JOB-READY DAY ONE LESSON PLAN

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Oswald Holmes
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1 JOB-READY DAY ONE LESSON PLAN Middle School Introduction (if applicable): 1 minute Let students know who you are and why you are there. Be sure to introduce all presenters. Fill in the blanks with your name and name of your chapter. Adjust the introduction to fit the audience and situation. Hello. I am and I am a member of the SkillsUSA chapter. SkillsUSA helps students become world-class workers, leaders and responsible American citizens. Participation in SkillsUSA activities and completion of career and technical education classes prepares us for the future. Today, we will take a look at how SkillsUSA makes us job-ready on Day One and also explore some of those potential jobs. Supplies needed: Writing surface SkillsUSA Framework cards, one set per 17 students Framework handout, one per student Writing utensil, one per student Computer or ipad, one per student (or could work in pairs) Anticipatory Set: 3 minutes Have each student visualize his or her first day of work. Close your eyes. Imagine your first day of work at your dream job. (Pause) Think about your work environment, how you feel, what you say, how you look, and even how you act. (Pause) Think about how other staff and co-workers communicate and interact with you on this first day of your new job. (Pause) Open your eyes. Have students share descriptive words and phrases that describe their vision for the first day. Capture these on the writing surface. Facilitate a discussion by asking questions including: u What career did you envision yourself in? u How does your vision for the first day on the job vary from those with different careers? u What can you do now to prepare for your dream career? Today we will explore the SkillsUSA Framework, which is unique to our organization. The framework illustrates how students fulfill the mission of our organization, which is to empower members to become world-class workers, leaders and responsible American citizens. SkillsUSA can give you the skills needed to be job-ready on Day One. Activity 1 SkillsUSA Framework: 15 minutes Give each student one framework handout. The three components of the SkillsUSA Framework are: personal skills, workplace skills and technical skills grounded in academics. Personal skills include values, personality traits and personal characteristics for success in life. Workplace skills are attitudes and abilities for success in the workplace. Finally, technical skills include knowledge and competencies for success on the job. Each component contains five or six essential elements, which are specific skills or traits. These elements are further defined with behaviors that demonstrate and display these skills SkillsUSA Middle School Membership Kit

2 To help us learn about the components and essential elements of the framework, you will each receive a card with one of the essential elements and behaviors listed. You will silently read the card. Then on the left half of your handout, draw one picture of a person positively displaying this essential element and on the right side, one picture of a person that does not possess the skills described. You will have five minutes to read and draw. What questions do you have? (Pause) You may begin when you receive your card. Give each student one framework card. If there are 17 or fewer students in the class, each will have a different essential element. For more than 17, some students may have the same element and behaviors. Each student needs a writing utensil. Monitor students work. After five minutes, bring students back together. Have students quickly share their essential element, behaviors and drawings with the class. If multiple students have the same element, have the first student read the card while others only share the drawings. After all share, facilitate a discussion by asking questions including: u How do you gain these skills through participation in SkillsUSA? u Why is it important to be job-ready on Day One? u Are there some skills you can only gain through on the job experience? Which ones? The framework highlights the skills needed for success. These are obtained through SkillsUSA programming, CTE classes and industry partnerships. The SkillsUSA Framework delivers a skill set demanded by business and industry but lacking in many of today s employees. These skills will help you to be job-ready on Day One. Activity 2 "A Day in the Life" Videos: 25 minutes We know what the framework is; let s discover what career you might be preparing for. Note to instructor: The A Day in the Life Videos vary greatly in length and content. You may choose to view these ahead of time and give students a list of options to choose from. Post the Career Transitions web address ( on the writing surface, as well as the activity headings, Explore Careers and A Day in the Life Videos. When I say Find what you like, you will go to the Career Transitions home page and click on Explore Careers. Then find A Day in the Life Videos. Individually, you have 30 seconds to select one career to view. Choose wisely because you will not be able to change your decision. You are only selecting, not viewing at this point. What questions do you have? (Pause) Find a career! Monitor students work. After 30 seconds, bring the class back together. You will watch a video about your chosen career. The professional will describe a typical day, education required, advice and much more. You should pay close attention to the information because you will share with a group later. Questions? (Pause) You have 15 minutes to watch all sections of the video. If you finish early, click over to a different job. Begin! Monitor students. After 15 minutes, divide students into groups of three or four. Give these instructions: Each of you will summarize what you learned by watching the Day in the Life video. Then compare and contrast the careers your group explored. You have five minutes to share and discuss. What questions do you have? (Pause) Share! Monitor student sharing. After five minutes, bring the class back together. Facilitate a group discussion by asking questions including: u What information surprised you? u What would you enjoy about the career? u What could you do now to be job-ready on Day One for this career? Questions? Call the SkillsUSA Membership Toll-Free Hotline:

3 Activity 3 Framework and Careers: 6 minutes On the writing surface, add the activity headings, Explore Careers, Browse Career Paths and Typical Activities. Next we will compare the framework to the skills and knowledge needed for your selected career. You will again use the Career Transitions website. Under Explore Careers, click on Browse Career Paths. Type in the name of the career you learned about. Then select the career from the menu. View the typical activities tab for your career. Compare these activities to the essential elements of the framework. Use a star or asterisk to mark the essential elements on your handout that will be useful and needed in this career. What questions are there? (Pause) You have three minutes to compare. Begin! Monitor students work. After three minutes, bring students back together. Let s share about those skills needed to be job-ready on Day One in your career. Take two minutes to share with your groups. Monitor group sharing. After two minutes, bring students back together. Every activity and program within SkillsUSA is developed to support the three distinct components of the framework. By basing our organization on this framework, our members gain these essential skills by successfully taking part in SkillsUSA programs and activities. Review: 5 minutes Today, we learned about the framework and how to successfully demonstrate those skills. We also heard from professionals about their jobs and the skills needed to be successful and job ready on Day One. Let s review some of those skills. Divide students into groups of three. Give each group one set of framework cards. Have one group demonstrate the instructions as you give them. We will play the pyramid game. One person is seated in a chair. This person is the guesser. Another person stands behind the guesser and hold the cards. This person is the cardholder. And the third person will face both the guesser and cardholder. This person is the clue giver. He or she will silently read the essential element written at the top of the card and then provide examples of how he or she has demonstrated or could demonstrate the skill. You may not read the exact behaviors, but it is OK if you use some of the words in your real-life examples. The guesser will have one minute to correctly guess as many cards as possible. What questions do you have? (Pause) After the first round, we will switch roles. Review! Monitor students work. Stop the game after one minute and have students switch roles. Repeat. Switch one final time so students have a chance to play each role. Then bring students back together to wrap up. The framework presents the skills each of us will gain through our participation in SkillsUSA. The framework empowers us to achieve career success by providing skills and experiences. To benefit from the framework, you must participate. Take advantage of opportunities and experiences, which will not only prepare you for the future, but also allow you to have fun with your classmates and peers. Enjoy every day of your SkillsUSA membership. Extended Learning Opportunities Have students rate themselves individually on a scale of 1-10 for each essential element. Each student should identify his or her weakest area. Then have students group up based on these areas to brainstorm steps and methods to improve the skill. Use the Career Transitions website to have each student take the career interest assessment. Students then can use the website to learn more about the career area and specific careers. Ask students to imagine the future, while considering their personal fulfillment, family, quality of life and more. Discuss how this vision should be used in career exploration and when selecting a career path SkillsUSA Middle School Membership Kit

4 Personal Skills: INTEGRITY Personal Skills: WORK ETHIC Personal Skills Definition: Doing the right thing in a reliable way Be honest Do what I say I will do Hold myself and others accountable Make choices consistent with my values Definition: Putting forth my best effort to meet expectations Engage in meaningful work to make a contribution Be productive at all times of the day Reflect and evaluate my productivity Do what it takes to get the job done Personal Skills: PROFESSIONALISM Personal Skills: RESPONSIBILITY Definition: Meeting the expectations of employers Be loyal to my peers, supervisor and myself Adhere to dress codes and other policies Be aware of the impact of my words and actions Use good judgment in the decisions I make Resolve conflicts peacefully Definition: Taking ownership of my work, my behavior and my actions Honor my commitments Complete my work and assignments on time Work efficiently and effectively without supervision Persevere in accomplishing my work

5 Personal Skills: ADAPTABILITY/FLEXIBILITY Personal Skills: SELF-MOTIVATION Personal Skills Definition: Embracing change Overcome barriers and roadblocks Understand that multiple solutions will accomplish the same goal Maintain composure during adversity Be curious to explore and experiment Definition: Exhibiting a passion for life and career Purposefully connect what I do today to my future Positively contribute to every project Seek to learn and develop new knowledge and skills Be disciplined to achieve my purpose and goals

6 Workplace Skills: COMMUNICATION Workplace Skills Workplace Skills: DECISION MAKING Definition: Sending and receiving clear messages Write and speak effectively Use appropriate body language Check for understanding when articulating complex issues Practice active listening skills Choose appropriate mode of communication Definition: Ability to choose between choices Analyze key facts, data and situations Practice resourcefulness Follow a systematic process Weigh every possible outcome Identify possible options Determine the best outcome Workplace Skills: TEAMWORK Workplace Skills: MULTICULTURAL SENSITIVITY AND AWARENESS Definition: Working with others to achieve a common outcome Work collaboratively with my peers, classmates and co-workers Honor the contributions of others Be flexible and open Honor my commitments and responsibilities to the team Respect and support my team members Definition: Respecting those who are different from yourself Learn about other cultures Value diversity Demonstrate tact in words and actions Treat everyone with respect Empower everyone equally

7 Workplace Skills: Definition: Process to be efficient and productive PLANNING, ORGANIZING AND MANAGEMENT Break down projects into tasks with timelines Know my role and responsibility Identify resources and standards for completing projects Communicate progress with teammates Anticipate and plan for possible obstacles an setbacks Workplace Skills: LEADERSHIP Definition: Igniting human potential and influence Confront issues Build trust Foster hope Express compassion Model stability Workplace Skills

8 Grounded in Academics: Definition: Effective use of technology COMPUTER AND TECHNOLOGY LITERACY Be willing to learn and integrate new technology Use work-based platforms and products efficiently Effectively employ technology to solve problems Improve information flow through technology Use technology to improve and document accountability Grounded in Academics: Definition: Unique knowledge and skills required by a job JOB-SPECIFIC SKILLS Know my job roles and responsibilities Perform my job confidently Seek ways to improve my job performance Follow personnel manual policies Perform responsibilities without direct supervision Teach others job specific tasks Open to coaching and feedback Grounded in Academics: SAFETY AND HEALTH Definition: Following workplace health, wellness and safety guidelines Follow safety procedures including wearing appropriate safety attire Maintain a clean work environment Identify potential hazards and notifies appropriate parties Use tools and equipment according to safety best practices Stay current with safety regulations and standards Grounded in Academics: SERVICE ORIENTATION Definition: Meeting the needs of internal and external customers Acknowledge customers, and be present with the interaction Stay focused and customer-oriented while at work Demonstrate respect and courtesy to customers at all times Know and implement company s service policy Handle difficult situations with tact and self-restraint Know when to involve supervisor in a customer-service situation

9 Grounded in Academics: PROFESSIONAL DEVELOPMENT Definition: Intentional learning experiences that enhance your career path Develop a career plan Assess current skill sets and determine areas for growth Use professional and personal mentors Seek professional and personal growth opportunities Find application of new learning Stay current with workplace-related resources Seek new responsibilities to gain additional skill sets

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to