as Google, Ask Jeeves, and Yahoo! in
class.
 Also, take a quick poll to see what search engines your students prefer and why.
 Have students use different search engines to search for the same topic and compare their
results.
Successful Web Research (p. 7-8)
Key Points:
 Resumes (and e-portfolios) should be targeted to one industry and job type.
 Research is critical to understanding the skills and benefits that employers expect from employees
in a particular field so that a resume can be successfully targeted using industry skill words and
jargon.
 Refine your searching strategies to obtain the best results from Web research.
 Visit an array of general Web resources, government Web sites, job database Web sites, and
business sites before writing.
Concept Reinforcement: On Your Own – Start Your Research (p. 8)
 Visit a job database Web site such as www.monster.ca and have students look for a particular job
title.
 Visit www.bls.gov and have students explore the career and industry resources.
 Other helpful sites are introduced in the On Your Own box found on page 8.
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SKILLS MODULE 4
Writing Targeted Resume Content
Writing Targeted Resume Content
By beginning to network, assessing their skills, and researching careers and industries, students have
prepared themselves to write powerful resume content targeted to a specific job and industry.
While writing concentrate on creating content that is targeted, grammatically correct, and convincing.
Use a plain text format. Making it pretty comes later.
Powerful Objective Statements (p. 9-10)
Key Points:
 Well-developed objective statements cause the reader to want to learn more about you.
 Keep it short – usually between one and three sentences.
 Include the job title, industry, and top three to five job-specific skills.
 Let potential employers know about cultural, language, and communication talents.
 Write from the hiring organization’s perspective by using industry jargon, skill words, and outcomes
uncovered through research and networking.
 Avoid self-centred or self-serving statements. Stay away from personal pronouns.
 Be honest.
Concept Reinforcement: On Your Own – Write Your Objective (p. 10)
 We definitely recommend that you spend some time going over some powerful objective
statements.
 Use the objectives outlined in Figure M4.4 on page 9.
 Have your students pick out the job title, industry, skill words, and employer benefit.
 The On Your Own box on page 10 walks students through rewriting weak objectives and creating
a personal objective
Important Contact Information (p. 10-11)
Key Points:
 The first section of a resume is typically devoted to contact information.
 Contact information needs to be correct, permanent, and appropriate for uncontrolled electronic
distribution.
Concept Reinforcement: Adding Value – Class Participation
 At this point, you might want to have students consider how much data they can already find
about themselves using the internet.
 Stress that adding common resume content such as social security number, phone numbers, and
addresses can make identity theft and stalking easier. We recommend against including such
information in e-portfolios.
 Have each student consider how they can be contacted without jeopardizing their privacy.
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SKILLS MODULE 4
Writing Targeted Resume Content
Other Valuable Resume Sections (p. 11)
Key Points:
 Other resume sections should be added to directly support the objective statement.
 Emphasize that related experience does not have to be in the same field or industry.
 Most resumes should include education and work experience sections at a minimum.
 The References section should simply say “Available Upon Request”, list types of references, or
job titles. Do not expose reference contact information.
 Use employer-focused, powerful writing style to complete the content of other sections.
 Other sections are determined by the writer’s background and the type of position being sought.
Concept Reinforcement: Team Work – Feedback, Feedback, Feedback! (p12)
 Have the students create a complete list of resume sections.
 Each student should evaluate all of the possible resume sections and determine which are
appropriate for their personal resume.
 Ask students what makes the content of a resume section “employer focused”.
 They should discuss an array of items including industry jargon, appropriate skill words, and
content that supports the career objective.
 Have students practice employer focused writing on another resume section such as education or
experience.
 The Team Work box on page 12 can be used to facilitate this process.
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SKILLS MODULE 4
Developing e-Portfolio Content
Developing e-Portfolio Content
A job search e-portfolio should include everything a prospective employer needs to evaluate
employment potential.
Key Term: Electronic portfolio (e-portfolio) – a collection of Web documents used to support a
stated purpose such as a job search.
Electronic File Formats (p. 12-15)
Key Points:
 Resumes should be created in a variety of file formats to be effective for any user.
 Scannable resumes are .txt files without formatting designed to be evaluated by skills-extraction
software.
 Scannable resumes should use the default font, contain no character formats (bold, underline,
italic, no tabs, no alignment/justification settings, and Enter should be pressed to end each line at
less than 70 characters.
 Scannable resumes are usually very long and visually unappealing.
 Presentation resumes contain the same content as the scannable resume but use all of the
formatting capabilities of a word processor (such as Microsoft Word) and are designed to be
printed.
 Presentation resumes should be converted to PDF format for the most effective Web delivery.
 Web pages are HTML documents. HTML tags are used to define formatting instructions used by
Web browsers to display the content.
 Existing content to be displayed in a Gallery does not need to be converted to HTML. Hyperlinks to
.txt, .pdf, .doc, .xls, and .ppt files open the appropriate application within the browser to display the
file in its native format.
Key Term: Scannable resume (also called ASCII or plain-text resume) – a resume format designed
for skills-extraction software.
Key Term: Extraction engine – software designed to create an applicant profile from a scannable
resume.
Key Term: Presentation resume – a nicely–formatted resume designed to be printed on one or two
pages.
Key Term Portable document format (PDF) – the standard electronic distribution file format.
Concept Reinforcement: Adding Value – Class Participation
 Visit the sample e-portfolios on the book site, www.mcgrawhill.ca/college/haag.
 Have students evaluate the scannable, presentation, and PDF resumes.
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SKILLS MODULE 4
Developing e-Portfolio Content
Gallery (p. 15-16)
Key Points:
 Gallery content should be designed to present work samples that support skills stated throughout
the resume.
 Use hyperlinks to link to documents in their native format.
 Do not include proprietary content or anything not directly created by the portfolio author.
 Consider including any existing documents that demonstrate writing, communication, spreadsheet,
analytical, tracking, planning, management, or presentation skills.
Concept Reinforcement: Adding Value – Class Participation
 Have students evaluate the effectiveness of gallery content in existing e-portfolios
 Victoria
Hampton’s
portfolio
is
available
from
the
book
Web
site,
www.mcgrawhill.ca/college/haag or you can have students look through portfolios that you
provide.
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SKILLS MODULE 4
Web Design Considerations
Web Design Considerations
In this section, we explore the basic concepts of Web design that apply to successfully developing a job
search e-portfolio.
Basic Web Design Principles (p. 17-20)
Key Points:
 Design principles vary depending on the audience, site purpose, and technology being applied.
 e-Portfolios are built to market an individual to hiring organizations of a particular industry. This
statement defines the audience and purpose.
 Gain insight into the target audience and build a site that will appeal to them.
 Demonstrate your business personality without being too personal.
 Design for the Web – not print. Include plenty of links to additional content and use the zone-based
layout described in Figure M4.10 on page 20.
 Segment site content into related units of 1/3 – 1/2 typed page each and then use a hierarchy chart
to define the page linking structure of the site. Refer to Figure M4.10.
 At a minimum, each HTML page should contain links to each topical area in the site (including the
home page).
 Design an effective home page and then use that design throughout your site to provide common
colour, font, navigation, and layout.
 For the most professional presentation, include an image designed to be used as a background
and set text, link, vlink, and alink colours for high-contrast and readability. See Figure M4.11 on
page 22.
 Each site page should include who, what, when, and where with the same header and footer
content.
Key Term: Browser-safe colours – 216 different colours that can be displayed by a computer using
an 8-bit representation scheme.
Concept Reinforcement: Adding Value – Class Participation
 Have students create hierarchy charts for existing e-portfolios.
 If you do not have other sites, those at www.mcgrawhill.ca/college/haag can be used.
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SKILLS MODULE 4
Preparing Web Content
Preparing Web Content
Have students create a folder for the e-portfolio site with each gallery file and image to be used.
In this same folder, instruct them to build their home page and then use it create a “dummy” page for
each additional HTML page for the site. Build the site links before finalizing content on these “dummy”
pages.
Remind students to use the hierarchy chart created in the previous section to develop and link each
site page.
HTML Versus Generated Code (p. 25)
Key Points:
 HTML pages can be generated by hand-coding HTML tags in a text editor such as Notepad or
using authoring software such as Microsoft FrontPage or Macromedia Dreamweaver.
 Present the methods that will be used for your course.
 Discuss the benefits and pitfalls of the selected method.
Concept Reinforcement: Adding Value – Class Participation
 Have students view the code (in Internet Explorer click the View menu option and then select
Source) from a page created with Microsoft FrontPage.
 If you have a copy of the same page hand-coded, view that code and discuss the differences.
File Transfer Protocol (FTP) (p. 25-26)
Key Points:
 HTML pages are constructed and tested on an individual computer (usually on the C: drive).
 All files (image, gallery, and HTML) must be copied to a folder (directory) on a Web server.
 WS_FTP LE (Learning Edition) which can be downloaded from www.download.com for educational
use is covered in the module. If you are using WS_FTP LE refer to Figure M4.14 on page 26. If you
are using a different tool, introduce it here.
 Discuss the default file name for your system (usually index.htm)
Key Term: File Transfer Protocol (FTP) – the software used to copy files to a Web server.
Concept Reinforcement: Adding Value – Class Participation
 Walk students through the process of setting up their FTP accounts.
 Have them transfer a sample file.
 Discuss the URL and have students view their transferred page.
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SKILLS MODULE 4
Preparing Web Content
Things to Watch For (p. 26-27)
Key Points:
 Web sites should be tested multiple times and from multiple platforms after files are copied to the
Web server.
 Broken links are most often caused by case sensitivity on a UNIX Web server and/or incorrect file
paths.
Concept Reinforcement: Adding Value – Class Participation
 Show a web page in Internet Explorer and Netscape
 Discuss any differences
 Have students view their test page on multiple platforms.
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SKILLS MODULE 4
Summary: Student Learning Outcomes Revisited
SUMMARY: STUDENT LEARNING OUTCOMES REVISITED
In each chapter and module, we revisit the student learning outcomes as a mechanism and format for
summarizing the chapter.
You’ll find this content for Skills Module 4 on pages 27-28.
Following the adage of, “Tell them what you’re going to tell them, tell them, and then tell them what you
told them,” you should walk through the summary with your students.
You should also inform your students that the summary is great support for studying for exams.
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SKILLS MODULE 4
Short-Answer Questions
SHORT-ANSWER QUESTIONS (p. 496)
1.
Use of the electronic job market benefits employers by providing constant access to a worldwide pool
of potential employees, reducing search costs, and decreasing search times. Discuss the difficulties
this market imposes on potential employees and benefits they can gain by successfully competing
here.
ANSWER: Ask students to research web sites such as monster.ca and jobboom.ca.
2.
Visit the job board http://www.monster.ca/ and review the site content. Is this a site that you would
recommend for first-time job hunters? Why or why not?
ANSWER: This question is not directly addressed in the text, so students will need to evaluate the
site, present their findings, and support them. In general, we do not believe that monster.com is
designed with entry-level candidates in mind.
3.
Outline your plan for tapping into the unpublished job market. Include the methods of contact that you
will employ, the number of contacts to be made each week, and how you will follow up.
ANSWER: Exact answers cannot be given for this question, as it depends upon individual student
input and perspective.
4.
What factors do you believe contribute to 80 percent of available jobs never being publicized? How
does this complicate the job search?
ANSWER: No direct answer is provided in the text, but students should be able to present and
support some possible reasons such as evolving employee skill sets, rapid market changes, goodold-boy networks, employers not really knowing what they want/need, and so on.
5.
At first glance résumés are just a list of work and educational experiences. If that were the case, one
résumé documenting everything you have ever done should be sufficient. Why is this approach
ineffective?
ANSWER: Ask students how reflective a posted cv is of their own experiences and talents
6.
Identify some of the skills you have to offer an employer by listing your top five lifetime achievements.
Next to each achievement list the skills that allowed you to succeed. Write a statement including at
least three of these skills demonstrating how they would benefit an employer.
ANSWER: Exact answers cannot be given for this question, as it depends upon individual student
input and perspective.
7.
Identify attributes that make organizations attractive to you by listing your hobbies and recreational
activities. What attracts you to these activities? What similar aspects would you look for in a work
environment?
ANSWER: Exact answers cannot be given for this question, as it depends upon individual student
input and perspective.
8.
Identify your goals in seeking a job by completing the following statements using work values. To
clarify, “Make lots of money” is not a work value. Work values include work alone, be creative, be
recognized, help others, gain new knowledge, compete, and other phrases that describe what you
value or enjoy when working.
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SKILLS MODULE 4
Short-Answer Questions
a. I enjoy work that enables me to:
b. I least like to work when:
c. I am most productive when:
d. I am least productive when:
ANSWER: Exact answers cannot be given for this question, as it depends upon individual student
input and perspective.
9.
Identify the type of work environment that will best suit you by evaluating your past work and school
experiences. What type of people do you most enjoy working with? Do these people bring out the
best in you? What types of people annoy you? Are you able to effectively work with people who
annoy you?
ANSWER: Exact answers cannot be given for this question, as it depends upon individual student
input and perspective.
10. Why is it important to include job and industry specific skill words in the content of your résumé? How
do you know what skill words to include? Where do you put these skill words?
ANSWER: Industry specific skill words are used to target an industry and position by letting potential
employers know that value you can bring to their organization. p. 10
11. What arguments can you make to support the following statement? “If you are only going to create
one résumé format, it should be ASCII.”
ANSWER: Ask students to compare ACSII versus other formats such as word or pdf. p. 12
12. When describing your work and educational experience in a résumé, you are asked to use action
words, include skill words, focus on benefits and outcomes for the employer, and keep it short. Pick a
course that you have or are taking and describe it in a manner appropriate for your résumé.
ANSWER: Ask students to describe good action verbs and not so good ones. Ask students to write
a skill in three different ways and have another student critique them.
13. Discuss the significance of the PDF file format in the Internet and World Wide Web community.
ANSWER: The PDF file format is used to electronically distribute heavily formatted documents to
preserve their formatting regardless of the system and printer being used. p. 15
14. Why is the gallery of a job search e-portfolio as important as a well-written and researched resume?
ANSWER: The gallery provides proof of the skills outlined in the resume. Showing what you can do
is more persuasive that telling what you can do. p. 16
15. Why is a Web page divided into header, content, and footer zones? What content is appropriate for
each?
ANSWER: Ask students to design two different cvs with different headers and footers and have
another student critique them.
16. How does the audience and purpose of a Web site impact how it is designed? What important
audience preferences should you consider when designing a job search e-portfolio?
ANSWER: An effective e-portfolio should appeal to the audience by selecting colours, backgrounds,
navigation, and graphics that match the industry and position being targeted. p. 17
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SKILLS MODULE 4
Short-Answer Questions
17. Discuss the differences between a print document and a Web page. How do these differences impact
Web page design? How do you determine how much content to put on a single Web page?
ANSWER: A Web page is designed to be browsed rather than read, it has a variable size, and is
impacted by the viewer’s browser, screen resolution, operating system, and monitor. Site content
needs to be segmented into presentation units. Each unit should logically belong together and
minimize scrolling by allowing users to click to obtain more details. p. 18
18. What elements of a Web site home page should be carried throughout the rest of the site pages?
Why?
ANSWER: Home page navigation, layout, font, and colour elements should be applied to all site
pages. Using the same elements on all site pages provides a unified look and feel so that a visitor
can tell whether or not they are still viewing site pages. p. 19
19. Provide arguments that support the use of browser-safe colours in all web page development. Now
consider the arguments against using browser-safe colours. How do you determine whether to use
browser-safe colours for your site?
ANSWER: Browser-safe colours will display in any Web-browser while non-safe colours display
haphazardly. For a Web site to have the broadest colour safe viewership, browser-safe colours
should be used. p. 21
20. Explain the importance of viewing a newly developed Web site on multiple computers using a variety
of browsers. Why should a Web site that works on your computer be retested after it is placed on a
Web server?
ANSWER: Most Web servers use the UNIX operating system which is case sensitive. Since the
development environment on most students’ computers is Windows which is not case sensitive, some
pictures and links may not work after being moved to the Web server. Testing on the server will allow
these problems to be uncovered and repaired. p. 26
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SKILLS MODULE 4
Short-Question Answers
SHORT-QUESTION ANSWERS
1.
Visit an array of government, industry, and job databases as well as using search engines.
QUESTION: How do you conduct career research on the Internet? p. 8
2.
216.
QUESTION: How many colours are browser safe? p. 21
3.
Web site home page.
QUESTION: What is the entry page of a web site called? p. 23
4.
Available upon request.
QUESTION: What is the most common content of the References section of a resume? p. 11
5.
Web page header.
QUESTION: What zone of a Web page holds identifying information such as name? p. 18
6.
A short script that can be used when networking.
QUESTION: What is your 30-second commercial? p. 3
7.
Web site navigation chart.
QUESTION: What tool is used to document how Web pages of a site are linked together? p. 20
8.
Because changing printers can produce unexpected results with a heavily formatted word processing
document.
QUESTION: Why is the PDF file format preferred over word processing documents to digitally deliver
heavily formatted content? p. 15
9.
Three or fewer levels.
QUESTION: How many levels are recommended for an e-portfolio Web site? p. 19
10. Background image.
QUESTION: What type of image is designed to tile behind Web page content? p. 21-22
11. FTP.
QUESTION: What software allows files to be moved from your computer to your Web space? p. 25
12. Mailing list.
QUESTION: What are discussion groups that can be used for networking called? p. 4
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SKILLS MODULE 4
Assignments and Exercises
ASSIGNMENTS AND EXERCISES
The seven items included as Assignments and Exercises are designed to walk your students through
the steps of defining their career, conducting career research, building multiple resume formats,
selecting appropriate gallery content, and building their e-portfolio Web site.
And even those students who already have resumes and are well versed in using the Web, will find
these questions help to solidify their Web content.
We can’t give you any exact results for these questions because each student will research their career
visiting Web sites and job postings appropriate for their purposes.
If you want, you can select individual tasks that will be most helpful to your students or assign them all
to provide maximum guidance. Be sure to allow sufficient time for the research and writing tasks.
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