Essential Skills Teacher Guide Emphasizing & Evaluating Essential Skills to Better Prepare Students for Work-Based Learning, College & Career Find a digital version of this handout on the SDCOE CTE website: http://www.sdcoe.net/lls/cte/Pages/workshop-resources.aspx

Introduction As we prepare our students for the future, there are certain skills that industry values beyond the normal academic knowledge and industry technique. In fact, many employers will say they can teach someone the ins and outs of the job skills, however, these Essential Skills, sometimes known as Soft Skills or 21st Century Skills, are an integral part of the workplace, and are gained through practice over time, something an employer often cannot wait for. A study funded by Qualcomm identified 26 essential skills for the work-place. The San Diego County College and Career Readiness Consortium has sorted those skills into 6 categories to address in your classroom. You are likely already teaching students the Essential Skills through group work, self-guided practice,

classroom activities and behavioral expectations. This can be taken to the next level by emphasizing, modeling and evaluating Essential Skills. Giving student the chance to explore and understand what it takes to be successful in the workplace will help them to manage their academics better, make goals for the future, and interact with industry in a more meaningful way. Whether you plan to increase your student’s exposure to careers through guest speakers, industry visits, job shadows or internships, introducing them to these Essential Skills is a key component to career readiness. Common Core Connections & Career Technical Education Anchor Standards The Essential Skills align strongly with the ELA common core and CTE Anchor Standards, as well as the Common Core Standards for Mathematical Practice and the Next Generation Science Standards Science and Engineering Practices. You can see alignment between these standards and the essential skills on pages 5-6 of this document. “Turn-Key” WBL Preparation For teachers who have not done extensive Work-Based Learning preparation in the past, or who are looking for a one stop shop for their WBL prep, we have put together a set of activities for you to introduce each Essential Skill to your students. The “turn-key” preparation series is done by completing the activity and then having students self-evaluate where they stand on the corresponding rubric, then determining their strengths and growth needs going forward.

Click to see all 26

essential skills.

Turn-Key Activities for each Essential Skill

Skill Activity Summary of Activity Communication 9th Grade

Survival Guide Students prepare a presentation with advice for incoming freshmen on how to “survive” their first year of high school.

Critical Thinking On the Job Solutions

Critical Thinking - Students use the problem solving process to approach three workplace oriented problems and develop solutions

Creativity & Innovation

Rapid-Fire Inventions

Students form a research & design team to create and share about inventions using limited time & resources.

Collaboration & Teamwork

Sharing the Work

Students practice collaboration and teamwork using a Jigsaw activity to solve a problem and research efficiently.

Initiative & Self-Management

Look to Your Future

Students explore career opportunities and prepare a workplan for attaining the training they’ll need to start their chosen careers.

Workplace Context & Culture

Business Anthropology

Students prepare an ethnography on the culture of one workplace.

Flexible Approach Many teachers already cover these topics in depth in their course. In that case you may simply use the evaluative rubric to determine the level of readiness for your students. If you think need additional practice for one or more of the outcomes, you might look at the resources from the “Deep Dive” list or use one of the Turn-Key activities above. Deep Dive WBL Prep Perhaps you would like to spend even more time preparing your students for careers , or you’re ready to swap your current activities out for something new. Take a look at our extensive list of resources found below with each of the Essential Skills and focused on additional workplace readiness. Using the Evaluative Rubrics The Evaluative Rubrics can be used in a number of different ways. The real goal is to be at least a 3 across all Essential Skills, as the suggested outcomes from industry were marked in the “3” column. Ideally, students identify their strengths by looking to see where they might go above and beyond into the “4” column, and their weaknesses by where they lie in the “2” column. Any student in the “1” column may require quick intervention, or this may be a red flag that these students are not ready for WBL. Self-Evaluation

Students should take time to self-evaluate their Career Readiness on the Essential Skills Rubric. Ideally, after you cover an essential skill, give them the corresponding rubric so they can spend some time identifying their strengths and where they need growth. You can have students do this at the beginning, middle and end of the year to see how they progress.

Teacher or Mentor Coaching

After a student has completed the self-evaluation, the preparation can be elevated by having them sit down to discuss their strengths and goals with a teacher or mentor.

Group Project Assessment It is a challenge to assess the contributions of each member of a group, so having students evaluate themselves and each other can help you in determining grades across a group. Once students see the expectations through looking over the rubric, they may have a better idea of what is expected of them in a group setting. In order to simplify the evaluative process, you might just identify one or two Skills to focus on during a project – Starting with Communication and Collaboration for your first project so that students can hone specific skills.

Internship Readiness An internship is a culmination of a student’s career preparation in high school. These experiences are reserved for students who have an idea of their career path of interest and, when appropriate, exhibit professionalism. In order to ensure that students get the most out of an internship, and that industry continues the support of internship programs, it is essential that teachers take time to identify the level of readiness for any student. An average of around “3” on this rubric should be gained by the time a student is sent to an internship, and any “1’s” should be cause for concern, or limit a student’s internship opportunities.

Internship Formative & Summative Assessment This rubric can be used by the internship coordinator or industry member responsible for the student to outline the expectations and to identify the growth of a student during an internship. If appropriate, it may be used as a summative assessment at the completion of the internship to indicate the level of work-readiness reached by the Intern.

Next Steps Now it’s your turn to introduce the rubric to your students. Start with an activity for each skill, and have students self-evaluate. Take a look at you school year and begin to plan how you will fit in Work-Based Learning opportunities for your students, and be sure to include Essential Skills in your WBL preparation.

General Essential Skills Readings & Resources

www.CareerAcademics.org https://www.juniorachievement.org/web/ja-usa/apps

Article: 21st Century Skills & the Common Core Standards http://www.wholechildeducation.org/blog/21st-century-skills-and-the-

common-core

As we update these rubrics, this document can help increase the level of rigor and depth of knowledge expected from students.

Depth of Knowledge (DOK) Levels

An Educator’s Guide to the 4 C’s from the NEA http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

US Dept of Labor: Soft Skills to Pay the Bills Mastering Soft Skills for Workplace Success

https://www.dol.gov/odep/topics/youth/softskills/

Essential Skills Standards Alignment

CTE Anchor Standards

CCSS ELA Aligned

Standard

Essential Skill Connections

Anchor Standard 1: Academics Analyze and apply appropriate academic

standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the industry sector alignment matrix for identification of standards.

Note: alignment

listed within each sector

Critical Thinking, Initiative & Self-Management

Anchor Standard 2: Communications Acquire and accurately use general

academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the (career and college) readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

Language Standard

9-10, 11-12 .6

Communication, Creativity & Innovation, Collaboration & Teamwork, Workplace Context & Culture

Anchor Standard 3: Career Planning and Management Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Speaking & Listening Standard 11-12.2

Communication, Initiative & Self-Management

Anchor Standard 4: Technology Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information

Writing Standard 11-

12.6

Communication, Creativity & Innovation, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 5: Problem Solving and Critical Thinking Conduct short

as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate, and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Writing Standard 11-

12.7

Critical Thinking, Creativity & Innovation, Collaboration & Teamwork, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 6: Health and Safety Determine the meaning of symbols, key words, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

CCSS Science & Technical

Subjects 9-10, 11-12.4

Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 7: Responsibility and Flexibility Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Speaking & Listening

Standard 9 -10, 11-12.1

Critical Thinking Communication, Creativity & Innovation, Collaboration & Teamwork, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 8: Ethics and Legal Responsibilities Respond

thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the work.

Speaking & Listening

Standard 11-12.1d

Communication, Collaboration & Teamwork, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 9: Leadership and Teamwork Work with peers to promote civil, democratic discussions and decision making; set clear goals and deadlines; and establish individual roles as needed.

Speaking & Listening

Standard 11-12.1b

Communication, Collaboration & Teamwork, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 10: Technical Knowledge and Skills Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Writing Standard 11-

12.6

Critical Thinking, Creativity & Innovation, Initiative & Self-Management, Workplace Context & Culture

Anchor Standard 11: Demonstration and Application Demonstrate and apply the knowledge and skills contained in the industry-sector anchor standards, pathway standards, and performance indicators in classroom, laboratory, and workplace settings, and the career technical student organization.

Note: No alignment

evident for this standard

Critical Thinking, Communication, Creativity & Innovation, Collaboration & Teamwork, Initiative & Self-Management, Workplace Context & Culture

The above table is adapted from http://www.cde.ca.gov/ci/ct/sf/documents/ctestdfrontpages.pdf

Additionally, the CTE Standards for Career Ready Practice can be found here: http://www.cde.ca.gov/ci/ct/sf/documents/ctescrpflyer.pdf

Math & Science Essential Skills Standards Alignment Essential Skill CCSS Standards for Mathematical Practice NGSS Science & Engineering Practices

Communication Construct viable arguments and critique the reasoning of others

Model with mathematics Look for and express regularity in repeated reasoning

Asking Questions & Defining Problems Developing & Using Models Analyzing & Interpreting Data Constructing Explanations & Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating & Communicating Information

Critical Thinking Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning

of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Asking Questions & Defining Problems Developing & Using Models Planning & Carrying Out Investigations Analyzing & Interpreting Data Using Mathematics & Computational Thinking Constructing Explanations & Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating & Communicating Information

Creativity & Innovation

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning

of others Model with mathematics Use appropriate tools strategically Look for and make use of structure Look for and express regularity in repeated reasoning

Developing & Using Models Planning & Carrying Out Investigations Constructing Explanations & Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating & Communicating Information

Collaboration & Teamwork

Construct viable arguments and critique the reasoning of others

Model with mathematics

Planning & Carrying Out Investigations Analyzing & Interpreting Data Constructing Explanations & Designing Solutions Obtaining, Evaluating & Communicating Information

Initiative & Self-Management

Make sense of problems and persevere in solving them Construct viable arguments and critique the reasoning

of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and express regularity in repeated reasoning

Asking Questions & Defining Problems Planning & Carrying Out Investigations Analyzing & Interpreting Data Constructing Explanations & Designing Solutions Obtaining, Evaluating & Communicating Information

Workplace Context & Culture

Construct viable arguments and critique the reasoning of others

Use appropriate tools strategically Attend to precision

Asking Questions & Defining Problems Planning & Carrying Out Investigations Constructing Explanations & Designing Solutions Engaging in Argument from Evidence

Communication Praise, criticism & feedback are essential components of a healthy workplace. Employers are looking for someone

who can be clear and respectful when working with others. They can listen carefully to their colleagues and management and ask questions when they need answers. Employees are expected to be open to constructive

feedback and able to contribute feedback to help others. Communicating in a workplace environment is different than how you would talk with friends, using professional

language and actions go a long way to gaining respect in the workplace. Essential Skills: Communication & Listening

4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Verbally articulates and presents ideas and information clearly & effectively.

☐ Verbally articulates and presents ideas and information clearly & effectively much of the time.

☐ May struggle with articulation of ideas or have unclear or ineffective verbal communication.

☐ Lacks clarity or effectiveness when articulating ideas verbally.

☐ Articulates and presents ideas and information clearly & effectively in writing.

☐ Articulates and presents ideas and information in writing clearly & effectively most of the time.

☐ May struggle with articulation of ideas or have unclear or ineffective written communication.

☐ Lacks clarity or effectiveness when articulating ideas in writing.

☐ Always listens effectively & comprehends verbal information & instructions.

☐ Usually listens effectively & comprehends verbal information & instructions.

☐ Has trouble listening or struggles to comprehend & follow verbal information & instructions.

☐ Has trouble listening and struggles to comprehend or follow verbal information & instructions.

☐ Comprehends written and visual information & instructions.

☐ Usually comprehends written and visual information & instructions.

☐ Struggles to comprehend or follow written and visual information & instructions.

☐ Does not comprehend or follow written and visual information & instructions.

☐ Reads & understands non-verbal communication.

☐ Reads and understands most non-verbal communication.

☐ Has trouble interpreting non-verbal communication.

☐ Does not observe or act on non-verbal communication.

☐ Uses technology compellingly for communication.

☐ Uses technology appropriately for communication.

☐ Uses technology appropriately at times for communication.

☐ Uses technology inappropriately for communication.

Desired Communication Outcomes: Model Assignments

Comprehends verbal, written, and visual information and instructions.

9th Grade Survival Guide Students prepare a presentation with advice for incoming freshmen on how to “survive” their first year of high school. Additional Examples of Communication Assignments ● Group project presentation ● Individual project presentation ● Practice interview

Listens effectively.

Observes non-verbal communication.

Articulates and presents ideas and information clearly and effectively both verbally and in written form.

Uses technology appropriately for communication.

Communication: Additional Resources

Junior Achievement JA Career Success Program

Career Success: Session Two: Communication and Conflict-Management Skills

SB1070 Career Pathways: www.CareerAcademics.org CareerReady! Developing Communication

San Diego Workforce Partnership: http://workforce.org/connect2careers

Coming Soon! http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

The New World of Work: http://www.newworldofwork.org/21st-century-skills/

The New World of Work Communication Overview Video The New World of Work Communication Assessment Video

The New World of Work Digital Fluency Overview Video The New World of Work Digital Fluency Assessment Video

The New World of Work: Lesson 1: Communication Etiquette:

● Communication Etiquette Questions-Handout ● Grammar 101 for Careers Handout ● Instructional PowerPoint

The New World of Work: Lesson 2: Communication Styles:

● Communication Styles Inventory Handout ● Crazy-Makers Handout ● Instructional PowerPoint

The New World of Work: Lesson 1: Online Presence and LinkedIn Profiles:

● LinkedIn Higher Education Resources ● LinkedIn Student Profile Handout ● Instructional PowerPoint

The New World of Work: Lesson 2: Online Platforms:

● Instructional PowerPoint

Critical Thinking The ability to think deeply about a problem and find a solution strongly valued in the workplace.

Your boss doesn’t want to have to tell you how to do everything, rather they should be able to give you a goal or task and let you figure out how to make it happen. Evaluate each situation using knowledge, facts & data to effectively

divide larger problems up into solvable smaller tasks. When a problem persists, use systems thinking to address the underlying system that created the problem.

Essential Skills: Critical Thinking & Problem Solving 4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Effectively exercises sound reasoning.

☐ Exercises sound reasoning. ☐ Struggles to exercise sound reasoning.

☐ Does not exercise sound reasoning.

☐ Effectively exercises analytical thinking.

☐ Exercises analytical thinking.

☐ Struggles to exercise analytical thinking.

☐ Does not exercise analytical thinking.

☐ Makes judgments & explains perspectives based on evidence & previous findings.

☐ Makes judgments & explains perspectives based on evidence & previous findings.

☐ Attempts to make judgments & explains perspectives based on evidence & findings.

☐ Makes judgements and arguments that are not based on evidence & findings.

☐ Uses knowledge, facts & data to solve problems effectively.

☐ Uses knowledge, facts & data to solve problems.

☐ Attempts to use knowledge, facts & data to solve problems.

☐ Does not use significant knowledge, facts & data to solve problems.

☐ Applies systems thinking by considering and analyzing “what is it about the problem that we don’t understand?”

☐ Applies systems thinking by considering “what is it about the problem that we don’t understand?”

☐ Attempts to apply systems thinking by considering the problem itself.

☐ Does not look at the underlying systems or consider the problem in depth.

Desired Critical Thinking Outcomes Model Assignment

Exercises sound reasoning and analytical thinking. On the Job Solutions Critical Thinking - Students use the problem solving process to approach three workplace oriented problems and develop solutions Additional Examples of Critical Thinking Assignments ● Research project ● Industry-provided/scenario-based problem-

solving activity ● Designing a lab ● Experimental Design ● Developing a business plan ● Developing an algorithm or completing a coding

project ● Claim, Evidence Reasoning Activities ● Participates in or organizes a service learning

project.

Makes judgments and explains perspectives based on evidence and previous findings.

Uses knowledge, facts & data to solve problems.

Applies system thinking.

Critical Thinking Additional Resources

Junior Achievement JA Career Success Program

Session One: Get Hired: Critical Thinking and Creativity

SB1070 Career Pathways: www.CareerAcademics.org

CareerReady! Developing Critical Thinking San Diego Workforce Partnership: http://workforce.org/connect2careers

Coming Soon! The New World of Work: http://www.newworldofwork.org/21st-century-skills/

The New World of Work-Analysis/ Solution Mindset Overview Video The New World of Work-Analysis/Solution Mindset Assessment Video

The New World of Work: Lesson 1: Solving Problems:

● Problem Solving Exercise Handout ● Instructional PowerPoint ● Dr. Tina Seelig Reframing Video:

https://www.youtube.com/watch?v=amvwtPKqIVk

The New World of Work: Lesson 2: Design Thinking:

● Human-Centered Design Video: https://vimeo.com/106505300

● Design Kit Website: www.designkit.org ● Activity Handout ● Instructional PowerPoint

Creativity & Innovation Generating new ideas, methods or concepts is key to the progress of a company. Innovation uses creativity to enhance

the workplace, service or product. Finding a more effective way to get things done can boost sales and potentially improve a company’s bottom line.

Brainstorming, integrating knowledge from other disciplines, considering all perspectives & ideas, modeling, and positivity can boost creativity and lead to innovation.

Sharing your knowledge in a creative and innovative way is essential to effective communication of innovation. Essential Skills: Creativity

4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Often demonstrates originality & inventiveness in work.

☐ Demonstrates originality & inventiveness in work.

☐ Struggles to demonstrate originality & inventiveness in work.

☐ Does not demonstrate originality & inventiveness in work.

☐ Effectively communicates new ideas to others and incorporates feedback.

☐ Effectively communicates new ideas to others.

☐ Struggles with communication of new ideas.

☐ Does not communicate new ideas to others.

☐ Integrates knowledge across different disciplines.

☐ Integrates knowledge across different disciplines.

☐ Struggles to connect knowledge across different disciplines.

☐ Does not integrate knowledge across different disciplines.

☐ Not dependent on the teacher or mentor for strategies or ideas.

☐ Rarely depends on the teacher or mentor for strategies or ideas.

☐ Often depends on the teacher or mentor for strategies or ideas.

☐ Does not come up with their own strategies or ideas.

☐ Creative delivery of information results in an exciting presentation or product.

☐ Creative delivery of information results in an engaging presentation or product.

☐ The delivery of information results in a presentation or product that lacks creativity or engagement.

☐ The delivery of information results in a presentation or product that lacks creativity and engagement.

Desired Creativity & Innovation Outcomes: Model Assignments

Demonstrates originality and inventiveness in work.

Rapid Fire Inventions Students form a research & design team to create and share about inventions using limited time & resources. Additional Examples of Creativity & Innovation Assignments ● Developing a business plan. ● Coming up with a new invention to meet a personally-

felt need. ● Presents a “pitch” of a business, product, or design idea. ● Designs a service-learning project.

Communications new ideas to others.

Integrates knowledge across different disciplines.

Creativity & Innovation: Additional Resources

Junior Achievement JA Career Success Program

:Session One: Get Hired: Critical Thinking and Creativity Session Three: Collaboration and Creativity

SB1070 Career Pathways: www.CareerAcademics.org CareerReady! Developing Creativity & Innovation

San Diego Workforce Partnership: http://workforce.org/connect2careers Coming Soon!

The New World of Work: http://www.newworldofwork.org/21st-century-skills/

The New World of Work Entrepreneurial Mindset Overview Video The New World of Work Entrepreneurial Mindset Assessment Video

The New World of Work: Lesson 1: Modern Workforce:

● Elevator Pitch Handout ● Instructional PowerPoint

The New World of Work: Lesson 2: Intrapreneurship: ● Intrapreneurship Student Worksheet ● Instructional PowerPoint ● Khan Academy Richard Branson Video-

Entrepreneurship

Collaboration & Teamwork Unlike in academics, there are virtually no industries where single individuals work alone on a project. Working with

clients, colleagues and other departments at your job are all key components of a successful business. Most work is done as a team and each member has a different job to do in order to produce the final product.

This means that everyone has input, and is expected to contribute to the success of a project. One key tip for collaborative work is that for every concern or criticism you voice, you offer a possible solution to

improve the problem. Essential Skills: Teamwork, Tolerance & Patience

4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Builds and maintains effective collaborative working relationships with others.

☐ Builds effective collaborative working relationships with colleagues & customers.

☐ Participates in collaborative working relationships with colleagues & customers.

☐ Does not participate in effective collaborative working relationships with others.

☐ Enhances their work by drawing on the variety of experiences and backgrounds of the team.

☐ Is able to learn from and work collaboratively with diverse teams with diverse backgrounds.

☐ Struggles to work collaboratively with diverse teams with diverse backgrounds.

☐ Is intolerant or unable to work collaboratively with diverse teams with diverse backgrounds.

☐ Contributes smoothly and appropriately to the team effort.

☐ Contributes appropriately to the team effort.

☐ Struggles to contribute appropriately to the team effort.

☐ Does not contribute appropriately to the team effort.

☐ Proactively negotiates and manages conflict.

☐ Negotiates & manages conflict.

☐ Attempts to negotiate & manage conflict.

☐ Creates conflict.

☐ Uses technology to support and improve on collaboration.

☐ Uses technology to support collaboration.

☐ Minimal use of technology to support collaboration.

☐ Does not use collaborative technology or uses technology inappropriately.

Desired Collaboration & Teamwork Outcomes: Model Assignments

Builds effective collaborative working relationships with colleagues and customers.

Sharing the Work Students practice collaboration and teamwork using a Jigsaw activity to solve a problem and research efficiently. Additional Examples of Collaboration & Teamwork Assignments ● Extended group project. ● JigSaw activities ● Debates

Is able to work with diverse teams.

Contributes appropriately to the team effort.

Negotiates & manages conflict.

Learns from and works collaboratively with individuals representing diverse cultures, ethnicities, ages, gender, religions, lifestyle & viewpoints.

Uses technology to support collaboration.

Collaboration & Teamwork: Additional Resources

Junior Achievement JA Career Success Program

JA Career Success: Session Three: Collaboration and Creativity

SB1070 Career Pathways: www.CareerAcademics.org CareerReady! Developing Collaboration

San Diego Workforce Partnership: http://workforce.org/connect2careers Human Taco Jigsaw Tool

The New World of Work: http://www.newworldofwork.org/21st-century-skills/

The New World of Work Collaboration Overview Video The New World of Work Collaboration Assessment Video

The New World of Work Diversity Awareness Overview Video The New World of Work Diversity Awareness Assessment Video

The New World of Work Empathy Overview Video The New World of Work Empathy Assessment Video

The New World of Work: Lesson 1: Team Building:

● Team Development Handout and Zig Zag Model Handout

● Instructional PowerPoint The New World of Work: Lesson 2: Transformational Leadership:

● Situational Leadership Handout and Transformational Leadership Handout

● Transformational Leadership Video: https://www.youtube.com/watch?v=60O2OH7mHys

The New World of Work: Lesson 1: Gender and Culture:

● McKinsey Institute video accessed at: www.mckinsey.com/features/women_matter

● Instructional PowerPoint The New World of Work: Lesson 1: Mirroring:

● Instructional PowerPoint

The New World of Work: Lesson 2: Disabilities, Diversity, Multi-Generations:

● Social/Diversity Awareness Reference Guide Handout ● How Millennial Are You Quiz:

http://www.pewresearch.org/quiz/how_millennial-are-you/

● DC.gov Presentation: http://dds.dc.gov/page/diversity-in-the-workplace

● What Kind of Asian Are You? Funny or Die Video https://www.youtube.com/watch?v=DWynJkN5HbQ

The New World of Work: Lesson 2: Give & Take:

● Giver/Taker/Matcher Worksheet ● 10 Minutes: Adam Grant: What Makes a Successful

Giver in the Workplace-Empathy and Compassion in Society 2013 https://www.youtube.com/watch?v=hNlRsV9-p-8

Initiative & Self-Management A proactive member of a team can be consistently productive and exceed the requirements of a job.

Organizing a project and creating a task calendar to ensure all components will be covered with time to revise is essential. Receiving and implementing feedback through working with a team is an essential part of taking initiative.

Managing your schedule without requiring significant input or reminders from management shows integrity, initiative and leadership.

Active learning provides preparation for any situation, and this attention to detail demonstrations motivation and willingness.

Proactively gaining knowledge will result in additional flexibility when things change and shows strong preparation. The goal of any employee should be to strive to create the best possible product or service.

Essential Skills: Leadership, Determination, Positive Attitude, Motivation, Willingness to Learn, Flexibility, Perseverance, Attention to Detail, Follow-Through, Managing Multiple Priorities

4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Takes initiative by consistently identifying what needs to be done and doing it.

☐ Takes initiative by proactively identifying what needs to be done and doing it.

☐ Takes initiative by getting things done as assigned.

☐ Does not take initiative to get things done.

☐ Works well independently without guidance.

☐ Able to work independently as needed.

☐ Able to work independently some of the time.

☐ Needs regular reminders to stay on task and help determining what to do.

☐ Analyzes problems and divides into smaller tasks to determine the best means to solve them.

☐ Studies problems and divides into smaller tasks to determine the best means to solve them.

☐ Struggles to address problems to determine the best means to solve them.

☐ Does not work to address problems to determine the best means to solve them.

☐ Actively seeks out new knowledge & skills to understand the concept to the fullest.

☐ Actively seeks out new knowledge & skills to understand the concept.

☐ Struggles with new knowledge & skills, leading to mixed understanding.

☐ Does not seek out knowledge & skills.

☐ Proactively learns, preparing for each possible question or situation.

☐ Monitors his/her own learning needs, preparing for a variety of problems or situations.

☐ Struggles to address his/her own learning needs

☐ Does not address his/her own learning needs.

☐ Creates a prioritized list of tasks required to complete a project and revises as needed.

☐ Creates a prioritized list of tasks required to complete a project.

☐ Creates a list of tasks required to complete a project.

☐ Does not organize tasks or prioritize work.

☐ Completes tasks and projects in time to obtain and implement feedback.

☐ Persists in bringing tasks and projects to completion.

☐ Brings most tasks and projects to completion.

☐ Struggles with completing tasks and projects.

☐ Manages time effectively through organization and planning for interruptions & setbacks.

☐ Manages time effectively through organization and planning for interruptions & setbacks.

☐ Manages time ineffectively, lacks organization OR fails to plan for setbacks.

☐ Manages time ineffectively, lacks organization AND fails to plan for setbacks.

☐ Applies what they have learned from mistakes in the past.

☐ Learns from mistakes & experiences.

☐ Struggles to learn from mistakes or experiences.

☐ Repeats mistakes.

☐ Analyzes career path for careers related to projects or assignments.

☐ Seeks information about related careers & post-secondary training

☐ Considers careers and/or post-secondary training related to projects or assignments.

☐ Does not consider careers or post-secondary options related to the project or assignment.

☐ Explores a topic in depth, yielding insight and/or information indicating interest in a subject.

☐ Explores a topic in depth to find insight.

☐ Explores a topic when interested.

☐ Does not explore topics in depth.

Desired Initiative & Self-Management Outcomes: Model Assignments

Takes initiative Look to your Future Students explore career opportunities and prepare a workplan for attaining the training they’ll need to start their chosen careers. Additional Examples of Initiative & Self-Management Assignments ● Career profile assignment ● Group projects ● Personality inventory, followed by a personal

development or career education plan. ● Project portfolio ● Workplan submission for group projects. ● Personal calendaring/planners

Able to work independently as needed

Looks for the means to solve problems

Actively seeks out new knowledge and skills

Monitors his/her own learning needs

Prioritizes tasks

Persists in bringing tasks and projects to completion

Manages time effectively

Learns from his/her mistakes

Seeks information about related career options & post secondary training

Initiative & Self-Management: Additional Resources

Junior Achievement JA Career Success Program

JA Career Success: Session Five: Know Your Work Priorities

JA Career Success: Session Six: Know Who’s Hiring

JA Career Success: Session Seven: Know Your Personal Brand

SB1070 Career Pathways: www.CareerAcademics.org CareerReady! Developing a Work Ethic

CareerReady! Developing Time Management CareerReady! Becoming an Active Learner

San Diego Workforce Partnership: http://workforce.org/connect2careers Coming Soon!

The New World of Work: http://www.newworldofwork.org/21st-century-skills/ The New World of Work-Self Awareness Overview Video

The New World of Work-Self Awareness Assessment Video

The New World of Work: Lesson 1: Self-Awareness at Work:

● Self-Awareness Brainstorm Sheet & Professional Evaluation Sheet Handouts

● Instructional PowerPoint

The New World of Work: Lesson 2: Personal Assessments:

● Gallup Core Skills Student Worksheet ● MTBI Letter Codes Presentation ● Keirsey Types Presentation and Keirsey Career

Worksheet

California Career Cafe: A virtual Career Center

Workplace Culture & Context Personal conduct is a strong reflection of the commitment to the workplace.

Interactions with others through networking in meetings or on a project will have a strong impact on your success. Considering others and taking time to be prepared are key ways to demonstrate respect for colleagues.

Ethical behavior means that you do the right thing for the company and for others. Honesty, integrity and empathy can help show others you can be trusted. Considering the impact of your actions on the company and your colleagues is an

important aspect to professionalism. An understanding of an organization can help you to understand how to navigate the system, as well as how to

properly network and interact with others in the hierarchy of the system. In a workplace, safety and privacy risks are a large concern and should be addressed quickly and understood by all

people in order to limit liability of the company. Essential Skills: Networking, Professionalism, Manners, Being on Time, Organization

4 Exemplary 3 Accomplished 2 Developing 1 Emerging

☐ Embraces the workplace’s culture, etiquette & practices.

☐ Understands the workplace’s culture, etiquette & practices

☐ Struggles to understand the workplace’s culture, etiquette & practices

☐ Does not understand the workplace’s culture, etiquette & practices

☐ Demonstrates exceptionally professional dress, language and behavior appropriate to the situation.

☐ Demonstrates professional dress, language and behavior appropriate to the situation.

☐ At times lacks professional dress, language or behavior appropriate to the situation.

☐ Lacks professional dress, language or behavior appropriate to the situation.

☐ Arrives ahead of time & prepared.

☐ Arrives on time & prepared.

☐ Does not always arrive on time & prepared.

☐ Arrives late or unprepared.

☐ Works to exceed expectations and fulfill all responsibilities.

☐ Works to fulfill all responsibilities thoroughly

☐ Works towards fulfilling many responsibilities

☐ Does not fulfil all responsibilities.

☐ Demonstrates and encourages integrity & ethical behavior

☐ Demonstrates integrity & ethical behavior

☐ May exhibit some unethical or dishonest behavior.

☐ Exhibits some unethical or dishonest behavior.

☐ Considers the impact of their actions and acts responsibly with others in mind.

☐ Acts responsibly with others in mind.

☐ Acts responsibly but may not consider others.

☐ Does not act responsibly or does not keep others in mind.

☐ Researches an organization to better understand how to navigate the system.

☐ Knows how to navigate the organization.

☐ Attempts to navigate the organization but may have trouble accomplishing it.

☐ Uninterested in learning how to navigate the organization.

☐ Understands how to network & understands the role networking plays in success.

☐ Understands that networking plays a role in success and working on networking skills.

☐ Working to understand networking

☐ Uninterested in networking or unprofessional in a networking situation.

☐ Researches, understands & respects health & safety risks in the workplace

☐ Understands & respects health & safety risks in the workplace

☐ Lacks a full understanding or full respect for the health & safety risks in the workplace.

☐ Lacks understanding or respect for the health & safety risks in the workplace.

☐ Understands the role of employers and employees in creating a safe work environment through risk communication and fulfils their role.

☐ Understands the role of employers and employees in creating a safe work environment through risk communication.

☐ Somewhat understands the role of employers and employees in creating a safe work environment through risk communication.

☐ Does not understand the roles in creating a safe work environment through risk communication.

Desired Workplace Context & Culture Outcomes: Model Assignments Understands the workplace’s culture, etiquette & practices

Business Anthropology Project

Students prepare an ethnography on the culture of one workplace. ● Service learning project ● Planned travel to work ● Time management plan ● Speed dating activity ● Research an industry professional in preparation

for a Work Based Learning experience/guest speaker

● “First day at work” guide Community service or networking event reflection

Demonstrates professionalism

Is punctual

Takes responsibility

Demonstrates integrity & ethical behavior

Acts responsibly with others in mind

Knows how to navigate the organization

Understands how to build, utilize and maintain a professional network of relationships and understands the role such a network plays in personal & professional success

Understands health & safety risks in the workplace

Understands the role of employers and employees in communicating about risks, reducing risks & creating a safe work environment

Workplace Context & Culture: Additional Resources

Junior Achievement JA Career Success Program

Session Four: Get Hired: Strong Soft Skills SB1070 Career Pathways: www.CareerAcademics.org

CareerReady! Developing Professionalism

San Diego Workforce Partnership: http://workforce.org/connect2careers Coming Soon!

The New World of Work: http://www.newworldofwork.org/21st-century-skills/ The New World of Work-21st Century Skills: Instructor Resources:

● Resume and Cover Letter PowerPoint ● Brainstorming Activity (what to include in your resume) ● Resumes, Cover Letters, and Letters of Recommendation: Tips ● Interviewing: The Story of You PowerPoint: Interview Tips