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Teacher Guide

RealCareer™Employability Skills Program

RealCareer™ Employability Skills Program

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RealCareer™ Employability Skills Program Teacher Guide


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Every effort has been made to trace the ownership of copyrighted material and to make full acknowledgement of its use. If errors or omissions have occurred, they will be corrected in subsequent editions, provided that notification is submitted in writing to the publisher.

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Table of Contents Employability Skill Lesson Page

Communication .................................................................................................................................................. 4

Teamwork ......................................................................................................................................................... 10

Problem-solving & Critical Thinking ................................................................................................................. 15

Using Technology.............................................................................................................................................. 18

Time Management ........................................................................................................................................... 25

Interviews ......................................................................................................................................................... 29

Motivation ........................................................................................................................................................ 36

Work Ethic ........................................................................................................................................................ 39

Listening ............................................................................................................................................................ 42

Respect ............................................................................................................................................................. 45

Responsibility .................................................................................................................................................... 48

Flexibility ........................................................................................................................................................... 50

Interpersonal Skills ........................................................................................................................................... 54

Negotiation ....................................................................................................................................................... 56

Networking ....................................................................................................................................................... 59

Patience ............................................................................................................................................................ 62

Presentation Skills ............................................................................................................................................ 65

Self-Confidence ................................................................................................................................................. 70

Stress Management .......................................................................................................................................... 73


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Communication


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Soft Skill: Communication

Objectives:

• Identify different types of communication • Successfully practice written, verbal and

nonverbal communication skills

Purpose:

Good communication skills, both verbal and written, are important to have on the job. This lesson will give students a chance to evaluate effective communication and teach them how to improve their own communication skills.

Materials:

• Images for Directors handout • PowerPoint Slide 2 • Business Letter Assessment Rubric • Student Workbook

Activity 1: Using Clear Verbal Communication

1. Divide the class into groups of four. If you do not have an even number of students, add one extra to various groups, making no group more than five.

2. Assign each person in the group one of the following roles:

• Director • Manager • Creator • Observer(s)

3. Reference the Using Clear Verbal Communication page in the Student Workbook. Review the job of each of the roles in the group.

4. Give each Director the picture of their object. Ensure no other team members can see it. Have each Creator use the Drawing Space for Creators page in the Student Workbook. Observers should have paper for note-taking. The Creators are to sit in the opposite corner of the classroom, away from the Directors. They should not be able to hear the conversation between the Director and the Manager. Observers should be free to move where they need to in order to watch each step of the activity.

5. Have each group follow the written instructions in their Student Workbook.

6. Give each group five to ten minutes to complete the activity. When the time is up, call the class back together. Have each group share the original picture of the Director’s object and the final product of the Creator. While comparing the before and after results, have the Observers share what worked, what didn’t work, and how everyone reacted under pressure. Have them share anything they believe they could have done differently and perhaps in a clearer way. This will provide a way for each group to reflect on how successful their communication was as a group.


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Images for Directors Cut each of the following images apart and give one to each Director. Make sure that the Director is the only one who sees the image in the group.


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Activity 2: Written Communication: Writing a Business Letter

1. Introduce business letters. Tell students that an important skill in many job settings is to know how to write a proper business letter. One of the easiest and most widely used business letter formats is called the Block Format.

2. Have students reference the Business Letter Block Format page in the Student Workbook. Show PowerPoint Slide 2. Review the standard parts of a business letter with students:

• Heading • Date • Inside

Address • Subject • Salutation • Body Paragraphs • Closing and Signature • Enclosure

3. Have students turn to the Effective Written Communication on the Job – Business Letter Scenarios page in the Student Workbook. Students should choose one of the scenarios on the handout and write a business letter to address the situation. They should follow the block style format.

Scenario A: You work in the customer service department for Walmart. You receive a complaint regarding a customer’s experience in the electronics department of a local store. The customer was felt that they were disrespected.

Scenario B: You work in a sporting goods store. A customer has written to you asking if you have a product in your store called the Fitbit. Your store does carry it along with other competitive products.

Scenario C: You work in the marketing department for a cell phone company. You were recently approached in a phone call from an advertising firm asking if you would like to purchase pens with your company’s logo on it from them.

Scenario D: You are the Human Resources director at a large law firm. You need to send a letter to a candidate who interviewed but did not get the job.

Scenario E: You are a fifth-grade teacher at Heritage Elementary School. You need to write a letter to your district superintendent informing her about an upcoming fundraiser you are doing to raise money for a field trip to Washington, D.C.

Scenario F: You are a manager at a local fast food restaurant. A customer recently contacted you via email to tell you that they found a piece of plastic in a hamburger. They are not happy about it and are threatening to sue.

4. After each student has completed an initial draft, each student should have another peer edit their initial business letter draft. Peer editors should follow the template and make sure that each part is included in the draft, along with spelling and grammar checks.

5. Have students prepare the final business letter and turn it in as part of their grade for this lesson. Use the attached Business Letter Assessment Rubric for your convenience.


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Business Letter Assessment Rubric Name: ____________________________ Topic (Weight) 1 2 3 4

Return Address and Date

• Return address or letterhead is missing

• Date is missing • 4 or more spelling,

capitalization, or punctuation errors

• Return address or letterhead is missing some information

• Date is there but format is incorrect

• 3 spelling, capitalization, or punctuation errors

• Return address or letterhead is complete and accurate

• Date is complete and positioned correctly

• 1-2 spelling, capitalization, or punctuation errors

• Return address or letterhead is complete and accurate

• Date is complete and positioned correctly

• No spelling, capitalization or punctuation errors

Inside Address and Salutation

• Inside address is missing • Salutation is missing • Subject line is missing • More than 3 spelling,

capitalization, or punctuation errors

• Inside address is missing information

• Salutation is inappropriate

• Subject line information is misleading

• 3 spelling, capitalization, or punctuation errors

• Inside address is complete and accurate

• Salutation is appropriate but incomplete

• A subject line needed or added correctly

• 1-2 spelling, capitalization or punctuation errors

• Inside address if complete and accurate

• Salutation is appropriate and complete

• A subject line needed or added correctly

• No spelling, capitalization or punctuation errors

Content Organization and Accuracy

• No organization is apparent

• Paragraph order does not follow logical format

• Message has enough missing or incorrect information to be ineffective in meeting the writer’s goal

• Organization is not appropriate to the writer’s purpose

• Paragraph order is close to the suggested model

• Two pieces of information is missing or incorrect

• Organization is appropriate to the writer’s purpose

• Paragraph order is close to the suggested model

• One piece of information is missing or incorrect

• Organization is appropriate to the writer’s purpose

• Paragraph order follows the suggested model

• Message is complete and accurate

Closing and Signature

• More than 2 pieces are missing or inaccurate

• Two pieces are missing or inaccurate

• One piece is missing or inaccurate

• Closing is appropriate • Written and typed

signatures are present • Reference initials and

enclosure reminder are included if needed

Word Choice

• Word choice is unprofessional

• Word choice is inappropriate for audience

• Writer sometimes uses action verbs

• Overuse of passive voice

• Word choice is mostly appropriate for audience

• Writer uses action verbs • Use of passive voice only

as needed

• Word choice is appropriate for audience

• Writer uses action verbs • Use of passive voice only

as needed

Sentences Fluency, Paragraphs and Mechanics

• More than 2 sentence fragments

• Message is lost in poor construction

• Paragraphs do not follow suggested format

• Spelling, capitalization, or punctuation errors make message unclear

• Grammar and usage errors makes message unclear

• Two sentence fragments

• Message is there but underdeveloped

• Awkward paragraph construction clouds the message

• 3-4 spelling, capitalization or punctuation errors

• 3-4 grammar and usage errors

• Some variation in sentence length

• Paragraph divisions are somewhat effective

• Main purpose of the message is clear

• 1-2 spelling, capitalization punctuation errors

• 1-2 grammar and usage errors

• Complete sentences of varying length

• Paragraph divisions are effective

• Number of paragraphs fits suggested format

• Main purpose of the message is clear

• No spelling, capitalization, or punctuation errors

• Grammar and usage are correct


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Activity 3: Using Nonverbal Communication

1. Introduce nonverbal communication. Play an abbreviated version of a game of Charades. Pick three students and stand them at the front of the room. Tell them to pretend that they are all about to interview for a very important job and are waiting in a conference room for the interviewer. Have the rest of the class comment on what the students' postures convey to them. Change the scenarios and choose three new students for each of the following scenarios or come up with some of your own. Tell them they are just hanging out at home playing video games with a group of friends, or about to give a presentation to a group of 5000 conference attendees or meeting their girlfriend or boyfriend's parents for the first time. Once you have gone through various scenarios, have everyone share their opinions on how body language affects the way others see you.

2. Form small groups of three to four students. Give them the Nonverbal Communication Brainstorming Activity handout. Have small groups complete the handout, brainstorming all of the nonverbal ways in which people communicate.

3. Have students complete the second page of the handout. Give them about 10 minutes to complete the activity.

4. Gather the class back together and have each group share some of items they brainstormed for nonverbal communication, then have each group share one example for each category of how nonverbal communication may be perceived in the workplace.

5. Here are three tips for improving your nonverbal communication skills:

• Body movements include using gestures to illustrate the message you are trying to convey verbally. Use good eye contact and appropriate gestures. Have good posture and do not send mixed messages.

• Voice quality is important. It’s not always what we say, but how we say it. Be mindful of tone when you speak. Tone has the power to turn a simple sentence meant with no ill intent into a chaotic mess. We also want to consider the volume at which we speak.

• Space and personal boundaries are especially important in nonverbal communication. In order to communicate effectively, we have to be aware of our own space as well as the space of others.


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Teamwork


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Soft Skill: Teamwork

Objectives:

• Identify characteristics of effective teams • Successfully practice working as a member of a

team as well as a leader of a team • Identify teamwork skills that they need to

strengthen

Purpose:

The purpose of this lesson is to have participants actively practice being an effective team member in a series of different activities. To develop effective teamwork skills, students need practice just like any other skill.

Materials:

• Student Workbook • PowerPoint Slide 3, 4 and 5 • Index cards • Team Leadership Scenarios (one for each

student)

Facilitation Steps:

1. Begin by introducing the definition of a team to the class. A team is a group of people working together to reach a common goal. We will be focusing on teamwork in the workplace setting.

2. Have students complete the What are the Benefits of Effective Teamwork? page in the Student Workbook. Give them five minutes to identify as many benefits as they can by writing them in the spaces provided.

3. Show PowerPoint Slide 3. Some potential benefits could be:

• Increased performance in work production • A bond or sense of camaraderie • Job satisfaction • Increased creativity • Easier to communicate faster • Mentorship or learning from one another

Here are the three most common types of work teams:

• Project team: A project team is a group of people brought together to accomplish a particular project. Sometimes project teams are referred to as steering committees or task forces. Typically, when the project ends, the team ends.

• Cross-functional team: A cross-functional team is made up of employees from different departments or areas of the business.

• Self-directed work team: Like a project team, a self-directed work team is a team that determines how it will get a job done and has the authority, and often the budget, to carry out decisions.

A team can also be managed by assigning a leader. A leader guides, directs and influences team members. An effective leader will give clear direction to a team. To be an effective team, you should set clear goals, assign roles and communicate regularly with team members.

Activity 1: Individual vs. Team Solutions

1. Give each student three blank index cards. Place a few on a table in the classroom in case students come up with more than three ideas. Explain to the class that this is going to be a brainstorming session where they will have to identify solutions individually.

2. Tell students that there are no wrong or right answers in this activity. You are going to read a scenario to them and they are going to have five minutes to write down as many solutions to the problem as possible. They should write each solution on a separate index card. If they identify more than three solutions, invite them to get additional cards.

3. Read the following scenario to the class:

You work in a restaurant that also caters special events. A customer calls the morning of an anniversary party that the restaurant has agreed to cater that evening to make sure everything is set. You find that the order was taken by an employee who is no longer employed there, and she didn’t let anyone else know about this event. What options do the restaurant and catering staff have to solve this problem?

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4. Once the five minutes are up, pick up all of the index cards and shuffle them. Read through them and choose the top five as a class by show of hands.

5. Have students access the Characteristics of Effective Teams page in the Student Workbook. Show PowerPoint Slide 4. Review each of the eight characteristics of an effective team.

• The team must have a clear goal.

• The team must have competent, knowledgeable team members.

• The team must be collaborative, with all members being honest, open and respectful of all members.

• The team must have a unified focus and commitment.

• The team should have a results-driven structure.

• The team must have high expectations that are understood by everyone.

• The team should receive support and encouragement from external sources.

• The team must have an effective leader who works for the good of the team.

6. Tell students to think back to the problem scenario they just worked with. How would this activity have been easier if they had worked in teams to identify solutions?

Activity 2: Effective Team Leadership 1. Review number eight from Characteristics of

an Effective Workplace Team which was: “The team must have an effective leader who works for the good of the team.”

2. What does “effective” mean? What attributes or qualities make an effective team leader? Get suggestions from the class and write them down on a white board.

3. Tell students that there are many different lists that identify the qualities of an effective team leader. Show PowerPoint Slide 5. Here are ten to consider.

• Clear communicator • Strong organizational skills • Confident in his or her abilities • Respectful of team members • Treats team members fairly • Has integrity • Influential to team members • Shares leadership through delegation • A strong facilitator • Uses negotiation skills to achieve results

4. Tell students that in this activity they will each have the opportunity to lead a small group through an activity. Divide the class into groups of four students. If there are additional students left, add one to each group but no more than five per group.

5. Each group will participate in four or five leadership scenarios. Each student will lead one activity/discussion. Give each student a sealed envelope. Inside of the envelope is the scenario that the student has been assigned to lead from the Team Leadership Scenarios page in the Teacher Guide. Assign one person to be the observer who takes notes and gives feedback to the group. The remaining team members will work with the leader on the activity/discussion.

6. Each leader will have seven minutes to present their scenario and have the team solve the problem. The observer will be given three minutes to give feedback on what they saw. Each leadership task will take ten minutes.

7. Get the class back together again and ask students to answer the following questions as a reflection exercise:

• What kind of a leader were you? What characteristics of an effective leader do you possess? What leadership qualities would you like to improve upon?


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Team Leadership Scenarios

Note to the instructor: Photocopy this sheet (one for each group) and then give one scenario to each student in each group.

Scenario A: Your team is lost in the wilderness on a camping trip. The leader must ensure that the group is safe for the night and have a plan to get them back to their base camp in the morning. Discuss with your team about what needs to be done to make this happen. The team members are experienced campers and have brought tents and food along.

Scenario B: The company you work for has a great idea for a new cell phone that has five times the battery life of the closest competitor. The leader needs the team to come up with a name for the product that fits with the company logo of “We Connect the World.”

Scenario C: You work in the marketing department for a clothing company. You were recently approached by a customer who would like a special t-shirt designed for a fundraiser they are hosting. The fundraiser is to raise money for a local food pantry. The name of the food pantry is “Everyone’s Kitchen.” Your team must design the t-shirt for this fundraiser.

Scenario D: You are the director of a childcare center. Recently, a three-year-old at your center found a way to leave the center during recess time and was found wandering two blocks away. You and your team of childcare teachers need to come up with a solution to ensure that this doesn’t happen ever again.

Scenario E: You are the captain of the local high school track team. Your coach tells you about several teammates who have behaved like poor sports after losing a race recently. As captain, you need to work with your track team to put together a policy on sportsmanship, including some basic behavioral guidelines and consequences.


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Activity 3: Teamwork Survival Exercise

1. Introduce the activity to the class. Explain that today they will be working in small teams, making decisions on a survival scenario. They will read the scenario together as a group. The goal is to choose the 12 most useful items to survive. First, they will make their own individual list. Then, they will create a team list based upon the contents of all individual lists. Finally, they will discuss the choices, make rankings and then come to a group consensus.

2. Have each student read the instructions for the Teamwork Survival Scenario in the Student Workbook. They should write down all of the items they would want to have in order to survive.

Instructions:

Your work team earned a trip as a reward for exceeding your sales goals last year. You all boarded the S.S. Super Clipper for a relaxing luxury week-long cruise in the Pacific Ocean. You encountered a bad storm and the clipper ship limped to shore and partially sank. Only the top of the ship is still visible off the north tip of the island. You are all now stranded on an uninhabited island in the middle of the Pacific Ocean. The storm basically ruined most things on board, leaving very few useful items.

Your task is to choose the 12 most useful items to help you survive on this deserted island. First, write a list of 12 items on the back of this sheet of paper that you would individually like to have on hand to survive on the island.

Next, work with your team to create a master list of items to choose from. Your next task is to work together with your team to come up with a list of the 12 most important items you feel would help the group survive on this island for the next 6-12 months. Rate the final list of 12, with 1 being the most important item through 12 being the least important item on your list.

For example, one item you may wish to have on hand is a box of matches or a lighter

3. Divide the class into small teams of four or five students. The teams should begin by sharing each of their individual lists and then compiling one master list that they will use for their discussion and rankings.

4. During the discussion with their team, remind the leaders that they will need to come to a consensus. This will require some give-and-take in order to move forward towards a solution. Try not to vote or average. Try to reason and come together, avoiding conflicts. Tell students they will have 30 minutes to come up with their master list of the top 12 items they will need to survive the scenario. They should also rank their final list in order of importance with one being most important to 12 being the least.

5. Some of the items on the list could include flares, a spear, a fishing pole, a tent, matches, a lighter, antibiotics, a bucker, a rope, a ham radio, sunscreen, a solar-powered generator etc.

6. Have teach team present their top 12 list.

7. Debrief by asking the class the following questions:

• Did team members listen to each other? • How did you reach your final decision? • How could the decision-making process have

been easier or more effective? What could you have done differently as a team?

• How was conflict or differences of opinion managed?

• How did everyone feel about the final list? Did anyone feel that they weren’t listened to? Did anyone feel like they just “gave in?”

• Did someone adequately assume the role as the leader of the team?

• What situations at home/work/school do you think are similar to this activity?

8. Have each student complete the Teamwork Skills Self Inventory in the Student Workbook. They should complete it honestly and return it to you with the final question answered on how they can improve teamwork skills.


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Problem-Solving & Critical Thinking


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Soft Skill: Problem-solving and Critical Thinking

Objectives:

• Identify the seven steps to solving a problem effectively

• Practice solving work problems as an individual and as a member of a team

• Understand how the same problem-solving process works in many settings

Purpose:

Problem-solving and critical thinking are defined as the ability to use facts, knowledge and data to successfully solve problems. Employers greatly value the ability to develop a well-thought-out solution within a reasonable time frame. This lesson will give students a process for solving problems effectively.

Materials:

• Student Workbooks • PowerPoint Slide 6

Facilitation Steps:

1. Have students access the Seven Steps to Solving a Problem Effectively page in the Student Workbook. Show PowerPoint Slide 6.

2. Go through each of the seven steps. Highlight each of them with the following information:

Step 1: Clearly identify the problem. What issue(s) are you trying to solve? Be specific.

Step 2: Remember to see the problem from perspectives other than your own. Remember that the best solution satisfies everyone’s interests. Practice active listening to all parties.

Step 3: This is the brainstorming step. At this point, make a list of potential options without evaluating them. That comes next.

Step 4: What are the pros and cons of each?

Step 5: What is the best solution? What has the potential for the best outcome? What are the possible consequences of your solution?

Step 6: Put your decision in writing. Think about how you will get it done and the resources you will need, then implement it!

Step 7: Decide how to monitor or track the decision and follow-through. Are there contingency plans if circumstances change in the future?

3. Tell students that they are going to be put into a variety of problem-solving situations in this lesson, and that they should keep this process in mind as they work through to a solution.

Part 1: Problem-solving as an Individual Employee

4. Have students access the Problem-solving Organizer in the Student Workbook. Briefly review each of the step in the process. Have students complete the graphic organizer as you read the following work-related problem scenario to them.

Scenario:

You work in a deli. Your busiest time of the day is the lunch hour rush, when many working people from nearby factories and businesses come to grab something quick to eat. A new fast food restaurant is opening up next door to you. How can you avoid losing your lunch customers to this new competitor?

5. Explain to students that problems like this, both small and large, are an everyday part on the job. Being able to successfully offer solutions to problems that occur is a skill greatly valued by employers. This is true both of the skill as an individual employee as well as problem-solving in a group. In this scenario, you have done so as an individual. Let’s review your answers.


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6. Answers will vary, but here are some potential answers to the various steps.

Step 1: You may lose customers to a new competitor

Step 2: Deli owner, deli workers, customers

Step 3: Do nothing; lower prices; advertising campaign for awareness of what makes the deli unique; special giveaways; lunch specials; play up strengths

Step 4: This will vary

Step 5: This will vary, but make sure students can justify the reasoning for choosing the solution they chose

Step 6: Make sure the steps are logical to the solution in step 5

Step 7: Make sure monitoring is logical based on the solution chosen

Part 2: Problem-solving on a Work Team

1. Problem-solving by yourself may be challenging. However, working together on a team may be even more difficult. One bad attitude or large ego can derail the problem-solving process. It requires different skills than solving a problem as an individual. The purpose of this activity is to explore how to overcome common challenges when you problem-solve on a team. It is recommended to teach the Effective Teamwork in the Workplace lesson prior to this activity.

2. Divide your class into small groups of three or four students. Have students use the Problem-solving Team Scenarios page found in the Student Workbook. Have each group act out the scenario, allowing team members to take turns acting as the difficult team member. Then they should come up with at least one solution for solving this problematic behavior so that the work team can be productive.

3. Bring the class back together and have each group read their scenario. Then have each group share what their best solution was for the scenario. Solicit additional solutions from the class.


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Using Technology


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Soft Skill: Using Technology

Objectives:

• Understand how technology has changed on the job in the past century

• Successfully create a PowerPoint presentation, a basic Excel spreadsheet, and a blog using online research

• Take a self-inventory of technical skills

Purpose:

Technology has changed the way we do business. Nearly every job in the business world requires some sort of proficiency and technical ability. Business technologies such as computers, tablets, social networking sites, business software and many more have increased efficiency and access to information. This lesson will give you the chance to practice a few of these.

Materials:

• Computers for all students, including Internet access

• PowerPoint Tutorial website • Microsoft Excel access • Sample Completed Spreadsheet • Student Workbooks • PowerPoint Slide 7

Facilitation Steps:

Activity 1 – Creating a PowerPoint Presentation

1. Divide the class into small groups of four to six students. Ask them to answer two questions. First, have them brainstorm all of the different presentation software that they are aware of, if any. Secondly, ask them to come up with a list of 5 reasons a person may use PowerPoint or similar presentation software in a work situation.

2. Bring the class back together and write a master list of all presentation software programs that students identified on their lists. Some could be Prezi, Google Docs, Sliderocket, Goanimate,

3. 280 Slides Powtoon, etc. Also, ask each group to share their five reasons for using presentation software in a work situation. Are there many that more than one group had on their list?

4. Students will learn how to create a slide presentation in this activity. There are many free tutorials available for students to learn PowerPoint. For example, if you click on the link below, there are 8 sections to work through. This will require access to computers in a lab setting or bringing a laptop cart into the classroom. The tutorial could also be assigned as homework off-site. You can also find free tutorials on YouTube.

http://www.actden.com/pp/index.htm

5. Share the Grading Rubric for PowerPoint Project found in the Student Workbook with the students, so they know what to include in their presentation.

6. Tell students that for the content of the presentation, they are each to choose one occupation that interests them. They are to prepare a presentation that has a minimum of 10 slides explaining what the job is, typical duties, work environment, the type(s) of technology used in that job, required education or credentials, average starting salary and job outlook. The presentation to the class should last no more than five minutes.

When students have their PowerPoint projects ready, have each one do the presentation for the class. This provides students an opportunity to work on their presentation skills. It also will give students a chance for career exploration and exposure to a wide variety of occupations.

http://www.actden.com/pp/index.htm


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Grading Rubric for PowerPoint Project 5 4 3 2 1

Content

Content is accurate, and information is presented in a logical order.

Content is accurate, and although some information is not presented in a logical order, it is still generally easy

Content is accurate but not presented in a logical order, making it difficult to follow.

Content is questionable, and information is not presented in a logical order, making it difficult to follow.

Content is inaccurate, and information is not presented in a logical order, making it difficult to follow.

Slide Creation

Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way. Correct number of slides.

Presentation flows well. Tools used correctly. Correct number of slides. Overall presentation is interesting.

Presentation flows well. Some tools used to show acceptable understanding. Correct number of slides.

Presentation is disorganized. Tools are not used in a relevant manner. Lacking in number of slides.

Presentation has no flow. No transitions used. Insufficient number of slides.

Slide Transition

Transitions are smooth and interesting. Transitions enhance the presentation.

Smooth transitions are used on most slides.

Smooth transitions are used on some slides.

Very few transitions are used, and/or they distract from presentation.

No transitions used.

Pictures, Clip Art & Background

Images are appropriate. Layout of images is pleasing to the eye.

Images are appropriate. Layout is cluttered.

Most images are appropriate.

Images are inappropriate. No images.

Mechanics No spelling or grammar errors. Text is authors’ own words.

Few spelling or grammatical errors. Text is in authors’ own words.

Some spelling and grammatical errors. Text is in authors’ own words.

Some spelling and grammatical errors. Most text is in authors’ own words.

Many spelling errors and/or text is copied.

Technology Connection

Comprehensive use of technology is apparent.

General understanding of technology.

Acceptable understanding of technology.

Little understanding of technology.

No understanding of technology.


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Activity 2: Creating a Basic Spreadsheet using Excel

1. Introduce spreadsheets. A spreadsheet, also known as a worksheet, contains rows and columns and is used to record and compare numerical or financial data. Originally, they only existed in paper format, but now they are most likely created and maintained through a software program that displays the numerical information in rows and columns. Spreadsheets can be used in any area or field that works with numbers and are commonly found in the accounting, budgeting, sales forecasting, financial analysis and scientific fields.

Tell students today that they are going to use Microsoft Excel to create a very basic spreadsheet.

2. For this part of the lesson, you will need access to computers in a lab setting or have a laptop cart brought into your classroom. Computers will need to have Excel on them to complete this exercise and will also require Internet access.

3. Students are going to create a one-day menu. It will include identifying food and beverage choices for three meals and two snacks. For each food and beverage in their spreadsheet, students will need to record the calorie count.

4. Have students use the Data Collection Worksheet in the Student Workbook and complete it prior to creating their spreadsheet. Show them the sample completed Data Collection Worksheet (PowerPoint Slide 7). Give students 10 minutes to plan what they would wish to eat for one day.

5. Have students access calorie counting websites for each item on their data collection worksheet. If they cannot find the exact number of calories, they should provide as close an estimate as possible.

6. Now that students have the data collected, they are going to turn this into a spreadsheet. Have all the students access Excel and talk them through how to set up a basic spreadsheet. Give each student a copy of the Sample Completed Spreadsheet so they can follow along as they create their own.

7. Open Excel. Click and leave the cursor in the first cell on the spreadsheet called A1. Type in your title: “Daily Calories Spreadsheet.”

8. Skip one line and type “Breakfast” in cell A3. In cell A4, type “Item.” In the cells below, starting in cell A5, type in each breakfast item until all have been entered.

9. In cell B4, type “Calories.” In the cells below, starting at B5, type in the correct number of calories for each breakfast item.

10. In cell C3, type “Lunch.” In cell C4, type “Item” and, beginning in cell C5, type in each lunch item.

11. In cell D4, type “Calories.” In cell D5, start typing in the correct number of calories for each lunch item.

12. In cell E3, type “Supper.” In cell E4, type “Item.” In the cells below, starting at E5, type in each supper item until all have been entered.

13. In cell F4, type “Calories.” In the cells below, starting at F5, type in the correct number of calories for each supper item.

14. In cell G3, type “Snacks.” In cell G4, type “Item.” In the cells below, starting at G5, type in each snack item until all have been entered.

15. In cell H4, type “Calories.” In the cells below, starting at H5, type in the correct number of calories for each snack item.

16. In cells A12, C12, E12 and G12, type “Total.”

17. Now you will use the AutoSum function to add up the total calories in each section. Click cell B5 and hold your mouse down, then drag it until B5 through B12 are highlighted in gray. Release the mouse so that the cells stay highlighted and find the AutoSum button on the top of the Excel home page. Click on AutoSum and watch the calories automatically add up and fill in cell B12.

18. Follow the same process for cells D12, F12 and H12.

19. In Cell A14, type “Total Calories for the Day.” To add up the totals in all 4 columns above, click B14 and, in the box at the top where you put formulas, type in: =+SUM(B12+D12+F12+H12) The total should fill in cell B14.

http://www.wisegeek.com/what-is-budgeting.htm


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Sample Completed Spreadsheet


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Activity 3: Using Internet Research to Write a Blog

1. Introduce students to the concept of blogging. What is a blog? How is blog writing different from other forms of writing? A blog (short for “Web log”) is simply a Web publishing platform that presents the most recently published content at the top of a Web site, followed chronologically by older content vertically down the page. Blog entries (much like mini journal entries) tend to be short but sometimes are as long as several thousand words.

Blog styles usually fall somewhere on a continuum between traditional journalism and a personal diary. The purpose of blogs also varies widely. Blogs are used in business as a marketing tool. Blogs may also be used by companies for facilitating discussion between customers and the company.

2. In this activity, students are going to use their skills in online research and find information from which to create a blog. The topic of the research will be “The 21st Century Employee – What Employers are Looking for In Today’s Workforce.”

3. Have students reference the Rubric for Internet Research Blog in the Student Workbook so they can see what you are looking for in the final product. Some of the information students should be searching for are lists of skills employers are looking for and value; quotes and statistics, predictions, changes over time, etc.


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Rubric for Internet Research Blog

The 21st Century Employee – What Employers are Looking for In Today’s Workforce

Criteria

wei

ght Exemplary Admirable Acceptable Attempted

Research of Topic 40%

Use of more than two search engines and 6 sites

Factual information is accurate

Narrow focus of topic

Use of two search engines and 5 sites

Most information can be confirmed

Topic needs narrower focus

Use of one search engine and 3 sites

Some errors in information

Topic somewhat broad

Use only one source

Errors in information

Topic too general

Product 40%

Logical, intuitive sequence

Consistent menus; paths are clear

Original, inventive, creative

Correct grammar, usage, mechanics, spelling

Visuals effectively entice audience

Logical Generally

consistent menus; clear paths

Original Mostly correct

grammar, usage, mechanics, spelling

Visuals and images convey message

Some logic Somewhat

consistent menus; somewhat clear paths

Some originality Several

grammar, usage, mechanics, spelling errors

Use of visuals and images is limited

Information confusing

Inconsistent menus and paths

Rehash of other people’s ideas

Obvious grammar, usage, mechanics, spelling errors

Use of visuals and images is confusing or absent

Evaluation of Reliable Sources

20%

Sources used are accurate and reliable

Variety of domain name suffix (.com, .edu, .net, .gov)

Most sources used are accurate and reliable

Some variety of domain name suffix (.com, .edu, .net, .gov)

Some sources used are inaccurate and unreliable

Little variety of domain name suffix

Sources are inaccurate and unreliable

Use of only one domain name suffix


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Time Management


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Soft Skill: Time Management

Objectives:

• Take a self-inventory of time management skills and identify how to improve

• Learn to discern urgent tasks from important tasks and plan accordingly

• Identify common barriers to time management and how to overcome these barriers

• Complete a personal time study in order to meet personal goals

Purpose:

Time management is an important skill that helps keep work and priorities under control. It also helps reduce stress. You’ve heard the saying... time is money. Wasted time is also a waste of money and drain on resources for employers. We need to be aware of our own time management skills and how we can strengthen areas that may need improvement. The purpose of this lesson is to have participants actively practice time management techniques in a variety of activities.

Materials:

• Time management self-assessment websites • Working Resources:

http://www.workingresources.com/timeselfmanagementsurvey/time-self-management-quiz.html

• MindTools: http://www.mindtools.com/pages/article/newHTE_88.htm

• Or other online time management self-assessment tools

• Computers with Internet access • PowerPoint Slides 8, 9 and 10 • Student Workbook

Facilitation Steps:

1. Begin by introducing the concept of time management. Effective time management at work means continually striving to improve effectiveness (what you do) and efficiency (how you do it), both of which are important to managing a career.

2. There are many things to do to improve time management skills. These are: setting goals, prioritizing, managing interruptions efficiently, not procrastinating, and scheduling your day.

3. To improve time management skills, let’s take a self-inventory to see how we measure up. Have students access one of the two time management surveys listed in the materials section or offer another alternative. Give students five minutes to complete it.

4. Start a discussion - How did it go? Are there areas you can improve? The activities in this lesson will help strengthen time management skills.

Activity 1: The Priority Matrix (30 minutes)

1. Explain that understanding the difference between urgent tasks and important tasks can make a tremendous difference in your day. Learning to prioritize can make the difference between getting the job done or not finishing.

Draw the Priority Matrix on a whiteboard or show PowerPoint Slide 8.

2. Define each of the 4 quadrants:

Quadrant 1: Urgent and Important: These tasks are number one on your to-do list. Do these first.

Quadrant 2: Not Urgent but Important: These tasks are serious and if they aren’t taken care of may move to the first quadrant. Plan your day to make sure these can get completed. Do these next.

Quadrant 3: Not Important but Urgent: These tasks can be put off until a bit later. If we aren’t careful, these can waste valuable time. Do these later.




http://www.mindtools.com/pages/article/newHTE_88.htm

http://www.mindtools.com/pages/article/newHTE_88.htm


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Quadrant 4: Not Urgent or Important: These tasks are serious time wasters. Do not bother to do these tasks unless all your other Quadrant 1-3 tasks are completed, and you have the time.

3. Divide your class into small groups. Explain that each group will be given a list of work tasks that they will need to prioritize into the quadrants. There is no absolute wrong and right answer. Each group should come to a consensus as to what they believe is appropriate for each quadrant when compared to all the other tasks on the list.

4. Have students access The Priority Matrix and a Priority Matrix Task List from the Student Workbook. The group should cut the tasks apart and put them in the appropriate quadrants as identified by the group. Allow for groups to discuss for approximately 15 minutes.

5. Call the class back together. Read off each task and ask each group to identify the quadrant they put it in. The class majority rules: put each task in the quadrant most groups agreed with.

Activity 2: Identifying and Overcoming Barriers to Time Management

1. Introduce common time management barriers. It is easy for things to get in the way of your best attempt to make good use of your time. Have students access the Time Management Barriers and Solutions in the Student Workbook.

2. Give students one example of a barrier procrastination. They can write on the “Barriers” side of the page. Define procrastination as the action of delaying or postponing action, especially as a regular habit or practice.

3. Have the class brainstorm solutions for overcoming procrastination. Write these on a whiteboard while students write them in the “Solutions” column.

4. Potential solutions to procrastination could be:

• Do the worst task first to get it out of the way

• Break things into smaller bite-sized pieces • Plan to do these tasks when you are at your

highest energy level • Reward yourself when you complete one of

these tasks • Change your work environment • Hold yourself accountable to someone else • Remove distractions • Try to make it fun

5. Give students 15 minutes to complete the remainder of the Time Management Barriers and Solutions page. If they think of more barriers than they have space for, write more on the back.

6. Ask students to volunteer some of the barriers that they identified and write these on a white board. Make a master list of all barriers that students have identified. By a show of hands, identify the number of students that had each of the barriers on the master list. Identify the top five that the most students had. For the top five, ask students to share their solutions to each of these.

Some common barriers include (Show PowerPoint Slide 9):

• Procrastination • Interruptions, i.e., cell phone, unexpected

visitors • Not setting limits • Distractions • Not Prioritizing

Some solutions could be (Show PowerPoint Slide 10):

• Use a planner/calendar • Learn to say No • Finish what you start • Prioritize • Eliminate time wasters • Do it right the first time


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• Prune or unclutter • Reward yourself

7. Have students reference the Time Management Scenario/Solution page in the Student Workbook. Have students work in pairs to identify the barriers in the work scenario and identify potential solutions. Allow 10 minutes for this activity.

8. Have students share the barriers that they identified and solutions to help Michael complete the project.

Activity 3: Personal Time Study

1. Tell students that they are going to complete a one-week time analysis. Each week has 168 hours (24 hours per day x 7 days per week). Students are going to analyze how much time they spend in an average week on things like eating, sleeping, working, studying, being social, etc. They are going to use the data that they gather from their time study.

2. Have students access the Personal Time Study Table pages in the Student Workbook. Assign this as homework for one week. They should identify what they did for that hour. It can be summed up in a few words. Tell them to use the following categories to help identify tasks. They will be adding up categories later, so identifying tasks by category will make that easier.

• Eating • Sleeping • Working • In class

• Studying • Transportation • Chores • Family time • Social time • Other

3. After one week has gone by, have students bring in their completed time study table. Begin by having students complete the Personal Time Study Analysis page in the Student Workbook. Students should add up the total hours spent on each task on the list.

4. Have a class discussion about the time study when everyone has completed their analysis. What surprised students the most about their own personal time study? What are the changes or solutions they can make to their schedule in order to do the things they don’t have time for now? Do students feel overscheduled?

5. Tell students that this approach can also be used on the job if they have difficulty managing their time. When employees cannot get everything done, one way to get to a solution is to do a time study. When an employee can see in black and white how they are spending their work time, it can help point to a solution.


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Interviews


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Soft Skill: Interviews

Objectives:

• Understand the purpose of an interview • Identify different types of interviews • Prepare for and successfully experience a mock

interview • Be able to write a thank you letter

Purpose:

High school students will soon be graduating and need to find a job or pursue post-secondary education. Good interview skills are essential to both. In the previous lesson, students created personal résumés as well as practiced completing job applications. Students will explore the purpose of an interview and various types of interviews. They will learn how to successfully prepare for and participate in a job interview.

Materials:

• White board and marker • Student Workbook • PowerPoint Slides 11, 12 and 13

Facilitation Steps:

1. Begin by asking students the following questions in a class discussion:

• Have you ever competed against other people, or classmates to be chosen for a group, sport or activity? What did you do to get ready? Did you do anything special to make yourself stand-out or apart from the others?

• Have you ever participated in a job interview before? If so, what did you do to get ready? Did you say or do anything to make yourself stand out or apart from the other candidates in order to get hired?

Explain that a job interview is similar to trying out for something. You need to be prepared and put forth your best effort.

2. Ask the following question, “What is the purpose of a job interview?” Record student answers on a whiteboard.

3. Explain that the primary purpose of an interview is for a company or organization to take a closer look at you and your skills. It is their opportunity to ask you questions about

your experience and see if you would be a good fit for the position. However, the interview is also YOUR chance to take a closer look at a prospective employer. You also get to ask questions about the position or the organization and see if you believe it is a good fit for you.

Ask students to brainstorm different types of interviews that they could be asked to participate in when applying for a job. Write these on the whiteboard. Have students reference the Types of Job Interviews page in the Student Workbook and review each one on the list. Show PowerPoint Slide 11.

One-on-One: This is the most traditional type of interview. Many times, the interviewer will ask all candidates the same questions for comparison. They are looking for candidates who give good, complete answers and have no answers inconsistent with their résumé or application. Many times, applicants will have the opportunity to ask questions to the employer as well.

Screening Interview by Telephone: This type of interview is usually done after candidates complete an application. The goal is to decide which candidates will make the first cut.

Screening Interview in Person: This type of interview is commonly done at job fairs or employment ‘open house’ type events. The company or organization takes application on the spot at the event and will have interviewers there to speak briefly to interested candidates. Those who are qualified may be invited for a full interview.

Panel or Committee: This type of interview usually consists of a panel from different departments within an organization. It usually involves an HR representative, the manager of the department where the position is, potential coworkers, or other departments that interact with the position being hired for.


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Group: This type of interview involves many applicants being interviewed simultaneously. It allows the interviewer to compare candidates against each other. You will be judged on your professionalism, leadership, communication and reasoning. It may be with a single interviewer or with a panel.

Behavioral: During this type of interview, the candidates will be asked a series of questions related to specific job skills that apply. Questions may relate to conflicts, problem-solving, scenarios, leadership examples etc.

Working Interview (i.e. audition): This type of interview is appropriate for very specific types of jobs, such as performers (singers/dancers), sales people, technology positions, or any position that would allow the interviewer to see or sample the work of the candidate.

Follow-up: This is sometimes known as a second or serial interview. The company has narrowed the list of prospects down and wants to have another look at those top potential candidates. You may be asked many of the same questions again. You may also be interviewed by the same people, or a blend of the same and new. This gives the interviewer a chance to listen for consistency in answers.

Interview via a meal (i.e. lunch or breakfast): In this setting, the interview takes place over a meal. It may appear less formal, but it is still an interview. Candidates will be judged by their answers as well as etiquette and communication ability.

Informal: This type of interview has a less ‘structured’ feel and flow. The interviewer may change their mind about the questions they will ask once they see where the conversation goes. This will give the interviewer the chance to communicate skills, rapport and personality fit for the organization. This could happen in a meal format or as a screening.

Structured/formal: This type of interview is the opposite of informal. The interviewer will have a prepared list of questions based on job requirements. The same questions will be asked of each candidate. This may be done as a one-on-one interview or a panel.

4. Did the class brainstorming list include any that aren’t on the workbook page?

Part 1: Stages of a Job Interview

1. Have students reference the Stages of a Job Interview graphic organizer in the Student Workbook. Review each of the stages and the importance of each step in the process. Have students complete the graphic organizer as you review the information. Show PowerPoint Slide 12.

Instructor Information:

Introductory Stage: The candidates make their first impression. The interviewer will establish rapport and form an opinion based on your handshake, appearance and demeanor. They may discuss the interview format. You may also offer a copy of your résumé to the interviewer if they do not have one.

Information Stage: The interviewer may provide more information about the position and the company or organization. They may explain why they are hiring, more about the department or structure, a typical day on the job, etc. You may already have some information from the employer if there has been a phone interview or from your own research. If there is information shared during this time that you want to explore further later in the interview, make a note of it.

Background and Probe Stage: This is the point where you will be asked a wide range of questions. At this point they will be asking you about your work history and other information from your resume or application. Be prepared to answer questions about yourself, the organization, industry or field, and the position. Focus on positive information and what you can offer. Be concise but give thorough and thoughtful answers. Make yourself stand out from other candidates.


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Matching Stage: The interviewer will give the candidate an opportunity to ask questions at this point. Be prepared with a list of questions or it will look like you are not prepared. Show that you have some knowledge about the organization. The interviewer is trying to determine if there is a match in your qualifications and requirements of the position.

Conclusion: The interviewer may have some final questions at this time that may determine if you advance to the next level or lead to an offer. You should also understand what the next steps are in the hiring process for that position. If you do not understand, ask! The employer should also let you know if there is anything else expected of you and when/how the next point of contact will be. Thank

the interviewer for the consideration and be professional.

Follow Up: Make sure to complete anything the interviewer has asked of you. This may be to provide additional information, complete a job-related task, provide a work sample, provide references, complete a drug-screening, etc. It is important to write a thank you note promptly and send it out!

2. Now that students understand the types of interviews and the typical stages of an interview, they need to learn how to prepare for one. Tell students that in this scenario, they are preparing to be interviewed by Nike for a sales position. What should they do to prepare for the interview? Do this as a class discussion and write student answers on the board.

3. Have students read the Tips for Preparing for a Job Interview page in the Student Workbook. Review each tip with them, explaining the relevance and importance of each.

Tips:

• Do your homework. Research the company beforehand by going to their website or doing Internet searches on the organization.

See what you can learn about the company's history and current focus.

• Look at various social media sites such as Facebook, Twitter or LinkedIn. See what they are talking about and what is of interest to the organization.

• Prepare a list of relevant questions that showcase your newfound knowledge of the organization, but also show interest and understanding of the position.

• Map your route. Make sure you know where you are going and how to get there. Also, know how long it will take you to get there so you are not late. Investigate where to park. Make sure you plan to leave early enough in case something unexpected happens. It is also a good idea to have the contact information for the interviewer with you in case you need to reach them.

• Practice, Practice, Practice. Find or prepare a list of questions you expect to be asked and write down your answers. There are hundreds of websites that have lists of interview questions to get you started. Rehearse your answers out loud to help commit them to memory. Ask a friend to do a mock interview with you to get even more practice.

• Contact your references. Decide who you’d like to use as a reference and contact them beforehand to make sure it is okay with that person. Make sure you have the current contact information for each reference and their preferred method of contact so that the employer can reach them if needed. Have a hard copy of your references available at the interview so you have it if asked for it.

• Find any needed documentation requested. You may be asked to bring in documentation such as a driver’s license, Social Security card, passport, insurance information, or other relevant employment records. You may also need additional résumés or your work portfolio for reference as well.

• Dress for success. Make sure you decide what you are going to wear ahead of time, so it is clean and pressed. It is better to


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dress too conservatively than casually. Even if the position you are applying for is casual in nature, dress professionally to make the best impression possible. Make sure you are clean and neatly groomed, including hair and nails.

• Arrive early. Keep this quote in mind: “Early is on time, on time is late, and late is unacceptable!” A good rule of thumb is not to arrive more than 15 minutes early.

Part 2: Interview Questions

1. One of the most important things a person can do to prepare for a job interview is practice answering questions. If you do an Internet key word search on “interview questions” you will find hundreds of websites that have lists already put together that you can use to practice from. In this group exercise, students will work together to create a master list of interview questions.

2. Divide your class into small groups of three or four students. Give each group one category of questions to brainstorm and write down. Each group should assign a recorder. The categories for each group are:

Questions to ask candidates

About education and training

About skills

Behavioral questions/scenarios

Questions to ask interviewers

About the organization

About the position

About employee benefits and compensation

Have each group present their list of questions to the class. Create a master list of practice questions, putting together a list from each group in the class. Make a practice list available for students.

3. Have students go online and choose a job to apply for from a local company. Students should print out the job posting. They will use this to go through the steps for preparing for an interview, including answering the list of practice questions.

4. Have students refer to the list of Tips for Preparing for a Job Interview in the Student Workbook. They should complete the Job Interview Preparation Guide page from the Student Workbook also. This could be assigned as homework.

Part 3: Mock Interview

1. Give students the master list of interview questions. They should prepare answers to these frequently asked interview questions.

2. Schedule a mock interview. Contact local Human Resources professionals and invite them into your class to conduct 10-minute interviews with each student. Contact enough HR professionals to be able to get through all the students in one class.

3. Divide the class into small groups with one HR professional assigned to each group. While each student participates in their mock interview, the other students will observe. This will give students a chance afterward to discuss what went well and what they could improve upon. Students should give the HR professional the job description of the position and the name of the company they prepared for. The students should make sure that they also come prepared to the interviewer questions.

4. Give each interviewer the Mock Interview Evaluation Rubric to use as part of the student assessment for this lesson. Check the box in each row that is appropriate. Total the points at the bottom of the table.

Part 4: Thank You Letters

1. Introduce thank you letters. Tell students that an important part of the job interview process is sending a thank you letter to your interviewer. A good rule of thumb is to send it within two days of the interview. This will give you a chance to reiterate your interest and qualifications as well as anything else you forgot to mention during the interview.


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Review the standard parts of a thank you letter with students. Show PowerPoint Slide 13.

• Heading • Date • Recipient Information • Salutation • Body Paragraphs • Closing and Signature

This should be written like a standard business letter and follow the above flow, including each of these parts.

2. Have students refer to the Thank You Letter Template in the Student Workbook to help with the initial draft.

3. After each student has completed an initial draft, each student should have another peer edit their initial thank you letter draft. Peer editors should follow the template and make sure that each part is included in the draft, along with spelling and grammar checks.

4. Have students prepare the final thank you letter and turn it in as part of their grade for this lesson.


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Mock Interview Evaluation Rubric

Name: _____________________________________________

5 points 3 points 1 point

Introductory Stage

Your first impression is professional. You are dressed appropriately. Your handshake is firm, and greeting is appropriate. Your demeanor is enthusiastic and engaging. You have required documentation with you.

Your first impression is average but not outstanding. You are dressed nicely but could be more professional. Your handshake is a bit limp and your greeting is appropriate. Your demeanor is courteous but guarded. You have some documentation but forgot something.

Your first impression is not professional. You are not dressed appropriately for an interview. You forget to shake hands and your greeting lacks enthusiasm. You are not energetic but lethargic. The interviewer wonders why you are here. You have no documentation with you.

Background and Probe Stage

You are knowledgeable about the organization and it is obvious you have researched it beforehand. You give good complete answers about your work history and information on your resume. You are positive and give good clear examples of how your experience will benefit the organization.

You are knowledgeable about the position but are not very familiar with the organization. You have a small amount of knowledge but could have researched more. You display confidence and your answers are positive. You do not clearly state how your experience relates to the position and what you can offer.

You are not knowledgeable about the organization or the position. It is obvious you spent little to no time preparing for the interview. You are not confident, and your answers are rambling. You do not relate how your skills and experience apply to the position.

Matching Stage

You ask many very good and thoughtful questions. Your questions show that you have good knowledge about the organization. Your qualifications are a good match for the position.

You ask some good questions, but other questions are a bit vague. Your questions show that you have some knowledge about the organization. If it is unclear whether your experience is a good match for position.

You do not have many questions prepared ahead of time. You show no knowledge about the organization in your questions. You clearly are not a good match for the position and it is unlikely you would be hired.

Conclusion

Your successfully show your interest in the position. You clearly understand the next steps in the process. You thank the interviewer for her time and consideration.

You successfully show some interest in the position. You think you understand the next steps in the process but aren’t totally clear. You thank the interviewer.

You show little interest in the position. You do not understand what comes next in the process nor do you ask any questions. You do not thank the interviewer.

Interview Skills and Techniques

You have excellent eye contact. Your speech is appropriate. You speak at a comfortable tone and rarely use words like ‘um,’ ‘and,’ or ‘like.’

You have acceptable eye contact. Your speech is adequate. You sometimes speak a bit too slowly or too fast. You say ‘um,’ ‘and,’ or ‘like’ a few times.

You do not make eye contact with the interviewer. Your speech is not appropriate. You speak way too fast or too slow for comfortable conversation. You frequently say ‘um,’ ‘and,’ or ‘like.’

Total


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Motivation


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Soft Skill: Motivation

Objectives:

• Define intrinsic vs. extrinsic motivation • Complete a self-assessment to identify ways to

increase self-motivation • Identify a specific goal and ways to keep

motivated to achieve the goal

Purpose:

Being motivated is a key employability skill that will increase success on the job. This lesson will help students identify different types of motivation and think about how they are motivated. This awareness will help students connect their self-motivation and how it could impact their future work experiences.

Materials:

• Student Workbook • PowerPoint Slide 14

Activity 1: Intrinsic vs. Extrinsic Motivation

1. Begin by defining motivation. Show PowerPoint Slide 14. Motivation is 1) the reason or reasons one has for acting or behaving in a particular way or 2) the general desire or willingness of someone to do something. Have students write down 4 things that motivate them.

2. Explain to students that there are two kinds of motivation. Intrinsic motivation is when a person does something for the joy of doing it or because they think it is right (example – having a hobby). Extrinsic motivation is when a person does something for an external reward or tangible result (example – getting paid for doing a job).

3. Have students identify the type of motivation, intrinsic or extrinsic, for each of the 4 things they wrote down that personally motivate themselves. Do they see a pattern? Are they more intrinsically or extrinsically motivated?

4. Ask some of the following questions for class discussion: • Is one type of motivation better than the

other? • What are the challenges when it comes to

motivating people on the job?

• If you were a manager, what would you do to motivate ‘extrinsically motivated’ people?

• If you were a manager, what would you do to motivate “intrinsically motivated’ people?

• How can you keep yourself motivated in a work environment?

Activity 2: Motivation Self-Assessment

1. Have students complete the questions on the Motivation Self-Assessment page in the Student Workbook. There are no wrong or right answers. These questions are meant to get students thinking about how motivated they are and what they can do to improve their self-motivation.

Activity 3: Characteristics of Motivated Workers

1. Have students think about someone they may have worked with on a job, school project, or setting outside of school that they consider to be highly motivated. What was it about that person that exhibited characteristics of motivation? What kind of actions or attitudes did they observe? Write these down.

2. Next, have students think about someone on their opposite end of the spectrum that they may have worked with on a job, project or outside of school that was unmotivated. What was it about that person that made them feel that way? What behaviors or attitudes did they display? Write those down.

3. Ask students the following questions for discussion. • Are behaviors similar or different between

the two people? • Who would you rather work with? Why? • How do you think motivation or lack of

motivation can impact an individual employee, department and company?

• What are some ways you can help keep coworkers motivated?


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• What are some ways you can help keep yourself motivated on the job?

• Who is responsible for keeping you motivated at work? Why?

4. Complete the Motivation and Goal Setting worksheet in the Student Workbook.


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Work Ethic


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Soft Skill: Work Ethic/Professionalism

Objectives:

• Define ‘work ethic’ • Understand how your work ethic applies in the

workplace

Purpose:

A person’s worth ethic is a compilation of all the characteristics (positive and negative) that make you who you are. It is what you show to others in all aspects of your life. This lesson will help students understand what positive work ethic is comprised of and how it can lead to being a valuable professional as an employee.

Materials:

• Student Workbook • Work Ethic Scenario (one per group) • PowerPoint Slide 15

Activity 1: Defining Work Place Ethics

1. Begin by defining what work ethic means. Share the following definitions and statements.

• “A set of values based on the moral virtues of hard work and diligence” www.dictionary.com

• Work ethic is a belief in the moral benefit and importance of work and its inherent ability to strengthen character.

• Work ethic is defined by what you are willing to do when no one is watching.

2. Have students reference Work Ethic – What is Most Important? in the Student Workbook. This can be assigned individually or as a small group exercise. Show PowerPoint Slide 15.

Activity 2: Work Ethic Personal Reflection

1. Now that students have a definition of work ethic and have given some thought as to what they think are the most important

characteristics, they will complete a self-assessment. Have them reference the Work Ethic Self-Reflection page in the Student Workbook. Tell students that this is confidential and for their own personal assessment.

2. Explain that how we see ourselves is not always that same as how others see us. In this self-reflection, they are to identify characteristics that they believe other people would use to describe their work ethic. They should be honest and include both positive and negative if there are any. They will then decide which characteristics they want to get rid of and which ones they would like to improve upon.

3. Students should make sure that the goals they choose for improving their top 2 are measurable.

Activity 3: Work Ethic Scenario

1. Divide the class into small groups of 3 or 4 students. Give them a copy of the Work Ethic Scenario from the Teacher Guide. Have each group read through the scenario and, as a group, they should identify the positive characteristics that they see in the employee as well as the negative. Have them make two columns on a sheet of paper labeled “Positive” and “Negative.” Give 5 minutes for this task.

2. Have small groups share the positive and negative characteristics that they identified in the employee from the scenario. Write these on the board. Ask the following questions to facilitate a group discussion.

• If you were Megan’s supervisor or manager, what could you do to help her become a better employee? Do you need to help her or is that her responsibility? Why or why not?

• If you were one of Megan’s co-workers, what advice would you give to her?

• If you were Megan, what could you do to improve your work ethic?

http://www.dictionary.com/


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Work Ethic Scenario

Megan is a new teacher in the Hamilton School District. She recently graduated from college. She was a bit surprised that she was hired because her grades weren’t very good, and she inflated them on her résumé. Megan wants to make a good impression, so she has purchased a professional-looking wardrobe. She believes it is important for students to respect her, so she wants to dress appropriately. The morning of her first day, Megan’s cell phone lost power and her alarm didn’t go off. She arrived at school at 8:05 a.m. Her contract states that the work day runs from 7:45 a.m. to 4:15 p.m. She signed in at 7:45 a.m. anyway. What difference do a few minutes make, anyway! Megan has volunteered to coach the girls’ basketball team. It is important to her that the principal sees her as a team player. She has put in many hours preparing for her role as the new coach, designing workouts and strategy. Megan was hired to teach history and geography. Megan likes to give quizzes each week on Fridays to keep track of what the students are learning. It is her goal to have them graded and back to students by Monday morning, but many weeks she procrastinates and doesn’t give them back until Wednesday or Thursday. After one month goes by, the school has a parents’ night where parents can speak with teachers to get an idea of how their students are doing. Megan has a one-page summary prepared on each student to share with parents. It includes their current grade, areas of strength and areas to work on for improvement. The parents really appreciate the information she has shared with them. Megan’s best friend Courtney is getting married in two months, and it will be in Florida. Megan doesn’t have any vacation time available yet, so she decides to call in sick for a couple of days, so she can attend the wedding and enjoy some beach time.


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Listening


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Soft Skill: Listening

Objectives:

• Understand how listening is different than hearing

• Practice active listening techniques

Purpose:

Listening is more than just hearing. It is the key to all effective communication. Without the ability to listen effectively, messages can be misunderstood, communication breaks down and the sender can become frustrated. This lesson will help students learn how to become effective listeners, practicing active listening techniques using other senses.

Materials:


Activity 1: Listening is Not the Same as Hearing

1. Begin by defining listening. One definition is “to give attention to sound”. To be an effective listener means more than just that, however. Effective listening requires concentration and the use of other senses, not just hearing the words spoken. Listening is not the same thing as hearing. Hearing refers just to the sounds you hear but listening requires focus. It means paying attention to things like verbal and nonverbal cues.

2. Here is an interesting statistic. Adults spend an average of 70% of their time engaged in some sort of communication. Of this figure, an average of 45% is spent listening, compared to 30% speaking, 16% reading, and 9% writing. (Adler, R. et al. 2001)

3. Ask students, “How can good listening skills improve your performance at work?” Write the answers on the board.

4. Listening is an important skill to many employers. The benefits of good listening skills for a business can lead to greater productivity, better customer satisfaction, fewer mistakes, increased rapport with co-workers, quick resolution to problems, and increase sharing of information which can lead to innovation and creative solutions, just to name a few. And all of this means a positive impact on the bottom

line. Consequently, poor listening skills in the workplace can have just the opposite effect and be costly in the long run.

Activity 2: Becoming an Active Listener

1. Have students turn to the Being an Active Listener page in the Student Workbook. Show PowerPoint Slide 16. Review each of the tips for being an active listener. Ask students if there are other tips that they could suggest that are not on the list.

2. Listening, like any skill, must be practiced in order to improve. This activity will help students practice one of the tips for active listening on the list: Summarize or Repeat. This is also known as paraphrasing. Choose a student to help model this interaction. • Instructor – Ask a question • Student – Answers the question • Instructor – Summarize or paraphrase what

the student said. • Instructor – Model active listening

behaviors on the list during the exchange (lean in, don’t interrupt, pay attention)

3. Ask the class for feedback on how the student listened.

4. Next, ask the class for a few examples of paraphrasing prompts. For example: • In other words, you believe that… • If I am hearing you correctly, your thought

is… • What I believe you are saying is…

5. Have students pair up. Assign one of the students to be the Paraphraser and the other to be the Speaker. Tell the Paraphrasers that their task is to keep the Speaker engaged in conversation through active listening and by paraphrasing. That is all they are allowed to do. The Speaker is the one who leads the conversation through a topic chosen by them.


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Activity 3: Barriers to Being Good Listeners

1. Active listening helps facilitate better understanding with all participants in a conversation. Sometimes there are barriers that block communication that need to be overcome. Some potential communication blockers are:

a. Blaming and attacking b. Interrupting c. Dismissing or making light of someone’s

issue d. Being distracted e. Using non-attentive body language

2. Ask students how they could overcome the communication blockers listed above. Some potential answers could be:

a. Asking for additional information b. Staying quiet while the other person is

speaking c. Empathizing d. Focusing and making eye contact e. Leaning toward the speaker

3. Have students reference the Barriers to Listening page in the Student Workbook. Have them complete the exercise by identifying additional barriers and solutions.


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Respect


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Soft Skill: Respect

Objectives:

• Define ‘respect’ • Take a personal self-assessment of respect and

identify if improvement is needed • Apply tips for increasing respect at work to

various scenarios

Purpose:

A person’s ability to give and receive respect can make a significant impact at work. Being respectful has many benefits for employers and employees alike. Getting respect can also have a great impact on your self-worth. This lesson will help students think about how respect plays a role in their life and how they are seen by others.

Materials:

• Student Workbook • PowerPoint Slides 17 and 18

Activity 1: Defining What Respect Means

1. Begin by defining what respect means. Share the following definitions and statements. Show PowerPoint Slide 17.

• “A feeling of admiring someone or something that is good, valuable, important, etc.” or

• “A feeling or understanding that someone or something is important, serious, etc., and should be treated in an appropriate way” www.merriam-webster.com

(Show PowerPoint Slide 18)

• Treat another person as you would want them to treat you (The Golden Rule)

2. Have students complete the Respect Self-Assessment in the Student Workbook.

Activity 2: Respect Discussion and Writing Assignment

1. Now that students have a definition of respect and have given some thought as to how

respectful they think are, ask the following discussion questions get more feedback on the topic of respect.

• How do you feel when someone judges you without knowing you or bases their judgment on appearance only?

• Agree or disagree – Being courteous or polite is not important.

• What are some things you can do to make a work environment more respectful?

• What are the benefits to employers of employees treating each other with respect?

• How is respect related to the Golden Rule?

2. Have students write about a time when they were disrespectful to someone OR someone was disrespectful to them. How did it make the other person, or you feel? What were the consequences of this incident? How could it have been handled differently?

Activity 3: Work Case Studies

1. Have students access the How to Give and Receive Respect at Work page from the Student Workbook. Have each student choose a different tip from the list and briefly explain how this would help increase respect on the job.

2. Divide the class into small groups of 3 or 4 students. Give them each one of the case studies on the Workplace Case Studies page in the Teacher Guide. You may want to photo copy this ahead of time, cut them apart, and hand one to each group. Have each group read through the case study and identify which tips from their list can help ensure a more positive outcome in the case study. Give 5 minutes for this task.

3. Have small groups share the scenario and which tips they recommend for that case study.

http://www.merriam-webster.com/


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Work Case Studies

Case Study #1 Your coworker Janelle confides in you that the manager at a restaurant has been criticizing her in front of customers. Janelle is ready to quit because she is tired of looking stupid in front of customers. What should you do? Case Study #2 You arrive at work in a bad mood because someone cut you off on the freeway. Your colleague Jamey reminds you that you still need to get him the financial projections for a project that is due today. You yell at Jamey telling him he’ll get them when you’re ready and not before! Case Study #3 A coworker, Emily, is excited about an important event coming up this weekend in her personal life. She tells you all about it. Emily is a different religion than you and you don’t believe in participating in this type of event. How do you respond? Case Study #4 Samantha has recently been hired to manage a clothing shop. She has a staff of a dozen employees, most of whom are in their teens. Her first week on the job, Samantha decides to ‘fit in’ and she dresses down, so the employees like her. She also uses ‘cool language’ that she thinks they can relate to. It doesn’t seem to be working. Case Study #5 You are in a project meeting with Allen, who is presenting the artwork and slogan for a new advertising campaign. Allen speaks really slowly, so you interrupt him several times with questions that you feel are helping to move things along quicker. After the fourth time you interrupt Allen, he gives up and tells you to explain the rest of it.


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Responsibility


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Soft Skill: Responsibility

Objectives:

• Understand the concept of responsibility to self and in various groups

• Take a personal self-assessment regarding responsibility

• Critique workplace case scenarios

Purpose:

Responsibility has to do with character and integrity. You are responsible to yourself and to others in many varying scenarios. How you accept responsibility, especially on the job, will build respect and trust with coworkers and supervisors. This lesson will explore what it means to be responsible and how to increase this important soft skill.

Materials:


Activity 1: Defining What Responsibility Is

1. Begin by asking students what responsibility is. What does it mean? How would they define it? Get some suggestions from the class before sharing the following:

• The state of being the person who caused something to happen

• A duty or task that you are required or expected to do

• Something that you should do because it is morally right, legally required, etc. (www.merriam-webster.com)

Quotes: (Show PowerPoint Slide 19)

“I must do something" always solves more problems than "Something must be done.” ~Author Unknown

Show PowerPoint Slide 20.

“The willingness to accept responsibility for one's own life is the source from which self-respect springs.” ~Joan Didion

2. Ask students to identify ways in which they have to be responsible. Who are they being responsible to or for?

3. Have students access the Spheres of Responsibility activity in the Student Workbook. One side of the chart identifies groups who they could be responsible to. Have students complete the chart noting examples of the kinds of responsibilities they feel to/for each group. There is space to identify additional groups they are part of.

Activity 2: Am I Responsible?

1. Now that students have thought about who they are responsible to and what types of responsibilities they have to these various groups, they will do a self-assessment to consider, “How responsible am I?”

2. Have students access the How Responsible Am I self-assessment from the Student Workbook. Have them answer each question honestly so students can consider how responsible they are.

Activity 3: Responsibility at Work

1. Read the following scenarios below to students.

2. Have students access the Responsibility at Work activity from the Student Workbook. Students should answer the questions after choosing a scenario from the list in the Student Workbook.



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Flexibility


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Soft Skill: Flexibility/Adaptability

Objectives:

• Understand the concepts of flexibility and adaptability

• Learn ways to show flexibility on the job • Critique workplace case scenarios

Purpose:

To successfully navigate in an ever-changing world, young people need to be adaptable. Think of the changes that can occur over their lifespan – medical breakthroughs, new technology, new career opportunities. This lesson will help students take a closer look at the concepts of adaptability and flexibility and consider why these skills are in high demand by employers.

Materials:

• Student Workbook • Showing Flexibility and Adaptability at Work • PowerPoint Slide 21

Activity 1: Adaptability and Flexibility

1. Begin by asking students:

• Are flexibility and adaptability the same thing?

• How are they related?

• How does this apply to the work environment?

Definitions:

Flexible – characterized by a ready capability to adapt to new, different, or changing requirements

Adaptable – able to change or be changed in order to fit or work better in some situation or for some purpose (www.merriam-webster.com)

2. Share these key statistics. Show PowerPoint Slide 21:

• In a list of the top 10 skills employers want, flexibility comes in at 9th place.

• 91% of HR directors think that by 2018, people will be recruited on their ability to deal with change and uncertainty

• 53% of HR directors said that employees’ ability to deal with unanticipated problems is THE key attribute for future business success. (source: Flux Report by Right Management)

Employers are actively seeking out graduates who can adapt to changing circumstances, who can embrace new ideas, who can thrive in many environments, and who are resourceful and adaptable. Is this you?

3. Have students get into small groups of 3 or 4. Have them access the Hire Me! I am Flexible and Adaptable page from the Student Workbook. Give students 5 minutes to brainstorm, writing down as many ways as possible that they can think of to show an employer that they are flexible and adaptable.

4. Share the suggestions from the Showing Flexibility and Adaptability at Work page from the Teacher Guide. Give copies to students if desired.



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Showing Flexibility and Adaptability at Work • Take on new projects on short notice • Anticipate and respond positively to changing responsibilities • Persevere in the face of unexpected challenges • Plan ahead and have alternatives • Keep calm • Deal with changes in priorities and workloads without drama • Be nimble and think quickly in order to respond to sudden changes • Show a willingness to learn new things • Be willing to take on new tasks or duties • Find new ways to achieve objectives • Make suggestions or offer solutions to increase the positive impact of changes • Use new and changing information to draw conclusions • Be skilled at multi-tasking • Learn to see the bigger picture and don’t get bogged down in the details • Embrace variety and diversity • Be able to handle moving deadlines • Don’t let the pressure of deadline get to you • Keep an open mind • Offer a ‘can do’ attitude when approached with change • Seamlessly shift your priorities in response to the specifics of the situation at

hand • Look for a reason why changes will work rather than not work • Don’t be afraid to improvise and work without a plan • Handle setbacks with dignity and grace • Embrace the unfamiliar and unexpected


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Activity 2: Being Flexible in Various Careers

1. Some occupations require more flexibility and adaptability than others. If you are someone that doesn’t like change and enjoys an established routine, then search for work that matches your preferences (like manufacturing positions). Here are a few careers that require more flexibility:

• Military careers • Lawyer • Sales person • Public relations • Journalism • Events manager • Marketing • Teacher • Hotel manager • Entrepreneur • And many more

2. Have students choose an occupation and give time to research this career to discover typical job duties and tasks performed in this occupation. Students must give a situation when they would need to demonstrate

adaptability or flexibility in this career. Reference the Demonstrating Adaptability page in the Student Workbook.

Share this example with students.

Career: Event Planner

Scenario: You have planned an outdoor wedding and it is raining.

How should you react? Keep calm and have alternatives ready ahead of time, anticipating this as a potential outcome.

Plan of Action: Have an indoor space available and reserved in case of the rain that could be quickly transformed into a wedding venue.


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Interpersonal Skills


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Soft Skill: Interpersonal Skills

Objectives:

• Understand what interpersonal skills are • Take a personal self-assessment of

interpersonal skills • Apply interpersonal skills to work scenarios

Purpose:

We have been developing interpersonal skills since childhood without even thinking about it. Interpersonal skills, also called people skills, are behaviors, habits, or attitudes that we use which impact the way we get along with other people. Employers often week to hire people with strong interpersonal skills. This lesson will help students understand what they are and how to apply them in the workplace.

Materials:


Activity 1: Defining What Respect Means

1. Ask students if they have ever heard the term ‘interpersonal skills’ or seen it in an employment ad. Also, ask if they have heard the terms ‘social skills’ or ‘people skills.” All of these terms mean the same thing.

2. What are interpersonal skills and why are they important? Interpersonal skills are related to the way you communicate and interact with people. When employers are hiring, interpersonal skills are one of the top criteria used to evaluate candidates.

3. Ask students to each name one skill they believe to be an important interpersonal skill. Write these on the board.

4. Have students access the Interpersonal Skills list in the Student Workbook. Did their list include most of the ones on the Interpersonal Skills list?

Activity 2: Interpersonal Skills Self-Assessment

1. Now that students understand what interpersonal skills are, they need to consider their own interpersonal skill level. Have students access the Interpersonal Skills Self-Assessment found in the Student Workbook.

2. This self-assessment is designed to get students thinking about their current interpersonal skills and identify areas they may want to improve. Give students 5 minutes to complete the assessment.

Activity 3: Conversation Starters 1. Sometimes people find it difficult to start a

conversation with someone they don’t know. Many times, in employment situations, employees may be called upon to talk to people that they do not know. This could be on the phone, or at a meeting or conference. In any case, you should develop strategies so that you can comfortably start a conversation in any setting.

2. Normal, everyday topics such as the weather, sports, or even work projects are appropriate conversation openers. If you speak with clarity, honesty, and courtesy, most people are going to appreciate that you are showing an interest in them. It is a good rule of thumb to avoid controversial or sensitive topics.

3. Read each of the workplace scenarios in the Starting a Conversation on the Job worksheet in the Student Workbook. Have students read each of the scenarios and write an appropriate question to start a conversation with the person described. Give students 10 minutes to complete this exercise.

4. Read through each scenario and call on students to share the question they came up with as a conversation starter.


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Negotiation


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Soft Skill: Negotiation

Objectives:

• Understand the 5 steps to the negotiation process

• Learn tips to avoid and processes to try • Apply the 5-step negotiation process to work

scenarios

Purpose:

Negotiation is the art of effectively communicating about a problem or issue to try to reach an acceptable solution by both parties. The ideal outcome is a solution that is beneficial to each side and has no negative impact for anyone. This lesson will help students learn the 5-step negotiation process and how to apply it in employment situations.

Materials:


Activity 1: Negotiation vs. Mediation

1. Ask students to define the word ‘negotiation.’ After getting several definitions from students, share the following (show PowerPoint Slide 23):

• Negotiation – discussion aimed at reaching an agreement

• Ask if anyone has heard of the term ‘mediation.’ Share the following:

• Mediation - intervention in a dispute in order to resolve it

• These two terms are not the same thing, but they are related. If you are trying to negotiate and cannot reach an agreement, you can bring in a mediator, an outside party who can intervene to try and resolve the issue and come to an acceptable solution.

• Ask students for examples of times when they negotiated something. Did they reach a solution? If not, what was the outcome?

Activity 2: The 5-Step Negotiation Process

1. Have students reference the 5-Step Negotiation Process page found in the Student Workbook. Show PowerPoint Slide 24. Tell students that this is the process to follow to successfully reach a solution.

2. Have students access the 5 Stages of Negotiation Notes Page in the Student Workbook. Tell them that you are going to review the actions that should be taken in each of these five stages. Tell students to use this page to write actions to take in each section of this graphic organizer.

3. Share the following information with students:

Prepare: 1) Assess objectives of both parties. 2) Identify areas of potential flexibility. 3) Plan how you are going to approach things and the order in which you are doing things.

Discuss: 1) Exchange issues and positions. 2) Create a positive working atmosphere. 3) Listen carefully and ask good questions.

Propose: 1) Be specific about what you want. 2) Go for a win-win solution if possible but be willing to compromise. 3) Keep optimum and fallback positions in mind.

Bargain: 1) Ask for what you want but reassess and modify if necessary. 2) Don’t concede without getting something in return. 3) Restate the value of your solution.

Agree: 1) Reach a wise agreement. 2) Ensure that the agreement meets everyone’s needs and is viewed as fair by everyone. 3) Base it on objective criteria. 4) End on a positive note, working together cooperatively.


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Activity 3: Pitfalls to Avoid and Tips for Achieving a Win-Win Solution

1. Avoid these! Share the following pitfalls that can stall or stop negotiations:

• Searching for a single answer • Jumping to conclusions • Focusing only on your own wants and

needs • Assuming a fixed, narrow vision of

possibilities • Sticking with the status quo and not

‘outside the box’

2. Avoiding these pitfalls can help reach a favorable outcome in the negotiation process. There are also some types of agreements that can help reach a win-win solution.

• Tie-Ins: One party accepts another’s offer if things are added to sweeten the deal

• Expanding the Pie: Increase the available resources in the agreement if possible

• Package Deals: Include several related issues into a single agreement

• Logrolling: Both parties give us low-priority issues that are high-priority to the other party

• Carve-Out: Take a smaller issue out of a larger situation, leaving the related issues unsolved

• Bridging-the-Gap: Be creative and create a new solution that satisfies both parties’ interests in the end but is different from each party’s original goal

• Cost Cutting: One party attains their goal keeping the cost to the other party at a minimum

3. Divide the class into small groups. Have each group choose of the types of agreements above and create a scenario solving an issue using that type of agreement. For example: Jim and Jennifer do not agree on the budget for a joint work project involving two departments. Jim thinks it should cost $6,000 and Jennifer has estimated it to be $10,000. Using the Tie-In approach, Jennifer agrees to the lower $6000 budget, but she gets to put together the project schedule according to what works best for her department.

Activity 4: Solutions to Try When a Win-Win is Not Possible

1. If you cannot negotiate and reach a win-win for both parties, there are other approaches to consider. A. Compromise by giving each party something they want, but not everything. B. Agree to disagree which is acknowledging that you have a difference of opinion with no argument. C. Walk away from the situation to clear the air and calm down.

2. Have students access the Negotiation at Work page in the Student Workbook. Have students read through each scenario, choosing a solution and explaining the reason for that choice.


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Networking


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Soft Skill: Networking

Objectives:

• Understand the process of networking and various channels available

• Learn to apply networking to the employment process

• Write a networking email seeking employment

Purpose:

Networking is the best way to find a job according to many studies and articles. Just what is networking? It is the cultivation of productive relationships for employment or business. Like any skill, to get better at it, you need to practice. This lesson will show students the many networking channels available to them and how to use this in the job-search process.

Materials:


Activity 1: Introduction to Networking

1. Begin by asking students to raise their hands if they currently have a job or have had one before. Ask them, “How did you find your job?” Write their answers on the board.

2. Break the class into small groups of 3 or 4. Ask each group to brainstorm a list of all of the ways they can think of to find a job and write them down.

3. Call the class back together and have each group volunteer things from their lists, adding to the original list you started on how students found their jobs. Some of the possibilities could be through friends, family, job websites, civic organizations, trade associations, social networking sites, or career centers.

4. Tell students that a majority of jobs are not advertised. If this is true, how are people finding out about jobs? The answer is networking. What is networking? It is the cultivation of productive relationships for employment or business. Share the following statistics with students:

41% of people have landed a job through networking (2011 survey from Right Management, Manpower Group)

According to a 2013 report from ABC news, 80% of jobs are landed through networking.

These percentages vary widely, but the reality is that a significant percentage of jobs are found through networking. To increase your chances of finding employment, you need to practice your networking skills.

Activity 2: Networking to Find a Job

1. Explain to students that the list of networking channels they put together was general in nature. Certain occupations mean getting more specific in terms of where to network to find those type of job opportunities. For example, if you want to be a human resources director, you could join the Society for Human Resource Management and, as a member, network to that group.

2. Have students turn to the Networking to Find a Job page in the Student Workbook. Give students 25-30 minutes to research various specific networking channels for that type of occupation.


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Activity 3: Sample Email Networking Message

1. Email is a very common, acceptable way to reach out and network to find employment. Here are some tips for writing a clear, succinct networking email to someone referred by a connection:

• Keep your messages short

• Use a typeface and formatting that is easy to read

• Make the subject line descriptive so that the recipient will know why you are writing

• Save the high priority/urgent option for real emergencies

• Do not use cute abbreviations or emoticons

• Do not write all in uppercase; it is the email equivalent of shouting

• Specify who you were referred by or how you know the person referring you

• Re-read the email before sending; check the tone and ensure that it is error-free

2. Have students turn to the Email Networking Message Graphic Organizer. Show PowerPoint Slide 25. They will use the tips shared above and this organizer to create a sample networking email.

They should choose an occupation of interest. The scenario is that a specific friend (they can make up the name) has given them the contact information for a job lead. You are going to email this person (make up the name) and compose a networking email that follows the template in the graphic organizer. The information may be fictional but should match the occupation they have chosen.

Activity 4: Social Networking

1. Tell students that one of the best ways to network is to use social media. My recruiters run searches on social media sites to screen potential candidates. How can this help or hurt your chances for a job?

2. Ask for a show of hands for how many students have the following accounts: Facebook, Google, Twitter, YouTube, LinkedIn, Skype, Vine, Instagram, Pinterest (and more). Based on this short exercise, students can see how social networking can lead to many connections.

3. Have students turn to the Social Networking Journal Activity page in the Student Workbook. Give them 10 minutes to answer the question.


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Patience


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Soft Skill: Patience

Objectives:

• Understand the physical signs of impatience • Learn to identify the root cause of impatience • Identify ways to improve patience at work

Purpose:

Patience is a vital interpersonal skill, the ability to tolerate situations without becoming upset. In other words, it means being able to wait calmly for a result without emotions getting in the way. This can be a very valuable asset in the workplace. If you are impatient by nature, patience can be taught, practiced and improved. This lesson will help students develop the ability to think through and resolve problems without acting impulsively or emotionally.

Materials:


Activity 1: Signs of Impatience

1. Read the following scenario to students:

You have a large project at work and are working with a team of 8 other people. This is a project you have been working on for months, and the final report is due tomorrow. You have a team meeting this morning at 9 a.m. The meeting is scheduled for two hours. You arrive five minutes early to find you are the only one there. At 9:13, two other team members arrive, and you are still missing six. At 9:30, five others walk into the room talking and laughing. The last member is still not there. At 9:47, the last team member, Eddie, finally arrives. You couldn’t make any progress on the final report because the last team member was supposed to be the one bringing the financial projections for the report. This is your last meeting before the report is due. It is your task to gather the information from all of the team members, format the final report and get it to the management team. Eddie tells you that he didn’t quite get his part done yet, but he promises he will have it to you by 2 p.m. This doesn’t give you the time you hoped to have to get it all together and to the management team by 8 a.m.

How do you feel – physically, mentally, emotionally? List these on the board.

2. Tell students that when you experience impatience, you could feel some of these symptoms. Show PowerPoint Slide 26.

• Hand clenching or tightening • Shortness of breath or shallow breathing • Muscle tension • Restless of fidgeting feet • Anger and irritability • Anxiety • Nervousness • Feeling rushed • Increased stress • Snap decisions

If students find themselves feeling this way, they should try to identify the root cause of the impatience and have a coping mechanism or plan to manage these symptoms.

Activity 2: Finding the Root Cause of Impatience

1. Explain that many of us have ‘triggers’ that cause impatience. It is different for each of us. Some people experience the symptoms of impatience in rush hour traffic and others do not. Have students access the Impatience: Finding the Cause and Managing the Symptoms page in the Student Workbook. Give them 5 minutes to complete it.

2. Have students get into small groups of 3 or 4 students and share the answers they came up with to the Impatience: Finding the Cause and Managing the Symptoms page in the Student Workbook. Have them write down additional triggers that the group has identified that also are triggers for them personally. Also, have them write down additional management strategies discussed by the group that they don’t already have written down. Give the groups 10 minutes to discuss.


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3. Get back together as a class and ask for volunteers for triggers and management strategies.

4. Show PowerPoint Slide 27. Share these management tips with students if these are not on their lists:

• Practice active and/or empathetic listening • Count to ten • Take deep, slow breaths • Focus on relaxing your body, muscle by

muscle • Slow down • Keep your emotions in check • Talk yourself out of or through an impatient

mindset • Practice anger management strategies • Take a break and walk away for a few

minutes • Journal

Activity 3: Keep Calm and Carry On

1. Share the following with students: Being impatient at work can give coworkers and managers a poor impression of you. They may see you as impulsive, arrogant, hot-tempered and a poor decision-maker. This can lead to decreased productivity, loss of promotions to leadership positions, and other negative outcomes. Here are a few additional tips for improving your patience at work:

• Accept situations instead of reacting emotionally

• Think before you speak • Listen to the viewpoints of others • Prepare yourself mentally for obstacles

and challenging situations

2. Keep Calm and Carry On was a motivational poster produced by the British government in 1939 in preparation for the Second World War. The poster was intended to raise the morale of the British public. In recent years this saying has been rediscovered, and you may have seen it in various marketing campaigns or on a variety of items. Have students turn to the Keep Calm and Carry On! page in the Student Workbook. Their task is to design a poster that an employer could post in the workplace that ties this saying to patience.

https://en.wikipedia.org/wiki/Motivational_poster

https://en.wikipedia.org/wiki/Government_of_the_United_Kingdom

https://en.wikipedia.org/wiki/Government_of_the_United_Kingdom

https://en.wikipedia.org/wiki/Second_World_War

https://en.wikipedia.org/wiki/Morale


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Presentation Skills


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Soft Skill: Presentation Skills

Objectives:

• Learn how to deliver presentations more effectively

• Learn ways to enhance PowerPoint presentations • Create and deliver a class presentation using the

tips learned in this lesson

Purpose:

Many careers require some sort of speaking ability, whether presenting in front of large groups or not. The fear of public speaking impacts many people. This lesson will give students information on how to overcome common public speaking issues to effectively conduct a presentation.

Materials:

• Student Workbook • Class Presentation Rubric • Slide Presentation Rubric • PowerPoint Slides 28 and 29

Activity 1: Making Presentations More Effective

1. Public speaking, also known as glossophobia, affects 3 out of every 4 people. If you are not comfortable speaking in front of others, you are in the norm. There are many careers that involve speaking to groups in some way. It is a valuable soft skill that can be practiced and improved.

2. Share the following public speaking tips with the class. Tell them to access the Top Ten Tips for Effective Presentations pages in the Student Workbook. Have students take notes on the graphic organizer provided about each of the ten tips. Share PowerPoint Slides 28 and 29.

Tip 1: Focus on the audience’s needs

• What’s in it for them? • What do they want to know? • Read the audience response and respond to

that

Tip 2: Connect with your audience by showing your passion

• Be honest about what is important to you • Explain why it matters to you • Be enthusiastic

Tip 3: Keep the core message simple

• What are the top 3 takeaways? • Be able to tell the core message succinctly • If it doesn’t contribute, don’t say it

Tip 4: Start out strong

• Grab the attention right away • Use a thought-provoking image • Include a story

Tip 5: Make eye contact and smile

• Look around the room and smile • Try to look at everyone in the audience at least

once, not the floor • Keep the lights on enough so the audience can

see you

Tip 6: Use your voice effectively

• Vary the speed at which you talk • Change pitch and tone

Tip 7: Include stories to engage your audience

• Make the presentation like a story • Create a changing dynamic or storyline • Focus on characters or who is involved in the

topic

Tip 8: Use your body

• Avoid closed-off body language, like crossed arms or hands in your pockets

• Use confident gestures, including hand motions

• Move around; don’t stand in one spot

Tip 9: Slow down, relax, and breathe

• Focus specifically on deep breathing • Pause occasionally • Monitor your speed and slow down

Tip 10: End with a strong conclusion

• Make it exciting with a final statistic or something creative

• Tell a story, perhaps including a personal note • Ask a provocative question


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Activity 2: Avoiding “Death by PowerPoint”

1. Tell students that creating effective slide presentations takes practice, but with a few helpful hints, they can be made engaging and powerful. Have students access the Avoid Death by PowerPoint page in the Student Workbook. Give them 5 minutes to write down ways to make slide presentations engaging and interesting – not boring!

2. Have students share their list of suggestions.

3. Share the following tips with the class if they weren’t already suggested:

• Know your topic • Avoid using too much text • Include key phrases about your topic • Limit the number of slides • Avoid fancy fonts • Make slides easy to follow • Use contrasting colors for text and background • Use transitions/animations sparingly • Keep the look consistent

4. Remember the 10-20-30 Rule

• Include no more than 10 slides • Last no more than 20 minutes • Use no less than 30-point font size

Activity 3: Class Presentation

1. Students will use the presentation tips from this lesson to prepare and deliver a class presentation. They are to choose an occupation of interest. The presentation should include the following information:

• Education/training needed • Typical duties • Work environment • Average pay • Job outlook • Interesting facts about this type of occupation • One example of how this occupation uses

public speaking or presentation skills

2. Students should limit their presentation time to fill 5 minutes and include 10 slides. Give students time in class to research, prepare, and/or assign this as work outside of class.

3. A presentation rubric and slide presentation rubric are both included in the Teacher Guide for your convenience.


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Class Presentation Rubric Use the following rubric to assess the student presentation.

Student: ________________________________________

Task Above

Expectations

3 points

Meets Expectations

2 points

Needs Improvement

1 point Did the presentation focus on the audience’s needs?

Did the speaker connect with the audience?

Was the core message simple?

Did the presentation start out strong?

Did the speaker make eye contact and smile?

Did the speaker use their voice effectively?

Did the presentation include something that engaged the audience?

Did the speaker use his/her body?

Did the presenter speak slowly in a relaxed way?

Did the presentation end with a strong conclusion?

Total


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Slide Presentation Rubric Use the following rubric to assess the student slide presentation.

Student: ________________________________________

Task

Above Expectations

3 points

Meets Expectations

2 points

Needs Improvement

1 point

Avoided using too much text?

Included no more than 10 slides?

Used large enough font size?

Used key phrases on the slides?

Avoided use of fancy fonts?

Made slide layout easy to follow?

Used contrasting colors for text and background?

Used transitions and animations sparingly?

Had a consistent look to the presentation?

Total


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Self-Confidence


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Soft Skill: Self-Confidence

Objectives:

• Take a self-assessment to consider personal levels of self-confidence

• Learn ways to build self-confidence, especially at work

• Learn to use positive self-talk to build self esteem

Self-confidence is an important trait to have in every area of our lives, including in the workplace. People who lack self-confidence can find it difficult to become successful. Confident people draw others to them. This is a skill that can be learned and built upon. It just takes practice. This lesson will give students tools to use to build their self-esteem and self-confidence.

Materials:

• Student Workbook • PowerPoint Slides 30, 31, and 32

Activity 1: How confident are you?

1. Write the following on the board (Show PowerPoint Slide 30):

Self-Confidence = _______ + _______.

2. Ask student to fill in the blanks. Write all of the suggestions on the board below the two lines. (Show PowerPoint Slide 31)

3. Write the answer to the equation: Self-Confidence = Self-Esteem + Self-Efficacy

4. Ask students if they can define self-esteem and self-efficacy. Ask students to volunteer what they think each means.

Share that self-esteem is the regard or respect that a person has for oneself. Self-efficacy is a person’s belief in their ability to accomplish a specific goal or task.

5. Have students take the How Confident Are You? self-assessment in the Student Workbook. Give students 5 minutes to complete this activity. After they have finished, tell them that

the more ‘yes’ answers they chose means they are more self-confident.

Activity 2: How to Build Self-Esteem

1. Have students take out a sheet of paper and pen/pencil.

2. Have students write down a few sentences describing a situation from their lives in which they did not or are not speaking up for themselves. Explain that the activities in this lesson are intended to help students become more assertive in speaking up for themselves in a variety of situations.

3. Explain the following to students: Not speaking up for ourselves can happen in a variety of situations or may even depend on who we’re talking to or how we’re feeling at the time. One possible issue with not being self-assertive is that of self-esteem.

4. Conduct a class discussion by asking the following questions. There are no specific right or wrong answers, but you can lead the discussion to direct toward better answers. The answers students share will be enlightening for you to get a better understanding of where they are in their thoughts on this, and it will enlighten them on the various thoughts of their peers and on your thoughts on this. - If someone has high self-esteem, would you think they were conceited? What’s the difference between having high self-esteem and being conceited? How does a person get high self-esteem? Is it from something they do? Is it based on how popular or good looking they are? Is everyone entitled to have high self-esteem? - How does making good or bad choices for yourself affect your self-esteem? Give some examples. Why do you think some people have high self-esteem and others have low self-esteem? Do you have control over your sense of self-esteem? Do you think self-esteem can be raised or lowered over our lifetime? Do other people influence your sense of self-esteem? If someone tends to lower your self-esteem, what could you do about it? How does comparing yourself to others affect your self-esteem? Why is it not a good idea to compare yourself with others? What are some ways to improve your self-esteem?


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5. Tell students that one way to improve self- esteem is through positive self-talk. Have students access the Self-Esteem: Keep It UP! page in the Student Workbook. Have them read through the information.

6. Have students come up with examples of positive self-talk for each of the three statements.

• This work problem is so difficult that it has no solution.

I’m confident that I can come up with a good solution.

• I’ll never get a promotion at work.

I’m just as capable of getting a promotion at work as anybody else.

• If there is any possibility that something could go wrong in my meeting tomorrow, I should worry about it a lot.

I shouldn’t worry about things that are out of my control; or, that may not even happen.

Activity 3: Tips for Building Self-Confidence, Especially at Work

1. Before students can begin to build self-confidence, they should do a SWOT analysis. Have students reference the SWOT Analysis page in the Student Workbook. Show PowerPoint Slide 32. This will help them to identify their strengths to build on,

weaknesses to minimize, opportunities to realize, and threats to control so that they can build their self-confidence. For example:

S – I am not a quitter

W – I am impatient

O – I’d like to be a team leader at work.

T – I let others’ opinion of me erode my self-confidence

2. Share the following ways to develop more self-confidence, especially at work:

• Think positively • Set attainable goals • Create a motivating environment • Network and connect with successful

people like yourself • Learn from those around you, paying

attention to what they do to be successful • Find a mentor with a work background

similar to your own • Choose employers with growth potential • Face stressful situations directly and with

confidence • Believe that you CAN really do it • Recognize your self-worth and what you

contribute to your team/department/employer

• Accept mistakes and learn from them


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Stress Management


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Soft Skill: Stress Management

Objectives:

• Learn to recognize the physical, emotional, and health-related signs of stress

• Research and report ways to manage stress successfully

• Learn to positively respond to stress

Purpose:

Some stress is normal. However, excessive stress can interfere with your health and wellbeing. Not everyone handles stress the same way. This lesson will help students learn to recognize the ways they respond to stress and what they can do to manage it successfully.

Materials:


Activity 1: Signs of Stress

1. Begin by defining what ‘stress’ means. Share the following definitions and statements.

• “A state of mental tension and worry caused by problems in your life, work, etc.” or

• “Something that causes strong feelings of worry or anxiety” www.merriam-webster.com

Stress can be caused by positive as well as negative events in our lives. In order to be able to successfully manage stress, we first need to recognize the signs. These signs can manifest themselves physically and emotionally, eventually impacting our health.

2. Have students reference the Signs of Stress Mind Map page from the Student Workbook. Think of the signs and symptoms of stress (physical, emotional, health and work-related). Fill in the boxes and draw more if needed. Give students 5 minutes to complete this activity.

3. Have the students share their answers for each type of stress.

4. Here are some potential answers:

Physical

• Shaking hands and legs • Muscle spasms • Headaches • Feeling tense • Red face • Heart beating fast • Clenched fists

Emotional

• Feeling anxious • Being overwhelmed • Fight or flight • Inability to make decisions • Avoidance or procrastination • Inability to concentrate • Acting inappropriately

Health-Related

• Sleep deprivation • Binging • Loss of appetite • Mood swings • Depression • Irrational thoughts

Work-Related

• Feeling anxious or irritable • Loss of interest, apathy in work • Problems sleeping • Fatigue • Trouble concentrating • Headaches or muscle tension • Social withdrawal • Stomach problems • Using drugs or alcohol to cope

Activity 2: Stress Management Techniques

1. Now that students can recognize signs of stress, they need to learn to manage them. Explain that stress management is an important skill to have in order be more in control of life and achieve what we want. There are many different techniques that can be used to manage stress in our personal lives or work lives.




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2. Write the following list on the board or show PowerPoint Slide 33. Explain to students that each of these is a different type of stress management technique.

• Deep breathing • Guided imagery • Progressive muscle relaxation • Physical activity or exercise • Time management • Talking about it • Healthy snacks or nutrition • Taking a break or time to recharge

3. Tell students that the list you shared are some suggested ways to manage stress. This is not an exhaustive list, however. Divide the class into small groups of 2 or 3 students. This group will work together to prepare a short 5-minute presentation on one stress management technique of their choice. They may choose one from the list above or one of their own found in their own research.

4. Here is a suggested grading rubric for the class presentation:

30 points – Included a slide presentation and a demonstration of the technique.

20 points – Prepared for the presentation with all group members contributing.

20 points – The presentation content was clear, concise, and gave a good understanding of the chosen stress management technique.

20 points – Demonstrated the ability to think critically, taking information from other sources to create something new

10 points – Demonstrated time management skills by delivering a well-planned 5-minute presentation.

Activity 3: Work Stressors and Responses

1. Explain that some stress in the workplace is normal. However excessive stress at work can interfere with productivity at work and your personal life and health. Now that you’ve learned the signs and symptoms and various stress management techniques, we will apply it to various workplace stressors.

2. Have students reference the Work Stressors and Responses page from the Student Workbook. In the spaces provided, students should read the work stressor and give an example of a positive and negative response to teach. Students should remember that reacting with a positive response can help them positively manage the stress, while a negative response could make it worse.

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