YOUR 30-SECOND PERSONAL COMMERCIAL - Job Skills in …



Part 1 - Top Qualities of Good Employees (Worth 20 Points)

Points Earned: ___

Student Outcomes: By completing this assessment, you will demonstrate that you are able to:

• Identify the qualities that employers seek from an employee

DIRECTIONS: Answer these questions as completely as possible.

1. Name three of the most important skills that all employers look for in their employees (3points):

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2. What is the difference between soft skills and job-specific (hard) skills? (1 point)

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3. List two examples of soft (or transferable) skills. (2 points)

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4. List two examples of hard (or job-specific) skills. (2 points)

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5. Who uses soft skills at work? (1 point)

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Part 1 - Top Qualities of Good Employees (continued)

DIRECTIONS: Type ‘T’ for True or ‘F’ for False (1 Point each) T F

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|1. Like talents, soft skills are innate (something a person is born with) and cannot be learned or improved. | | |

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|2. Soft skills easily transfer from one job to the next. | | |

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|3. Employers would rather have workers who are dependable, reliable, and adaptable than workers who had the necessary job-specific / | | |

|hard skills. | | |

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|4. It is okay to make fun of people at work sometimes, as long as they don’t find out. | | |

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|5. Both supervisors and the employees need to use soft skills to work as an effective team. | | |

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|6. Patience and professionalism are the keys to dealing with difficult customers. | | |

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|7. Your actions and behaviors at work affect only you and nobody else. | | |

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|8. You are expected to like all of your coworkers and agree with them all of the time. | | |

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|9. Having good manners is important in the business world. | | |

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|10. Possessing strong soft skills can help you in any career you choose. | | |

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|11. Knowing how to dress appropriately is a soft skill. | | |

Student Name: _

Date:

Part 2 – Top Qualities of a Good Employee - Your “Elevator Speech”

(Worth 20 Points)

Points Earned:____

STUDENT OUTCOMES:

By completing this assessment, you will demonstrate that you are able to:

• Make an elevator speech

What is an Elevator Speech?

Part of a successful job search is planning your self-introduction – also called an “elevator speech.” This is excellent preparation for interviewing. To be ready with a brief, well-thought out introduction of ourselves helps give us confidence and makes a good impression on employers! A complete elevator speech includes your Name, Education, your Experience (work or volunteer), your Skills (soft and job-specific/hard), and your work goal or objective. You can also add what you are passionate about or feel strongly about regarding work.

INSTRUCTIONS:

a. Fill in sections 1 - 6 below. The section will expand as you type.

b. Or, if you prefer, use section 7 to write out your complete elevator speech in any order you wish.

SECTIONS:

1. Hi, my name is:

2. Education (now and in the past):

3: Experience (work or volunteer):

4. Skills / Strengths (soft and job-specific/hard):

(Elevator Speech continued)

5: Career/work goal or objective:

6: My passion / what I feel strongly about:

7: Summarize your elevator speech in the area below:

Student Name: __________________________ Date: __________

Part 3 - Professional Protocols / Follow the Chain of Command

(Worth 10 Points)

Points Earned: ____

Part 3 consists of 2 SECTIONS:

SECTION 1: Read Scenario and answer 10 questions (5 points)

SECTION 2: Complete Organizational Chart (5 points)

STUDENT OUTCOMES:

By completing this assessment, you will demonstrate that you are able to:

• Follow professional protocols / follow the chain of command in the workplace

SECTION 1: INSTRUCTIONS

Read the Scenario.

1. Answer the questions how each person did or did not follow professional protocols / chain of command.

SECTION 1: SCENARIO

A minor league baseball team wants the Coffman Bakery to create a special cake for their fifth anniversary as a team. Tricia Epps is a salesperson for Coffman Bakery. Tricia talks to Shawn Kaplan, the cake baker at Coffman Bakery. When Tricia describes the cake, Shawn says that Coffman Bakery does not have the equipment to create a large, complex cake.

Tricia talks with Sandra Browne, the pastry chef, to find out if the bakery really cannot make such a cake. Tricia complains to Sandra Browne that Shawn has a poor attitude.

Shawn talks to Greg Coffman, one of the bakery owners, and explains that although the baseball cake sounds like a great opportunity for Coffman Bakery, the bakery will end up losing money because the company will need to rent equipment and schedule extra part-time bakers to work on the cake.

SECTION 1: QUESTIONS (Worth 5 Points)

Points Earned: ____

SECTION 1: DIRECTIONS

a. Type your response below each question. The space will expand as you type.

b. Use the Scenario and the Organizational Chart to answer these questions.

1. Who is Tricia Epp’s immediate supervisor? Who does Tricia report to?

2. Who is Shawn Kaplan’s immediate supervisor? Who does Shawn report to?

3. Who does Alison Sanchez report to?

4. Who does Sandra Brown report to?

5. On what side of the company does Alison Sanchez work? Sales or Operations?

6. On what side of the company does Sandra Brown work? Sales or Operations?

7. Who should Tricia have talked with first if Tricia wanted the company to create a special cake for the baseball team?

8. Who should Tricia have talked with about her conflict with Shawn?

9. Who should Shawn have talked with to report his conflict with Tricia?

10. Does Shawn Kaplan, the cake baker, have the authority to say no to Tricia’s request to bake a special cake?

11. Did Tricia follow the “professional protocols / chain of command” of the Coffman Bakery Company?

12. Did Shawn follow the “professional protocols / chain of command” of the Coffman Bakery Company?

Student Name: _____________________________ Date: _________

SECTION 2: Professional Protocols / Organizational Chart (Worth 5 Points)

Points Earned: ___

SECTION 2 - INSTRUCTIONS

1. Complete the Organizational Chart

2. Draw a solid arrow ( ) to show the proper chain of command at Coffman Bakery. Show who reports to who.

3. Draw a broken arrow ( ) to show the people that Tricia Epp talked with.

4. Draw a broken arrow ( ) to show the people that Shawn Kaplan talked with.

COFFMAN BAKERY ORGANIZATION CHART

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Dale Coffman, Owner

OPERATIONS

Greg Coffman, Owner

SALES

Upper Management

Allison Sanchez, Sales Manager

Sandra Browne, Pastry Chef

Middle Management

STAFF

Jake Manheim, Salesperson

Shawn Kaplan, Baker

Bea Jennings, Baker

Tricia Epps, Salesperson

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