“resume preparation”...sample interview questions (listed next), as well as a checklist for...

P A R TP A R T

“Resume Preparation”

Resume: A summary of a person’s educational and work experience for thepurpose of possible employment

Topic: A great resume will help you land the jobof your dreams.

Synopsis of SegmentEven though few students have had salon-related experience prior to graduat-ing from beauty school, they probably have already acquired skills that wouldbe beneficial in the salon workplace. In this segment, Miss Pauline, a beautyschool instructor, talks to students about the importance of having a resume,and the kinds of experiences they should be mentioning such as handlingphones at school, excellent school attendance, advanced training, and any cus-tomer-relations experience. She wisely gets students to start thinking aboutwhat they can bring to the plate in terms of skills by encouraging them to thinkabout all the roles that stylists must play outside of simply doing hair (e.g. goodcommunication skills, be a team player, etc.).

Lesson Plans

Instructor ObjectivesUpon completion of the lesson, students should:

1. Understand the importance of having a resume when seeking salonemployment.

2. Realize that some of their life experiences have given them skills that couldmake them an ideal candidate for an employment position.

3. Know that a good resume opens doors by communicating their strengthsto potential employers.

Resume Preparation 45

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Implements, Equipment, Supplies RequiredStudent Instructor Items

X X Milady Soft Skills DVD “Resume Preparation”

X Student notebook

X Pens

Teaching Aids (audio/visual equipment,handouts, etc., used by instructor)

1. Chalkboard or overhead projector2. DVD player and DVD

FacilityTheory classroom

Time Allotment90–120 minutes, depending on time available and student participation.

Prior Student AssignmentView Milady Soft Skills DVD “Resume Preparation”

Educator ReferencesNone

Notes to Educator1. Review Milady Soft Skills DVD “Resume Preparation” and entire lesson

plan prior to lesson.2. Review Questions/Activities for this lesson and predetermine which ones

you will incorporate, based on your time allotment.

46 Part 2


3. Check DVD player to ensure it is working properly.4. Take attendance or have students sign in for class based on your school’s

procedure.

Discussion Topics Interspersed in Milady SoftSkills “Resume Preparation”

• How many of you have worked at a fast food restaurant?• Have you answered telephones at a previous job?• Have you been responsible for bookings at our beauty school?• Has anyone here been a host or waiter at a restaurant?• Have you taken art classes?• Have you taken beauty classes outside of school?• Have you attended trade shows?• How is your record for beauty school attendance?• Are you always on time?

Review Questions:1. How do you personally define resume?2. Why is a resume important to finding your first job?3. How does a resume explain how you will add value to a company?4. List at least five skills that stylists must possess besides doing hair.5. What skills can you include on your own resume that match the skills

required by a stylist? Being punctual? Being a good communicator? What?

Activities/Questions

Individual/Group Activities

Topic: “ What specific skills and experience do youpossess that should be included on your resume?”

Teaching Aids and Materials: Chalkboard list (provided here)

After watching Milady’s “Resume Preparation” segment, ask your students todo the same exercise as the students did in this video by listing their currentskills. After spending time working on this project alone, encourage dialogue

Resume Preparation 47


between students to generate even more ideas about what they could, andshould include on their resumes.

Teacher’s Guide: Insights/Answersto Individual/Group AcitivitiesLike Miss Pauline did in the DVD, help keep your students focused by listingthese skills on the chalkboard or overhead projector.

1. Customer Service2. Communication3. Caring Attitude4. Good Work Habits5. Management Skills6. Team Player7. Extracurricular Education8. Telephone9. Art Background

10. Special Skills (Music, Gymnastics, etc.)

Topic: “What specific career skills or activities are youplanning on doing prior to taking your state boardexams?”Teaching Aids and Materials: None

Students should start building their skills and experience right now by attend-ing outside classes and trade shows, and even participating in student competi-tions. Following the format noted here (individual time followed by groupdiscussion), encourage students to proactively build their resume by listing theactivities they plan to do between now and taking their boards that will enhanceboth their resume, and their odds of landing a great position.

Teacher’s Guide: Insights/Answersto Group ActivitiesAsk students to call out their goals (future activities and skills) and list them onthe chalkboard or overhead projector. This will allow students to inspire eachother to do things that perhaps they had not thought of on their own. (Hint: Re-garding outside classes, ask students to list specific classes or trade shows theyplan on attending prior to taking their state boards.)

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Interview Skills 49

“Interview Skills”

Interview skills: The ability to positively convey and share information aboutyourself during an employment interview.

Topic: Targeting the right salons for employmentenables you to ask the right questions andpresent yourself in the best light duringan interview.

Synopsis of SegmentIn this segment, Thomas, a beauty school graduate who is about to take his stateboard exams, interviews with owner John Q. at Salon Renew. We followThomas’s interview process, beginning when he first arrives at the salon. Prov-ing that he is ambitious, Thomas works hard to make a good first impression,has an excellent demeanor, openly shares his expectations, career goals, andcurrent skills. This segment ends with Thomas writing John Q. a thank-younote—an important business protocol that all students should follow.

Lesson Plans


1. Understand the salons they are targeting for employment should meetimportant goals they have established for their career (e.g. educationalprogram).

2. Understand the importance of making a list of what they are looking for ina salon.

3. Know the importance of making a good first impression through appear-ance, manner and conversation.

4. Learn that a follow-up thank you note or phone call should be done afterinterviewing with a prospective employer.



X X Milady Soft Skills DVD” Interview Skills”

X Student notebook

X Pens





Prior Student AssignmentView Milady Soft Skills DVD” Interview Skills”


50 Part 2


Notes to Educator1. Review Milady Soft Skills DVD “Interview Skills” and entire lesson plan

prior to lesson.2. Review Questions/Activities for this lesson and predetermine which ones

you will incorporate, based on your time allotment.3. Check DVD player to ensure it is working properly.4. Take attendance or have students sign in for class based on your school’s

procedure.

Discussion Topics Interspersed in Milady SoftSkills “Interview Skills”

• None

Review Questions1. How do you personally define interview skills?2. Why will being clear about your short-term and long-term career goals

give you a clearer direction for employment?3. Give examples of what should be included on a list of what you are look-

ing for in a salon or day spa.4. List three ways that you can research salons for a potential match with your

criteria for employment.5. List at least six ways you can make a good first impression before the

actual interview begins.


Individual Exercise

Topic: “Making an interview list”Have students make a list of what they want to discuss during their first inter-view with a salon. After 15-20 minutes, ask all students to share their lists withthe class.

• List the educational benefits, schedule, etc., you desire for at least the firstyear of your employment.

• List all the skills you currently possess that will benefit the salon.

Interview Skills 51


• List your educational expectations in terms of in-salon training.• What types of classes will you be attending outside the salon?• What educational credits do you hope to receive?• List the ideal position you are looking for in the first year of your career,

and what that job would entail.• How soon do you expect to be a full-fledged stylist?• And so on . . .

Role-Play

Topic: Mock interviews

Teaching Aids and Materials: Sample Interview Questions and Checklist printouts

Ask students to use the lists they have prepared in the previous group exerciseas references during their mock interviews with other students. Provide a list ofsample interview questions (listed next), as well as a checklist for appearanceand demeanor for students acting as employers. First ask two students to role-play applicant/employer in front of the class. Next, have students pair off andinterview each other. If time permits, have them find new partners and repeatthe process.

Checklist for appearance and demeanor:

• Is the candidate dressed appropriately? (Even though students are wearinga uniform, are their shoes clean? Are they accessorized? Is their makeupexpertly applied?)

• Does the candidate have a stylish haircut?• Is his/her color design in sync with our salon?• If the candidate has facial hair, is it neatly trimmed? Does it make a fash-

ion statement?• Are the candidate’s nails professionally manicured?• Are all the materials the applicant needs for the interview organized and at

the ready?• Does the candidate speak clearly? Does the candidate use good grammar?

Is his or her conversation filled with slang or repetitive phrases like, “Knowwhat I’m saying?”

Checklist of employment questions:

1. What position are you looking for at our salon?2. What hours are you looking for? What days of the week?3. Do you have any limitations that would prevent you from consistently

coming to work? Do you have any plans over the next year for travel?Vacation? Weekends off?

4. Do you have transportation to and from work?

52 Part 2


5. What skills do you possess that you feel would be a good fit with oursalon? How will these skills add value to our business?

6. What are your expectations of our salon in terms of education?7. Do you have plans to attend advanced classes outside our salon? If so,

which classes will you be taking?8. Do you have a particular time frame in mind for advancement?9. Will the relatively small wage we pay during your training period suffice

for your needs? Will you have to take a second job? Is that a problem?10. Where do you see your career being in six months? One year? Five years?

Teacher’s Guide: Insights/Answers to IndividualExercise “Making an Interview List” and RolePlay “Mock Interviews”Interviewing can be tough proposition even for seasoned salon vets. How doyou present yourself in the best light? How do you effectively communicateyour expectations without coming across as demanding? The activities outlinedin this segment are meant to help students prepare and practice for their up-coming interviews. If you have previously been in the position of employer orinterviewer, sharing your experiences and expertise will help bring theseexercises to life.

Interview Skills 53


54 Part 2

“Personal Communications”

Personal Communications: Successful exchanges of information, ideasand feelings between you and your coworkers or clients.

Topic: Different styles of communication caneither help or hinder stylists’ interactions withclients.

Synopsis of SegmentTo improve personal communication skills, John Q., owner of Salon Renew,hires Gary Carter, a management consultant, to teach his staff about differentstyles of communication. Gary relates there are three basic styles: (1) aggres-sive, (2) assertive and (3) passive, with most people using a unique blend of twoor three styles. To demonstrate these styles, Gary asks four stylists to role-playtwo different scenarios to demonstrate how clients react to different styles ofcommunication.

Lesson Plans


1. Understand the difference between aggressive, assertive and passive stylesof communication.

2. Learn the importance of being assertive with clients, without beingaggressive.

3. Know their personal communication styles.



X X Milady Soft Skills DVD “Personal Communications”

X Student notebook

X Pens





Prior Student AssignmentView Milady Soft Skills DVD “Personal Communications”


Notes to Educator1. Review Milady Soft Skills DVD “Personal Communications” and entire

lesson plan prior to lesson.

Personal Communications 55


2. Review Questions/Activities for this lesson and predetermine which onesyou will incorporate, based on your time allotment.

3. Check DVD player to ensure it is working properly.4. Take attendance or have students sign in for class based on your school’s

procedure.

Discussion Topics Interspersed in Milady SoftSkills “Personal Communications”

• None

Review Questions1. How do you personally define personal communication?2. What are the three styles of communication discussed in this segment?3. Describe assertive communication and cite two examples.4. Describe aggressive communication and cite two examples.5. Describe passive communication and cite two examples.6. What style of communication would you have used with Mrs. Jones?

Why?7. Would you want Susan (passive personality) to do your hair? Why?8. Why do body language and voice inflection play important roles in your

communication style? Give examples.


Individual/Group Exercise

Topic: “What’s my style?”

Teaching Aids and Materials: List of personal style characteristics

Have each student take a moment to analyze and gain better insight into his orher own communication style. Ask students to share their findings and discusswhy they came to that conclusion. Encourage discussion. Do others see themthe same way?My personal style is:

( ) Assertive—a proactive personality that seeks to solve, rather than inflame,situations.

56 Part 2


( ) Being assertive shows self-confidence and good self-esteem.

Aggressive—People who use an aggressive communication style tend tomonopolize conversations, frequently interrupt, and are poor listeners.

( ) Passive—Passive personalities do not actively participate in activities orsolutions.

( ) Fusion—a mix of two or more of the styles (be specific)

Role Play

Topic: “What’s their style?”

Teaching Aids and Materials: None

Salon Renew’s communication exercise bears repeating. Ask four students torole-play clients and stylists. Give them five minutes to decide on two scenar-ios and the communication styles they are going to use to deal with those situ-ations. They must use a mix of at least two styles. Have the rest of the classanalyze these scenes. What communication styles were present? What com-munication styles would have provided a more positive outcome?

Teacher’s Guide: Insights/Answers to IndividualGroup Exercise “What’s Your Style?” and RolePlay “What’s The Style?”Because success behind the chair hinges on a stylist’s ability to communicate,knowing how you communicate and how you come across to others is criticalto your success. What do you do when a client complains about her hair? Whatshould be said when a client is late for an appointment? How do you deal withclients who want the moon and stars in terms of a hairstyle, but lack the righthair to pull it off? How stylists deal with these situations, and hundreds of oth-ers, will determine whether clients feel good about having their hair done bythem, or feel defensive, insulted, and unfulfilled. Ensuring that students under-stand they have the power to adapt their style to a particular situation is criticalto succeeding behind the chair.

Personal Communications 57


58 Part 2

“Effective Verbal and Non-VerbalCommunications”

Verbal/Non-Verbal Communications: Using words, voice inflection, and bodylanguage to effectively communicate with interviewers and clients.

Topic: Verbal and non-verbal language tellinterviewers a great deal about who you are, andwhether or not you are a good fit with their company.

Synopsis of SegmentMae and Toni are vying for the same salon position, and yet it is evident that Maehas a big chance of being hired, and Toni has none. In this segment, Milady ex-plores the positive impact of someone who has effective verbal and non-verbalcommunication skills, and is able to show these attributes to their best advantageby also arriving at the interview appointment prepared. Mae has done her home-work by checking out the salon, making an interview appointment in advance,and coming to this meeting with a resume and personal references in hand. Sheacts calm, confident, and positive in her tone and conversation. Toni, on the otherhand, makes an impromptu visit, does not have her paperwork together, andseems unfocused during most of the interview process.

Lesson Plans


1. Understand that in order to make a positive impression, they must possessgood verbal skills by using good grammar and being clear and concise.

2. Learn the importance of communicating positive, rather than negative,messages.

3. Realize that non-verbal communication such as eye contact, a relaxed butalert posture, etc., tells interviewers a great deal about an applicant’s per-sonality and whether or not that person is sincere about the informationbeing shared.



X X Milady Soft Skills DVD “Effective Verbal andNon-Verbal Communications”

X Student notebook

X Pens





Prior Student AssignmentView Milady Soft Skills DVD “Effective Verbal and Non-Verbal Communications”


Effective Verbal and Non-Verbal Communications 59


Notes to Educator1. Review Milady Soft Skills DVD “Effective Verbal and Non-Verbal Com-

munications” and entire lesson plan prior to lesson.2. Review Questions/Activities for this lesson and predetermine which ones


procedure.

Discussion Topics Interspersed in Milady SoftSkills “Effective Verbal and Non-VerbalCommunications”Regarding Toni and Mae:

1. Did they appear organized and prepared for their interviews?2. Did their body language make them look competent and relaxed?3. What about when they first walked into John’s office?4. What made Mae appear more confident than Toni?5. Did Mae and Toni make eye contact with John Q. most of the time?

Review Questions1. Give three examples of good verbal communication skills.2. Give three examples of how to be clear and concise.3. How do you turn potentially negative answers into positive ones? Cite three

examples that interviewers might ask. Example: “Do you know how to dofoil weaves?” No, but I am looking forward to mastering this color art.”

4. What things should you have in your possession when you arrive for yourinterview?

5. How should you greet the interviewer?6. Why is it important to use good grammar?7. List the good body language that Mae used during her interview.8. Did Toni communicate the fact she really wanted to work at Salon Renew?

Why not?

60 Part 2



Group Discussion

Topic: Body language: “What interviewers look for”

Teaching Aids and Materials: Body Language printouts

Following is a summary of typical body language that is used and read duringinterviews. Invite students to discuss these examples of body language andwhat they could be telling interviewers.

Handshake: A dry, firm handshake reflects a strong personality. Limp,sweaty hands are definitely a no-no. This is the first body language thatyour interviewer “reads.”

Hands: Do not exaggerate hand gestures when you are talking. Try an-swering interview questions in front of a mirror to help you see just howmuch you move your hands while talking.

Eye Contact: Maintain eye contact but do not stare. If this makes you un-comfortable, look at the bridge of the interviewer’s nose as it has the sameeffect. Never let your eyes wander away from your interviewer.

Posture: Erect, rather than stiff, posture reflects energy, enthusiasm, andself-control. Slouching does not reflect a positive attitude in interview bodylanguage.

Fidget: Never fidget by doing things like playing with your hair, clickingpens, or crossing and recrossing your legs.

Crossed arms: This posture denotes nervousness and a defensive attitude.

Role Play

Topic: Mock interviews

Teaching Aids and Materials: None

Assign students the roles of interviewer, interviewee and observer. Have twostudents interview with each other while the observer takes notes based on thefollowing criteria. The purpose of this exercise is to help students have positiveconversations, use good grammar, and have self-assured body language:

1. Maintain eye contact with your interviewer.2. Show the interviewer that you want the position by remaining attentive at

all times.

Effective Verbal and Non-Verbal Communications 61


3. Be positive. In particular, never speak negatively about past employers.4. Listen and adapt. Be sensitive to the style of the interviewer. If the inter-

viewer is quiet, for instance, do not try to make up for this lack of energyby being flamboyant.

5. Try to relate your answers to the specific salon. Focus on achievements.6. Encourage the interviewer to share information about the salon.7. Ask pertinent questions, such as: Why is this position open? What would

be expected of me? Are there promotion possibilities? If so, within whattime frame? What is your policy about education credits?

Teacher’s Guide: Insights/AnswersInterviewing is an art by itself. When you add all the skills that even a stylingnovice needs in order to land a job, and the entire job-hunting process becomesdaunting. The more you broach the subject of interviewing, and follow throughwith discussions and role playing; the better off your students will be when theyenter the job field. Remind students that body language, a sincere tone, andgood verbal skills are all required to work in quality salons that cater to well-educated, professional clients.

62 Part 2


Coworker Communications 63

“Coworker Communications”

Coworker Communications: Flow of information between staffers.

Topic: Dealing with fellow staffers in anobjective, honest, sensitive, and respectfulmanner.

Synopsis of SegmentTreating fellow-staffers with respect and genuine trust cannot be overstressed.In this segment, Pam takes a booking from a client who normally goes to Susan,but requests Kyle, another seasoned stylist, for her next service. Pam tries toexplain the situation to Susan but client activity at the front desk prevents herfrom doing so. In this all-too-familiar scene, Susan discovers her client is onKyle’s books without explanation, and immediately jumps to the conclusionthat he somehow was the instigator of this switch. As it turns out, Susan’s clientbooked with Kyle because she won a free haircut offered by him at a commu-nity event. Susan is left in the awkward position of apologizing to Kyle andsomehow restoring their damaged relationship.

Lesson Plans


1. Should understand the importance of being objective when dealing withstaffers.

2. Know that having good relationships in the salon workplace are vital toeveryone’s success.

3. Be sensitive to work relationships, and never speak unkindly about onestaff member to another.



X X Milady DVD Soft Skills “Coworker Communications”

X Student notebook

X Pens





Prior Student AssignmentView Milady Soft Skills DVD “Co-Worker Communications”


64 Part 2


Notes to Educator1. Review Milady Soft Skills DVD “Co-Worker Communications” and entire

lesson plan prior to lesson.2. Review Questions/Activities for this lesson and predetermine which ones


procedure.

Discussion Topics Interspersed in Milady SoftSkills “Co-Worker Communications”

• None

Review Questions1. List the guidelines you should follow when interacting with staffers.2. How can you be honest and sensitive at the same time?3. How does anger break down relationships in the salon workplace?4. How does this breakdown damage everyone’s career?5. Why did communication break down between Vinetta and Salon Renew?6. Why did Susan jump to conclusions about why Vinetta was on Kyle’s books?7. Did she handle the situation correctly? What should she have done differently?8. Why is it important to assume the best until you know the real facts about

a situation?


Group Discussion

Topic: “Good relationships”

Teaching Materials and Aids: Eight Tips for Building Beautiful Salon Relation-ships printouts

In today’s fast-paced world we often find ourselves in stressful situations. Addmiscommunication and conflict to the mix, and the results can be devastatingto relationships, teamwork, and productivity. It is not surprising, then, that many



stylists fail in a salon environment due to difficult relationships with fellowstaff members. The first step in trusting and believing in coworkers is todevelop good communication with all members of the team. Have your stu-dents discuss the following eight tips for having healthy workplace relation-ships. Ask them to add at least two tips to this list.

Eight Tips for Building Beautiful Salon Relationships:

1. Respect requires trust, equality and empathy. It is essential for cultivatinghealthy relationships. Treat others as you wish to be treated, and value theiropinions.

2. Attentive listening requires participation, openness and receptivity. Let co-workers know that you hear and understand their thoughts.

3. Don’t speak when you’re angry or upset. Instead, think things through andthen approach the person calmly.

4. Avoid malicious gossip. Don’t engage in idle and nasty chatter about co-workers. What you say will come back to haunt you.

5. Develop an appropriate speaking style and body language. How you speakis just as important as what you say. Be positive: radiate energy, enthusi-asm, and friendliness.

6. Be assertive. Ask, rather than complain.7. Never jump to conclusions about the intentions of coworkers. If you want

to know the truth, ask them.8. Support and advice at the office are essential for good relations. Show your

appreciation for a coworker’s help.

Teacher’s Guide: Insights to Group Discussion “EightTips for Building Beautiful Salon Relationships”The salon is such a small slice of life that one misstep, one day of exercisingbad judgment, and it could take months to get back in a peer’s good graces. Thishampers teamwork and all the wonderful support it entails, not to mention trust,caring, and working in a nurturing environment. Help students avoid these pit-falls by practicing the eight important tips just listed, as well as other bits ofwisdom they will want to contribute to this discussion.

Quiz

Topic: “The attitude test”Teaching Materials and Aids: The Anger Test printouts

Anger is often at the bottom of workplace miscommunications. When Susanjust assumed that Kyle had taken her client out from under her, she acted like

66 Part 2


a very angry person. Would you ever act like Susan? Take this test to find outif your anger is directed, misdirected, or simply not present.

Anger Test

Put a check by any answer that you have felt during the past week

• Blame your problems at school on someone other than yourself_________

• Lose your temper when someone messes up your tools or supplies_________

• Get annoyed at a fellow student over a petty matter _________• Are impatient with a client _________• Are restless at school or at home _________• Feel moments of anger for no valid reason _________• Are hot-tempered with your significant other _________• Have trouble sleeping _________• Cannot relax, even when you are doing something you like _________• Are irritated by things such as background music, a certain color, etc.

_________• Shake with anger over a driving incident _________• Hold a grudge against a teacher or supervisor over being reprimanded

_________

More than three check marks could mean that you have an anger problem thatwill thwart your success in the intimate environment of a salon.



68 Part 2

“Manager RelationsCommunications”

Manager Relations Communications: The successful exchange of information,ideas, and feelings between beauty professionals and their managers/owners.

Topic: Employee evaluations create opportunitiesto take stock of your progress, and providevaluable ideas and useful insights tomanagement.

Synopsis of SegmentJennifer is a talented young stylist who is currently an assistant at Salon Renew.She has been a stylist-in-training for three months and is anxious to become afull-fledged stylist. During her 90-day review with owner John Q., Jennifer learnswhat it is really going to take to work behind the chair in a quality salon like SalonRenew. In the process, students are taught about employee reviews, and why theyare beneficial to both themselves and the salon. In this particular segment, JohnQ. is conducting Jennifer’s 90-day review, a probationary period designed forboth parties to decide whether the new employee is a good fit for the salon.

Lesson Plans


1. Be aware that well-run salons make it a priority to conduct frequent andthorough employee evaluations.

2. Understand that the purpose of an employee review is to help employeesimprove their performance, as well as to provide valuable feedback for thesalon.

3. Know that the 90-day employee evaluation is generally when the proba-tionary period is over and the employee is asked—or not asked—tobecome a permanent employee.

4. Understand the importance of bringing written suggestions, questions, andconcerns to these meetings.



X X Milady Soft Skills DVD “Manager RelationsCommunications”

X Student notebook

X Pens



Facility

Theory classroom


Prior Student AssignmentView Milady Soft Skills DVD “Manager Relations Communications”


Manager Relations Communications 69


Notes to Educator1. Review Milady Soft Skills DVD “Manager Relations Communications”

and entire lesson plan prior to lesson.2. Review Questions/Activities for this lesson and predetermine which ones


procedure.

Discussion Topics Interspersed in Milady SoftSkills “Manager Relations Communications”

• None

Review Questions1. How do you personally define an employee evaluation?2. What is the purpose of an employee evaluation?3. Why is the manager’s job to look beyond your feelings and make decisions

that are best for the salon as a whole?4. Why should employee evaluations be a priority in the salon workplace?5. What problems or challenges was Jennifer having at work? How did the

evaluation help resolve these issues?6. How is the salon affected when you do not make your job a top

priority?7. Do you think it was wise for Jennifer to want to be on the floor of Salon

Renew after six months of training?8. What did Kyle and John mean about “practicing” on clients. What skills

did Jennifer need to be certified in before being qualified to care forclients?

9. What do you think of Jennifer’s suggestions to John? Were they construc-tive? How will they benefit the salon and create a better workplace for allemployees?

70 Part 2



Group Discussion

Topic: Handling criticism

Teaching Materials and Aids: None

Imagine you are an assistant in a trendy, chic salon. Your 90-day probationaryperiod is up, and it is time for your evaluation. Following are some scenariosyou might encounter. How do you feel when you are told things like those men-tioned here? What do you say? How does it help you improve your performancein the future? Go over the hypothetical situations and if time permits, add someof your own!

You think: I just finished the most beautiful set of highlights that I’ve everdone and my model loved it! I think I’m ready to be certified as a colorist.

Manager says: Your work is improving, but you have small bleed marks atthe crown and the back looks a little brassy.

You think: I come in early every morning; I stay late every night. I deserveextra time off.

Manager says: I always appreciate your hard work and dedication, but youneed to come to work when you are scheduled to be here and not expectother people to cover your shift.

You think: There is a ban on wearing denim in the salon, but this outfit cost$150. I should be able to wear this outfit to work.

Manager says: There is a ban on wearing denim. It is for the good of thesalon and our image.

Teacher’s Guide: Insights/Answers to Group DiscussionMoving from school to a salon is often like leaving a small pond for one that ismuch bigger and far more competitive. During the critical first year as a newlylicensed stylist, it is important to set ego and self-congratulations aside, and ac-cept the constructive criticism of more experienced beauty professionals. Thisis essential to the growth of a new stylist in terms of skills and their clientele.Regarding the latter, management and fellow staff members must feel confidentabout their abilities in terms of hair and customer relations, before freely refer-ring clients to any new service provider.



Quiz

Topic: “Follow the leader”

Teaching Materials and Aids: Follow the Leader printouts

How hard is it for you to deal with authority? Do you take criticism graciously?Do you resent following others? Do you take advice to heart? Take the “Followthe Leader” quiz to see if you are open to following the requests of salonmanagers/owners, or if you need to work on putting your ego aside and bene-fiting from their advice and requests. Mark your answer 1, 2, or 3: (1) Not at all(2) Sometimes/Somewhat (3) Always/Resentful

( ) You are upset that someone asks you to do a menial task outside yourregular job description.

( ) You feel angry when managers give you direction, even though you knowthey are right.

( ) You want to do things your way; not how everybody else does things.

( ) You want to make and follow your own rules in the workplace.

( ) You are resentful that one of your peers has been promoted to the floorand you are still an assistant.

( ) When a stylist/manager corrects your work, you feel that person is beingoverly critical.

( ) You view yourself as more talented than others give you credit for.

Scores

18–21 You need to work on being open to constructive criticism in orderto grow your skills and your career.

12–17 You have a competitive spirit, but are still open to direction andadvice.

7–11 You need to challenge yourself more in order to grow your career.

Teacher’s Guide: Insights/Answers to Quiz “Follow the Leader”In a perfect world, our work would always be flawless. We would never makea mistake, perfect our skills instantly, and everyone would recognize how valu-able and talented we were. Unfortunately, it does not work that way. In the realworld, we have to work to improve ourselves, and even then, managers andowners will sometimes insist that we do things better. When we are late forwork—it happens to even the most punctual people—we must answer to

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a supervisor. And despite how we assess our own skills, it is usually up to thepowers-that-be to decide when we are ready to work elbow-to-elbow with sea-soned stylists. Learning how to not only graciously accept criticism, but growfrom it, is essential to carving out a successful career in the beauty business.After taking the “Follow the Leader” quiz, talk to your students about takingdirection, why it sometimes hurts to be criticized, but also how this much-needed feedback is the best and quickest way to become a successful andrespected stylist.



“resume preparation”...sample interview questions (listed next), as well as a checklist for...

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