CAREER MANAGEMENTObjective 1.0 Activities

1.01: PS1.K1• School-to-Career/From School to Work – (Chapter 12 – p.81) How I See Myself Activity (Workbook)

(PSI.K1)

• School-to-Career – (Chapter 12 - 83) Identifying Personal Interests Activity (Workbook) (PS1.K1)

• Self-Concept & Self Concept PPT

• Obj. 1.01 PPT/Notes

• People Data Things PPT

• MBA Leadership Guide (5-7):• Divide the class into five groups, and assign each group one of the emotional intelligence qualities. Have

each group prepare two short skits: In one skit, demonstrate the appropriate use of their assigned emotional intelligence quality. In the second skit, demonstrate what can happen if the quality is not used appropriately.

• 1.01 Human Outlaw Review (under Objective 1.01)

• People, Data, Things, Worksheet (under Internet Resources – 1.01)

• Self-Evaluation Worksheet – (under Internet Resources – 1.01)

• Inventory Me Worksheet - (under Internet Resources – 1.01)

• Objective 1.01 Vocabulary

• Ch. 12 From School to Work Vocabulary – Pg. 234

1.01 PS1:K2

• School-to-Career – Matching Traits and Abilities to Jobs (pg. 86) (Workbook) (PS1.R2)

• MBA Leadership Guide (5-11):• Ask students to list their three greatest strengths and three weaknesses. Using the

categories of school, home, and community, have them think of and list ways they can specifically apply their strengths in these areas. Next, have them list specific things they can do to improve their weaknesses relating to school, home, and community. Ask them to record and maintain the information in their notebooks.

• Chapter 13.1 Succeeding in the World of Work PPT

• From School to Work - Chapter 12• Developing Skills in the Workplace (pg. 247): Write several paragraphs describing

yourself by the following terms: abilities, aptitudes, values, ethics, habits, interests, personality, resources, self-concept, self-esteem, and standards. (You may use singular or plural forms of the terms.) Underline or circle the first use of each term. Share your paper with a trusted teacher, counselor, or friend, and ask for his or her comments.

1.01 PS1:K3

• School-to-Career – Identifying Your Personality Traits (pg. 85) (Workbook) (PS1.K3)

• Attitudes - Work and School Worksheet (under Internet Resources – 1.01)

• Chapter 10.1 Succeeding in the World of Work PPT

• From School To Work:

• In the Real World pg. 243

• Developing Your Academic Skills #1 pg. 247 (Language Arts): Choose a character from a story or novel you are currently reading. Write a report on how the character’s self-concept influences his or her successes or failures.

1.01 PS1:K4

• From School To Work

• Information Technology Applications #2 pg. 247: Using word-processing software, create an ethics survey. Write a list of questions to ask other students. For example ask other students how they feel about cheating on homework or tests in school. Also question whether students feel stealing products or coming late to work is cheating on the job. (Make sure the survey forms do not include blanks for names.) Tally the survey results and write a report for the school paper.

• Chapter 9.2 Succeeding in the World of Work PowerPoint Presentation

1.01: PS1:K5• MBA Leadership page 5-9• Obtain the following materials for each student:• An index card• A magic marker• A pair of scissors• A piece of posterboard• Tape or glue• Old magazines

• Distribute an index card to each student. Ask each student to think about his/her level of self-esteem and self-concept. Then, ask each student to identify one way in which she/he can improve. Then, ask each student develop an affirmation which expresses the desired condition. Have students write the affirmations on the index cards. When all students are finished with the index cards, collect them.

• Now, distribute the drawing materials. Explain that each student is to develop an “image,” illustration, or physical representation of her/his individual affirmation using the old magazines and drawing their own artwork. Explain that the posters should be all graphics—no words. When students have finished their posters, have them hang their creations around the classroom.

• Shuffle the index cards and redistribute them randomly. Ask each student one by one, to read aloud the card she/he has received. As a group, have students try to match each affirmation with the associated poster. If no one can match the affirmation statements with the posters, tell students to identify their own work and to explain how they felt the pictures illustrated the affirmation. Discuss the benefits of using affirmations.

1.01: PS1:K6

• MBA Leadership page 5-68

• Have students analyze the activities in their lives to identify one for which they have an achievement orientation. Ask students to determine how that achievement orientation could be applied to the class’s service-learning project. Tell students to write an explanation of that application and submit it to you for review.

1.01: PS1:K7

• MBA Leadership page 5-13

• Tell students to identify a personal bias, and to write a one-page report about the bias: its nature, how it was acquired, how it affects others, and what could be done to eliminate the bias. Ask them to keep the report in their notebooks.

• Chapter 12 Learning Review pg. 88 (Workbook)

1.01: PS1:K8• MBA Leadership page 5-74

• During the class’s service-learning project, tell students to show empathy for classmates or for individuals serviced by the project. Ask them to record the situations in their notebooks and to describe the reactions to the empathetic behavior.

• MBA Leadership page 5-78• Have students work in their committees to develop a list of 10 common behavior problems that could be remedied

through greater self-control, drawing examples from their own experiences. Tell the groups to identify one self-control technique that could be used to eliminate each of the problem behaviors the group has listed. Ask the groups to select one problem behavior, and write a personal plan of action that could be used to achieve control over that behavior. Ask the group representative to report the group's responses.

• MBA Leadership page 5-80• Ask students to refer back to the strengths and weaknesses identified earlier in the course that they recorded in their

notebooks. Have group members give each other feedback by discussing growth they observed during the semester. Comment specifically on weaknesses group members tried to overcome and new strengths that emerged. Based on the feedback received from group members, ask each individual to write a reflection on how her/his strengths and weaknesses changed over the semester. Ask students to submit their reflections to receive additional feedback. Return the reviewed reflections to the students, and ask that they add them to their notebooks.

• MBA Leadership page 5-83• Ask students to work in their committees to develop guidelines that will help incoming students to the course adjust to the

changes they will probably encounter. Tell them to appoint a group representative to present the group's guidelines. Capture the groups’ ideas, and create a master list that you distribute to the groups. Ask them to keep the master list in their notebooks.

• MBA Leadership page 5-90• Tell students that they are to analyze and research the culture of an individual who served on or was serviced by the class

project. Tell them to identify and record ways that they could exhibit cultural sensitivity to that person. If possible, ask students to implement the identified techniques and to record the person’s reactions to their efforts. Have students write a reflection about how exhibiting cultural sensitivity can affect working relationships.

1.01: PS1:K9

• MBA Leadership page 5-4

• Discuss Interpret Others’ Nonverbal Cues. MBA Leadership Guide pg. 5-42. Use the objectives as discussion topics and use the performance activity as a culminating activity.

• Give the students the handout entitled Did I Hear You Right? found on page 5-44— one per student. Ask students to read the handout and to become familiar with the cues provided through body language.

• Have students watch their committee members for nonverbal cues while they work on their project. They should record the nonverbal cues that they observe and write an explanation of their interpretation of those cues. Before class ends, have students discuss their observations, interpretations, and actions taken to determine whether they “read” the cues correctly.

1.01: PS1:K10

• MBA Leadership page 5-66

• Ask students, working with their committees, to develop a skit depicting positive or negative working relationships. Tell them that they will be presenting the skit to the class. Ask students to identify the behaviors representing effective or ineffective interpersonal skills and to explain how the negative situations could be changed to foster positive working relationships.

• From School to Work - Facts In Review pg. 246