This document provides an overview of the curriculum for the WorkReadyNH soft skills training program. The program consists of 15 modules that cover topics such as job searching, interviewing, communication, problem solving, teamwork, customer service, and workplace behavior. It also includes online skills assessments in reading, math and locating information to help participants prepare for workplace certifications, as well as weekly performance evaluations. The goal is to provide participants with in-demand soft skills and certifications to succeed in the modern job market.
Acing The Interview | Team Blue Archers | GP Explorers 2.0Mobin Mithun
This was our presentation slide on the given topic that we had to learn from our 'Interview' modules in the 'Effective Communication' unit. Had an amazing journey with some of the bright youngsters from reputed institutions!!
Pitch Date: May 26, 2021
Team Members:
Md. Sohel Rana _DU
Shishir Kairy _KUET
Md. Ahsanul Mobin _KUET
Tahya Ahammed Bisma _IUT
Tasneem Islam Promi _IUT
Reshma Haque _AUW
Professional Skills to a Successful CareerEdward Erasmus
Professional skills are skills that graduates need to posses in order to be successful in their professional practice. These skills range from highly specific ones related to the graduate's field(s) to more general, transferable ones such as communications and ethical practices.
When graduates apply for a job, most employers want to know what professional skills they have already, and how willing they are to learn industry and worksite specific skills. Employers normally want not just a list of skills (that graduates can easily get from a book or the internet), but they require graduates to identify their key professional skills and to provide evidence by citing examples of how they have used these skills already in relevant contexts such as at university or workplaces.
The slideshow discusses the 7 most wanted professional skills in today’s competitive professional environment.
The slideshow was presented at the Career Expo 2010 (Dec. 1, 2010) organized by the 4th grade students of the Faculty of Accounting & Finance of the University of Aruba.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
Materials that you can use to do satisfying work and shape your future career. It focuses on how you can continue to build on your strengths, find sponsors – employers or customers – and deliver success.
My Career Action Plan
Year 10 – I Plan
Date: ________________
School: _____________________________________
A Career Action Plan helps you to focus on your goals and plans for the future. It helps you to work out how you are going to achieve what you want relating to school, work and life. A Career Action Plan lets you plan for different options relating to your career goals and plans.
Acing The Interview | Team Blue Archers | GP Explorers 2.0Mobin Mithun
This was our presentation slide on the given topic that we had to learn from our 'Interview' modules in the 'Effective Communication' unit. Had an amazing journey with some of the bright youngsters from reputed institutions!!
Pitch Date: May 26, 2021
Team Members:
Md. Sohel Rana _DU
Shishir Kairy _KUET
Md. Ahsanul Mobin _KUET
Tahya Ahammed Bisma _IUT
Tasneem Islam Promi _IUT
Reshma Haque _AUW
Professional Skills to a Successful CareerEdward Erasmus
Professional skills are skills that graduates need to posses in order to be successful in their professional practice. These skills range from highly specific ones related to the graduate's field(s) to more general, transferable ones such as communications and ethical practices.
When graduates apply for a job, most employers want to know what professional skills they have already, and how willing they are to learn industry and worksite specific skills. Employers normally want not just a list of skills (that graduates can easily get from a book or the internet), but they require graduates to identify their key professional skills and to provide evidence by citing examples of how they have used these skills already in relevant contexts such as at university or workplaces.
The slideshow discusses the 7 most wanted professional skills in today’s competitive professional environment.
The slideshow was presented at the Career Expo 2010 (Dec. 1, 2010) organized by the 4th grade students of the Faculty of Accounting & Finance of the University of Aruba.
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
Materials that you can use to do satisfying work and shape your future career. It focuses on how you can continue to build on your strengths, find sponsors – employers or customers – and deliver success.
My Career Action Plan
Year 10 – I Plan
Date: ________________
School: _____________________________________
A Career Action Plan helps you to focus on your goals and plans for the future. It helps you to work out how you are going to achieve what you want relating to school, work and life. A Career Action Plan lets you plan for different options relating to your career goals and plans.
Un Webinar che ho tenuto spiegando il funzionamento dell'email Professional di Register.it: il funzionamento della sincronizzazione (Active Sync) e modulo di condivisione della Webmail/PIM (Personal Information Manager)
Sprawdź aktualną i na bieżąco aktualizowaną listę serwisów, dzięki którym doładujesz konto swojego telefonu komórkowego w sieci Orange. Doładuj telefon gwarantowaną kwotą 50zł.
Pathway to be successful in your life. from this book you will learn a case study about the reality of your life. You will explore the real facts of your life.
You will never change your life until you change something you do daily”,
said by the popular televangelist Mike Murdock. Once you arrive at the
torturous decision of changing your career, do not waste more time
dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true
success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
“You will never change your life until you change something you do daily”, said by the popular televangelist Mike Murdock. Once you arrive at the torturous decision of changing your career, do not waste more time dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Once you have learned all these secrets, you are on your way to enjoying a better career, a sense of stability and more money. All of the time, energy and efforts in strengthening your career skills will be well worth the investment.
By strengthening your career skills, you can become one of the potential candidates that employers are looking for. Thus, it is important to pay attention to these secrets.
One of the first steps of acquiring a new set of career skills is arranging funds that allow you to attend a university or school. This is a big step to moving forward for you to obtain a new set of skills.
Taking it a step further than college is also important. You may want to check out some extracurricular activities such as clubs or maybe even participate in a volunteer event. These are just a couple of examples that can be very beneficial.
Although obtaining new career skills means spending money and time, the outcome will be most beneficial. Keep in mind, it will be a difficult task and will require longer hours.
There is also a plethora of courses that can help in getting your foot in the door to your career. You can gain specialization and expertise in a specific activity or field. Some institutions also offer courses that are highly effective in establishing a career. They are reliable in arming yourself with a set of career skills. It is important to look into many schools and check to see what each offers.
Through constant training and practice, you will be on your way to embarking on a new career. Beefing up your skills is proven to provide long-term benefits and offer you a stable job.
Learning and development are also needed in meeting the challenging demands of a career. There are some skills that will also need improvement.
By focusing on these skills, you can improve and become a better person.
Mentoring or taking online and offline courses are also essential parts of beefing up your skills. Below are some of the secrets to learn to aid in strengthening your career skills for your success.
8 important soft skills freelancers need to have (1).pdfJagriti Rai
In this amazing slides of 8 important soft skills, you as a freelancer will learn that not only technical skills are going to help you in your freelance journey rather having a good knowledge of soft skills and interpersonal skills will boost your way of freelancing.
Soft skills are just as crucial for freelancers as technical skills, if not more so. While technical skills determine the expertise and knowledge in a specific field, soft skills encompass a range of interpersonal and communication abilities that facilitate success in the freelance world. Here's why soft skills are vital for freelancers:
1. Client Collaboration: Freelancers often work directly with clients, and effective communication and collaboration are paramount. Soft skills like active listening, empathy, and clear articulation help freelancers understand client requirements, build strong relationships, and deliver satisfactory results. By demonstrating strong interpersonal skills, freelancers can establish trust, mitigate conflicts, and foster long-term partnerships.
2. Client Satisfaction: Clients value more than just technical proficiency; they seek freelancers who can understand their needs, provide excellent customer service, and exceed expectations. Soft skills such as problem-solving, adaptability, and attention to detail enable freelancers to deliver tailored solutions, respond to changing client demands, and ensure client satisfaction. These skills contribute to positive feedback, repeat business, and referrals.
3. Time and Project Management: Freelancers juggle multiple projects simultaneously, requiring effective time management, prioritization, and organization skills. Soft skills like self-discipline, reliability, and the ability to meet deadlines are critical. They enable freelancers to manage their workload efficiently, deliver projects on time, and maintain a professional reputation.
4. Networking and Self-Promotion: Freelancers need to market their services and build a strong professional network. Soft skills like networking, interpersonal communication, and self-confidence help freelancers engage with potential clients, promote their work effectively, and seize new opportunities. Strong networking skills can lead to referrals, collaborations, and a steady stream of projects.
5. Adaptability to Changing Environments: Freelancers often encounter diverse clients, industries, and work environments. Soft skills such as flexibility, resilience, and the ability to learn quickly are essential for adapting to new situations and requirements. These skills enable freelancers to thrive in dynamic work settings, embrace new technologies, and stay ahead of industry trends.
While technical skills provide the foundation for freelancers, Freelancers who cultivate and emphasize their interpersonal, communication, and other soft skills position themselves for client satisfaction, and sustainable growth in the highly competitive freelance marketplace.
115C H A P T E R F I V EExploring and understanding .docxaulasnilda
115
C H A P T E R F I V E
Exploring and understanding
coaching models
Listening and observation are key skills for the business
coach. Developing the skill of observation is partly to develop
the ability to be ‘inside’ the coaching conversation, and to be
‘observing’ the conversation. It is to take up a meta-position,
while never leaving the micro level of being present for the
client (Stout-Rostron, 2006c:152).
CHAPTER OUTLINE
• Models
• Coaching tools and techniques
• How many models to use?
– Purpose, Perspectives, Process model
• The coaching conversation and the coaching journey
– Nested-levels model
– The expert approach
– “You have all the answers” approach
– Learning level
– Ontological levels—being and becoming
– Learning
116 B U S I N E S S C O A C H I N G I N T E R N AT I O N A L
• Learning conversations
– Three levels of intervention—behaviour, underlying drivers,
root causes
• Four-quadrant models (Hippocrates)
– Insights four-colour model
– Domains of Competence model (Habermas)
– Ken Wilber’s four-quadrant Integral Model
– Questions in the four quadrants
– GROW and CLEAR models
– EQ model
– Kolb’s Experiential Learning Model
– Using Kolb’s four modes of learning
– Hudson’s Renewal Cycle model
• Other circular models
– I-T-O (Input, Throughput, Output)
• The U-process
– Scharmer’s U-process
• In conclusion
• Coach’s library
Models
Today, coaches are trained in an eclectic range of coaching mod-
els. This chapter explores a cross-section of models that influence
the work of business and executive coaches worldwide. I highlight
the work of Daniel Goleman, John Whitmore, David Lane, New
Ventures West, David Kolb, Frederick Hudson, Thomas Cummings
and Christopher Worley, and Ken Wilber.
Coaching models help us to understand the coaching interven-
tion from a systems perspective, and to understand the need for
“structure” in the interaction between coach and client. Models help
us to develop flexibility as coach practitioners. They offer structure
and an outline for both the coaching conversation and the overall
coaching journey—whether it is for 20 hours, six months, a year
or more. However, although models create a system within which
coach and client work, it is imperative that models are not experi-
enced as either prescriptive or rigid.
The coaching conversation is about the client, not the coach. If the
model is too prescriptive, it means the coach has their own agenda to
E X P L O R I N G A N D U N D E R S TA N D I N G C O A C H I N G M O D E L S 117
fulfil, rather than attempting to understand the client’s issues. In this
chapter, I discuss four-quadrant models, circular and U-process
models. I explore the flexibility you have to combine models and to
construct your own if you so wish.
A model represents a system with an implied process. It is a
metaphor or analogy used to help visualize and describe the jou ...
115C H A P T E R F I V EExploring and understanding .docxRAJU852744
115
C H A P T E R F I V E
Exploring and understanding
coaching models
Listening and observation are key skills for the business
coach. Developing the skill of observation is partly to develop
the ability to be ‘inside’ the coaching conversation, and to be
‘observing’ the conversation. It is to take up a meta-position,
while never leaving the micro level of being present for the
client (Stout-Rostron, 2006c:152).
CHAPTER OUTLINE
• Models
• Coaching tools and techniques
• How many models to use?
– Purpose, Perspectives, Process model
• The coaching conversation and the coaching journey
– Nested-levels model
– The expert approach
– “You have all the answers” approach
– Learning level
– Ontological levels—being and becoming
– Learning
116 B U S I N E S S C O A C H I N G I N T E R N AT I O N A L
• Learning conversations
– Three levels of intervention—behaviour, underlying drivers,
root causes
• Four-quadrant models (Hippocrates)
– Insights four-colour model
– Domains of Competence model (Habermas)
– Ken Wilber’s four-quadrant Integral Model
– Questions in the four quadrants
– GROW and CLEAR models
– EQ model
– Kolb’s Experiential Learning Model
– Using Kolb’s four modes of learning
– Hudson’s Renewal Cycle model
• Other circular models
– I-T-O (Input, Throughput, Output)
• The U-process
– Scharmer’s U-process
• In conclusion
• Coach’s library
Models
Today, coaches are trained in an eclectic range of coaching mod-
els. This chapter explores a cross-section of models that influence
the work of business and executive coaches worldwide. I highlight
the work of Daniel Goleman, John Whitmore, David Lane, New
Ventures West, David Kolb, Frederick Hudson, Thomas Cummings
and Christopher Worley, and Ken Wilber.
Coaching models help us to understand the coaching interven-
tion from a systems perspective, and to understand the need for
“structure” in the interaction between coach and client. Models help
us to develop flexibility as coach practitioners. They offer structure
and an outline for both the coaching conversation and the overall
coaching journey—whether it is for 20 hours, six months, a year
or more. However, although models create a system within which
coach and client work, it is imperative that models are not experi-
enced as either prescriptive or rigid.
The coaching conversation is about the client, not the coach. If the
model is too prescriptive, it means the coach has their own agenda to
E X P L O R I N G A N D U N D E R S TA N D I N G C O A C H I N G M O D E L S 117
fulfil, rather than attempting to understand the client’s issues. In this
chapter, I discuss four-quadrant models, circular and U-process
models. I explore the flexibility you have to combine models and to
construct your own if you so wish.
A model represents a system with an implied process. It is a
metaphor or analogy used to help visualize and describe the jou.
“You will never change your life until you change something you do daily”,
said by the popular televangelist Mike Murdock. Once you arrive at the
torturous decision of changing your career, do not waste more time
dwelling on the rationale behind this decision.
Get all your acts together and think of better ways of giving yourself a set of
career skills that can gear you up for a new life and a new career.
Beefing up your career skills is rather an essential step of achieving true
success. There are some secrets that will aid you in acquiring these skills.
Learning these secrets can be very beneficial indeed.
Once you have learned all these secrets, you are on your way to enjoying a
better career, a sense of stability and more money. All of the time, energy
and efforts in strengthening your career skills will be well worth the
investment.
By strengthening your career skills, you can become one of the potential
candidates that employers are looking for. Thus, it is important to pay attention to these secrets.
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Most people are holding jobs with various employers. They are also moving
to various employment sectors throughout their working life.
Thus, there is a need to be flexible enough with the working patterns. There
is a need to be prepared with the changing sectors or jobs for better
opportunities. You need to have improvement that serves you in the long
run.
Employers are looking for skills that often go beyond experience and
qualifications. While your experience and education may make you eligible
enough to apply for a job, you still need to have mixed skills.
Mark Edwards, Leadership and Strategy Programme Director at London Business School, considers ways of improving the stickiness of learning by examining a range of aspects, from the desire to learn to the ways the learned lessons can be applied.
Mark will be hosting a webinar, on 7 October, in which he will explain how you can embed effective learning and understand employees’ motivations. Sign-up: http://www.changeboard.com/events/exclusive-changeboard-webinar-the-stickiness-of-learning-how-to-ensure-your-learning-strategy-makes-an-impact
Chapter 1
Niccole Hyatt, PhD
objectives
Define operations management.
Describe difference between manufacturing and service organizations.
Describe decisions that operations managers make.
Identify major historical developments in operations management.
Identify current trends in operations management.
Describe the flow of information between operations management and other business functions.
What is operations management?
Operations management manages the resources and the transformation processes needed to produce the company’s products and services.
It involves managing people, machines, and information.
Operational excellence is the optimization of these mechanisms.
What decisions do operations managers make?
Operations managers must plan the production schedule. This entails deciding how much to produce and in what order. This information would be used to make purchasing and staffing decisions.
Operations managers must manage inventory. They must arrange the inventory in the warehouse. They also facilitate the movement of inventory from the warehouse to the retail facilities or customers.
Operations managers must also manage quality levels. This may include inspection of materials and the use of quality tools, such as control charts.
What is the transformation process?
The transformation process involves taking the various inputs and transforming them into outputs.
An advertising agency would transform the time of its staff into an advertising campaign.
A bank may use the time of a teller, an input computer, and a bank branch to accept a deposit.
A TV station could use the time of its production crew, the video equipment, and the studio to produce a news story.
What are the three major business functions?
The three major business functions are finance, marketing, and operations.
Finance manages the assets—the building used for production, investments, and cash flows related to production, such as providing the required machines.
Marketing generates sales of the product or service, such as finding customers for the proposed airplanes.
Operations entail the production of a product or service and must manage the inputs to production such as workers' time, materials, and machine time to create airplane parts.
Difference between strategic and tactical?
Strategic decisions are decisions that set the direction for the entire company; they are broad in scope and long-term in nature.
Tactical decisions are decisions that are specific and short-term in nature and are bound by strategic decisions.
Difference between service and manufacturing?
Service organizations involve the customers in their operations to some degree, while manufacturing organizations do not. Service organizations cannot create an inventory of the service since it is intangible.
Manufacturing organizations produce a physical product that can be stored in inventory.
For example, Ford Motors is a manufacturer. It makes automobiles, custome ...
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Counselling Interview".
Similar to WRNH Curriculum Overview (Rev. Sep 2015) (20)
1. WorkReadyNH Program Curriculum Overview
Modules in the Soft Skills Course Manual
2005-2013, Velsoft Training Materials Inc.
1. Getting Your Job Search Started: While looking for work can be an exciting time, it can also
involve fear and discomfort about change and the unknown. This module will help you to
determine what your skill set is made up of, the kind of work that is important and realistic
to include in your search, and how to get started. Today’s job market is not the same as it
was even five years ago. Knowing where to go, who to talk to, and the opportunities that
are available will help.
Learning Outcomes:
o Describe your skills, values, and beliefs about work and looking for opportunities.
o Demonstrate an understanding for the types of work available to you and where to go
for more information.
o Apply different approaches to job searching, such as networking and tapping into the
hidden job market.
2. Creating a Dynamite Job Portfolio: The job market continues to change, as does the way
we look for work. This module examines the value of presenting yourself as a complete
package by using a resume as an introduction to an employer and backing it up with a
portfolio presented at the interview.
Learning Outcomes:
o Speak about yourself using descriptive language.
o Apply the essential elements of cover letters and resumes.
o Understand the need for pre-employment testing and what to expect.
o Design a personalized portfolio.
o Develop a plan that moves you to a new job.
3. Mastering the Interview: The interview is one of the key elements of the job search
process. As with any skill, we can get better at it with preparation and practice. In this
module, you will explore how to prepare for an interview and become familiar with the
types of questions to expect, as well as the questions you should think about asking. You
will also learn how to prepare for second interviews and how to follow up.
Learning Outcomes:
o Understand different types of interview questions and how to prepare to answer them.
o Apply the most effective ways to prepare for an interview, including how to present
yourself professionally.
o Express yourself effectively.
o Know how to ask for feedback following an interview.
MCC Rev. 09.16.15 Page 1 of 10
2. WorkReadyNH Program Curriculum Overview
4. Communication Strategies: Have you ever wondered why it seems so difficult to talk with
some people and yet so easy to talk with others? Can you recall an occasion where you met
someone for the first time and immediately liked that person? Something about the
individual made you feel comfortable. A major goal of this module is to help you understand
the impact your communication skills have on other people. You will also explore how
improving these skills can make it easier for you to get along in the workplace, and in life.
Learning Outcomes:
o Identify common communication problems that may be holding you back.
o Develop skills to ask questions that give you information you need.
o Learn what your non-verbal messages are telling others.
o Develop skills to listen actively and empathetically to others.
o Enhance your ability to handle difficult situations.
o Deal with situations assertively.
5. Critical Thinking: In today’s society, many people experience information overload. We are
bombarded with messages to believe various ideas, purchase things, support causes, and
lead our lifestyle in a particular way. How do you know what to believe? How do you
separate the truth from the myths? The answer lies in critical thinking skills. The ability to
clearly reason through problems and to present arguments in a logical, compelling way has
become a key skill for survival in today’s world. This module will give you some practical
tools and hands-on experience with critical thinking and problem solving.
Learning Outcomes:
o Define critical and non-critical thinking.
o Identify your critical thinking style(s), including areas of strength and improvement.
o Describe other thinking styles, including left/right brain and whole-brain thinking.
o Work through the critical thinking process to build or analyze arguments.
o Develop and evaluate explanations.
o Improve key critical thinking skills, including active listening and questioning.
o Use analytical thought systems and creative thinking techniques.
6. Problem Solving and Decision Making: We make decisions and solve problems continually.
We start making decisions before we even get out of bed (shall I get up now or not?).
Sometimes, we will have made as many as 50 decisions by the time we leave for work.
Despite all the natural decision making that goes on and the problem solving we do, some
people are very uncomfortable with having to make decisions. The key to finding creative
solutions is not just creativity, although that will certainly help. The answer rests in our
ability to identify options, research them, and then put things together in a way that works.
Having a process to work through can take the anxiety out of problem solving and make
decisions easier. That’s what this module is all about.
MCC Rev. 09.16.15 Page 2 of 10
3. WorkReadyNH Program Curriculum Overview
Learning Outcomes:
o Apply problem solving steps and tools.
o Analyze information to clearly describe problems.
o Identify appropriate solutions.
o Think creatively and be a contributing member of a problem solving team.
o Select the best approach for making decisions.
o Avoid common decision-making mistakes.
7. Building Better Teams: Teams are an important building block of successful organizations.
Whether the focus is on service, quality, cost, value, speed, efficiency, performance, or
other similar goals, teams are the basic unit that supports most organizations. With teams
at the core of corporate strategy, the success of an organization can often depend on how
well you and other team members operate together. How are your problem-solving skills?
Is the team enthusiastic and motivated to do its best? Do you work well together? This
module can help you get there!
Learning Outcomes:
o Understand the value of working as a team.
o Develop team norms, ground rules, and team contracts.
o Identify your team player style and how it can be used effectively with your own team.
o Build team trust.
o Identify the stages of team development and how to help a team move through them.
o Recognize the critical role communication skills will play in building and maintaining a
team atmosphere.
o Identify ways that team members can be involved and grow in a team setting.
8. Critical Elements of Customer Service: While many companies promise to deliver an
incredible customer experience, some are better at delivering than others. This module is
designed around six critical elements of customer service that, when the company lives
them, brings customers back to experience service that outdoes the competition.
Learning Outcomes:
o Demonstrate a customer service approach.
o Understand how your own behavior affects the behavior of others.
o Demonstrate confidence and skill as a problem solver.
o Apply techniques to deal with difficult customers.
o Make a choice to provide customer service.
9. Conflict Resolution: Many people see conflict as a negative experience. In fact, conflict is a
necessary part of our personal growth and development. Think of when you were trying to
choose your major in college, for example, or trying to decide between two jobs. However,
MCC Rev. 09.16.15 Page 3 of 10
4. WorkReadyNH Program Curriculum Overview
conflict becomes an issue when the people involved cannot work through it. They become
engaged in a battle that does not result in growth. When this type of conflict arises,
negative energy can result, causing hurt feelings and damaged relationships. This module
will give you the tools that will help you resolve conflict successfully and produce a win-win
outcome.
Learning Outcomes:
o Understand what conflict is and how it can escalate.
o Understand the types of conflict and the stages of conflict.
o Recognize the five most common conflict resolution styles and when to use them.
o Increase positive information flow through non-verbal and verbal communication skills.
o Develop effective techniques for intervention strategies.
o Become more confident of your ability to manage conflicts to enhance productivity and
performance.
10. Business Ethics for the Office: What exactly makes a decision ethical? The problem with
ethics is that what may seem morally right (or ethical) to one person may seem appalling to
another. This module will not provide you with an easy way to solve every ethical decision
you will ever have to make. It will, however, help you define your ethical framework to
make solving those ethical dilemmas easier. We’ll also look at some tools that you can use
when you’re faced with an ethical decision. And, we’ll look at some techniques you can use
so you don’t get stuck in an ethical quandary. Best of all, we’ll look at a lot of case studies so
that you can practice making decisions in a safe environment.
Learning Outcomes:
o Understand the difference between ethics and morals.
o Understand the value of ethics.
o Identify some of your values and moral principles.
o Be familiar with some philosophical approaches to ethical decisions.
o Identify some ways to improve ethics in your office.
o Know some ways to avoid ethical dilemmas.
o Have some tools to help you make better decisions.
o Be familiar with some common ethical dilemmas.
11. Safety in the Workplace: Workplace accidents and injuries cost corporations millions of
dollars and thousands of hours lost every year. They also have a profound, often lifelong
impact on workers. Practicing a safety culture in your organization, where safety is valued
as an integral part of the business’ operation, not only saves the business time and money,
it also builds a committed, loyal, healthy workforce. This module will give you the
foundation to start building your safety culture.
MCC Rev. 09.16.15 Page 4 of 10
5. WorkReadyNH Program Curriculum Overview
Learning Outcomes:
o Understand what a safety culture is.
o Identify hazards and reduce them.
o Identify groups particularly at risk for injury and know how to protect them.
o Respond to incidents and near misses.
o Understand the basics of accident investigation and documentation.
12. Celebrating Diversity in the Workplace: More than ever, a workplace is a diverse collection
of individuals proud of who they are: their gender, their sexual orientation, their religion,
their ethnic background, and all the other components that make an individual unique. One
of the challenges for the workplace is how to help these diverse individuals work as a team.
We all know what happens to organizations that don’t have effective teamwork: they fail.
And, failing to embrace diversity can also have serious legal costs for corporations. This
module will give you ways to celebrate diversity in the workplace while bringing individuals
together.
Learning Outcomes:
o Describe what diversity and its related terms mean.
o Explain how changes in the world have affected you and your view.
o Identify your stereotypes.
o Use terms that are politically correct and avoid those which are not.
o Apply the four cornerstones of diversity.
o Avoid the pitfalls related to diversity.
o Use a technique for dealing with inappropriate behavior.
o Develop a management style to encourage diversity.
o Take action if you or one of your colleagues feels discriminated against.
13. Workplace Harassment: In 2012 alone, the US Equal Employment Opportunity Commission
ordered that $365,400,000 (that’s 365.4 million dollars!) be paid out for discrimination and
harassment charges. No wonder companies are working to be more proactive in preventing
harassment. But how do you prevent harassment from occurring? What sorts of policies
should be in place? What should managers do to protect their employees? And if a
complaint is filed, what will we do? All of these questions will be answered in this module.
(Source for statistics: http://www.eeoc.gov/eeoc/statistics/enforcement/all.cfm)
Learning Outcomes:
o Explain what is acceptable behavior in the workplace and what is not, and why.
o Apply the benefits of harassment training.
o Define the various types of harassment, including sexual harassment.
o State some ways to prevent harassment and understand what role you can play.
o Demonstrate some ways to protect yourself from harassment.
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6. WorkReadyNH Program Curriculum Overview
o Know what to do if you are harassed or accused of harassment.
o Understand the complaint process, from the complaint to the reply, to mediation or
investigation, to a solution.
14. Bullying in the Workplace: Bullying is called the silent epidemic. Although half of workers
have experienced or witnessed bullying, policies and laws dealing with it are far less
prevalent. This is, in part, because bullying can be hard to identify and address. People
wonder, what does bullying look like? How can we discourage it in our workplace? What
can I do to protect myself and co-workers? This module covers all of these questions and
more.
Learning Outcomes:
o Define what bullying is and is not.
o Understand the costs of bullying to people and organizations.
o Identify bullying behaviors and the reasons behind them.
o Know some ways to prevent bullying and understand what role you can play.
o Know some ways to protect yourself from bullying.
o Know what to do if you are bullied.
o Identify appropriate solutions for a bullying incident (within and outside the
organization).
15. Personal Brand: Abigail Van Buren, the writer of Dear Abby, once said, “There are two kinds
of people: those who come into a room with the attitude, ‘Here I am!’ and those who have
the attitude, ‘There you are!’” This module is an exploration about the type of impact we
want to have in life and work. You will consider and define the influence that you can have
on your life and work. You will also learn skills for success and how to create those
circumstances.
Learning Outcomes:
o Speak in terms of the impact and influence that you want to have in life and work.
o Understand your personal style in terms of your personal brand.
o Develop skill in focus, concentration, and communication to support your brand.
o Build credibility and trust by living your brand.
o Take ownership of your image, both online and in person.
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7. WorkReadyNH Program Curriculum Overview
Additional Program Components
KeyTrain® (Online): This is an assessment and training program used to determine your current
“hard skills” in Reading for Information, Applied Mathematics and Locating Information. The
scores are based on a level system ranging from Level 0 (lowest) through Level 7 (highest).
Upon completion of the pretest, you are assigned skill building lessons in these three subject
areas according to your scores. The skill building lessons are to be completed independently,
online, at your own pace, outside of classroom hours. This is used as a training tool to aid you in
preparing for the WorkKeys® Assessments that you will take at the end of the course.
KeyTrain® Module 1: Reading for Information
The Reading for Information skill involves reading and understanding common workplace
documents (letters, manuals, procedures, memos), and examines the essential aspects of
understanding and applying information given in practical situations. The Reading for
Information module includes dozens of sample workplace documents. All exercises are based
on realistic work situations.
Some of the beginning topics include: More advanced topics cover:
• Determining the meaning of unfamiliar words
• Extracting details
• Reading forms
• Finding the main idea
• Applying instructions
• Complex information
• Drawing conclusions
• Technical jargon
• Acronyms
KeyTrain® Module 2: Applied Mathematics
The Applied Mathematics skill involves applying mathematical reasoning and problem-solving
techniques to workplace situations; emphasizes the application of these skills to real-world
situations; and reviews the basic concepts of mathematical operations including money,
measurement and time.
Topics in the beginning levels include: More advanced topics include:
• Money and time
• Measurements
• Proportions and ratios
• Fractions and decimals
• Negative numbers
• Percentages
• Areas and volumes
• Determining best deals
• Troubleshooting errors
• Production rates
• Multiple unknowns
• Non-linear graphs
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8. WorkReadyNH Program Curriculum Overview
KeyTrain® Module 3: Locating Information
The Locating Information skill involves finding, extracting, understanding and using information
that is not in the form of normal text. These types of documents include charts, graphs, tables,
forms, maps, and drawings.
Beginning topics include:
• Pie charts
• Line graphs
• Maps
• Gauges
• Bar charts
• Tables
• Diagrams
Higher-levels practice more complex
concepts that may deal with several
different kinds of documents at one time.
Some of these are:
• Extracting data
• Drawing conclusions
• Using data criteria
• Identifying trends
• Determining data relationships
WorkKeys® Assessments: Subsequent to the last day of the Soft Skills Course, you will take the
WorkKeys® Assessments in Reading for Information, Applied Mathematics and Locating
Information. Passing scores are considered a Level 3 or higher in each subject. You will receive a
WorkKeys® Assessments Test Prep Booklet at the beginning of the course. In addition, an online
demo of the WorkKeys® Assessments will be presented in class. Successful completion of the
WorkKeys® Assessments leads to a National Career Readiness Certificate® (NCRC).
Performance Evaluations: During the Soft Skills Course you will undergo an employee
performance review which is completed by the instructor on a weekly basis. You are evaluated
on attendance/punctuality, personal/professional appearance, job knowledge,
performance/work quality, initiative/proactive approach, dependability/reliability, and
communication/listening skills. You are given an overall numerical rating, feedback on your
performance in class and areas where you can improve.
Employer Expectations: This is a document that will be covered in detail on the first day of class
and requires your signature acknowledging your understanding. A copy of your signed
agreement will be provided to you. This agreement outlines the expected standards of conduct
including: reporting to work (class) promptly and regularly; keeping absences to a minimum;
notifying the instructor (CEO) of absences, late arrivals and early departures; physical
appearance; dress code; personal conduct; mutual respect; disciplinary action; and the exam
policy. You must abide by these standards of conduct and are expected to act in a professional
and responsible manner at all times. If you incur more than 1 absence or 2 infractions, you will
be dismissed from the program (fired).
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9. WorkReadyNH Program Curriculum Overview
Business Group Project: The purpose of this project is to provide a simulated work
environment where you can interactively utilize the Soft Skills discussed in class. The goal of the
WorkReadyNH program is for you to exit with a skill set that can be applied to any career or
industry you pursue. It is not the intention for each group to create sales or profits. It is up to
the group if you would like to proceed in that direction. You have the option of reimbursing
yourselves for any funds contributed by group members to start production and then donating
the remainder of the proceeds to any charity of your choice. However, as long as the group has
created a prototype or business plan by the end of the course then you have achieved the goal.
The following is a general outline which can be fluid depending on the progress made by each
individual group.
Business Group Project Outline
Day 1 Explanation of the model and examples of what past groups have created including
their company manual. Start brainstorming ideas for a product or service.
Day 2 Gather as a business team to brainstorm and map out ideas for a company product or
service. Start weeding out some ideas that would not be feasible in the time frame of
the course or due to lack of resources could not be completed.
Day 3 Decide on a company product or service, a company name and a sales and marketing
strategy if applicable (past groups have created email addresses, Facebook pages,
websites, flyers, utilized campus media, set up tables on campus, etc., and have chosen
charities to donate proceeds to – note this is not a requirement, it is all dependent on
what the group decides together).
Day 4 Begin creating the company manual using the template provided or previous company
manuals as a guide.
Day 5 Continue working on the company manual and form job descriptions. The final product
should be typed up by a team member or can be divided amongst team members. The
company manual will be part of the group presentation.
Day 6 Interview for the jobs created from both the interviewee and interviewer perspectives.
Alternate conducting group interviews with the facilitation of the instructor.
Day 7 Positions are assigned to each team member who will maintain their assigned role for
the remainder of the course but can be flexible as needed if the team loses members.
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10. WorkReadyNH Program Curriculum Overview
Day 8 Start working on the prototype and/or business plan for the product or service.
Day 9 Complete the prototype and start production if applicable or continue working on the
business plan and company manual. Start working on the group presentation (i.e.
PowerPoint, website, installation, demonstration, delegate speaking parts, etc.).
Day 10 Continue with production/business plan, company manual and group presentation.
Day 11 Continue with production/business plan, company manual and group presentation.
Day 12 Finalize production/business plan, company manual and group presentation. Execute a
10-15 minute group presentation to the class and staff that includes the company’s
formation, team member roles, prototype/business plan and company manual.
*Guidelines for the Business Project (if the group chooses to launch more than a prototype):
A. There are existing non-compete agreements in place with school vendors (i.e. cafeteria
and bookstore). Business projects must be presented to the Director of WorkReadyNH
before further developing them to ensure that existing vendor agreements are honored.
B. Marketing plans must be reviewed by the Director of WorkReadyNH before being
implemented. This includes but is not limited to: flyers, posters, handouts, websites,
blogs, social media pages, contacting the press (i.e. newspapers, television and/or radio)
and partnerships with charities, retail outlets, organizations and/or businesses.
C. All campaign efforts should first be executed via intra-campus activities before
considering external avenues. Contact the Director of WorkReadyNH for further details.
D. Permission to set up a vendor table on campus requires pre-approval from the Office of
the President. Contact the Director of WorkReadyNH to ensure that proper procedure is
followed and the appropriate channels are utilized.
*The guidelines outlined above are not all encompassing. Please consult the Director of
WorkReadyNH for specific questions, concerns and additional clarification.
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