x********************************** › fulltext › ED348564.pdfDOCUMENT RESUME CE 061 820 Personal...

ED 348 564

TITLE

INSTITUTIONSPONS AGENCYPUB DATECONTRACTNOTEAVAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

CE 061 820

Personal Skills. Facilitator's Skill Packets 1-7.Social Skills Training.Model Classrooms, Bellevue, WA.Job Corps (DOL), Washington, DC.9099-0-4714-35-041-0179p.; For related documents, see CE 061 819-825.Model Classrooms, 4095 173rd Place, S.E., Bellevue,WA 98008.Guides - Classroom Use - Teaching Guides (ForTeacher) (052)

MF01/PC04 Plus Postage.Attendance; *Daily Living Skills; Dormitories;*Hygiene; *Interpersonal Competence; Locker Rooms;Social Characteristics; Socialization; Supervision;Teaching Guides; Teamwork

IDENTIFIERS Job Corps

ABSTRACTThis document contains the following seven

facilitators' skill packets on personal skills: (1) personal hygiene;(2) personal appearance; (3) locker hygiene; (4) dorm cleanliness;(5) punctuality and attendance; (6) responding to supervision; and(7) teamwork. Each packet contains the following sections: definitionof personal skills; objective; resources needed; using this skillpacket; presentation steps--activities, role playing, helpful hints,reminders on successful modeling and role playing; and a unitinformation sheet. There are seven presentation steps in each packet:(1) use an "attention-getting" activity; (2) introduce the skills;(3) describe the basic steps for these skills; (4) model the skills;(5) have students role play the skills; (6) discuss how to use theskills in everyday life; and (7) conclude the session. (NLA)

************************************x**********************************Reproductions supplied by EDRS are the best that can be made

from the original document.*************************************** ***** ***************************

PERSONAL SKILLS

FACILITATOR'S SKILL PACKETS

1-7

SOCIAL SKILLS TRAINING

Job Corps

U.S. DEPARTMENT OF EDUCATION

°Mice of Educational Research and improvement

EDU ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document nas been reproduced asreceived from the person or orgarnzahon

onginahng0 Minor changes have been

made to anprOve

reproduCt,on Quality

Points 01 vrew or opinions stated ,n trusdoCu.

ment do not necessarity represent offiCal

OERI pOS,I.on or polCy

BEST COPY AVAILABLE

\Stills ?I.c?/'

zEsc

elab Cot

Facilitator's Skill Packet

Personal Skills

NUMBER 1

Personal Hygiene

"A sound mind in a sound body; if theformer be the glory of the latter, the latteris indispensable to the former."

U.S. Dapartmant of Labor

Tyron Edwards

s

Personal Skills

Personal skills are the basic social skills we need to get along withother people. Whether working on the job, meeting someonenew or just carrying on everyday business in the community, it'simportant to make a good impression. By learning to use theses , students will feel good about themselves and take the firststep towards building successful lives.

ObjectiveThis lesson will be accomplished when the students are deanand well groomed and their clothing is clean and in goodrepair at all times.

5 %%5 " - 5"\ 5, ,

To Facilitate This Unit You Will Need:

1. Social Skills Student Handbook page for Skill 1. A copy is onthe back cover of this packet. (Pass out one copy per student.)

2. To preview video tape #3 (description on page 4)

OR, if a video is not available or you do not choose to useit, then use one of the "Attention-Getting" activities that areexplained on page 4 of this packet.

3. A co-facilitator or student who is prepared to help youmodel the skill as described in Presentation Step 4.

4. Your center's dress or personal appearance code.

3 s \ rs \ 1.r :%;.",..:33.3,333:,:3:::::.33.?.3.7.3:k:t.:$,,4: e" **s ,.

1.1

Using this Skill Packet' Review the Objective on the opposite page ( ).

gar Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page ( ).

gar Follow the 7 presentation steps. They are described in full on thenext few pages.

1. Use an "Attention-Getting" activity.2. Introduce the skill.3. Describe the basic steps for the skill.4. Model the skill.5. Have students role play the skill.6. Discuss how to use the skill in everyday life.7. Conclude the session.

gar If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.

g If you need further assistance in leading the modeling or role play-ing activities, please review the Hints and Reminders located on theinside back cover of this packet.

,v " " c

""ss...!,...v`sk, SC A., <3^.: ,ftaittS:t.tS: ,...':;t:'t'tS::VtSSS'.t'attt3t:tSS,t:AtttgtSS;St'SSSxttS:ttgt::t:'tZitZt'aVt\S: tssssts-.:,:ttx;s:::::::Xt...CSSOSSKttgttenit.:SSSSSSSSSSSSSS:ttxS:.SSS2S-

.k

. ..

Personal Hygiene 12

\

Pte$ OtattO*

1. Use an "Attention-Getting" Activity:

Show the video or use one of the Alternate Choices described on the opposite page. Yourpurpose is to get the students interested and to focus their attention on this skill. The activ-ity is an opportunity to have some fun!

Involve the students in a discussion of how this activity relates to the skill that you will bepresenting.

2. Introduce the Skill: dr,

Good hygiene is an essential part of life. In order to get and keep a job and to live withothers, you must practice good personal hygiene.

111 Practicing good hygiene skills will also help you stay healthy. Being sick can cost youand your employer time and money.

Practicing good hygiene habits help you prepare for life's unexpected opportunities. Ifyou are always clean and presentable, you are ready when you meet someone you like or apotential employer. New relationships and jobs can come from such unexpected meetings

it's smart to be prepared.

Because personal hygiene is so important, Job Corps provides rewards for good hygiene.You'll advance faster, earn more privileges and be accepted by your peers.

The final thing about good hygiene is that when you are dean and healthy, you feel goodabout yourself.

.4

CONTINUED ONPAGE 5

3 I Personal Hygiene6

iRs.WM

.........rstt

VIDEO

1. Video #3This 5-minute scenario starring Sam Slob and Dwight Do-Right introduces theideal of personal hygiene through a quick, humorous look at the negative effectsof poor hygiene. It also shows how the four skills of personal appearance,punctuality, locker hygiene, and dorm cleanliness relate to employability andpeer acceptance.

ALTERNATE CHOICESsy....:,:oz.:,

1. Onion.Set out a cut onion, crushed garlic, a strong smelling cheese or a similar item. Useit as a lead-in to talking about unpleasant odors.

2. Gas Mask.Arrive in a gas mask, or arrive constantly spraying a can of air freshener about theroom.

3. Create your own "Attention-Getting" activity.

Personal Hygiene 4

3. Describe the Basic Steps for this Skill:Ask the students to try to name the steps.

Hand out a copy of the Social Skills Student Handbook page for this skill. (The BACKCOVER of this packet contains a copy of the HANDBOOK page.)

Review the steps listed below:1. Always have a supply of your own personal hygiene items, e.g., soap, shampoo,

toothpaste, etc.2. Daily shower, use deodorant, brush your teeth at least twice, and wear clean

underwear.3. Weekly or more often wash your hair, bed linens and clothes, and clean your

locker.4. Wear clothing that is always clean and in good repair. Follow your center's dress

code.5. Review and follow any other personal hygiene expectations set by this center or

your employer.

410 4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whomyou have coached on the part he or she will play. Think of a situation or use one of thesuggestions on the opposite page (-9.

Have the students point out how you used the basic steps of the skill in the modelingactivity.

5. Have the Students Role Play the Skill:Divide the students into small groups so that everyone can actively participate in roleplaying. (See Hints and Reminders located on the inside back cover of this packet.)

Assign each group a role playing topic or ask them to think of their own. (You can useone of the suggestions on the opposite page.)

Give each group a few minutes to prepare their role play.

Have each group perform their skit.

Ask the students to give feedback on how well the skill steps were followed.

5 I Personal Hygiene- ,-

At Job Corps

1. At an assembly, people sit down next to you and quickly move because ofthe odor.

2. You didn't take time to shower after work and you see a new student atdinner who you'd like to meet.

In the Community

1. It's a hot summer day and you're sitting next to someone on a bus whodoesn't smell good.

2. You happen to see a shoe sale while shopping and you know your feetsmell. You really want these shoes.

On the Job

1. Your boss assigns you to a project which requires that you work in closephysical proximity with a co-worker who never uses deodorant.

2. You didn't take time to wash your clothes and the only uniform you canwear is smelly.

In a Social Situation

1. You and your blind date have planned to go to a movie with your friends.When he arrives, you (and everyone else) notice he smells like garlic.

2. You're in a crowded elevator. The person next to you has really badbreath and won't stop talking to you.

Personal Hygiene 16

6. Discuss How to Use the Skill in Everday Life:

Ask the students to think of other situations in their lives where thay can use this skill.Ask questions such as:

Have you ever gotten up late and not had time to shower? How did you feel?

Have you ever gone camping for a few days and not been able to shower?How did you feel?

How do you feel when you have to work closely or live with someone whodoesn't practice good hygiene?

Can you think of any times in your life when not practicing good hygiene couldhave stopped you from getting what you wanted?

7. Conclude the Session:

Review briefly the steps involved in this skill.

Encourage the students to try this skill in a variety of different settings.

Collect the Social Skills Student Handbook pages.

Remind students that the steps to the skill are in their personal copy of theSocial Skills Student Handbook.

Use the remaining time to answer questions.

Thank the students for their attention and congratulate them on havinglearned a new skill.

7 1 Personal Hygiene

AIM

1

S 1 a1_

/ a

Relax! Modeling and role playing are parts of our everyday lives. Modeling isshowing others the right way to do something. Everyone at one time or anotherdetermines how best to handle a situation by observing how others are acting.

Role playing activities give others a chance to practice these skills. Everyone triesdifferent approaches before doing something new. Role playing comes easily tostudents. Let yourself and the students have fun with this.

Modeling

1. Relax! Let this be fun.2. Be confident. Rehearse or review the modeling situation until you are comfortable.

If any part is awkward, change it.3. Be honest and real. Make it believable.4. Be sure to follow the correct steps for the skill.5. Keep it clear and simple. Don't clutter it up. It doesn't have to be fancy.6. Modeling teaches how to do something.

Role Playing,

1. Role playing gives the opportunity to practice how to do something correctly. Thisis done through acting.

2. Relax. Most students enjoy role playing.3. Keep the role playing focused on the skill.4. Coach the role players as necessary.5. Let the role players improvise; don't create scripts.6. Let students volunteer their own ideas.7. Praise correct use of the skill.8. If students fail to use the correct steps, intervene. Provide corrective feedback and

review the skill steps if needed.

11

1. P

erso

nal H

ygie

neI

keep

mys

elf

clea

n an

d w

ell g

room

ed a

nd m

y cl

othi

ng c

lean

and

in g

ood

repa

ir a

t all

times

.

Wha

t's s

o im

port

ant a

bout

goo

d hy

gien

e?

We

all w

ant t

o be

like

d an

d ac

cept

ed b

y ou

r pe

ers.

Wou

ldn'

tyo

u ra

ther

sha

re y

our

dorm

roo

m w

ith s

omeo

ne w

ho is

alw

ays

clea

n an

d w

ell-

groo

med

? B

y pr

actic

ing

good

per

sona

l hyg

iene

,yo

u sh

ow o

ther

s th

at y

ou r

espe

ct y

ours

elf

and

them

. You

'll f

eel

bette

r ab

out y

ours

elf,

and

you

r fr

iend

s w

ill th

ank

you.

Did

n't y

ou c

ome

to J

ob C

orps

to g

et a

job?

You

nev

er g

et a

seco

nd c

hanc

e to

mak

e a

firs

t im

pres

sion

! A

ll bo

sses

exp

ect t

heir

empl

oyee

s to

be

clea

n an

d w

ell-

groo

med

. Goo

d pe

rson

al h

ygie

neis

an

impo

rtan

t ski

ll to

hel

p yo

u ge

t and

kee

p a

job.

Rem

embe

rth

at n

o on

e w

ants

to w

ork

next

to s

omeo

ne w

ho d

oesn

't sh

ower

or is

n't c

lean

.

Get

into

goo

d ha

bits

her

eth

ey'll

rea

lly p

ay o

ff la

ter.

e..

.. .

v ew

a n

l fo

lio.

'''em

ploy

er.

1

kiiis r\,.. 4,., e4.

Job Co


Personal Skills

NUMBER 2

Personal Appearance

"You never get a second chance to make afirst impression."

U.S. Department of Labor

Traditional saying

Personal SkillsPersonal skills are the basic skills we need to get along withother people. Whether working on the job, meeting someonenew or just carrying on everyday business in the community,it's important to make a good impression. By learning to usethese skills, students will feel good about themselves and takethe first step towards building successful lives.

ObjectiveThis lesson will be accomplished when students are dressedand groomed in a manner that is appropriate and safe for eachsetting or activity.



2. To preview video tape #3 (description on page 4).



4. Your center's dress or personal appearance code.

Or

Using this Skill PacketEar Review the Objective on the opposite page ( ).

gar Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page (E

'' Follow the 7 presentation steps. They are described in full on thenext few pages.


gai' If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.

gar If you need further assistance in leading the modeling or role play-ing activities, please review the Hints and Reminders located on theinside back cover of this packet.

,. . . , - . .

",:"? :<,0,

. . .

16 Personal Appearance I 2

1. Use an "Attention-Getting" Activity:Show the video or use one of the Alternate Choices described on the opposite page. Yourpurpose is to get the students interested and to focus their attention on this skill. The activ-ity is an opportunity to have some fun!


2. Introduce the Skill:

Your personal appearance tells other people something about the kind of person you are.Wearing clothes that are neat, dean and in good repair tells others that you take pride inyour appearance and that you respect yourself.

Dressing appropriately for the situation or activity that you will be participating in will makeyou feel more comfortable and at ease.

On the job you will want to choose clothing that suits your job. For example, a three-piecesuit would be inappropriate for a carpenter or a nurse.

It is also important that your clothing, hair style and accessories be safe. Dangling earrings,loose clothing and flowing hair could be dangerous around power machinery. Long, loosehair is considered unsanitary in the food service industry.

You will also want to find out about your employer's expectations for your appearance sothat you will "fit in" with the image that your company wants to present. Presenting anappropriate image could lead to consideration for advancement.

Dressing and grooming yourself appropriately for the situation doesn't mean that you haveto be just like everyone else. You can maintain your own style and individuality. Butremember, you only get one chance to make a first impression.

CONTINUED ONPAGE S

3 I Personal Appearance

a a a Alb

VIDEO, 'Mkat k k

zs,xoti,:::::::4;ttk:i,:s>, :',F.:::ifx::::::::ttZ4ft

1. Video #3This 5-minute scenario starring Sam Slob and Dwight Do-Right introduces theidea of personal hygiene through a quick, humorous look at the negative effectsof poor hygiene. It also shows how the 4 skills of personal appearance,punctuality, locker hygiene, and dorm cleanliness relate to employability andpeer acceptance.

ALTERNATE CHOICESit,

Visual judgements.Ask students to pretend that they are employers. Have them describe theirexpectations for the personal appearance and dress of someone they wouldhire. Have them consider various types of employment, e.g., nursing, carpen-try, clerical, maintenance, etc.

2. Hiring Decisions.Dress outrageously for this session. Ask students if they think your attire isappropriate, why or why not.


Personal Appearance 1 4

3. Describe the Basic Steps for this Skill:

Ask the students to try to name the steps.


Review the steps listed below:1. Keep clothing clean and in good repair.2. Wear clothing and accessories that are safe and appropriate for the situation or

activity.3. Avoid extreme hair styles.4. Try to find out in advance what kind of dress is appropriate for the situation.

4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whoyou have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page

Have the students point out how you used the basic steps of the skill in themodeling activity.

5. Have the Students Role Play the Skill:

Divide the students into small groups so that everyone can actively participate in roleplaying. (See Hints and Reminders located on the inside back cover of this packet.)






1 0

At Job Corps

1. You get called by the Center director to take a group of community representatives on toursand you are dressed in old clothes.

2. At an awards assembly, you are presented with an award you are not expecting and youreally look sloppy.

In the Community

1. You are meeting your friends at a restaurant. When you get there, the hostess tells you jeansaren't allowed and you are the only one in jeans.

2. You are in the mall and see another JC student who is wearing a JC T-shirt and veryrevealing shorts. You hear other people making comments about how obscene this looks.What do you do?

On the Job

1. You are dressed in the latest fashion and think you look really great for your job interview.You get there, and see that everybody is dressed very conservatively.

2. You know you are doing a good job and you are qualified, but your boss keeps promotingother people who better fit the "company image."


1. You were dressed very sloppily, but ran into the store to quickly get something. The derkseems to ignore you, yet waits on other people who are better dressed.

2. You were invited to a party you thought was going to be a dress-up occasion. When you getthere, you realize it was a picnic and you are very over-dressed.

Personal Appearance 16


Ask the students to think of other situations in their lives where thay can use this skill.

Ask questions such as:

How will your appearance influence an employer when you interview for a job?

What attire would be appropriate for an interview as a carpenter? for a date atthe movies? for a basketball game?

What might be some of the consequences of dressing inappropriately for work?

When you meet someone for the first time, what do you notice about their ap-pearance? What do you think someone would notice about you?









21


Role playing activities give others a chance to practice these skills. Everyone triesdifferent approaches before doing something new Role playing comes easily tostudents. Let yourself and the students have fun with this.

Modeling



:;:?*

1.

Role Playing




2. P

erso

nal A

ppea

ranc

eI

dres

s an

dgr

oom

mys

elf

appr

opri

atel

y fo

r ea

ch s

atia

tion

or a

ctiv

ity.

STE

PS T

O A

PPR

OPR

IAT

EPE

RSO

NA

L A

PPE

AR

AN

CE

Kee

p do

repa

ir.

Try

to f

ind.

out

n a

van

ce w

hat

kind

of

dres

s>is

app

ropr

iate

situ

atio

n.

Cho

o§0

to m

eet t

hoek

pect

attO

n.sp

ftO

beat

:the-

dm64

(6*

for

mee

ting

You

r pe

rson

alap

pear

ance

is w

hat p

eopl

e us

e in

mak

ing

initi

al ju

dgm

ents

abo

ut w

hat

you

are

like

as a

per

son.

You

rpe

rson

al a

ppea

ranc

e te

lls o

ther

s so

met

hing

abo

ut th

e ki

nd o

fpe

rson

you

are

. Wea

ring

clo

thin

g th

at is

cle

an, n

eat,

and

in g

ood

repa

ir te

lls o

ther

s th

at y

ou ta

ke p

ride

inyo

ur a

ppea

ranc

e an

d th

atyo

u re

spec

t you

rsel

f.

In s

ocia

l set

tings

you

'll f

eel m

ore

com

fort

able

ifyo

u ar

edr

esse

d ap

prop

riat

ely

for

the

situ

atio

nor

act

ivity

.

You

r pe

rson

alap

pear

ance

is im

port

ant t

o yo

ur e

mpl

oyer

and

to J

ob C

orps

bec

ause

oth

er p

eopl

e ju

dge

them

by h

ow y

ou lo

ok.

On

the

job

you

will

wan

t to

wea

r cl

othi

ng a

nd a

cces

sori

es th

at a

rebo

th a

ppro

pria

te a

nd s

afe

for y

our

wor

k.

Rem

embe

r, y

ou w

ill n

ever

get

ano

ther

cha

nce

to m

ake

a fi

rst

impr

essi

on.

C.)J

(.7/.

csc,

lob Cott


Personal Skills

NUMBER 3

Locker Hygiene

"Life is made up not of great sacrifices orduties, but of little things in which smilesand kindnesses and small obligations,given habitually, are what win and pre-serve the heart and secure comfort."

U.S. Department of Labor 4,1

Davy

Personal SkillsPersonal skills are the basic skills we need to get along withother people. Whether working on the job, meeting someonenew or just carrying on everyday business in the community,it's important to make a good impression. By learning to usethese skills, students will feel good about themselves and takethe first step towards building successful lives.

ObjectiveThis lesson will be accomplished when the students maintaintheir personal lockers/closets in a clean and orderly manner.

-,:::,:ssk:Kai;eetk*.o.a*.x,",ae,,xPkots4 , " s'er






4. Center policy on locker cleanliness.

Using this Skill PacketReview the Objective on the opposite page ( ).

Eta' Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page ( ).

gar Follow the 7 presentation steps. They are described in full on thenext few pages.


' If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.

I If you need further assistance in leading the modeling or role play-ing activities, please review the Hints and Reminders located on theinside back cover of this packet.

r.'sr4 Z S' :"'" %%%% ""s'Z 4'.7%

zssz , \ 5 , ,. ;,.;;::* ti31%;::::Se. ,..,:,,%

Locker Hygiene 12

Job C.

Corps-

egiiitittotit




The way you keep your locker, or any personal space, says something about you.

Do you hang or fold your clean clothes? Do you keep your dirty clothes separate from yourclean clothes? Are your personal hygiene items organized so that you can find them easily?

Think about the kind of pictures you hang in your locker. Would you be proud orembarrassed to show a friend or visitor the inside of your locker?

Keeping your locker and personal belongings neat, clean and orderly will help you feel goodabout yourself.

When you are on the job, you will have a desk, locker or workstation that will be yourpersonal space. Your employer will expect you to keep your space clean and orderly.

Remember, your personal space is a reflection of you!

CONTINUED ONPAGE 5

3 I Locker Hygiene

VIDEOk

s:;t .$,=,,,aulaakiktioragazzoMaisaagM::::ZtEnitaf::-:-

1. Tape #3This 5-minute scenario starring Sam Slob and Dwight Do-Right introduces theidea of personal hygiene through a quick, humorous look at the negative effectsof poor hygiene. It also shows how the 4 skills of personal appearance,punctuality, locker hygiene and dorm cleanliness relate to employability andpeer acceptance.

EVW4<ilI ALTERNATE CHOICES

1. Moment of Truth:Take the students on a walk through their dorm and ask who would be willingto show his/her locker to the group. Ask them if they would feel proud orembarrassed.

2. Worst Case:Ask students to name items that shouldn't be kept in a locker. What are thereasons, for example health, safety. Write the items on a flip chart.


Locker Hygiene I 4

v,v% s:;.%0 itiriZsrts Vti4('ss'sr;":<"""iks.3"VeZtkw...:' .4t !"4;:* '4N:ft Nk& :.4`4% ' :*




Review the steps listedbelow:

1. Hang or fold dean clothes.2. Keep dirty clothes in a laundry bag.3. Organize personal hygiene items.4. Choose pictures and posters that won't offend others.5. Contraband and open food containers are prohibited.

4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whoyou have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page (-3).








5 I Locker Hygiene

aIIP

At Job Corps

1. Center guests on a tour of your dorm ask to see what your locker looks like. You have dirtyunderwear and socks on the floor of your locker and you know it doesn't smell good.

In the Community

1. You are going somewhere with your friends and you're the only one with a car, so you haveto drive. Your car is filled with pop cans and food wrappers and the seats are covered withdog hair.

On the Job

1. You're out sick and your boss calls you to find out where you left a report. It's in your deskalong with open pop cans, and half-eaten donuts.


1. You pick up your date. She's wearing a new dress. She gets grease onher dress from yourcar seat.

2. You invite friends over to your apartment. When you go to hang up their coats, boxes fall outof the closet.

31Locker Hygiene 1 6

6. Discuss How to Use the Skill in Everyday Life:

Ask the students to think of other situations in their lives where they can use this skill.Ask questions such as:

Name some other "personal spaces" that are a reflection of their owner. (Forexample car, home, yard, etc.)

What does keeping your locker clean have to do with good personal appear-ance?

Why do you think an employer would want you to keep your desk, worksta-tion or locker clean and orderly?

How could having a clean, orderly locker help you be prepared for a job inter-view?








7 I Locker Hygiene

Helpful Hints and Reminderson Successful Modeling and Role Playing



Modelings

"x*:-


If any part is awkward, change it.3. Be honest and real. Make it believable.4. Be sure to follow the correct steps for the skill.5. Keep it dear and simple. Don't clutter it up. It doesn't have to be fancy.

6. Modeling teaches how to do something.

Role Playing,.

1. Role playing gives the opportunity to practice how to do something correctly. This

is done through acting.2. Relax. Most students enjoy role playing.3. Keep the role playing focused on the skill.4. Coachthe role players as necessary.5. Let the role players improvise; don't create scripts.6. Let students volunteer their own ideas.7. Praise correct use of the skill.

8. If students fail to use the correct steps, intervene. Provide corrective feedback and


3. L

ocke

r H

ygie

ne!"

-I

keep

my

lock

er/c

lose

t cle

an a

nd o

rder

ly.

"Bad

" L

ocke

r

The

way

you

kee

p yo

ur lo

cker

or a

ny p

erso

nal s

pace

say

s so

me-

thin

g ab

out y

ou.

Han

ging

or

fold

ing

your

dean

clo

thes

kee

ps th

em lo

ok-

ing

neat

. Kee

ping

you

r di

rty

doth

es in

a la

undr

y ba

g w

ill h

elp

to k

eep

your

lock

er s

mel

ling

fres

her.

Whe

n yo

ur p

erso

nal h

y-gi

ene

item

s ar

e or

gani

zed

you

can

find

them

mor

e ea

sily

whe

nyo

u ne

ed th

em.

Ope

n fo

od c

onta

iner

s do

n't

belo

ng in

lock

ers.

The

y ca

n at

-tr

act u

nwel

com

e gu

ests

suc

h as

inse

cts

or r

oden

ts.

The

pic

ture

s an

d po

ster

s yo

udi

spla

y sh

ould

be

in g

ood

tast

eso

that

they

don

't of

fend

oth

ers.

On

the

job,

you

r em

ploy

er w

illex

pect

you

to k

eep

your

des

k,w

orks

tatio

n or

lock

er n

eat,

dean

,an

d or

derl

y.

Rem

embe

r, y

our

pers

onal

spac

e is

a r

efle

ctio

n of

you

!

ik.:%

000"

-LO

Cke

\sills rk .

Ab Co


Personal Skills

NUMBER 4

Dorm Cleanliness

"We are what we repeatedly do.Excellence, then, is not an act but a habit."


Aristotle

3d

y.

5>

s'as

x5

Personal Skills

Personal skills are the basic social skills we need to get alongwith other people. Whether working on the job, meetingsomeone new or just carrying on everyday business in thecommunity, it's important to make a good impression. Bylearning to use these skills, students will feel good aboutthemselves and take the first step towards building successfullives.

\ ,s 4.>*.1; \ \i \`k: \ " neo's 5 5\:;i'ko \%. :,5 s' :" 29.:7"`.16 SS: Sf. "'S

\ SZ. s 5S. 5 5 `Z.

N. " kr..< WS SW -A.. 0005l VA.:, 00. >0000,000...00000.7 0. 0.. 00. 0. ....

Obj ectiveThis lesson will be accomplished when the students maintaintheir individual rooms/areas and dormitory common areas ina clean and orderly manner.

>51`, ' s s, ,asss;i4,.

mt-1:To Facilitate This Unit You Will Need:





4. Your Center's dorm cleanliness standards.

,)S-

s.c 55s ; 5 ,r ,^`s".".**":400folkc..,6.140",¢SW:iOX,LWA-0.ks.V.WWSA

*-% Using this Skill PacketReview the Objective on the opposite page ( ).

ow Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page (E- ).

or Follow the 7 presentation steps. They are described in full on thenext few pages.


gar If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the white duplicationmaster on the back cover of this packet.

1 If you need further assistance in leading the modeling or role play-ing activities, please review the Hints and Reminders located on theinside back cover of this packet.

s "$. s s ss' os:P Z.; s s s s %,"

35 Dorm Cleanliness 12




Your dorm is your home while you are at Job Corps.

Just as your personal appearance says something about you, so does the way you keep yourhome.

In Job Corps you share your living area with other people. So it is important that everyonepitches in to keep the living and sleeping areas clean, healthy and pleasant.

The skills you learn here will be useful and important after you leave Job Corps. When youare on the job, your employer will expect you to keep your work area dean, neat and safe.

And, if you share an apartment with a friend, it will be important for you to agree on yourexpectations for cleanliness and to share responsibilities for keeping your home clean.

Keeping your dorm dean will help to make it a pleasant place for you to live. Be sure to doyour part.

CONTINUED ONPAGE 5

3 I Dorm Cleanliness

VIDEOkitEs;;;;:W

1. Video #3This 5-minute scenario starring Sam Slob and Dwight Do-Right introduces theidea of personal hygiene through a quick, humorous look at the negative effectsof poor hygiene. It also shows how the 4 skills of personal appearance,punctuality, locker hygiene and dorm cleanliness relate to employability andpeer acceptance.

470 LALTERNATE CHOICES3,,

1. Messy Environments:Show students pictures of messy environments. Ask the students to describewho they think would live there.

2. Dirt.Rig the orientation room's entrance with dirt, litter, etc. that all the studentshave to step over or through to get into the room.


Dorm Cleanliness I 44 ir

3.

.? Sk, 'is' s%, \ ,} \

re tat s.,,," , ss

s

Describe the Basic Steps for this Skill:



Review the steps listed below:1. Make your bed daily.2. Straighten and organize personal belongings.3. Empty waste cans daily.4. Clean, vacuum or mop floors regularly.5. Keep hallway, lounges and public areas dean, orderly and litter-free.6. Keep bathrooms and showers dean and odor free.7. Pitch in and share responsibilities.

4. Model the Skill:4111 Model the skill using all the correct steps with a co-facilitator or a student volunteer who

you have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page (-3.).








5 I Dorm Cleanliness

.--_,a_x_.s..,Amr__.m.ww_M_M_Ri_w,..a"'""IM..e_afr IIK_M-V.I_IL_ M_W_M_V_..11.1101_2_. 11. MP Ir

At Job Corps

1. You got up late and didn't have time to clean your room. The dorm inspection scores werereally low because of your room.

2. You're a new student. When you are shown to your room you see that it is really messy.You like to keep things neat. What do you do?

In the Community

1. You go into a grocery store. It looks like the place hasn't been swept in a week. You don'tthink you want to buy food in this store.

2. You go into a gas station and need to use the restroom. The toilet is dirty and there are nopaper towels. How do you feel?

On the Job

1. You're at work. Your boss told the staff to dean up their workspaces because visitors would becoming through the shop. You didn't have time. The company president visits your workspacewith your boss.

2. You've been sick for a week and the house is a mess. Your boss calls and says she'll bestopping by in 5 minutes to drop off some work for you. How do you feel?


1. You really like to keep things neat. Your date asks you to stop by his house to pick upsomething. The house is really a mess. How do you feel?

2. Your date is coming to pick you up. His mom is with him and your house is really a mess.How do you feel?

Dorm Cleanliness ( 6

42

I


Ask the students to think of other situations in their lives where thay can use this skill.Ask questions such as:

Why is it important to share cleaning responsibilities with your family orroommate? What could you do if you have different standards than yourroommate?

In your own home or apartment, how would you feel if unexpected companyarrived and your house or apartment was messy?

Why would it be important to your boss for you to keep your work area clean?








7 1 Dorm Cleanliness

MIL



Modeling



Role Playing"t1C'kaakerik2717MMU.SQ.,%%Kk:ff..2.. .Vaneafa?.6KWk:Z%.


2. Relax. Most students enjoy role playing.3. Keep the role playing focused on the skill.4. Coach the role players as necessary.5. Let the role players improvise; don't create scripts.6. Let students volunteer their own ideas.7. Praise correct use of the skill.

8. If students fail to use the correct steps, intervene. Provide corrective feedback andreview the skill steps if needed.

4. D

orm

Cle

anlin

ess

I ke

ep m

y pe

rson

al a

rea

and

the

com

mon

area

s of

my

dorm

cle

an a

nd o

rder

ly.

You

r do

rm is

you

r ho

me

whi

le y

ou a

re a

t Job

Cor

ps. T

he w

ayyo

uke

ep y

our

hom

e sa

ys a

lot a

bout

you

.

Sinc

e yo

u sh

are

your

livi

ng a

rea

with

oth

er p

eopl

e at

Job

Cor

ps,

it's

impo

rtan

t tha

t you

do

your

par

t to

keep

the

slee

ping

, bat

hroo

man

d lo

unge

are

as c

lean

, hea

lthy,

and

ple

asan

t.

The

se s

kills

will

com

e in

han

dy a

fter

you

leav

e Jo

b C

orps

, too

. On

the

job,

you

r em

ploy

er w

ill e

xpec

t you

to k

eep

your

wor

kar

ea c

lean

and

neat

. And

if y

ou s

hare

an

apar

tmen

t with

a f

rien

d it

will

be

impo

rtan

t for

you

to a

gree

on

your

exp

ecta

tions

for

cle

anlin

ess

and

to s

hare

res

pons

ibili

ties

for

keep

ing

your

hom

e cl

ean.

STE

PS T

O D

OC

LE

AN

LIN

ESS

e yo

ur b

ed d

aily

.

agh

ten.

and

org

aniZ

eper

sona

lo

was

te c

ans

daily

.

ean,

vac

uum

or

mop

flo

ors

regu

larl

y,

hallw

ays,

loun

ges

and

publ

icre

as c

lean

, ord

erly

, and

litte

r fr

ee

:.attr

oom

OW

er$:

:e

',^

',".

:

\$killS ri,le?..., e4.

0 0

lobcovt


Personal Skills

NUMBER 5

Punctuality and Attendance

"I'm late, I'm late, for a very importantdate. No time to wait..."


Lewis CarrollAlice's Adventures in Wonder lan d

4

II)

Personal Skills

Personal skills are the basic social skills we need to get alongwith other people. Whether working on the job, meetingsomeone new or just carrying on everyday business in thecommunity, it's important to make a good impression. Bylearning to use these skills, students will feel good aboutthemselves and take the first step towards building successfullives.

s, .;* s ,,,0 ;.` ' - .

Obj ectiveThis lesson will be accomplished when the students meetscheduled appointments and commitments on-time and arepresent for all scheduled activities each day.

,,=k" s ' k"s ,t-4 \\ 5 5,

±:N.






4. Your Center's daily schedule.

'PP. :V ,

S

1,;:14pJfgaine:::W?.:..V,0.;&- }

st*Is

) 1$ ,

Using this Skill Packetow Review the Objective on the opposite page ( ).

Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page ( ).

Follow the 7 presentation steps. They are described in full on thenext few pages.


12r If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.


sys < " s, "sts ,..:Wa:!::,s} $.1X,A'tz le< k7y.." <rz.1

+;3,"k>s' \'? t..N\ `' Xsoa4o+imsag:Zriars>.% ,v4ws,>;,rsiom<,4,» req,,,,Noe+Av Miikcs>..rixs4+ Smo..,>.,A.ss#:Sos}>7,?"4,)!430e

1 3 Punctuality and Attendance 2




We all know that to get a job, we have to be dressed appropriately, have the rightqualifications and be confident in the interview. But keeping a job requires other skills, themost important being punctuality and attendance.

1. Your employer will expect you to be at work and on time every day. In the workingworld, time is money. Employees that are always late or miss too much work costemployers in lost productivity.

2. The promotions and pay raises go to employees with the best work record. You'll getevaluated on your record. Make sure you're a winner!

3. Punctuality is a habit we develop. You can set your mind to it and be there on time.

4. Everyone appreciates friends who are always on time and show up when they saythey will. We know we can count on them! Being on time and meeting commitmentsshow others how much we respect them. Be good to your word!

5. As in the "real world", your job Corps instructors expect you to have goodattendance and be punctual. Incentive levels, raises and awards go to those whopractice these skills.

CONTINUED ONPAGE 5

3 1 Punctuality and Attendance 5'9

Attention-Getting Activities

z.:1

VIDEOkM,2141EneatagatailtaleaffisidiftiNANagtosat"amenam

1. Video #3This 5-minute scenario starring Sam Slob and Dwight Do-Right introduces theidea of personal hygiene through a quick, humorous look at the negative effectsof poor hygiene. It also shows how the 4 skills of personal appearance,punctuality, locker hygiene and dorm cleanliness relate to employability andpeer acceptance.

ALTERNATE CHOICEStk,a;k:

n. *::x%es\

1. What's Wrong With Being Late?Deliberately start the class late yourself.

2. Late Arrival InterruptionsUsing either students selected beforehand or outside corps members and/orstaff, have the lesson be constantly interrupted in the first few minutes by late-arrivals. For each new arrival start over at the very beginning of the lessonagain.


5 iPunctuality and Attendance 4




Review the steps listed below:

1. Find out when you are expected to be somewhere.2. Think about what you will need to do to be ready on time. How much time will you

need to do those things? Allow yourself a few extra minutes in case something unex-pected should happen.

3. Count back from the time you are expected to be somewhere. Calculate the amountof time it will take you to get ready. Determine what time to start getting ready.

4. Start at the time you planned.5. Be on time.

4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whomyou have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page (-9.








5 I Punctuality and Attendance 5:::

At Job Corps

1. Your crew leaves at 8:00 am for an off -Center work project. You miss the van because you'relate, as always.

2. You miss the pass-bus back to Center because you lost track of time.

In the Community

1. The bank doses at 4:00 pm. You must deposit your pay check today. You may not make it.

2. You've forgotten to pay your rent on time again. Your landlord's threatening to evict you.

On the Job

1. The bus you take to work usually gets you there on time. Lately traffic has been heavy andyou've been late. Your boss is angry.

2. You're needed to help your crew complete a project today. But your best friend is in townfor a short visit and you want to spend the day with her.


1. You're having a potluck dinner at your house. Your friend is supposed to bring the maincourse and hasn't shown up.

2. You and your date have expensive tickets for a concert you really want to see. Your date isrunning late and you arrive after the beginning of the concert and can't get in.

5JPunctuality and Attendance 1 6



How would you feel if a friend picked you up late and you missed thebeginning of the movie?

Have you ever had to work longer because someone else didn't show up forwork?

Are you a punctual person? Can your boss count on you being on time?

Do you have any friends that are usually late? How does it affect you?








7 I Punctuality and Attendance




Modeling - ,-,,. ,,1. Relax! Let this be fun.2. Be confident. Rehearse or review the modeling situation until you are comfortable.


Role Playing' ::::.

..kgagMaagaMONOMK:a*KSMW=Kka




55

5. P

unct

ualit

yan

d A

ttend

ance

arri

ve o

n-tim

e an

dam

pre

sent

for

my

sche

dule

d cl

asse

sev

ery

day.

We

all k

now

wha

t is

take

s to

get

a jo

b! I

f yo

u're

dre

ssed

appr

opri

atel

y, a

re n

eat a

nd w

ell g

room

ed,

have

the

righ

tqu

alif

icat

ions

and

kno

w h

owto

inte

rvie

w, y

ou h

ave

a go

odsh

ot a

t get

ting

the

job

you

wan

t. K

eepi

ng a

job,

how

ever

,re

quir

es a

dditi

onal

ski

lls. T

he tw

o m

ost i

mpo

rtan

t ski

lls a

xebe

ing

punc

tual

and

hav

ing

good

atte

ndan

ce.

You

r em

ploy

er w

ill e

xpec

t you

to b

e at

wor

k an

d on

tim

eev

ery

day.

In

the

wor

king

wor

ld, t

ime

ism

oney

. Em

ploy

ees

who

are

alw

ays

late

or

mis

s to

o m

uch

wor

k co

st e

mpl

oyer

s in

lost

pro

duct

ivity

.

The

pro

mot

ions

and

pay

rai

ses

go to

em

ploy

ees

with

the

best

wor

k re

cord

. You

'll g

et e

valu

ated

on y

our

reco

rd. M

ake

sure

you

're a

win

ner!

Pun

ctua

lity

is a

hab

itw

e de

velo

p. Y

ouca

n se

t you

r m

ind

to it

and

be

ther

e on

tim

e.

Eve

ryon

e ap

prec

iate

s fr

iend

s w

hoar

e al

way

s on

tim

e an

dsh

ow u

p w

hen

they

say

they

will

. We

know

we

can

coun

t on

them

. Bei

ng o

n tim

e an

d m

eetin

g co

mm

itmen

tssh

ows

oth-

ers

how

muc

h w

e re

spec

t the

m. B

e go

od to

your

wor

d!

As

in th

e "r

eal w

orld

,"yo

ur jo

b C

orps

inst

ruct

ors

expe

ctyo

u to

hav

e go

od a

ttend

ance

and

be

punc

tual

. Inc

entiv

ele

vels

, rai

ses

and

awar

dsgo

to th

ose

who

pra

ctic

e th

ese

skill

s.

STE

PS T

O P

UN

CT

UA

LIT

Y&

AT

TE

ND

AN

CE

40O

ut. .

...ba

t you

will

nee

dtim

e, H

owL

icht

a..

you

need

tom

ow,

rigs

? A

llow

you

rsel

f a

AP.

ng,,u

nexp

ect

>sh

oul

tapp

en:'

C, 4

10 O

tt

1111

141

1

\%\as T1.

c

Ab Co t


Personal Skills

NUMBER 6

Responding to Supervision

"When we were little we learned to play'Follow the Leader.' Things haven'tchanged all that much since then, havethey?"

U.S. Department of Labor 4410

Moen(.7

"Hcn

Personal Skills

Personal skills are the basic skills we need to get along withother people. Whether working on the job, meeting someonenew or just carrying on everyday business in the community,it's important to make a good impression. By learning to usethese skills, students will feel good about themselves and takethe first step towards building successful lives.

7, etZ", ,` ON.. .

> ,,X'

ObjectiveThis lesson will be accomplished when the students respondto supervision in a cooperative and positive manner.

''''''''

" ,.4-



2. To preview video tape #16 (description on page 4); OR, if avideo is not available or you do not choose to use it, then useone of the "Attention-Getting" activities that are explainedon page 4 of this packet.


Using this Skill PacketEar Review the Objective on the opposite page ( ).

gar Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page ( ).

ga' Follow the 7 presentation steps. They are described in full on thenext few pages.


' If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.

wr If you need further assistance in leading the modeling or role play-ing activities, please review the Hints and Reminders located on theinside back cover of this packet.

clo,..§7.4.om :mom* 3:%n

1s s

;, , . 1.

skzN <,,

k? s>"°: *4..$b , < "g

4,0,4:§,y

"'v-

. .

".

Responding to Supervision I 2



2. Introduce the Skill:A supervisor is an individual who has been assigned the responsibility to guide or directothers to accomplish a task.

When there is a job or task that is too big for one person alone, someone will usually bechosen as supervisor. It is important that you cooperate with the supervisor and follow hisor her directions to do the job.

You will have many "supervisors" throughout your life. In Job Corps you have vocationalinstructors, teachers, residential advisors, and crew leaders.

On the job you will have a supervisor who is responsible for directing, guiding, andevaluating your work. You will need to find out just what your supervisor expects from youon the job and do your best to meet those expectations. If you are uncertain, be sure to askquestions. Since your supervisor is "in charge" it is important that you show respect for hisor her authority. Remember, your supervisor has influence over your opportunity foradvancement.

6 ;

CONTINUED ONPAGE 5

3 I Responding to Supervision

VIDEOlikuat

1. Video #16

%V.+5,1, , `S::.. k:a,..*Atx,wza4K W;;,;;;,:, 6,4

This video depicts a student violating the Center's smoking policy when she"lights up" on a Center bus because she feels she can't wait any longer for acigarette.

ALTERNATE CHOICES

1. Definitions:Ask students to give one- or two-word definitions for the word "supervision."Write these on a flip chart or blackboard. Read the dictionary definition. Seehow closely it matches the students' responses.

2. Student SupervisorAsk a student dorm-leader to tell the group what is hard or difficult aboutsupervising an activity, for example a dorm dean up or other activity.


6 2 Responding to Supervision 14




Review the steps listed below:1. Recognize who the supervisor is.2. Find out what your supervisor's expectations are.3. Do your best to meet those expectations and accomplish the task.4. Ask questions when you need information.5. Show respect for the supervisor's authority.

4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whomyou have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page (-9.








5 1 Responding to Supervision 63

At Job Corps

1. In center support you are the crew leader. A few of the other students assigned to yourcrew do not want to do their share.

2. For the third week in a row your RA assigns you to dean toilets.

In the Community

1. You are in charge of coordinating student involvement in the walk-a-thon, but severalstudents don't want to cooperate.

On the Job

1. You are given two tasks to get done immediately by two different staff members. Youknow you can't get both done. What do you do?

2. Your boss tells you how to do a project. You think you know of a better way to get the jobdone.


1. Your team is pretty good, but the coach keeps yelling at you and you don't know what youare doing wrong.

64 Responding to Supervision I 6



Name some leisure-time activities that might involve responding to supervi-sion, for example, coaching a baseball team, chairing a dance committee, etc.

What could you do on the job if you disagree with your supervisor about howto get the job done?

If you were the supervisor, what would you expect from your employees?

Can you think of a situation where you might have more than one supervisor?How would you handle conflicting assignments from them?








PS

7 I Responding to Supervision



Modelingvf\

";.t. -e§itts: 'Ksi.ssialiikvt!ataay.;

1. Relax! Let this be fun.

2. Be confident. Rehearse or review the modeling situation until you are comfortable.If any part is awkward, change it

3. Be honest and real. Make it believable.4. Be sure to follow the correct steps for the skill.5. Keep it clear and simple. Don't clutter it up. It doesn't have to be fancy.6. Modeling teaches how to do something.

Role PlayingAsgatueflliiitaWiiieztkei




6. R

espo

ndin

g to

Supe

rvis

ion

I ta

ke d

irec

tion

anti

resp

ond

to s

uper

visi

onin

a c

oope

rativ

e an

d po

sitiv

e w

ay.

HO

W T

O R

ESP

ON

DT

O S

UPE

RV

ISIO

N

Find

ottt

wha

t you

r su

perv

isor

'sex

pect

atio

ns a

re.

3.D

o yo

ur b

est t

o m

eet t

hose

ex

tatio

ns a

nd a

ccom

plis

h th

e ta

sk:

4.A

sk q

uest

ions

whe

n yo

u ne

ein

form

atio

rt.

5.Sh

ow r

espe

ct f

or th

e su

perv

isor

'sau

thor

ity.

6.C

hoos

e to

coo

pera

te o

r to

bea

r th

eco

nseq

uenc

es if

you

don'

t.

A s

uper

viso

r is

som

eone

who

has

bee

n ch

osen

togu

ide

or d

irec

tot

hers

to a

ccom

plis

h a

task

.

You

will

hav

e su

perv

isor

s fo

r m

any

task

s th

roug

hout

you

rlif

e. I

t is

impo

rtan

t tha

t you

rec

ogni

ze th

at y

our

supe

rvis

or is

"in

char

ge."

Find

out

wha

t you

r su

perv

isor

exp

ects

fro

m y

ou a

nd d

o yo

urbe

stto

res

pond

in a

pos

itive

way

. Ask

ques

tions

whe

n yo

u ar

e un

cert

ain,

and

show

res

pect

for

you

r su

perv

isor

's a

utho

rity

.

68

Ab Cat


Personal Skills

NUMBER 7

Teamwork

"Light is the task when many share thetoil."


Homer

,\ss e ".

' .., s k. .t. ,. e es s.

'. : s 4, s s' ''s 5 ..s sZ 4. . '.:'..,..ave s%:::'',A S': ":. .,.. ''''s ss ' 1 .sssss ...,ss \ i e s5 s .6'. s 'e. 's '`. s . xisk,} :;.e.iss ls.S.`(::s ,.,.....:..,.,::;:,.is\ L...,,E.-- .,,, )..,....4....,,....,,,,z.,,.,.....4.,.3.., ..,-, , ... %v. .,...

Personal Skills

Personal skills are the basic skills we need to get along withother people. Whether working on the job, meeting someonenew or just carrying on everyday business in the community,it's important to make a good impression. By learning to usethese skills, students will feel good about themselves and takethe first step towards building successful lives.

Obj ectiveThis lesson will be accomplished when the students activelywork with other students and staff to accomplish a task orgoal.

A`,.sk:,35V;Zi...s, s'\, Zes

ssss s.< s, o

Z



2. To preview video tape #8 (description on page 4); OR, if avideo is not available or you do not choose to use it, then useone of the "Attention-Getting" activities that are explainedon page 4 of this packet.


`1";ok: s- <4$10k,<Oos:: " $ < 'i k,. , ,. k , y`1 Ass

76

.v.45:;:fs,f,eg

0.

Using this Skill Packetow Review the Objective on the opposite page ( ).

we Prepare for the lesson and obtain the necessary materials asdescribed on the opposite page ( ).

glr Follow the 7 presentation steps. They are described in full on thenext few pages.


Ba' If you do not have copies of the Social Skills Student Handbookpage for this skill for each student, use the duplication masteron the back cover of this packet.


"n* g.v"- .t,

WAraat...U.

;Ns V:.

, :.;:wsx.:;:ii,:..1*:*xii:$:.4.5..14::.m,r

ztw.**\:;:e..:4W.:Z. -. `-

.P.4£ see. e $e:N. ,;

Teamwork I 2

71

s'

si's"------ 40'Presentationtisi.C` Olt a




Teamwork is a part of everyday life. Teams are formed naturally when we come up againsttasks that are bigger or more difficult than we can easily do alone.

Every team member is important. Being a good team member doesn't mean that you have tobe a star or a hot-shot. It does mean that you do the best that you can.

Teams function best when every member is shown respect. Being a good team membermeans respecting other people's ideas and feelings. It means letting each member contributewhat he or she can.

When you are a member of a team you may have to make compromises and agree to ideas orgoals that are not your first choice. A strong team works toward a common goal.

Almost every job depends on teamwork. Your employer will expect you to support andwork toward the goals of the company.

Working together can make any job easier.

CONTINUED ONPAGE 5

3 I Teamwork7 2

A A a

VIDEO --_1. Video #8

This video is a scenario which takes place at a Center basketball game. Asomewhat short and chubby student is sent into the game when several of histeammates foul out.

ALTERNATE CHOICES

1. Most Important:Ask the students to name the different positions on a baseball team. Havethem discuss which team member is "most" important.

2. One Versus Many:A heavy object is in the room (desk, couch, etc.). Students are instructed thatwhoever can move it across the room will receive a reward (candy bars, softdrinks, etc.). See how long it will take the students to realize that it will taketeamwork.


Teamwork I 47


\- - ,,,,,..;.:.f..ss, ew,-,':::,I.r.:. ...A(x:...zWZ',."ss*zk':.VmsrW: Job Corps ,; -zp,4.:ktx:,-1iri\ -c t._ 1,.:- \ ' z - ,s ' ' ' " `1--A\.'", ts s,ttrrresentadun- e s\-' '--%----,s,sNs-4 sp-----'! . 3. ''''K

. , . . ..,



Review the steps listed below:

1. Work willingly with others to accomplish your task.2. Respect the talents and skills of other team members.3. Be willing to accept compromises and the leadership of others.4. Participate fully and do your best.

4. Model the Skill:Model the skill using all the correct steps with a co-facilitator or a student volunteer whomyou have coached on the part he or she will play. Think of a situation, or use one of thesuggestions on the opposite page (-4).








5 I Teamwork

At Job Corps

1. Your vocational class has a project to complete that requires everyone's cooperation. Youcould win the vocation-of-the-month award; however, you disagree with how the project'sbeing done.

2. Your room scores have dragged down the rest of the dorm. There's close competition fordorm-of-the-month. You'd rather go on the recreation trip than stay in to help with thedean-up.

In the Community

1. Your community team has one "hot-shot" who is very good but also hogs all the attention.The other players are getting discouraged.

2. One of the neighborhood children didn't return from the playground. Volunteers areneeded to search.

On the Job

1. You have a very important project to get done. It's your responsibility, but you can't finishit aloae.

2. Your boss is upset that your project's not done, but your co-worker hasn't done his part.


1. Your organization is sponsoring a dance. You are head of the decoration committee, butonly two members have shown up.

2. Your group is going to do a skit. You didn't practice your lines. Everyone else is prepared.

Teamwork I 6

-zz.,:s

;:it, \V`,0.;



How could you be part of a team on the job?

Can you think of situations in your own life where you are part of a team?

How does doing your dorm duties involve teamwork?

Do you think a "ball-hog" on a basketball team helps or hurts the team? Why?








7 I Teamwork

7




Modeling


If any part is awkward, change it3. Be honest and real. Make it believable.4. Be sure to follow the correct steps for the skill.5. Keep it dear and simple. Don't clutter it up. It doesn't have to be fancy.6. Modeling teaches how to do something.

Role Playing




7

0 0

00

1011

0111

0011

7. T

eam

wor

kI

wor

k w

ell w

ith o

ther

stu

dent

s an

d st

aff

to a

ccom

plis

h a

task

or

goal

.

STE

PS T

OT

EA

MW

OR

K

1.W

ork

will

ingl

y w

ith o

thex

sto

acc

ompl

ish

your

task

.

2.R

espe

ct th

e ta

lent

s an

d sk

ills

of o

ther

team

mem

bers

.

3.B

e w

illin

g to

acc

ept c

ompr

o-m

ises

and

the

lead

ersh

ip o

fot

hers

.

4.Pa

rtic

ipat

e fu

lly a

nd d

o yo

urbe

st.

Tea

mw

ork

lets

us

take

on

big

orco

mpl

ex ta

sks

that

wou

ld b

e ha

rdor

impo

ssib

le to

do

alon

e. M

ost j

obs

are

big

and

com

plex

eno

ugh

that

they

req

uire

team

wor

k.

Goo

d te

amw

ork

invo

lves

resp

ectin

g ev

ery

mem

ber

of th

e te

am,

doin

g yo

ur b

est,

and

bein

g w

illin

g to

acc

ept c

ompr

omis

es, i

f nec

essa

ry.

Lea

rnin

g to

be

a go

od te

am m

embe

r ca

n he

lpyo

u to

ach

ieve

impo

rtan

t goa

ls a

nd h

ave

a lo

t of

fun.

Rem

embe

r, w

orki

ng to

geth

er c

an m

ake

the

job

easi

er.

7 S

x********************************** › fulltext › ED348564.pdfDOCUMENT RESUME CE 061 820 Personal...

Documents

Transcript of x********************************** › fulltext › ED348564.pdfDOCUMENT RESUME CE 061 820 Personal...