T & I LEADERSHIP
T & I LEADERSHIP
TEACHER GUIDE
TABLE OF CONTENTS
Leadership – Level I 2
Business Meeting Skills Content Outline 3
Business Meeting Teacher Information Sheet 4
Business Meeting Activity: Crossword Puzzle 8
Business Meeting Activity: Pin the Motion 11
Business Meeting Activity: Role Play 12
Business Meeting Test 14
Goal Setting Content Outline 22
Goal Setting Teacher Information Sheet 23
Goal Setting Activity 1: Listing Goals 24
Goal Setting Activity 2: My Goal Plan 25
Goal Setting Test 26
Leadership – Level II 28
Communication Skills Content Outline 29
Communication Skills Teacher Information Sheets 30
Communication Skills Activity Sheet: Technical Presentation 32
Communication Skills Activity Sheet: Technical Presentation Evaluation 33
Communication Skills Test: Technical Presentation 34
Team Building Skills Content Outline 36
Team Building Skills Teacher Information Sheets 37
Team Building Skills Activity Sheet 40
Team Building Skills Test 42
Leadership – Level III 44
Job Seeking Skills Content Outline 45
Job Seeking Skills Teacher Information Sheets 46
Job Seeking Skills Activity Sheet: Write a Letter of Application 49
Job Seeking Skills Activity Sheet: Write a Resume 51
Job Seeking Skills Activity Sheet: Complete an Employment Application 53
Job Seeking Skills Activity Sheet: Prepare a Follow-up Letter 56
Job Interview Activity Sheet: Job Interview Guidelines 60
LEADERSHIP
LEVEL I
BUSINESS MEETINGS
GOAL SETTING
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|CONTENT OUTLINE |ACTIVITIES |
|1. Use the proper procedure to bring up and complete an item of business |Teacher Information Sheet |
|during a deliberative assembly. | |
|2. Match motions to their correct purposes. |Role play a mock business meeting |
|3. Match terms and definitions associated with a business meeting. | |
|4. Arrange the Order of Business in the correct order. |Crossword Puzzle (Remediation Activity) |
|5. Select guidelines that ensure having a good meeting. | |
|6. Match the uses of a gavel with its purposes. |Activity, “Pin the Motion” |
|7. Select the basic principles of parliamentary procedure from a list. | |
|8. State the purpose of using a motion. |Parliamentary Procedure Written Test |
|9. Put the steps for processing a motion in order. | |
|10. Match the descriptions with the methods of voting. | |
|11. Conduct a mock business meeting. | |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|Teacher Information Sheet |
|Motions and their purposes |
|Main Motion – To present an item of business for consideration and action by the assembly. |
|Amend – To change a main motion in some way; add to, take away from, or substitute words for. |
|Postpone – To defer action of a motion until a later time. |
|Point of order – To call attention to a mistake in correct parliamentary procedure made during the meeting. |
|Question of privilege – To ask a question or call attention to the assembly of an important issue during the meeting. |
|Division of the assembly – To revote in a specific counting method especially after using a voice vote. |
|Refer – To place a motion in the hands of a committee. |
|Previous question – To immediately stop debate and go directly to a vote. |
|Adjourn – To dismiss a meeting. |
| |
|Terms and definitions associated with business meetings |
|Parliamentary Procedure – A set of rules for conduct at meetings which keeps assemblies orderly and guarantees that all people have equal|
|opportunity to express themselves. |
|Item of Business – A single matter to be discussed or acted on by an organization. |
|Assembly – Group of persons gathered for any purpose. |
|Debate – Any discussion of opposing ideas relating to a motion being considered. |
|Teacher Information Sheet – Continuation Page 2 |
|Minutes – The official written record of what was said and done in a meeting. |
|Committee – A group of people delegated to study, investigate, make recommendations, and report on certain matters. |
|Ad Hoc – A special committee formed to consider a single matter. |
|Standing – A regular committee which usually serves for a one year period to plan and carry out activities that fall within a certain subject |
|area. |
|Unfinished Business – Any business previously discussed and held over from a previous meeting. |
|Majority vote – More than half the votes cast. |
|Two-thirds vote – Two-thirds or more of the legal votes cast. |
|Second – An indication by a member that he or she wants to consider the motion just proposed by another member. |
|Pending motion – The immediate motion before the assembly. |
|Meeting – An official gathering of the members in order to transact business. |
|Minority – Less than half. |
|Majority – More than half. |
|Quorum – The number of members needed to be present to legally transact business. |
| |
|Parts to an order of business. |
|(It is recommended that an order of business be developed for each business meeting. A suggestion is to follow the outline below and plug in |
|what would be appropriate to individual business meetings.) |
| |
|Opening |
|(Call to order, emblem ceremony, pledge to the flag) |
|Roll call |
|Reading of the Secretary’s minutes |
|Treasurer’s report |
|Teacher Information Sheet – Continuation Page 3 |
|Committee reports |
|Standing |
|Ad Hoc |
|Unfinished business |
|New business |
|Program |
|(speaker, film, etc.) |
|Adjournment |
|Refreshments |
| |
|Suggested guidelines to ensure a good meeting. |
|Advance planning |
|Start and stop the meeting on time |
|Follow the order of business |
|Have well-prepared and organized committee reports |
|Involve all members in some way |
|Provide entertainment or refreshments |
| |
|Raps of the gavel and their purposes |
|One rap – Everyone should be seated |
|Two raps – The meeting is called to order |
|Three raps – Everyone should stand up |
| |
|Parliamentary Procedure principles and purposes |
|Majority rules |
|Minority has the right to express opinions |
|Justice and courtesy for all |
|One item is considered at a time |
|Maintain order at all times |
|Teacher Information Sheet – Continuation Page 4 |
|Business is transacted quickly and efficiently |
| |
|Purpose of using a motion is to bring a question before the assembly for consideration. |
| |
|Steps for processing a main motion |
|Obtain the floor (Be recognized by the Chair by standing and saying Mr. Chairman) |
|Chair assigns the floor (The Chair recognizes one of the members by pointing or nodding) |
|Member makes the motion (states “I move that …”) |
|Another member seconds the motion |
|Chair restates the motion to the assembly |
|Motion is discussed/debated by the assembly |
|Vote is taken on the motion |
|Vote is announced and appropriate action is taken |
| |
|Methods of voting during a business meeting |
|Secret ballot |
|Voice – Used on majority vote motions by stating Aye or No |
|Show of hands – Used in smaller assemblies to count the votes |
|Rising – Used in larger assemblies to count the votes |
|General Consent – Used in matters generally understood to have no objection |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|ACTIVITY – Crossword Puzzle (Remediation Activity) |
| |
| |
|1 |
|ACROSS DOWN |
| |
|1. The rules governing conduct at meetings (2 words) 1. The rank of importance one proposal |
|9. Discussion on an item of business has over others (3 words) |
|11. First item on the agenda (3 words) 2. Taking attendance (2 words) |
|13. To defer action until a later time 3. Ending the meeting |
|15. A new proposal for consideration by the assembly 4. Every motion ______ ___ ______ (2 words) (3 words) |
|18. Invalid or not binding as in “_____ and void” 5. Affirmative response |
|6. Sequence of activities at a meeting |
|(3 words) |
|7. Proceeding to vote or “Putting the |
|20. Any member may _______ a motion _____” |
|21. Two vowels 8. Comes together in a meeting |
|22. Secretary’s record of the proceedings of a meeting 10. List of business to be considered |
|24. How the assembly makes decisions 12. Permanent committees |
|26. Leave out 14. Assign a member to a task |
|27. Business left over from a previous meeting 16. A member _______ to take action |
|28. More than half 17. To change a motion |
|29. Statements of financial status (2 words) 19. A motion is _____ if it is defeated |
|31. To accept a motion (2 words) 21. Elected leaders of an organization |
|33. There are six steps for ________ a main motion 23. When everyone votes the same way, |
|it’s ____ |
|34. Being recognized to speak 25. Matters to be discussed |
|35. The body of members in a meeting 30. Intermission at a meeting |
|36. See #33 above (2 words) 32. Committee established for a specific |
|37. Presiding officer of a committee or meeting purpose or time (2 words) |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|ACTIVITY – Crossword Puzzle (Remediation Activity) |
| |
| |
|1 |
|P |
|Objective – Identify a motion when only given its characteristics. |
| |
|Activity Instructions |
| |
|-Pin a sheet with the name of a motion on it to a student’s back without the teacher seeing it. |
|-Give each student a flashcard. |
|-Have one player be it. |
|-The person who is it stands and shows the motion on their back to the other players. |
|-The other students hold up flashcards that describe the characteristics of the motion on “its” back. |
|-“It” must try to guess the name of the motion from the flashcards being shown. |
|-Continue the game until each player has been “it” or time is up. |
| |
|Teacher Preparation |
| |
|--Write the names of the following simple motions in big letters on separate sheets of paper: lay on the table, previous question, limit |
|debate, postpone, refer to a committee, amend, postpone. |
| |
|--Make a flashcard with each of the following characteristics on it large enough for all students to read: second, no second, debatable, |
|undebatable, amendable, not amendable, majority vote, two-thirds vote, can be reconsidered, cannot be reconsidered, must be recognized, do not|
|have to be recognized. |
| |
| |
|**Variations can be used such as: use more advanced motions for upper level students, and give more than one flashcard to each student when |
|numbers are limited. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|ACTIVITY SHEET - Role Play Suggestions for Mock Business Meeting |
|Main Motion |
|--Obtain recognition from the chair by raising your hand or standing and saying “Mr./Madam Chair” |
|--After being recognized, state your motion by saying “I move that …” by filling in the blank with the appropriate subject matter. |
|(I move that we as a group visit a local industry) |
|--Sit down and wait for another member to second the motion. |
|(“Mr./Madam Chair I second the motion) |
|--The assembly then debates the motion. |
|--After the debate the assembly then votes on the motion. |
| |
|Amendment to the Main Motion |
|--During the debate on the Main Motion a member obtains recognition before speaking. |
|--After being recognized, state the amendment by saying, “I move to amend the Main Motion by…” |
|(“I move to amend the motion to visit a local industry by adding seniors after we”) |
|--Sit down and wait for another member to second the motion. |
|--Debate the motion. |
|--Vote on the motion. |
|*There can be only two (2) amendments on the floor at a time. (An amendment and an amendment to the amendment) Any other changes to a motion |
|must be made after the amendment to the amendment is taken care of or both amendments have been taken care of. |
| |
|Postpone |
|--During debate get recognition before speaking. |
|--Make the motion to postpone by stating “I move to postpone the main motion…” by filling in the appropriate time. |
|(I move to postpone the motion to visit a local industry indefinitely) |
|or |
|(I move to postpone the motion to visit a local industry until the next meeting) |
| |
|Point of Order |
|--Stand up and indicate to the Chair what the mistake is immediately without recognition. (I rise to a Point of Order.) |
|ACTIVITY SHEET - Role Play Suggestions for Mock Business Meeting – Continuation Page 2 |
|--Chair will then ask you to state your point. |
|--State you point. (You have asked for debate on a motion that is nondebatable) |
|--Chair will rule on your Point of Order. (Your point is well taken, we…) |
|--Meeting continues. |
| |
|Question of Privilege |
|--Stand up and indicate to the Chair what the question is without recognition. (“I rise to a |
|Question of Personal Privilege”) |
|--Chair will then ask you to state your question. |
|--State your question. (“Since there are so many people in the room for the meeting, may we |
|adjust the thermostat accordingly?”) |
|--Chair will rule on your Question. (“Your question is well taken,….”) |
|--Meeting continues. |
| |
|Division of the Assembly |
|--After the voice vote on a motion is announced, call for a division without being recognized. (“I |
|call for a Division of the Assembly”) |
|--Chair will then revote on the motion using a method to be able to announce a specific count. |
|--Meeting continues with the next item on the agenda. |
| |
|Refer to a Committee |
|--During debate on a Main Motion, stand, get recognized, and state the motion. (I move to send |
|the motion….to a committee of three to report back at our next meeting.) |
|--Sit down and wait for another member to second the motion. |
|--Debate whether or not to send the Main Motion to a committee for further investigation. |
|--Vote on the motion to Refer to a Committee. |
|--Move on to the next item on the agenda if motion passes or continue debate on the Main |
|Motion if motion fails. |
| |
|Previous Question |
|--During debate on a Main Motion, stand, get recognized, and state the motion. (“I move the |
|Previous Question” or “I move the Previous Question on the motion and its amendments”) |
|--Sit down and wait for another member to second the motion. |
|--Vote on the Previous Question. |
|--Vote on the motion without further debate if the Previous Question passes, move on with |
|debate on the motion if the Previous Question fails. |
| |
|Adjourn |
|--Get recognition from the Chair, then state the motion. (“I move to adjourn”) |
|--Sit down and wait for another member to second the motion. |
|--Vote on the motion. |
|--Move on with the meeting if the Adjournment fails, adjourn the meeting if it passes. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|TEST – Parliamentary Procedure |
|Parliamentary Procedure Written Test |
| |
|Name _______________________________ Date __________________________ |
| |
|Motions and Definitions – Place the letter of the word in the blank in front of the definition that describes it. |
| |
|Main Motion F. Question of Privilege |
|Amend G. Division of the Assembly |
|Motion to Postpone H. Refer to Committee |
|Point of Order I. Previous Question |
|Adjourn |
| |
|_____ 1. To defer action of a motion until a later time. |
| |
|____ 2. To revote in a specific counting method especially after using a voice vote. |
|_____ 3. To dismiss a meeting. |
| |
|____ 4. To change a main motion in some way; add to, take away from, or substitute |
|words for. |
| |
|_____ 5. To ask a question or call attention to the assembly of an important issue or |
|to ask a question during the meeting. |
| |
|_____ 6. To immediately stop debate and go directly to a vote. |
| |
|_____ 7. To present an item of business for consideration and action by the |
|assembly. |
| |
|_____ 8. To call attention to a mistake in correct parliamentary procedure made |
|during the meeting. |
| |
|_____ 9. To place a motion in the hands of a committee. |
|TEST – Parliamentary Procedure – Continuation Page 2 |
|II. State the purpose of a Motion. __________________________________________________ |
|_____________________________________________________________________________ |
| |
|III. Put an “X” in the blank in front of each of the following answers that describes a basic principle of parliamentary procedure. |
| |
|_____A. Expedition of business |
|_____B. Majority Rules |
|_____C. Protection against motions to repeal decisions |
|_____D. Voting on all matters |
|_____E. Justice and courtesy for all |
|_____F. Maintain order at all times |
|_____G. Right of the minority to be heard |
|_____H. Consideration of one thing at a time |
|_____I. Control of the opposition |
|_____J. Protection of the rights of the absentee |
| |
| |
|IV. Terms and Definitions – Place the letter of the word in the blank in front of the definition that describes it. |
| |
|Parliamentary Procedure J. Majority vote |
|Item of Business K. Two-thirds vote |
|Assembly L. Second |
|Minutes M. Pending motion |
|Committee N. Meeting |
|Debate O. Minority |
|Ad Hoc Committee P. Majority |
|Standing Committee Q. Quorum |
|Unfinished Business |
| |
|_____1. Any discussion of opposing ideas relating to a motion being considered. |
| |
|_____ 2. A regular committee which usually serves for a one year period to plan and |
|carry out activities that fall within a certain subject area. |
| |
|_____ 3. An indication by a member that he or she wants to consider the motion just |
|proposed by another member. |
| |
|_____ 4. More than half. |
| |
|_____ 5. A set of rules for conduct at meetings which keeps assemblies orderly and |
|guarantees that all people have equal opportunity to express themselves. |
|TEST – Parliamentary Procedure – Continuation Page 3 |
| _____ 6. The official written record of what was said and done in a meeting. |
| |
|_____ 7. Any business previously discussed and held over from a previous meeting. |
| |
|_____ 8. The immediate motion before the assembly. |
| |
|_____ 9. The number of members needed to be present to legally transact business. |
| |
|_____10. A single matter to be discussed or acted on by an organization. |
| |
|_____11. A group of people delegated to study, investigate, make recommendations, and |
|report on certain matters. |
| |
|_____12. More than half the votes cast. |
| |
|_____13. An official gathering of the members in order to transact business. |
| |
|_____14. Group of persons gathered for any purpose. |
| |
|_____15. A special committee formed to consider a single matter. |
| |
|_____16. Two-thirds or more of the legal votes cast. |
| |
|_____17. Less than half. |
| |
|V. The following lists the order of business. Put it in order by placing a “1” before the first part, a “2” before the second, a “3” before |
|the third, and so on. |
| |
|_____A. New business |
|_____B. Entertainment and refreshments |
|_____C. Opening Ceremony |
|_____D. Closing Ceremony and Adjournment |
|_____E. Treasurer’s Report |
|_____F. Unfinished Business |
|_____G. Committee Reports |
|_____H. Program |
|_____I. Refreshments |
|_____J. Roll Call |
|TEST – Parliamentary Procedure – Continuation Page 4 |
|VI. From the following list place an “X” in front of the answer that is a guideline to follow to ensure a good business meeting. |
| |
|_____A. Start and stop on time |
|_____B. Involve all members in some way |
|_____C. Have officers use parliamentary procedure most of the time |
|_____D. Follow the order of business |
|_____E. Plan in advance |
|_____F. Make sure that the president makes the majority of decisions |
|_____G. Allow members to speak at any time |
|_____H. Give well-prepared, well-organized committee reports |
|_____I. Provide some type of entertainment |
| |
|VII. Place the number in front of the correct letter to match the raps of the gavel and their correct uses. |
| |
|_____A. Call the meeting to order 1. Three raps |
|_____B. Signal all members to be seated 2. Two raps |
|_____C. Signal for all members to stand 3. One rap |
| |
|VIII. Order the procedure for processing a main motion. Place a “1” in front of step one, a “2” in front of step two, a “3” in front of step |
|three, and so on. |
| |
|_____A. Another member seconds the motion |
|_____B. Vote is taken on the motion |
|_____C. Chair assigns the floor |
|_____D. Motion is debated by the assembly |
|_____E. Vote is announced and action is taken |
|_____F. Obtain the floor |
|_____G. Member states “I move that ...” |
|_____H. Chair restates the motion to the assembly |
| |
| |
|IX. Place the letter of the method of voting in the blank that describes it best. |
| |
|A. Secret ballot B. General consent C. Show of hands |
|D. Rising E. Voice |
| |
|_____ Used in matters generally understood to have no objection. |
|_____ Used in larger assemblies to count the votes. |
|_____ Used in smaller assemblies to count the votes. |
|_____ Used on majority vote motions by stating Aye or No. |
|_____ Votes are written on a piece of paper and taken up and counted. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.01 C3P Demonstrate basic business meeting skills.
|TEST – Parliamentary Procedure |
|Parliamentary Procedure Written Test |
| |
|Name _________KEY______________________ Date __________________________ |
| |
|Motions and Definitions – Place the letter of the word in the blank in front of the definition that describes it. |
| |
|Main Motion F. Question of Privilege |
|Amend G. Division of the Assembly |
|Motion to Postpone H. Refer to Committee |
|Point of Order I. Previous Question |
|Adjourn |
| |
|__C__ 1. To defer action of a motion until a later time. |
| |
|__G__ 2. To revote in a specific counting method especially after using a voice vote. |
|__E__ 3. To dismiss a meeting. |
| |
|__B_ 4. To change a main motion in some way; add to, take away from, or substitute |
|words for. |
| |
|__F__ 5. To ask a question or call attention to the assembly of an important issue or |
|to ask a question during the meeting. |
| |
|__I__ 6. To immediately stop debate and go directly to a vote. |
| |
|__A__ 7. To present an item of business for consideration and action by the |
|assembly. |
| |
|__D__ 8. To call attention to a mistake in correct parliamentary procedure made |
|during the meeting. |
| |
|__H__ 9. To place a motion in the hands of a committee. |
|TEST – Parliamentary Procedure – Continuation Page 2 |
|II. State the purpose of a Motion. ________________To Bring a question before the assembly |
|for consideration _________________________________________________________ |
| |
|III. Put an “X” in the blank in front of each of the following answers that describes a basic principle of parliamentary procedure. |
| |
|__X___A. Expedition of business |
|__X___B. Majority Rules |
|______C. Protection against motions to repeal decisions |
|______D. Voting on all matters |
|__X___E. Justice and courtesy for all |
|__X___F. Maintain order at all times |
|__X___G. Right of the minority to be heard |
|__X___H. Consideration of one thing at a time |
|______I. Control of the opposition |
|______J. Protection of the rights of the absentee |
| |
| |
|IV. Terms and Definitions – Place the letter of the word in the blank in front of the definition that describes it. |
| |
|Parliamentary Procedure J. Majority vote |
|Item of Business K. Two-thirds vote |
|Assembly L. Second |
|Minutes M. Pending motion |
|Committee N. Meeting |
|Debate O. Minority |
|Ad Hoc Committee P. Majority |
|Standing Committee Q. Quorum |
|Unfinished Business |
| |
|__F__1. Any discussion of opposing ideas relating to a motion being considered. |
| |
|__H__ 2. A regular committee which usually serves for a one year period to plan and |
|carry out activities that fall within a certain subject area. |
| |
|__L__ 3. An indication by a member that he or she wants to consider the motion just |
|proposed by another member. |
| |
|__P__ 4. More than half. |
| |
|__A__ 5. A set of rules for conduct at meetings which keeps assemblies orderly and |
|guarantees that all people have equal opportunity to express themselves. |
|TEST – Parliamentary Procedure – Continuation Page 3 |
| __D__ 6. The official written record of what was said and done in a meeting. |
| |
|__I__ 7. Any business previously discussed and held over from a previous meeting. |
| |
|__M__ 8. The immediate motion before the assembly. |
| |
|__Q_ 9. The number of members needed to be present to legally transact business. |
| |
|__B__10. A single matter to be discussed or acted on by an organization. |
| |
|__E__11. A group of people delegated to study, investigate, make recommendations, and |
|report on certain matters. |
| |
|__P__12. More than half the votes cast. |
| |
|__N__13. An official gathering of the members in order to transact business. |
| |
|__C__14. Group of persons gathered for any purpose. |
| |
|__G__15. A special committee formed to consider a single matter. |
| |
|__K__16. Two-thirds or more of the legal votes cast. |
| |
|__O__17. Less than half. |
| |
|V. The following lists the order of business. Put it in order by placing a “1” before the first part, a “2” before the second, a “3” before |
|the third, and so on. |
| |
|__6___A. New business |
|__9___B. Entertainment and refreshments |
|__1___C. Opening Ceremony |
|__8___D. Closing Ceremony and Adjournment |
|__3___E. Treasurer’s Report |
|__5___F. Unfinished Business |
|__4___G. Committee Reports |
|__7___H. Program |
|__2___J. Roll Call |
|TEST – Parliamentary Procedure – Continuation Page 4 |
|VI. From the following list place an “X” in front of the answer that is a guideline to follow to ensure a good business meeting. |
| |
|__X___A. Start and stop on time |
|__X___B. Involve all members in some way |
|______C. Have officers use parliamentary procedure most of the time |
|__X___D. Follow the order of business |
|__X___E. Plan in advance |
|______F. Make sure that the president makes the majority of decisions |
|______G. Allow members to speak at any time |
|__X___H. Give well-prepared, well-organized committee reports |
|__X___I. Provide some type of entertainment |
| |
|VII. Place the number in front of the correct letter to match the raps of the gavel and their correct uses. |
| |
|__2___A. Call the meeting to order 1. Three raps |
|__3___B. Signal all members to be seated 2. Two raps |
|__1___C. Signal for all members to stand 3. One rap |
| |
|VIII. Order the procedure for processing a main motion. Place a “1” in front of step one, a “2” in front of step two, a “3” in front of step |
|three, and so on. |
| |
|__4___A. Another member seconds the motion |
|__7___B. Vote is taken on the motion |
|__2___C. Chair assigns the floor |
|__6___D. Motion is debated by the assembly |
|__8___E. Vote is announced and action is taken |
|__1___F. Obtain the floor |
|__3___G. Member states “I move that ...” |
|__5___H. Chair restates the motion to the assembly |
| |
| |
|IX. Place the letter of the method of voting in the blank that describes it best. |
| |
|A. Secret ballot B. General consent C. Show of hands |
|D. Rising E. Voice |
| |
|__B___ Used in matters generally understood to have no objection. |
|__D___ Used in larger assemblies to count the votes. |
|__C___ Used in smaller assemblies to count the votes. |
|__E___ Used on majority vote motions by stating Aye or No. |
|__A___ Votes are written on a piece of paper and taken up and counted. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.02 C3P Establish personal and organizational goals.
|CONTENT OUTLINE |ACTIVITIES |
|Match terms and definitions dealing with goal setting. |Teacher Information Sheet |
|Identify the reasons to set goals. | |
|List the advantages of setting short term goals. |Activity, Goal Setting 1 |
|Identify the characteristics of effective goals. | |
| |Activity, Goal Setting 2 |
| | |
| |Goal Setting Written Test |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.02 C3P Establish personal and organizational goals.
|Teacher Information Sheet |
|Terms and their definitions |
|Goal- The purpose of any plan or action |
|Short term goal- One of a series of accomplishments that add up to a specific achievement |
|Long term goal- A specific achievement that will take the accomplishment of certain steps to obtain |
|Strategy- The decision of how to accomplish an objective |
|Desire- To long for an objective |
|Reasons to set Goals |
|Allows to arrange a life with a clear purpose and/or destination |
|Turn dreams into desires so that with work you can accomplish something |
|Allows one to prioritize events in one’s life |
|Ability to set a plan of action to guide you into the future |
|Advantages of Setting Short Term Goals |
|Helps divide a short term goal into manageable pieces |
|Focus energy on smaller specific steps to achieve long term goal |
|Helps better manage your time |
|Gives you specific ways to evaluate your progress toward a long term goal |
|In the evaluation process, if one short term goal does not work, another can be set without losing sight of the long term goal |
|Characteristics of Effective Goals |
|Stated in clear terms – Example: I will lose 10 pounds by the 1st of next month. |
|Believable- You must believe you can reach the desired goal. |
|Achievable – You must have the interests, skills, abilities and strengths to make it happen. |
|Measurable – The goal can be accomplished within a certain time or in a quantity that can be calculated. |
|Desirable – You really want to achieve this. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.02 C3P Establish personal and organizational goals.
|ACTIVITY SHEET 1 – Goal Setting |
| |
List three goals in each area. Then rank 1-2-3 in order of importance.
|MY SCHOOL GOALS: |RANK |
| | |
| | |
| | |
|MY FUTURE EDUCATIONAL GOALS: | |
| | |
| | |
| | |
|MY CAREER GOALS: | |
| | |
| | |
| | |
|MY PERSONAL GROWTH GOALS: | |
| | |
| | |
| | |
|MY FRIENDSHIP GOALS: | |
| | |
| | |
| | |
|MY LEISURE TIME GOALS: | |
| | |
| | |
| | |
|MY LONG RANGE LIFE GOALS: | |
| | |
| | |
| | |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills
and goal setting.
Objective: XX01.02 C3P Establish personal and organizational goals.
|ACTIVITY SHEET 2 – Goal Setting |
|MY GOAL PLAN |
| |
|NAME ______________________________________________ DATE __________________ |
| |
|Educational Goals: (Related to your current program or future education) |
|__________________________________________________________________________ |
| |
|__________________________________________________________________________ |
| |
|Steps to Reach These Goals: |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|Personal Goals: (Appearance, personality, friends, family, etc.) |
|__________________________________________________________________________ |
| |
|__________________________________________________________________________ |
| |
|Steps to Reach These Goals: |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|Career Goals: (Job search or reading about your occupation) |
|__________________________________________________________________________ |
| |
|__________________________________________________________________________ |
| |
|Steps to Reach These Goals: |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
|___________________________________________________________________________ |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate basic business meeting skills and
goal setting.
Objective: XX01.02 C3P Establish personal and organizational goals.
|TEST – Goal Setting |
|Goal Setting Written Test |
| |
|Name _______________________________ Date __________________________ |
| |
|Match the correct term to its definition. Place the letter of the word in front of its definition |
|A. Goal D. Desire |
|B. Short Term Goal E. Strategy |
|C. Long Term Goal |
| |
|_____ 1. One of a series of accomplishments that add up to a specific achievement |
| |
|_____ 2. To long for an objective |
| |
|_____ 3. A specific achievement that will take the accomplishment of certain steps to |
|obtain |
| |
|_____ 4. The purpose of any plan or action |
| |
|_____ 5. The decision of how to accomplish an objective |
| |
|Place an “X” in front of a correct reason to set goals. |
| |
|_____ Allows one to prioritize events in life |
| |
|_____ Gives the ability to set a plan of action to guide you into the future |
| |
|_____ Lets you make decisions based on what your friends are doing |
| |
|_____ You only have to think about things that should happen tomorrow |
| |
|_____ Allows you to arrange your life with a clear purpose and/or destination |
| |
|_____ Turns dreams into desires so that with work you can accomplish something |
|TEST – Goal Setting – Continuation Page 2 |
| |
|List the characteristics of effective goals. |
| |
|_________________________________________________________________ |
|_________________________________________________________________ |
|_________________________________________________________________ |
|_________________________________________________________________ |
|_________________________________________________________________ |
| |
|Place an “X” in front of an advantage of setting short term goals. |
| |
|_____ In the evaluation process, if one short term goal does not work, another can be |
|set without losing sight of the long term goal |
| |
|_____ It allows you to focus on 5 or 6 things you want to accomplish at once |
| |
|_____ Gives you specific ways to evaluate your progress toward a long term goal |
| |
|_____ Your schedule can be easily filled with useless activities |
| |
|_____ Helps better manage your time |
| |
|_____ Focuses energy on smaller specific steps to achieve long term goal |
| |
|_____ Helps divide a long term goal into manageable pieces |
LEADERSHIP
LEVEL II
COMMUNICATION SKILLS
TEAM BUILDING SKILLS
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.01 C3P Demonstrate communication skills.
|CONTENT OUTLINE |ACTIVITIES |
|Match correct definitions with terms associated with presentations. |Teacher Information Sheet |
|Select from a list the correct purposes of presentations. | |
|Select from a list the correct guidelines for preparing successful |Prepare a Technical Presentation |
|presentations. | |
|Arrange in the correct order the proper steps to prepare a presentation. |Give a Technical Presentation |
|Select from a list the guidelines one should follow when gathering | |
|information for a presentation. |Evaluation of a Technical Presentation |
|Quote reasons for using outlines. | |
|Evaluate a speech. |Technical Presentation Test |
|Give a prepared presentation. | |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.01 C3P Demonstrate communication skills.
|Teacher Information Sheet |
|Terms and definitions |
|Outline – Logical organization of ideas that forms the framework of any presentation. |
|Gesture – Use of facial expressions or body motions to emphasize points. |
|Demonstration – Presentation using a step-by-step procedure for performing a task. |
|Introduction – Beginning of a presentation; should attract the attention and motivate the audience. |
|Body – Central theme of the presentation; carries the main idea. |
|Conclusion – Summarizes the main point of the presentation. |
| |
|Purposes for using presentations |
|To inform |
|To influence |
|To entertain |
| |
|Guidelines for preparing successful presentations |
|Choose an interesting topic |
|Make sure the presentation is clear to yourself |
|Make sure the presentation is phrased to be understandable to your audience |
|Fully explain new terms related to the presentation |
|Practice the presentation |
| |
|Step-by-step method for preparing a presentation |
|Analyze the subject (Have a full understanding of the full presentation) |
|Research available references (even talk to an expert about the correct procedures) |
|Phrase presentation clearly for your audience (Make sure all terms and definitions are phrased to be understood by everyone in the audience) |
|Fully explain new ideas and terms related to the presentation |
|Practice the presentation |
| |
|Why use an outline? |
|To aid in organizing and developing ideas for the presentation |
|As a checklist for major points of the presentation (make sure every detail is covered) |
|Teacher Information Sheet – Continuation Page 2 |
|Follow these guidelines when gathering information for a presentation. |
|Check personal books |
|Review back issues of trade and business magazines |
|Check school and public libraries |
|Check Reader’s Guide at library for index of magazine articles |
|Check with trade associations |
|Check with editors of business papers |
|Interview a resource person |
|Check appropriate federal and state government agencies |
|Check educational facilities |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.01 C3P Demonstrate communication skills.
|ACTIVITY SHEET – Technical Presentation |
|Select a topic that interests you and give a demonstration to the class. Use the following work sheet to help you prepare you presentation. |
| |
|Presentation Topic: _____________________________________________________________ |
| |
|What tools and equipment do you need? |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
| |
|What visuals or other support materials need to be prepared? |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
|________________________________________________________________________ |
| |
|Where will the presentation be made? ___________________________________________ |
|Is the room arrangement appropriate for your presentation? __________________________ |
| |
|Having set the above criteria, use the following information to assist in preparing the presentation. |
|Is the topic current and are you thoroughly familiar with it? |
|Develop the presentation step-by-step. |
|Practice the demonstration and revise the necessary steps. |
|Review the time restrictions. Make sure your practice times fit the restrictions. |
|Make sure any prepared materials can be seen by all in the audience. |
|Make sure you gather all required tools and equipment, they are available, in good working condition, and clean. |
|Follow all safety procedures when conducting the presentation. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.01 C3P Demonstrate communication skills.
|ACTIVITY SHEET – Technical Presentation Evaluation |
|This sheet is to be used by you or the instructor to evaluate a presentation. Read through the evaluation so that it will help you prepare |
|your presentation to cover each of the points. |
| |
|How long did the presentation last? _____________________________________________ |
|Was a logical sequence followed during the presentation? Yes ______ No ______ |
|Was the speaker talking in a clear, distinct voice? Yes ______ No ______ |
|_____ Voice was loud |
|_____ Voice was soft |
|_____ Speaker spoke fast |
|_____ Speaker spoke slowly |
|_____ Speaker spokein monotone |
|Did the speaker present an interesting presentation? Yes ______ No ______ |
|Could the demonstration be seen clearly and were all visuals used large enough to be seen? Yes ______ No ______ |
|Visuals were overused _____ |
|Visuals were used appropriately _____ |
|Visuals were used very little _____ |
|Were proper safety procedures followed? Yes ______ No ______ |
|If no, what safety procedures were not followed? __________________________________ |
|___________________________________________________________________________ |
|Did the presenter have all the necessary tools and materials relevant to the presentation? Yes ______ No ______ |
|What, if any, tools were missing? ______________________________________________ |
|Rate the presenter: Excellent __________ Good __________ Fair __________ Poor __________ |
|What were the strengths of the presentation? _____________________________________ |
|__________________________________________________________________________ |
|__________________________________________________________________________ |
|What were the weaknesses of the presentation? ___________________________________ |
|__________________________________________________________________________ |
|__________________________________________________________________________ |
|In what ways could the presentation have been improved? ___________________________ |
|__________________________________________________________________________ |
|__________________________________________________________________________ |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.01 C3P Demonstrate communication skills.
|TEST – Technical Presentation |
|Technical Presentation |
| |
|Name _________________________________________________ Date __________________ |
| |
|Match the correct term by placing the letter of the word in the blank next to the correct definition. |
| |
|1. A. Outline B. Gesture C. Demonstration |
|D. Introduction E. Body F. Conclusion |
| |
|_____ 1. Central theme of the presentation; carries the main idea. |
|_____ 2. Use of facial expressions or body motions to emphasize points. |
|_____ 3. Summarizes the main point of the presentation. |
|_____ 4. Logical organization of ideas that forms the framework of any presentation. |
|_____ 5. Beginning of a presentation; should attract the attention and motivate the audience. |
|_____ 6. Logical organization of ideas that forms the framework of any presentation. |
| |
|Place an X in the blank before each correct purpose of a presentation. |
| |
|2 _____ A. To entertain |
|_____ B. To influence |
|_____ C. To procrastinate |
|_____ D. To judge |
|_____ E. To evaluate |
|_____ F. To inform |
| |
|Place an X in the blank before each correct guideline for a presentation. |
| |
|_____ A. Choose topic that is interesting to audience. |
|_____ B. Practice your presentation. |
|_____ C. Explain any new ideas or terms related to topic. |
|_____ D. Phrase presentation clearly for your audience. |
|_____ E. Use technical terms. |
|_____ F. Practice speaking in a flat voice. |
|_____ G. Make presentation clear to yourself. |
|TEST – Technical Presentation – Continuation Page 2 |
|Arrange in the correct order the steps to prepare a presentation. Place a 1 in front of the first step, a 2 in front of the second step, a 3 |
|in front of the third step, and so on. |
| |
|_____ A. Record key information |
|_____ B. Analyze the subject |
|_____ C. Arrange the material in a logical order |
|_____ D. Research available references |
| |
|Place an X in the blank before each correct guideline to follow when gathering information for a presentation. |
| |
|5. _____ A. Check the Reader’s Guide at library for index of magazine articles. |
|_____ B. Check with editors of business papers. |
|_____ C. Check personal books. |
|_____ D. Check school and public libraries. |
|_____ E. Review back issues of trade and business magazines. |
|_____ F. Check appropriate federal and state government agencies. |
|_____ G. Check with trade associations. |
|_____ H. Check educational facilities. |
|_____ I. Interview a resource person. |
|List the reasons for using an outline to prepare a presentation. |
| |
|A. _____________________________________________________________________ |
|___________________________________________________________________________ |
|B. _____________________________________________________________________ |
|___________________________________________________________________________ |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.02 C3P Demonstrate problem solving and team building
skills.
|CONTENT OUTLINE |ACTIVITIES |
|Match terms with their correct definitions. |Teacher Information Sheet |
|List the reasons for following the problem-solving process. | |
|List the steps in the problem-solving process. |Activity, Sinking Ship |
|List the steps in the quality improvement process. | |
| |Team Building Written Test |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.02 C3P Demonstrate problem solving and team building
skills.
|Teacher Information Sheet |
|Terms and their definitions |
|Benchmarking – a process used by many organizations to measure its practices against those of an industry leader |
|Conformance – when an output meets the agreed-upon customer requirements |
|Continuous – ongoing |
|Customer – the people inside and/or outside the organization who receive the product that you produce and/or the service that you provide |
|Customer requirements – what the customer expects of the output, agreed upon by the customer and the supplier |
|Framework – the basic structure or structural frame of something |
|Global – worldwide |
|Nonconformance – when an output does not meet the agreed-upon customer requirements |
|Output – the products and/or services produced by a supplier |
|Supplier – a person or group producing an output |
|Supplier specifications – an exact description of what the customer expects and desires expressed in terms the supplier uses in his or her |
|business or profession |
|Quality – meeting the requirements of both customers inside and outside of the organization |
|Brainstorming – allows group members to generate and call out ideas as quickly as they think of them |
|Brainwriting – write ideas on a slip of paper, exchange slips, and build on the idea they receive |
|Checksheets – record of the information by category |
|Interviewing – gathering information from individuals in person or over the phone |
|Surveying – gathering information by questionnaire either face to face or not face to face |
|List reduction – elimination or combination of ideas generated during brainstorming |
|Balance sheets – mark a column pro’s and another con’s to allow members to elaborate on the positive and negative aspects of the idea, |
|solution, or answer |
|Criteria rating forms – group is able to look at several ideas and compare them against the same criteria |
|Weighted voting – allows all members to voice their opinion without the group having to reach an agreement. Votes are cast all for one idea |
|or spread over different ideas. |
|Teacher Information Sheet – Continuation Page 2 |
|Paired comparisons – members look at ideas side by side and evaluate them against one another |
|Cause-and-effect analysis – tool used to analyze data collected as it graphically illustrates the causes and effects in a fishbone pattern |
|Force-field analysis – identify the aspects which help solve the problems and those that stand in the way of the solution |
|Histograms – type of bar graph that is an effective way to visually display information |
|Pie charts – data is displayed as sections or slices of a pie |
|Time charts – charts that can display causes and effects, fluctuations, or changes over certain periods of time |
|Cost-benefit analysis – estimates the costs and benefits of possible solutions |
|Flowcharts – the steps in a project are charted in the order in which they will be done |
|Gantt charts – shows the order in which segments of a project must be completed and which segments need to be completed before the next can |
|begin |
|PERT (program evaluation and review technique) charts – charts a project’s path and the steps along the path |
|Justification for following the problem-solving process |
|The real problem can be identified before taking action |
|Provides a means for identifying problems and supporting possible solutions |
|Provides a systematic way to apply techniques that assure ideas are created and information is collected |
|Prevents problems from being tackled that are beyond the control of the individual or team |
|Promotes defining problems in detail before implementing |
|Makes sure the right people are involved early in identifying, choosing, and planning solutions |
|Allows for solutions to be planned out and evaluated |
|Steps in a problem-solving process |
|Identify the problem |
|Ask “what should be changed” |
|Provide a current situation that is specific, but contains no causes or solutions |
|Result will be a problem statement that contains a statement of the current situation and a statement of the desired situation |
|Describe the causes |
|Ask the question “what is keeping us from getting to where we want to go?” |
|Develop a problem statement and needed supporting data |
|Result will be the problem causes identified, documented, and ranked in order of importance |
|Teacher Information Sheet – Continuation Page 3 |
|Search for possible solutions |
|Ask the question “how can we make the needed changes?” |
|Develop a problem statement about the key causes and a list of possible solutions |
|Result will be a list of possible solutions |
|Choose the solution |
|Ask the question “What is the best way to solve the problem?” |
|Develop a problem statement that includes criteria for evaluating each possible solution, plans needed to carry out each possible solution, |
|and measurements for deciding when the problem is solved |
|Result will be a plan for making the change and a way to track the progress |
|Carry out the solution |
|Ask the question “are we following the plan?” |
|Use data to measure the success of the plan |
|Result will be the solution is accomplished |
|Check the solution |
|Ask the question “how well did the solution work or did it create new problems?” |
|Use data to check the solution in place |
|Result will be the solution is confirmed or the decision to begin a new problem-solving process |
|Steps in the quality improvement process |
|Identify the end product – what do you need or want to produce? How is it different from the product you currently produce or are you |
|developing a new line of product? |
|Identify the customer – know the contact person by name. If there is a personal contact, needed information and requirements for your product|
|is easier to obtain. |
|Identify customer’s requirements – requirements must be specific, detailed, and achievable |
|Use customer requirements to identify your specifications – take needed requirements and put them into the language of your business terms |
|Outline steps to follow in product production – if changing an older process in order to be more efficient, new or different steps should be |
|outlined in detail to determine if new process is more efficient |
|Identify and choose evaluation techniques to make sure you are on track – there is a need to be specific about how to evaluate progress |
|Determine if current process is adaptable enough to work when necessary changes are made – if changes are not workable, product can not be |
|produced |
|Evaluate process and results – check to see if production was improved. Was customers’ requirements met and Is there a profit made on the |
|product? |
|Go back to step one – this is a continuous process. See how more improvements can be made and how the product can be made even better. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.02 C3P Demonstrate problem solving and team building
skills.
|ACTIVITY SHEET – Team Building Skills |
| You are in the middle of the ocean on a ship. You have just learned that the ship is taking on water at an alarming rate. As the small |
|life boats are being lowered into the water, you are assigned the task by one of the ship’s crew to gather supplies from one of the supply |
|rooms on deck. You do not have time to get everything, nor do you have room in the life boat for everything and people too. Your assignment |
|is to rank the following list of 15 items from most important to least important. The items at the top of the list would be the ones that you|
|would make sure that you grabbed first and did not leave behind. |
|After the items are ranked on your personal list, you will be divided into small groups. In these groups everyone will discuss the items and |
|rank them from most important to least important. The group list will be similar to each person’s individual list but will be a different |
|list as the group comes to a decision about the ranking of the items. |
| |
|Fifteen feet of nylon rope Two gallon can of oil-gas mixture |
|Shaving mirror Two boxes of chocolate bars |
|Mosquito netting Shark repellent |
|Floating seat cushion Fishing kit |
|Sextant Maps of the Pacific Ocean |
|One quart of 160-proof Puerto Rican rum One case of US Army C rations |
|Twenty square feet of opaque plastic Five gallon can of water |
|Small transistor radio |
|Individual |Group |
| | |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
|________________________________ |________________________________ |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.02 C3P Demonstrate problem solving and team building
skills.
|ACTIVITY ANSWER SHEET – Team Building Skills |
|According to the experts, the basic supplies needed when a person is stranded in mid ocean are articles to attract attention and articles to |
|aid survival until rescuers arrive. Articles for navigation are of little importance: Even if a small life raft were capable of reaching |
|land, it would be impossible to store enough food and water to subsist during that period of time. Therefore, of primary importance are the |
|shaving mirror and the two gallon can of oil-gas mixture. These items could be used for signaling air-sea rescue. Of secondary importance |
|are items such as water and food, for example, the case of Army C rations. |
| |
|A brief rational is provided for the ranking of each item. These brief explanations obviously do not represent all the potential uses for the|
|specified items but, rather, the primary importance of each. |
|1. Shaving mirror – Critical for signaling air-sea rescue. |
|2. Two gallon can of oil-gas mixture – Critical for signaling – the oil-gas mixture will float on the water and can be ignited with a dollar |
|bill and a match (obviously, outside the raft). |
|3. Five gallon can of water – Necessary to replenish loss by perspiring, and so on. |
|4. One case of US Army C rations – Provides basic food intake. |
|5. Twenty square feet of opaque plastic – Can be utilized to collect rain water, provide shelter from the elements. |
|6. Two boxes of chocolate bars – A reserve food supply. |
|7. Fishing kit – Ranked lower than the candy bars because “one bird in the hand is worth two in the bush.” There is no assurance that you |
|will catch any fish. |
|8. Fifteen feet of nylon rope – May be used to lash equipment together to prevent it from falling over-board. |
|9. Floating seat cushion – If someone fell overboard, it could function as a life preserver. |
|10. Shark repellent – Obvious. |
|11. One quart of 160-proof Puerto Rican rum. |
|12. Small transistor radio – Of little value since there is no transmitter (you are also out of range of AM stations). |
|13. Maps of the Pacific Ocean – Worthless without additional navigational equipment – it does not really matter where you are but where the |
|rescuers are. |
|14. Mosquito netting – There are no mosquitoes in the mid-Pacific. |
|15. Sextant – Without tables and a chronometer, relatively useless. |
|The basic rationale for ranking signaling devices above life-sustaining items (food and water) is that without signaling devices there is |
|almost no chance of being spotted and rescued. Furthermore, most rescues occur during the first 36 hours, and one can survive without food |
|and water during this period. |
|**Officers of the United States Merchant Marines ranked the 15 items and provided the “correct” solution to the task. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate communication, problem solving,
and team building skills.
Objective: XX01.02 C3P Demonstrate problem solving and team building
skills.
|TEST – Team Building |
|NAME ____________________________________ SCORE __________________________ |
|Match terms related to their correct definition. Write the correct letters in the blanks. |
|A. Benchmarking H. Nonconformance |
|B. Conformance I. Output |
|C. Continuous J. Supplier |
|D. Customer K. Supplier Specifications |
|E. Customer requirements L. Quality |
|F. Framework M. Braninstorming |
|G. Global N. Brainwriting |
|_____ 1. When an output does not meet the agreed upon customer requirements |
|_____ 2. Write ideas on a slip of paper, exchange slips, and build on the idea they receive |
|_____ 3. When an output meets the agreed upon customer requirements |
|_____ 4. An exact description of what the customer expects and desires expressed in terms the supplier uses in his or her business or |
|profession |
|_____ 5. What the customer expects of the output, agreed upon by the customer and the supplier |
|_____ 6. A process used by many organizations to measure its practices against those of an industry leader |
|_____ 7. Allows group members to generate and call out ideas as quickly as they think of them |
|_____ 8. People inside and/or outside the organization who receive the product that you produce and/or the service that you provide |
|_____ 9. Meeting the requirements of both customers inside and outside of the organization |
|_____ 10. The products and/or services produced by a supplier |
|_____ 11. Ongoing |
|_____ 12. Worldwide |
|_____ 13. The basic structure or structural frame of something |
|_____ 14. A person or group producing an output |
|List the steps in the problem-solving process. |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|TEST – Team Building – Continuation Page 2 |
|List the steps in the quality improvement process. |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|___________________________________________________________________ |
|Match terms related to their correct definitions. Write the correct letters in the blanks. |
|A. Checksheets I. Force-field analysis |
|B. Interviewing J. Histograms |
|C. Surveying K. Pie charts |
|D. List reduction L. Time charts |
|E. Balance sheets M. Cost-benefit analysis |
|F. Criteria rating forms N. Flowcharts |
|G. Weighted voting O. Gantt charts |
|H. Paired comparisons P. Cause-and-effect analysis |
|_____ 1. Members look at ideas side by side and evaluate them against one another |
|_____ 2. Record of the information by category |
|_____ 3. Data is displayed as sections or slices of a pie |
|_____ 4. Group is able to look at several ideas and compare them against same criteria |
|_____ 5. Tool used to analyze data collected as it graphically illustrates the causes and |
|effects in a fishbone pattern |
|_____ 6. Gathering information from individuals in person or over the phone |
|_____ 7. The steps in a project are charted in the order in which they will be done |
|_____ 8. Mark a column pro’s and another con’s to allow members to elaborate on the |
|positive and negative aspects of the idea, solution, or answer |
|_____ 9. Type of bar graph that is an effective way to visually display information |
|_____ 10. Gathering information by questionnaire either face to face or not face to face |
|_____ 11. Charts that can display causes and effects, fluctuations, or changes over certain |
|periods of time |
|_____ 12. Allows all members to voice their oinion without the group having to reach an |
|agreement |
|_____ 13. Elimination or combination of ideas generated during brainstorming |
|_____ 14. Shows the order in which segments of a project must be completed and which |
|segments need to be completed before the next can begin |
|_____ 15. Identify the aspects which help solve the problems and those that stand in the |
|way of the solution |
|_____ 16. Estimates the costs and benefits of possible solutions |
|PERT – Write below what this acronym stands for. ______________________________________________________________________ |
LEADERSHIP
LEVEL III
JOB SEEKING SKILLS
JOB INTERVIEW
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|CONTENT OUTLINE |ACTIVITIES |
|Match terms and definitions associated with applying for a job. |Teacher Information Sheet |
|Name the different ways to find a job opening. | |
|List the personal characteristics an employer looks for during an interview. |Prepare a letter of application |
|List how to dress for an interview. | |
|Match descriptions and the documentation needed when applying for a job. |Write a résumé |
|Distinguish between information to be obtained during and before an | |
|interview. |Properly complete an employment (job) application |
|List items to be taken to a job interview. | |
|Write a résumé. |Prepare a follow-up letter |
|Write a letter of application. | |
|Properly complete a job application. | |
|Write a follow-up letter. | |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|Teacher Information Sheet |
|Terms and definitions |
|Applicant – The person applying for a job. |
|Résumé – Brief summary of one’s qualifications and work related experiences |
|Employment agency – Business designed to help people find work (public and private) |
|Garnishment – Act of withholding wages or other property to satisfy a debt |
|Extracurricular activities – Clubs, organizations, and other social and church groups in which one participates |
|Employment wanted ad – Classified advertisement placed by someone seeking employment and listing their qualifications |
|Interview – A meeting between the job applicant and the employer for questioning and evaluation of qualifications |
|Application – Printed form where an applicant provides information about job history, education, personal experiences, and references |
|Employer – A person representing a business that is looking for qualified workers |
|Want ad – Classified advertisement telling what kind of job opening is available and the desired qualifications |
|Qualifications – Experience, education, and physical characteristics that suit a person to a job |
|Portfolio – Binder containing examples of drawings, letters, etc. that show how a person is qualified for a job opening |
|Equal opportunity employer – Business that advertises the fact that no discrimination is practiced |
|Follow-up letter – Letter mailed to the employer after the interview; used to refresh the interviewer about the applicant’s qualifications and|
|thank the interviewer |
|Fringe benefits – Types of services provided by the employer in addition to wages |
|Blind ad – Classified advertisement that lists desirable work traits but does not list a company name only a phone number (Used so that only |
|qualified applicants will call and the company will not be swamped by applications just to work for the company) |
|Teacher Information Sheet – Continuation Page 2 |
|Places to find out about job openings |
|Classified Advertisements (Newspapers and Magazines) |
|Employment Offices (Public and Private) |
|Local Businesses (Chamber of Commerce Listing) |
|Check with Relatives |
|Check with School Personnel |
|Internet sites with job openings |
|Characteristics employers look for during a job interview |
|Desire to give an honest day’s work for a day’s pay |
|Desire to help others on the job. |
|Desire to improve one’s job skills. |
|Dependable and dedicated to the job and company. |
|Interested and enthusiastic about the job and company. |
|Proper dress for a job interview |
|A first impression is a lasting impression. Applicants are trying to sell themselves to the company in return for a job. An attitude that |
|the “real me” is more important than what is worn today is a mistake because the company will probably never get to know the “real me.” |
|Make sure the dress fits the job you are interviewing for. You should always dress a little better for an interview than you would for a day |
|on the job. |
|Make sure your clothing is conservative and coordinated. For one day consider the colors, patterns, and textures that you will be wearing. |
|On the day of the interview you should be well groomed. Hair should be trimmed and in place, including facial hair. Clothes should be well |
|fitting but not too tight and not too loose. Make sure colognes and perfumes are appropriate and not too strong and that sunglasses are left |
|in the car. |
| |
|Different types of documentation needed when applying for a job. |
|Résumé – A resume is a brief summary of one’s qualifications and work-related experiences. |
|Letter of application – A letter that states the applicant’s interest in a job opening and briefly tells an employer how the applicant can |
|help the company; a copy of one’s résumé is usually included. |
|Job application – A formal printed form on which a job applicant includes personal information, job history, education history, and |
|references. |
|Follow-up letter – A letter mailed after a job interview that thanks the employer for the interview and reminds the employer of how the |
|applicant’s qualifications can help the company. |
|Teacher Information Sheet – Continuation Page 3 |
|Types of information that should be obtained before and during a job interview. |
|Before the job interview |
|-Services or products that the company provides |
|-Length of time that a company has been in business |
|-Has the company recently expanded or changed operations? (May be the reason for you interviewing for this specific job opening) |
|-Position and name of person doing the interview (Practice the pronunciation ahead of time) |
|-Salary typical for this job at other companies for someone with your experience |
| |
|During the job interview |
|-Working conditions (hours, how long between pay checks, dress regulations) |
|-Security measures of the company (criminal background search, etc.) |
|-Safety precautions of the company (for example, everyone may be required to buy their own steel toed shoes or safety glasses) |
|-Public relations (relationships between employees and how employees should treat the public) |
|-Fringe benefits (health insurance, dental insurance, on site medical facilities, mandatory or volunteer retirement plans, sick days with or |
|without pay, paid vacation and stipulations on taking the days) |
|-Advancement opportunity for seniority |
| |
|List of items to be taken to a job interview |
|Two copies of résumé and references (phone #’s and addresses) |
|Driver’s license and other proof of identity |
|A black pen |
| |
|Write a résumé. (Use Activity # 2 to complete this) |
|Write a letter of application. (Use Activity #1 to complete this) |
|Write a follow-up letter. (Use Activity #3 to complete this) |
|Properly complete a job application. (Use Activity #4 to complete this) |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|ACTIVITY SHEET - Prepare a letter of application |
|Name ________________________________________________ Date ___________________ |
| |
|A letter of application is like saying hello to a company. You are telling them why you would be a good hire for a job opening and how your |
|abilities will benefit the company. Make sure that you are very specific in listing your qualifications for a specific job. |
| |
|Cut out a help wanted ad from a newspaper or a magazine that fits into your career category. Compose a letter of application for the job |
|opening being advertised using the following information as a guide. (This letter should be typed, but it is acceptable to print very neatly |
|in blue or black ink.) |
| |
|Use a simple and accepted form for appearance |
|Write on only one side of each sheet of paper. |
|Either type or print very neatly in ink. |
|The finished product should have no smudges or typographical errors.(If so start over) |
|Use a good 8 ½ x 11 bond paper, not personal stationary. |
|Use the employer’s full name, full title, and full address. |
|The letter should include your full name and address. |
| |
|Make sure to include the proper information. |
|Write to a specific person even if you must call and find out who it should be. |
|Be brief and be specific (Do not repeat the information found on your résumé) |
|Cover all the points from the help wanted ad in the order listed in the ad. |
| |
|End the letter correctly for a business letter. (For example, Sincerely yours) |
|If you are a student living away from home, make sure to use your permanent address on the letter. |
|Since several people might want to look at your letter, staple the résumé to the letter to make sure they stay together. |
|Usually one week is enough time to wait for a follow-up phone call if you have not heard anything. |
|If nothing works out with the company make sure you check back about once a month for other possible openings. |
|ACTIVITY SHEET - Prepare a letter of application– Continuation Page 2 |
|Sample Letter |
| |
|My Street Address |
|MyTown, MyState 12345 |
|Today’s Date, Year |
| |
| |
|Mrs. Katherine Smith |
|Human Resources Director |
|ABC Medical Company |
|PO Box 1122 |
|AnyTown, AnyState 54321 |
| |
|Dear Mrs. Smith: |
| |
|I have several skills that I think would benefit your company. During high school vocational health class taught me many practical skills |
|which should qualify me at ABC Medical. I have had one semester of clinical rotation, which highlighted several jobs and their |
|responsibilities. Working with patients in a variety of ways and dealing with administrators are just a couple of things I experienced in my |
|internship. |
| |
|Please consider me for the job of lab assistant that was advertised in the Daily Bugle on March 14, 2000. I will be graduating from MyTown |
|High School on May 25, 2000 and would like to work in the medical field. |
| |
|I would truly appreciate an opportunity to come and talk to you about the job and how my qualifications could benefit your company. You may |
|reach me at the above address or by phone after 4:00 p.m. at 121-333-5678. |
| |
|Sincerely yours, |
| |
| |
|Joshua Gathers |
| |
|Encl. |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|ACTIVITY SHEET – Write a Résumé |
|Name _______________________________________________ Date ____________________ |
| |
|A résumé should give a potential employer your personal history, work experience, educational background, specific skills, and career |
|objective. |
| |
|You are to develop a résumé for yourself using current information. Use the following guidelines to assist in your assignment. Since there |
|are several types of résumé forms, you do not have to copy this style, but you must cover the major facts and include all the information that|
|will help you land a job. |
| |
|There are many formats for what a résumé should look like. Choose one that best fits your needs and shows off your particular job skills. |
|A résumé should be typed not written and kept to one page. |
|Use your best English since many employers will not consider interviewing people who turn in résumés that have misspellings or grammatical |
|errors. |
|Your name and address should be prominent at the top left or middle of the page at the top. Make sure to include a phone number with area |
|code where messages can be left. |
|There are things that should not be included on a résumé: weight, height, marital status, photo, why you left your last job, religious and |
|political affiliations. |
|Your career objective should be general and not be limited to one specific job unless you are already experienced in that area. |
|In your educational background be sure to include all schools attended, dates attending these schools, and degrees earned. If you include |
|specific courses taken at one or more of these schools, make sure the courses are specific to the career objective. |
|List all your past employment beginning with the most recent and moving backward. |
|If you have little experience you must be specific to include the skills useful to your career objective. |
|If there is enough space be sure to include hobbies, interests, extracurricular activities, and awards. |
|List at least three people with addresses and phone numbers for references. It is better if these people will give good references that are |
|related to your career objective. |
|A résumé should be printed on bond paper; it is a very important document. |
|ACTIVITY SHEET - Write a Résumé – Continuation Page 2 |
|Functional Résumé Format |
|JAMES KILLEBREW |
|155 North Street |
|Town, North Carolina 56789 |
|(919) 555-9876 |
| |
|EDUCATION |
|Southeast High School, Town, North Carolina |
|GPA 3.1 |
|Top 25% of graduating class |
|NC Scholar |
| |
|EXTRACURRICULAR ACTIVITIES |
|Skills USA-VICA – 3 years |
|Junior Class Treasurer |
|Swim Team – 4 years, Captain 1- year |
|Debate Team – 2 years |
|Quiz Bowl – 2 years |
| |
|AWARDS AND HONORS |
|Honor Roll – all semesters |
|Principal’s List – Fall 1999 |
|Regional Skills USA-VICA winner – 2nd place Spring 2000 |
|National Honor Society – Junior and Senior years |
| |
|COMMUNITY INVOLVEMENT |
|Habitat for Humanity – Junior class project – volunteered 40 hours |
|Tutored elementary school student in housing project |
| |
|WORK EXPERIENCE |
|Apple Food Stores, Town, NC |
|Cashier and Produce Clerk |
|YMCA Summer Camp, Town, NC |
|Camp Counselor – 3 summers |
|REFERENCES |
|David Koontz James Rose Michael Coats |
|Teacher Manger, Apple Food Stores YMCA Director |
|123 Apple Lane 543 Oak Street 9 Front Court |
|Town, NC 45678 Town, NC 98765 Town, NC 14253 |
|(919) 432-8495 (910) 567-8765 (919) 352-9021 |
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|ACTIVITY SHEET - Properly complete an employment (job) application |
|Complete an application form. (An example is included) Use the information related to the help wanted ad, your letter of application, and |
|your résumé to fill out the application. |
| |
|Make sure you have a good pen to fill out the application and have an extra copy of your résumé. |
|Do not be in a hurry. Make sure you look over the entire form and understand it before beginning. (Remember you are using ink and mistakes |
|are costly) |
|Follow all directions. (Some sections must be printed, others specify to be handwritten) |
|Write clearly, legibly, and as neat as possible. (Your application may not be considered if things written on it can not be read) |
|Answer all questions briefly and honestly. (Further explanations can be made during an interview) |
|Questions that do not apply to you should be answered with Not Applicable or NA. |
|Make sure to check over the application when finished to make sure all questions are answered. |
|You do not want cross outs on an application. |
|Using “open” for salary might be best until discussion can be done in the interview. |
|ACTIVITY SHEET - Properly complete an employment (job) application– Continuation Page 2 |
Application For Employment
(Pre-employment Questionnaire) (An Equal Opportunity Employer)
|PERSONAL INFORMATION SOCIAL SECURITY |
|NAME NUMBER - - |
| LAST FIRST MIDDLE |
|PRESENT ADDRESS |
| STREET CITY |
|STATE |
|PERMANENT ADDRESS |
| STREET |
|CITY STATE |
| |
|ARE YOU 18 PHONE NO. ( ) - |
|YEARS OR OLDER YES __ NO __ |
|SPECIAL QUESTIONS |
|DO NOT ANSWER ANY OF THE QUESTIONS IN THIS AREA UNLESS THE EMPLOYER HAS CHECKED A BOX PRECEDING A QUESTION, THEREBY INDICATING THAT THE |
|INFORMATION IS REQUIRED TOR A BONA FIDE OCCUPATIONAL QUALIFICATION, OR DICTATED BY NATIONAL SECURITY LAWS, OR IS NEEDED FOR OTHER LEGALLY |
|PERMISSIBLE REASONS. |
|Height __________ feet __________inches __________ |
|Citizen of U.S. Yes _____ No _____ |
|Weight _________ lbs. |
|Date of Birth * ______________ |
|What Foreign Languages do you speak fluently? ____________ Read ________________ Write _____________ |
|*The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are at least 40 |
|but less than 70 years of age. |
EMPLOYMENT DESIRED
| DATE YOU SALARY |
|POSITION CAN START DESIRED |
| IF SO, MAY WE INQUIRE |
|ARE YOU EMPLOYED NOW? OF YOUR PRESENT EMPLOYER? |
| |
|EVER APPLIED TO THIS COMPANY BEFORE? WHERE? WHEN? |
| |NAME OF SCHOOL & LOCATION |*NO. OF YEARS ATTENDED |*DID YOU GRADUATE? | |
|EDUCATION | | | |SUBJECTS STUDIED |
| | | | | |
|GRAMMAR SCHOOL | | | | |
| | | | | |
| | | | | |
|HIGH SCHOOL | | | | |
| | | | | |
| | | | | |
|COLLEGE | | | | |
| | | | | |
|TRADE, BUSINESS, CORRESPONDENCE| | | | |
|SCHOOL | | | | |
| | | | | |
|*The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are at least 40 |
|but less than 70 years of age. |
|GENERAL: Subjects of special study or research work |
| |
|US MILITARY OR PRESENT MEMBERSHIP IN |
|NAVAL SERVICE RANK NATIONAL GUARD OR RESERVES |
CONTINUED ON OTHER SIDE
|ACTIVITY SHEET - Properly complete an employment (job) application– Continuation Page 3 |
FORMER EMPLOYERS (LIST LAST THREE EMPLOYERS, STARTING WITH LAST ONE FIRST.)
|DATE MONTH AND YEAR |NAME AND ADDRESS OF EMPLOYER | | |REASON |
| | |SALARY |POSITION |FOR LEAVING |
|FROM | | | | |
|TO | | | | |
|FROM | | | | |
|TO | | | | |
|FROM | | | | |
|TO | | | | |
REFERENCES: GIVE THE NAMES OF THREE PERSONS NOT RELATED TO YOU, WHOM YOU HAVE KNOWN AT LEAST ONE YEAR.
|NAME |ADDRESS |BUSINESS |YEARSAQUAINTED |
| | | | |
| | | | |
| | | | |
|DO YOU HAVE ANY PHYSICAL LIMITAIONS THAT PRECLUDE OU FROM PERFORMING ANY WORK FOR WHICH YOU ARE BEING CONSIDERED? YES __________ NO |
|_________ |
| |
|PLEASE DESCRIBE: ____________________________________________________________________________ |
| |
|______________________________________________________________________________________________ |
| |
|INCASE OF EVERGENCY, NOTIFY _______________________________________________________________________________ |
|NAME ADDRESS |
|PHONE NO. |
“I CERTIFY THAT THE FACTS CONTAINED IN THIS APLICATION ARE TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE AND UNDERSTAND THAT, IF EMPLOYED, FALSIFIED STATEMENTS ON THIS APPLICATION SHALL BE GROUNDS FOR DISMISSAL.
I AUTHORIZE INVESTIGATION OF ALL STATEMENTS CONTAINED HEREIN AND THE REFERENCES LISTED ABOVE TO GIVE YOU ANY AND ALL INFORMATION CONCERNING MY PREVIOUS IMPLOYMENT AND ANY PERTINENT INFORMATION THEY MAY HAVE, PERSONAL OR OTHERWISE AND RELEASE ALL PARTIES FROM ALL LIABILITY FOR ANY DAMAGE THAT MAY RESULT FROM FURNISHING SAME TO YOU.
I UNDERSTAND AND AGREE THAT, IF HIRED, MY EMPLOYNENT IS FOR DEFINITE PERIOD AND MAY, REGARDLESS OF THE DATE OF PAYMENT OF MY WAGES AND SALARY, BE TERMINATED AT ANY TIME WITHOUT ANY PRIOR NOTICE.”
DATE SIGNATURE
|DO NOT WRITE BELOW THIS LINE |
| |
|INTERVIEWED BY DATE |
| |
| |
|HIRED: YES NO POSITION DEPT. |
| |
|SALARY/WAGE DATE REPORTING TO WORK |
| |
|APPROVED: 1. 2. 3. |
EMPLOYMENT MANAGER DEPT. HEAD GENERAL MANAGER
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.01 C3P Demonstrate job-seeking skills.
|ACTIVITY SHEET - Prepare a follow-up letter |
|Lots of times it is helpful to return to a business after interviewing for a job. This allows you to keep your name fresh in the mind of the |
|interviewer. It also allows you to check on other openings within the company that you may also be qualified for. Sometimes it is impossible|
|to revisit a business in person, but it is always proper to send a follow-up letter to the interviewer. |
| |
|Write a follow-up letter thanking an employer for the interview. Use a simple and concise form for the letter. A sample letter is attached |
|to help. |
| |
|The letter should meet certain qualifications |
|Written perfectly or typed |
|A clean, neat, and attractive arrangement on the page. |
|There should be no spelling, punctuation, or grammatical errors. |
|Send the letter within two days after the interview. |
| |
|The following points should be covered in your letter: |
|Express and appreciation for the interviewer’s time and interest. |
|Summarize briefly your qualifications and interest for the job opening. |
|Include your name, address, and phone number (easier for the employer to contact you) |
| |
|Make a last bid for the job by giving prime examples of your work habits. |
|ACTIVITY SHEET - Prepare a follow-up letter – Continuation Page 2 |
Address a legal sized envelope
| |
|David Lewis |
|435 Main Street |
|Town, NC 23456 |
| |
| |
| |
|Mrs. Katherine Smith |
|Human Resource Director |
|ABC Medical Company |
|PO Box 1122 |
|AnyTown, AnyState 54321 |
Fold letter properly
Fold about one-third of the page from bottom up
|ACTIVITY SHEET - Prepare a follow-up letter – Continuation Page 3 |
Make second fold from bottom to within 1/16 inch from top
Insert letter into envelope so that top edge of letter is toward the top of envelope
|ACTIVITY SHEET - Prepare a follow-up letter – Continuation Page 4 |
Follow-up Letter Sample
My Street Address
MyTown, MyState 12345
Today’s Date, Year
Mrs. Katherine Smith
Human Resources Director
ABC Medical Company
PO Box 1122
AnyTown, AnyState 54321
Dear Mrs. Smith:
Thank you for interviewing me for the job of lab assistant with your company. I feel that working with the ABC Medical Company would be an enjoyable experience and I could accomplish all of the job requirements. I sincerely hope that I will have the opportunity to prove my worth.
I will be available for work after graduation on May 25. You may call me at my home after 4:00 p.m. at 121-333-5678.
Sincerely yours,
Joshua Gathers
Course: Unit: Leadership
Competency: XX01. C3P Demonstrate job-seeking and interview skills.
Objective: XX01.02 C3P Participate in a job interview.
|ACTIVITY SHEET – Job interview guidelines |
|Get ready for a job interview |
|Take two copies of résumé (one to help fill out application) |
|Driver’s license and another proof of identity |
|A black pen |
|Interviewing practices |
|Arrive early (approximately five minutes) |
|Attend the interview alone unless otherwise requested by the company |
|Introduce yourself to the secretary/receptionist and state the purpose of the visit |
|Shake hands after the interviewer extends their hand |
|Sit down only after the interviewer indicates you should |
|Sit quietly and let the interviewer open the interview |
|Maintain good posture and good eye contact |
|Do not smoke or chew gum |
|Be brief, positive, and honest answering questions |
|Wait until the end of the interview to ask questions you have about the job and company |
|Consider these sample interview questions |
|Where do you attend school? When will you graduate? |
|Do you (did you) earn any of your expense money while attending school? |
|How do you think your curriculum in school has prepared you for this career? |
|Why did you leave your previous job? |
|Are you in good health? |
|What are some of your special abilities? What skills do you possess? What tools or equipment can you operate? |
|What personal characteristics do you possess that will enable you to be successful in this career? |
|Do you work best with other people or alone? |
|Do you require attention? How does criticism affect you? |
|Do you have any questions to ask us? |
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