MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS ... · PDF filemilady standard cosmetology course management guide class sign-in sheet 1.0 ... milady standard cosmetology

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MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDECLASS SIGN-IN SHEET 1.0

INSTRUCTOR NAME:___________________ DATE TAUGHT:___________________

SUBJECT: ORIENTATION

TOPIC: WELCOME, INTRODUCTION TO SCHOOL POLICIES AND CURRICULUM

LESSON OBJECTIVES:

Upon completion of the lesson, the student will be able to:

1. Understand the general objectives of the course of study. 2. Recognize needed lifestyle changes as a full-time student. 3. Clock in and out correctly. 4. Understand the various rules and policies implemented by the school. 5. Know the completion, licensure and placements rates of the school. 6. Understand the importance of consumer safety and general safety procedures.

IMPLEMENTS, EQUIPMENT, SUPPLIES REQUIRED:

Student Instructor Items

x School’s written procedures

x x School’s catalog

x x Student notebook

x x Pen, pencils

TEACHING AIDS (Audio/visual equipment, handouts, etc. used by Instructor):

1. Boards 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and

Transparencies 3. Handouts (as applicable) 4. Milady Standard Cosmetology DVD Series and DVD player

FACILITY: Theory Classroom

TIME ALLOTMENT: 2–4 hours (varies per school based on detail of policies covered)

PRIOR STUDENT ASSIGNMENT:

1. Be enrolled in a course of study at the school.

EDUCATOR REFERENCES:

1. School’s written policies 2. School’s catalog

Student Signatures

Student Signatures

(If more space is needed, use reverse side of form.)

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Student Signatures

Student Signatures


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Tab 4 Lesson 1.0



TOPIC: WELCOME, INTRODUCTION TO SCHOOL POLICIES AND CURRICULUM

LESSON OBJECTIVES:


1. Understand the general objectives of the course of study. 2. Recognize needed lifestyle changes as a full-time student. 3. Clock in and out correctly. 4. Understand the various rules and policies implemented by the school. 5. Know the completion, licensure and placements rates of the school. 6. Understand the importance of consumer safety and general safety procedures.



x School’s written procedures

x x School’s catalog


x x Pen, pencils



Transparencies 3. Handouts (as applicable) 4. Milady Standard Cosmetology DVD Series and DVD player


TIME ALLOTMENT: 2–4 hours (varies per school based on detail of policies covered)


1. Be enrolled in a course of study at the school.


1. School’s written policies 2. School’s catalog

3

INSTRUCTOR NAME DATE TAUGHT






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4


NOTES TO EDUCATOR: 1. Set up a binder for Orientation containing the lesson plans and all forms, policies, handouts, and

transparencies, if applicable, that will be used. 2. Review school’s policies and catalog. 3. Review entire lesson plan prior to lesson. 4. Check the applicable projector to ensure it is working properly. 5. Prepare facility to welcome new students with balloons, refreshments, red carpet, etc. (The mood that

is set during Orientation must be maintained during the student’s course of training.) 6. During instructor preparation time and while students are entering and getting settled for the class,

have instructor support slide with inspirational quote for the day projected or write it on the board or flip chart. This will help to get instructors and students alike into the appropriate mind-set for learning and for the day!

7. Greet new students as they arrive and escort them to the classroom. 8. Introduce all staff (even if they do not participate in the complete orientation process). 9. Explain the agenda—what they can expect during their first day of school. 10. Plan activities that involve student participation throughout the orientation. Remember, learning is

directly proportional to learner involvement. 11. Conduct a bonding/ice-breaking activity such as Activity 1 and Activity 2 found in this lesson. 12. Take attendance or have students sign in for class based on your school’s procedure. 13. Remember that students are tuned into radio station WII-FM (What’s In It For Me?). Therefore, it is

essential that you convey that to them in the motivation of each lesson (and the beginning of the course!).

LEARNING MOTIVATION (WHY?)

Welcome to the world of cosmetology! You are just begin-ning a great new adventure that will change your life for-ever. Once you complete your cosmetology training and obtain your license to practice, the possibilities will become unlimited.

Let’s talk about why are you here. What goals do you hope to accomplish by completing this course of study? NOTE: After students have answered, you can respond by explaining how you and the rest of the faculty, student support services, and the curriculum offered at the school will help them achieve their educational and career goals.

Milady Standard Cosmetology Course Management Guide

Inspirational thought for the day:

“The way to gain a good reputation is to endeavor to be what you desire to appear.”

—Socrates

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PRESENTATION OF THE SKILLS AND/OR INFORMATION LESSON PLAN 1.0

SUBJECT OUTLINE IN-DEPTH NOTES (Information to share during presentation)

I. THE EDUCATIONAL PROGRAMA. TECHNICAL SKILLS Research shows that the technical skills you will

learn represent only about 15 percent of your opportunity for success.

B. PEOPLE/COMMUNICATIONS That same research shows that 85 percent of yourSKILLS opportunity for success depends on personal

development.1. Personal image, hygiene You must present a positive, professional image.2. Personal goal orientations You must have aspirations and a commitment to

success.3. Promptness, dependability These qualities are essential for success in any field.4. Communications skills You must be able to communicate effectively with

your coworkers and clients.5. Sales ability This ability is critical to selling yourself as a

professional to potential clients and selling services and products to your clients as well.

C. STUDENT QUALITIES1. Desire Without personal desire and commitment, your

dreams cannot come true.2. Cooperation You must be willing to cooperate with your fellow

students, instructors, and clients while in training to complete this first step in reaching your career goal.

3. Take constructive criticism Your ability to take constructive criticism well will be a tremendous aid in your training.

4. A positive attitude No one likes to be around someone with a negative attitude. Smile and be positive; your training will be more effective.

5. Old-fashioned persistence You will face obstacles to your goals. You must maintain a persistent, I-am-going-to-make-this-happen attitude to succeed.

D. THE FUTURE According to the 2008–2009 Occupational Outlook Handbook published by the U.S. Department of Labor, “overall employment of barbers and cosmetologists is expected to grow slightly faster than the average for all occupations. Opportunities for entry level workers should be favorable, while job candidates at high-end establishments will face steep competition.” Employment of hairdressers, hairstylists, and cosmetologists should increase by 12 percent, although fewer people are expected to go to barbershops. Continued growth of nail salons and full-service day spas will generate numerous job openings for manicurists, pedicurists, and skin care

Tab 4 Lesson 1.0

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Milady Standard Cosmetology Course Management Guide6


specialists. Employment of manicurists will grow by 28 percent and employment of shampooers will increase by 13 percent. Estheticians will see large gains in employment of up to 34 percent. Makeup artists are expected to grow by 40 percent. The report states that hourly earnings in May of 2006 were as follows:

Cosmetologists: $7.92−$13.75; Highest 10 percent: $20.56 Barbers: $8.71−$14.25; Highest 10 percent: $20.56

Manicurists: $9.23 Estheticians: $12.58 See http://www.bls.gov/oco/ocos169.htm. Another survey was completed in 2007 for the

National Accrediting Commission of Cosmetology Arts and Sciences by Dr. Lawrence Rudner of the University of Maryland. That survey reported that “there were 1,604,502 professionals employed in the nation’s 312,959 beauty salons, barbershops, skincare salons, and nail salons. Nationally, 59.4% of salons are classified as ‘full service’, while 17.9% are haircutting- only salons, 4.5% are barbershops, 4.3% are nail salons and 4% are day spas.”

The Job Demand Survey goes on to show that “the corresponding 2007 yearly full-time salaries were $53,150 for salon owners and $36,100 for all other salon professionals across the USA. The exciting news is that salon earning power keeps improving.” See http://www.naccas.org.

E. COURSE LENGTH NOTE: Discuss the applicable course lengths in both hours and months.

F. LICENSING NOTE: Explain the licensing requirements in your state such as age, secondary education require-ments, fees, examinations, etc.

G. BEHAVIOR MODIFICATION You are a student now! 1. TIME MANAGEMENT In addition to all the other responsibilities you

have now such as part-time employment, children, families, etc., you have now made a commitment to part-time or full-time attendance here. It will take organizational skills and an absolute commitment to juggle all the different responsibilities you have. We’ll cover more on this important subject later.

2. OBSTACLES TO COMPLETIONa) Transportation Discuss carpooling, etc.b) Child Care Discuss babysitting co-ops, etc.c) Heath Discuss the physical demands of the profession and

the importance of proper rest, exercise, and nutrition.


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Tab 4 Lesson 1.07


d) Personal Problems Discuss the various agencies and counseling assistance that may be available to assist them.

e) Financial Problems Discuss opportunities for part-time employment, etc.

NOTE: Have students discuss steps they have already taken to overcome any obstacles to their completion of training.

H. SUBJECTIVE FIELD The field of cosmetology is as much an art as it is a science. Therefore, the artistic part is somewhat subjective. In other words, much of what you study in technique and outcomes will be based on personal opinion. So, you will encounter many different methods and techniques—even among instructors within this institution.

There may be many ways to achieve the desired result. Take advantage of the many different methods of teaching available and then develop your own techniques. The end result is the primary goal. So even though one instructor may approach the desired result from a totally different perspec-tive than another, they are most likely both correct. Keeping an open mind is critical in the study of cosmetology.

II. GENERAL SCHOOL POLICIES A. CLOCKING PROCEDURES NOTE: Explain and demonstrate for students how

to properly clock in and out and any other school rules that apply to recording of hours.

B. LOCKERS NOTE: Assign lockers or other secured facilities according to the school’s policy.

C. KIT POLICY NOTE: Explain the school’s policy on the issuance of kits. Issue kits if applicable and obtain signed kit lists.

D. DRESS CODE NOTE: Review the school’s dress code and explain the consequences of non-compliance.

E. HOURS SCHEDULED NOTE: It may be necessary to review various sched-ules if students are on different ones. Stress the importance of 100 percent attendance especially during the first phase or module of study.

F. STANDARDS OF CONDUCT/ NOTE: Explain in detail each of the school’s rules andRULES regulations with which students are expected to

comply. If continuing students are available, it is sometimes fun to have them explain some of the rules—perhaps even make a skit out of them. Make sure all questions are answered.

G. CAMPUS SECURITY, CRIME NOTE: Explain the school’s position on each of theseAWARENESS, AND DRUG- policies and hand out any brochures or general FREE WORKPLACE information about these policies that apply to the

school.


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H. STUDENT GRIEVANCE POLICY NOTE: Explain the school’s procedure for stating a concern or filing a grievance.

I. MISCELLANEOUS POLICIES Discuss miscellaneous policies such as leaves of absence, counseling/advising, probation, disciplin-ary procedures, privacy and file access, who to see for certain questions regarding financial aid, licensure requirements, employment, continuing education, reciprocity among states, etc.

J. COURSE REQUIREMENTS NOTE: Explain what will be expected of each student during the course(s) of study. Hand out the applicable course outline. Explain if studens are required to complete a certain number of practical requirements in each category or obtain a passing grade on theory tests in each unit of study, etc. Explain about competency evaluations or practi-cal testing as applicable to your school. Explain the practical grading criteria so students will understand how their practical grade is given.

K. REFERENCE MATERIALS NOTE: Explain where supplementary resource mate-rials such as texts, videos, audio tapes, magazines and other books are kept that students may use for remedial or independent study.

III. FINANCIAL AID NOTE: With the assistance of the FAA, review the various financial aid programs. Stress that each indi-vidual’s award package differs based on eligibility, household size, family income, etc.

A. PELL GRANTS NOTE: Explain that grants are a gift or entitlement from the federal government, which is subsidized by tax-paying citizens to assist with career educa-tion. A grant does not have to be repaid. (Financial Aid may not be applicable to the cosmetology course in your state).

B. FEDERAL STUDENT LOANS NOTE: If loans are applicable at your institution, explain the types that are available and stress that they must be repaid within a designated amount of time after the student LEAVES school FOR ANY REASON, or falls below half-time attendance.

NOTE: Distribute any applicable handouts or watch any applicable videos.

C. NON-FEDERAL ASSISTANCE NOTE: If your school offers financial assistance through other organizations, you may review that now.

D. ADDITIONAL CONSUMER NOTE: At this point, discuss or hand out any INFORMATION other documents that students may need to sign

to verify that they have reviewed, received, or been made aware of all pertinent enrollment information.


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Tab 4 Lesson 1.09


E. SATISFACTORY PROGRESS NOTE: Review in detail the elements of the school’s satisfactory progress policy with emphasis on atten-dance and grade requirements.

IV. SAFETY, FIRST AID, PROFESSIONALCOSMETICS A. INGREDIENT INFORMATION Lets you know substances present in products.

Helps avoid potential allergic reactions. B. UNDERSTANDING INGREDIENTS Read labels carefully. Obtain chemical names from a

doctor or pharmacist of any ingredients that you or your clients may be allergic to.

C. LOCATION OF INGREDIENT Ingredient labeling is required for consumer INFORMATION purchases. Ingredients are presented in descending

order of predominance. The largest percentage of the product will appear first, etc. Ingredients MAY be alternatively presented in alphabetical order.

V. BASIC REQUIREMENTS FOR A SAFEWORKPLACE A. PROPER VENTILATION Some fumes can be harmful. B. PROPER USE OF FLAMMABLES Read labels and always follow precautions. C. DESIGNATED SMOKING AREAS Never smoke or permit your client to smoke while

you are working. Avoid other sources of open flames.D. SAFE PRODUCT STORAGE Store products in closed containers and prevent

spills or leakage. Store in an adequately ventilated area and in moderate temperature.

E. PROTECTION DURING Follow directions, wear gloves and/or goggles asAPPLICATION directed, and properly drape client. Apply your

professional training. F. PROPER USE OF FIRST AID Keep a first aid kit available. NOTE: Explain to

students where it is kept.VI. FIRE SAFETY NOTE: Review the institution’s evacuation procedures,

including routes to safety to ensure students know how to evacuate the building safely.

A. IN THE EVENT OF FIRE1. Contact fire department. Keep the number readily available. Give the name

and address of the business, the nature of fire (what is burn ing), and the name of the person reporting the fire.

2. Evacuate premises. Follow the planned procedure for the facility.3. Plan alternate exits. Use in case the regular route is blocked by the fire.4. Service extinguishers. Have extinguishers inspected and serviced at least

annually. B. USE OF FIRE EXTINGUISHERS Install extinguishers away from potential fire

hazards and near an escape route. Follow the instructions. (Most work as stated here.)

1. Pull the pin. Show transparency (LP 1.0, H-1 or instructor support slide on PowerPoint).


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2. Aim the nozzle.3. Squeeze the handle.4. Sweep from side to side. Sweep at base of fire until it goes out.

C. RECOMMENDED PROCEDURES The National Fire Protection Association recom-mends that you should ONLY stand and fight a fire if ALL the following are TRUE:

1. Everyone is leaving the premises and the fire department has been called.

2. The fire is small and confined to the work area where it started (wastebasket, cushion, small appliance, etc.)

3. You can fight the fire with your back to an escape route.

4. Your extinguisher is rated for the type of fire you are fighting and is in good working order.

5. You know how to operate the extinguisher.

D. FIRST AID Accidents and emergencies occur everywhere. Basic knowledge of first aid will prove invaluable.

1. Abrasions Clean and apply antiseptic.

2. Burns First degree—involves redness.

Second degree—involves watery blisters.

Third degree—involves deeper structures of flesh and possible charring of tissue. Refer to a physician.

A quick, safe, and temporarily effective method of treating burns is to apply ice or cold water.

3. Electric Shock Loosen clothing and move the client to a cool place. Raise the client’s head and draw the tongue forward to prevent strangulation. Apply artificial respiration, IF PROPERLY TRAINED TO DO SO. Do NOT give stimulants.

4. Heat Exhaustion Loosen clothing and move the client to a cool, dark, quiet place. Have the individual lie down for several hours.

5. Nose Bleed Loosen collar and apply pads saturated with cool water to the face and back of the neck.

6. Foreign Object In Eye Pull the lid down gently while the client looks up. If the object can be seen, remove it with the corner of a clean, moistened cloth. If under the upper lid, pull the lid down over the eye and the speck may then be apparent when the individual opens the eyes. Remove as previously stated.

7. Fainting Caused by temporary suspension of respiration and circulation. If there are signs of fainting BEFORE it actually occurs, have the individual hold his or


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Tab 4 Lesson 1.011


her head between the knees which causes blood to flow quickly to the head. AFTER FAINTING, loosen clothing, have the individual get fresh air and recline individual with the head slightly lower than the body. If the individual is conscious, hold ammonia near the nose and offer stimulants such as coffee, tea, or milk. IF the individual is UNCONSCIOUS, apply cold applications to face, chest, and forehead. Do NOT splash cold water in face.

8. Epileptic Seizure Call for immediate medical attention. Lay client on his or her side and insert a wad of cotton between the teeth to prevent biting of tongue. Mild stimu-lants may be administered in moderation after recovery. Do not disturb individual if he or she falls into a deep sleep.

9. IN CASE OF EMERGENCY Have available the telephone numbers of employees’ families, utility companies, police and fire departments, ambulance, etc. Call 911 if immediate assistance is needed.

NOTE: Ask students if they have ever been in emer-gency situations such as those discussed. Have them explain what occurred and what were the results.

VII. OPTIONAL POLICIES At this point, the presenter should include any other policies, procedures, or rules that are relative to your individual campus that have not already been covered.


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SUMMARY AND REVIEW

We have covered a lot of information during this orientation program. Just remember that the opportuni-ties in this career are almost endless if you possess:

1. A strong personal desire. 2. The willingness to cooperate with others. 3. The ability to take constructive criticism well. 4. A positive, winning attitude. 5. Good old-fashioned persistence.

You are embarking on an exciting new career challenge. If you follow the policies of the school, apply yourself constantly, and work toward meeting all course requirements, you will graduate having met all the skills required to be competitive in the entry-level job market.

Finally, it is important to remember that all professions can have some danger if you don’t know how to use the tools of your trade properly. Part of being a professional is knowing how to do your job safely. Being a cosmetologist is no different. By being well-trained and informed, knowing where to look for information provided with products and by using a healthy dose of common sense, you can be assured of safety for you and your clients.

This new student orientation is just a starting point. You must take the next steps and learn how to prepare to do the job in your new career safely. This will involve reading product-use directions for the products used in your salon or spa, reading label warnings, learning about ingredient information, know-ing the basic rules for workplace safety, and asking questions when you need more information. These simple steps will help you and your clients enjoy the benefits that the professional cosmetology field has to offer.

LEARNING REINFORCEMENT IDEAS OR ACTIVITIES 1. Have existing or continuing students attend orientation and introduce themselves and state for one

minute something extra special they have learned or enjoyed since enrolling. Then have NEW students introduce themselves and give a one- to two-minute personal history and name a personal accom-plishment of which they are proud.

2. Personality Name Badges reinforce the definition of personality as the outward refection of inner feel-ings, thoughts, attitudes, and values. They are also a good way for new students to bond with other new students and/or students already enrolled in the school. Stick-on name badges and colorful mark-ers are required. After Orientation is completed, the school’s standard name badges can be issued.

a. Issue a stick-on name badge for all participants.

b. Instruct each participant to write his or her first name in large letters centered near the top of the badge.

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Tab 4 Lesson 1.013


c. Using each letter in his or her name, ask each participant to create words that describe his or her inner feelings, thoughts, attitudes, and/or values (personality).

Example: J U L I A

O N O N C

L D G D T

L E I E I

Y R C P V

S A E E

T L N

A D

N E

D N

I T

N

G

d. Ask each participant to use colorful markers and create a border for the name badge that reflects his or her personality.

When students have completed their name badges, discuss the fact that personalities are all different. Use the wide variety of words chosen by students to describe themselves as evidence of that.

3. Develop a Just For Laughs quiz on your school policies and other information covered during this lesson plan. It will not be graded but can be used by the instructor to determine any policies or proce-dures that need further clarification. Remember, you are covering a lot of information for brand new students. The quiz could help with their retention of the important information. Develop handouts for any information not already contained in the student’s catalog or contract, etc.

4. Rent or buy the video Beautician and the Beast and cue it up to the part where the student starts a fire in the clinic. Play the video clip when covering the fire safety portion of Orientation to show how not to conduct oneself during a fire emergency.

5. On the lines below, write any activities, assignments, or ideas that have been used effectively with this lesson in order to aid other instructors who may use this lesson plan in the future.

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Tab 4 Lesson Plan 1.0 Transparency Masters

FIRE EXTINGUISHER

A B C

LP 1.0, TM–1

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MY PROMISEThe gift of COURAGE is the greatest gift I can give to MYSELF!

Today I give myself the courage to come back to school. This gift will make all the difference in my future. It will allow me to accomplish

my goals. I will always have the knowledge and skill I gain from this gift. No one can take this gift away unless I ALLOW it!

I can finish! I WILL FINISH!I must finish because

When things get rough, I can motivate myself to do my best because

If I ever think of quitting, I’ll tell myself that I MUST FINISH because

I will only fail if I quit trying.

Signature Date

I will post these thoughts in a prominent place and come back to them frequently as a source of strength. I am my own greatest resource. I have taken a

great first step on my journey to Success. I am proud of my accomplishment!

LP 1.0, TM–2

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TOPIC: HISTORY AND CAREER OPPORTUNITIES

LESSON OBJECTIVES:


1. Describe the origins of personal beautification. 2. Name the advancements made in cosmetology during the twentieth and early twenty-first centuries. 3. List the career opportunities available to a licensed cosmetologist.



x x Milady Standard Cosmetology

x x Milady Standard Cosmetology Theory Workbook, PracticalWorkbook, and Study Guide: The Essential Companion

x Student notebook

x Pens, pencils


1. Board 2. LCD Projector and Milady Standard Cosmetology Instructor Support Slides OR Overhead Projector and

Transparencies 3. Milady Standard Cosmetology DVD Series and DVD player


TIME ALLOTMENT: 1–2 hours (adjust based on school schedule and student activities/participation)


1. Read Chapter 1, Milady Standard Cosmetology


1. Milady Standard Cosmetology 2. Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion

Student Signatures

Student Signatures


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18

Student Signatures

Student Signatures


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Tab 4 Lesson 1.119





TOPIC: HISTORY AND CAREER OPPORTUNITIES

LESSON OBJECTIVES:


1. Describe the origins of personal beautification. 2. Name the advancements made in cosmetology during the twentieth and early twenty-first centuries. 3. List the career opportunities available to a licensed cosmetologist.




x x Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion


x x Pens, pencils
















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NOTES TO EDUCATOR: 1. Review chapter, entire lesson plan, and Milady Standard Cosmetology Instructor Support Slides prior to

lesson. 2. Review Learning Reinforcement ideas/activities and predetermine which are to be used. 3. Check the projector to ensure it is working properly. 4. Gather all materials and supplies needed for demonstrations prior to starting class. 5. Have students sign in for class and document attendance based on school’s procedure. 6. During the Instructor preparation time and while students are entering and getting settled for the

class, have the first Milady Standard Cosmetology Instructor Support Slide containing the inspirational quote projected (or write it on the board or flip chart). This will help get instructors and students into the appropriate mind-set for learning and for the day.

7. The information found in this lesson correlates to the information found in Chapter 1 of the former Milady Standard Cosmetology Course Management Guide, 2008 edition.


Becoming aware of the history of cosmetology will help us understand current trends and also plan for success in the future. We must also understand what our own goals and objectives are in the field of cosmetology or a related discipline before we can put into place a plan of action for success. As we learn more about this new chosen profes-sion, our goals will change and grow, as will our action plan. Let’s take a look at where this great industry began and what the future holds for you in your new career.

Inspirational Thought for the Day:

“The fact is that to do anything in the world worth doing, we must not stand

back shivering and thinking of the cold and danger, but jump in and scramble through

as well as we can.” —Robert Cushing

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Tab 4 Lesson 1.121




I. BRIEF HISTORY Cosmetology encompasses the broad range of spe-cialty areas including hairstyling, nail technology, and esthetics.

A. TECHNICAL SKILLS The art and science of beautifying and improving the skin, nails, and hair, and the study of cosmet-ics and their applications. The term comes from the Greek word kosmetikos, meaning skilled in the use of cosmetics.

ACTIVITY: Divide students into groups and have them brainstorm about all the qualities and skills they believe are required of cosmetologists and what they have observed during their own visits to a salon. Ask for a volunteer to act as the “scribe” and record the group’s responses on the flip chart or board. You may want to supplement their ideas with the following:

- Advice giver

- Professional expert in practical skills areas

- Trustworthy

- Businessperson

- Self-promoter

- Poised and well-groomed

- Effective communicator

- Being current with technologies and procedures

(NOTE: Be sure to have a small token reward for the volunteer to demonstrate that volunteers are rewarded and that volunteering is painless.)

II. EARLY HISTORY This field is recognized as one of the oldest professions in the world.

A. Archeological Studies Studies of antiquity reveal that haircutting and hairstyling were practiced as early as the Ice Age.

B. Implements

1. Sharpened flints

2. Oyster shells

3. Bone

4. Animal sinew Sinew and hide were used as adornment.

5. Strips of hide

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C. Pigments Ancient people around the world colored their hair, skin, and nails.

1. Roots and berries

2. Tree bark and leaves

3. Herbs and nuts

4. Minerals and insects Many of these colorants are still used today.

D. Egyptians They were the first we know of to use cosmetics for beautification, religious ceremonies, and prepara-tion of the deceased for burial.

Henna was used to stain hair and nails a rich, warm red. They also infused essential oils for perfumes and for purification purposes.

1. Queen Nefertiti In 1400 B.C., she used henna paste to stain her nails a deep red and wore lavish makeup designs, using custom-blended essential oils as signature scents.

2. Queen Cleopatra In 50 B.C., she erected a personal cosmetics factory next to the Dead Sea.

E. Chinese

1. Shang Dynasty During the Shang Dynasty (1600 B.C.), Chinese aristocrats rubbed a tinted mixture of gum arabic, gelatin, beeswax, and egg whites onto their nails to turn them crimson or ebony.

2. Chow Dynasty Throughout the Chow Dynasty (1100 B.C.), gold and silver were reserved for royal families. Commoners caught wearing royal colors were pun-ished by death.

F. Greeks During the Golden Age (500 B.C.), hairstyling became a highly developed art. The Greeks used perfumes and cosmetics in religious rites, grooming, and for medicinal purposes. They built elaborate baths and developed excellent methods of dressing hair and caring for skin and nails. Women wore white lead on their faces, kohl on their eyes, and vermillion on their cheeks and lips. The red pig-ment was made by grinding cinnabar, a mineral that is the chief source of mercury, to a fine powder. It was mixed with ointment or dusted on the skin the same way as modern-day cosmetics.

G. Romans The Romans made lavish use of fragrances and cosmet-ics. They used facials made of milk and bread or fine wine. Other facials were made of corn, flour and milk, or fresh butter. A mixture of chalk and white lead was used as a facial cosmetic. Hair color indicated class in society. Noblewomen wore red hair color; middle-class women wore blonde; poor women wore black.


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Tab 4 Lesson 1.123


H. Middle Ages The Middle Ages began in 476 A.D. and lasted until about 1450. Tapestries, sculptures, and artifacts show towering headdresses, intricate hairstyles, and the use of cosmetics on skin and hair. Women wore colored makeup on their cheeks and lips, but not their eyes. Around A.D. 1000, Avicenna refined the process of steam distillation.

I. Renaissance Period when Western civilization made transi-tion from medieval to modern history. Men and women wore elaborate, elegant clothing. Fragrances and cosmetics were used. Highly colored prepara-tions for lips, cheeks, and eyes were discouraged. Eyebrows and hairlines were shaved to expose more forehead.

J. Victorian Age 1837–1901. This was one of the more austere and restrictive periods in history. Women used masks and packs of honey, eggs, milk, oatmeal, fruits, vegetables, and other natural ingredients. Women pinched their cheeks and bit their lips to induce natural color rather than use cosmetics.

III. TWENTIETH CENTURY Motion pictures allowed viewers to see celebrities with flawless complexions, beautiful hairstyles, and manicured nails. The era of industrialization brought new prosperity, and all forms of beauty began to follow trends.

A. Trends

1. 1906 Charles Nessler invented the heavily wired, heated perm machine.

2. 1908 Max Factor began manufacturing and selling makeup to movie stars that would not crack or cake even under hot studio lights.

3. 1910 Madame C. J. Walker moved her company that manufactured “Madam Walker’s Wonderful Hair Grower” to Indianapolis where she built a fac-tory, a hair salon, and training school. In 1917, she organized a convention for the Madame C. J. Walker Hair Culturists Union of America, one of the first national meetings for business-women ever held.

4. 1920s Cosmetic advertising grew from $2.5 million in 1915 to $25 million in 1925 (Source: Milady Standard Cosmetology, 2012). Radio advertising went from $390,000 in 1927 to $3.2 million in 1930. Total sales for cosmetics and toiletries grew from $8.6 million in 1909 to $33.5 million in 1920 (Source: Milady’s Standard Nail Technology, 6th ed.).


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5. 1930s In 1931, the first preheat perm method was introduced. In 1932, Ralph Evans and Everett McDonough invented the first perm heated by chemical reaction (the first machineless perm).

In 1932, Charles Revson marketed the first nail polish, as opposed to stain. Also in 1932, Lawrence Gelb introduced the first permanent haircolor and founded Clairol. In 1935, Max Factor created pan-cake makeup. In 1938, Arnold Willatt invented the cold wave, the precursor to the modern perm. The 1930s represented a very busy decade for the field of cosmetology.

6. 1940s The cold wave replaced virtually all predecessors. The terms cold waving and permanent waving became synonymous. Today, perming and straight-ening services are referred to as texture services. Aerosol cans were invented. Shiny lips came into vogue. Nail polish applications omitted the lunula and sometimes the nail tip (Source: Milady Standard Cosmetology, 2012).

7. 1950s to 2000 In the 1950s, tube mascara was introduced. Weekly salon appointments boomed and then faded away. Vidal Sassoon presented geometric cuts. In the 1970s, French hairdressers introduced highlighting by weaving with foil. Also in the 1970s, Monomer liquid and polymer powder nail services were intro-duced. Artificial nail tips applied with cyanoacry-late adhesive were invented. Jeff Pink invented the French manicure. Ridge filler was offered on the market (Source: Milady Standard Cosmetology, 6e). In the 1980s, makeup came back to heavily made up eyes and heavy use of blush. In the 1990s, hair-color became gentler. In 1998, Creative Nail Design introduced the first spa pedicure system.

IV. TWENTY-FIRST CENTURY Today, gentler, no-fade haircolor is used. Estheticians rejuvenate skin and keep some disor-ders at bay. The industry is in an age of specializa-tion. Day and Men-only specialty spas are on the rise, providing many new career opportunities.

V. CAREER PATHS FOR COSMETOLOGISTSA. Haircolor specialist You may become the color specialist and trainer

within your salon or even for a product manufac-turer.

B. Texture specialist You may become the texture specialist and trainer within your salon or even for a product manufac-turer.


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Tab 4 Lesson 1.125


C. Cutting specialist After you develop you own unique way of cutting hair, you will want to continue to learn and train with other well-known haircutters. You may become a trainer within you own salon for haircutting.

D. Salon trainer You may be hired by a product company or large salon chain to work as a salon trainer. Training may range from technical training to management train-ing to interpersonal skills training.

E. Distributor sales consultant Also known as a DSC. You may be hired by a Distributorship to perform training on products, trends, and techniques in the salons they serve.

F. Manufacturer educator After becoming a master of a company’s product lines, you may be hired to train stylists and salon staff to use products successfully.

F. Cosmetology instructor After attaining success in the salon, you may feel called to share your knowledge with others. One way to do that is by working as an instructor in a licensed school.

G. Film, theatrical, or editorial stylist Persistence, networking skills, reliability, team spirit, and attention to detail could land you a position working behind the scenes at magazine or Internet photo shoots or backstage on movies or TV sets.

VI. SALON MANAGEMENT Opportunities include: inventory manager, depart-ment head, educator, special events manager, assistant manager, and general manager. With expe-rience, you could add “salon owner” to your list of career opportunities.

A. Other opportunities Product educator; distributor; freelance editorial makeup artist, hairstylist, or cosmetologist for photo shoots, film, and more; school instructor; retail cosmetics sales person or manager; medical esthetician.

Beyond defining your area of expertise, you should decide whether you want to work in a specialty salon, full-service salon, day spa, or on photo, video, or film sets.

For more information, see Chapter 32.

(NOTE: Have students view Milady Standard Cosmetology DVD Series – History of Cosmetology and Career Opportunitites.)


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SUMMARY AND REVIEW

The world of cosmetology offers limitless opportunities and a wide variety of career avenues from which to choose. It may interest you to know that in 2006, total salon industry sales exceeded $37.5 billion, and it is estimated that the industry grossed over $60 billion in revenue in 2009, including manufacturing, dis-tributing, salon services, and retail. You can enjoy a substantial “chunk” of that money if you are depend-able, ambitious, and willing to work hard and develop the technical skills and personal characteristics necessary to achieve success. The positive behaviors necessary to achieve your desired level of success will not develop overnight. It is essential that you begin practicing success behaviors and patterns while you are in school so that you will be more competitive when you enter the workforce in a few short months.

LET’S REVIEW: 1. What are the origins of appearance enhancement?

Answer: Simple but effective implements used at the dawn of history were shaped from sharpened flints, oyster shells, or bone. Animal sinew or strips of hide were used to tie the hair back or as adorn-ment. Ancient people used coloring matter on their hair, skin, and nails, and practiced tattooing. Pigments were made from berries, tree bark, minerals, insects, nuts, herbs, leaves, and other materials. The Egyptians were the first to cultivate beauty in an extravagant fashion, and to use cosmetics. As early as 3000 B.C., Egyptians used minerals, insects, and berries to create makeup and henna. They were also the first civilization to infuse essential oils. Ancient Egyptians are also credited with creating kohl makeup. During the Shang Dynasty (1600 B.C.), Chinese aristocrats rubbed a tinted mixture of gum arabic, gelatin, beeswax, and egg whites onto their nails to turn them crimson or ebony; nail tint-ing was tied to social status. During the golden age of Greece (500 B.C.), hairstyling became a highly developed art. The ancient Greeks made lavish use of perfumes and cosmetics, built elaborate baths, and developed excellent methods of dressing the hair and caring for the skin and nails.

2. What are some of the advancements made in cosmetology during the nineteenth, twentieth, and early twenty-first centuries?Answer: Women used beauty masks and packs made from honey, eggs, milk, oatmeal, fruits, veg-etables, and other natural ingredients. In 1906, Charles Nessler invented a perming machine, a heavily wired machine that supplied electrical current to metal rods around which hair strands were wrapped. Marcel Grateau (AKA Francois Marcel) invented the first curling iron. An alternative to the machine perm was introduced in 1932 when chemists Ralph L. Evans and Everett G. McDonough pioneered a method that used external heat generated by chemical reaction. Also in 1932, Lawrence Gelb intro-duced the first permanent haircolor product and founded a company called Clairol. Today, hairstylists have far gentler, no-fade haircolor, and estheticians can noticeably rejuvenate the face, as well as keep disorders such as sunspots and mild acne at bay.

3. What are some of the career opportunities available to licensed beauty practitioners?Answer: Haircolor specialist, texture specialist, cutting specialist, salon trainer, distributor sales consultant, and cosmetology instructor.

LEARNING REINFORCEMENT IDEAS AND ACTIVITIES 1. Have students complete Chapter 1 of Milady Standard Cosmetology Theory Workbook, Practical Workbook,

and Study Guide: The Essential Companion.

2. Have students complete review and final testing with Milady Standard Cosmetology Online Licensing Preparation.

3. Assign students different research projects based on the history of cosmetology. The Internet offers many websites that contain information about the beautification processes used in Ancient Egypt, Rome, and Greece. In addition, sites can be found which depict trends of each century and many

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Tab 4 Lesson 1.127


decades back to the 1300s. Have students write a brief essay on beautification processes and how they impacted each generation. Give extra credit for pictures that are downloaded and accompany the report.

4. Using the research obtained in Idea #3, have students build bulletin boards depicting different eras in cosmetology.

5. Have students visit different salons and interview personnel filling the various positions discussed in this chapter. Have them list the pros and cons of their assigned positions and report them to the full class at an assigned time.

6. On the lines below, write any activities, assignments, or ideas that have been used effectively with this lesson in order to aid other instructors who may use this lesson plan in the future:

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TEST—CHAPTER 1—HISTORY AND CAREER OPPORTUNITIES 1. The art and science of beautifying and improving the skin, nails, and hair, and the study of cosmetics

and their application is called:a) esthiologyb) cosmetologyc) cosmeticsd) barbering

2. The earliest that archaeological studies reveal that haircutting and hairstyling were practiced was in the ________________.a) Renaissanceb) Ice Agec) Medieval periodd) Roman Empire

3. Ancient records show that matter made from berries, tree bark, minerals, insects, nuts, herbs, and leaves were used for ________________.a) styling b) wavingc) coloringd) conditioning

4. The first to cultivate beauty in an extravagant fashion and use cosmetics as part of their personal beautification habits, in religious ceremonies, and when preparing the deceased for burial were the:a) Romansb) Greeksc) Egyptiansd) Indians

5. In Ancient Egypt, Queen Nefertiti stained her nails red by dipping her fingertips in:a) hennab) herbsc) oilsd) lacquer

6. In ancient Greece, what mineral was ground to make brilliant red pigment?a) copperb) nickelc) cinnabard) kohl

7. In ancient Rome, noblewomen tinted their hair:a) blondeb) redc) blackd) brown

8. In ancient Rome, middle-class women colored their hair:a) blondeb) redc) blackd) brown

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Tab 4 Lesson 1.129


9. In ancient Rome, poor women colored their hair:a) blondeb) redc) blackd) brown

10. Women wore colored makeup on their cheeks and lips, but not on their eyes during the:a) Ice Ageb) Renaissancec) Golden Aged) Middle Ages

11. One of the most austere and restrictive periods in history with respect to appearance enhancement is the:a) Renaissanceb) Victorian Agec) Golden Aged) Middle Ages

12. The pole of the barber pole is thought to represent the ______________ that the patient would hold on to in order for the veins in the arm to stand out during bloodletting.a) basinb) bandagec) staffd) knife

13. In history, bloodletting was a medical procedure thought to:a) strengthen the immune systemb) reduce the chance of blood clottingc) diminish the risk of infectiond) strengthen the heart rate

14. In the salon industry, a DSC is known as a:a) District Service Consultantb) Director of Service and Cosmeticsc) Distributor Service Consultantd) Distributor Sales Consultant

15. One thing that is key to your success in the field of cosmetology, regardless of which path you choose, is:a) specializing in haircuttingb) continuing to learnc) focusing on nail cared) offering special facials

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TEST—CHAPTER 1—HISTORY AND CAREER OPPORTUNITIES ANSWER KEY

1. b 2. b 3. c 4. c 5. a

6. a 7. b 8. a 9. c 10. d

11. b 12. c 13. a 14. d 15. b

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TOPIC: LIFE SKILLS

LESSON OBJECTIVES:


1. List the principles that contribute to personal and professional success. 2. Create a mission statement. 3. Explain how to set short-term and long-term goals. 4. Discuss the most effective ways to manage time. 5. Describe good student habits. 6. Define ethics. 7. List the characteristics of a healthy, positive attitude.





x Student notebook

x Pens, pencils






PRIOR STUDENT ASSIGNMENT: 1. Read Chapter 2, Milady Standard Cosmetology



Student Signatures

Student Signatures


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32

Student Signatures

Student Signatures

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Tab 4 Lesson 2.033



INSTRUCTOR NAME:___________________ DATE TAUGHT:___________________SUBJECT: ORIENTATION

TOPIC: LIFE SKILLS

LESSON OBJECTIVES:


1. List the principles that contribute to personal and professional success. 2. Create a mission statement. 3. Explain how to set short-term and long-term goals. 4. Discuss the most effective ways to manage time. 5. Describe good student habits. 6. Define ethics. 7. List the characteristics of a healthy, positive attitude.




x x Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion

x Student notebook

x Pens, pencils








EDUCATOR REFERENCES: 1. Milady Standard Cosmetology 2. Milady Standard Cosmetology Theory Workbook, Practical Workbook, and Study Guide: The Essential Companion

33







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7. The information found in this lesson correlates to the information found in Chapter 2 of the former Milady Standard Cosmetology Course Management Guide, 2008 edition.


The fact that you are sitting in this classroom today is evidence that you’ve reached adulthood and, as a result, you may be wondering what else there is to learn about life skills and how to manage them effectively. It might be easier for you to understand their importance if you think of it like this. Imagine yourself on Christmas morning (sometime after midnight but before the little ones awake to see what Santa has brought them) in the garage with a huge box that contains all the parts and pieces necessary to put together a bicycle for little Johnnie. In your zeal to do something special for that angelic little one in your life, you rip open the box and begin laying out all the pieces and just when you are all ready to begin the assembly, you realize that the box contains no directions, nor does it contain any tools for putting the bicycle together.

It is going to be difficult to get this huge project finished before little Johnnie wakes up, isn’t it? Now, you have all the pieces to make a great new bicycle. However, they are of little use unless they actually can be put together into the finished product. You need instructions or a plan for assembly, and you need wrenches and screw drivers, or the tools necessary to build the bike.

It is the same way with life. You have enrolled in school to obtain the skills necessary to become a licensed professional in the field of cosmetology. Here you will learn those technical skills necessary to per-form the required services for your clients. But, as stated in your text, those technical skills must have a solid foundation of life skills in order to be effective. Let’s think of your life skills as that missing set of instructions and tools needed to build the bike. Once you have the instructions and the tools together, plus your devel-oped technical skills, you will have created a solid foundation upon which you can build a successful career.

You may achieve a high level of success one day, but you will not sustain that level of success without sound life skills. You may be able to get the bicycle together without the appropriate directions or the appropriate tools, but the likelihood of its staying together and lasting is greatly diminished. So by devel-oping and managing effective life skills on an ongoing basis, there is no limit to what you can accomplish.


“A continued atmosphere of hectic passion is very trying if you haven’t got any of

your own.” —Dorothy L. Sayers

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Tab 4 Lesson 2.035




I. LIFE SKILLSA. IMPORTANT LIFE SKILLS FOR

A SATISFYING CAREER

1. Being caring and helpful

2. Making good friends

3. Feeling good about yourself

4. Having a sense of humor

5. Being cooperative

6. Being responsible

7. Being consistent in work

8. Being adaptable

9. Sticking to goals

10. Being organized

11. Having common sense

II. THE PSYCHOLOGY OF SUCCESS Your talent must be fueled by passion.

A. GUIDELINES FOR SUCCESS Defining success is a personal thing.

B. SUCCESS PRINCIPLES

1. Build self-esteem. Trust your own abilities.

2. Visualize success.

3. Build on your strengths. Practice doing whatever makes you feel good about yourself.

4. Be kind to yourself. Stop self-critical or negative thoughts.

5. Define success for yourself. Do not depend upon other people’s definition. Do what is right for you.

6. Practice new behaviors. Develop success by practicing new behaviors and skills.

7. Keep personal life separate Talking about yourself or others is usuallyfrom work. counterproductive.

8. Be energized. Take care of personal needs, get plenty of sleep, eat properly, spend time with family, and enjoy balance in your life.

9. Respect others. Build relationships and exercise good manners. Practice being a good listener.

10. Stay productive. Avoid the bad habits of procrastination, perfection-ism, and not having a game plan.

a. Procrastination Do not put off until tomorrow what you can do today.

b. Perfectionism Expecting everything to be perfect is an unhealthy compulsion.

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c. Lacking a game plan In order to achieve success, you must have a plan for your life.

C. RULES FOR SUCCESS

1. Attend all classes.

2. Arrive for class early.

3. Have all necessary materials ready.

4. Listen attentively.

5. Highlight important points.

6. Take notes for later review.

7. Be attentive during summary and review.

8. Ask for clarification.

III. MOTIVATION AND SELF MANAGEMENT Motivation propels you to do something. Self-management is the well-thought-out process for the long haul. The most effective motivation comes from within. You must have an inner desire to grow your skills and succeed.

A. YOUR CREATIVE CAPABILITY Creativity is an unlimited inner resource of ideas and solutions. Let’s look at a few guidelines for enhancing creativity.

1. Eliminate self-criticism. Criticism blocks the creative mind from exploring ideas and discovering solutions to challenges.

2. Look inward for motivation.

3. Change your vocabulary. Build a positive vocabulary using active, problem-solving words like explore, analyze, determine, and so on.

4. Do not go it alone. Work with others to share ideas and build a team environment.

IV. MANAGING YOUR CAREER You must be prepared for obstacles to career success.

A. DESIGN A MISSION STATEMENT A mission statement establishes the values that you live by and sets up future goals. You must have a sense of purpose and a reason for being.

ACTIVITY: Write a personal mission statement in one or two sentences that communicates who you are and what you want for your career. One exam-ple is, “I am dedicated to achieving a successful career with dignity, honesty, and integrity.” Keep a copy where you can see it daily.

B. GOAL SETTING Goal setting is identifying short-term and long-term goals to help you decide what you want to achieve in your life. When you have goals, you can create an action plan for attaining them.

C. HOW GOAL SETTING WORKS You must have a plan and reexamine it often.


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Tab 4 Lesson 2.037


D. SHORT-TERM GOALS Short-term goals are usually accomplished in one year or less.

E. LONG-TERM GOALS Long-term goals are usually accomplished in more than one year and are often measured in incre-ments of five years or more. Write goals down in short-term and long-term columns and divide each into workable segments. Have a plan and reexamine it often to stay on track.

F. EFFECTIVE GOAL SETTING Ask yourself these questions.

1. Are specific skills needed?

2. Is needed information readily available?

3. Do I need a coach or mentor?

4. What is the best approach for accomplishment?

5. Am I open to new ideas for my plan?

G. TIME MANAGEMENT TIPS Maximize your inner organizer.

1. Prioritize. List tasks in order of importance.

2. Personalize your system. Make sure your plan works for you.

3. Do not take on too much. Learn to say no and mean it.

4. Learn problem-solving techniques.

5. Plan downtime.

6. Carry a notepad or organizer. When a great idea strikes, write it down.

7. Make schedules. Make daily, weekly, and monthly schedules for work, study, and leisure time.

8. Identify the best times for productivity and relaxation.

9. Reward yourself.

10. Plan exercise.

11. Schedule a block of free time daily.

12. Use to-do lists.

13. Make time management a habit.

V. STUDY SKILLS Focus on smaller tasks and smaller chunks of time for studying.

A. GOOD STUDY HABITS Develop good study habits by knowing where, when, and how to study.

B. WHERE

1. Find a comfortable, quiet spot.


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2. Gather supplies.

3. Sit upright and remain alert.

C. WHEN

1. Estimate time needed.

2. Study at motivated and energetic times.

3. Fit it in during waiting periods. Such as while waiting in the doctor’s office and riding on the city bus.

D. HOW

1. Study chapter segments.

2. Highlight key words.

3. Test yourself on segments.

VI. ETHICS Ethics are the principles of good character, proper conduct, and moral judgment expressed through personality, human relations skills, and professional image.

A. FIVE PROFESSIONAL BEHAVIORS

1. Provide skilled services.

2. Be honest, courteous, and sincere.

3. Avoid discussing private matters.

4. Participate in continuing education.

5. Give clients accurate information.

B. PROFESSIONAL ETHICS

1. Self-care Avoid stress and burnout by taking care of yourself.

2. Integrity Your behavior and actions should match your values.

3. Discretion Never breach client confidentiality.

4. Communication Your responsibility and ethics extend to your communication with others.

C. PERSONALITY DEVELOPMENT AND ATTITUDE

1. Diplomacy Be tactful by being straightforward, not critical.

2. Tone of voice Soften your voice, speak clearly, and deliver words pleasantly.

3. Emotional stability Remaining in control is a sign of maturity.

4. Sensitivity This is a combination of understanding, empathy, acceptance, and compassion.

5. Values and goals Values and goals are acquired and developed.


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Tab 4 Lesson 2.039


6. Receptivity Be interested and responsive to the opinions, feelings, and ideas of others.

7. Communication skills Develop an ease in talking about yourself and listening to others.

D. THE WHOLE PERSON Your personality is the sum total of inborn characteristics, attitudes, and behavioral traits.

1. Attitude can be improved with work.

2. See good in difficult situations.

3. Associate with positive people.


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SUMMARY AND REVIEW

One of your most valuable resources in life is time, and it is exactly the same for every human being. Your instructor, your supervisor when you get to that all-important first job, your children, your significant other, your neighbors, the most successful people you know of in the industry, and YOU all have the same 365 days per year, the same 24 hours per day, and the same 60 minutes per hour to manage your time and your life skills. According to Merriam-Webster’s Collegiate Dictionary, 10th Edition, time is a continuum that is measured in terms of events that succeed one another from the past through the present to the future. Thus, the basic elements of time and life are events. So the key to managing our life skills and our time is event control. We have discussed a number of strategies, tips, and rules for better managing our time and our lives in today’s lesson.

We have learned that we can change our lives by changing our attitudes and possibly even percep-tions. We become what we think about ourselves. Practice will not necessarily make something perfect, but it will make it permanent. Only careful, dedicated practice will make it perfect. Therefore, we must practice what we do correctly, whether it is a technical skill, an attitude, or a behavior.

LET’S REVIEW: 1. What principles contribute to personal and professional success?

Answer: Build self-esteem, visualize success, build on your strengths, be kind to yourself, define suc-cess for yourself, practice new behaviors, keep your personal life separate from your work, keep your energy up, respect others, and stay productive.

2. How do you create a mission statement? (Give an example.)Answer: Write one or two sentences that communicate who you are, and what you want for your life. For example: “I am dedicated to pursuing a successful career with dignity, honesty, and integrity.”

3. How do you go about setting long- and short-term goals?Answer: Decide on short-term goals you wish to accomplish in a year or less and long-term goals for larger sections of time such as five years, ten years, or even longer. Once you have organized your thinking around your goals, write them down in “short-term” and “long-term” columns, and divide each set of goals into workable segments.

4. What are some of the most effective ways to manage time?Answer: Prioritize by making a list of tasks. When designing your own time management system, make sure it will work for you. Never take on more than you can handle. Learn problem-solving tech-niques that will save you time. Give yourself some down time. Carry a notepad or an organizer with you at all times. Make daily, weekly, and monthly schedules. Identify the times of day when you are highly energetic, and when you just want to relax, and plan your schedule accordingly. Reward your-self for work well done, do not neglect physical activity, schedule at least one additional block of free time each day, and understand the value of to-do lists. Make time management a habit.

5. How do you describe good study habits?Answer: Knowing where, when, and how to study.

6. What is the definition of ethics?Answer: Ethics are the moral principles by which we live and work.

7. What are the characteristics of a healthy, positive attitude?Answer: Diplomacy, a pleasing tone of voice, emotional stability, sensitivity, values and goals, recep-tivity, and good communication skills.

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Tab 4 Lesson 2.041





3. Have students list their goals in two columns: Short-Term Goals and Long-Term Goals. Then divide each set of goals into workable segments. For example, obtaining your license may seem overwhelm-ing if you have just enrolled in school. However, if you break that goal down into workable segments, you begin to see how easily they are accomplished. Workable segments might include going to class on time, completing homework assignments, mastering skills, passing tests, etc.

4. Using resources available to them (library, Internet, etc.), have students research endorphins and write a brief essay on how the body’s production of endorphins is evidence that we are in control of our own attitude and we can change it as we see fit.

5. Have students complete the Personal Characteristics Chart, LP 2.0, H-1.

6. Have students complete the Self-Care Test, LP 2.0, H-2.


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PERSONAL CHARACTERISTICS

Use the chart below to answer questions 1 through 10 about yourself. Upon completion, have another student or family member in whom you have confidence complete the questions about you as well. Then compare and discuss your ratings.

CHARACTERISTIC 4 - ALWAYS 3 - USUALLY 2 - SOMETIMES 1 - SELDOM

1. Confidence - believes in self; tries new tasks.

2. Perseverance - does not give up easily.

3. Comprehension - pays attention in class.

4. Initiative - finds work to do with-out being told by an instructor.

5. Reliability - does not break promises or obligations.

6. Enthusiastic - eager; has desire to learn.

7. Cooperation - has willingness to work well with others and instructor.

8. Safety conscious - observes safety rules in the classroom and clinic.

9. Housekeeping - keeps tools, equipment, student kit, and work area organized and sanitary.

10. Appearance - well-groomed, dress is neat and clean; appears professional.

List below some examples of how you exhibit each of the above qualities.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

LP 2.0, H–1

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43


Tab 4 Lesson Plan 2.0 Handouts

THE SELF-CARE TEST

Some people know intuitively when they need to stop, take a break, or even take a day off. Other people forget when to eat. You can judge how well you take care of yourself by noting how you feel physically, emotionally, and mentally. Here are some questions to ask yourself to see how you rate on the self-care test. Here are some questions to ask yourself to see how you rate on the self-care scale.

Question Answer Points 1. Do you wait until you are exhausted before you stop working? ______ ______ 2. Do you forget to eat nutritious food and substitute junk food on the fly? ______ ______ 3. Do you say you will exercise and then put off starting a program? ______ ______ 4. Do you have poor sleep habits? ______ ______ 5. Are you constantly nagging yourself about not being good enough? ______ ______ 6. Are your relationships with people filled with conflict? ______ ______ 7. When you think about the future are you unclear about the direction

you will take? ______ ______ 8. Do you spend most of your spare time watching TV? ______ ______ 9. Have you been told you are too stressed and yet you ignore these concerns? ______ ______ 10. Do you waste time and then get angry with yourself? ______ ______

Total Points: ______Each yes: 5 points 0–15: You take pretty good care of yourself. Examine questions you answered yes to.15–30: You need to rethink your priorities.30–50: You are neglecting yourself and may be headed for high stress and burnout.

If you answered higher than 15, review the suggestions and philosophies contained in this chapter to implement an improvement plan for better self-care.

LP 2.0, H–2

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TEST—CHAPTER 2—LIFE SKILLS 1. ______________ is based on inner strength and begins with trusting your ability to reach your goals.

a) Loyaltyb) Integrityc) Self-esteemd) Honesty

2. Practice doing whatever you do well in order to maintain a ____________________.a) positive self-imageb) good posturec) good relationshipd) healthy diet

3. Put a stop to ______________ thoughts that can block the creative mind from exploring ideas and discovering solutions to challenges.a) positiveb) self-criticalc) healthyd) self-approving

4. Procrastination is harmful because it can rob you of _________________.a) party timeb) good posturec) productivityd) arrogance

5. In order to manage your time effectively, you must tap into your ______________.a) inner organizerb) inner spiritc) external skillsd) external resources

6. Three bad habits that can keep you from maintaining peak performance are procrastination, lacking a game plan, and _________________.a) persistenceb) prevaricationc) preparationd) perfectionism

7. Your sense of purpose can be validated in a personal ___________________.a) trade magazineb) mission statementc) legal contractd) business plan

8. Long-term goals are usually those you expect to take more than a ___________ to complete.a) dayb) weekc) yeard) month

9. Prioritizing means making a list of tasks that need to be done in what order?a) most to least importantb) general to specificc) specific to generald) oldest to newest

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Tab 4 Lesson 2.045


10. ____________________ techniques will save you time by uncovering needed solutions.a) Transferb) Problem-solvingc) Referrald) Summarizing

11. If you find studying overwhelming, focus on ___________.a) the big pictureb) your long-term goalsc) improving habitsd) individual small tasks

12. Some ethical characteristics that you should aspire to include respect, courtesy, honesty, and ________________.a) sincerityb) abruptnessc) aggressivenessd) curtness

13. An individual’s _________________ is the sum total of her or his inborn characteristics, attitudes, and behavioral traits.a) imageb) personalityc) intelligenced) education

14. A combination of understanding, empathy, and acceptance is known as __________.a) attitudeb) personalityc) missiond) sensitivity

15. Make a point of relating to everyone you know with a conscious feeling of _______________.a) recognitionb) comparisonc) respectd) assertiveness

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TEST—CHAPTER 2—LIFE SKILLS ANSWER KEY

1. c 2. a 3. b 4. c 5. a

6. d 7. b 8. c 9. a 10. b

11. d 12. a 13. b 14. d 15. c

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MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 3.0

INSTRUCTOR NAME: _________________________ DATE TAUGHT: ___________________


TOPIC: YOUR PROFESSIONAL IMAGE

LESSON OBJECTIVES:


1. Understand personal hygiene. 2. Explain the concept of dressing for success. 3. Demonstrate an understanding of ergonomic principles and ergonomically correct postures and

movements.





x Student notebook

x Pens, pencils










Student Signatures

Student Signatures


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48

Student Signatures

Student Signatures

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Tab 4 Lesson 3.049


MILADY STANDARD COSMETOLOGY COURSE MANAGEMENT GUIDE CLASS SIGN-IN SHEET 3.0


TOPIC: YOUR PROFESSIONAL IMAGE

LESSON OBJECTIVES:


1. Understand personal hygiene. 2. Explain the concept of dressing for success. 3. Demonstrate an understanding of ergonomic principles and ergonomically correct postures and

movements.





x Student Notebook

x Pens, pencils
















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7. The information found in this lesson correlates to the information found in Chapter 3 of Milady Standard Cosmetology Course Management Guide, 2008 edition.


First impressions matter a lot, and because you are in the image business, how you look and present yourself has a bigger than usual impact on your success. If you are talking about style, then you need to look stylish; if you are advising your clients about makeup, your makeup must be current and beautifully applied. If you are recommending hand care services, your hands and nails should be well groomed. When your appearance and the way that you conduct yourself are in harmony with the beauty business, your chances of being successful increase dramatically!

Of course your personality and abilities also come into play, but how you look is the first and most important clue that leads potential clients to decide that you can make them look great. Add your behav-ior, the attitude you project, the way you interact with others, your communication skills, and how you physically hold yourself, and you create a complete, professional image. Ideally, you should present a great total package.

Maintaining a healthy body and mind are both critical for projecting the best possible image, whether in your personal or your professional environment. There are some general guidelines that will help you do just that. We’re going to discuss those guidelines and much more in today’s lesson. By the time we conclude this class, there will be no doubt in your mind as to the importance of your professional image for the attainment of your success.


“If we do not plant knowledge when we are young, it will give us no shade when

we are old.”—Lord Chesterfield

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Tab 4 Lesson 3.051




I. YOUR PROFESSIONAL IMAGE ACTIVITY: Divide students into small groups and have them share meaningful stories about a person who really impressed and inspired them for the good, someone who had a real impact on them. Give them about 10 minutes for discussion and then have them decide which person they will report to the full group. As time permits, have each group report to the full class on one of the people discussed in their group.

As the groups report on their chosen person, have a volunteer act as “scribe” and record a list of characteristics on the board or flip chart that apply to those impressive people. Discuss the qualities that all these impressive people had in common. What seems to be the primary ingredient for an excellent professional image?

NOTE: After activity, move into the lesson plan.

A. PROFESSIONAL IMAGE DEFINITION The impression you project through your outward appearance and your conduct in the workplace

II. BEAUTY AND WELLNESSA. PERSONAL HYGIENE The daily maintenance of cleanliness by practicing

good personal habits

B. HYGIENE PACK CONTENTS1. Toothbrush and toothpaste

2. Mouthwash

3. Sanitizing wipes or liquid

4. Dental floss

5. Deodorant or antiperspirant

C. HYGIENE PACK USE

1. Wash hands often

2. Use deodorant or antiperspirant

3. Brush and floss teeth

4. Use mouthwash and breath mints

5. Perform self-checks periodically

D. SMOKING Try not to smoke while working. If you cannot wait until after work, smoke outside or in well-ventilated area at least half an hour prior to serving a client. Brush your teeth, use mouthwash, and wash hands after smoking if still serving clients.

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III. APPEARANCES COUNTA. GOOD GROOMING REQUIREMENTS

1. Put thought into appearance2. Keep haircut and color fresh3. Keep skin well-groomed Use sun block.4. Maintain well-groomed nails5. Change style frequently Change as often as you feel comfortable and keep

up with trends.B. PERSONAL GROOMING AND

DRESSING FOR SUCCESS Clothing should reflect the fashions of the season.1. Image should be consistent

with salon2. Clean, fresh, and stain-free3. Functional as well as stylish4. Accessorize without distracting5. Comfortable, well-fitting shoes

C. WEARING MAKEUP IN THE SALON1. Accentuate your features2. Mask less flattering features3. Be guided by salon’s image

D. BEHAVING PROFESSIONALLY1. Keep a positive attitude2. Project a positive image3. Be polite4. Gain mentors by being helpful

IV. YOUR PHYSICAL PRESENTATIONA. POSTURE AND DEPORTMENT

1. Keep neck elongated2. Balance neck above shoulders3. Lift upper body with chest out4. Hold shoulders level and relaxed5. Sit with back straight6. Pull abdomen in and flat

B. ERGONOMICS – DEFINITION1. Webster’s An applied science concerned with designing and

arranging things people use so that the people and things interact most efficiently and safely.

2. Safety and Health in the SalonBy Dennis Nelson The study of human characteristics for the specific

work environment. Ergonomics attempts to “fit the job to the person and sometimes includes human factors engineering.”


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Tab 4 Lesson 3.053


3. Milady’s Standard Cosmetology The science of designing the workplace as well as its equipment and tools to make specific body movements more comfortable, efficient, and safe. Ergonomics fits the job to the person.

C. MUSCULOSKELETAL DISORDERS Hundreds of cosmetology professionals are reported to have musculoskeletal disorders

D. SELF-MONITORING OF STRESSFULREPETITIVE MOTIONS1. Gripping, squeezing too tightly2. Bending wrist up/down

constantly3. Holding arms away from body4. Holding elbows more than a

60-degree angle away from body for extended periods

5. Bending forward and/or twisting toward client

D. MEASURES TO AVOID PROBLEMS1. Keep wrists in a straight or

neutral position.2. Have nail client extend hands

across the table to you.3. Use ergonomically designed

implements.4. Keep back and neck straight.5. Stand on an anti-fatigue mat.6. When cutting, sit if possible.

When standing, stand correctly. Stand with legs hip-width apart, bend knees slightly, and align your trunk with your abdomen.

E. QUICK EXERCISES FOR WRISTS1. Stand up straight.2. Raise both arms straight out.3. Bend wrists so fingers point

upward and hold for 5 seconds.4. Hold wrists steady and turn

your so fingers face floor and hold for 5 seconds.

5. Repeat cycle five times.F. QUICK EXERCISES FOR FINGERS

1. Get a tennis or tension ball.2. Grip ball tightly for a five count

and release.3. Repeat five times.


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G. QUICK EXERCISES FOR SHOULDERS

1. Stand straight and shrug shoulders upward.

2. Roll shoulders back and hold for a five count.

3. Reverse direction and roll shoulders forward for a five count.

4. Repeat five times.


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Tab 4 Lesson 3.055


SUMMARY AND REVIEW

Your professional image is yours to create and define. Once you’ve identified the image you most want to project and have taken ownership of it, your professional life will grow and flourish. Through today’s lesson we have established that our professional image is comprised of much more than just our outer appearance. If we work in an environment that has any physical discomfort built into it, we need to try to counter the problem by including regular stretching intervals to break up the repetitiveness of the motions we use. It addition, we must put our health first before any tasks at hand.

LET’S REVIEW: 1. What are four good personal hygiene habits?

Answer:• Wash your hands throughout the day as required, including at the beginning of each service.• Use deodorant or antiperspirant. • Brush and floss your teeth, and use mouthwash or breath mints throughout the day as needed.• Do self-checks periodically to ensure that you smell and look fresh.

2. What is the best way to ensure you are dressed for success?Answer: “Tune in” to your salon’s culture and clientele, so that you can make the best clothing choices.

3. What are four ways you can avoid ergonomic-related injuries?Answer:• Use ergonomically designed implements.• Keep your back and neck straight.• Stand on an anti-fatigue mat.• When cutting hair, sit if you can. When standing to cut, position your legs hip-width apart, bend

your knees slightly and align your trunk with your abdomen.




3. Have students work in small groups of three to five people and discuss experiences they have had when professionals they have dealt with did NOT practice the elements discussed in this chapter on Professional Image. Have them identify specific cases, state why the results were negative, and provide a solution or identify changed behavior that would have had a more positive effect. Have them report back to the whole class. You may want to assign specific topics to the groups such as:

– Heath, posture, physical presentation

– Personality, bad manners

– Poor appearance and grooming

4. Invite a nutritionist and/or professional image consultant to the school as a guest speaker to provide additional information on this important subject.

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5. Assign for extra-credit essays on the various topics such as: nutrition, personality development, devel-oping communication skills, professional ethics.


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Tab 4 Lesson 3.057


TEST—CHAPTER 3—YOUR PROFESSIONAL IMAGE 1. The impression you project as a person engaged in the cosmetology profession that consists of your

outward appearance, your behavior, your attitude, the way you interact with others, your communica-tion skills, and how you physically hold yourself is known as ________________.a) code of conductb) work professionalismc) professional imaged) work ethic

2. The daily maintenance of cleanliness and healthfulness through certain daily practices is known as ________________.a) public sanitationb) health awarenessc) public hygiened) personal hygiene

3. Regardless of your salon’s dress code, your clothing should always be clean, fresh, functional, and _______________.a) subduedb) stylishc) plaind) bright

4. The most important point to keep in mind about makeup is that it should ____________ your best features and mask your less flattering ones.a) minimizeb) reducec) lessend) accentuate

5. To a large degree, your physical presentation is made up of your posture and walk, and should convey an image of _______________.a) confidenceb) attitudec) arroganced) meekness

6. Your ____________ shows off your figure and conveys an image of confidence.a) attitudeb) spiritc) philosophyd) posture

7. An applied science concerned with designing and arranging things people use so that the people and things interact most efficiently and safely is known as _________________.a) economicsb) ergonomicsc) physicsd) basics

8. One measure that can be taken to prevent injury on the job is to break up the repetitiveness of motions used by including:a) regular stretching exercisesb) occasional bending and twistingc) gripping implements tightlyd) holding arms away from body

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9. Another measure that can be taken to prevent injury on the job is holding implements so that the wrist is in a relatively _______________ position.a) verticalb) angledc) uprightd) neutral

10. Stressful, repetitive motions have a cumulative effect on the muscles and __________.a) skinb) jointsc) eyesd) lungs

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Tab 4 Lesson 3.059


TEST—CHAPTER 3—YOUR PROFESSIONAL IMAGE ANSWER KEY

1. c 2. d 3. b 4. d

5. a 6. d 7. b 8. a

9. d 10. b

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HAND, WRIST, AND FOREARM STRETCHING EXERCISE

1. While standing, shrug shoulders and hold for the count of eight.

2. Raise your arms above head, stand on your toes, and clench your fists. Hold for the count of four.

3. Spread fingers apart. Rotate hands clockwise four times, then counter-clockwise four times.

4. While standing or sitting, put hands together in praying position, just touching the chest. Raise elbows until you feel pulling in your forearm. Count to eight.

5. Put back of hands together with fingers pointing down, and hold wrists in forced flexion. Count to eight. If this causes numbness and tingling, you may have Carpal Tunnel Syndrome (CTS).

LP 3.0, H–1a

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Tab 4 Lesson 3.061


6. With wrists in maximum extension (bent back as far as possible) and fingers out, flex thumb and each subsequent finger to palm of hand. Repeat with all of the fingers (in reverse order) until you get back to the thumb. Repeat with the other hand.

7. Holding palm up, move a golf ball around in your hand using your fingers only. Continue this exercise for a count of eight. Repeat with the other hand.

8. Squeeze a rubber ball or a spring hand grip to strengthen your wrist muscles; count to eight. Repeat with the other hand.

9. Using a wide rubber band or tubing, practice extending and flexing each wrist in each direction. Use stronger bands as your strength increases.

10. Tie one end of a rope to the middle of a broom handle and the other end to a 1-lb weight. With palms down, turn the handle to wind up the rope and the weight. Keep your hands level with the arm, turn the handle with your fingers. Repeat the exercise with the palms up.

LP 3.0, H–1b

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