michelle shipulski eportfolio without resume

Performance

Evaluations

Letters of

Recommendation

Work

Samples

MCC WorkReadyNH YTD Data Summary

11/10/2015

Grant Y1 10/3/11 - 06/30/12

Grant Y2 07/1/12 - 06/30/13

Grant Y3 07/1/13 - 06/30/14

Grant Y4 07/1/14 - 06/30/15

Grant Y5 07/1/15 - 06/30/16

Total To Date* 10/3/11 - Present

# REGISTERED: 128 229 214 237 98 906

# PARTICIPANTS 84 159 157 192 69 661

Unemployed 114 199 180 194 82 769Under Employed (Working <30 hrs/week) 14 26 28 27 11 106Employed (Working 30+ hours/week) 0 4 6 16 5 31Veteran 5 10 14 14 4 47Male 47 91 101 106 38 383Female 81 138 113 131 60 523NH LTU (16+ weeks) - - - 64 50 114FED LTU (27+ weeks) - - - 27 39 66

Less than High School - - 17 38 19 74High School Degree/GED/AD - - 64 75 32 17113 - - 6 34 10 5014 - - 19 28 13 6015 - - 3 17 2 2216 - - 15 26 13 5417+ - - 8 19 9 36Unknown 128 229 82 0 0 439

16-17 0 23 10 25 9 6718-30 26 64 51 63 25 22931-40 24 23 18 24 13 10241-50 31 39 48 55 22 195

DEMOGRAPHICS:

AGE RANGE:

GRADE LEVEL COMPLETED:


11/10/2015

Grant Y1 10/3/11 - 06/30/12

Grant Y2 07/1/12 - 06/30/13

Grant Y3 07/1/13 - 06/30/14

Grant Y4 07/1/14 - 06/30/15

Grant Y5 07/1/15 - 06/30/16


51-60 36 66 76 53 17 24861+ 11 14 11 17 12 65

Word of Mouth 9 21 34 35 10 109Outreach 38 46 51 27 6 168Rapid Response 0 0 10 2 1 13Marketing 38 86 41 32 19 216NHES 24 50 109 59 28 270WIOA - Adult 43 12 34 62 15 166CAP 0 0 0 0 0 0CCSNH Partners/Grants 6 31 28 47 9 121Vocational Rehabilitation 6 4 17 28 6 61DOE 2 32 13 16 1 64DHHS/TANF 0 1 0 4 0 5WIOA - Youth 2 12 7 22 20 63Employer 0 0 0 0 0 0Other 1 5 3 22 9 40

WIOA 24 12 29 49 13 127CAP 0 0 1 3 1 5Welfare (Local) 2 7 5 6 5 25TANF/NHEP 3 3 3 3 3 15Food Stamps 24 56 35 41 18 174Fuel Assistance 15 20 28 18 10 91Food Assistance (Local) 2 6 8 10 4 30Unemployment Benefits 63 58 74 51 23 269Trade Act 1 2 2 3 0 8

REFERRED BY:

RECEIVING:


11/10/2015

Grant Y1 10/3/11 - 06/30/12

Grant Y2 07/1/12 - 06/30/13

Grant Y3 07/1/13 - 06/30/14

Grant Y4 07/1/14 - 06/30/15

Grant Y5 07/1/15 - 06/30/16


Vocational Rehabilitation 11 14 28 31 7 91Social Security 7 14 14 16 9 60Social Security Disability 6 15 19 27 13 80Training Program 21 55 35 64 25 200No Services 31 61 64 58 26 240

TOTAL DID NOT COMPLETE: 62 102 91 85 39 379Registered - Not Completed: 45 71 57 45 22 240Participant - Not Completed: 17 31 34 40 17 139

Employment 24 20 17 21 6 88Education/Training 2 3 5 4 0 14Scheduling Conflict 0 0 2 10 1 13Relocated/Moved 0 1 0 0 0 1Health 3 9 10 8 7 37Transportation 1 3 0 2 0 6No Longer Interested 10 7 13 4 3 37Insufficient English Skills 0 0 0 2 1 3NCRC <3 3 10 8 15 5 41Unknown/No Response 12 39 18 9 7 85Other 0 0 4 4 1 9Dismissed - Absenteeism 3 3 12 2 7 27Dismissed - Behavior 1 1 0 0 0 2Dismissed - Other 0 0 0 1 0 1Did not take WorkKeys Exam 3 6 2 3 1 15

NCRC ONLY (WAIVER): - - 0 0 0 0

REASONS DID NOT COMPLETE:


11/10/2015

Grant Y1 10/3/11 - 06/30/12

Grant Y2 07/1/12 - 06/30/13

Grant Y3 07/1/13 - 06/30/14

Grant Y4 07/1/14 - 06/30/15

Grant Y5 07/1/15 - 06/30/16


TOTAL COMPLETED SOFT SKILLS: 72 143 133 170 53 571

TOTAL GRADUATED (SS + NCRC): 66 127 123 152 46 514

Bronze 15 29 26 28 9 107Silver 42 79 69 86 27 303Gold 8 19 28 37 10 102Platinum 1 0 0 1 0 2

CURRENTLY ACTIVE: - - - - 13 0In Class - - - - 5 0Waiting - - - - 7 0Other - - - - 1 0

Employed 43 62 41 43 5 194Education/Training 4 9 20 50 12 95Looking for Employment 15 29 51 53 25 173AMPED 0 1 4 3 0 8Continued Employment 3 13 16 16 7 55Total Employed 46 75 57 59 12 249% Employed 69.70% 59.06% 46.34% 38.82% 26.09% 48.44%Total Training 4 10 24 53 12 103% Training 6.06% 7.87% 19.51% 34.87% 26.09% 20.04%

Employed - - - 5 0 5Education/Training - - - 4 0 4

6 MONTH GRADUATE FOLLOW-UP:

3 MONTH GRADUATE FOLLOW-UP:

NCRC LEVEL:


11/10/2015

Grant Y1 10/3/11 - 06/30/12

Grant Y2 07/1/12 - 06/30/13

Grant Y3 07/1/13 - 06/30/14

Grant Y4 07/1/14 - 06/30/15

Grant Y5 07/1/15 - 06/30/16


Looking for Employment - - - 6 0 6AMPED - - - 0 0 0Continued Employment - - - 2 0 2Total Employed 0 0 0 7 0 7% Employed 0.00% 0.00% 0.00% 4.61% 0.00% 1.36%Total Training 0 0 0 4 0 4% Training 0.00% 0.00% 0.00% 2.63% 0.00% 0.78%

* The Total To Date reflects minus 4 that transferred.- Information not available or not applicable.

WorkReadyNH Program Curriculum Overview

Modules in the Soft Skills Course Manual

2005-2013, Velsoft Training Materials Inc.

1. Getting Your Job Search Started: While looking for work can be an exciting time, it can also involve fear and discomfort about change and the unknown. This module will help you to determine what your skill set is made up of, the kind of work that is important and realistic to include in your search, and how to get started. Today’s job market is not the same as it was even five years ago. Knowing where to go, who to talk to, and the opportunities that are available will help.

Learning Outcomes: o Describe your skills, values, and beliefs about work and looking for opportunities. o Demonstrate an understanding for the types of work available to you and where to go

for more information. o Apply different approaches to job searching, such as networking and tapping into the

hidden job market.

2. Creating a Dynamite Job Portfolio: The job market continues to change, as does the way we look for work. This module examines the value of presenting yourself as a complete package by using a resume as an introduction to an employer and backing it up with a portfolio presented at the interview.

Learning Outcomes: o Speak about yourself using descriptive language. o Apply the essential elements of cover letters and resumes. o Understand the need for pre-employment testing and what to expect. o Design a personalized portfolio. o Develop a plan that moves you to a new job.

3. Mastering the Interview: The interview is one of the key elements of the job search process. As with any skill, we can get better at it with preparation and practice. In this module, you will explore how to prepare for an interview and become familiar with the types of questions to expect, as well as the questions you should think about asking. You will also learn how to prepare for second interviews and how to follow up.

Learning Outcomes: o Understand different types of interview questions and how to prepare to answer them. o Apply the most effective ways to prepare for an interview, including how to present

yourself professionally. o Express yourself effectively. o Know how to ask for feedback following an interview.

MCC Rev. 09.16.15 Page 1 of 10


4. Communication Strategies: Have you ever wondered why it seems so difficult to talk with some people and yet so easy to talk with others? Can you recall an occasion where you met someone for the first time and immediately liked that person? Something about the individual made you feel comfortable. A major goal of this module is to help you understand the impact your communication skills have on other people. You will also explore how improving these skills can make it easier for you to get along in the workplace, and in life.

Learning Outcomes: o Identify common communication problems that may be holding you back. o Develop skills to ask questions that give you information you need. o Learn what your non-verbal messages are telling others. o Develop skills to listen actively and empathetically to others. o Enhance your ability to handle difficult situations. o Deal with situations assertively.

5. Critical Thinking: In today’s society, many people experience information overload. We are bombarded with messages to believe various ideas, purchase things, support causes, and lead our lifestyle in a particular way. How do you know what to believe? How do you separate the truth from the myths? The answer lies in critical thinking skills. The ability to clearly reason through problems and to present arguments in a logical, compelling way has become a key skill for survival in today’s world. This module will give you some practical tools and hands-on experience with critical thinking and problem solving.

Learning Outcomes: o Define critical and non-critical thinking. o Identify your critical thinking style(s), including areas of strength and improvement. o Describe other thinking styles, including left/right brain and whole-brain thinking. o Work through the critical thinking process to build or analyze arguments. o Develop and evaluate explanations. o Improve key critical thinking skills, including active listening and questioning. o Use analytical thought systems and creative thinking techniques.

6. Problem Solving and Decision Making: We make decisions and solve problems continually. We start making decisions before we even get out of bed (shall I get up now or not?). Sometimes, we will have made as many as 50 decisions by the time we leave for work. Despite all the natural decision making that goes on and the problem solving we do, some people are very uncomfortable with having to make decisions. The key to finding creative solutions is not just creativity, although that will certainly help. The answer rests in our ability to identify options, research them, and then put things together in a way that works. Having a process to work through can take the anxiety out of problem solving and make decisions easier. That’s what this module is all about.



Learning Outcomes: o Apply problem solving steps and tools. o Analyze information to clearly describe problems. o Identify appropriate solutions. o Think creatively and be a contributing member of a problem solving team. o Select the best approach for making decisions. o Avoid common decision-making mistakes.

7. Building Better Teams: Teams are an important building block of successful organizations. Whether the focus is on service, quality, cost, value, speed, efficiency, performance, or other similar goals, teams are the basic unit that supports most organizations. With teams at the core of corporate strategy, the success of an organization can often depend on how well you and other team members operate together. How are your problem-solving skills? Is the team enthusiastic and motivated to do its best? Do you work well together? This module can help you get there!

Learning Outcomes: o Understand the value of working as a team. o Develop team norms, ground rules, and team contracts. o Identify your team player style and how it can be used effectively with your own team. o Build team trust. o Identify the stages of team development and how to help a team move through them. o Recognize the critical role communication skills will play in building and maintaining a

team atmosphere. o Identify ways that team members can be involved and grow in a team setting.

8. Critical Elements of Customer Service: While many companies promise to deliver an incredible customer experience, some are better at delivering than others. This module is designed around six critical elements of customer service that, when the company lives them, brings customers back to experience service that outdoes the competition.

Learning Outcomes: o Demonstrate a customer service approach. o Understand how your own behavior affects the behavior of others. o Demonstrate confidence and skill as a problem solver. o Apply techniques to deal with difficult customers. o Make a choice to provide customer service.

9. Conflict Resolution: Many people see conflict as a negative experience. In fact, conflict is a necessary part of our personal growth and development. Think of when you were trying to choose your major in college, for example, or trying to decide between two jobs. However,



conflict becomes an issue when the people involved cannot work through it. They become engaged in a battle that does not result in growth. When this type of conflict arises, negative energy can result, causing hurt feelings and damaged relationships. This module will give you the tools that will help you resolve conflict successfully and produce a win-win outcome.

Learning Outcomes: o Understand what conflict is and how it can escalate. o Understand the types of conflict and the stages of conflict. o Recognize the five most common conflict resolution styles and when to use them. o Increase positive information flow through non-verbal and verbal communication skills. o Develop effective techniques for intervention strategies. o Become more confident of your ability to manage conflicts to enhance productivity and

performance.

10. Business Ethics for the Office: What exactly makes a decision ethical? The problem with ethics is that what may seem morally right (or ethical) to one person may seem appalling to another. This module will not provide you with an easy way to solve every ethical decision you will ever have to make. It will, however, help you define your ethical framework to make solving those ethical dilemmas easier. We’ll also look at some tools that you can use when you’re faced with an ethical decision. And, we’ll look at some techniques you can use so you don’t get stuck in an ethical quandary. Best of all, we’ll look at a lot of case studies so that you can practice making decisions in a safe environment.

Learning Outcomes: o Understand the difference between ethics and morals. o Understand the value of ethics. o Identify some of your values and moral principles. o Be familiar with some philosophical approaches to ethical decisions. o Identify some ways to improve ethics in your office. o Know some ways to avoid ethical dilemmas. o Have some tools to help you make better decisions. o Be familiar with some common ethical dilemmas.

11. Safety in the Workplace: Workplace accidents and injuries cost corporations millions of dollars and thousands of hours lost every year. They also have a profound, often lifelong impact on workers. Practicing a safety culture in your organization, where safety is valued as an integral part of the business’ operation, not only saves the business time and money, it also builds a committed, loyal, healthy workforce. This module will give you the foundation to start building your safety culture.



Learning Outcomes: o Understand what a safety culture is. o Identify hazards and reduce them. o Identify groups particularly at risk for injury and know how to protect them. o Respond to incidents and near misses. o Understand the basics of accident investigation and documentation.

12. Celebrating Diversity in the Workplace: More than ever, a workplace is a diverse collection of individuals proud of who they are: their gender, their sexual orientation, their religion, their ethnic background, and all the other components that make an individual unique. One of the challenges for the workplace is how to help these diverse individuals work as a team. We all know what happens to organizations that don’t have effective teamwork: they fail. And, failing to embrace diversity can also have serious legal costs for corporations. This module will give you ways to celebrate diversity in the workplace while bringing individuals together.

Learning Outcomes: o Describe what diversity and its related terms mean. o Explain how changes in the world have affected you and your view. o Identify your stereotypes. o Use terms that are politically correct and avoid those which are not. o Apply the four cornerstones of diversity. o Avoid the pitfalls related to diversity. o Use a technique for dealing with inappropriate behavior. o Develop a management style to encourage diversity. o Take action if you or one of your colleagues feels discriminated against.

13. Workplace Harassment: In 2012 alone, the US Equal Employment Opportunity Commission ordered that $365,400,000 (that’s 365.4 million dollars!) be paid out for discrimination and harassment charges. No wonder companies are working to be more proactive in preventing harassment. But how do you prevent harassment from occurring? What sorts of policies should be in place? What should managers do to protect their employees? And if a complaint is filed, what will we do? All of these questions will be answered in this module. (Source for statistics: http://www.eeoc.gov/eeoc/statistics/enforcement/all.cfm)

Learning Outcomes: o Explain what is acceptable behavior in the workplace and what is not, and why. o Apply the benefits of harassment training. o Define the various types of harassment, including sexual harassment. o State some ways to prevent harassment and understand what role you can play. o Demonstrate some ways to protect yourself from harassment.


http://www.eeoc.gov/eeoc/statistics/enforcement/all.cfm


o Know what to do if you are harassed or accused of harassment. o Understand the complaint process, from the complaint to the reply, to mediation or

investigation, to a solution.

14. Bullying in the Workplace: Bullying is called the silent epidemic. Although half of workers have experienced or witnessed bullying, policies and laws dealing with it are far less prevalent. This is, in part, because bullying can be hard to identify and address. People wonder, what does bullying look like? How can we discourage it in our workplace? What can I do to protect myself and co-workers? This module covers all of these questions and more.

Learning Outcomes: o Define what bullying is and is not. o Understand the costs of bullying to people and organizations. o Identify bullying behaviors and the reasons behind them. o Know some ways to prevent bullying and understand what role you can play. o Know some ways to protect yourself from bullying. o Know what to do if you are bullied. o Identify appropriate solutions for a bullying incident (within and outside the

organization).

15. Personal Brand: Abigail Van Buren, the writer of Dear Abby, once said, “There are two kinds of people: those who come into a room with the attitude, ‘Here I am!’ and those who have the attitude, ‘There you are!’” This module is an exploration about the type of impact we want to have in life and work. You will consider and define the influence that you can have on your life and work. You will also learn skills for success and how to create those circumstances.

Learning Outcomes: o Speak in terms of the impact and influence that you want to have in life and work. o Understand your personal style in terms of your personal brand. o Develop skill in focus, concentration, and communication to support your brand. o Build credibility and trust by living your brand. o Take ownership of your image, both online and in person.



Additional Program Components

KeyTrain® (Online): This is an assessment and training program used to determine your current “hard skills” in Reading for Information, Applied Mathematics and Locating Information. The scores are based on a level system ranging from Level 0 (lowest) through Level 7 (highest). Upon completion of the pretest, you are assigned skill building lessons in these three subject areas according to your scores. The skill building lessons are to be completed independently, online, at your own pace, outside of classroom hours. This is used as a training tool to aid you in preparing for the WorkKeys® Assessments that you will take at the end of the course. KeyTrain® Module 1: Reading for Information The Reading for Information skill involves reading and understanding common workplace documents (letters, manuals, procedures, memos), and examines the essential aspects of understanding and applying information given in practical situations. The Reading for Information module includes dozens of sample workplace documents. All exercises are based on realistic work situations.

Some of the beginning topics include: More advanced topics cover: • Determining the meaning of unfamiliar words • Extracting details • Reading forms • Finding the main idea

• Applying instructions • Complex information • Drawing conclusions • Technical jargon • Acronyms

KeyTrain® Module 2: Applied Mathematics The Applied Mathematics skill involves applying mathematical reasoning and problem-solving techniques to workplace situations; emphasizes the application of these skills to real-world situations; and reviews the basic concepts of mathematical operations including money, measurement and time.

Topics in the beginning levels include: More advanced topics include:

• Money and time • Measurements • Proportions and ratios • Fractions and decimals • Negative numbers • Percentages

• Areas and volumes • Determining best deals • Troubleshooting errors • Production rates • Multiple unknowns • Non-linear graphs



KeyTrain® Module 3: Locating Information The Locating Information skill involves finding, extracting, understanding and using information that is not in the form of normal text. These types of documents include charts, graphs, tables, forms, maps, and drawings.

Beginning topics include:

• Pie charts • Line graphs • Maps • Gauges • Bar charts • Tables • Diagrams

Higher-levels practice more complex concepts that may deal with several different kinds of documents at one time. Some of these are:

• Extracting data • Drawing conclusions • Using data criteria • Identifying trends • Determining data relationships

WorkKeys® Assessments: Subsequent to the last day of the Soft Skills Course, you will take the WorkKeys® Assessments in Reading for Information, Applied Mathematics and Locating Information. Passing scores are considered a Level 3 or higher in each subject. You will receive a WorkKeys® Assessments Test Prep Booklet at the beginning of the course. In addition, an online demo of the WorkKeys® Assessments will be presented in class. Successful completion of the WorkKeys® Assessments leads to a National Career Readiness Certificate® (NCRC). Performance Evaluations: During the Soft Skills Course you will undergo an employee performance review which is completed by the instructor on a weekly basis. You are evaluated on attendance/punctuality, personal/professional appearance, job knowledge, performance/work quality, initiative/proactive approach, dependability/reliability, and communication/listening skills. You are given an overall numerical rating, feedback on your performance in class and areas where you can improve. Employer Expectations: This is a document that will be covered in detail on the first day of class and requires your signature acknowledging your understanding. A copy of your signed agreement will be provided to you. This agreement outlines the expected standards of conduct including: reporting to work (class) promptly and regularly; keeping absences to a minimum; notifying the instructor (CEO) of absences, late arrivals and early departures; physical appearance; dress code; personal conduct; mutual respect; disciplinary action; and the exam policy. You must abide by these standards of conduct and are expected to act in a professional and responsible manner at all times. If you incur more than 1 absence or 2 infractions, you will be dismissed from the program (fired).



Business Group Project: The purpose of this project is to provide a simulated work environment where you can interactively utilize the Soft Skills discussed in class. The goal of the WorkReadyNH program is for you to exit with a skill set that can be applied to any career or industry you pursue. It is not the intention for each group to create sales or profits. It is up to the group if you would like to proceed in that direction. You have the option of reimbursing yourselves for any funds contributed by group members to start production and then donating the remainder of the proceeds to any charity of your choice. However, as long as the group has created a prototype or business plan by the end of the course then you have achieved the goal. The following is a general outline which can be fluid depending on the progress made by each individual group.

Business Group Project Outline

Day 1 Explanation of the model and examples of what past groups have created including their company manual. Start brainstorming ideas for a product or service.

Day 2 Gather as a business team to brainstorm and map out ideas for a company product or service. Start weeding out some ideas that would not be feasible in the time frame of the course or due to lack of resources could not be completed.

Day 3 Decide on a company product or service, a company name and a sales and marketing strategy if applicable (past groups have created email addresses, Facebook pages, websites, flyers, utilized campus media, set up tables on campus, etc., and have chosen charities to donate proceeds to – note this is not a requirement, it is all dependent on what the group decides together).

Day 4 Begin creating the company manual using the template provided or previous company manuals as a guide.

Day 5 Continue working on the company manual and form job descriptions. The final product should be typed up by a team member or can be divided amongst team members. The company manual will be part of the group presentation.

Day 6 Interview for the jobs created from both the interviewee and interviewer perspectives. Alternate conducting group interviews with the facilitation of the instructor.

Day 7 Positions are assigned to each team member who will maintain their assigned role for the remainder of the course but can be flexible as needed if the team loses members.



Day 8 Start working on the prototype and/or business plan for the product or service.

Day 9 Complete the prototype and start production if applicable or continue working on the business plan and company manual. Start working on the group presentation (i.e. PowerPoint, website, installation, demonstration, delegate speaking parts, etc.).

Day 10 Continue with production/business plan, company manual and group presentation.

Day 11 Continue with production/business plan, company manual and group presentation.

Day 12 Finalize production/business plan, company manual and group presentation. Execute a 10-15 minute group presentation to the class and staff that includes the company’s formation, team member roles, prototype/business plan and company manual.

*Guidelines for the Business Project (if the group chooses to launch more than a prototype):

A. There are existing non-compete agreements in place with school vendors (i.e. cafeteria and bookstore). Business projects must be presented to the Director of WorkReadyNH before further developing them to ensure that existing vendor agreements are honored.

B. Marketing plans must be reviewed by the Director of WorkReadyNH before being implemented. This includes but is not limited to: flyers, posters, handouts, websites, blogs, social media pages, contacting the press (i.e. newspapers, television and/or radio) and partnerships with charities, retail outlets, organizations and/or businesses.

C. All campaign efforts should first be executed via intra-campus activities before considering external avenues. Contact the Director of WorkReadyNH for further details.

D. Permission to set up a vendor table on campus requires pre-approval from the Office of the President. Contact the Director of WorkReadyNH to ensure that proper procedure is followed and the appropriate channels are utilized.

*The guidelines outlined above are not all encompassing. Please consult the Director of WorkReadyNH for specific questions, concerns and additional clarification.

MCC Rev. 09.16.15 Page 10 of 10

MCC WorkReadyNH Course Calendar for July 20th Class

July 2015 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

If for any reason you are going to be late, absent or need to leave early please notify your Instructor.

Class Instructor: Teal Plummer WRNH Main Line: 603-206-8180 Instructor Email: [email protected]

1 2 3 Independence Day Observed

MCC CLOSED

4 Independence Day (4th of July)

5 6 7 8 9

10 11

12 13

14

15

16

17 18

19 20 ROOM 240 8:30-10:20 Orientation 10:20-10:30 Break 10:30-12:00 Soft Skills 12:00-12:30 Lunch 12:30-1:00 Soft Skills 1:00-2:00 Biz Teams

21 ROOM 240 8:30-9:00 Resumes 9:00-10:20 Soft Skills 10:20-10:30 Break 10:30-12:00 Soft Skills 12:00-12:30 Lunch 12:30-1:00 Soft Skills 1:00-2:00 Biz Teams



24 25

26 27 ROOM 240 8:30-9:00 Resumes 9:00-10:20 Soft Skills 10:20-10:30 Break 10:30-12:00 Soft Skills 12:00-12:30 Lunch 12:30-1:00 Soft Skills 1:00-2:00 Biz Teams




31

CRN 31245 Rev. 7/15/15

MCC WorkReadyNH Course Calendar for July 20th Class

August 2015 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

If for any reason you are going to be late, absent or need to leave early please notify your Instructor.

Class Instructor: Teal Plummer WRNH Main Line: 603-206-8180 Instructor Email: [email protected]

1

2 3 ROOM 240 8:30-9:00 Resumes 9:00-10:20 Soft Skills 10:20-10:30 Break 10:30-12:00 Soft Skills 12:00-12:30 Lunch 12:30-1:00 Soft Skills 1:00-2:00 Biz Teams



6 ROOM 240 8:30-9:00 Resumes 9:00-10:20 Soft Skills 10:20-10:30 Break 10:30-12:00 Soft Skills 12:00-12:30 Lunch 12:30-1:00 Evaluations 1:00-2:00 Presentations

7

Exam

9am-1pm ROOM 216

8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 ____________ 30

24 ____________ 31

25 26 27 28 29

CRN 31245 Rev. 7/15/15

WorkReadyNH Program Policies/Employer Expectations

We are committed to fair and supportive relationships between the company (program) and its employees (participants). These policies have been established in order to ensure clear and consistent practices and personnel decisions. Every effort must be made to complete the full (60)-hours of the course.

Standards of Conduct

All employees (participants) must abide by these standards of conduct and are expected to act in a professional and responsible manner at all times. The following list is not all-inclusive and other inappropriate conduct may result in disciplinary action.

1. Report to work promptly and regularly, keeping absences, late arrivals, and early departures to a minimum. More than (1) absence and you will be fired (dismissed from the program). A. Work begins at 8:30am and ends at 2:00pm. B. Notify your boss (instructor) as soon as possible through email, texting, or calling

each time you will be absent or late. C. Failure to report an absence or late arrival; or excessive absence or lateness may

result in disciplinary action. D. Leaving work before the end of a work day or not being ready to work at the start of

a work day without approval from your boss (instructor) or stopping work before the time specified is unacceptable and may result in disciplinary action.

2. Ensure that personal appearance, oral communication, and physical conduct are

consistent with high standards of professionalism. A. Dress code is business casual.

I. Acceptable Business Casual: chinos, khakis, cotton pants, dress pants, dress capris, dress shorts (at least mid-thigh), skirts or dresses (not more than 3 inches above the knee), polo shirts, button down shirts, sweaters, cardigans, dress tops, sleeveless dress tops, dress shoes, dress boots, loafers, flats, clogs, heels, sandals.

II. Not Acceptable Business Casual: no jeans, no cargo pants, no construction pants, no jean shorts, no athletic wear (sweats, t-shirts, windbreakers), no pajama wear, no exposed tank tops, no hoodies/hats, no sneakers, no work boots, no flip flops.

B. Clean and torn-free garments are expected. C. Attention to personal hygiene is assumed.

3. The rights of all employees must be respected. A. If a person’s behavior makes an employee uncomfortable, the employee should feel

free to immediately advise the person that, in the employee’s opinion, the behavior is inappropriate and that the employee would like it stopped.

MCC Day – Rev. 10.1.15 Page 1 of 2

WorkReadyNH Program Policies/Employer Expectations

B. If the employee is not comfortable discussing the issue with the person; or if the person fails to respect the employee’s request, then the employee should bring the matter to the attention of their boss (instructor).

Disciplinary Action

1. Only (2) infractions are tolerated before you are fired (dismissed from the program). 2. Dismissal from the program will be discussed by management (the training team) and

decisions will be made on an individual case basis.

The WorkKeys Exam

1. Exam Policy A. It is a requirement of the program that all participants take the WorkKeys Exam on

the scheduled class test date. B. Examinees unable to complete the exam on the scheduled class test date due to

extenuating circumstances must reschedule within (30) days of completing the Soft Skills Course, after which the participant is no longer eligible to take the exam.

C. Any examinee that scores below a Level 3 may retake the test for that topic only. D. Exam retakes are only permitted one time for those scoring below a Level 3 and will

be scheduled on the next available test date.

2. Exam Accommodations A. Examinees with documented physical or mental disabilities that cannot complete

the WorkKeys assessments under standard conditions or using standard materials must provide written documentation by a diagnosing professional in order to receive any testing accommodations.

B. Consult with the test administrator for a complete list of ACT’s extensive and stringent guidelines that must be met in order to receive any accommodations.

Employee Acknowledgement

I acknowledge that I have read and understand the policies and expectations outlined in the guidelines above for all participants of the WorkReadyNH Program offered through Manchester Community College.

______________________________________________________________________________ Printed Name Date ______________________________________________________________________________ Signature

MCC Day – Rev. 10.1.15 Page 2 of 2

Degrees &

Certificates

michelle shipulski eportfolio without resume

Documents