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Lesson 1 Preparing for a Job Interview
Lesson 2 Effective Communication Skills
Lesson 3 Effective Teamwork in the Workplace
Lesson 4 Problem Solving and Critical Thinking
Lesson 5 Using Technology in the Workplace
Lesson 6 Time Management at Work
Alignment to National Standards for Family and Consumer Sciences Education
1.2, 7.1, 7.3, 13.3, 13.5, 13.6
Common Career Technical Core Standards Career Ready Practices
1, 2, 4, 6, 7, 8, 9, 11, 12
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Each lesson begins with an overview, lesson objectives, and a Lesson-at-a-Glance table, which lists the lesson activities, materials required, suggested preparation steps, and approximate class time.
The overview is following by the actual lesson, which will contain some of the sections described below. Most lessons are designed to be completed within 45 minutes.
F O C US
the form of a small or large class discussion, game, review of previous lesson information, or demonstration. During this activity, students are introduced to the topic of the lesson.
L E A RN
The LEARN activity in each lesson varies in its presentation mode. It may be a PowerPoint® presentation, group activity, or demonstration.
SU M M A RI Z E
messages or main points; or, if it is the last lesson in the unit, the SUMMARIZE activity will serve as the unit formative assessment. Participant scores on these short assessments will help you determine what concepts or skills may need reinforcement or review.
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Give students the Stages of a Job Interview graphic organizer. Review each of the stages and the importance of each step in the process. Have students complete the graphic organizer as you review the information.
Instructor Information: Introductory Stage: The candidates make their first impression. The interviewer will establish rapport and form an opinion based on your handshake, appearance and demeanor. They may discuss the interview format. You may also offer a copy of your resume to the interviewer if they do not have one. Information Stage: The interviewer may provide more information about the position and the company or organization. They may explain why they are hiring, more about the department or
structure, typical day on the job etc. You may already have some information from the employer if there has been a phone interview or from your own research. If there is information shared during this time that you want to explore further later on the interview, make a note of it. Background and Probe Stage: This is the point where you will be asked a wide range of questions. At this point they will be asking you about your work history and other information from your resume or application. Be prepared to answer questions about yourself, the organization, industry or field, and the position. Focus on positive information and what you can offer. Be concise but give thorough and thoughtful answers. Make yourself stand out from other candidates. Matching Stage: The interviewer will give the candidate an opportunity to ask question at this point. Be prepared with a list of questions or it will look like you are not prepared. Show that you have some knowledge about the organization. The interviewer is trying to determine if there is a match in your qualifications and requirements of the position. Conclusion: The interviewer may have some final questions at this time that may determine if you advance to the next level or lead to an offer. You should also understand what the next steps are in the hiring process for that position. If you do not understand, ask! The employer should also let you know if there is anything else expected of you and when/how the next point of contact will be. Thank the interviewer for the consideration and be professional. Follow Up: Make sure to complete anything the interviewer has asked of you. This may be to
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provide additional information, complete a job-related task, provide a work sample, provide references, complete a drug-screening etc. It is important to write a thank you note promptly and send it out!
Now that students understand the types of
interviews and the typical stages of an interview, they need to learn how to prepare for one. Tell students that in this scenario, they are preparing to be interviewed by Nike for a sales position. What should they do in order to prepare for the interview? Do this as a class discussion and write student answers on the board.
Give students the Tips for Preparing for a Job
Interview handout. Review each tip with them, explaining the relevance and importance of each.
Part 2 Interview Questions One of the most important things a person can
do to prepare for a job interview is practice answering questions. If you do an Internet key
find hundreds of websites that have lists already put together that you can use to practice from. In this group exercise, students will work together to create a master list of interview questions.
Divide your class into small groups of three or
four students. Give each group one category of questions to brainstorm and write down. Each group should assign a recorder. The categories for each group are:
Questions to ask candidates About education and training About skills Behavioral questions/scenarios Questions to ask interviewers About the organization About the position About employee benefits and compensation
Have each group present their list of questions to the class. Create a master list of practice questions, putting together a list from each group in the class. Make a practice list available for students.
Have students go online and choose a job to apply for from a local company. Students should print out the job posting. They will use this to go through the steps for preparing for an interview, including answering the list of practice questions.
Have students refer to the list of Tips for Preparing for a Job Interview handout. They should complete the Job Interview Preparation Guide handout This could be assigned as homework.
Part 3 Mock Interview
Give students the master list of interview questions. They should prepare answers to these frequently asked interview questions.
Schedule a mock interview. Contact local Human Resources professionals and invite them into your class to conduct 10 minute interviews with each student. Contact enough HR professionals to be able to get through all of the students in one class.
Divide the class into small groups with one HR professional assigned to each group. While each student participates in their mock interview, the other students will observe. This will give students a chance afterward to discuss what went well and what they could improve upon. Students should give the HR professional the job description of the position and the name of the company they prepared for. The students should make sure that they also come prepared to the interviewer questions.
Give each interviewer the Mock Interview Evaluation Rubric to use as part of the student assessment for this lesson. Check the box in each row that is appropriate. Total the points at the bottom of the table.
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1. Introduce thank you letters. Tell students that an important part of the job interview process is sending a thank you letter to your interviewer. A good rule of thumb is to send it within two days of the interview. This will give you a chance to reiterate your interest and qualifications as well as anything else you forgot to mention during the interview. Review the standard parts of a thank you letter with students:
Heading
Date Recipient Information Salutation Body Paragraphs Closing and Signature
This should be written like a standard business letter and follow the above flow including each of these parts.
2. Give each student the Thank You Letter Template to help with the initial draft.
3. After each student has completed an initial draft, each student should have another peer edit their initial thank you letter draft. Peer editors should follow the template and make sure that each part is included in the draft, along with spelling and grammar checks.
4. Have students prepare the final thank you letter and turn it in as part of their grade for this lesson.
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2. Assign each person in the group one of the following roles:
Director Manager Creator Observer(s)
3. Hand out the Using Clear Verbal
Communication handout to each group. Review
the job of each of the roles in the group. Make sure students understand what they are to do in this exercise.
4. Give each Director the picture of their object. Ensure no other team members can see it. Give each Creator a blank sheet of paper and make sure they have a pencil and/or eraser. Observers should have paper for note taking. The Creators are to sit in the opposite corner of the classroom away from the Directors. They should not be able to hear the conversation between the Director and the Manager. Observers should be free to move where they need to in order to watch each step of the activity.
5. Have each group follow the written instructions
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1. Introduce business letters. Tell students that an important skill in many job setting is to know how to write a proper business letter. One of the easiest and most widely used business letter formats is called the Block Format.
2. Give each student the Business Letter Block Format handout. Review the standard parts of a business letter with students:
Heading Date Inside Address Subject Salutation Body Paragraphs Closing and Signature Enclosure
3. Give each student the Effective Written
Communication on the Job Business Letter Scenarios. Students should choose one of the scenarios on the handout and write a business letter to address the situation. They should follow the block style format.
4. After each student has completed an initial draft, each student should have another peer edit their initial business letter draft. Peer editors should follow the template and make sure that each part is included in the draft, along with spelling and grammar checks.
5. Have students prepare the final business letter and turn it in as part of their grade for this lesson. Use the attached Business Letter Assessment Rubric for your convenience.
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F" Form small groups of three to four students. Give them the Non-Verbal Communication Brainstorming Activity handout. Have small groups complete the handout brainstorming all of the non-verbal ways in which people communicate. Have students complete the rest of the handout giving them about 10 minutes to complete the activity.
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[" Here are three tips for improving your non-
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> Body movements include using gestures to illustrate the message you are trying to convey verbally. Use good eye contact and appropriate gestures. Have good posture and do not send mixed messages.
> Voice quality always what we say, but how we say it. Be careful of your tone when you speak. It has the power to take a simple sentence meant with no ill intent and turn it into a chaotic mess. We also want to consider the volume at which we speak.
> Space and personal boundaries are especially important in nonverbal communication. In order to communicate effectively, we have to be aware of our space as well as the space of others.
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1. Ask participants to consider how they communicate with their friends. Then ask how they communicate with family members. Finally, ask how they are likely to communicate with an employer at a job interview. Ask for volunteers to describe each way of communicating and interacting.
2. Discuss the differences and similarities in the responses. Ask:
y is each situation different?
friends in the way you greeted an interviewer?
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3. Knowing how to communicate with people in
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2. Give students the What are the benefits of effective teamwork? handout. Give them five minutes to identify as many benefits as they can by writing them in the spaces provided.
3. Call the class back together and have students share benefits that they have identified. Write this list on a white board. Some potential benefits could be:
Increased performance in work production
A bond or sense of camaraderie Job satisfaction Increased creativity
Easier to communicate faster Mentorship or learning from one
another Here are the three most common types of work teams:
Project team: A project team is a group of people brought together to accomplish a particular project. (Sometimes project teams are referred to as steering committees or task forces.) Typically, when the project ends, the team ends.
C ross-functional team: A cross-
functional team is made up of employees from different departments or areas of the business.
Self-directed work team: Like a project
team, a self-directed work team is a team that determines how it will get a job done and has the authority, and often the budget, to carry out decisions.
A team can also be managed by assigning a leader. A leader guides, directs and influences team members. An effective leader will give clear direction to a team. To be an effective team you should set clear goals, assign roles and communicate regularly with team members.
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1. Give each student three blank index cards. Place a few on a table in the classroom in case students come up with more than three ideas. Explain to the class that this is going to be a brainstorming session where they will have to identify solutions individually.
2. Tell students that there are no wrong or right answers in this activity. You are going to read a scenario to them and they are going to have five minutes to write down as many solutions to the problem as possible. They should write each
solution on a separate index card. If they identify more than three solutions, invite them to get additional cards.
3. Read the following scenario to the class:
You work in a restaurant that also caters special events. A customer calls the morning of an anniversary party that the restaurant has agreed to cater that evening, to make sure everything is all set. You find that the order was taken by an employee who is no longer
ne else know about this event. What options does the restaurant and catering staff have to solve this problem?
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5. Distribute the Characteristics of an E ffective
Workplace Team handout. Review each of the eight characteristics of an effective team.
6. Tell students to think back to the problem scenario they just worked with. How would this activity have been easier if they had worked in teams to identify solutions?
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!" Introduce the activity to the class. Explain that today they will be working in small teams making decisions on a survival scenario. They will read the scenario together as a group. The goal is to choose the 12 most useful items to survive. First they will make their own individual list. Then then will create a team list based upon the contents of all individual lists. Fianlly they will discuss the choices, make rankings and then come to a group consensus.
#" Give each student the Teamwork Survival
Scenario handout. They should read through it and write down all of the items they would want to have in order to survive.
$" Divide the class into small teams of four or five
students. The teams should begin by sharing each of their individual lists and then compiling one master list that they will use for their discussion and rankings.
%" During the discussion with their team, remind
them that they will need to come to a consensus. This will require some give and take in order to move forward towards a solution. Try not to vote or average. Try to reason and come together avoiding conflicts. Tell students they will have 30 minutes to come up with their
master list of the top 12 items they will need to survive the scenario. They should also rank their final list in order of importance with one being most important to 12 being the least.
&" Some of the items on the list could include
flares, spear, fishing pole, tent, matches, lighter, antibiotics, bucker, rope, ham radio, sunscreen, solar powered generator etc.
'" Have teach team present their top 12 list.
(" Debrief by asking the class the following
questions: Did team members listen to each other? How did you reach your final decision? How could the decision-making
process have been easier or more effective? What could you have done differently as a team?
How was conflict or differences of opinion managed?
How did everyone feel about the final list? listened to? Did anyone feel like they
Did someone assume the role as the
leader of the team? What situations at home/work/school
do you think are similar to this activity?
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1. Show the movie clip from Apollo 13 (1995) where the NASA Team has to fix the broken ventilation system on the space shuttle. It is a life or death task as the CO2 levels are reaching dangerous levels on the shuttle. Team members
tems found aboard the shuttle. The clip can be found here:
https://www.youtube.com/watch?v=C2YZnTL596Q
Or you can do an internet search for Apollo 13 movie clip square peg round hole.
2. Think back to the list of Characteristics of E ffective Teams handout and lesson. What characteristics did this team have from this list?
The team must have a clear goal. The team must have competent,
knowledgeable team members. The team must be collaborative with
all members being honest, open and respectful of all team members.
The team must have a unified focus. The team should have a results-drive
structure. The team must have high expectations
that are understood by everyone. The team should receive support and
encouragement from external sources. The team must have an effective
leader who works for the good of the team.
3. Show the movie clip from Apollo 13 that
shows the solution that the team came up with. The clip can be found here:
https://www.youtube.com/watch?v=Zm5nUEG5Bjo
Or you can do an Internet search for Apollo 13 movie slip duct tape and cardboard.
Were they able to solve the problem?
4. Give each student the Teamwork Skills Self Inventory handout. They should complete it honestly and return it to you with the final question answered on how they can improve teamwork skills.
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1. Give students the Problem Solving Organizer
handout. Briefly review each of the step in the process. Have students complete the graphic organizer as you read the following worked-related problem scenario to them.
Scenario:
You work in a deli. Your busiest time of the day is the lunch hour rush when many working people from nearby factories and businesses come to grab something quick. A new fast food
restaurant is opening up next door to you. How can you avoid losing your lunch customers to this new competitor?
2. Explain to students that problems like this, both small and large, are an everyday part on the job. Being able to successfully offer solutions to problems that occur is a skills greatly valued by employers. This is true both of the skill as an individual employee as well as problem solving in a group. In this scenario you have done so as
3. Answers will vary but here are some potential
answers to the various steps. Step 1 You may lose customers to a new competitor Step 2 Deli owner, deli workers, customers Step 3 Do nothing; lower prices, advertising campaign for awareness of what makes the deli unique; special giveaways; lunch specials; play up strengths Step 4 This will vary Step 5 This will vary but make sure students can justify the reasoning for choosing the solution they chose Step 6 Make sure steps are logical to solution in step 5 Step 7 Make sure monitoring is logical based on the solution chosen
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Part 2 Problem Solving on a Work Team (30 minutes)
1. Problem solving by yourself may be challenging.
However, working together on a team may be even more difficult. One bad attitude or large ego can derail the problem solving process. It requires different skills than solving a problem as an individual. The purpose of this activity is to explore how to overcome common challenges when you problem solve on a team. It is recommended to teach the lesson Effective Teamwork in the Workplace prior to this activity.
2. Divide your class into small groups of three or four students. Give each group one Problem
Solving Team Scenario handout. Have each group act out the scenario, allowing team members to take turns acting as the difficult team member. Then they should come up with at least one solution for solving this problem behavior so that this work team can be productive.
3. Bring the class back together and have each
group read their scenario. Then have each group share what their best solution was for the scenario. Solicit additional solutions from the class.
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Part 3 Problem Solving/C ritical Thinking Case Scenario (30 minutes)
1. Review the steps to effectively solving a problem. Tell students that you will be reading through a case scenario. They will need to complete a problem solving organizer for this activity.
2. Have each student read through the Problem Solving Case Scenario handout or do it aloud for the whole class.
3. Have each student work through the Problem Solving Organizer handout. Give students approximately 15-20 minutes to work through the steps to a solution.
4. Call the class back together and go through each step of the problem solving process. 1. What was the problem?
wife was ill and he needed more money and time to help her.
2. Points of view - The airman, his wife, his commanding officer, his unit
3. Options They can list some of what he tried in the scenario as well as
try 4. Evaluation Students should list the
pros and the cons of each option he tried as well as any they came up with
5. Solution What should he have done? What should the Air Force have done for him?
6. Implementation Come up with a short list of steps he could follow for the solution chosen
7. Evaluation How will he and the Air Force know if the solution worked? What circumstances may change and need flexibility for in the future?
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1. Ask students how many of them currently have a part time job or have had one in the past.
2. Have them identify an example of a problem that occurred on the job and invite them to talk about the following:
What kind of problem was it? What happened?
What factors did they have to consider when finding a solution?
What steps were taken to resolve this problem?
Who made the decision about how the problem was resolved?
3. Ask students to think about a time when they encountered a problem at school. Ask the same questions above. Did the students generally follow the same process to solve the school-related problem? Extension Activity: Invite a panel of employers from the local community from a variety of occupational areas to come and talk about how they solve problems at their place of work.
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1. Begin by introducing the concept of time management. Effective time management at work means continually striving to improve effectiveness (what you do) and efficiency (how you do it), both of which are important to managing a career.
2. There are many things to do to improve time management skills. These are: setting goals, prioritizing, managing interruptions efficiently, not procrastinating, and scheduling your day.
3. In order to improve time management skills, take a self-inventory to see how we
measure up. Have students access one of the two time management surveys listed in the materials section, or offer another alternative. Give students five minutes to complete it.
4. Start a discussion - How did it go? Are there areas you can improve? The activities in this lesson will help strengthen time management skills.
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1. Explain that understanding the difference between urgent tasks and important tasks can make a tremendous difference in your day. Learning to prioritize can make the difference between getting the job done or not finishing. Draw The Priority Matrix on a whiteboard.
2. Define each of the 4 quadrants:
Quadrant 1 Urgent and Important: These tasks are number one on your to-do list. Do these first.
Quadrant 2- Not Urgent but Important: These
may move to the first quadrant. Plan your day to make sure these can get completed. Do these next.
Quadrant 3 Not Important but Urgent: These tasks can be put offer until a bit later. If we
Do these later.
Quadrant 4 Not Urgent or Important: These tasks are serious time wasters. Do not bother to do these tasks unless all of your other Quadrant 1-3 tasks are completed and you have the time.
3. Divide your class into small groups. Explain that each group will be given a list of work tasks that they will need to prioritize into the four quadrants. There is no absolute wrong and right answer. Each group should come to a consensus as to what they believe are appropriate for each quadrant when compared to all of the other tasks on the list.
4. Give each group The Priority Matrix and a Priority Matrix Task List. The group should cut the tasks apart and put them in the appropriate quadrants as identified by the group. Allow for groups to discuss for approximately 15 minutes.
5. Call the class back together. Read off each task and ask each group to identify the quadrant they put it in. Majority rules as a class and put each task in the quadrant most groups agreed with.
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1. Introduce common time management barriers. It is easy for things to get in the way of your best attempt to make good use of your time. Give each student the Time Management Barriers and Solutions handout.
2. Give students one example of a barrier procrastination. They can write this in their handout on thDefine procrastination as the action of delaying or postponing action, especially as a regular habit or practice.
3. Have the class brainstorm solutions for
overcoming procrastination. Write these on a whiteboard while students write them in the
4. Potential solutions to procrastination could be:
Do the worst task first to get it out of the way
Break things into smaller bite-sized pieces
Plan to do these tasks when you are at your highest energy level
Reward yourself when you complete one of these tasks
Change your work environment Hold yourself accountable to someone
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barriers that they identified and write these on a white board. Make a master list of all barriers that students have identified. By a show of hands, identify the number of students that had each of the barriers on the master list. Identify the top five that the most students had. For the top five, ask students to share their solutions to each of these. Some common barriers include:
Procrastination Interruptions cell phone
unexpected visitors Not setting limits Distractions Not Prioritizing
Some solutions could be:
Use a planner/calendar Learn to say No Finish what you start Prioritize Eliminate time wasters Do it right the first time Prune or unclutter Reward yourself
7. Give each student the Time Management
Scenario/Solution handout. Have students work in pairs to identify the barriers in the work scenario and also identify potential solutions. Allow 10 minutes for this activity.
8. Have students share the barriers that they identified and solutions to help Michael complete the project.
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O8 Give each student the Personal Time Study Table handout. Assign this as homework for one week. They should identify what they did for that hour. It can be summed up in a few words. Tell them to use the following categories to help identify tasks. They will be adding up categories later so identifying tasks by category will make that easier.
Eating Sleeping Working In class Studying Transportation
Chores Family time Social time Other
S8 After one week has gone by, have students
bring in their completed time study table. Begin by having students complete the Personal Time Study Analysis handout. Students should add up the total hours spent on each task in the list.
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1. Ask participants to think about the different time management strategies that they have learned in this lesson. There are many benefits that we can have in our personal life as well as our work life if we can master time management. Have students write down four ways that time management can help us.
2. Have students pair up and share their lists with each other. Do they have some of the same benefits on their lists or are their lists each unique?
3. Share a few potential benefits with the class such as: You can get more done each day You can gain control over your life You can reduce your stress and improve
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1. Divide the class into small groups of for to six students. Ask them to answer two questions. First, have them brainstorm all of the different presentation software that they are aware of, if any. And second, ask them to come up with a list of five reasons a person may use PowerPoint or similar presentation software in a work situation.
2. Bring the class back together and write a master list of all presentation software programs that students identified on their lists. Some could be Prezi, Google Docs, Sliderocket, Goanimate, 280 Slides Powtoon etc. Also ask each group to share their five reasons for using presentation software in a work situation. Are there many that more than one group had on their list?
3. Students will be learn how to create a slide
presentation in this activity. Click on the link provided and have students follow the free tutorial. There are eight sections to work through. This will require access to computers in a lab setting or bringing a laptop cart into the classroom. Or this tutorial could be assigned as homework off site.
http://www.actden.com/pp/index.htm
4. Share the Grading Rubric for PowerPoint Project handout with the students so they know what to include in their presentation.
5. Tell students that for the content of the presentation, they are each to choose one occupation that interests them. They are to prepare a presentation that has a minimum of 10 slides that explains what the job is, typical duties, work environment, the type(s) of technology used in that job, required education or credentials, average starting salary and job outlook. The presentation to the class should last no more than five minutes.
6. When students have their PowerPoint projects ready, have each one do the presentation for the class. This provides students an opportunity work on presentation skills. It also will give students a chance for career exploration and exposure to a wide variety of occupations. !
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1. Introduce Spreadsheets: A spreadsheet, also known as a worksheet, contains rows and columns and is used to record and compare numerical or financial data. Originally, they only existed in paper format, but now they are most likely created and maintained through a software program that displays the numerical information in rows and columns. Spreadsheets can be used in any area or field that works with numbers and are commonly found in the accounting, budgeting, sales forecasting, financial analysis, and scientific fields. Tell students today they are going to use Microsoft Excel to create a very basic spreadsheet.
2. For this part of the lesson you will need access to computers in a lab setting or have a laptop cart brought into your classroom. Computers will need to have Excel on them to complete this exercise. It will also require Internet access.
3. Students are going to create a one day menu. It will include identifying food and beverage choices for three meals and two snacks. For each food and beverage in their spreadsheet, students will need to record the calorie count.
4. Give students the Data Collection Worksheet to
complete prior to creating their spreadsheet. Show them the sample completed Data Collection Worksheet either as an overhead or on a document projector. Give students 10 minutes to plan what they would wish to eat for one day.
5. Have students access calorie counting websites
for each item on their data collection worksheet. If they cannot find the exact number of calories, they should estimate as close as possible.
6. Now that students have the data collected, they
are going to turn this into a spreadsheet. Have all of the students access Excel and talk them
through how to set up a basic spreadsheet. Give each student a copy of the Sample Completed Spreadsheet so they can follow along as they create their own.
7. Open Excel. Click and leave the cursor in the
first cell on the spreadsheet called A1. Type in
8.
In the cells below starting in A5, type in each breakfast item until all have been entered.
9. In the cells below
starting at B5, type in the correct number of calories for each breakfast item.
10.
and beginning in C5, type in each lunch item.
11. . In cell D5 start typing in the correct number of calories for each lunch item.
12. In cell E3 t
each supper item until all have been entered.
13. starting at F5, type in the correct number of calories for each supper item.
14. In In cell G4 type
each snack item until all have been entered.
15. In the cells below starting in H5, type in the correct number of calories for each snack item.
16.
17. Now you will use the AutoSum function to add
up the total calories in each section. Click in cell B5 and hold your mouse down and drag it until B5 through B12 are highlighted gray. Release the mouse so that the cells stay highlighted and find the AutoSum button on the
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top of the Excel home page. Click on AutoSum and watch the calories automatically add up and fill in cell B12.
18. Follow the same process for cells D12, F12 and
H12.
19. In Cell A14 type, To add up the totals in all 4 columns above,
click in B14 and in the box at the top where you put formulas, type in: =+SUM(B12+D12+F12+H12) The total should fill in cell B14.
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.H Introduce students to the concept of blogging. What is a blog? How is blog writing different from other forms of writing? A blog (short for
publishing platform that presents the most recently published content at the top of a Web site, followed, chronologically, by older content vertically down the page. Blog entries (much like mini journal entries) tend to be fairly short but sometimes are as long as several thousands of words Blog styles usually fall somewhere on a continuum between traditional journalism and a personal diary. The purpose of blogs also varies widely. Blogs are used in business as a
marketing tool. Blogs may also be used by companies for facilitating discussion between customers and the company.
3H In this activity, students are going to use their skills in online research and find information from which to create a blog. The topic of the
st Century Employee
4H Give students a copy of the Rubric for Internet Research Blog so they are see what you are looking for in the final product. Some of the information students should be searching for are lists of skills employers are looking for and value; quotes and statistics, predictions, changes over time etc.
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1. Ask participants to consider their own technology skills and answer the following questions as if they were writing in a journal.
What types of technology skills do they have right now?
What technology do they like best and why?
What technology do they like least and why?
How could technology help them achieve their goals?
2. Have students turn in this journal entry for
grading.
Extension Activity (30 minutes): Bring in employers from a variety of businesses and occupations for a panel discussion on technology in the workplace. Ask employers have technology has changed in the past 10 years. What types of technical skills do they need in employees that they hire? What can students be doing now to prepare themselves for jobs in the future? Ask students to prepare additional questions relating to technology to ask of employers.
