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Junior and Senior level Ag Bus. | |Colorado Agriscience Curriculum

|Section: |Advanced Agribusiness |

|Unit: |Agricultural Sales |

|Lesson Title: |Employer and Employee Communication |

|Colorado Ag Education |AGB11/12.01 - The student will possess a knowledge of business ethics. |

|Standards and Competencies | |

| |Identify and evaluate employer expectations regarding performance, work habits, attitude, personal appearance and |

| |hygiene. |

| | |

| |Distinguish between the skills and traits contributing to agribusiness employee success and failure. |

| | |

| | |

|Colorado Model Content |English Standard 2: Students write and speak for a variety of purposes and audiences. |

|Standard(s): | |

| |English Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing |

| | |

| |English Standard 3: Students write and speak using conventional grammar usage, sentence structure, punctuation, |

| |capitalization, and spelling. |

|Student Learning Objectives: |As a result of this lesson, the student will: |

| |Describe communication and list three types. |

| |Demonstrate communication skills in speaking. |

| |Demonstrate communication skills in listening. |

| |Demonstrate communication skills in nonverbal behavior. |

|Time: |50 minutes |

|Resource(s): | |

| |Life knowledge |

|Instructions, Tools, |Italicized words are instructions to the teacher; normal style text is suggested script. |

|Equipment, and Supplies: |Supplies: |

| |Index Cards, Blindfolds (one per two students),, PowerPoint , Computer, Blank paper, note-taking materials |

| |(Optional: Index cards with 5 emotions and different locations of your school.) |

|Interest Approach: |(Power Point Slide #1) |

| |It’s your lucky day! We are going to define communication and then look into some ways to use this very important |

| |skill to be successful in life and your future career. We are going to do an activity, but before we start, please |

| |copy the notes from the projector. As we continue on today, please continue taking these notes for your notebook. |

| |Arrange students into pairs. Have each pair of students sit at their desks back-to-back, with a writing surface in |

| |front of them. |

| | |

| |One student needs to be student “A” and the other student will be “B”. Please choose which one you will be and |

| |remember your letter. |

| |After students have chosen their letters, ask each student to write his or her letter in the top corner of a blank |

| |sheet of paper. Next, instruct all “A’s” to spend two minutes drawing something on their papers. Students need not be|

| |good at drawing; even stick drawings will suffice for this activity. (Partners may not look at or talk to each other |

| |during this part of the activity.) While “A’s” are drawing, “B’s” should remain in their seats. At the end of the |

| |two-minute drawing period, instruct “A’s” to put down their pens/pencils. |

| |Next, tell “B’s” to pick up their pens/pencils. Instruct “A’s” to give a clear description of their drawings to their|

| |respective partners. Instruct “B’s” to listen only to their partners’ instructions. Each “B” will use the oral |

| |instructions to try to re-create his or her partner’s drawing. Allow five minutes for this next step. Remember: The |

| |only means of communication is for each “A” to provide description of the drawing to his or her partner. “B’s” can |

| |only listen and draw, NOT TALK. Partners should remain sitting back-to-back at all times during this part of the |

| |activity. At the end of the five-minute time period, instruct “B’s” to put down their pens/pencils. |

| |Allow a few minutes for partners to show each other their drawings and discuss the results. Then process the thoughts|

| |of all your students as a class. |

|Objective 1: |Demonstrate Communication Skills in speaking. |

| |For the next part of the activity, instruct partners to resume their back-to-back positions. Provide each student |

| |with a clean sheet of drawing paper and tell students that the second part of the activity will be different from the|

| |first part. Then have “B’s” spend three minutes drawing on their papers. Students should use the entire three minutes|

| |to draw something beyond a simple shape or two. When the three minutes are up, “B’s” should put down their |

| |pens/pencils. |

| |Remind all pairs to remain seated back-to-back. Instruct all “A’s” to prepare to draw. Tell students that this time |

| |the “A’s” are going to reproduce their partners’ drawings, but the only way they can obtain information about those |

| |drawings is by asking yes or no questions. Emphasize that only questions that can be answered yes or no are allowed! |

| |Allow students five minutes to complete this part of the activity. When time is up, have partners compare their |

| |drawings. |

| |As you go through the below discussion questions, be sure to have your students capture some notes on a piece of |

| |paper. |

| |Take time to discuss the difficulties or successes experienced by the pairs. Ask which exercise was more difficult |

| |and why. Discuss what they learned about the need for effective communication. |

| |(Show Power Point slide #2 and #3) |

| |Students should conclude in their discussions that effective communication requires cooperation, honest listening, |

| |clear instructions, and respect for one another, clarifying questions, proper feedback, and openness to divergent |

| |opinions. |

| |Now relate this to working with an employer. Discuss the days that do not go very well and an employer does not seem|

| |to understand what you are saying similar to the situation mentioned above. At times you said one thing and in your |

| |mind it made sense, but then the person hearing thought it meant something else. This can all change by the tone of |

| |voice or the order in which things happen. |

|Objective 2: |Demonstrate communication skills in listening. |

| |(Power Point Slide # 4) |

| |In the same groups have one partner blindfolded. Give the person in the group without the blindfold a location in |

| |the room that they must get their partner to. |

| |Okay guys, I have passed out some blindfolds in your pairs. Pease put a blindfold on one person. Now I am going to |

| |give each un-blindfolded person a location in the room/building. Without touching the blindfolded person you need to|

| |give them verbal directions to the location. Blindfolded person you may not peak and should not ask any verbal |

| |directions. For the blindfolded person this is going to be a challenge to listen and not speak! |

| |Some location ideas: Chalkboard, computer, window, bookshelf, library, gym, stairs, ect. |

| |Once you have completed your search with your partner please discuss challenges and strengths that occurred during |

| |your location search. Then answer the following questions. What was the most difficult part? Where do you feel you|

| |need to work on your listening skills? How is listening important with your work? |

|Objective 3: |Demonstrate communication skills in a nonverbal behavior. |

| |(Power Point Slide # 5) |

| |Many times we communicate with employers without evening saying a word. We communicate by what we do and how we |

| |stand. Think about some of the ways that we communicate non-verbally with our employers. Take 30 seconds to think |

| |about non-verbal ways to communicate with our employers/employee. Please write down four examples of non-verbal |

| |communication. |

| |When the students are done writing down examples go around the room and ask them to share some of their ideas. |

| |(Power Point Slide # 6 & 7) |

| |Ask for 5 volunteers, take them into the hall and give them each an action or emotion that they are to act out. These|

| |actions may be written on notecards to save time. Ask them to come back into the room where they need to act out |

| |that emotion/action and the rest of the class will try and guess what they are acting out. |

| |Okay class, we are going to be watching the non-verbal communication of some of your classmates. When the person |

| |comes in please notice how they are acting and write down what they are trying to act out. By watching the |

| |non-verbal behavior you should be able to tell what their emotion or action is. |

| |(Power Point slide # 8) |

| |Some ideas for emotion/action: |

| |Sad, Tired, Happy, Busy, Working, friendly, ect. |

|Review/Summary: |(Power Point Slide # 9 & 10) |

| |Now we are going to capture on paper what a Great communicator is to you. Please describe the challenges you faced |

| |with communication and what you can do to be a better and stronger communicator. |

|Application—Extended Classroom|Have each student throughout the rest of the day write down communication strengths and weaknesses that they see with|

|Activity: |themselves, teachers, parents and their employer. As a class you can look over these the next day. |

|Application—FFA Activity: |Encourage members and students to participate in any team activity or any speaking event. With all of these |

| |activities they work with communication. |

|Application—SAE Activity: |Have students practice communicating with their SAE through giving a speech about their SAE. If they have a |

| |placement they can defiantly use what we have learned at their workplace/placement. |

|Evaluation: |See Evaluation at the end of the lesson. |

|Evaluation Answer Key: |Listening, speaking, non-verbal |

| |a. Be friendly & helpful |

| |Be energetic |

| |Be positive about yourself & your work |

| |Be interested & attentive |

| |Listen to your employer |

| |a. Smiling and making eye contact |

| |Being neat and clean |

| |Nodding head in agreement |

| |Listening to the employer/employee |

| |Approaching the employer/employee |

| |Standing upright and acting interested |

| |a. Voice fluctuation, not monotone |

| |Speed or rate, how fast you talk |

| |Clarity and articulation |

Employee and Employer Communication

Evaluation

Name: ________________________

Date: _________________________

1. What are 3 ways to communicate with others?

2. What are 3 techniques to improve communication?

3. What are 4 non-verbal ways people communicate?

4. What are 3 ways to verbally communicate well?

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