This document is a Design Document for a training "Get the Job You Want." This design plan follows each step of the ADDIE model (Analyze, Design, Develop, Evaluate, Implement). While working on this fictitious project, I tried to visualize the most effective learning experience for the participants; what would be their goals and how will this training meet those goals, how will I engage the participants, and how will their learning be assessed? While taking a look at the training plan, few things to keep in mind: - This plan was designed for for a proposed Instructor-led in class training - The participants would be adults with basic skills needed (fullfil some pre-requisites) - The proposed training consists of six sessions, but for the purpose of this assignment, only Session 1 "Creating an Effective Resume" has been designed and developed.

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Instructional Design and Delivery
Practicum
By
Sejal Mehta

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Get The Job You Want

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Note to the proposed readers of this document
This is a fictitious project created for the purpose of this course. The company “Career Stop” and
all other details are my creation and imagination of something I am passionate about. At this time
I am not pursuing this training anywhere.
My proposed training “Get The Job You Want” consists of six sessions totally. For the purpose of
this class and in the interest of limited time, I am including in this document:
- Background and Analysis
- High Level and Detailed Design for one session – Creating an Effective Resume
- Development Plan for the above session
- Implementation / Delivery
- Evaluation

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Contents
Background
- Company Information
Analysis
- Needs Analysis
- Goal Analysis
- Learner Analysis
- Resource Analysis
Design
- High Level Design – Creating an Effective Resume
- Detailed Design – Creating an Effective Resume
Development
- Development Plan
Implementation
Evaluation
Attachments
- Resume Worksheet
- Creating an Effective Resume Handouts
o Action Verbs
o What should I include in my Resume
o Resume Tips
o Resume Critique Checklist

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Company Background
Career Stop is a publicly funded career service and development organization providing services
and resources for jobs searching and employment in the tri-cities area surrounding Lakegrove,
CA. Their main goal is to coordinate employment activities and related services, either for free or
for a nominal fee. Career Stop works in partnership with the local city, community colleges and
local community organizations.
Career Stop offers the following services:
• Access to computers and internet
• Books and other resources related to employment opportunities
• Job search Workshops
• Other workshops related to employment
• Counseling – individual and group sessions
• Mock Interview practice sessions
• Information on job fairs
Customer Base
Career Stop has a big customer base with a varied clientele. The customers include individuals
with:
• Varied income level (more are low to middle income)
• Basic education to graduate degrees
• Limited work experience to many years of experience
• English as a second language (a reasonable percentage)
Basically it is wide customer base with varying needs

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ANALYSIS

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Analysis
Needs Analysis (Why)
Current Situation
Career Stop offers various workshops on a regular basis on standard job searching topics like –
creating a resume, interviewing skills, networking etc. These workshops are run and managed by
counselors who work at the center. The workshops are overall successful and have been
meeting the needs of many people.
The basic job search workshop assists in getting the basic requirements ready like:
• A simple resume
• Basic Knowledge on interviewing skills
• Standard tools to us
In the last few years, there has been an increasing demand for an advanced level job search
workshop. There has been a consistent request from many clients, in various ways, through
feedback forms, at counseling sessions etc., to offer a training that goes a step further than the
basic job searching skills. A training that would be suitable for people who all ready have the
basic skills and want to further their skills and knowledge at an advanced level.
Based on the request and agreement by management, an advanced level training “Get the Job
You Want” will be created.
Training Solution
The counselors will create the a pilot version of the training “Get the job You Want.” This will be
created as an intense six-week course where the students will meet once a week for an in-class
hands-on session. The content will be designed to build upon the previous week and hence
offering continuity and best learning opportunity. Participants will be requested (not mandated) to
attend the training end-to-end for maxim benefit.
Goal Analysis (What)
“Get The Job You Want” is a pilot training program and will be offered for the first time in March
2011. This training will address the following topics on advanced job search skills:
• Creating an Effective Resume
• LinkedIn as a job search tool
• Advanced Interviewing Skills
• Other Networking tools and options
There the following pre-requisites will need to be fulfilled before registering for this training
• Have completed the basic job search skills course in the last three years (the registration
would be designed to check on that)
• Have a basic resume (this would have been created in the basic job search skills class)
• Have basic computer skills
The objectives of the training are:
General Instructional Objectives (GIO)
Get participants ready to pursue an active job search by providing detailed information along with
hands-on-learning on the various elements of looking for a job including using LinkedIn
Professional Networking Application in the job search process.

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Specific Instructional Objectives (SIOs)
At the end of the training participants will have
• Created a marketable resume
• Created a detailed profile on LinkedIn
• Developed a comfort level in using LinkedIn as a tool in job searching
• Practiced interviewing skills by participating in a mock interview session
• Explored other networking tools
Participants have the choice of registering for the topic(s) of their choice and attending those
session(s). Each topic could last for one or two weeks. For maxim benefit it is requested to
attend all the sessions.
Learner Analysis (Who)
Individuals who are looking to further their basic job search skills and have fulfilled the above
prerequisites would be the participants for this advanced course.
Example of participant would be
• Someone who has some years work experience, recent additional qualification and now
looking for a job change
• Someone who has been working for many years, has lots of skills and experience and
would like to update his / her resume and other skills to get prepared for a job search
Resource Analysis (How)
“Get the Job You Want” will be offered every quarter of the year 2011. It will run for 6 weeks
and will be in-class hands-on training. Each class meeting will be a four-hour session on
Saturday mornings from 9:00 a.m. to 1:00 p.m. The first session will start on the first Saturday in
March 2011. Subsequent dates for the remaining three quarter in 2011 have to be finalized.
Students will be required to register and pay a small fee for each session. There will be some
discount for registering for four or more session.
The class will be held at the center’s computer lab. The lab consists of 14 computers and hence
the class will be offered to the first fourteen students who register. A small wait list will be
maintained.
The training will be taught and facilitated by the counselors working in the center.
The training will be marketed through flyers posted at various locations including local libraries,
community centers, community colleges etc.
Constraints and Limitations
This is a pilot program and certain element of uncertainty does exist, as this is being run for the
first time with the potential audience in this Center. Issues that could result in having to change
the training a little could be:
• Six weeks is fairly long and may not be suitable for someone who wants quick
information
• Being an advanced level course, the audience needs and expectation could vary, based
on their background, hence trying to meet the different expectations could be challenge.
• Charging a nominal fee may deter some potential participants (given there are lots of
resources for this topic available online etc.)

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Future Plans
If this program sees the success anticipated (good turnout, customer satisfaction etc.) couple of
additions will be made to this program
• Including two social media applications in a job search – Facebook and Twitter
• Converting it to a hybrid class with good amount of online self-paced training and some in
class requirement. This would assist in scaling out to a larger audience and more
flexibility for the participants.

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DESIGN

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High Level Training Design
General Instructional Objectives (GIO)
Get participants ready to pursue an active job search by providing detailed information along with
hands-on-learning on the various elements of looking for a job including using LinkedIn
Professional Networking Application in the job search process.
Specific Instructional Objectives (SIOs)
At the end of the training participants will have
• Created a marketable resume
• Created a detailed profile on LinkedIn
• Built up working knowledge on useful features in LinkedIn and using LinkedIn as a job
searching tool
• Developed a deep understanding interview expectations in today’s market
• Practiced interviewing skills by participating in a mock interview session
• Identified other networking tools and options in job searching
Timeline – Total 6 weeks
The class will meet every Saturday morning from 9:00 a.m. – 1:00 p.m. Various activities and
additional work will need to be completed between each session.
Breakdown of the six weeks:
Pre-Work (before 1
st
session) - Resume Worksheet to be completed and brought along with
your curent resume to the first session.
Week 1 – Creating a marketable resume using the filled out worksheet and critiqueing peers
resumes
Week 2 – Overview presentation on linkedIn and creating an account
Week 3 – Finalizing linkedIn profile and presentation on using linkedIn as a job searching tool
Week 4 – Presentation on interviewing skills including current technologies used for interviews
Week 5 – Review of mock interview videos
Week 6 – Other networking options
All classes will be hands-on and participants will (of course) be encouraged to share opinions,
experiences and anything else that would be valuable contribution on the topic for the class.

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Detailed Design
Session 1 - Creating an Effective Resume
Purpose
Have the participants create one or two versions of marketable resumes using the right
guidelines, current technology and applications.
Objectives
At the end of this session the participants will:
• Identified in detail the structure, content and design of a resume
• Have created a marketable resume
• Assist peers by critiquing their resumes
Pre-work
• Complete a Resume Checklist prior to attending the session
Timeline – Total four hours (240 minutes)
• Introductions and Discussion – approx. 40 minutes
Ø Experiences in filling out the Resume Checklist
Ø Activity on introductions
• Presentation – approx. 30 minutes
Ø What goes in a resume and other details
• Activity 1 - Creating a Resume – approx. 90 minutes s
Ø Creating the resume online using the completed checklist and handouts
• Activity 2 – Critiquing a resume – approx. 40 minutes
Ø Critiquing one or two peer resume(s)
• Closing – 20 minutes
Ø Questions, concerns and HW Assignment
Two ten minute breaks will be offered in between
Introductions and Discussion
Participants will be asked to share their experiences while filling out the Resume Checklist. This
information will be noted on a white board. The goal here is to encourage students to see the
similarities and differences in the experiences they might have had. Also this will hopefully get
participants to start to feel comfortable with each other. There will be lots of prompting and
encouragement from the facilitator. Once the participants have shared some experiences a quick
activity on the introducing each other will take place.
Quick Activity – Write on the index card provided
- Name
- Occupation
- Why you are here
- Your expectation from this training

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Participants will be asked to read / share what they wrote. This would be an opportunity for the
instructor to briefly assess participants’ backgrounds and goals for this training.
Presentation
Will cover detailed information on:
- What is a resume
- Structure of a resume
- Contents of a resume
- Resume Check
- Resume Design
- Resume Expectations
Activity 1 – Creating your resume
Handouts* to be passed out to the students
o Action Verbs list
o What should I include in my resume
o Resume writing tips
Follow steps to choose a template folder
Open up Microsoft Word -> Resume Templates folder -> Choose a template from the 3 choices
Using your completed Checklist and handouts, fill out the template to create your resume
Facilitators will be there to assist as needed.
Activity 2 – Critiquing peer resume
Handout to be passed out to the students – Resume Critique Checklist
Students will be asked to print out their resume and exchange their resumes with a peer of their
choice or someone sitting next to them.
Use the Resume Critique Checklist to:
- Mark words / sentences. Layout, design etc. that need to be changed
- Suggest the changes, if possible
This checklist is very detailed, for this activity it can be used briefly.
Note: This checklist is taken from Monster.com – Resume Critique Checklist
http://career-advice.monster.com/resumes-cover-letters/resume-writing-tips/resume-critique-
checklist/article.aspx
Closing / Homework
Answer any questions / concerns participants may have
Assign Homework
• Take the edited resume and make changes / any other updates as needed
• Get ready for next session – Review LinkedIn articles / presentations

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DEVELOPMENT

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Training Development Plan
“Get The Job You Want” development will include:
• Reviewing and selecting existing material (if any) that could be used
• Writing new material
• Creating the activities and handouts
• Finally creating PowerPoint presentation that will be used in the actual training
The presentation will be a complete instructional prototype that meets all the detailed design
specifications. It will include the following content (varying based on the topic)
• Information
• Demos
• Videos
• Activities
All presentations will have detailed instructor notes and any other information that has to be
followed during the class.
Who will do the development work?
Two counselors, who work in the center, will be responsible for using the detailed design
documents for each session and create the content in presentation format.

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IMPLIMENTATION

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Implementation plan
Delivery
“Get the Job You Want” will be offered every quarter of the year 2011. It will run for 6 weeks
and will be in-class hands-on training. Each class meeting will be a four hour session on
Saturday mornings from 9-1 p.m.. The first session will start on March 5, 2011 and consecutive
will be held every Saturday till April 9, 2011. Subsequent dates for the remaining three quarter in
2011 have to be finalized.
Classroom set up
The classroom will be set up in classroom style of chairs and tables with each table having two
computers. There are 14 computers available in the center’s workshop lab. Each computer will
be set up with a generic login and password.
The classroom also has the following set up:
- Instructor desk
- Inbuilt projector and screen
- Two whiteboards
- Three flipcharts
- Markers for whiteboards and flipcharts
Resources
Instructors – these are the counselors at the center will instruct and facilitate the sessions. The
plan is to have couple of counselors rotate instructing this training.
Lab Assistant will initially do the set up for the computers (creating folders where students can
save their work etc.) and be available should any technical issues arise.
Course Management
Registration will be required and will be available online (on Career Stop Website) and in person
at the center. Registration will be open from January 3, 2011. For the first offering 14 students
will be allowed to register and will be on a first come first serve basis. Any questions regarding
registration should be directed to the front desk.
Sign in sheets – Students will have to sign in for each session.
A break room is available in the center with snack and drinks vending machines and free coffee /
tea.
Marketing
Flyers will be distributed within the local community including libraries, community centers and
community colleges. Flyers will also be posted at the center and available on the center’s
website homepage.

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EVALUATION

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Evaluation Plan
Kirkpatrick’s Level 1 evaluation will be created and passed out at the end of each of the six
sessions. The evaluation will basically cover “learner reaction” to the session completed. Filling
out the evaluation be optional but highly recommended. All evaluations will remain anonymous.
Given this is a pilot training the evaluation will be formative to test the training program and see
how the training can be modified and improved based on the learner feedback.
The goal of the evaluation is to assess the following areas:
- Training content and design
o Content covered – information and detail
o Activities
o Sequence of content and activities
- Instructors / facilitators
o Knowledge
o Style of instructing
o Value add to the learning
o Facilitating to encourage learning
- Classroom
o Set up
o Bright and airy
o Clean
o Audio / Visuals
o Other
- Separate open ended questions requesting suggestions on
o Content
o Design
o Activities
o Instructor
o Classroom
o Overall suggestion(s) from the students to improve the training

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ATTACHMENTS

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Resume Worksheet - Creating an Effective Resume
________________________________________________________________
Complete this Resume Worksheet to the best your can and bring it along when you come for the
first session on Thursday, March 3, 2011.
Education
Basic Information: List the colleges / universities you attended after high school in reverse
chronological order from which you have received a degree / certificate.
College / University City / State / Country Degree
Major Dates GPA
Relevant Coursework (Optional): List courses that are related to the field and highlight specific
skills and knowledge. Keep the list short, no more than 6-8 courses. Depending on the number
of courses you can separate them by commas.
Class Projects (Optional): List the projects relevant to your chosen field emphasizing, in addition
to project specific skills, teamwork and leadership skills.
Project Name Project Duties Skills used
Project Name Project Duties Skills Used
Work Experience
List the most recent and relevant work experience in reverse chronological order. Emphasize
your responsibilities and skills used / developed. Be as specific as possible.
Job #1
Job Title Company City-State / Country Dates (mo/year)
Responsibilities Skills

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Job #2
Job Title Company City-State / Country Dates (mo/year)
Responsibilities Skills
Job #3
Job Title Company City-State / Country Dates (mo/year)
Responsibilities Skills
Computer / Technical Skills / Languages: List all computer skills including hardware, software
and programming skills. Also list any non-English languages you have learned.
Hardware Software Programming Languages
Achievements and Activities: List all (includes personal) accomplishments like academic
awards and honors, memberships, volunteer activities
Your Title Organization Name City- State / Country Dates

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WHAT SHOULD I INCLUDE IN MY RESUME ????
There are no hard and fast rules to writing a resume. Basically an effective resume should
reflect:
1. Your uniqueness as an individual
2. The factual information in your resume should support the qualifications for the position you
seek.
The general categories are:
1. Identification – Name, permanent address, phone, email
2. Objective / Summary of Qualifications
a. The general level of the job you feel qualified for
b. The ability you can offer
(or)
c. List the skills and knowledge that describes you
3. Education
a. Highest College Degree – name of college/university, location, degree, dates
b. Second highest degree – name of school / college, location, degree, dates
To both the above mention additional studies / projects directly related to the job you are
applying.
Can include college majors / minors and grades when above average
4. Experience
a. List in reverse chronological order
b. State your title, name of company, location and start and end dates (month/year)
c. State any accomplishments achieved
5. Professional Experience
6. Professional Presentations
7. Professional Certifications (if applicable)
8. Voluntary Activities
9. References
Furnished upon request
Tip: Always list career related work experience and other work experience in separate
paragraphs.

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Action Verbs
Planned
Devised developed examined discovered evaluated designed
Organized investigated appraised estimated planned analyzed
Studied measured solved created produced originated
Interpreted determined
Directed
Operated managed guided supervised governed commanded
Controlled regulated directed prescribed designated coordinated
Adapted eliminated transferred maintained administered authorized
Vetoed removed
Executed
Motivated encouraged utilized employed rectified administered
Restored repaired reorganized improved approved observed
Demonstrated disclosed published notified produced created
Built formulated increased expanded extended supplemented
Augmented condensed curtailed reduced minimized converted
Exchanged replaced conceived strengthened authored activated
Unified combined consolidated merged updated modernized
Altered transformed modified balanced established inventoried
Surpassed simplified computed estimated classified terminated
Initiated introduced economized obtained procured collected
Assumed attached exchanged invested sponsored expedited
Attained executed achieved dispatched
Serviced
Disclosed informed communicated taught instructed educated
Guided trained lectured endorsed guaranteed accommodated
Aided assisted
Advised
Conferred consulted publicized notified advised reported
Advertised informed demonstrated displayed exhibited illustrated
Advocated counseled acquainted recommended suggested familiarized

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Resume Tips
Appearance
• Name largest text on the page at 12 - 14 font size and 10-12 font size for other text
• Easy to read and well organized
• Professional quality paper
• Use conservative font such as Times New Roman or Arial
• Use boldface to highlight specific areas, be consistent in bolding
• Avoid underlining and Italicizing
• Limit to 2 pages
For Your Information
• Boldface your degrees
• State you GPA if is above 3.5
• Be aware of past / present tenses and ensure consistency
• If using chronological format, information should be in reverse chronological order
Things to avoid
• Using the word “I”
• Long-winded, wordy sentences
• Hand written corrections or additions
• Using abbreviations or unfamiliar jargon
• A photograph
• Personal data (age, marital status, gender etc.)
• Political or religious affiliations
Resume Expectations
• Clear and concise
• Accomplishment focused
• One – two pages maximum
• No personal information
• Honesty

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Resume Critique Checklist
By Kim Isaacs, Monster Resume Expert
Resumes normally get less than a 15-second glance at the first screening. If someone has asked you to
review his resume and you want to help him ensure it gets read -- or want to know if your own is up to
par -- be sure you can answer yes to the following questions:
First Impression
• Does the resume look original and not based on a template?
• Is the resume inviting to read, with clear sections and ample white space?
• Does the design look professional rather than like a simple typing job?
• Is a qualifications summary included so the reader immediately knows the applicant's value
proposition?
• Is the resume's length and overall appearance appropriate given the career level and
objective?
Appearance
• Does the resume provide a visually pleasing, polished presentation?
• Is the font appropriate for the career level and industry?
• Are there design elements such as bullets, bolding and lines to guide readers' eyes through
the document and highlight important content?
• Is there a good balance between text and white space?
• Are margins even on all sides?
• Are design elements like spacing and font size used consistently throughout the document?
• If the resume is longer than a page, does the second page contain a heading? Is the page
break formatted correctly?
Resume Sections
• Are all resume sections clearly labeled?
• Are sections placed in the best order to highlight the applicant's strongest credentials?
• Is the work history listed in reverse chronological order (most recent job first)?
Career Goal

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• Is the career objective included toward the top of the resume in a headline, objective or
qualifications summary?
• Is the resume targeted to a specific career goal and not trying to be a one-size-fits-all
document?
• If this is a resume for career change, is the current objective clearly stated, along with
supporting details showing how past experience is relevant to the new goal?
Accomplishments
• Does the resume include a solid listing of career accomplishments?
• Are accomplishments quantified by using numbers, percentages, dollar amounts or other
concrete measures of success?
• Do accomplishment statements begin with strong, varied action verbs?
• Are accomplishments separated from responsibilities?
Relevance
• Is the information relevant to hiring managers' needs?
• Does the resume's content support the career goal?
• Is the resume keyword-rich, packed with appropriate buzzwords and industry acronyms?
• Is applicable additional information, such as awards and affiliations, included, while personal
information like marital status, age and nationality unrelated to the job target omitted?
Writing Style
• Is the resume written in an implied first-person voice with personal pronouns, such as I, me
and my, avoided?
• Is the content flow logical and easy to understand?
• Is the resume as perfect as possible, with no careless typos or spelling, grammar or syntax
errors?

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Evaluation Form
Training: …………………………………………………… Date: …………….
Please fill out the evaluation form to best reflect your learning, experience and suggestions for us
to improve the training. Please color the circle that best describes your opinion.
Note: If you do choose “Undecided,” feel free to elaborate in the Comments section at the end of
the questions.
Strongly
Agree
Agree Disagree Strongly
Disagree
Undecided
Content and Design
Objectives were clearly specified and followed ¦ ¦ ¦ ¦ ¦
Material was clear and detailed ¦ ¦ ¦ ¦ ¦
Activities were appropriate for the learning ¦ ¦ ¦ ¦ ¦
Content and activities were well organized and
easy to follow
¦ ¦ ¦ ¦ ¦
Handouts were useful ¦ ¦ ¦ ¦ ¦
Instructor / Facilitator
Quality of instruction was good ¦ ¦ ¦ ¦ ¦
Instructor was knowledgeable ¦ ¦ ¦ ¦ ¦
Instructor encouraged questions, participation &
discussion
¦ ¦ ¦ ¦ ¦
Classroom
Classroom was bright, airy and clean ¦ ¦ ¦ ¦ ¦
The room set up was appropriate ¦ ¦ ¦ ¦ ¦
The A/V equipment worked well ¦ ¦ ¦ ¦ ¦
Comments
Please answer these questions to help us improve the training. You can use the back side
of the paper, if needed
1. What aspects of the training can be improved? Please explain.
2. Would you recommend this training to others?
3. Other comments?
Thank you for your participation