Course Profile   Managing Personal Resources, Grade 11, Workplace Preparation, Public

 

Unit 1:  Course Introduction: Discovering Self

Time:  25 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Unit Description

Students examine the skills that are necessary in the workplace today. After completing a self-assessment, they compare their personal inventory of skills to present workplace needs. Students determine how talent is used as a personal resource by researching various celebrities in our society. Brainstorming and case study investigation help students to determine the factors that impact both positively and negatively on the effective management of talent. Students apply this knowledge to their own personal situation and determine the impact on their own talent management. Students research financing options to develop their personal talent. After identifying their own values and beliefs, students are encouraged to look to their future and contemplate what resources they have to assist them to achieve personal success. Students are encouraged to build “people skills” as part of their personal skills inventory. This unit culminates in students producing a personal biography, narrated in third person, depicting how their talents affect their lifestyles and career paths in their future. Students accomplish this by expanding on the knowledge they learned about themselves throughout this unit.

Strand(s) & Learning Expectations

Strand(s):  Self and Others, Personal Responsibilities, Preparing for the Challenges of the Future, Research and Inquiry Skills

Overall Expectations:  SOV.01, SOV.02, PRV.01, PRV.02, CFV.01, CFV.02, ISV.01, ISV.02, ISV.03, ISV.04.

Specific Expectations:  SO1.01, SO1.04, SO2.03, PR1.03, PR2.01, PR2.02, PR2.03, PR4.03, CF1.01, CF1.02, CF2.03, CF2.05, IS1.03, IS1.04, IS2.02, IS3.01, IS3.02.

Unit Planning Notes

There is no prerequisite for this course therefore students will all be at different levels of knowledge and skill when entering this course. Teachers need to gauge the level of knowledge and skills for the class through some form of diagnostic assessment and plan accordingly.

All students enrolled in this course will have taken Career Studies, Grade 10, Open, and be involved in the Teacher Advisor Program. Many of the issues addressed in this first unit may be similar to those in the careers course and TAP at your particular school. Teachers should take the time to find out how these courses may be similar so that they can plan accordingly.

This unit relies heavily on use of the Internet. For each Internet activity possible print and human resources are also suggested. If the Internet is being used, teachers need to be aware of their school’s policies around safe Internet use.

Many of the issues discussed in this unit are of a personal nature. Teachers need to be aware of this and act accordingly. Students may disclose sensitive personal or family issues. Issues related to cultural diversity may also arise. Teachers need to be aware of what services are available to assist students in need. The classroom needs to be a warm, welcoming, and non-threatening environment. Students need to feel comfortable and safe. The manner in which teachers respond to discussions around personal issues and values will determine the type of environment created. Books such as Teaching for Diversity and Social Justice by Adams, Bell and Griffin (1997) will be helpful teacher resources.

·         The teacher needs to ensure that the school policy on Internet use is followed.

·         The teacher may need to book the computer lab for the following activities - Activity 1, 2 and 6.

·         The teacher will inform students of the culminating activity to enable students to gather materials needed to complete their bibliography.

·         Teachers must be sensitive to the variety of cultural, ethnic and religious beliefs and customs which students have and make accommodations to Teaching/Learning Strategies to respect and build on these variations, where necessary. Similarly, teachers must be sensitive to the variety of socio-economic levels and family structures of students and be prepared to make accommodations to learning experiences and resources, as needed.

 

Activity 1:  Identifying My Talent as a Personal Resource

Time:  180 minutes

Description

Students identify the core skills needed by employees in the workplace today and compare these to their own skills inventory as determined through a self-assessment exercise. After determining their strengths and weaknesses in the various skills, students set short- and long-term goals regarding their own personal skill development. At the end of this activity, students reflect on their talents as personal resources.

Strand(s) & Learning Expectations

Strand(s):  Personal Responsibilities, Preparing for the Challenges of the Future, Research and Inquiry Skills

Overall Expectations

PRV.02 - identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time and money;

CFV.01 - identify the elements of successful employment and lifestyle planning;

ISV.03 - correctly use terminology associated with personal resource management.

Specific Expectations

PR2.03 - identify their own personal talents and competencies, and describe how these might affect their choice of a career path;

CF1.02 - identify their short- and long-term goals, and the skills and experience they need to achieve them;

IS1.03 - correctly use terminology related to personal resource management.

Prior Knowledge & Skills

·         experience in small group settings

·         brainstorming

·         computer/Internet skills

Planning Notes

Teachers:

·         prepare core employee skills handout Youth Cyberstation – Skills Zone
http://www.pch.gc.ca/cyberstation/html/szone_e.htm (Strategy 1);

·         book computer lab or resource centre for students to complete self-assessment test at
http://www.mazemaster.on.ca/eng/mod1/mod1_start.html (or choose another source that assesses work interests, values and skills) (Strategy 6);

·         book computer lab or resource centre for students to complete action plan at http://www.mazemaster.on.ca/eng/mod1/mod1_start.html (or prepare a worksheet that students must explain the following: immediate goals, near future goals, far future goals, steps to achieve goals) (Strategy 7).

Teaching/Learning Strategies

1.   As a class, students define “core employee skills”.

2.   In small groups, brainstorm a list of skills that are required in the workplace today. The teacher should categorize skills under appropriate headings - reading, math, writing, speaking, social, teamwork.

3.   Students receive a handout that provides a complete list of core employee skills and complete the Find Someone Who Activity (Appendix 1).

4.   As a class, students brainstorm ways that each core employee skill could be developed or improved.

5.   Students list on a piece of paper, which of these skills they consider to be their strengths and weaknesses.

6.   Students complete a self-assessment test on their interests, values and skills at http://www.mazemaster.on.ca/eng/mod1/mod1_start.html (Note: if Internet access not available there are many print sources that allow students to make similar self-assessments – Human Resources Development Canada may have some suggestions)

7.   Students review the results of their self-assessment (work interests, skills achieved, skills needed, short and long term goals, important values) and then complete the Action Plan at http://www.mazemaster.on.ca/eng/mod1/mod1_start.html (immediate goals, short-term goals, long-term goals, steps to achieve goals). They save this on disk or print a copy for their notes. (If Internet access is not available then students can be given a worksheet with the same headings provided in the brackets i.e., immediate goals, etc. and then provide answers) As part of their action plan students under teacher direction, may wish to begin to make connections for future job shadowing (Unit 4).

8.   The teacher reviews journal writing with the class. An appropriate rubric, will be examined by the class. (Appendix 2) The students will write a short journal reflection on what they learned from this exercise in terms of their talent as a resource.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Brainstorming Activity

Checklist

Diagnostic

Knowledge

Journal

Rubric (Appendix 2)

Summative

Application

Communication

Accommodations

·         Teachers follow suggestions made in the students IEPs

·         Prepare a written copy of brainstorm notes for students

·         Provide one-on-one assistance in clarifying the task of the worksheet

·         Monitor students’ progress frequently to identify need for remediation

·         Allow for extended time to complete worksheet activity

·         Provide opportunities for students to word-process, rather than write, journals.

·         Have students working with peer tutor or Special Education assistant

·         Adjust length of journal response or extend as homework/resource activity

·         For enrichment, students can play the Career Interests Game at http://web.missouri.edu/~cppcwww/holland.shtml

Resources

Print

Bingham, Mindy and Styker, Sandy. Career Choices: A Guide for Teens and Young Adults: Who Am I? What Do I Want? How Do I Get It?. Rev. ed. Academic Innovations (BB), 1993.

Bingham, Mindy, et al. Challenges: A Young Man’s Journal for Self-Awareness and Personal Planning. Advocacy Press, 1985.

Bingham, Mindy, et al. Choices: A Teen Woman's Journal for Self-Awareness and Personal Planning, Advocacy Press, 1993.

Dalke, Connie and Howard, Diane. Life Works: A Transition Program for High School Students (Book One: Understanding Yourself, Book Two: Exploring Your Options and Setting Goals) Lingui Systems, Inc., 1994. ISBN 1-55999-416-9

Freeman, John G. and Balanchuk, Mary L. CareerWorld: Complete Student Kit. Trifolium Books Inc., 1994.

Hooker, Dennis and Hooker, Almut. Me & Jobs (Life Skills Series). Educational Design, Inc., 1994. ISBN 0-87694-100-5

HRDC. Skill Building. Fax (819) 953-7260 or – http://www.hrdc-drhc.gc.ca/career-carriere

McGraw, J. Life Strategies for Teens. New York: Fireside, 2000. ISBN 0-07432-1546-X

Youth Employment Strategy. HRDC. Looking For A Job? Call 1-800-935-5555. ISBN 0-0662-28610-3 (booklet)

Saskatchewan Education. Life Transitions 20, 30: A Curriculum Guide For the Secondary Level, September, 1996. ISBN 0-921291-43-4 (Ordering address: Curriculum and Instruction Branch, Saskatchewan Education, 2220 College Avenue, Regina, Saskatchewan, S4P 3V7)

Studd, David. Life Career Planning: Reaching for Your Future (Skills for Life Series). McClelland & Stewart Limited, 1985. ISBN 0-7710-8367-X

Videos

Career Self-Assessment: Where Do You Fit In? Learning Seed Company, 1993. 27 min. (order from: McIntyre Media Limited, 30 Kelfield St, Rexdale, Ontario, M9W 5A2, Tel: (800) 565-3036,
(416) 245-7800, Fax: (416) 245-8660, Order no. 200023-61)

Workplace Ready: Job Skills for the 21st Century, Pt. 2 - Foundation Skills. Human Relations Media, 1994. 54 min. (order from: Human Relations Media, 175 Tompkins Avenue, Pleasantville, NY 10570, Tel: (800) 431-2050, (914) 769-7496, Fax: (914) 747-1744 Order no. 986)

CD-ROM

Jobs for Me. ISM/Careerware, 2220 Walkly Rd, Ottawa, Ontario, K1G 5L2. Tel: (800) 267-1544,
Fax: (613) 739-4933. No order number is required. This is an easy-to-use interactive program designed to help students become aware of various aspects of career planning. Students are able to direct their learning to their individual needs and interest areas. Teachers could use this for tutorial or instructional purposes. A teacher’s guide accompanies the program disks.

Moving On Up An Interactive Guide to Finding a Great Job, Cambridge Educational, CCP0322W-CD, Windows, $89, 1-800-468-4227 www.cambridgeol.com

Multimedia Job Search, Cambridge Educational, CCP0313C-CD, Windows, $99, 1-800-468-4227
– www.cambridgeol.com

Multimedia Take This Job and Love It, Cambridge Educational, CCP0244CW-CD, Windows/MAC, $98, 1-800-468-4227 – www.cambridgeol.com

Websites

SchoolFinder - Interests Quiz – http://www.schoolfinder.com/career/carquiz.htm

Self-Assessment via MazeMaster – http://www.mazemaster.on.ca/eng/mod1/mod1_start.html

Human Resources Development Canada – Ontario – http://www.hrdc-drhc.gc.ca/profiles/list-ON-e.shtml

Youth Cyberstation - Skills Zone – http://www.pch.gc.ca/cyberstation/html/szone_e.htm

Career Search - Aptitude Test – http://cbweb9p.collegeboard.org/career/html/searchQues.html

The Career Interests Game – http://web.missouri.edu/~cppcwww/holland.shtml

Ontario Prospects 2000. – http://www.edu.gov.on.ca/general/elemsec/job/prospect/eng/31.html

Youth Link – http;//www.youth.hrdc-drhc.gc.ca

Ministry of Education - Prospects: Ontario Guide to Career Planning
http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html

Canadian Careers.Com – http://www.canadiancareers.com/index.html

Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml

Young Worker Awareness Program. – http://www.yworker.com

Pamphlets/Booklets

Human Resources Development Canada. Focus on Resumes - A Guide to Marketing Yourself. 1998.

Human Resources Development Canada. Focus on Interviews - A Guide to Marketing Yourself. 1998.

Human Resource Development Canada, Youth Communication Directorate. Looking for a Job? Catalogue No. MP43-195/2000E. Contact the Youth Info Line at 1-800-935-5555

 

Activity 2:  Managing Talent – Models of Success in our Society

Time:  300 minutes

Description

Students examine “models of success” in society to determine how others have used their talent as a personal resource. Emphasis is placed on Canadian role models. Research skills are developed through an Internet search on a celebrity to learn how he/she developed his/her skill to achieve personal success. Knowledge gained through this activity is expanded by student presentations of various celebrities to the class.

Strand(s) & Learning Expectations

Strand(s):  Personal Responsibilities, Research and Inquiry Skills

Overall Expectations

PRV.02 - identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time and money;

ISV.01 - use appropriate social science research methods in the investigation of issues related to personal resource management;

ISV.02 - use a variety of print and electronic sources and telecommunications tools to research information effectively;

ISV.04 - communicate the results of their inquiries effectively.

Specific Expectations

PR2.02 - demonstrate an understanding of how a variety of famous people use their talent as a resource;

IS1.04 - compile information from a variety of research sources;

IS2.02 - demonstrate an ability to organize and interpret information gathered through research;

IS3.01 - record information and key ideas collected in their research, documenting the sources accurately and using correct forms of citation;

IS3.02 - effectively communicate the results of their inquiries, using a variety of methods and forms.

Prior Knowledge & Skills

·         note-taking skills

·         computer/Internet skills

·         library research skills

·         oral presentation skills

Planning Notes

Teachers:

·         prepare worksheet on celebrity skills (Strategy 2);

·         tape/order a biography video on a well-known (to students) celebrity - access Cable in the Classroom (see resource list for more information) to allow for copyright free copying of television shows (Strategy 3);

·         book computer lab/Library/Resource Centre for student research on celebrity biographies;
(place the word “biographies” in the search box of any search engine such as Yahoo, MSN, Excite, Alta Vista, Infoseek and you will find many different web pages available to search) (Strategy 4);

·         prepare rubric for the presentation on celebrity findings (Strategy 5).

Teaching/Learning Strategies

1.   The class discusses what it means to be a “model of success” in our society. The teacher may need to direct the class so that a wide variety of models are identified. Models from all walks of life, different cultures, both genders, and of various ages and abilities should be identified. Teachers should identify “local” celebrities.

2.   Provide a worksheet that has a list of well-known celebrities in our society and have students, in pairs list what skill(s) each celebrity is known for.

3.   Students watch a biography on video of a well-known celebrity and then, as a class discuss how this celebrity effectively managed his/her talent to achieve success. This may be completed for homework.

4.   In pairs, students choose a celebrity to research at www.biography.com (or do a print search in the library) and then research how celebrities manage their talent. Have two pairs do celebrities from the same genre, i.e., actor, athlete, politician, artist, activist, etc. for a compare and contrast exercise in Activity 3. The teacher and/or teacher librarian should review how to collect information and take notes in an organized manner. Students prepare a bibliography of sources used to complete their research.

5.   Teacher reviews with students, expectations around effective oral presentations and reviews the rubric with the class. Student pairs prepare and present a short oral presentation of their “celebrity” findings to the class or students prepare a poster to be displayed in the classroom.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Worksheet of Celebrity Skills

Checklist

Diagnostic

Knowledge

Student Research Notes on Celebrities Talent

Criteria referenced Marking Scheme

Formative

Thinking/Inquiry
Communication

Oral Presentation/Poster

Rubric

Summative

Communication

 

Accommodations

·         The teacher could break down large tasks into small tasks and provide reinforcement as each part is completed.

·         Enable the student to demonstrate understanding using a variety of media including oral presentations, audio or video taped assignments, bulletin board displays, dramatizations, and demonstrations.

·         For enrichment, students can develop a resource list of biographies (websites, books, videos).

Resources

Douglass, Merrill E. and Donna N. Douglass. Manage Your Time, Your Work, Yourself. New York: American Management Association, 1993. ISBN: 0-8144-7825-5

Robertson, Hugh. The Project Book: An Introduction to Research and Writing. Ottawa: Piperhill, 1999. ISBN 0-09693068-4-9 To order call 1-800-958-5348

Robertson, Hugh. Research and Communication Skills. Ottawa: Piperhill, 1999. ISBN 0-09693068-3-0 To order call 1-800-958-5348

Websites

Arts and Entertainment Channel - Biography – http://www.biography.com/

Cable in the Classroom – http://www.cableeducation.ca

CBC series - Life and Times – http://www.tv.cbc.ca/lifeandtimes/

CD-ROM

Encyclopaedic Canadian Bibliography

 

Activity 3:  Managing Talent – Discovering Influences

Time:  300 minutes

Description

Students use the knowledge obtained from a “compare and contrast exercise” to brainstorm factors that may positively or negatively influence the development of talent. The class examines discrimination and stereotypes that may occur when young people enter the workforce. Through case study investigation or a guest speaker, students develop a greater understanding of the impact these influences can have on their personal success. Students focus in on specific job interests and examine influences that may affect their own talent management.

Strand(s) & Learning Expectations

Strand(s):  Self and Others, Personal Responsibilities, Preparing for the Challenges of the Future

Overall Expectations

SOV.01 - demonstrate an understanding of self-concept and its role in effective communication;

PRV.01 - demonstrate an understanding of the process of decision making in life situations;

PRV.02 - identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time and money;

CFV.02 - explain why personal well-being is an important factor in getting and keeping a job.

Specific Expectations

SO1.01 - explain self-concept and identify the factors that influence it;

PR1.03 - describe how cultural differences, personal beliefs, and personal preferences can influence attitudes about the ways in which personal resources are used;

PR2.01 - investigate how factors such as economic and social conditions, prevailing social attitudes, and support networks affect an individual’s use of talent as a resource;

CF2.03 - describe how cultural diversity and individual differences can be advantageous.

Prior Knowledge & Skills

·         brainstorming skills

·         effective group work skills

·         journal writing skills

Planning Notes

Teachers:

·         prepare compare and contrast worksheet (Strategy 1);

·         prepare an overhead containing a complete list of “influences” on talent management (Strategy 2);

·         prepare case studies about influences on talent management (Strategy 6);

·         book a guest speaker who has overcome obstacles to achieve personal success (Strategy 6);

·         prepare worksheet on influences on talent management of chosen job interest (Strategy 7).

Teaching/Learning Strategies

1.   Student pairs group with another pair from the same genre from Activity 2 and complete a compare and contrast chart on their biographies. The chart focuses on influences on talent for each celebrity.

2.   Referring to the “compare and contrast charts” completed in Teaching/Learning Strategy 1 the class creates a list of “influences” on talent management. The list should contain both positive and negative influences on talent. Students record the list in their notebooks.

3.   In new small groups, students choose one of the influences identified in the previous activity and explain how it can positively or negatively influence talent management. Each group presents their ideas to the class. As a class, discuss the fact that many of the hardships they face are systemic. Students need to begin to understand that individuals may not have control over all of the hardships they face. Issues such as mental illness, drug and alcohol abuse, systems of oppression, social justice and poverty could be addressed.

4.   Teacher leads an activity on “gender specific traditional jobs.” Students are asked to list down one side of a page, “traditional jobs held by females” and on the other side “traditional jobs held by males.” Teacher then poses a challenge question, “Can you think of a job(s) that doesn’t immediately bring a specific gender to mind?” As a class, students discuss what kind of discrimination a person might face if he/she decided to pursue a non-traditional job. Use porcupine activity as explained in Appendix 3.

5.   Teacher leads porcupine activity (Appendix 3), on whether there is discrimination against people who choose not to go on to post-secondary education by people in the workforce and their peers.

6.   Students read and answer questions on case studies about influences on talent management (e.g., self-concept, living and working conditions, economy, cultural differences, personal beliefs, individual differences, etc.) or bring in a guest speaker who has faced difficult odds to become successful in the workplace to discuss influences on his/her talent management. Teacher reviews with class journal writing. An appropriate rubric will be examined by the class (Appendix 2). Students write a short reflective journal entry on what influenced the guest speaker’s talent.

7.   Students choose jobs that interest them from the self-assessment in Activity 1. Students complete worksheets on the skills they need to be successful at these jobs and the positive and negative influences on their talent management.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Compare and Contrast Chart

Criteria referenced Marking Scheme

Formative

Knowledge/Understanding Thinking/Inquiry

Case Studies

Checklist

Formative

Knowledge/Understanding
Application

Journal

Rubric (Appendix 2)

Formative

Communication

Worksheet

Criteria referenced Marking Scheme

Summate

Thinking/Inquiry

Accommodations

·         The teacher will monitor small group structure to ensure that the needs of all of the students are met.

·         Use co-operative learning, peer tutoring and buddy situations to assist with task completion and social skill development.

·         Provide opportunities for students to word-process, rather than write, journals.

·         For enrichment, students develop their own case study on influences on talent management and then give to class as an exercise.

Resources

Print

Bingham, Mindy and Styker, Sandy. Career Choices: A Guide for Teens and Young Adults: Who Am I? What Do I Want? How Do I Get It?. Rev. ed. Academic Innovations (BB), 1993.

Dalke, Connie and Howard, Diane. Life Works: A Transition Program for High School Students (Book One: Understanding Yourself, Book Two: Exploring Your Options and Setting Goals) Lingui Systems, Inc., 1994. ISBN 1-55999-416-9

Douglass, Merrill E. and Donna N. Douglass. Manage Your Time, Your Work, Yourself. New York: American Management Association, 1993. ISBN: 0-8144-7825-5

Saskatchewan Education. Life Transitions 20, 30: A Curriculum Guide For the Secondary Level. September, 1996. ISBN 0-921291-43-4 (Ordering address: Curriculum and Instruction Branch, Saskatchewan Education, 2220 College Avenue, Regina, Saskatchewan, S4P 3V7)

Studd, David. Life Career Planning: Reaching for Your Future (Skills for Life Series). McClelland & Stewart Limited, 1985. ISBN 0-7710-8367-X

Videos

Men in the Workplace: Nontraditional Careers, Sunburst, 2951-YG, $49.95, 1-800-431-1934

Women in the Workplace, Sunburst, 2923-YG, $49.95, 1-800-431-1934

Gender and Careers, Learning Seed, Order 20296, $89, 1-800-634-4941 – http://www.learning seed.com

Websites

Human Resources Development Canada - Ontario – http://www.hrdc-drhc.gc.ca/profiles/list-ON-e.shtml

Royal Bank's Women Entrepreneurs Network – http://www.royalbank.chatelaine.com

Human Resources

Guest speaker - person who has faced an obstacle to achieve personal success

 

Activity 4:  Talent Maintenance – Looking to the Future

Time:  240 minutes

Description

Through an art exercise, classroom discussion and journal reflection, students explore their values and how they impact their career- and life-paths. A practical exercise helps students develop an interest in, and an understanding of the importance of life-long learning. Attitude is studied as a personal skill that can enhance personal well-being. At the end of this activity, students apply their insight to real-life scenarios and give suggestions on how people can find personal success in employment and life. Community resources, support systems, family and government agencies are explored in order to determine how these organizations can assist individuals in need.

Strand(s) & Learning Expectations

Strand(s):  Preparing for the Challenges of the Future

Overall Expectations

CFV.01 - identify the elements of successful employment and lifestyle planning;

CFV.02 - explain why personal well being is an important factor in getting and keeping a job.

Specific Expectations

CF1.01 - describe the primary personal considerations that affect the choice of an occupation;

CF2.05 - describe how lifelong learning can lead to future personal successes.

Prior Knowledge & Skills

·         journal writing skills

Planning Notes

Teachers:

·         collect materials for students to complete personal symbol (Strategy 1);

·         collect an assortment of learning catalogues (Continuing Education, Learning Annex, etc.)
(Strategy 3);

·         prepare “real-life” case studies (Strategy 5).

Teaching/Learning Strategies

1.   Students take a large piece of drawing paper and fold it into three parts, making it like a double door that opens to the centre. On the outside of the “double doors” students draw a picture, create a word collage (including workplace values), or any symbol that represents how they think their employer would see them. Next, ask students to unfold the “double doors” and create a representation of how they see themselves (including lifestyle values) on the centre piece of paper.

2.   Ask students who are willing to share with the class, about any discrepancies that appear and how they feel about them. (modification of Inside Out activity found in BODYWORK: A Handbook of Body Image Exercises written by Vanessa Russell and Alice Te, Equity Studies Centre, TDSB, 1999). If students are not comfortable sharing they can write a short journal entry.

3.   Students are given a copy of a continuing education catalogue and asked what course they would choose to take for general interest (not for credit). Students may also wish to explore volunteer opportunities. Lead a class discussion with the following questions: What skills would you learn from taking this course/volunteering? How are these skills transferable to the working world? What are the advantages of taking a course later in life? What are the advantages of volunteering? What is the advantage of learning throughout life? Students complete a reflective journal for homework that explores the role of lifelong learning in their own life.

4.   Discuss as a class why it can be advantageous to have a good attitude on the job and how these advantages can then influence personal success on and off the job (Appendix 5).

5.   Students read and analyse case studies about individuals in and out of the workplace and identify what is important to the person in each scenario and what suggestions they would give to the person to find success in employment and life. Students should identify the types of supports (i.e., family, community, government, educational opportunities) available to each individual.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Personal Symbol

Self-Evaluation (Appendix 4)

Formative

Communication

Reflective Journal

Rubric (Appendix 2)

Summative

Communication

Case Studies

Criteria referenced Marking Scheme

Summative

Knowledge/Understanding Application

Accommodations

·         Allow students extra time to complete their personal symbol.

·         Provide opportunities for students to word process, rather than write, journals.

·         Break down large tasks into small tasks and provide reinforcement as each part is completed.

·         Provide one-on-one assistance in clarifying the task of the worksheet.

·         Monitor students’ progress frequently to identify need for remediation.

·         Have students working with peer tutor or Special Education assistant.

Resources

Print

Bessert, Carol, Crozier, Sharon D. and Violato, Claudio. Strategies for Career and Life Management. Weigl Educational Publishers, 1988.

Bingham, Mindy, et al. Challenges: A Young Man’s Journal for Self-Awareness and Personal Planning. Advocacy Press, 1985.

Bingham, Mindy, et al. Choices: A Teen Woman’s Journal for Self-Awareness and Personal Planning., Advocacy Press,1993.

Bruess, Clint E. and Richardson, Glenn. Decisions for Health, 4th ed. Wm C Brown Publishers, 1995.

Chapman, Elwood N. Your Attitude Is Showing: A Primer of Human Relations, 8th ed. Prentice Hall Ginn Canada, 1995.

Marsden, Lorna. “Lifelong learning: Crossing Generations and Cultures.” Education Canada. Summer 2000, pp. 4-7

Morris, Claire, M. “Creating a Lifelong Learning Society.” Education Canada. Summer 2000, pp. 28-31

Oakley, W. and K. Stevens. “TeleLearning: A Lifelong Opportunity for Canadian Students.” Education Canada. Summer 2000, pp. 32-33, 42

Websites

Human Resources Development Canada - Next Steps – http://www.nextsteps.org/net/about/guide2.htm

Fulfilled Lives - About Self-Concept – http://fulfilledlives.com/self/8.html

 

Activity 5:  Talent Development – Building “People-Skills”

Time:  180 minutes

Description

Students examine their self-concept and learn how it directly affects communication skills and relationships in and out of the workplace. This activity emphasizes building “people-skills,” such as the ability to be empathetic, in order to develop successful relationships through making connections with others. Students create a self-promotional advertisement to practise positive affirmation and to gain confidence. They learn and practise the skill of giving positive feedback as a way of promoting good communication and effective relationships.

Strand(s) & Learning Expectations

Strand(s):  Self and Others

Overall Expectations

SOV.01 - demonstrate an understanding of self-concept and its role in effective communication;

SOV.02 - describe the role of “interpersonal intelligence” in successful relationships.

Specific Expectations

SO1.04 - describe the ways in which an individual might build on personal strengths and address areas for improvement in order to form good relationships and achieve effective communication in the workplace;

SO2.03 - describe the role of empathy in making connections with others.

Prior Knowledge & Skills

·         journal writing skills

·         ability to work in teams

Planning Notes

Teachers:

·         prepare definition of “self-concept” (Strategy 1);

·         prepare worksheet on “Do I Have a Healthy Self-Concept” (Strategy 1 see Appendix 6);

·         prepare examples of how a negative and positive self-concept can affect communication skills (Strategy 2);

·         prepare worksheet on “Interpersonal Intelligence” (Strategy 3 see Appendix 7);

·         prepare a definition of empathy and provide examples to help define the word (Strategy 4);

·         prepare a positive comments separately for each student (Strategy 5);

·         book the video camera for those students who wish to create a video presentation of their self-promoting advertisement (Strategy 6).

Teaching/Learning Strategies

1.   The teacher defines “self-concept”. Students need to be aware that self-concept is ever changing. It is not stagnant but on a continuum. Students complete worksheet Do I Have a Healthy Self-Concept? (Appendix 6). Students write short journal pieces explaining how healthy their self-concept is.
Note: This checklist should be used as a stimulant for student discussion only. Students should be challenged to add positive items to the list.

2.   Class discusses how (negative and positive) self-concept can affect communication skills and relationships in and out of the workplace.

3.   Students complete worksheets Interpersonal Intelligence (Appendix 7) to determine their ability to work with others.

4.   The teacher defines empathy and each student responds with an example of a time that he/she used or could use empathy to build better relationships in and out of the workplace.

5.   For each student in the class, the teacher writes a positive comment on a single sheet of paper. The paper is placed face down on the desk of each student. Students turn over the page and write an immediate response to the comment in a journal reflection. (How it made you feel, did you believe it yourself, etc.) Students may also choose to comment on another positive experience in their life instead.

6.   In pairs, students prepare and present a self-promoting advertisement. Each partner is to help the other partner come up with ideas for their self-promotion. The advertisement should be a minute in length and can be presented in person, on video, on audio, on a poster, or computer-generated display. Advertisements should be specific to a particular employer or type of employment. The objective is for students to tell their prospective employer why they should be hired.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Journals

Rubric (Appendix 2)

Diagnostic

Thinking/Inquiry

Advertisement

Rubric

Summative

Knowledge/Understanding
Application; Communication

Accommodations

·         Teachers shall follow suggestions made in the students IEPs.

·         Allow for extended time to complete activities.

·         Provide opportunities for students to word-process, rather than write, journals.

·         For enrichment, students can prepare a computer-generated multi-media presentation of their self-promotional advertisement.

·         For enrichment, teacher can prepare five interview questions involving the topics discussed in this activity, for which the student prepares complete answers (e.g., If you were a team leader on the job, why would it be important to be empathetic to your team members?).

Resources

Print

Bruess, Clint E. and Richardson, Glenn. Decisions for Health, 4th ed. Wm. C. Brown Publishers, 1995.

Douglass, Merrill E. and Donna N. Douglass. Manage Your Time, Your Work, Yourself. New York: American Management Association, 1993. ISBN: 0-8144-7825-5

McGraw, J. Life Strategies for Teens. New York: Fireside, 2000. ISBN 0-07432-1546-X

Melvin L. Silberman with Freda Hansburg. Peoplesmart: Developing Your Interpersonal Intelligence. Berrett-Koehler Publishing, 2000. ISBN: 1576750914

Palladino, Connie. Developing Self-Esteem: A Guide for Positive Success. Crisp Publications Inc., 1994. ISBN 1-56052-261-5

Reasoner, Robert W. and Dusa, Gail S. Building Self-Esteem in the Secondary Schools. Consulting Psychologists Pr., Inc. (BB), 1991.

Studd, David. Life Career Planning: Reaching for Your Future (Skills for Life Series). McClelland & Stewart Limited, 1985. ISBN 0-7710-8367-X

Websites

Fulfilled Lives - About Self-Concept – http://fulfilledlives.com/self/8.html

Concept to Classroom – Tapping into Multiple Intelligences
http://www.wnet.org/wnetschool/concept2class/month1/

Activity 6:  Biography of Me: Linking My Talent to My Future

Time:  360 minutes

Description

As a culminating activity, students present a biography of themselves, depicting how their talent affected their lifestyle and career path. They narrate their story in the third person. Students create life stories about how their lives unfold, i.e., how they link their talent to their future. Student imagination and creativity in this activity is derived from the knowledge obtained throughout this unit. They focus on their talent as being personal resources that needs to be developed, maintained, and managed to achieve personal success.

Strand(s) & Learning Expectations

Strand(s):  Personal Responsibilities, Preparing for the Challenges of the Future, Research and Inquiry Skills

Overall Expectations

CFV.01 - identify the elements of successful employment and lifestyle planning;

PRV.02 - identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time and money;

ISV.02 - use a variety of print and electronic sources and telecommunications tools to research information effectively;

ISV.04 - communicate the results of their inquiries effectively.

Specific Expectations

CF1.01 - describe the primary personal considerations that affect the choice of an occupation;

PR2.03 - identify their own personal talents and competencies, and describe how these might affect their choice of a career path;

IS2.02 - demonstrate an ability to organize and interpret information gathered through research;

IS3.02 - effectively communicate the results of their inquiries, using a variety of methods and forms.

Prior Knowledge & Skills

·         small group/partner work skills

·         knowledge of core employee skills

·         note-taking

·         report writing

·         journal writing

Planning Notes

Teachers:

·         book video equipment and computer lab (where available) for presentation preparation (Strategy 1);

·         prepare a sample biography so students understand the process involved. Begin to collect exemplars for future years (Strategy 1);

·         prepare a rubric for assessing and evaluating the “Biography of Me” project (Strategy 1);

·         prepare an overhead with sample questions to lead the group activity on building their life story (Strategy 5).

Teaching/Learning Strategies

1.   As a culminating activity, students prepare biographies of themselves, depicting how their talents affected their lifestyle and career paths and narrating their story in third person (written project, video or audio presentation). Teacher sets a timeline for students when creating their biography, for example 20 years into the future or to 40 years of age.

2.   From the self-assessment research completed in Activity 1, students decide upon the careers that best suits their talent(s).

3.   Students work in partners to help prepare a list (per partner) of skills required to be successful at each others chosen job.

4.   Students prepare a list of what needs to be done to develop and maintain these skills. Refer to the action plan that students began to create in Activity 1. Students need to complete and revise plans for inclusion in their biographies. Questions for students to consider when completing their action plan include: What are your goals? Who will support you? What resources do you have? What are some of the barriers in your way (both individual and systemic)? What strategies will you use to overcome these barriers? (This action plan should be referred to often throughout the course).

5.   In groups, students build their stories by considering and developing questions in the following areas: early year influences; personality, values and interests; talent; education; occupation; influences on talents management such as personal finances, etc.

6.   Students take the questions developed in their group and prepare answers individually. At the end of the biography each student prepares a journal reflection (to be included in the biography) that answers the following questions: What are you most proud of in your lifetime so far? (consider personal skills, values or relationships); Is there anything you regretted not doing? (think of other areas of interest); What words of wisdom would you give to students about to leave school and enter the real-world (ideas for achieving personal success and happiness).

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Biography of Me

Rubric

Summative

Knowledge/Understanding Thinking/Inquiry

Application

Communication

Accommodations

·         Teachers shall follow suggestions made in the students IEPs.

·         Provide one-on-one assistance in clarifying the task of the worksheet.

·         Adjust length of “Biography of Me” project.

·         Allow for time extensions on the “Biography of Me” project.

·         For enrichment, students can be given an obstacle to overcome in their life story such as a divorce, early marriage and pregnancy, down-sizing in job area, etc.

Resources

Print

Bingham, Mindy and Styker, Sandy. Career Choices: A Guide for Teens and Young Adults: Who Am I? What Do I Want? How Do I Get It?. Rev. ed. Academic Innovations (BB), 1993.

Bingham, Mindy, et al. Challenges: A Young Man’s Journal for Self-Awareness and Personal Planning. Advocacy Press, 1985.

Bingham, Mindy, et al. Choices: A Teen Woman’s Journal for Self-Awareness and Personal Planning, Advocacy Press, 1993.

Dalke, Connie and Howard, Diane. Life Works: A Transition Program for High School Students (Book One: Understanding Yourself, Book Two: Exploring Your Options and Setting Goals) Lingui Systems, Inc., 1994. ISBN 1-55999-416-9

Freeman, John G. and Balanchuk, Mary L. CareerWorld: Complete Student Kit. Trifolium Books Inc., 1994.

Hooker, Dennis and Hooker, Almut. Me & Jobs (Life Skills Series). Educational Design, Inc., 1994. ISBN 0-87694-100-5

Saskatchewan Education. Life Transitions 20, 30: A Curriculum Guide For the Secondary Level. September, 1996. ISBN 0-921291-43-4 (Ordering address: Curriculum and Instruction Branch, Saskatchewan Education, 2220 College Avenue, Regina, Saskatchewan, S4P 3V7)

Studd, David. Life Career Planning: Reaching for Your Future (Skills for Life Series). McClelland & Stewart Limited, 1985. ISBN 0-7710-8367-X

Websites

Genealogy.com - Biography Assistant – http://www.genealogy.com/bio/bio_16001_y_am.html

Biography Maker – http://www.bham.wednet.edu/bio/quest.htm

How to Interview for a Lifestory – http://www/mbnet.mb.ca/~soberman/lifestory.htm

Appendix 1

 

One way people choose a career is to base their selection on their personal interests. The goal of this activity is to find out each other’s interests.

Find Someone Who…

Speaks another language

 

Plays a musical instrument

 

Enjoys personal grooming and clothing

 

Is concerned with the environment

 

Likes talking on the phone

 

Enjoys working alone

 

Prefers the outdoors

 

Would like to be on TV or radio

 

Wants to join the military service

 

Likes to organize things

 

Likes working with computers

 

Types well

 

Is good at growing plants

 

Is a good salesperson

 

Likes talking to people

 

Has artistic ability

 

Gets along well with others

 

Enjoys working with money

 

Likes to sing

 

Likes to debate issues

 

Likes or would like to travel

 

Likes constructing or building things

 

Reads and writes well

 

Is interested in math

 

Enjoys helping others

 

Is good at sports

 

Is interested in science

 

Likes to work with anything mechanical

 

Enjoys working with animals

 

Likes performing in public

 

Seems to be able to teach others

 

Appendix 2

Reflective Journal Response Rubric

Criteria

Level 1
(50 – 59%)

Level 2
(60 – 69%)

Level 3
(70 – 79%)

Level 4
(80 – 100%)

Knowledge/ Understanding

- knowledge of the factors (employment related trends and major life expenses) that affect family financial status throughout the lifecycle

- demonstrates understanding of ways to improve family financial distress

 

 

- demonstrates limited knowledge by giving few examples

 

 

 

 

 

- demonstrates limited understanding of ways to improve family financial distress

 

 

- demonstrates some knowledge by giving some examples

 

 

 

 

 

 

- demonstrates some understanding of ways to improve family financial distress

 

 

- demonstrates considerable knowledge by giving numerous examples and attempts to show how they interrelate

 

 

- demonstrates considerable understanding of ways to improve family financial distress

 

 

- demonstrates thorough knowledge by giving extensive examples that clarify the interrelationships between the factors

 

- demonstrates thorough and insightful understanding of ways to improve family financial distress

Thinking/Inquiry
- makes connections between employment strains and family relationships when explaining areas of distress

- synthesizes information in the pictures and the pamphlet relevant to family finances

 

- makes connections with limited effectiveness

 

 

 

 

- synthesizes information with limited effectiveness

 

- makes connections with some effectiveness

 

 

 

 

- synthesizes information with some effectiveness

 

- makes connections with considerable effectiveness

 

 

 

 

- synthesizes information with considerable effectiveness

 

- makes connections with a high degree of effectiveness

 

 

 

 

- synthesizes information with a high degree of effectiveness

Application

- recommends community resources to help families with specific employment-related strains

- recommends limited resources

- recommends some resources

- recommends numerous resources and provides insight into the types of situations where families will find them most helpful

- recommends extensive resources and provides detailed insight into types of situations where families will find them most helpful

Communication

- communicates information and ideas with clarity

 

 

 

- explains why community resources should be used and how they can help alleviate family financial distress

 

- communicates information and ideas with limited clarity

 

 

- explains with limited effectiveness

 

- communicates information and ideas with some clarity

 

 

- explains with some effectiveness

 

- communicates information and ideas with considerable clarity

 

- explains with considerable effectiveness

 

- communicates information and ideas with a high degree of clarity

 

 

- explains with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 3

Porcupine Activity

The Porcupine Game is an activity found in SAFELY OUT: Activities to Challenge Homophobia in Schools produced by the Equity Studies Centre, TDSB and Teens Educating and Confronting Homophobia (T.E.A.C.H.). The purpose of this activity was to examine the nature of homophobic name calling and stereotypes. We have adapted this activity to examine discrimination and stereotypes that may happen against young people entering the workforce.

Teacher draws a circle on the board and writes the topic in the circle (e.g., gender-specific traditional jobs)

Brainstorm a list of stereotypes used about these people (e.g., people who choose to go into non-traditional jobs or people who do not go on to pursue post-secondary education). Draw spokes in one colour out from the circle for each “stereotype”(name) recorded.

Brainstorm a list of the kind of discriminatory actions these people might face. Draw a second set of spokes in a different colour and record the group’s responses.

Brainstorm a list of feelings that people would have if faced with such discrimination.

Draw a third set of spokes in a different colour and record group’s responses. Ask the group how you might act or react to such discrimination. Draw a fourth set of spokes in a fourth colour and record group’s responses. To bring closure to the discussion, provide current statistics on the topic and end with positive reinforcement that with a good work ethic and a persistent effort to build their personal resources, students can find success and satisfaction in the workplace.

 

 

Appendix 4

Personal Symbol Self-Evaluation

After completing your personal symbol take a few minutes to reflect on what you made and complete the following self-evaluation. Rate your symbol on a scale of 1 to 4 with 1 being the lowest and 4 the highest.

Criteria

1

2

3

4

My symbol reflects how my employer sees me

 

 

 

 

I was able to identify my workplace values

 

 

 

 

My symbol reflects how I see myself

 

 

 

 

I was able to identify my lifestyle values

 

 

 

 

I identified any discrepancies between how my employer sees me and how I see myself

 

 

 

 

I was able to explain why these discrepancies exist

 

 

 

 

Appendix 5

 

ATTITUDE, according to the Webster’s Dictionary definition, is a way of acting, feeling or thinking. Having a good attitude and showing a good attitude are two different things. One worker could be very positive about his job, but not be cheerful or energetic. He may be perceived as having a poor attitude. Another worker may be perceived as having a good attitude because she smiles and appears to work hard. In reality, this person may complain a lot and only work hard when others are around. Some people tend to be happy and cheerful, and other people tend to be somewhat grumpy and unfriendly. Trainers will not be able to change someone’s personality; but they can hopefully convey some tips about showing and having a good attitude.

Have a discussion about what it means to have a good attitude while working. Ask the students to indicate behaviours that indicate a good attitude and behaviours that indicate a bad attitude. Write the information on the board. Some indicators of a good attitude are: smile, good posture, talking in nice tone of voice, being interested in others, making complaints in appropriate ways at appropriate times, being respectful and courteous, being calm, doing a good job, and handling anger appropriately. Some indicators of a bad attitude could be: unhappy look on face, slumping in chair or while standing, causing trouble (constant complaining, telling co-workers about all the bad things about the job, encouraging co-workers to have a bad attitude, etc.), losing temper, whining, mumbling, doing a poor job, and ignoring others.

Discuss why it is important to have a good attitude on the job. Some examples include: you keep your job and have a better chance of getting promoted or getting a raise; you make friends; customers are easier to deal with when you have a good attitude; customers are more likely to come back to your business; and, co-workers work better with you.

Discuss social skills (hygiene, punctuality, break time behaviour, admitting to mistakes, introductions, asking for help, dealing with criticism, etc.) needed on the job and how each of these can demonstrate the type of attitude an employee possesses.

As a final note, remind students that their job and their co-workers can affect their attitude. If they are working at a job they hate, and their co-workers have a bad attitude, it is going to be difficult to keep in high spirits and this may be the time to look for a different job.

 

Note: Teaching someone to have a good attitude when it is not part of his/her personality may be difficult. The best time to reinforce the information in this lesson is when the student is working. When a worker shows signs of a good attitude, this needs to be reinforced while on the job.

 

Adapted from: Life Skills for Vocational Success (www.workshopsinc.com/manual/Ch3L8.html)

Appendix 6

 

Answer each question with True or False

 

_____I feel a lot of anger.

_____Many things are fearful to me

_____I carry a lot of anxiety.

_____I am dependent on others.

_____It’s important to me to please others.

_____I feel vulnerable most of the time.

_____I am often a victim in my life.

_____I feel no direction in my life.

_____I often procrastinate.

_____I am a perfectionist.

_____I’m a work-a-holic.

_____I’m very sensitive to what is going around me.

_____I avoid social situations.

_____I’m lonely.

_____I feel depressed much of the time.

_____I have many compulsive behaviours.

_____I’m unsatisfied with my relationships.

_____I do not have a clear sense of my values, needs, wants, and desires.

 

 

q    Total the number of true statements and enter score in box.

Appendix 7

 

Interpersonal intelligence operates primarily through person-to-person relationships and communication. Interpersonal intelligence is activated by person-to-person encounters in which such things as effective communication, working together with others for a common goal, and noticing distinctions among persons are necessary and important.

 

People with interpersonal intelligence

·         Like to talk to people and join groups

·         Learn best through sharing, comparing, and co-operating

·         Are strong in understanding people, leading, organizing

 

Interpersonal intelligence involves

·         effective verbal/non-verbal communication

·         sensitivity to other’s moods, temperaments, motivations and feelings

·         working co-operatively in a group

·         the ability to discern other’s underlying intentions and behaviour

·         seeing the perspective of another

·         creating and maintaining synergy

 

Check off any of the following statements that apply to you

____I’m the sort of person that people come to for advice.

____I learn best through teamwork and/or group projects.

____I enjoy the challenge of teaching another person, or groups of people, what I know how to do.

____I like to get involved in social activities.

____I have at least three close friends.

____I consider myself a leader (or others have called me one).

____I usually know what is going on with everyone (who is in a fight, who are best friends).

____People say I’m a “great listener,” or a “real friend,” “so supportive,” or something similar.

____I am interested in people.

____I can usually understand what my friends and family are feeling.

____I enjoy team sports more than individual sports.

____When I have a problem, I’m more likely to seek out another person for help than attempt to work it   out on my own.

____I feel comfortable in the midst of a crowd.

 

The more statements checked off, the greater your interpersonal intelligence.

 

 

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