WORKPLACE READINESS SKILLS

ABE FLORIDA - 2001 WORKPLACE READINESS SKILLS IMPLEMENTATION GUIDE

ABE FLORIDA - 2001 WORKPLACE READINESS SKILLS IMPLEMENTATION GUIDE

Project Development by Leon County Schools Adult & Community Education Superintendent William J. Montford Principal Barbara Van Camp Project Manager Lynn Cunill Workplace Implementation Guide Sue Kraul ACKNOWLEDGEMENTS: Leon County Schools Adult & Community Education Rochel Abrams, Glenda Anderson, Sarah Drake, Sue Flieder, Elizabeth George, Jenny Helms, Glenda Norvell Okaloosa Walton Community College Barbara Jones Literacy Cyberspace Project The School Board of Leon County is an equal opportunity institution for education and employment.

Commissioner of Education Charlie Crist Deputy Commissioner, Educational Program Betty Coxe Director, Division of Workforce Development Loretta Costin Chief, Bureau of Program Planning & Development Nancy Cordill Chief, Bureau of Program Innovation and Implementation Greg Downing Program Director, Adult Education Leatricia Williams This program is in compliance with Title IV of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1976, and section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of race, creed, color, age, national origin, sex or handicap.

Table of Contents Implementation Introduction... 1 Frequently Asked Questions and the Answers... 2 About the Workplace Readiness Skills Course... 5 Integrating Workplace Readiness Skills Into the Classroom... 6 Student Buy-In and Recognition... 7 Resources Annotated Websites... 8 Resource Information... 13 Checklist / Certificate Checklist... 21 Summary Sheet... 24 Certificate... 29 Worker s Certification Card... 34 Learning Activities... 35 Assessments... 145 Assessment Answer Key... 217

Introduction The Workplace Readiness Skills Implementation Guide has been developed to provide adult education teachers assistance with implementing the Workplace Readiness Skills Course. This guide includes: Frequently asked questions and the answers Sample workplace certificate and worker certification card Suggestions for integrating workplace skills into the ABE/GED classroom Sample learning activities Assessments Student buy-in and recognition Annotated web-site listings Curriculum resource information 1

Frequently asked questions......and the answers Recognizing that most teachers do not have time to read the entire Workplace Readiness Implementation Guide, this question and answer section is presented at the beginning as a quick reference. A more detailed discussion of each topic is included later in the Guide, and will be referenced with a specific section for further review as needed. What is the Workplace Readiness Skills Course? The Workplace Readiness Skills Course is designed to improve the employability of adult education students. Frameworks and checklists have been developed to assist teachers and students with documentation of specific skills to be mastered. Does it have a course code number? Yes. For school districts the number is 9900060. For community colleges the CIP number is 1532.010500. How do I register students in this course? Register students for this class just like you would register a student for an ABE or GED class. Some programs are registering students for the workplace class when they enroll in ABE or GED classes. Refer to the page on Integrating Workplace Readiness Skills into the Classroom for ideas. Is there a curriculum I can use? There are several resources available on line and for purchase. Refer to the Resource Section. Do students earn an LCP? Yes. One LCP is earned upon completion of all nine standards. Standard nine is optional; however, it is strongly recommended that the computer skills covered in standard nine be incorporated whenever possible. How long does it take to complete the course? Time varies depending on whether the course is taught in isolation or incorporated into academic classroom activities. A pilot class worked exclusively on Workplace Readiness Skills and completed the course in approximately 45 hours. Does a placement test have to be given? No. All ABE or GED students can be enrolled in the course without a placement test. How many standards does a student need to complete? Nine standards are included but the last one is optional due to the fact that not all adult education programs may have access to computers. Do I have to cover all the benchmarks? It is understood when you sign off on a standard that, in your professional opinion, the student has mastered the skill. In some cases a student may need to cover all the benchmarks. It is your professional judgement how many benchmarks the student completes in order to master the skill. 2

How do I know if a student has mastered a skill? Assessments have been developed for each of the benchmarks and can be found at the end of the Implementation Guide. How am I supposed to prepare students to take the GED test and teach workplace skills too? Workplace skills are an integral part of preparing our students for the 21 st century. There are a variety of ways to teach these skills. Refer to the Learning Activities page and the Integrating Workplace Readiness Skills into the Classroom page for more information. Can ABE students take the workplace course? Yes. Can GED students take the workplace course? Yes. Can adult students with developmental disabilities take this course? This course may be used for students who are at a level academically where they can benefit from and complete the required course work. How many times can a student be registered in this course? As many times as it takes to complete the course, but only one LCP may be earned. What if my students do not want to take the course? Students are not required to take the course but the skills acquired will improve their marketability. Refer to the Student Buy-In and Recognition page for specific ideas. Can a student complete the Workforce Readiness class after they have taken and passed the GED test? Yes. Can a student register for just the Workplace Readiness Course? Yes. What if my students are already working? They can still take the course to improve their skills. One option is to have a work supervisor verify skills that the student already possesses so that deficient skills can be addressed. What proof do I show that a student has completed the course? The signed and dated checklist is proof of student mastery. A copy of the Checklist can be found in the Checklist/Certificate section. Do I have to turn in the student work? No. The checklist is all the documentation you need, but work the student has done in the course should be maintained in the student work folder. 3

What if the students want to keep their work? The student work folder should be kept in the classroom, but students can have copies of their work. Their résumé and cover letter, for example, can be copied or saved on disk for future use. Do I teach this course as a class or individually? One component of the course is to increase collaboration and the ability to work cooperatively with others. Many of our students lack the social skills needed to be successful in the workplace. By presenting the material and encouraging students to complete the work in groups or as a class you are ensuring that more than just the content is learned.students can actually demonstrate the skills. What do I do with a new student who comes into the class? The course is not sequential so students can jump right in at any time. It will be important, however, to go back and address the skills that were missed. At that point, there will likely be other students who have come in as new students or who have missed a particular skill. How do I work with students who function on different levels? While our students have varying ability levels, the skills covered in this course are not particularly advanced. Remember the purpose is to prepare your students to be responsible and competent employees. Refer to the page on Integrating Workplace Readiness Skills into the Classroom for further discussion. What materials are available for my lower level students? Refer to the Resource Information section for a listing of materials. Many of these are appropriate for use with students at a variety of ability levels. What do students receive when they finish the course? A certificate and/or worker certification card may be issued. Refer to the Checklist/Certification section for samples. Do I have to use the Assessments included in the Workplace Implmentation Guide? No. The assessments are provided as a tool or resource. Each teacher may devise their own assessment. However, documentation should be kept on file for audit purposes. 4

About the Workplace Readiness Skills Course The purpose of the Workplace Readiness Skills Course is to improve the employability of adult education students. The content develops workplace skills that will help the student qualify for further education, vocational training, or employment. Program completion is attainment of the workplace skills and achievement of the literacy completion point. Achievement of the LCP can be measured by documentation of proficiency in each standard. Assessment using a state-approved assessment instrument is not required for placement and progress in this course. Frameworks for the course have been developed and list all applicable standards and benchmarks. A checklist is also available that teachers and students can use to keep track of student progress. This checklist is signed and dated by the teacher and submitted as documentation that a student has completed the Workplace Readiness Skills Course. The checklist is included in the Checklist/ Certificate section. There are nine standards with the last one being optional. This standard addresses computer skills and is optional for those programs that may not have access to computers. It is strongly recommended because in today s job market basic computer skills are an expectation employers have for their employees. Students possessing these skills have a much greater opportunity to obtain employment. While there are multiple benchmarks for each of the standards, it is not necessary for a student to complete each one. A student need not master 100% of the benchmarks to demonstrate proficiency in a standard, but a student must demonstrate proficiency in all of the standards to complete the course. The teacher s signature on the checklist indicates that, in her professional opinion, the student has mastered the skill represented by each standard. 5

Integrating Workplace Readiness Skills into the Classroom There are as many ways to integrate workplace readiness skills into the classroom as there are creative methods utilized by teachers. Initially, the teacher must consider the number of hours the class meets and the consistency with which students attend. It would be much easier if all students came every day and there was a stable population, but the reality of adult education is that students come and go. To encourage attendance on the days that workplace skills are taught, a schedule should be developed, posted, and discussed with students so that they will be aware that they particularly need to be in class on these days. While much of the ABE/GED material can be individualized, the intent of the Workplace Readiness Course is for students to interact with each other on collaborative activities that reinforce skills needed to be a successful employee. Students who miss a planned workplace activity will have a difficult time making it up. Below are sample class schedules and suggestions for scheduling workplace skills. Class time: 8:30 a.m. to 11:30 a.m. Monday Friday 8:30-9:00 Reading 9:00-10:00 Math 10:00-11:00 Workplace 11:00-11:30 Language A variation on this would be to designate specific days and a specific time that workplace skills will be addressed; for example, every Monday and Wednesday from 11:00 a.m. to 11:30 a.m. Class time: 6:00 p.m.-9:00 p.m. Monday and Wednesday Monday Wednesday 6:00-7:00 Math Math 7:00-8:00 Reading Workplace 8:00-9:00 Language Language While the above schedules are very structured and provide a definite schedule that can be easily followed, it does restrict workplace activities to certain hours on certain days. An alternative approach would be to combine workplace activities with ABE/GED activities so that there is a true integrated approach. A math lesson on percentages and decimals can easily be expanded to include a discussion of time cards and/or sick leave. After watching a safety video students could write an essay on the importance of workplace safety. This not only satisfies a workplace skill but also reinforces English skills for grammar, punctuation, and spelling. With any academic lesson, it is recommended that a real world sample be used. For example, a math lesson could be conducted using a time sheet or a reading lesson could be conducted using an employee handbook. In these instances, the academic skill is reinforced through the use of a workplace resource, and the student has had exposure to both. The goal is to integrate workplace skills into the academic lesson and vice versa. 6

Most adult education classes contain students working on a variety of levels. By integrating the workplace readiness skills into the academic lesson, it is more likely that the student will master the skill in the context of his classwork. This is also an opportunity to pair students with peers to work collaboratively on workplace skills. Workplace readiness skills can also be covered during that time period between when a student takes the GED test and when his/her scores are returned. This is an excellent way for students to stay in class and earn an additional literacy completion point. Just think how many LCPs could be earned if every student completed this course, not to mention the skills that our students would achieve during this usually inactive period. A fourth approach to offering the Workplace Readiness Skills Course is to collaborate with local businesses. By inviting guest speakers from the community to come into your classes, you utilize the expertise available in the community and acquaint students with local employers. A staff person at the local Social Security office may be willing to address the topic of employee benefits or an employee of a temporary agency may be willing to talk about what they look for on an application. This collaboration with the community benefits both the students and prospective employers. Similarly, there may well be businesses who would welcome an adult educator teaching workplace skills at the place of business. The employer has the opportunity to identify current employees that may be considered for promotion or employees who could use a refresher course on how to be a good employee. The business owner benefits as does the adult education program. A good place to start is with your local Chamber of Commerce. This collaborative effort between employers and adult education is a major focus. Student Buy-in and Recognition As with anything, student buy-in is crucial for the workplace course to be successful. The more you make of their success, the more the students will be willing to participate. Strategies for motivating students include: Explain the benefits of having these skills when students apply or interview for a job. Frame the certificate and worker certification card that students will receive upon completion and refer to it often. Plan periodic celebrations to recognize students who have completed three, five, or seven of the standards. Create a poster-sized copy of the checklist, and keep track as each benchmark is addressed in class. Plan a graduation lunch to award certificates and cards to students who have completed the workplace course. Invite local TV and newspaper reporters along with district administrators to your recognition ceremonies. Refer to the Checklist/Certificate section for the Workplace Readiness Skills Checklist, Summary Sheet, and sample Certificate and Worker s Certification Card. 7

Annotated Web-sites The following web-sites give teachers and students access to valuable workplace information. Some of the sites were developed to provide specific information and learning activities for the Workplace Readiness Skills course. Many of these sites will also provide students with job requirements and identify the skills necessary for certain careers. literacy.owcc.net Contains learning activities and assessments for all benchmarks of the Workplace Readiness Skills course with Internet links for additional information. www.ajb.dni.us Contains more than 633,000 job listings and more than 57,000 résumés. Primarily affiliated with library and university computer systems that began as an opportunity for employers to post job openings nationally. www.aboutwork.com Includes information on careers, small businesses, job hunting, and working at home. The Birkman Career Style Summary is included to identify interests with links to Career Database profiles to match interests. www.bridges.com Provides interest, skills, values, and aptitude survey which links students to fifty possible career choices based on their individual responses. Includes college databases and opportunity to apply on-line. www.careermag.com Designed to meet the needs of networked job seekers, but valuable to students exploring careers and job skills. Includes a job openings database, résumé bank, employer profiles, articles, and news. www.careermosaic.com Indexes postings from more than twenty newsgroups. Includes international classifieds. www.careerpath.com Accesses the help-wanted section of daily newspapers including the Boston Globe, Chicago Tribune, Los Angeles Times, New York Times, and the Washington Post. www.celcee.edu The clearinghouse collects, indexes, abstracts, and disseminates information about entrepreneurship education. www.futurescan.com Contains an interactive guide for teenagers that includes career advice and information about becoming an architect, attorney, environmental consultant, or veterinarian. www.jobsdirect.state.fl.us Lists more than 1,000 employment opportunities throughout the state of Florida. 8

www.jobdirect.com Provides opportunity for students to enter their résumés on-line. A database cross-references their qualifications with current positions listed by employers. www.jobsmart.org Provides sample cover letters, salaries, career guides, job ads, and counseling. www.cml.rice.edu Discusses different careers in cartography and provides links to map-related resources on the Web. Provides an overview of maps, map history, and mathematical concepts related to maps. www.monster.com Includes on-line yellow pages and recruitment advertising services. Provides job listings and career information from U.S. and international companies. www.occ.com Contains the largest database on Netscape and has been around the longest. Recommended as a starting point for students seeking available job listings. www.planemath.com Designed for students interested in aeronautics related careers. Includes lesson plans, interviews with someone in a related field, and on-line activities on plane capacity, time zones, and flight planning. www.school-to-careers.com Facilitates the distribution of school-to-work information to educators, students, and businesses. Includes career clusters and curriculum guides developed by the Integrated System for Workforce Education Curricula. www.selectjobs.com Based in south Florida, an Internet job bank targets computer professionals and offers want ads on-line. www.kn.pacbell.com WebQuest site that explores careers related to professional sports. www.ttrc.doleta.gov/onestop Lists of one-stop centers where assistance can be found for unemployment benefit applications, state employment agency registration, free job search assistance, and training program information. www.atb.mesc.state.mi.us/atb/seeker/index.html America s Talent Bank, which includes assistance in preparing electronic résumés and posting them at no cost. www.ericacve.org/docs/tia00068.htm Discusses career planning on the Internet including trends and issues. www.ericacve.org/docs/dig172.htm Provides information on an electronic job search from the Clearinghouse on Adult, Career, and Vocational Education. 9

www.wa.gov/careerguide/vo/misc/links.html Provides links to career resources and tools for developing a résumés, completing a job application, and interviewing techniques. www.goodwillnj.org/vocserv.html Goodwill Industries Employability Institute main page with links to education, training, and employment services for individuals with disabilities. www.otan.dni.us/onlineresources/miscres/workforce Provides occupational and career information with links to America s Job Bank, National Center for Research in Vocational Education, Workforce Development Information Center, and World of Work Directory. www.globalx.net/hrd/about/wow.html Assistance in locating information on research projects, apprenticeships, vocational training, prior learning assessment and recognition. www.tlc.state.tx.us/research/webguide/labor.html Directory of websites providing labor statistics with links to Welfare-to-Work page, School-to-Work transition, labor and job training sites. www.w-o-w.org Wider Opportunities for Women, national organization seeks to achieve economic independence for women through literacy, career development, and nontraditional skills. www.ftp.fedworld.gov/pub/jobs/jobs.htm Lists all files available from the JOBS Library on the FedWorld Information Network. Updated each morning. www.home.att.net/~truckerschoice/index.html Places truck drivers with companies whose policies and programs fit the driver s needs and wants. www.nerdworld.com/jobs.html Lists full-time opportunities and salaried positions with a competitive salary, health care, and benefits. www.usapply.com An on-line application for employment service offers applications, employment, job postings, parttime/full-time, temporary work. www.jobsontheweb.com Offers job seekers the opportunity to match their skills to a position by searching through thousands of jobs in professional fields. www.supremejob.qpg.com Supreme Job Services finds the best job to fit qualifications. 10

www.hcjobsonline.com Find jobs in the Health Care field in every state, from hundreds of different employers and recruiters. www.safetydocuments.cl1.net Ready to use workplace safety documents that are industry specific and include company safety manuals, safety meeting/safety training outlines, and safety guides. www.nsi.org/safety.html Workplace violence prevention and guidelines, statistics and safety related sites for the retail industry. www.osha.gov OSHA Safety and Health, USDOL (U.S. Department of Labor), OSHA home page. www.nlma.org/whs/nl-whs.htm Workplace Health & Safety Review discusses recent safety and health information. www.ntsconsortium.com Nationwide Testing and Safety Consortium provides information on drug-free workplace programs, safety programs and compliance assistance, and pre-employment background screening service. www.mova.missouri.org/schwrkpl.htm Addresses the issues of workplace violence and a school-based anti-violence prevention program. www.safetybingo.com Motivational games to increase employee awareness, prevent injuries, improve attendance, and productivity. www.pages.prodigy.net/askwoody/index.htm Develops a comprehensive safety and health program with in-depth written programs, regulatory compliance and training to improve awareness of health and safety issues. www.dtir.qld.gov.au/hs/safesens/ss_ind.html Program for high school students in workplace health and safety. www.manta.library.colostate.edu/pers/safety.html Internet sites featuring Center for Workplace Health and Safety Crime Free Workplace with survival signals that protect us from violence. www.stats.bls.gov/orersrch/ec/ec950170.htm Includes data from the National Longitudinal Survey of Youth to analyze the determinants and the consequences of a promotion among young workers. www.content.monster.com/career/getahead/movingup/ The premier career and jobs Web site, offering over 150,000 job listings free to the job seeker. www.ecol.webpoint.com/job/gp.htm Tips for planning and negotiating a promotion in your present company, or getting a higher level job at a different company. 11

www.juara.com/index.shtml Promotes artists such as actors, bodybuilders, cartoonists, dancers, fashion designers, film producers, graphic artists, make-up artists, models, musicians, photographers, playwrights, and writers. www.welltech.com/careercenter/ Lists employment and intern possibilities by region. www.hamptonroads.webpoint.com/job/gp.htm Provides a variety of information and alternate menus related to seeking a promotion. www.bookpage.com/9609bp/readersguide/computerbooks/us Tips for using the Internet and the World Wide Web for job search including on-line job seeking, recruiting, and career information. www.jobboard.net/ Job site for computer and technology professionals, offering computer jobs, résumés bank services, high tech career resources including salary surveys, résumé promotion and free on-line résumés. www.cmtc.net/workpl.html Program description of a workplace technology program that validates workplace competencies. www.scans.jhu.edu/workplace.html Lists SCANS five workplace competencies and three-part foundation of skills and personal qualities needed for solid job performance. www.janzengroup.com/ Mediation and arbitration for business and workplace dispute, resolution, negotiation and arbitration services. www.steelcase.com/knowledge_research/electool.html Provides electronic tools that aid the workplace from computers to other technical resources. www.synappscorp.com/ Technology advancements that are now a crucial part of the workplace. www.steelcase.com/knowledge/ Provides information on products and services that enhance workplace setting including interaction with technology and the office environment. www.edward.cprost.sfu.ca/453/julian/index.html Provides information on computerization in the workplace and adjustments that must be made to accommodate the new technology. 12

Resource Information The following resources have been either recommended by adult educators or were previewed for their compatibility with reinforcing workplace readiness skills. Many of these materials have been used in classrooms and have proven effective in introducing students to workplace skills. Several of the resources are especially appropriate for use with lower level students. Contact information is given for these resources. Prices have not been included, but catalogs may be obtained by contacting the companies. It is understood that this is merely a sample and not all inclusive of what is available in the area of workforce education. Florida Works An intensive short-term results-oriented curriculum that helps adults set employment goals, apply for jobs, and know what it takes to succeed in the workplace. Curriculum has been correlated to the Workplace Readiness Skills frameworks. Florida Human Resources Development, Inc. Phone: (407) 699-9622 Web: www.floridahumanresources.org The Guide 2001 Booklet available FREE and updated annually giving sample résumés; interest, learning style, and values checklists; occupational information; listings of colleges, universities, vocational, technical, and adult centers throughout Florida; and financial aid information. Florida Department of Education Turlington Building 325 West Gaines St. Tallahassee, Fl. 32399-0400 Phone: (800) 342-9271 Workplace Essentials Skills Series A series of 25 half-hour video programs with accompanying workbooks that show how adults use basic skills in reading, writing, math, problem solving, and communication to find a job and how those same skills are used in realistic workplace settings. KET Phone: (800) 354-9067 Web: www.ket.org/adulteducaiton 13

The following are available from: New Readers Press Dept. 500 P.O. Box 888 Syracuse, NY 13210-0888 Phone: (800) 448-8878 Fax: (315) 422-5561 Web: www.newreaderspress.com Get That Job! Workbook that includes models for personal assessment, goal setting, résumés, cover letters, networking, and interviewing. 150 Ways to Keep Your Job Workbook that teaches basic work ethic, handling the first day on the job, dealing with customers, and getting a promotion. Job Search Education Text and program guide that covers goal setting, developing job leads, applications, and interviews. Job Savvy Curriculum that includes case studies, worksheets, and hands-on activities to develop positive workplace skills. Workplace Dynamics Training guide that addresses communication skills, creative problem solving, and team work while improving basic reading and writing skills. Working A self-assessment tool based on employer identified workplace competencies and the SCANS report. Includes user guide and application guide with follow-up activities. English at Work A multimedia approach that includes a teacher s guide, audio tape, photocopy masters, cartoon cards, photographs, posters, and training video. Covers real world communication situations, health and safety issues, job routines, and work relationships. More than a Job Variety of reading selections from short stories to newspaper articles that help students develop analytical skills in the context of work. Photocopy masters and read-a-long tapes are also available. Job Survival Skills Workbook that covers communication, cooperation, and dealing with job stress. 14

The following are available from: Steck-Vaughn Company P.O. Box 690789 Orlando, Florida 32819-0789 Phone: (800) 531-5015 Fax: (800) 699-9459 Web: www.steck-vaughn.com Employability Skills Books Easy-to-read booklets that provide diagnosis, instruction, and on-going assessment for job-hunting, on-the-job, and life skills. Workplace Job-Specific Skills Programs Resource binder with reproducible forms that address marketing your program to employers, assessing needs, program planning, curriculum development, and lesson planning. Necessary Skills for the Workforce Two book series based on the SCANS report that includes forms for job applications, workplace vocabulary and job readiness skills including getting and keeping a job, success at work, paychecks and benefits, health care, social security, and discrimination. Math Skills for the Workforce Four book series that develops math skills in a workplace context. Workforce: Building Success Six book series that encourages students to examine their strengths and weaknesses in the areas of communication, customer service, personal development, problem solving, time management, and writing. The following are available from: Cambridge Education 4350 Equity Drive P.O. Box 2649 Columbus, Ohio 43216 Phone: (800) 238-5833 Fax: (800) 393-3156 Getting a Job and Keeping It Workbook covers making a good first impression, preparing questions and answers for interviews, knowing when to ask for help, and tips for surviving the first days on the job. Read to Work Teaches basic reading strategies essential to success in the workplace and familiarizes adults with the type of reading they will be doing on the job. Success on the Job Workbook addresses communication skills, relationships with co-workers, customer service, personal issues in the workplace, managing time, and improving job skills. Basic math, language arts, and reading skills are applied. 15

The Career Box Provides 56 cards that describe job opportunities in the areas of transportation and travel, sales and retail services, construction, health services, mechanics, and administrative support services. Reproducible worksheets available. The Job Box Provides 56 illustrated booklets describing the knowledge and training required for entry-level jobs, wages to expect, where jobs are located, and how to get more information. Reproducible worksheets available. Workplace Success Series Workbook series teaches basic writing and math skills in the context of business and industry, encourages critical thinking, and problem solving skills. The following are available from: Center on Education and Work 964 Educational Sciences Building 1025 W. Johnson Street Madison, WI 53706-1796 Phone: (800) 446-0399 Fax: (608) 262-9197 Career Development Guides for Women Provides background information, handout and activities to address issues confronting African American, American Indian, Hmong, and Latina women at work. Occupational Cluster Videos Designed to introduce specific professional, service, and technical occupations based on occupations in demand. Includes curriculum guides. Occupational Outlook Handbook Updated every two years; features 200 jobs divided into 19 occupational clusters. Job descriptions include nature of work, required skills, working conditions, employment opportunities, training and advancement, earnings, and related occupations. Personal and Career Development Workbook helps students understand the process of values clarification and decision-making based on school survival skills that translate to college, the military, and daily living situations. 100+ Ways to Start the Day Booklet provides 15 minute lessons on self-awareness, career awareness, exploration and preparation, and survival skills. Women in Nontraditional Careers Video series that explores work talk, math at work, and women in the fields of construction, dentistry, engineering, firefighting, machining, policing, and welding. E-mail: cewmail@education.wisc.edu Web: www.cew.wisc.edu 16

The following are available from: Jist Publishing 8902 Otis Ave. Indianapolis, IN. 46216-1033 Phone: (800) 648-JIST Fax: (800) JIST-FAX E-mail: info@jist.com Web: www.jist.com The Career Game Workbook that shows students how to convert hobbies, heroes, and personal favorites into a career profile. Red Hot Jobs Workbook matches personality and interests to fast-growing jobs giving predicted rate of growth, number of new openings, and specific information for each job. Dream Catchers A classroom text introduces career concepts and meets national career development guidelines. Includes instructional aids and reproducible activities. Pathfinder High interest workbook includes a career assessment section and teacher resources. The Right Job for You An interactive career planning guide contains case studies, worksheets and charts, details on hundreds of jobs. The following are available from: Lakeshore Basics & Beyond 2695 E. Dominguez Street P.O. Box 6261 Carson, Ca 90749 Phone: (800) 421-5354 Fax: (310) 537-5403 Web: www.basicsandbeyond.com Getting the Job You Really Want Workbook helps students identify their most valuable job skills, write winning résumés, and interview successfully. Job Search Video Library Videos including job search methods, organizing your job search, identifying your skills, effective interviewing skills, and getting the job you really want. Includes workbook with sample résumés, forms, and tips. 17

10 Minute Job Interviews Workbook that addresses researching potential employers, dressing to impress, overcoming common interview hazards, answering challenging questions, and writing a thank-you note. Top Jobs Without a Degree Book that describes over 150 jobs including working conditions, skills required, growth projections, and related jobs. You re Hired! Workbook that teaches students how to assess skills, evaluate interests, find job openings, write a résumé and cover letter, and increase interview skills. The following are available from: Meridian Education Corporation 90 MacCorkle Ave. SW Dept. MS1 South Charleston, WV 25303 Phone: (800) 727-5507 Web: www.meridianeducation.com Careers in Action Poster Pak Each poster describes nature of the work, training and education, earnings, employment outlook, and related occupations for a variety of occupations. Casual Success: Clothing for Work and Leisure Video that reviews dress requirements for work and options for leisure wear with suggestions for purchasing clothing for both on a limited budget. Enter Here One hundred videos that explore entry level careers featuring employees at their work site. Student and teacher guides available with SCANS correlation charts. Feedback on the Job: Accepting Criticism Video that provides workers with appropriate responses to feedback in different work situations to build confidence and separate feelings from reactions. How to Handle Difficult People Video that teaches how to overcome stressful personality conflicts, recognize the control we have over ourselves, and develop better business relationships. I Can t Believe I Said That: Interview Tips CD-ROM that addresses interview etiquette, dressing properly, and the typical interview process. Not for Sale: Ethics in the Workplace Video that teaches skills and values necessary for success in the workplace by following four new employees through their first few days on the job. 18

Résumé Express CD-ROM that teaches about résumé writing and provides a step-by-step guide to developing your own résumé. Take This Job and Love It Video that addresses how knowing what to wear, interacting with co-workers and bosses, learning correct office procedure, and knowing expected skills all impact how effectively you adapt to a new job situation. Teens for Hire Video that follows teens on the job and explores demands of keeping up with schoolwork, responsibilities at home and on the job. Wacky Job Search Posters Bright and humorous, these inspirational posters are a hit. The following are available from: The Princess Co. Dept. C110 P.O. Box 7716 Jackson, WY 83002 Phone; (800) 543-0998 Fax: (800) 518-2514 Web: www.schoolco.com Access Unlimited Video series that explores job search tactics, job interviewing, résumés, and applications for people with disabilities. Awareness of Culture in the Workplace Video series that discusses cultural myths and stereotypes as well as specific communication skills to increase understanding among Hispanics, African Americans, Arab Americans, Native Americans, and Asian Americans. Best 10 Tips for Basic Work Habits Video series that includes tips for developing awesome work habits, tips for driving co-workers crazy, and tips for getting along with weird bosses. Career Planning Poster Set Unique and inspirational posters that address exploring opportunities, creating your own dream, and planning for success. CD-ROM Version of Occupational Outlook Handbook Includes a 31 question inventory that relates educational and extra-curricular interests to specific jobs and an audible guided tour of over 300 careers. Dynamite Cover Letters Book that shows how to produce powerful letters that lead to interviews and job offers. 19

Interview for Success Book that is a practical guide to increasing job interviews, offers, and salaries. Interview Skills for the Future Video series that addresses the basics of interview preparation, interview skills in action, and special interview challenges for minorities, women, and people with disabilities. Job Skills for Career Success Video series that includes advertising tricks without gimmicks, introduction to desktop publishing, entrepreneurs for the future, telephone skills, basics of office procedure, basics of word processing, and introduction to filing and records management. Job Success Without a College Degree Video series that includes selling yourself without a college degree, finding a job when your past is not so hot, getting basic work habits without college training, places to look for work, and getting back into the swing of things, returning to school. Successful Work Habits Video series that includes work habits for the beginner, safety at the workplace, entrepreneuring, life after prison, and harassment at work. Sure-Hire Resumes Book that includes 25 résumé make-overs to show how to improve a weak résumé. 20

Workplace Readiness Skills Checklist The Workplace Readiness Skills Checklist is a convenient way to document each student s mastery of the standards. As students complete a benchmark and eventually master a standard, there is a sense of accomplishment and a willingness to keep working until the course has been completed. The checklist should be maintained in the student s work folder, but the teacher may also want to maintain a copy for his/her records. 21

FLORIDA ADULT BASIC EDUCATION CURRICULUM FRAMEWORK WORKPLACE READINESS Student: ID # Entry Date: Institution: Site: Date Achieved: Instructor(s): PLEASE CHECK CORRESPONDING BOX AS EACH STANDARD IS ACHIEVED. STANDARD 1 o The student identifies ways to plan for employment. Date: Instructor: Benchmarks: 1.1 Identifying reasons people work; 1.2 Describing the relationship between jobs, careers, family life, and leisure activities; 1.3 Conducting a self-inventory of skills, experience, education, work preferences, abilities, and values using technological and/or traditional resources as they relate to the job market; 1.4 Developing a career plan for future career options to include job preferences, training requirements, and tasks/responsibilities; 1.5 Understanding the knowledge and skills required for a variety of careers of interest to the student; 1.6 Comparing occupations based on entry-level requirements and benefits associated with employment. STANDARD 2 o The student identifies ways to search for a job. Date: Instructor: Benchmarks: 2.1 Locating, selecting, and processing classified ads; 2.2 Identifying and locating government and private employment agencies and/or computer-assisted job search programs; 2.3 Identifying and locating personal resource materials (for example: birth certificate, diplomas, training certificates, driver s license, social security card); 2.4 Understanding the importance of personal/professional networking to obtain job search information; 2.5 Developing a portfolio; 2.6 Developing a job card file to record specific job leads, requirements, employer names, interview information, and personal notes; 2.7 Practicing telephone etiquette when calling an employer for job information. STANDARD 3 o The student understands how to apply for a job and/ or applies for a job. Date: Instructor: Benchmarks: 3.1 Describing and giving examples of effective interviewing situations, including prepared questions to ask the interviewer; 3.2 Identifying appropriate behavior and attitudes in interview situations; 3.3 Demonstrating competence in job interview techniques to include grooming, dress, and verbal/nonverbal communication; 3.4 Developing a personal fact sheet to include, but not be limited to, personal references, work history, educational information, and other pertinent data; 3.5 Interpreting and completing job applications; 3.6 Composing a resume with a cover letter; 3.7 Writing a follow-up letter after the interview. STANDARD 4 o The student demonstrates understanding of wages, benefits, taxes, and concepts of employee organizations or identifies resources to assist in this interpretation. Date: Instructor: Benchmarks: 4.1 Interpreting wages, deductions, benefits, and taxes; 4.2 Interpreting timekeeping forms, such as timecards/ timesheets; 4.3 Interpreting pay schedules; 4.4 Identifying fringe benefits (for example: employee assistance programs, employee benefit packages, medical insurance, retirement plans, etc.); 4.5 Understanding importance of contract and union agreements; 4.6 Demonstrating knowledge of employee handbooks, personnel policies, and worker s compensation. 22

STANDARD 5 o The student understands the importance of safety standards and procedures in the workplace. Date: Instructor: Benchmarks: 5.1 Identifying safety signs found in places of employment training and in public buildings; 5.2 Identifying safe work procedures; 5.3 Wearing safe work attire; 5.4 Understanding the importance of reporting training and job-related hazards, accidents, injuries, and/or damages to the appropriate person(s); 5.5 Demonstrating acceptable employee health habits. STANDARD 6 o The student demonstrates understanding of concepts and materials related to job training, performance, retention, promotion, and changes. Date: Instructor: Benchmarks: 6.1 Discussing realistic career goals; 6.2 Identifying positive and negative feelings that affect success at work and elsewhere; 6.3 Identifying factors the employer considers when promoting/retaining employees; 6.4 Interpreting general work-related vocabulary; 6.5 Demonstrating the ability to apply or transfer skills learned in one job situation to another; 6.6 Interpreting job-related signs, charts, diagrams, forms, and procedures; 6.7 Identifying appropriate computer skills that affect job retention and advancement; 6.8 Recognizing job responsibilities; 6.9 Interpreting and writing work-related correspondence including notes, memos, and letters; 6.10 Reacting appropriately to constructive criticism; 6.11 Demonstrating a knowledge of how and when to make job changes or to resign from a job; 6.12 Analyzing and solving workplace problems; 6.13 Identifying and maintaining appropriate attire and hygiene standards for employment situations; 6.14 Listing probable stress factors of various jobs. STANDARD 7 o The student is made aware of and/or utilizes common workplace technology. Date: Instructor: Benchmarks: 7.1 Identifying common tools, equipment, machines, and materials required for one s job; 7.2 Demonstrating simple keyboarding skills; 7.3 Demonstrating ability to use a filing system; 7.4 Identifying common business machines (for example: fax machine, copy machine, computer); 7.5 Demonstrating basic computer skills and use of common software programs, including reading or interpreting computer-generated printouts; 7.6 Leaving messages on answering machines; 7.7 Demonstrating appropriate use of the telephone in a workplace setting; 7.8 Demonstrating awareness of the importance of word processing and computer skills in the workplace. STANDARD 8 o The student demonstrates ability to effectively utilize common interaction techniques in employment situations. Date: Instructor: Benchmarks: 8.1 Demonstrating ability to work cooperatively with others as a member of a team, to contribute to team efforts, to maximize the strengths of team members, to promote effective group interaction, and to take personal responsibility for accomplishing goals; 8.2 Demonstrating effective communication skills in working with customers and clients; 8.3 Demonstrating initiative and resourcefulness in meeting the needs and solving the problems of customers; 8.4 Demonstrating effective body language and its influence on the observer; 8.5 Identifying sexual harassment issues in the workplace; 8.6 Identifying and using effective approaches to working within a multicultural workforce, including respecting cultural diversity, avoiding stereotypes, and recognizing concerns of members of other ethnic and gender groups; 8.7 Identifying techniques for handling stress and time management problems on the job. STANDARD 9 THIS STANDARD IS OPTIONAL AS COMPUTER TECHNOLOGY IS NOT PROVIDED FOR EVERY STUDENT. IT IS STRONGLY RECOMMENDED THAT STUDENTS WITH ACCESS TO COMPUTER TECHNOLOGY COMPLETE STANDARD 9. Please Note: THE TEACHER S RESOURCE GUIDE OFFERS LESSON PLANS ENABLING INSTRUCTORS TO INTRODUCE STUDENTS TO TECHNOLOGY WITHOUT A COMPUTER IN THE CLASSROOM. o The student utilizes the computer to enhance personal, academic, vocational, and social communication. Date: Instructor: Benchmarks: 9.1 Identifying basic terminology associated with computers; 9.2 Identifying the parts of a computer; 9.3 Identifying hardware; 9.4 Identifying software; 9.5 Demonstrating appropriate use and care of computer hardware and software; 9.6 Demonstrating the steps necessary to boot up a computer system (for example: DOS, Windows, Macintosh); 9.7 Utilizing computer directories to locate files; 9.8 Identifying the basic components of a computer system; 9.9 Understanding utilization possibilities; 9.10 Understanding advantages and disadvantages of computers. LITERACY COMPLETION POINT A 23

Workplace Readiness Skills Summary Sheet The summary sheet was developed so that a teacher could see at a glance which students have completed which benchmarks. Rather than referring to each individual student s checklist, the teacher can easily identify and plan activities based on the greatest numbers of students who need a particular benchmark. The summary sheet can be viewed as a master list for the teacher while the checklist can serve as documentation for individual students. 24

WORKPLACE READINESS SUMMARY SHEET - PAGE 1 SUMMARY SHEET 25

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Workplace Certificate Everyone likes recognition and students who complete the Workplace Readiness Skills Course certainly deserve to be recognized. This certificate can be awarded to students during a recognition or celebration ceremony. For some of our students this may be the first time they have ever been recognized for anything. The certificate can be framed or laminated and should be accompanied by lots of praise and applause! 29

CERTIFICATE FRONT Workplace Readiness Certificate This document certifies that Has satisfactorily completed the Workplace Readiness Skills Course as recognized by the Florida Department of Education Principal Instructor Date 30

CERTIFICATE BACK Workplace Readiness Skills* The individual has demonstrated proficiency in the following areas: Working cooperatively with others Communicating effectively with customers Identifying safe work procedures Handling time management problems on the job Maintaining appropriate attire Demonstrating keyboarding skills Analyzing and solving workplace problems Using a filing system Working with a multicultural workforce Using telephone etiquette Tecognizing job responsibilities Interpreting and writing work-related correspondence Demonstrating basic computer usage Workplace Readiness Skills is a State of Florida Department of Education approved course for adult students 31