What do you want from LIFE

1. What do you want from LIFE? This slide is intended to get student�s attention and help them to think about their future. The instructor should pause for students to answer. Answers could be written on the board. If the instructor is also providing the results of the IDEAS career inventory to the students, the instructor could use that as a starting point. That may allow the instructor to move forward in the presentation, since the students interest should be heightened by the fact that they know what careers the inventory points them towards, and what it may take to be successful in those careers. In that situation, the instructor may start with slide 6. The instructor would want to ask the students what skills and characteristics are important for the students� career preference before moving forward. This would help the student to focus specifically on a career and its related needs. (Counselors or teachers may add to, delete from, or alter the presentation to benefit their class or situation.)This slide is intended to get student�s attention and help them to think about their future. The instructor should pause for students to answer. Answers could be written on the board. If the instructor is also providing the results of the IDEAS career inventory to the students, the instructor could use that as a starting point. That may allow the instructor to move forward in the presentation, since the students interest should be heightened by the fact that they know what careers the inventory points them towards, and what it may take to be successful in those careers. In that situation, the instructor may start with slide 6. The instructor would want to ask the students what skills and characteristics are important for the students� career preference before moving forward. This would help the student to focus specifically on a career and its related needs. (Counselors or teachers may add to, delete from, or alter the presentation to benefit their class or situation.)

2. Do you want: To Be Stylin� An �MTV� Crib A Nice Ride To Chill on the Beach This slide could be deleted or used as a prompt for responses to the previous question. Again this helps in gaining attention. If students focus on careers, they may also be asked what they need to be successful in those careers.This slide could be deleted or used as a prompt for responses to the previous question. Again this helps in gaining attention. If students focus on careers, they may also be asked what they need to be successful in those careers.

3. How do you get them? The instructor should pause and wait for responses. The instructor should mention that this is what the class will be focusing on. In this way the instructor is telling the student what will be accomplished with the lesson. The instructor should pause and wait for responses. The instructor should mention that this is what the class will be focusing on. In this way the instructor is telling the student what will be accomplished with the lesson.

4. By Getting the Skills Employers and Customers Want From You! The instructor may pause for effect before going to the next slide.The instructor may pause for effect before going to the next slide.

5. What Are Those Skills? Did you know that we develop them in school, at home, and at play? The instructor should pause and allow students to answer before the bottom part of the slide is shown. The responses should be recorded on the board. This allows students to recall things they may have previously learned.The instructor should pause and allow students to answer before the bottom part of the slide is shown. The responses should be recorded on the board. This allows students to recall things they may have previously learned.

6. Each of us has skills, traits, and characteristics that we trade for the things we value in life. This is really part of �The Social Contract�. We trade the things we have that society values in order to live the lifestyle that we choose.This is really part of �The Social Contract�. We trade the things we have that society values in order to live the lifestyle that we choose.

7. Hoosiers Need Three Kinds of Skills Technical Skills Social Skills Life Skills Graham Tuft (Hudson Institute) states that Hoosiers need these three skills. TECHNICAL-The nuts and bolts of a job. How to operate machinery, give a shot, program a computer, etc. SOCIAL-How to communicate, work in teams, etc. LIFE-good work ethic, commitment to excellence, etc.Graham Tuft (Hudson Institute) states that Hoosiers need these three skills. TECHNICAL-The nuts and bolts of a job. How to operate machinery, give a shot, program a computer, etc. SOCIAL-How to communicate, work in teams, etc. LIFE-good work ethic, commitment to excellence, etc.

8. Southern7 Workforce Investment Board Must be able to communicate well. Must have and continuously improve technical skills. Must have basic academic competencies. Toft�s statement is supported by the three key conclusions of the Southern7 Workforce Investment Board�s Survey. The Board works with various employers and agencies to improve the workforce of south central Indiana. This slide serves to reinforce the statements made in the previous slide. While Toft may have been speaking to Indiana as a whole, this should help students realize that the same is true for southern Indiana.Toft�s statement is supported by the three key conclusions of the Southern7 Workforce Investment Board�s Survey. The Board works with various employers and agencies to improve the workforce of south central Indiana. This slide serves to reinforce the statements made in the previous slide. While Toft may have been speaking to Indiana as a whole, this should help students realize that the same is true for southern Indiana.

9. Job Openings in Kentuckiana 1000 Health Care 1000 Engineering 2400 Insurance / Financial 3200 Information Technology 5800 Skilled Trades These are the findings of a 2000 study by the Horizon group in the Louisville Metro area. These were the number of jobs open and unfilled at the time of the study. Parenthesis shows average annual salary. HEALTH-(38000) Mostly nursing and health related therapists(Respiratory, Radiology, Physical) ENGINEERING-(46000) Mostly Project and Design Engineers and Drafting Technicians. INS/FINANCIAL-(31000) Data Mgmt, Processing and customer service. INFO TECH-(48000) Web Designers, Help Desk, Security, Software Implementation and Support SKILLED TRADES-(29000 average for group, but 38000 for highest skilled) Electricians, Heavy Equipment Operators, Toolmakers, Mechanics, Construction Related Specific job information for the Kentuckiana area is available at www.kentuckianaworks.org. Instructors may want to pull information from that web site. Or students may search for jobs interesting to them to discover the demand, as well as the characteristics and education needed, for that job. This may tie into the results of the IDEAS assessment well. A pamphlet may also be obtained for distribution to the class by contacting KentuckianaWorks at (502) 574-2500.These are the findings of a 2000 study by the Horizon group in the Louisville Metro area. These were the number of jobs open and unfilled at the time of the study. Parenthesis shows average annual salary. HEALTH-(38000) Mostly nursing and health related therapists(Respiratory, Radiology, Physical) ENGINEERING-(46000) Mostly Project and Design Engineers and Drafting Technicians. INS/FINANCIAL-(31000) Data Mgmt, Processing and customer service. INFO TECH-(48000) Web Designers, Help Desk, Security, Software Implementation and Support SKILLED TRADES-(29000 average for group, but 38000 for highest skilled) Electricians, Heavy Equipment Operators, Toolmakers, Mechanics, Construction Related Specific job information for the Kentuckiana area is available at www.kentuckianaworks.org. Instructors may want to pull information from that web site. Or students may search for jobs interesting to them to discover the demand, as well as the characteristics and education needed, for that job. This may tie into the results of the IDEAS assessment well. A pamphlet may also be obtained for distribution to the class by contacting KentuckianaWorks at (502) 574-2500.

10. What Kinds of Skills Does It Take to be Successful in These Jobs? Again teacher may pause for student response. This may also help recall prior learning. Teachers may ask students to choose a profession at this point and go to www.kentuckianaworks.org. Students can conduct a search at that web site that discusses employment demand for the Kentuckiana area, as well as average pay. The information also links to the Occupational Outlook Handbook, which gives information about the skills and education required of each profession.Again teacher may pause for student response. This may also help recall prior learning. Teachers may ask students to choose a profession at this point and go to www.kentuckianaworks.org. Students can conduct a search at that web site that discusses employment demand for the Kentuckiana area, as well as average pay. The information also links to the Occupational Outlook Handbook, which gives information about the skills and education required of each profession.

11. Much of what we think about are technical skills, But: Life and Social Skills cut across all jobs. The technical skills often don�t matter without those skills, just as those skills don�t matter without the technical skills Important concept that is often overlooked. Successful people tend to have the three skill sets required to be successful in their particular line of work. There could be many examples where someone knew what they were doing, in relation to a particular job, but was unsuccessful because they lacked life or social skills. Some employers will say that they are inclined to keep a marginal performer who works well with others and works hard. Important concept that is often overlooked. Successful people tend to have the three skill sets required to be successful in their particular line of work. There could be many examples where someone knew what they were doing, in relation to a particular job, but was unsuccessful because they lacked life or social skills. Some employers will say that they are inclined to keep a marginal performer who works well with others and works hard.

12. The Southern Indiana Chamber of Commerce Surveyed Southern Indiana Businesses to Discover the Top Ten Skills and Characteristics Needed by Employers While students don�t need to know how the survey was conducted. Teachers may want to know that an initial survey asked open ended questions related to what employers sought in new employees and what they rewarded once employees were on the job. A group distilled those responses into 25 general categories. A second survey asked employers to choose the top ten of the 25, and to rank the ten 1 through 10. The �Top Ten� was chosen by selecting those responses that most often appeared in the employers top ten. Ties were broken by the number of times a skill or characteristic was listed in the top five.While students don�t need to know how the survey was conducted. Teachers may want to know that an initial survey asked open ended questions related to what employers sought in new employees and what they rewarded once employees were on the job. A group distilled those responses into 25 general categories. A second survey asked employers to choose the top ten of the 25, and to rank the ten 1 through 10. The �Top Ten� was chosen by selecting those responses that most often appeared in the employers top ten. Ties were broken by the number of times a skill or characteristic was listed in the top five.

13. What Do You Think They Were? Another opportunity for students to respond. Length of discussion depends on instructors needs. Also provides chance to stimulate previous learning of those skills necessary to succeed. In addition, a video was developed with professionals speaking to each of the ten skills and characteristics. That video could be shown at this point.Another opportunity for students to respond. Length of discussion depends on instructors needs. Also provides chance to stimulate previous learning of those skills necessary to succeed. In addition, a video was developed with professionals speaking to each of the ten skills and characteristics. That video could be shown at this point.

14. Dependability and Reliability Honesty and Integrity Work Ethic Positive Attitude Teamwork and People Skills Survey response from Chamber members in 2003. Percents represent proportion of employers placing the trait in the top ten. The Top 10 provides a device for learning guidance. DEPENDABILITY-(88%) Can depend and rely upon employee to do what�s assigned. HONESTY- (82%) Has good moral and ethical viewpoint. WORK ETHIC-(82%) Has commitment and motivation to work. ATTITUDE-(80%) Has a positive view. TEAMWORK-(72%) Works and interacts well with others.Survey response from Chamber members in 2003. Percents represent proportion of employers placing the trait in the top ten. The Top 10 provides a device for learning guidance. DEPENDABILITY-(88%) Can depend and rely upon employee to do what�s assigned. HONESTY- (82%) Has good moral and ethical viewpoint. WORK ETHIC-(82%) Has commitment and motivation to work. ATTITUDE-(80%) Has a positive view. TEAMWORK-(72%) Works and interacts well with others.

15. A Job Well Done Adaptability and Flexibility Attendance and Promptness Customer Focus Communication JOB WELL DONE-(62%) Is competent and does quality work. ADAPTABILITY-(62%) Is willing to change and learn. ATTENDANCE/PROMPTNESS-(54%) Is where they need to be, when they need to be. CUSTOMER FOCUS-(46%) Focused on service and follow-up for customer satisfaction. COMMUNICATION-(44%) Has good oral and written communication skills. An instructor could ask the class to discuss where each of the �Top Ten� fall in relation to technical, life, and social skills. This may depend upon the age and maturity of the class. JOB WELL DONE-(62%) Is competent and does quality work. ADAPTABILITY-(62%) Is willing to change and learn. ATTENDANCE/PROMPTNESS-(54%) Is where they need to be, when they need to be. CUSTOMER FOCUS-(46%) Focused on service and follow-up for customer satisfaction. COMMUNICATION-(44%) Has good oral and written communication skills. An instructor could ask the class to discuss where each of the �Top Ten� fall in relation to technical, life, and social skills. This may depend upon the age and maturity of the class.

16. Some Important Skills That Were Close to the Top Ten Show Initiative Be Organized Reading Comprehension Math Make Good Decisions Have a Good Appearance Be a Leader Listen INITIATIVE-(44%) Is a self starter. ORGANIZED-(40%) Plans and exercises time management. READING-(34%) Can comprehend what they read. MATH-(34%) Can perform computation skills needed. DECISIONS-(30%) Exercises good judgment and critical thinking skills. APPEARANCE-(28%) Is neatly groomed. LEADER-(24%) Can exercise leadership skills. LISTEN-(22%) Active listener. While these did not �rank� in the top ten, it may be important to stress to some students that reading and math was important to a third of the employers. The instructor could point out that overlooking those skills would limit their job possibilities. Of course, the class may want to discuss how difficult any of the top ten skills may be to demonstrate without some of these skills.INITIATIVE-(44%) Is a self starter. ORGANIZED-(40%) Plans and exercises time management. READING-(34%) Can comprehend what they read. MATH-(34%) Can perform computation skills needed. DECISIONS-(30%) Exercises good judgment and critical thinking skills. APPEARANCE-(28%) Is neatly groomed. LEADER-(24%) Can exercise leadership skills. LISTEN-(22%) Active listener. While these did not �rank� in the top ten, it may be important to stress to some students that reading and math was important to a third of the employers. The instructor could point out that overlooking those skills would limit their job possibilities. Of course, the class may want to discuss how difficult any of the top ten skills may be to demonstrate without some of these skills.

17. Skills Currently Needed Verbal Communication Teamwork Assuming Work Responsibilities Listening Skills Problem Solving Phone Etiquette Customer Service Time Management Word Processing Following Directions *Southern7 WIB This slide may be used in addition to the previous slides. This slide shows the top ten employee skills needed for current business operations as discovered by the Southern7 Workforce Investment Board. It may be important for students to realize that the sampling group, and the questions asked were different from this group than for the Southern Indiana Chamber of Commerce�s survey. However, there is similarity in the results. Students may be asked to compare and contrast the two lists. This would help the students to internalize the kinds of skills they need to be successful. In addition the July 1998 Forbes Magazine reports that Basic Math Skills (60%), Language Skills (55%), Technical Skills (48%), Computer Skills (30%), and an Ability to Work in Teams (25%) were the top skill deficiencies in the American workforce. Again these skills are important to stress and emphasize. Students may want to compare this list to the local lists. While the order changes between various surveys, similar skills and characteristics are noted across geographic regions and across time.This slide may be used in addition to the previous slides. This slide shows the top ten employee skills needed for current business operations as discovered by the Southern7 Workforce Investment Board. It may be important for students to realize that the sampling group, and the questions asked were different from this group than for the Southern Indiana Chamber of Commerce�s survey. However, there is similarity in the results. Students may be asked to compare and contrast the two lists. This would help the students to internalize the kinds of skills they need to be successful. In addition the July 1998 Forbes Magazine reports that Basic Math Skills (60%), Language Skills (55%), Technical Skills (48%), Computer Skills (30%), and an Ability to Work in Teams (25%) were the top skill deficiencies in the American workforce. Again these skills are important to stress and emphasize. Students may want to compare this list to the local lists. While the order changes between various surveys, similar skills and characteristics are noted across geographic regions and across time.

18. YOUR Education IS About Developing These Skills! 76.2% of Southern Indiana Employers Require a High School Diploma/GED or MORE for Entry-Level Jobs The slide will hopefully get students to connect that their education is important to their future and relevant. The teacher may ask students to state how their education is relevant. Then click to show the data from the Southern7 WIB Survey. Students may wish to use the KentuckianaWorks web page to conduct a search about the educational requirements of jobs that interest them. The teacher could ask students to choose a particular occupation at review the area demand and requirements for that occupation at www.kentuckianaworks.org. It is important to remember that as the world changes, certain skills will become more important. The trend is for employees to be more self-directed. This means having a whole host of life,social, and technical skills to be able to interact with customers and others. The slide will hopefully get students to connect that their education is important to their future and relevant. The teacher may ask students to state how their education is relevant. Then click to show the data from the Southern7 WIB Survey. Students may wish to use the KentuckianaWorks web page to conduct a search about the educational requirements of jobs that interest them. The teacher could ask students to choose a particular occupation at review the area demand and requirements for that occupation at www.kentuckianaworks.org. It is important to remember that as the world changes, certain skills will become more important. The trend is for employees to be more self-directed. This means having a whole host of life,social, and technical skills to be able to interact with customers and others.

19. This slide is intended to reinforce the previous slide to stress the importance of education. While advanced degrees and education may not be for everyone, students should look at the difference between the unemployment rate for those who have less than a high school education and those that are at least high school graduates. They may also look at the pay differential. On average, failing to finish high school will cost an individual $6,837 a year. If an individual is expected to work for 50 years, then not completing high school will cost over $340,000 in a lifetime (that figure does not account for the time, interest rates, or the cost of living, so it is a very conservative estimate). Life is about choices, and students must choose what they want from life. It is important to remember that we trade skills and characteristics for those things we want in life. Our choices are broader and easier, the more skills and education we have acquired.This slide is intended to reinforce the previous slide to stress the importance of education. While advanced degrees and education may not be for everyone, students should look at the difference between the unemployment rate for those who have less than a high school education and those that are at least high school graduates. They may also look at the pay differential. On average, failing to finish high school will cost an individual $6,837 a year. If an individual is expected to work for 50 years, then not completing high school will cost over $340,000 in a lifetime (that figure does not account for the time, interest rates, or the cost of living, so it is a very conservative estimate). Life is about choices, and students must choose what they want from life. It is important to remember that we trade skills and characteristics for those things we want in life. Our choices are broader and easier, the more skills and education we have acquired.

20. Which of the Ten do you show the most? How does your work at school show that you have the Top Ten Skills? How does your life at home show that you have the Top Ten Skills? Why do you think employers chose these skills? Which of these skills best describe you? Which of these skills do you need to develop? How can you develop these skills? This group of questions can be done in several ways or omitted. Students can answer in class or in writing. Students may be divided into groups and assigned a question to report on. Using the questions should elicit performance from the students allowing the instructor to give feedback, assess responses, and enhance retention and transfer.This group of questions can be done in several ways or omitted. Students can answer in class or in writing. Students may be divided into groups and assigned a question to report on. Using the questions should elicit performance from the students allowing the instructor to give feedback, assess responses, and enhance retention and transfer.

21. What Do YOU Want to do and How Can The Top Ten Skills Help YOU Do It? This question, or one of the others, could be assigned to encourage a connection between the skills/traits, school, and their future. The question could be done for homework, enhancing retention and transfer, and providing the instructor with another opportunity to provide feedback and assess student understanding. While a teacher may add to or delete from any portion of the presentation, it is important that the teacher provide a mechanism for students to answer this or other related questions. Only by doing so can students have an opportunity to pause, reflect, and internalize the message this lesson plan is trying to convey.This question, or one of the others, could be assigned to encourage a connection between the skills/traits, school, and their future. The question could be done for homework, enhancing retention and transfer, and providing the instructor with another opportunity to provide feedback and assess student understanding. While a teacher may add to or delete from any portion of the presentation, it is important that the teacher provide a mechanism for students to answer this or other related questions. Only by doing so can students have an opportunity to pause, reflect, and internalize the message this lesson plan is trying to convey.

22. Additional Resources Southern Indiana Chamber of Commerce (www.sicc.org) www.kentuckianaworks.org Southern7 Workforce Investment Board (944-7793) Work One Center (Karen Bertrand 948-6102 ext. 111) ICPAC (icpac.indiana.edu) Occupational Outlook Handbook (www.bls.gov/oco) Department of Education (www.ed.gov/index.jhtml) Teachers may use these resources to augment the class discussion. Teachers may also have students use these resources to research the skills, traits, and characteristics required of jobs in which students have shown an interest. Again the KentuckianaWorks web site has relevant local information that can be derived on a county basis. It also has many other pertinent information to the Kentuckiana area. Karen Betrand, as mentioned above, is available to discuss how particular skills, traits, and characteristics match up with particular jobs. She is willing to come to class, upon invitation to discuss the academic requirements of jobs, and how students may research that information.Teachers may use these resources to augment the class discussion. Teachers may also have students use these resources to research the skills, traits, and characteristics required of jobs in which students have shown an interest. Again the KentuckianaWorks web site has relevant local information that can be derived on a county basis. It also has many other pertinent information to the Kentuckiana area. Karen Betrand, as mentioned above, is available to discuss how particular skills, traits, and characteristics match up with particular jobs. She is willing to come to class, upon invitation to discuss the academic requirements of jobs, and how students may research that information.

23. Prepared by: David Clifton Dean of Academic Affairs Ivy Tech State College � South Central Indiana In Conjunction with: Southern Indiana Chamber of Commerce Region 14 School-to-Career Partnership Thank you for reviewing this presentation. Any thoughts, questions, or comments could be directed to: David Clifton dclifton@ivytech.edu Ivy Tech State College Dawn Bennett dawn@sicc.org Southern Indiana Chamber of Commerce Jack Womack jwomack@ivytech.edu Region 14 School-to-Career PartnershipThank you for reviewing this presentation. Any thoughts, questions, or comments could be directed to: David Clifton dclifton@ivytech.edu Ivy Tech State College Dawn Bennett dawn@sicc.org Southern Indiana Chamber of Commerce Jack Womack jwomack@ivytech.edu Region 14 School-to-Career Partnership