ACTIVITY GUIDE
In keeping with a tradition of respect for the individuality
of our members and our role in workforce development,
SkillsUSA strives to ensure inclusive participation in all of
our programs, partnerships and employment opportunities.
14001 SkillsUSA Way
Leesburg, VA 20176
Phone: 844-875-4557
Email: operators@skillsusa.org
For more information on SkillsUSA membership and the SkillsUSA Program of Work,
call toll-free 844-875-4557 or visit: www.skillsusa.org.
Visit us online to access Program of Work Virtual Activities.
Plus, download Program of Work Launch
Activity Guides
2 and 3.
www.skillsusa.org/programs/program-of-work/
ACTIVITY GUIDE
TABLE OF CONTENTS
“I’m a SkillsUSA Advisor?” .....................................................................................2
SkillsUSA Infographic ...........................................................................................3
Unpacking the SkillsUSA Infographic ................................................................ 4
e SkillsUSA Program of Work Categories ........................................................ 4
Implementing a Program of Work .........................................................................6
SkillsUSA Chapter Budget Worksheet .................................................................. 7
Program of Work Activities ...............................................................................8
Chapter Program of Work Calendar .....................................................................8
Leadership Retreat ....................................................................................9
Local Business Goodwill Tour.................................................................21
Flower Box Fundraiser ............................................................................. 31
SkillsUSA Week .......................................................................................39
Canned Food Drive ................................................................................. 44
Mock Interview ........................................................................................51
2 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
As a busy career and technical instructor,
you might be thinking you don’t have time to read this
book. We understand! is resource, designed to provide
context of how to facilitate a SkillsUSA chapter, is written
conversationally as two colleagues might share nuggets
of wisdom to expedite your success. e information over
the rst few pages creates a foundation for your work as a
SkillsUSA advisor. It is the foundational knowledge and
resources that you will need to conduct the Program of
Work (PoW) for a SkillsUSA chapter.
ere are related videos on this topic that parallel what is in
the launch book. If reading just isn’t your thing, then use the
Launch Guide as a reference book and allow the videos to
create the basis of your understanding of chapter management.
Enjoy, and thank you for your commitment to changing lives.
It isn’t always easy work, but when done well, it is some of the
most rewarding work that you will ever do.
“I’m a SkillsUSA Advisor?”
How do I run a SkillsUSA chapter?
If you have volunteered or someone has asked you to be or told you
that you are now the SkillsUSA advisor, you may have asked yourself
this question.
It is estimated that 85% of SkillsUSA advisors come to teaching as a
second career, primarily from industry. You may never have been a member
of the organization or led a student organization. It can feel daunting to
take on the role of SkillsUSA advisor but it is doable.
What is the Program of Work?
Simply put, the SkillsUSA Program of Work is a chapter management
tool. It is also an individual growth plan for the chapter members and the
ultimate student engagement tool. e PoW allows students to dene,
develop and demonstrate the Essential Elements that make up
the SkillsUSA Framework.
A well-planned Program of Work provides intentional instruction
of the SkillsUSA Framework and its Essentials Elements. It is how
SkillsUSA delivers the skill building opportunities to students
through active participation.
is Program of Work Launch Guide was written for you and your
chapter members. You will learn about six activities that are the basis for
your chapter work for the school year. We have simplied the projects
and the interaction between activities so that your students can learn
about managing and implementing projects. Later guides will focus
more heavily on the committee interaction between projects and provide
templates and documentation to expand the depth and breadth of the
learning and activities.
Before we jump into the “how-to” of the Program of Work, we must rst
understand why we do this critical work. Here are key philosophies that
SkillsUSA embodies:
• SkillsUSA believes that every student has value and purpose. Our
goal is to connect every student we serve to meaningful career
opportunities that can lead to economic security.
• SkillsUSA exists to prepare career-ready students. ere are many
secondary benets from active participation in SkillsUSA that of-
ten dene why students join. However, when graduates can provide
for themselves, they have the freedom to live the life they choose.
• SkillsUSA is a student-led and advisor-facilitated organization.
is is important to know and really understand. e member
(student) should work the hardest in accomplishing student and
chapter goals. To develop the employability and technical skills
needed in the workplace, students must do the leading, planning
and the implementation work. e advisor serves as a supervisor
to guide and provide feedback when needed, to keep the students
safe and to reinforce the transferable skills for the student success.
e student does the work and is able to unpack the failures for
growth and celebrate successes. Learning by doing is the key.
ere may be a few mistakes along the way, but better for the
students to learn from the projects and work they do than to
do it perfectly the rst time.
is SkillsUSA philosophy guides the resources provided to advisors.
Take time to think about why you enjoy being an advisor and focus on the
development of students so that they can be the future of our workforce,
our communities and our country. is is enormously important work,
and you are up for it. SkillsUSA is your partner in the pursuit of student
and chapter success.
ere is a SkillsUSA chapter advisor hotline to assist you at any time
as you build a chapter, implement the Program of Work and support
student growth through myriad activities. e toll-free phone number
is 844-875-4557.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 3
e SkillsUSA Framework denes the mission of the organization
e delivery mechanism of the
SkillsUSA Framework
SkillsUSA Framework instruction is integrated
into these three locations
Integration Locations
Program of Work
SkillsUSA Framework
Mission
SkillsUSA empowers its members to become world-class workers, leaders and
responsible American citizens. SkillsUSA improves the quality of our nation’s
future skilled workforce through the development of Framework skills
that include personal, workplace and technical skills
grounded in academics.
Classroom Workplace
Chapter
Member Success
chapter excellence
program
Assessments to measure students’ career readiness
Quality
CTE
Program
Advocacy and
Marketing
Community
Engagement
Workplace
Experiences
Financial
Management
Partner and Alumni
Engagement
Leadership
Development
Workplace
Skills
Personal
Skills
Technical
Skills
Grounded in
Academics
4 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SPECIAL HEALTH AND SAFET Y NOTE
is SkillsUSA resource was developed before the global pandemic of
2020. As you explore the information and activities in this guide, keep
in mind you may need to adapt some activities that call for handshakes,
whispering in another person’s ear, pairing up and speaking closely
or locking arms. All of the activities can be modied, if necessary,
according to your school’s social distancing guidelines. Many can also
be adapted for virtual delivery. Challenge your students and Program
of Work committees to review the activities and gure out a safe way to
adapt these events for current health and social distancing guidelines
from your school, school district, state department of education or
federal agencies like the Centers for Disease Control and Prevention
(CDC) or the World Health Organization (WHO).
Unpacking the SkillsUSA Infographic
e SkillsUSA mission is what we are called to do in students’ lives every
day. Whether you are a local SkillsUSA advisor, a state SkillsUSA director
or have another paid or volunteer role, this mission guides your work.
However, the mission does not stand alone. e SkillsUSA Framework
actualizes what opportunities need to be created for students to live
out the mission. e Framework denes the mission and enables the
organization to develop programming and assessments that build skills in
students that prepare them for life. It also provides a common language
for students to be able to articulate how they are dierent because of their
participation in SkillsUSA.
No matter how a student arrives to SkillsUSA in terms of knowledge
and abilities, the 17 Essential Elements outlined in the Framework
enable students to develop the skills that business and industry demand
from employees. e Framework has three components that develop
the whole person: personal skills, workplace skills and technical skills
grounded in academics. e Framework Essential Elements are the
skills needed to be career ready as determined by research from over
1,000 employers. It is critical that the Framework be the basis for
your SkillsUSA chapter work. If you would like to learn more or view
additional resources to integrate the Framework into your classroom and
chapter, please visit the SkillsUSA website at www.skillsusa.org/about/
skillsusa-amework/.
SkillsUSA is an integral part of career and technical education. Why
is that important? It means that the chapter isn’t separate from the
classroom experience. Not only are you able to integrate SkillsUSA
chapter work into your classroom, but it is essential that you do so. e
work of building career-ready students isn’t a “once and done” activity
or event. Students need to work on building skills over time through
multiple experiences and receive coaching along the way. For instance,
building decision-making skills in the classroom might focus on
diagnostic work while in the chapter, it might focus on committee
decision making for a community service project. Students must see the
relationship and how these skills transfer from one situation to another.
What they experience in the classroom should be reinforced in their
SkillsUSA chapter and vice versa so that it becomes common practice in
conducting themselves and their work. Students connect what they are
learning and practicing today to the world of work.
How does the Program of Work t into this equation? Approximately 13.6
million members have participated in SkillsUSA since its inception
in 1965. Over time, the organization has learned that not only do
students need to participate in skill building around the SkillsUSA
Framework Essential Elements, but the chapter should provide rich
meaningful experiences in six categories that reect the situations they
will encounter in the workplace. A well-planned Program of Work
provides intentional instruction of the Essentials Elements. It is how
SkillsUSA delivers the skill-building opportunities to students through
active participation. ink of the PoW as a chapter management tool,
an individual growth plan and as a student engagement tool. It allows
students to dene, develop and demonstrate the Essential Elements.
SkillsUSA has developed multiple ways to measure student growth and
career readiness. One is the SkillsUSA Chapter Excellence Program
(CEP). is standards-based program recognizes chapter achievement
in developing the Essential Element skills in its members. When your
students complete each of the six PoW activities, they can apply for CEP
recognition. It is the celebration of the students’ achievement! For more
information about CEP please go to: www.skillsusa.org/programs/
chapter-excellence-program/.
The SkillsUSA Program
of Work Categories
e SkillsUSA Program of Work is divided into six categories that
dene areas of focus for a well-run chapter in the same way a well-run
business may be divided into dierent divisions. Each division has specic
responsibilities, but all contribute to the overall success of the business.
Each Program of Work category should have a committee, and there are
activities for the committee to facilitate for the entire chapter. Program of
Work committees each contribute to the ultimate success of the chapter
and the educational experiences provided to members.
ADVOCACY AND MARKETING
Promote SkillsUSA chapter programs and career and
technical education programs, public relations initiatives and experiences
to build social responsibility.
Participation in the Advocacy and Marketing category creates a career-
ready student who is able to:
o Identify characteristics of eective marketing.
o Promote the organization.
o Advocate for self and personal ideas.
Activities conducted in the category of Advocacy and Marketing might
include:
o Participate in SkillsUSA Week.
o Make a school board presentation.
o Hold a member recruitment activity.
o Actively post on school or chapter social media channels.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 5
COMMUNITY ENGAGEMENT
Assess community needs, identify services and employ skills
to meet needs that develop long-lasting partnerships.
Participation in the Community Engagement category creates a career-
ready student who is able to:
o Assess and analyze needs.
o Create a heart for service.
o Apply technical skills for the benet of others.
Activities in the category of Community Engagement might include:
o Culinary student teacher appreciation breakfast.
o Automotive student oil change for military families.
o Construction students building an accessibility ramp
at a local elementary school.
o Cosmetology students providing services for residents
at a senior center.
FINANCIAL MANAGEMENT
Develop personal nancial literacy and entrepreneurship
skills through relevant work experience, project
management and chapter fundraising.
Participation in the Financial Management category creates a career-ready
student who is able to:
o Work eciently and eectively within a budget.
o Eectively manage personal nances.
o Manage resources eciently.
Activities in the category of Financial Management might include:
o Host an entrepreneurial fair.
o Financial Management guest speaker.
o Chapter fundraiser.
o Students create personal budgets.
LEADERSHIP DEVELOPMENT
Establish interpersonal relationships, individual and team
development through chapter operations, leadership
competitions and individualized growth plans.
Participation in the Leadership Development category creates a career-
ready student who is able to:
o Communicate vision.
o Inspire others to action to reach a common goal.
o Equip and empower team members.
o Develop interpersonal skills.
Activities in the category of Leadership Development might include:
o Conduct a Leadership Workshop for all members.
o Attend a Fall Leadership Conference.
o Hold a chapter ocer retreat.
PARTNER AND ALUMNI ENGAGEMENT
Engage former members, parents, advisory committees,
administrators, faculty and business and industry partners in SkillsUSA
chapter and classroom activities.
Participation in the Alumni and Partner Engagement category creates a
career-ready student who is able to:
o Appreciate the contributions of others.
o Build a personal and professional network.
o Recognize and value the expertise of others.
Activities in the category of Partner and Alumni Engagement might
include:
o Conduct Program Advisory Committee meetings.
o Partners serve as mentors.
o Recognize contributions of partners and alumni.
o Provide business acumen and expertise to the chapter’s
Program of Work.
WORKPLACE EXPERIENCES
Participation in career exploration, planning and work-
based learning opportunities including the SkillsUSA Championships.
Participation in the Workplace Experiences category creates a career-ready
student who is able to:
o Gain relevant work experience.
o Develop job-seeking skills.
o Understand workplace expectations.
Activities in the category of Workplace Experiences might include:
o Conduct local championships.
o Conduct industry tour.
o Résumé and Mock Interview Day.
o Virtual Employer Panel Discussions.
6 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Implementing the
Program of Work
The Program of Work is central to the success of the SkillsUSA
Chapter. It is also the foundation for meaningful chapter activities
and the development of Framework skills in members. Here are some
key steps to implementing the program of work.
COMMITTEES
At the start of the school year, chapter officers should appoint six
committees, one for each category of the Program of Work. e ocers
can appoint a chair for each committee or the committee can select its
own chair from the committee members.
CHAPTER FINANCES
Every SkillsUSA chapter should establish a budget for the year. Financial
questions can cause issues or mistrust among members. Follow your
school’s guidelines on handling the nances for the chapter. A budget
is the best tool for managing the nances of the chapter and to guide
decisions on activities of the chapter.
A SkillsUSA Chapter Budget Worksheet is attached to use in determining
the nancial needs of the chapter for the year. e chapter ocers should
work with the advisor to complete the worksheet based on the nancial
need input from each of the Program of Work committees.
ACTIVITIES OF THE PROGRAM OF WORK
is PoW Launch Guide has six sample activities of a Program of Work
for your chapter members to follow. ese are dened to assist in chapter
experience success while implementing one activity for each are of the
program of work. e six activities have task lists to provide members
with a step-by-step guide for conducting the activity.
Step 1: Planning — Making the plans needed for the activity. is
includes budgeting, creating timelines, planning for needed materials and
other resources. It also focuses on establishing the partnerships needed to
complete the activity.
Step 2: Implementation — Carrying out the plans made in the
previous section is the focus of implementation. It identies the steps that
must be taken for the success of the activity.
Step 3: Evaluation — Evaluating at the completion of the activity.
is section requires the evaluation of the results of goals, the impact of
the focus on the targeted Essential Element and recommendations for next
year’s committee. It also includes a member reection on the development
and demonstration of the targeted Essential Element.
Step 4: Celebration — Planning for the celebration at the
completion of the activity and recognizing the learning of the members
and impact on the members, chapter, campus, and community.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 7
SkillsUSA Chapter Budget Worksheet
Beginning Balance $_______________
INCOME EXPENSE
Membership Dues: $ _____________ State and National Dues: $ _____________
PoW Income $ _____________ PoW Expense $ _____________
(from table below) (from table below)
Other Income: $ _____________ Other Expenses: $ _____________
$ _____________ $ _____________
$ _____________ $ _____________
$ _____________ $ _____________
Closing Balance $ _____________
PoW CATEGORY ACTIVITY
PROJECTED
INCOME
PROJECTED
EXPENSE
PROJECTED
PROFIT OR LOSS
Advocacy and Marketing
SkillsUSA Week
Celebration
Community Engagement
Canned Food Drive
Financial Management
Flower Box
Fundraiser
Leadership Development
Leadership Retreat
Partner and Alumni
Engagement
Local Business
Goodwill Tour
Workplace Experiences
Mock Interviews
8 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Program of Work Activities
ACTIVITY PROGRAM OF WORK CATEGORY ESSENTIAL ELEMENT TARGET PAGE
Leadership Retreat Leadership Communication 10
Local Business
Goodwill Tour
Partner and Alumni Engagement Adaptability and Flexibility 22
Flower Box
Fundraiser
Financial Management Service Orientation 32
SkillsUSA Week Advocacy and Marketing Professionalism 40
Canned Food
Drive
Community Engagement Work Ethic 45
Mock Interview Workplace Experiences Professional Development 52
Chapter Program of Work Calendar
MONTH PROGRAM OF WORK ACTIVITY PROGRAM OF WORK CATEGORY
AUGUST
SEPTEMBER
Leadership Retreat Leadership
OCTOBER
Local Business Goodwill Tour Partner and Alumni Engagement
NOVEMBER
DECEMBER
Flower Box Fundraiser Financial Management
JANUARY
FEBRUARY
Celebrate SkillsUSA Week Advocacy and Marketing
MARCH
Canned Food Drive Community Engagement
APRIL
MAY
Mock Interview Activity Workplace Experiences
JUNE
JULY
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 9
Program of Work — Leadership Development
Activity Name: Leadership Retreat Program of Work Category: Leadership Development
Framework Component: Workplace Skills Essential Element Target: Communication
Recommended Month: September Length of Time: Six Weeks
Employers are looking for employees who can communication clearly and eectively. Individuals who have
strong communication skills:
• Practice active listening.
• Are eective at collaboration.
• Benet from asking open-ended questions.
• Develop empathy.
A retreat is a fun opportunity for members to learn about the Essential Element of Communication in a positive
environment while building a cohesive chapter experience for members.
NOTE: e advisor and chapter leaders should review all school policies regarding student
participation in eld trips or retreats and ensure all guidelines and rules are followed.
Leadership Retreat Task List
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the
Essential Element Communication.
e term “Committee” refers to the Leadership Development Committee of the Program of Work.
STEP 1:
Planning
TARGET DATE
First week in September
Leadership Development Committee meets and conducts a “Group Juggle” as a committee mixer activity.
Group Juggle
Materials: Tennis Ball
Directions: e committee stands in a circle about 3 feet wide. One person tosses the tennis ball across
the circle to someone. at person catches the ball and tosses it to someone else who has not caught it yet. is
continues until the ball returns to the original person. e group needs to remember the pattern and then try to
repeat it again.
e group should try to decrease the time it takes to complete the ball toss.
Have the group start again and create a new pattern and then again try to decrease their time in completing the circle.
10 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Committee reviews this Leadership Retreat task list to become familiar with the activity and actions needed to complete.
Committee completes budget worksheet to identify nancial needs of the activity.
s Committee reviews SMART goals for the leadership retreat.
Goal 1: 80% of SkillsUSA members will participate in the Leadership Retreat.
Goal 2: 95% of participants in the Leadership Retreat will record on their end of activity Ticket out the
Door reection card, writing down examples of how they developed and demonstrated communication
skills at the retreat.
Goal 3: 100% of SkillsUSA members participating in the Leadership Retreat will deliver a two-minute
“My Framework Story” presentation on SkillsUSA and the Framework skills they have developed.
Committee shares the Leadership Retreat plan at a chapter meeting.
s Committee members provide instruction at a chapter meeting on targeted Essential Element of
Communication using Famous Pairs.
Famous Pairs
Committee creates a list of well-known famous pairs. You will need one pair for every two students who will attend the
chapter meeting. It is good to have an extra pair or two.
Examples of pairs are:
Peanut Butter and Jelly Superman and Lois Lane Cookies and Milk
Woody and Buzz Lightyear Bonnie and Clyde Pork and Beans
Captain Kirk and Mr. Spock Batman and Robin Sand and Beach
Road Runner and Coyote Tom and Jerry Brush and Comb
Hamburger and Hot Dog Salt and Pepper Rain and Hail
Chocolate and Vanilla Bacon and Eggs Hammer and Nail
Han Solo and Chewbacca Dorothy and Toto Cheech and Chong
Chili and Cinnamon Roll Ketchup and Mustard Bert and Ernie
As the students enter the room, write one half of a famous pair on a Post-it note and place it on their back.
Provide the following instructions:
Your goal is to gure out who the person is on your back. Moving throughout the room, you will have the opportunity to
ask three questions per person as to who your part of the pair might be. If you do not guess within three questions, nd a
new volunteer and ask three more questions. You have 60 seconds to ask your questions before you must move along.
Once the person has discovered who they are, they need to nd their partner. If the other partner has not gured out his/
her identity, they must not reveal themselves until they know.
Discuss the activity as follows:
• What type of questions were most eective in determining who one half of your famous pair was?
• What type of responses gave you a greater understanding of who your half of the famous pair was?
• What made asking questions dicult?
• What made you uncomfortable about asking questions when we rst meeting someone?
• How was this like interviewing for a job?
• How can these strategies be strengthened as you prepare to join the work force?
Committee shows the motion graphic video on the targeted Essential Element of Communication and discusses how
participating in the retreat will help members develop their communication skills. Visit the Framework Integration Toolkit
on the SkillsUSA Learning Management System (LMS) to download the videos.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 11
Committee works with the chapter advisor to schedule an aernoon or evening in September to conduct the Leadership
Retreat and to secure a location large enough to allow for a variety of activities to occur. (Suggest using a gym or large
lunchroom or commons room and possibly some breakout rooms.)
STEP 2:
Implementation
TARGET DATE
Second week in September
s Committee identies ve to six members who can serve as workshop presenters for the content on the
Essential Element of Communication.
Committee creates the agenda for Leadership Retreat:
• Welcome and introductions by chapter ocers (5 minutes).
• Mixer for members to get to know one another (10 minutes) – led by Leadership
Development Committee.
• Communication workshops presented by SkillsUSA members:
n
Each member will present a 25-minute workshop and repeat the workshop one time.
(Two 25-minute workshops with a 5-minute transfer time between groups)
• Group Activity – (45 minutes) Members will develop a two-minute presentation on
SkillsUSA and the Framework Skills they have developed.
• Group Activity (10 minutes) – Students participate in SkillsUSA Communication Bingo
focusing on communication (provided below).
• Refreshments (15 minutes).
• Closing Reection with Ticket-Out-the-Door card (5 minutes
).
s Committee assists members presenting workshops in selecting topics and developing their communication workshops.
• Topics members may use are include: Active Listening, Asking and Answering Questions,
Eective Conversations, Body Language, Interviewing Skills, Communicating with Social Media.
(Outlines for workshops are included.)
Committee secures refreshments from local business partners or provides signup sheets for members to volunteer to bring
refreshments.
Committee secures all needed supplies for Leadership Retreat including pens or pencils for each member attending.
Committee makes copies of the retreat handout and SkillsUSA Communication Bingo for each member attending.
s Committee members develop their two-minute “My Framework Story” presentations on SkillsUSA and the
Framework skills they have developed to share during the retreat as a sample for members to follow. Committee
members share their stories with each other and practice their stories. Visit the Framework Integration Toolkit on
the LMS to view videos of national ocer Framework stories and instructions on how they developed them.
s Committee meets with the members presenting workshops to review their presentations and make certain they
have any supplies needed and are ready.
12 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Committee members review and adjust SMART goals for the retreat as needed.
s Committee meets with chapter members to discuss expectations for participation in the Leadership Retreat.
Committee will share school policies for activities.
ird week in September – Day of Leadership Retreat
Committee arrives early to set up for the Leadership Retreat.
Leadership retreat begins by committee members greeting the retreat participants and conducting “Find that Pop” as a
mixer for all students to begin to get to know each other.
Materials Needed: Paper, Balloons and Pens
Description:
• As people enter the retreat, have them write their name on a piece of paper and put it inside a balloon.
• en blow up the balloon, tie it o and place it in a secure area away from the group.
• When ready to begin, randomly pass out the balloons so that each person has one.
• On cue, have all players pop their balloons.
• Each member must nd the person whose name is inside their balloon.
• Once they nd the person, they must introduce themselves and learn something about the person
they did not know.
• Play upbeat music during the activity.
s Communication workshops are presented with members attending two dierent workshops.
Committee members get everyone back into a large group. Selected committee members share their two-minute
“My Framework Story” presentations as examples. Committee gives participants eight minutes to develop their own
Framework story presentation. Committee directs participants to pair up, present to each other and oer feedback.
s Committee members facilitate SkillsUSA Communication Bingo activity to reinforce the students need
to practice and grow their communication skills.
SkillsUSA Communication Bingo
Materials: SkillsUSA Communication Bingo cards and writing utensils for each person
Directions:
• Everyone receives a SkillsUSA Communication Bingo card.
• When given a starting word (Something like “Question”) participants ask each other questions to
ll their Bingo card lled with signatures from other participants.
• Participants must ask a question before another participant can sign the card.
• Participants may only sign in one square.
• e rst one to complete the card or have the most signatures when time is up should receive a prize.
• Allow 10 minutes to complete the Bingo cards.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 13
Committee provides refreshments for participants in the retreat.
s A designated committee member gives the following instructions:
• Each member should receive a pen and an index card.
• Each member will complete their “Ticket out the Door” reection card. In order to get out the
door, members must identify one thing about communication that they learned at the retreat
and one new strategy that they will use in their own communication in the next 30 days.
Committee members will collect the Ticket out to the Door reection cards to be reviewed at their next
committee meeting.
Committee members stay aer to clean up the retreat area.
STEP 3:
Evaluation
TARGET DATE
Fourth week in September
s Committee members meet and review the Ticket out the Door cards and workshop evaluations collected
at the Leadership Retreat.
s Committee reviews the SMART goals of the activity and discuss accomplishments and shortfalls of the
planning and implementation of the retreat.
Committee members record recommendations for future years in conducting leadership development activities.
Recommendations may be recorded at: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
s Committee conducts a Communication Skill Circle activity with member who participated in
the Leadership Retreat.
Communication Skill Circle Activity
Each member is given an envelope with a blank piece of paper inside. Instruct each member to write their name on the outside
of their envelope and then gather a circle. Once in a circle, everyone passes their envelope to the person on their right.
With each passing of the envelope, members will take the piece of paper out of the envelope and write down a
communication skill they saw demonstrated by this peer during the planning or conducting of the retreat.
If it is a large group, create several circles by age or grade groupings.
STEP 5:
CEP Application
TARGET DATE
Use this activity to apply for the Chapter Excellence Program (CEP) by completing the CEP application.
e CEP is the single best way to build a successful SkillsUSA chapter. To learn more, visit:
www.skillsusa.org/programs/chapter-excellence-program/.
14 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 15
Workshop Outline for
Active Listening
is outline is provided to assist members in developing and presenting
their workshop. Members should modify or add to the content
provided to make the workshop eective.
OPENING:
e Telephone Game
Have members sit in a circle as close as possible. One member will whisper
a phrase in the ear of one member. He or she must then pass the phrase
around the circle by also whispering it until it comes back to the original
member. It will be interesting to see how the phrase changes as it goes
around the circle.
Use this phrase: “A bunch of yellow bananas launched a blue boat, but the
funny bunny hid the colored candy in the colored can.”
Lead a discussion of how the phrase changed as it went around the circle
and why.
CONTENT:
Ask the following question: What makes listening dicult?
• We get easily distracted.
• We are busy thinking about what we are going to say next.
• Too many people talking at once.
• Not interested in the topic being discussed.
Eective listening is called active listening. To be an active listener, we
need to use these six skills:
1. Pay Attention — Need to focus eye contact, watch body
language and stay focused on the individual who is speaking.
2. Withhold Judgment — Do not make quick decisions
about the individual or what he or she is saying. Do not
start disagreeing in your mind. Focus on listening to what
is being said.
3. Reflect — ink about what is being said. Reect on what
the individual means with the words he or she is using.
4. Clarify — Do not be afraid to ask clarifying questions.
Examples: “Tell me why you believe that?” or “What do you
mean by that?”
5. Summarize — Summarize what you heard and repeat it
back to the person: “So what you are saying is …”
6. Share — Seek common ground to begin a new
conversation. Find something that you are both
interested in or both have experienced.
CLOSE:
Have members record what they have learned on their Retreat Handout.
Have members complete the evaluation form for the workshop and turn
in to the member presenting.
Workshop Outline for
Asking and Answering Questions
is outline is provided to assist members in developing and presenting
their workshop. Members should modify or add to the content
provided to make the workshop eective.
OPENING:
Divide the members into pairs. One person is the Asker and one is the
Answerer. e Answerer should select one item in the room. It should
be something obvious and not hidden. When you say, “Ask Away,” the
asker will try to guess what the item is. ey can only ask questions
that can be answered with a Yes or No. e Answerer may not share
other information.
Set a timer for five minutes. When the time is up, discuss why it was
difficult to guess by asking questions that could only be answered
with Yes or No.
CONTENT:
Both asking questions and answering questions are skill sets that require
you to think before speaking.
Asking a good question follows these rules:
• Know why you are asking the question. Questions should
gather facts or an opinion.
• Use open-ended questions. Avoid simple yes-or-no
questions. Using open-ended questions requires the
other person to share more information. Questions that
start with What, Why or How usually lead to more open
conversation.
• Ask one question at a time. Short questions are better than
long questions. Keep your questions short and direct so
the other person knows exactly what you are asking.
• Do not interrupt the speaker. Listen to the full answer
before you ask another question.
Answering a question follows these rules:
• Be direct and answer the question. Do not share
everything you know, just answer the question completely
and directly.
• Repeat the question or paraphrase it. It you did not
understand the question, repeat it back or summarize it
to be sure you address what the person asked.
• Start a discussion. A good question leads to more
questions. Aer answering a question, follow it up with
one of your own to start a discussion on the topic.
• Do not be afraid to admit you don't know the answer.
ere is no shame in admitting you do not know. It is
better to be honest rather than try to bluff your way
through an answer.
CLOSE:
Have members record what they have learned on their retreat handout.
Have members complete the evaluation form for the workshop and turn in
to the member presenting.
16 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Workshop Outline for
Effective Conversations
is outline is provided to assist members in developing and presenting
their workshop. Members should modify or add to the content provided
to make the workshop eective.
OPENING:
Sit in a circle with the members. Provide the following directions:
I am going to start telling a story. When I clap my hands, the person next
to me will continue telling the story. Every time I clap, the next person
in the circle will continue the story. Just a reminder that your story must
remain appropriate and be something you would say in front of your
teachers, parents or guardians.
Conclude by asking: What was dicult about this activity? How
important was listening to the members who were speaking before you?
CONTENT:
Here are rules to follow to be a great conversationalist:
1. Be interested in the other person and show it by
focusing on them with eye contact, smile and other welcoming
body language.
2. Do not debate or argue with the other person unless you
are resolving a conict or dicult situation.
3. Acknowledge differences in opinions and experiences.
Try to nd common ground.
4. Do not judge the other person. Everyone is entitled to his
or her opinion.
5. Share your thoughts while respecting others. Share
your opinion, but do not expect others to agree with you.
6. Ask good questions to keep the conversation going.
Do not probe for personal information.
7. Do not dominate the conversation. Work toward a
50-50 sharing during conversation.
8. Tell stories that contribute to the conversation but do
not dominate the time with long, involved stories.
Divide the group into pairs. Have them practice a conversation for
a few minutes.
Aer a few minutes, discuss with the group:
• What skills have you used to make a conversation work?
• What gets in the way of a good conversation?
• What can you do to keep a conversation going?
• What do you do when a conversation drops o or
gets awkward?
CLOSE:
Have members record what they have learned on their retreat handout.
Have members complete the evaluation form for the workshop and turn in
to the member presenting.
Workshop Outline for
Body Language
is outline is provided to assist members in developing and presenting their
workshop. Members should modify or add to the content provided to make
the workshop eective.
OPENING:
Have you ever considered the power of body language? Let’s try it out and
see what body language can convey about us. First, everyone should nd a
partner. Face your partner. When I say “Now,” use your face, arms, and body
to demonstrate the attitude I give you. Ready?
• Demonstrate excitement. “Now.” • Demonstrate being curious. “Now.”
• Demonstrate being angry. “Now.” • Demonstrate being sad. “Now.”
It’s amazing how we can tell what others are thinking and feeling just by
how they look and carry themselves without saying a word.
CONTENT:
Here is what we need to remember about body language:
• Eyes and Face. Keep your face open with eyebrows raised.
Smile (try not to frown). Do not stare, but maintain eye contact
while looking away once in a while.
• Body Posture. Be as relaxed as possible, but still stand or sit
up straight. Lean in slightly when you are speaking or listening to
indicate you are interested in the conversation. Leaning back can
be perceived as disinterest or hostility.
• Arms and Hands. Crossing your arms is perceived as hostility
or that you disagree with what is going on around you. Keep your
arms and hands open and available for gestures during conversation.
• Handshake. e handshake can start the mood for the entire
conversation. A rm handshake gives you credibility while a weak
or limp handshake may make you seem fragile. Do not crush the
other person’s hand. A death grip signals that you are a bully or
overcompensating for something. Look the other person in the
eye as you shake hands.
• Movements. Nodding your head can indicate you agree with the
conversation. Tilting your head indicates you are curious.
Let’s practice to see the power of body language. Stand with your partner
from the rst activity. One of you, please raise your hand. Begin telling a
story to your partner. e other person should demonstrate positive body
language to indicate they are interested in the story. Aer a minute, they
will lose interest and display negative body language.
Aer a few minutes, have the pair reverse roles and try it again. Aer the
activity, ask the following:
• Why was it dicult to continue telling your story when your
partner demonstrated negative body language?
• How did it make you feel when your partner demonstrated the
negative body language?
CLOSE:
Have members record what they have learned on their retreat handout.
Have members complete the evaluation form for the workshop and turn in
to the member presenting.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 17
Workshop Outline for
Interviewing Skills
is outline is provided to assist members in developing and presenting
their workshop. Member should modify or add to the content provided to
make the workshop eective.
OPENING:
How many of you have ever been interviewed? Let’s talk about that
experience. What was dicult about the interview? What worked well?
What was awkward?
CONTENT:
Here are some rules to follow for interviews:
• Be Ready — Have your résumé up to date, list of references
to leave if asked and have some questions prepared you may
ask at the conclusion of the interview. Also, bring a pen and
portfolio pad for taking notes during the interview. Research
the company to nd out as much as you can about the company
prior to the interview. Conduct web searches, talk to others and
learn everything you can about the company.
• Arrive Early — Never arrive late for an interview. Allow
time for trac, parking and nding the building and room for
the interview. Arrive 10 to 15 minutes before the interview but
wait to enter the building or room until just before your time.
• Look Your Best — Wear clean, wrinkle-free clothes that
are appropriate for the position you are seeking. Seek feedback
on your planned outt. Visit the restroom before your interview
if there is time to check your appearance.
• Be Professional — Give a rm handshake and warm smile
when you meet the interview team. Listen carefully to names
so you can use them in the interview. Use appropriate and
professional language.
• Listen Carefully — Listen carefully to the question. ink
before answering. Take time to collect your thoughts before
answering. Ask to have the question repeated or claried if
needed.
• Talk about Your Skills — Share skills you have developed
and where you developed them. Give examples with details that
show how you have demonstrated your skills and dierence that
has made. One rule of interviewing is that past behavior is the
best predictor of future performance.
• It is OK to Ask Questions — Asking good questions can
indicate your interest in the company and the interviewers. Make
certain the questions are appropriate and not just lling time.
• Follow Up — Aer the interview it is appropriate to send an
email or letter thanking them for the interview and expressing your
interest in the position. Take one more opportunity to highlight
your skills and how you would be a good t for the company.
Have the members pair up and take turns answering the following
question: Tell me about three skills you have demonstrated to make you
a good employee?
Compliment the members on their willingness to learn interviewing skills.
CLOSE:
Have members record what they have learned on their retreat handout.
Have members complete the evaluation form for the workshop and turn
in to the member presenting.
Workshop Outline for
Communicating with
Social Media
is outline is provided to assist members in developing and presenting their
workshop. Member should modify or add to the content provided
to make the workshop eective.
OPENING:
Have you ever posted something on social media that you later wished you
had not put out for the world to see? Give me an example of something you
or someone you know wishes they did not post.
CONTENT:
Here are some rules to follow for communicating with social media:
• Think before you post — ink about the reaction of your
audience and your colleagues. Do not write anything, engage in
any conduct or post material that is not acceptable.
• Get it Right — If you are posting information, make certain
you are posting accurate information and not misrepresenting
the facts or causing someone to question the information.
Check information online before sharing, to ensure it is
from a credible source.
• Remember, It is Your Image — ink about what image
you want to portray. Remember who will be seeing your post
—
parents, friends, community. e image you create will be with you
for a long time in the future. is is especially true for photos.
• Consider the Consequences — Review your material
before posting. Review your content carefully and use your best
judgment. Ask a friend if you are unsure about your content.
Have a discussion of social media platforms that could be used to create
an image and communicate information about your SkillsUSA chapter.
CLOSE:
Have members record what they have learned on their retreat handout.
Have members complete the evaluation form for the workshop and turn
in to the member presenting.
18 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SkillsUSA Leadership Retreat
Member Name
_______________________________________
Workshop #1 that I attended:
________________________________
What I learned about communication in this workshop:
Workshop #2 that I attended:
________________________________
What I learned about communication in this workshop:
My SkillsUSA/Framework story
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 19
SkillsUSA Communication Bingo
B I N G O
Have traveled to
another country
Strawberries are my
favorite fruit
Have eaten octopus
or calamari
Do not
like oatmeal
Run daily
for exercise
Have never
driven a truck
Have at least three
pets at home
Enjoy shing
Have been to
a professional
sporting event
Love to sing any
type of music
Favorite color
is purple
Have seen at least
ve movies this year
Put your
name here
Are involved in at
least three dierent
school activities
Love Brussels sprouts
or kale
Have never traveled
on an airplane
My name has
been published in
the newspaper
Have at least
three siblings
Hate eating sh
Have traveled in a
taxi, Uber or Ly
Have never
tasted sushi
Have visited at least
ve other states
Speak one language
other than English
Have won at
least two awards
Play a musical
instrument
B O N U S
Have attended
a SkillsUSA
Fall Leadership
Conference
Have competed in at
least two SkillsUSA
contests
Have paid SkillsUSA
membership dues
for two years
Have attended the
SkillsUSA State
Leadership Conference
Have completed the
SkillsUSA Framework
Assessment
20 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SkillsUSA Communication Workshop Evaluation Form
Name of Workshop:
_______________________________________
Presenter’s Name:
________________________________________
Please use the following scale to rate the workshop:
RATING
NEEDS EXCEPTIONAL
IMPROVING WORKSHOP
1 2 3 4 5
Presenter was exciting and made the workshop fun.
1 2 3 4 5
Workshop was interesting and engaging.
1 2 3 4 5
I now understand more about the Essential Element of Communication.
1 2 3 4 5
I learned a new communication skill.
1 2 3 4 5
I am more condent in my communication skills.
One thing I learned from this workshop is:
__ _________________________________________ _________________________________________
SkillsUSA Communication Workshop Evaluation Form
Name of Workshop:
_______________________________________
Presenter’s Name:
________________________________________
Please use the following scale to rate the workshop:
RATING
NEEDS EXCEPTIONAL
IMPROVING WORKSHOP
1 2 3 4 5
Presenter was exciting and made the workshop fun.
1 2 3 4 5
Workshop was interesting and engaging.
1 2 3 4 5
I now understand more about the Essential Element of Communication.
1 2 3 4 5
I learned a new communication skill.
1 2 3 4 5
I am more condent in my communication skills.
One thing I learned from this workshop is:
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 21
Program of Work — Local Business Goodwill Tour
Activity Name: Local Business Goodwill Tour Program of Work Category: Partner and Alumni Engagement
Framework Component: Personal Skills Essential Element Target: Adaptability/Flexibility
Recommended Month: October Length of Time: Four Weeks
is Program of Work activity targets the SkillsUSA Essential Element of Adaptability and Flexibility. Employers are looking for individuals
who embrace change, solve problems and overcome obstacles due to adaptability and exibility.
Individuals who are Adaptable and Flexible:
• Overcome barriers and roadblocks.
• Understand that multiple solutions can accomplish the same goals.
• Maintain composure during adversity.
• Are curious to explore and experiment.
A goodwill tour is a great way to get acquainted with local business and industry, inform them about SkillsUSA and give students an
opportunity to explore careers. It can also provide the opportunity to develop and demonstrate Adaptability and Flexibility while
planning and conducting the goodwill tour.
Local Business Goodwill Tour Task List
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the
Adaptability/Flexibility Essential Element.
e term “Committee” refers to the Partner and Alumni Engagement Committee.
STEP 1:
Planning
TARGET DATE
First week in October
Partner and Alumni Engagement Committee meets and conducts the Connections activity as a mixer.
Connections
Materials: None
Directions: One committee member begins by standing up and calling out something he or she enjoys doing such as
hiking or eating pizza. If any other committee member shares that same interest, they stand up and lock arms with the
rst participant. en that participant calls out something he or she likes to do. Any other participant who shares that
same interest then links the other arm of that participant. e activity continues until all participants are linking arms.
Repeat as time allows.
22 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Committee reviews this Local Business Goodwill Tour task list to become familiar with the activity and
actions needed to complete
Committee completes budget worksheet to identify nancial needs of the activity.
s Committee meets to review SMART Goals for this activity:
Goal 1 – All members participating in the Goodwill Tour activity will indicate growth in adaptability and
exibility at the conclusion of the activity by completing a classroom presentation.
Goal 2 – During the Goodwill Tour, at least 10 businesses will be visited and SkillsUSA information shared
with the business.
Goal 3 – At least 20 SkillsUSA members will participate in at least one Goodwill Tour visit and present their
Framework story to business partners.
Committee shares the Local Business Goodwill Tour idea at a chapter meeting.
s Committee instructs the chapter members on the targeted Essential Element of Adaptability and Flexibility by
conducting Human Knot.
Human Knot
Materials: None, short pieces of rope if individuals are not comfortable holding hands
Directions: Participants create a shoulder to shoulder circle of about 8-10 individuals. Each person reaches their right hand
across the circle and clasps the hand of a dierent person. Participants then reach their le hand across the circle and clasp
hands with a dierent teammate.
To make certain they have formed a circle, one person squeezes the hand of the other teammate whose hand they are holding.
is continues across until the squeeze comes back to the rst person.
When it is assured there is only one circle, the team begins to try to “untie” the human knot. Monitor this activity to make
certain no one is injured.
Process the activity with the following questions:
• What makes this activity dicult?
• When did you have to change your plans to complete the activity?
• Other than physically, how did this activity require adaptability and exibility?
• What are some other examples of when you have needed adaptability and exibility?
• Why is adaptability and exibility needed in the workplace?
• How can you develop your adaptability and exibility skills?
Committee shows the motion graphic video on the targeted Essential Element of Adaptability and Flexibility and discusses
how participating in the Local Business Goodwill Tour can help members develop their adaptability and exibility skills.
Committee meets to:
• Secure contact information of local businesses that could be visited on the goodwill tour.
• Develop a script to follow when contacting the local businesses to ask for a date and time for a
goodwill tour visit to their business. (See sample.)
• Identify members who want to participate in the goodwill tour and deliver their Framework story
(developed at Leadership Retreat) to the businesses.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 23
STEP 2:
Implementation
TARGET DATE
Second week in October
Committee contacts local businesses to request a visit and conrm a date and time during the last two weeks of October for
the goodwill tour visit.
Committee creates a schedule for teams of members to participate in the goodwill tour. (See sample.)
Committee develops a handout that explains SkillsUSA and the activities of their local chapter.
(See sample.)
s Committee meets with members participating in the goodwill tour to:
• Share the schedule and assignments for teams of members to visit businesses.
• Work with members to research businesses prior to the visit.
• Make assignments for what information each member will share during the goodwill
visit. (See sample.)
• Practice their Framework stories.
s Committee meets to:
• Identify potential challenges requiring adaptability and exibility the goodwill tour
might face such as:
n
Businesses cancel or postpone appointments.
n
Members do not show up or cannot participate on assigned times.
n
Businesses are not receptive to partnering with SkillsUSA.
• Develop contingency plans for the activity based on potential challenges.
ird week in October
Committee members work with participating teams of members to conduct the goodwill tour.
STEP 3:
Evaluation
TARGET DATE
Last week in October
s Committee works with teams of members who participated in the Goodwill Tour to create their classroom
presentations. Each team’s presentation should include a classroom poster the team created to highlight:
• Information gathered about the local businesses including type of business, career
opportunities in the business, skills needed to work at the business and education
needed for employment; how adaptability and exibility are required at the business.
• Information shared about SkillsUSA, their Framework story and the reaction of the
business to SkillsUSA.
• How the team members developed and demonstrated Adaptability and Flexibility
during the planning or conducting of the Goodwill Tour.
24 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
s Committee works with advisor to schedule time for classroom presentations.
s
Committee meets to review the SMART goals of the activity, discuss accomplishments, and shortfalls of the planning
and implementation of the project. Select one student to write a thank you note on behalf of the chapter. ank you note
example is included at the end of this activity.
Committee records recommendations for future community service engagement activities. Recommendations are recorded
at: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
Committee hangs the posters made about each visit in the classroom or creates a PowerPoint about all of the visits.
Set up a time in which the school administrator can visit with the team members to learn about their experience and
congratulate them on their Goodwill Tour and thank them for representing the school.
STEP 5:
CEP Application
TARGET DATE
Use this activity to apply for the Chapter Excellence Program by completing the CEP application. e Chapter
Excellence Program (CEP) is the single best way to build a successful SkillsUSA chapter! To learn more, visit:
www.skillsusa.org/programs/chapter-excellence-program/.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 25
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
26 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Sample Agenda for Goodwill Tour
Visit to Local Businesses
Arrive at business 10 minutes before scheduled visit. Teams of members should wear ocial SkillsUSA dress.
SkillsUSA members should introduce themselves and oer rm handshakes. SkillsUSA members should have a handout about
SkillsUSA and their chapter’s activities.
Aer discussing the business, the teams of members should make certain they have the time to share information about SkillsUSA
and their chapter activities.
Sample questions to ask during Goodwill Tour:
• Tell me about your business.
• How important is adaptability and exibility in your business?
• How do you help your employees with adaptability and exibility?
• How do you help employees develop adaptability and exibility?
• What are the greatest challenges you face with your business?
• What do you enjoy most about running your business?
• What makes your business dierent from your competitors?
• How do you work with suppliers you need for your business?
• How do you deal with risk?
• What do you look for in new employees?
• What specic skills do you look for when hiring?
• What education is required to work here?
• What advancement opportunities are available?
• What is the best advice you have ever received?
• What advice would you give us as we prepare for our careers?
Information to share when making the contact for the Goodwill Tour visit
• Member introduces self and explains they are with SkillsUSA. Share some initial information about the local SkillsUSA chapter.
• Member indicates they would like to visit and learn more about the business and potential career opportunities.
• Ask if it is possible for a few members to visit the business.
• Conrm a date and time, indicate the visit will take no more than 30 minutes unless a tour is included.
• ank the business for agreeing to the visit.
• If the business declines, thank them and indicate maybe we could schedule something at a dierent time.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 27
Sample Schedule for Goodwill Tour Visits
DATE TIME BUSINESS S
KILLS
USA TEAM MEMBERS
28 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Requirements for Poster or PowerPoint to
Accompany Classroom Presentations
Secure a sheet of poster board from the chapter advisor or provide a PowerPoint template.
e poster or PowerPoint must contain the following:
• e name of the business.
• e date of the visit.
• Names of the SkillsUSA team members making the visit.
• A photo of the SkillsUSA member team with the business partner.
n
Other photos of interest about the business.
• Summary of information gathered about the business:
n
What the business does.
n
How many employees.
n
Skills needed for employment.
n
Education needed for employment.
n
Why adaptability and exibility is important to the business.
n
Other items of interest from the Goodwill Tour visit.
n
Best advice the business partner ever received.
• Highlights of the Framework stories of the SkillsUSA team members.
e poster will be placed in the classroom to remind us of the opportunities here in our community for employment.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 29
SkillsUSA Anytown High School Chapter
___________________________________ (Local SkillsUSA Chapter info, school address, etc.) ________________________________
_________________________________ (Local SkillsUSA Chapter names and contact info) ________________________________
_________________________________ (Local SkillsUSA Chapter names and contact info) ________________________________
About SkillsUSA
SkillsUSA is a partnership of students, teachers
and industry, working together to ensure America has
a skilled workforce. We help each student excel.
MISSION
SkillsUSA empowers its members to become world-class
workers, leaders and responsible American citizens. We
improve the quality of our nation’s future skilled workforce
through the development of SkillsUSA Framework skills that
include personal, workplace and technical skills grounded
in academics. Our vision is to produce the most highly
skilled workforce in the world, providing every member the
opportunity for career success.
WHO WE SERVE
Our national nonprot education association serves middle-
school, high-school and college/postsecondary students and
instructors in trade, technical and skilled service occupations.
A total of 372,655 students and teachers joined SkillsUSA
in 2019-20, organized into 19,260 local classrooms at 4,658
schools in 53 state and territorial associations. is year,
20,598 teachers joined as professional members. Combined
with alumni membership, the total number reached in 2019-20
was 434,141. SkillsUSA has served 13.6 million members since
its founding in 1965 and is recognized by the U.S. Department
of Education and the U.S. Department of Labor as a successful
model of employer-driven workforce development.
Sample Introduction Handout for Business Visits
Be sure to have a customized handout with your local chapter’s information and contacts. Providing the national information will also help
support your eorts and oer some credibility as you introduce yourself and describe your chapter’s intent.
S
KILLS
USA PARTNERS
More than 650 business, industry and labor organizations
support SkillsUSA at the national level through financial aid,
in-kind contributions and involvement in SkillsUSA programs.
Many more support state associations or local chapters.
Commitment by industry to the annual national SkillsUSA
Championships is valued at more than $36 million.
PROGRAMS
SkillsUSA oers opportunities for students to demonstrate
personal, workplace and technical skills as they master
competencies in the SkillsUSA Framework, a blueprint for
career readiness. Local chapters conduct our annual Program
of Work and participate in regional or state events. At the
SkillsUSA Championships each June, more than 6,500
students compete in 106 occupational and leadership events
that establish industry standards for entry-level workers.
RESOURCES
SkillsUSA oers turnkey resources for educators and students.
e SkillsUSA Career Essentials suite prepares students with
career-ready skills, so they are productive and promotable.
Centered around the SkillsUSA Framework, the suite helps
students develop personal, workplace and technical skills that
allow them stand out in the skilled labor marketplace. e
Chapter Excellence Program honors chapter achievement
centered on intentional project-based work that is led by
students. e SkillsUSA Championships competitive events
program is oered at local, state and national levels with
competencies and embedded academics that align with the
needs of industry. For more information: www.skillsusa.org.
30 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Sample Thank-You Note
Directions:
• Please take a few moments to write a thank-you note to the individuals who made the Goodwill Tour possible.
• Use the example below for how to address an envelope.
• Please make your thank-you note personal by adding a remark as to why you enjoyed the experience, what you
learned or how you might apply this in the future.
• Do not seal your envelope until a teacher reviews the note.
Ms. Timika Tesmer
Vice President, Sales
National Brands
2900 Northmark Executive Dr.
Burnsville, NC 28078
Your name
Your street address
Your city, state, ZIP
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 31
Program of Work — Financial Management
Activity Name: Flower Box Fundraiser Program of Work Category: Financial Management
Framework Component: Technical Skills Essential Element Target: Service Orientation
Grounded in Academics
Recommended Month: November/December Length of Time: Nine Weeks
is Program of Work activity targets the SkillsUSA Framework Essential Element of Service Orientation. Service Orientation refers
to meeting the needs of internal and external customers in respectful and eective ways.
Individuals with strong service orientation:
• Acknowledge and are present with customers.
• Stay focused and customer-oriented while at work.
• Always demonstrate respect and courtesy to customers.
• Know and implement my company’s service policy.
• Handle dicult situations with tact and self-restraint.
• Know when to involve my supervisor in a customer service situation.
Every chapter needs funds. e money raised by students might support attending regional, state, or national SkillsUSA activities or
for local activities such as community service, local awards or chapter promotion. is activity shows how a fundraising activity can be
organized for the chapter.
is activity consists of designing and building ower boxes. If your SkillsUSA Chapter is not aliated with a construction program or
cannot partner with a construction program, consider what your program area could make and sell or what services could be oered for a
fee to the community. is task list could be applied to any product or service.
NOTE: Before beginning any fundraising activity consult with your school’s fundraising
guidelines and obtain any permissions needed in advance.
Flower Box Fundraiser Task List
roughout this task list, Committee refers to the PoW Financial Management Committee.
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the Service
Orientation Essential Element.
STEP 1:
Planning
TARGET DATE
First week in October
32 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Financial Management Committee meets and conducts ”Two Truths and a Lie” as a mixer.
Two Truths and a Lie
Materials: None
Directions: Committee members take turns presenting three pieces of information about themselves. Of the three
things, two must be true and one must be a lie. e objective is to make it dicult for the group to determine which one
is a lie. Don’t use obvious things or items that others may know. Committee members take turns presenting their two
truths and a lie and having other members guess which one is not true.
Committee reviews this Flower Box Fundraiser task list to become familiar with the activity and actions needed to complete.
Committee completes budget worksheet to identify nancial needs of the activity.
s Committee reviews SMART goals for this activity:
Goal 1: One hundred percent of the members who participate in the Flower Box Fundraiser will demonstrate
Service Orientation behaviors at Levels 4 or 5 as assessed by peer review by the end of the sales period.
Goal 2: Each SkillsUSA member will sell a minimum of two ower boxes during the sales period.
Goal 3: All SkillsUSA members will contribute a minimum of eight hours to building and nishing the
ower boxes by the deadline.
Committee shares the Flower Box Fundraiser idea at a chapter meeting.
s Committee members provide instruction for chapter members on the targeted Essential Element of Service
Orientation. e committee provides each group member with one of the following roles. Encourage the member
to play the role to the fullest.
• Situation – is activity takes place at a fast food restaurant. A bus just pulled in with
several elementary students and parents. ey have crashed the line, are running all over
the restaurant, and are creating chaos at the ordering and food pick-up counter.
• Roles for members to play
n
You are the individual taking orders behind the counter. Your patience is wearing thin, but you are trying
to be pleasant. You are approaching your breaking point.
n
You have been waiting in line for 15 minutes and are getting angry. You have a loud voice and start
speaking loudly so the individuals behind the counter can hear. You are letting them know you are tired of
waiting in line and want your food.
n
You are in line and are sympathetic to the sta at the restaurant. You are trying to encourage them and
keep the customers calm. You talk to the loudmouth to try and maintain a calm and professional situation.
n
Your food order is not correct, and you want someone to take care of it right away. You are trying to
cut back into the line to get some service from someone behind the counter. You are tired of waiting
and want action now.
n
You are the manager and are trying to keep the situation under control and keep everyone happy. You are
trying to convince everyone the sta is working as hard as they can and that everyone will receive their
food as soon as possible. You try to deal rst with the angriest individuals.
Aer the members play their parts for a while, compliment them on their performance. Have each group identify what
was dicult about maintaining good service orientation under those conditions. Have each group identify three rules
or guidelines that are critical to maintain good service orientation. Have students share what new information they have
learned about service orientation with their group. Share a couple learnings with all members.
Committee shows the motion graphic video on the targeted Essential Element of Service Orientation and discusses how
participating in the Flower Box Fundraiser can help members develop their service orientation skills.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 33
STEP 2:
Implementation
TARGET DATE
Second week in October
Committee has volunteers create three designs of outdoor ower boxes. Each design must include a list of materials
needed, cost of the materials and a proposed selling price.
Committee creates a ier that illustrates the ower box designs, the price of each, information on how to order
and the delivery date. Flier must clearly state the ower boxes are a fundraiser for SkillsUSA and say how the
funds will be used. (See sample.)
s Committee meets with chapter members and coordinates instruction on service orientation with emphasis on
sales experience. Have a local sales professional attend a chapter meeting and discuss appropriate sales techniques,
including how to close a sale and how to deal with rejection of the oer.
Following the presentation, have students create posters for classrooms on sales techniques they learned from the
sales professional.
Have chapter members practice selling to each other and provide feedback on language used and sales techniques.
ird week in October
s Committee members introduce the Essential Element of Service Orientation. To kick o the fundraising activity
at a chapter meeting or during class, organize chapter members in groups of four. Have the members identify the worst
examples of service orientation they have experienced. Once the group has nished discussing, have each group share what
they believe is the worst situation. Have a fun vote to select the worst example of service orientation.
s Committee organizes chapter members in pairs to work together selling the boxes. One member should make the
sale while the other completes the observation form. Group members take turns selling or observing. Observation forms
should be turned into the chapter advisor each day.
First week in November
Committee organizes chapter members to build and decorate ower boxes to fulll orders. Each member contributes
eight hours to the project. (See attached form.)
Last week in November
Chapter members deliver the ower boxes to customers along with thank-you notes and information about the local
SkillsUSA Chapter. (See sample.)
34 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
STEP 3:
Evaluation
TARGET DATE
Last week in November
s Committee meets to review the SMART goals of the activity and discuss accomplishments and shortfalls of the
planning and implementation of the project.
Committee meets with SkillsUSA chapter to share analysis and seek input from chapter members on the goals and the
implementation of the fundraising activity.
s Committee leads a discussion with the members of the observation forms, capturing what members have learned
from the experience. Committee will work with local newspaper to create an article that thanks the community for
participation and details what the members learned about service orientation through this project.
Committee records recommendations for future years in conducting fundraising activities. Recommendations can be
stored here: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
Committee organizes a pizza party as a celebration. During the celebration, committee recognizes the members with
top sales, members who were the best builders and painters, members who contributed more than most to the project,
members who excelled at service orientation, and other members as needed.
STEP 5:
CEP Application
TARGET DATE
Use this activity to apply for the Chapter Excellence Program by completing the CEP application. e Chapter
Excellence Program (CEP) is the single best way to build a successful SkillsUSA chapter. To learn more, visit:
www.skillsusa.org/programs/chapter-excellence-program/.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 35
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
36 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SkillsUSA Member Record of Hours Worked on Flower Box Fundraiser
SkillsUSA Member:
DATE HOURS WORKED WORK COMPLETED VERIFIED BY
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 37
SkillsUSA Member Observation Form Essential Element: Service Orientation
Member:
______________
Observer:
_________________________
Date:
_________
RATING
NEEDS EXCEPTIONAL
IMPROVEMENT BEHAVIOR
Service Orientation Behaviors
1 2 3 4 5
Greets customer appropriately.
1 2 3 4 5
Introduces self and team members.
1 2 3 4 5
Explains SkillsUSA and impact of local chapter.
1 2 3 4 5
Describes ower box project eectively and how funds will be used.
1 2 3 4 5
Makes appropriate request for participation in project.
1 2 3 4 5
Stays focused and customer oriented.
1 2 3 4 5
Always demonstrates respect and courtesy.
1 2 3 4 5
Handles dicult situations appropriately.
1 2 3 4 5
anks customer at conclusion of interaction.
General Comments:
__ _________________________________________ _________________________________________
SkillsUSA Member Observation Form Essential Element: Service Orientation
Member:
______________
Observer:
_________________________
Date:
_________
RATING
NEEDS EXCEPTIONAL
IMPROVEMENT BEHAVIOR
Service Orientation Behaviors
1 2 3 4 5
Greets customer appropriately.
1 2 3 4 5
Introduces self and team members.
1 2 3 4 5
Explains SkillsUSA and impact of local chapter.
1 2 3 4 5
Describes ower box project eectively and how funds will be used.
1 2 3 4 5
Makes appropriate request for participation in project.
1 2 3 4 5
Stays focused and customer oriented.
1 2 3 4 5
Always demonstrates respect and courtesy.
1 2 3 4 5
Handles dicult situations appropriately.
1 2 3 4 5
anks customer at conclusion of interaction.
General Comments:
38 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Sample Flier for SkillsUSA Flower Box Fundraiser
Choose from three designs
ranging in price from
$
15 to
$
45.
Order online at skillsusaanytown.org
or see any SkillsUSA chapter member.
Following the fundraiser, a donation will be made
by SkillsUSA to Anytown Community Museum
to equal 15% of our total ower box sales.
Looking for ways to
spruce up your home?
Purchase a handmade
flower box created by the
SkillsUSA Chapter.
On sale now!
NOVEMBER TO DECEMBER
Order by Nov. 15 to receive your ower box
in time for holiday delivery.
Freestanding Flower Box.......
$
30
Square Flower Box............
$
24
Tabletop Flower Box.............
$
15
All proceeds to benet the Anytown SkillsUSA Chapter.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 39
Program of Work — Advocacy and Marketing
Activity Name: Celebration of SkillsUSA Week Program of Work Category: Advocacy and Marketing
Framework Component: Personal Skills Essential Element Target: Professionalism
Recommended Month: January/February Length of Time: Six Weeks
is Program of Work activity targets the SkillsUSA Framework Essential Element of Professionalism. e development of advocacy and
marketing skills with a focus on professionalism allows your students to develop skills to be a stronger advocate for themselves and the
organizations they serve now and in the future. When a student understands the value of professionalism and how it impacts their decisions,
they begin to make choices in a positive light.
Professionalism spans across all professions and trades. If students think about professionalism as they celebrate SkillsUSA Week, it allows
for the blending and integration of a variety of the personal skills from the Framework. Every environment is dierent but students who are
professional have the capacity to meet the behavioral expectations of others. Individuals who have solid professional skills:
• Are loyal to their peers, supervisor or advisors and selves.
• Are aware of the impact of their words and actions.
• Have capacity to resolve conicts peacefully.
• Uses good judgment to make decisions.
SkillsUSA Week is celebrated in February each year. Each chapter’s celebration of SkillsUSA Week will look and feel dierent based upon the chapter
and their leadership. It is important for a chapter to plan a variety of events utilizing the daily schedule of activities provided on the SkillsUSA Week
webpage. roughout the week, chapter members can learn about the Essential Element of Professionalism in an environment that allows the chapter to
capture the attention of all students and community members. A well-planned SkillsUSA Week celebration allows the chapter to put forth a professional
image to both education and industry partners or supporters.
e exact dates for the week are listed on the SkillsUSA website.
Celebration of SkillsUSA Week
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the Essential
Element Professionalism.
e term “Committee” refers to the Advocacy and Marketing Committee of the Program of Work.
STEP 1:
Planning
TARGET DATE
Second week in January
Advocacy and Marketing Committee meets and conducts the Alphabet Grab activity for team building.
Alphabet Grab
Materials: Scrabble letter tiles or cards with a single letter of the alphabet written on them.
Directions: e letter tiles are placed in a bag. Committee members take turns reaching into the bag and selecting four
tiles. e committee member must share items of interest about themselves that start with the alphabet letter on the tiles
they grabbed. Place the tiles back in the bag aer each person shares. Continue until all committee members have shared
information.
Committee reviews this SkillsUSA Week task list to become familiar with the activity and actions needed to complete.
Committee completes budget worksheet to identify nancial needs of the activity.
40 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
s Committee reviews SMART goals for this activity:
Goal 1: 90% of SkillsUSA members will participate in at least three days of the SkillsUSA Week Activities
during the National SkillsUSA Week celebration in February.
Goal 2: Advocacy and Marketing Committee will engage 50% of chapter members in subcommittees to
develop professionalism skills by participating in the planning and conducting of activities for each day of
SkillsUSA Week.
Goal 3: 100% of the members who participate in SkillsUSA Week will identify growth in the Essential
Element of Professionalism during the reection activity conducted on the Friday of SkillsUSA Week.
Committee shares the Celebrate SkillsUSA Week idea at a chapter meeting.
s Committee members provide instruction for chapter members on professionalism at a chapter meeting.
Professionalism
Have members imagine it is their rst day at a new job. As they think about the rst day, ask them to discuss with a
partner or in a trio what they would do to make a good impression on their co-workers and supervisors.
Encourage each group to capture a list of the items that would make a good impression. Allow ve minutes to
generate the lists.
Have each group now make a list of what an individual would do to present a less than professional rst impression on
their co-workers and supervisors. is could include dress, behavior, language or anything that might create a negative
impression. Allow seven minutes to generate the lists.
Have each group quickly share their lists without duplicating what has already been stated.
Discuss the activity as follows:
• Which list was easier to create? Why?
• How do we learn how to create a positive rst impression?
• What does professionalism communicate about you as a potential friend, employee or
organization member?
• Why might it be important to make a good impression on your rst day on the job?
• How is the rst day on the job like SkillsUSA Week for the SkillsUSA chapter?
• What opportunities are available to model a professional attitude and behavior while
representing our chapter to the school and community?
Committee shows the motion graphic on the targeted Essential Element of Professionalism and discusses how
participating in the celebration of SkillsUSA Week can help members develop their professionalism skills.
STEP 2:
Implementation
TARGET DATE
Committee meets to create the plan for activities to be conducted each day of SkillsUSA Week. Suggested activities are:
Monday – Appreciation Day – Take the teacher appreciation day concept and make it even bigger. ank administrators,
school counselors, support sta and building maintenance personnel for their contributions to the school. Serve or deliver
donuts or cookies, coee, and juice. Have a prize drawing for SkillsUSA-themed merchandise. Present an appreciation
plaque or gi item to one or two sta members who are especially supportive.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 41
Tuesday – Advocacy Day – Host a school and SkillsUSA open house for parents, siblings, school administration,
alumni members and business partners to showcase chapter activities and today’s high-tech skilled and technical
sciences classrooms, labs, and shops. Make sure that host members are wearing SkillsUSA ocial attire, logo shirts,
work uniforms or SkillsUSA name badges proudly. ey don’t know you’re a member or advisor unless it’s obvious!
Wednesday – Member Outreach Day – Blanket the campus with posters, door tags or bulletin boards or decorate
member lockers. Place an ad in the school newspaper. Write and practice school announcements. Have the SkillsUSA
logo and a message scrolling across video monitors on campus closed circuit announcements. Tell them what
SkillsUSA is, what it does, how they can join and get involved. Inform, engage and tell short, impactful stories about
SkillsUSA members and your chapter on social media.
Thursday – SkillsUSA Service Day – Conduct a campus cleanup project: Spruce up the landscaping, showcase the
skilled trades in a new bulletin board or showcase display, provide a car care clinic, hold a lunchtime lecture or other
helpful activity. By giving back, you are paying it forward while creating a positive image of SkillsUSA in the minds of
everyone who sees members in action.
Friday – SkillsUSA Day – Encourage members to wear SkillsUSA Week T-shirts, logo polo shirts or SkillsUSA
ocial attire. You can purchase the SkillsUSA Week T-shirts for everyone to wear. Order extras to give out as prizes
or appreciation gis that day. Prep every member with a SkillsUSA Framework story. For more SkillsUSA Week
information and ideas, go to:
www.skillsusa.org/events-training/skillsusa-week/.
Committee selects one member to chair the activities for each day and be responsible for both planning
and conducting what takes place. Chairs should select 3-5 members to serve on the subcommittee for their
assigned day and assist with the activities.
Each daily subcommittee uses the appropriate SkillsUSA Event and Activity Planning Guide to select one special
activity for each day of the SkillsUSA Week celebration.
For more SkillsUSA Week information and ideas, go to:
www.skillsusa.org/events-training/skillsusa-week/.
Each subcommittee reports back to the full committee to compare notes and avoid duplication, overlap or missed
recognition opportunities for the week.
ird and Fourth weeks in January
s Weekly committee meetings are conducted to prepare for the activities of SkillsUSA Week. Committee members
provide professional development experiences to be shared at the last chapter meeting before SkillsUSA Week begins.
First week in February
s During monthly chapter meeting, Advocacy and Marketing Committee provides an overview of the SkillsUSA
Week celebration.
During this overview, the subcommittees will share the targeted Essential Element Professionalism skills that will be
needed during SkillsUSA Week for members to be successful during their day’s activity.
February – SkillsUSA Week
Subcommittees facilitate the selected activities of their assigned day.
42 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
STEP 3:
Evaluation
TARGET DATE
Last week in February
Committee facilitates members capturing their growth in the Essential Element of Professionalism learned during
SkillsUSA Week. is can be done during class periods or at a special meeting using chart paper. Each member
should be listed with the areas of growth they identify.
Examples of areas of growth are giving thanks, telling your SkillsUSA story, professional appearance, working with
others to plan an activity, advocating for SkillsUSA, etc.
Have the members post the completed papers around the classroom and summarize the skills developed to social media.
s Committee meets to review the SMART goals of the activity and discuss accomplishments and shortfalls of the
planning and implementation of the celebration of SkillsUSA Week coupled with the education and understanding of
the members professional approach.
Committee members record recommendations for future years in conducting advocacy and marketing activities.
Record the recommendations at: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
s
On Friday of the week during SkillsUSA Day, committee hosts a bowling party celebration for accomplishing a
positive week of experiences for the members and their supporters. Encourage chapter members to wear their favorite
SkillsUSA T-shirt or a red shirt.
STEP 5:
CEP Application
TARGET DATE
Use this activity to apply for the Chapter Excellence Program by completing the CEP application. e Chapter
Excellence Program (CEP) is the single best way to build a successful SkillsUSA chapter. To learn more, visit:
www.skillsusa.org/programs/chapter-excellence-program/.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 43
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
44 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Program of Work — Community Engagement Activity
Activity Name: SkillsUSA Canned Food Drive Program of Work Category: Community Engagement
Framework Component: Personal Skills Essential Element Target: Work Ethic
Recommended Month: March Length of Time: Six Weeks
is Program of Work activity targets the SkillsUSA Framework Essential Element of Work Ethic. All industries look for employees who
demonstrate a strong work ethic — individuals who put forth their best eort to meet the expectations of the employer.
Individuals with a strong work ethic:
• Engage in meaningful work and contribute.
• Are productive at all times of the day.
• Reect and evaluate their productivity.
• Do what it takes to get the job done.
During this activity, the chapter’s Community Engagement committee will work with members to conduct a canned food drive
for the local food pantry.
SkillsUSA Canned Food Drive
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the Work
Ethic Essential Element.
e term “Committee” refers to the Community Engagement committee.
STEP 1:
Planning
TARGET DATE
First week in March
Community Engagement Committee meets and conducts the Five Cs activity for team building.
Five Cs
Materials: None
Directions: Committee members will take turns sharing their Five Cs as they answer the following questions:
• If you could have lunch with any current Celebrity, who would it be?
• What is our favorite Cuisine or type of food?
• What Country would you most like to visit?
• What is your favorite Color?
• What is your favorite SkillsUSA Championships contest?
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 45
Committee reviews this Canned Food Drive task list to become familiar with the activity and actions needed to complete.
Committee completes budget worksheet to identify nancial needs of the activity.
s Committee reviews SMART goals for this activity.
Goal 1: 80% of chapter members will participate for in the Canned Food Drive by securing at least 50 cans
of food for the drive.
Goal 2: 100% of SkillsUSA members participating in this activity will share information about SkillsUSA
and their Framework skill development with the community as they canvass for food can donations.
Goal 3: 100% of chapter members participating in the Canned Food Drive will complete a Work Ethic
self-assessment form aer the activity
Committee shares the Canned Food Drive project at a chapter meeting.
s Committee meets with chapter members and facilitates Texas Turnstile to illustrate the targeted Essential
Element of Work Ethic.
Texas Turnstile
Materials: Two long jump ropes or two large pieces of rope that can be used as jump ropes. is activity requires
a large open space.
Description: Two members volunteer to turn the large jump ropes, which become “the turnstile.” ey should
always have two jump ropes turning.
Directions:
• e objective of this initiative is to get all the members including the jump rope turners
through the turnstile without stopping the jump rope.
• At least two members must be in the turnstile until all members have passed through.
A member may not stay in the turnstile for the entire activity.
• If the turnstile stops, all team members must return to the start and try again.
• Who would like to volunteer to start as jump rope turners?
• When I say “jump,” the volunteers will start turning the rope and all team members must
travel through the turnstile.
• What questions are there?
Debrieng questions:
• What was the most dicult aspect of this activity?
• How did your team deal with failure?
• How did you deal with frustration of having to start again?
• How does this activity demonstrate work ethic?
• Why is work ethic important to a business?
• What does work ethic look like in SkillsUSA chapter activities?
Committee shows the motion graphic video on the targeted Essential Element of Work Ethic and discusses how
participating in the Canned Food Drive will help members develop their work ethic skills.
46 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
STEP 2:
Implementation
TARGET DATE
Second week in March
Committee meets to develop plans for the Canned Food Drive:
• Contact the local food pantry to get information about the type of food they are willing
to accept and when they will accept it.
• Establish the dates during third week in March to conduct the Canned Food Drive.
Remind members that there is a need for food all year and not just during the holidays
when many food drives take place.
• Develop teams of members to work together on the Canned Food Drive.
• Using a city or town map that shows the area around your school or where most members
live, divide the community into sections for teams to canvass so community members are
not asked multiple times.
• Develop an announcement to be used to make the community aware of the canned food
drive. Announcement should include social media, local news media, and posters to place
around the community and on campus. (See sample at end of this section.)
• If you feel it is unsafe for members to collect door to door, they can instead set up collection
points at businesses and advertise the drop-o timeframe for collecting canned goods.
• Community members can also drop food bags and notes on front doors one Saturday
and pick up lled bags of food o porches the next Saturday.
s Committee meets with chapter members to:
• Review the SMART goals with chapter members.
• Reinforce the targeted Essential Element of Work Ethic by conducting the following
discussion:
n
What are some characteristics or behaviors of individuals who lack work ethic? (Make a list on the white
board or chart paper.)
n
Beside each characteristic or behavior, record what the members believe are the impact or consequences
of the characteristic or behavior. In other words, what happens when that characteristic or behavior is
demonstrated repeatedly? (May identify ustration with co-workers, issues with supervisor, nancial
loss for company, loss of work productivity, poor image projected for company, etc.)
n
Conclude with a discussion of how important work ethic is for your personal and company success.
n
Discuss how important work ethic is to the success of the Canned Food Drive.
• Outline the details of the Canned Food Drive activity.
n
Review appropriate food donations for the drive.
n
Announce member teams to conduct the drive. Teams select a chair for their team to track the team’s
success and keep members motivated.
n
Assign sections of the community to teams for them to develop a plan to canvass for donations.
n
Have each team establish a goal number of food items to be collected.
Committee creates a bulletin board “thermometer” or chart to display team members and the goal set. is will be used to
track donations during the drive.
ird week in March
Committee facilitates the Canned Food Drive
• Establish a time and place for members to drop o food during the week.
• Maintain the bulletin board to track team progress.
• Announce date and time to deliver food to the food pantry.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 47
STEP 3:
Evaluation
TARGET DATE
Fourth week in March
Work Ethic self-assessment forms are completed by all Canned Food Drive participants and submitted to committee
members and chapter advisor. Committee members meet with each member to discuss how well they can dene Work
Ethic and how they developed and demonstrated the Essential Element.
Committee meets with SkillsUSA chapter members to seek input the success or shortfalls of the activity, and to
discuss member growth in work ethic.
Committee meets to review the SMART goals of the activity and discuss the input from chapter members on
the success of the activity. Committee reviews the self-assessment forms to determine the overall growth in the
Essential Element of Work Ethic.
Committee records recommendations for future years in conducting community engagement activities.
Record recommendations at: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
Committee recognizes all members who met the goal of 50 cans of food with a gi certicate to a local movie theater.
Winning team also receives certicates for the concessions stand.
Create special certicates for members who excelled in their demonstration of Work Ethic based on the self-assessment
and personal interview with committee members.
Committee publishes a thank-you to the community for their donations using social media and print media.
See sample social media post at the end of this activity.
STEP 5:
CEP Application
TARGET DATE
Consider using this activity to apply for the Chapter Excellence Program by completing the CEP application.
e Chapter Excellence Program (CEP) is the single best way to build a successful SkillsUSA chapter. To learn
more, visit: www.skillsusa.org/programs/chapter-excellence-program/.
48 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 49
SkillsUSA Member Self-Assessment Form Essential Element: Work Ethic
Member:
__________________________________
Date:
_________
RATING
NEEDS EXCEPTIONAL
IMPROVEMENT BEHAVIOR
My Work Ethic Behaviors
1 2 3 4 5
I am punctual and meet deadlines and time expectations.
1 2 3 4 5
I follow established policies, procedures, and safety requirements.
1 2 3 4 5
I take direction and constructive criticism well.
1 2 3 4 5
I put forth my best eort in all situations.
1 2 3 4 5
I make a meaningful contribution to all work.
1 2 3 4 5
I am productive throughout the entire workday.
1 2 3 4 5
I reect on and evaluate how I can be more helpful and productive.
1 2 3 4 5
I work well with others and share the workload as needed.
1 2 3 4 5
I assist when needed and nd work without being told.
What I learned about Work Ethic during this activity:
__ _________________________________________ _________________________________________
SkillsUSA Member Self-Assessment Form Essential Element: Work Ethic
Member:
__________________________________
Date:
_________
RATING
NEEDS EXCEPTIONAL
IMPROVEMENT BEHAVIOR
My Work Ethic Behaviors
1 2 3 4 5
I am punctual and meet deadlines and time expectations.
1 2 3 4 5
I follow established policies, procedures, and safety requirements.
1 2 3 4 5
I take direction and constructive criticism well.
1 2 3 4 5
I put forth my best eort in all situations.
1 2 3 4 5
I make a meaningful contribution to the all work.
1 2 3 4 5
I am productive throughout the entire workday.
1 2 3 4 5
I reect on and evaluate how I can be more helpful and productive.
1 2 3 4 5
I work well with others and share the workload as needed.
1 2 3 4 5
I assist when needed and nd work without being told.
What I learned about Work Ethic during this activity:
50 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Information to be Included on Canned Food Drive Announcement
e following information must be included on the announcement. Consider using social media posts, print media (local newspaper), and posters to
be placed on campus and around the community. Ask your school newspaper and local newspaper reporters to write a story about the food drive. Local
radio stations may be willing to read or play a public service announcement.
SkillsUSA Canned Food Drive
Information about SkillsUSA:
• Why SkillsUSA is holding a Canned Food Drive.
• What SkillsUSA is and some of the activities and accomplishments of the local chapter.
• How SkillsUSA develops Framework skills in students.
Information about the drive:
• Dates and times when members will be canvassing for the donations.
• Collection points if you are using a drop-o system.
• Type of food to be collected (list of acceptable foods).
• How the food will be used — what the need is in the local community year-round.
• How individuals may donate if they are not going to be available during the actual drive.
• Donations are accepted and students will shop for canned goods with any funds received.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 51
Program of Work — Workplace Experiences
Activity Name: Mock Interview Program of Work Category: Workplace Experiences
Framework Component: Technical Skills Essential Element Target: Professional Development
Grounded in Academics
Recommended Month: May Length of Time: Six Weeks
is Program of Work activity targets the SkillsUSA Framework Essential Element of Professional Development. Successful individuals
know the value of lifelong learning. Being open to new knowledge and skill is required in today’s ever-changing workplace. e pursuit of
professional development is expected from every successful person.
Individuals who pursue professional development:
• Develop their career plans.
• Assess current skill sets and determine areas for growth.
• Use professional and personal mentors.
• Seek professional and personal growth opportunities.
• Apply new learning.
• Stay current with workplace related resources.
• Seek new responsibilities to gain additional skill sets.
Mock Interview Task List
e
s icon is used in the task list to represent instruction or activities that support the development or demonstration of the
Professional Development Essential Element.
e term “Committee” refers to the Workplace Experiences Committee of the Program of Work.
STEP 1:
Planning
TARGET DATE
First week in April
Workplace Experiences Committee meets and conducts the Name Association activity for team-building.
Name Association
Materials: None
Directions: Committee members sit in a circle. e rst participant states their rst name and adds a personal descriptor that
starts with the same letter as their rst name. An example is I am Creative Chris. e next person restates the name of his/her
neighbor and then adds their name and personal descriptor. It could sound like, “is is Creative Chris and I am Silly Sally.”
It continues around the circle until everyone has been introduced with a creative descriptor added to his or her name.
Committee reviews this Mock Interview task list to become familiar with the activity and actions needed to complete.
Committee completes budget worksheet to identify nancial needs of the activity.
s Committee reviews SMART goals for this activity.
Goal 1: 75% of Junior and Senior SkillsUSA members will participate in the Mock Interview Activity.
Goal 2: At least 20 business partners, alumni and stakeholders will interview SkillsUSA members at the
Mock Interview Activity.
Goal 3: 100% of SkillsUSA members participating in the Mock Interview Activity will document their growth
in professional development by completing a professional development reection and planning form.
52 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Second week in April
Committee shares the Mock Interview idea at a chapter meeting.
s Committee members provide instruction for chapter members on professional development using the following activity:
• Divide students into groups of 4 to 5 members. Provide each group with three sheets of paper,
scissors and a roll of tape. Give the following instructions:
n
Your group has two minutes to create a replica of the Eiel Tower.
n
You may only use the materials given to you.
• Aer two minutes, give each group with one container of Play-Doh or modeling clay.
Give the following instructions:
n
You have two minutes to build another replica of the Eiel Tower using the Play-Doh or clay.
n
You may only use the one container of Play-Doh or clay.
• Have the members put the two replicas side by side and allow time for members to see
each group’s creations.
• Lead a discussion with the following questions:
n
What was the dierence between the rst and second set of materials?
n
Why was it easier to build with the second materials?
n
How are people molded or shaped?
n
How can we demonstrate an openness to learn and grow?
n
How important is this openness to our success?
s
Have each chapter member make a list of all the licenses, certicates or degrees they hope to acquire during
their lifetime. Don’t let them forget about the obvious ones: driver’s license, marriage license, hunting or shing
license, in addition to degrees such as a high school diploma, postsecondary degree and workforce certications.
ey may be a certied lifeguard, dog groomer, master gardener in addition to achieving workplace certications
such as registered nurse, certied nancial planner, welder, etc.
Beside each one, have the member list what, if anything, is required from an educational perspective. is could range
from studying a driver’s manual to completing the requirements for a degree to taking an exam or demonstrating a
skill for a certication.
Discuss with the members that throughout our lives, we will have the opportunity to obtain various licenses,
certications, and degrees.
e common link is they usually require a commitment to studying or learning something new. And many times, they
require an extended period of study, practice and demonstration of a skill.
Encourage members to make a commitment to professional development that will continue to open doors both
personally and professionally. Don’t be afraid to try something new, learn something new and better yourself.
Committee shows the motion graphic video on the targeted Essential Element of Professional Development
and discusses how participating in the Mock Interview activity can help members develop their skills through
professional development.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 53
STEP 2:
Implementation
TARGET DATE
Committee selects a local business partner to make a professional development presentation to the chapter on how
to develop a résumé, write a letter of application and prepare for a job interview.
If a business partner is not available, another campus instructor may be available to make this presentation.
e Workplace Experiences Committee arranges for this presentation to be made at a local chapter meeting
the second week in April.
ird week in April
Committee works with the SkillsUSA advisor to establish a date and location for the mock interview activity and get it
approved by the school administration.
Committee identies local business partners, alumni and community leaders to invite to participate as employers at
the mock interview activity. If the individual accepts, the committee follows up with an email sharing the details of
the activity, including date, place, time and expectations for them while they participate.
Committee creates a list of community partners participating and the industry they represent to share with members for
matching career interest to participating partner.
Committee announces the mock interview activity to chapter members with a due date to submit a résumé and letter
of application to the advisor.
s Committee hands out a targeted Essential Element of Professional Development handout on cover letters and
résumés to SkillsUSA members to assist in preparation for the mock interview activity. (See sample.)
Committee members match participating members to the expertise of the community partners participating in the mock
interview activity and create an interview schedule for the mock interview activity.
(See sample.)
Committee members provide the résumés and letters of application along with a scoring rubric to the appropriate
community partner so they can prepare for the mock interview. (See sample.)
ird week in April
Committee members review and adjust SMART goals for the mock interview project as needed.
Committee members arrange for coee and snacks for community partners during the mock interview.
Members should also secure appreciation gis and thank you notes for the community partners.
54 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Committee members conrm participation of both the community partners and the chapter members for the mock
interview activity.
Committee members share the nal schedule for mock interviews with both the community partners and chapter
members. (See sample agenda and schedule.)
Committee forwards Evaluation Form, Cover Letter and Résumé to business partner for members he/she will interview.
First week in May
s Committee conducts the mock interview activity. Committee members collect evaluation forms from
community partners to share with the participating members. (See sample.)
Committee members thank the community partners and provide them with an appreciation gi and thank-you note.
STEP 3:
Evaluation
TARGET DATE
Second week in May
s Committee members meet with participating chapter members to discuss their experience during the mock interview.
Participating chapter members complete a personal reection based on the discussion and feedback form received.
s Committee meets to review the SMART goals of the activity and discuss accomplishments and shortfalls of
their planning and implementation of the project.
Committee members record recommendations for future years in conducting workplace experiences activities.
Record recommendations at: www.skillsusa.org/programs/chapter-excellence-program/.
STEP 4:
Celebration
TARGET DATE
s
Committee members create a Certicate of Achievement to present to each member participating in the Mock
Interview to recognize the member and his/her learning about professional development.
STEP 5:
CEP Application
TARGET DATE
Use this activity to apply for the Chapter Excellence Program by completing the CEP application. e Chapter
Excellence Program (CEP) is the single best way to build a successful SkillsUSA chapter. To learn more, visit:
www.skillsusa.org/programs/chapter-excellence-program/.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 55
Program of Work Committee Budget Worksheet
Identify the PoW Committee
nn
Advocacy and Marketing
nn
Leadership Development
nn
Community Engagement
nn
Partner and Alumni Engagement
nn
Financial Management
nn
Workplace Experiences
PoW Activity: __________________
Estimated Income from Activity:
Source of Income Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
Estimated Expenses from Activity:
Source of Expense Amount
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
__________________ ______ ______ __________________ $ __________________
56 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Sample Agenda for Mock Interview Day
(To be shared with business partners prior to Mock Interview Day.)
12:30 p.m. Business partners arrive for orientation
• Review schedule for aernoon.
• Review Evaluation Form.
• Answer any questions.
1 p.m. First Round Interviews
• Interview for 15 minutes.
• Provide feedback to candidate for 10 minutes.
• Break to prepare for next candidate.
1:40 p.m. Second Round Interviews
• Interview for 15 minutes.
• Provide feedback to candidate for 10 minutes.
• Break to prepare for next candidate.
2:20 p.m. Third Round Interviews
• Interview for 15 minutes.
• Provide feedback to candidate for 10 minutes.
• Break to prepare for next candidate.
3 p.m. Adjourn
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 57
Schedule for Mock Interviews
1 p.m.
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
1:40 p.m.
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
2:20 p.m.
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
Business Partner:
______________________
Business Partner:
_______________________
Member:
_________________________
Member:
___________________________
nnnnnnnnnnnnnnnnnnnn
58 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SkillsUSA Mock Interview
Preparation Guide
e SkillsUSA Mock Interview activity is a professional
development activity designed to help members practice
for real job interviews. Successful employees continually
seek professional development opportunities throughout
their career to advance their skills and positions. Prior to
the mock interview, SkillsUSA members must create a cover
letter and résumé. Here are some tips for completing your
cover letter and résumé:
COVER LETTER TIPS:
• Adapt the cover letter to the position you are applying for;
do not use a standard cover letter for multiple positions.
• e letter is how you will introduce yourself to the
potential employer. Make it personal but one page
(three paragraphs and 400 words).
• Put your name and contact information at the top of your
cover letter, including your email and phone number
(do not include your mailing address.)
• Following your contact information, include the name of
the person you are applying to, their position or name of
the company and their contact information.
• Address the letter to the person you are applying to; do
not use a standard greeting unless you do not have a name.
• State the position you are applying for and your interest in
the position.
• Review the job description to identify key words that
should be included in your cover letter.
• Show how you are uniquely qualied for the position by
highlighting your experiences and skills that match to
those required by the position, using the key words in the
job advertisement.
• Show your passion for the position and the company with
carefully selected words.
• Conclude with an indication you are looking forward to
an interview.
COVER LETTER MISTAKES:
• Check your letter for spelling and grammar. Have
someone else proofread your letter.
• Make certain names of individuals and companies are
spelled correctly.
• Watch the use of “I” in your letter. Too many I's may
sound self-centered.
• Keep sentences and paragraphs short for clarity.
• Do not repeat your résumé in the cover letter. Highlight
dierent information about yourself.
• e cover letter should be simple and straightforward.
Keep it professional.
RÉSUMÉ TIPS:
• Start by carefully reading the job posting. ere is no such
thing as a standard résumé. Your résumé must be created
to match the key words in the job posting.
• Pay attention to job “Requirements” or “Qualications.”
ese sections list the skills the employers are seeking.
Use these terms in your résumé.
• Many organizations now use scanning technology to
review résumés and search for keywords that align to the
skills and experiences required for the position.
• Use Times New Roman 10 pt. or 12 pt. type or another
professional font to keep your materials easy to read.
• Use one-inch margins on all sides. Consider using
1.5 line spacing for ease of reading.
• Keep each section of the résumé short and to the point.
• Include only the most relevant information and list it rst
on the résumé.
• Use active, powerful language without being owery.
Words like achieved, completed and earned indicate
accomplishments.
• List your achievements in each position rather than just
the time you worked or were a member.
• Add data or numbers where appropriate to demonstrate
achievements, competency or measurement.
• Keep the sections of your résumé appropriate for the
position.
RÉSUMÉ MISTAKES:
• Check your spelling and grammar and have a friend or
teacher check it too.
• Read your résumé out loud to see how it sounds.
• Do not list too many accomplishments that are not
relevant to the position. For example, some high school
activities may apply to the position, but most will not.
• Do not add extra formatting or images, this is distracting.
• Do not think more is better; your résumé should be one
or two pages.
• Do not include personal information such as age, religion
political preferences, etc.
• Don’t forget to align the résumé to the skills and
experiences required for the position.
• Do not forget to use language that quanties your skills
and experiences such as how much, how many, what was
accomplished, etc. Do not just list where you worked,
highlight what you did and what you learned.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 59
Evaluation for SkillsUSA Mock Interview Student:
___________________
Cover Letter
COMPONENTS 1-3 POINTS 4-6 POINTS 7-10 POINTS
CLARITY AND
EFFECTIVENESS
Purpose of letter is not clear, not
focused to the appropriate
person/company.
Purpose is clearer, but content
is not specically addressed
to the recipient.
Purpose is clear and written
specically to recipient
of the application.
CONTENT
Letter does not relay
signicant information
on applicant.
Letter provides some
information about applicant,
but not enough.
Letter highlights specic
reasons for the recipient to
interview the applicant.
STRUCTURE
Spelling and grammar errors
are present, good sentence
structure is lacking.
Few spelling and
grammar errors, sentence
structure is good.
No spelling or grammar
errors. Letter has excellent
sentence structure.
TOTAL POINTS AWARDED: COMMENTS:
Résumé
COMPONENTS 1-3 POINTS 4-6 POINTS 7-10 POINTS
CLARITY AND
EFFECTIVENESS
Résumé is confusing or
unclear, not focused on specic
skill sets or activities.
Clarity is better but résumé
does not create a professional
image for the applicant.
Very clear, creates a professional
image, eectively identies
strengths of this candidate.
CONTENT
Résumé does not
highlight skills or experiences
of candidate.
Résumé highlights some skills and
experiences, more complete picture
of candidate and abilities.
Résumé contains specic
information about skills,
experiences and activities.
STRUCTURE
Résumé is not well
structured, hard to follow
and incomplete.
Structure is stronger but
limited in sharing skills,
experiences and activities.
Organized structure, easy to
follow and complete to highlight
strengths of candidate.
TOTAL POINTS AWARDED: COMMENTS:
60 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
SkillsUSA Mock Interview Reflection Form
SkillsUSA member:
___________________________
Based on my mock interview experience, my denition of professional development is:
____________________________
Areas of strength on my résumé and letter of application:
________________________________________
Areas needing improvement on my résumé and letter of application:
___________________________________
Areas of strength where I excelled during my interview:
_________________________________________
Areas where I need to continue to develop my interview skills:
______________________________________
Goals I have set to improve my interview skills and pursue additional professional development.
________________________
SMART Goal:
Motivation or Reason for Goal:
Potential Obstacles or Roadblocks:
Strategy to Accomplish Goal:
Add more charts for additional goals.
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 61
SkillsUSA Practice Interview
Conduct a practice job interview with your instructor, manager or an industry expert using questions selected from the previous
section. Ask your interviewer to rate your performance using the rubric below. Aer you receive feedback, consider doing a second
interview to implement the feedback right away.
Applicant:
___________________________________
Interview Date:
____________
Position/Title:
________________________________
RATING SCALE
1
=
Needs improvement
2
=
Meets standards
3
=
Exceeds standards
FIRST IMPRESSIONS AND PREPARATION
RATING
Applicant is appropriately dressed and groomed.
Applicant greets interviewers and oers handshake on introduction.
Applicant is prepared for discussion (e.g., pen, notepad, copy of résumé).
Applicant exhibits positive energy and speaks clearly:
Notes:
NONVERBAL COMMUNICATIONS
RATING
Applicant makes eye contact and uses appropriate facial expressions.
Applicant maintains good posture and a professional demeanor.
Applicant appears attentive and enthusiastic about the opportunity.
Applicant demonstrates condence and poise throughout interview.
Applicant takes notes and/or references materials.
Notes:
62 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
VERBAL COMMUNICATIONS
RATING
Applicant speaks clearly and uses appropriate grammar.
Applicant listens to question and takes time to formulate answers.
Applicant asks clarifying questions and requests feedback on response.
Applicant fully and concisely answers each question.
Notes:
TECHNICAL KNOWLEDGE
RATING
Applicant shows awareness of the employer and desired position.
Applicant uses correct terminology and evidences knowledge of the eld.
Applicant understands the required job skills and relates past experience.
Applicant clearly identies skill strengths and weaknesses.
Applicant demonstrates awareness of work values.
Notes:
CLOSING THE INTERVIEW
RATING
Applicant asks about the hiring timeline and next steps.
Applicant asks appropriate questions about the employer and job.
Applicant thanks interviewer by name and oers handshake on exit.
Notes:
Questions? Call the SkillsUSA Toll-Free Hotline: 844-875-4557 • 63
OVERALL IMPRESSIONS
What did the applicant say or do that would lead you to oer them a job?
What did the applicant say or do that would cause you NOT to oer them a job?
What specic things should the applicant work on before going to a job interview?
64 • SkillsUSA Program of Work Launch — ACTIVITY GUIDE 1
Notes
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
ACTIVITY GUIDE
In keeping with a tradition of respect for the individuality
of our members and our role in workforce development,
SkillsUSA strives to ensure inclusive participation in all of
our programs, partnerships and employment opportunities.
14001 SkillsUSA Way
Leesburg, VA 20176
Phone: 844-875-4557
Email: operators@skillsusa.org
For more information on SkillsUSA membership and the SkillsUSA Program of Work,
call toll-free 844-875-4557 or visit: www.skillsusa.org.
Visit us online to access Program of Work Virtual Activities.
Plus, download Program of Work Launch
Activity Guides
2 and 3.
www.skillsusa.org/programs/program-of-work/
