Vocational Skills
- Use a variety of resources. including electronic media to explore career information and options.
- Describe the jobs associated with a selected career cluster.
- Obtain specific information about jobs of interest, e.g., qualifications, salary, age requirements.
- Describe entry-level skills associated within a given career cluster
- Describe higher level work skills associated within a given career duster
- Identify job opportunities related to a given career cluster.
- Describe differences and employment opportunities in varying localities.
- List reasons for dismissal.
- List behaviors which lead to continued employment.
- List behavior which may lead lo dismissal.
- List reasons for pay raises/promotion.
- List appropriate way to approach a supervisor.
- Describe training requirements and wages relating to common job classifications.List possible causes of unemployment.
- Describe some of the consequences of unemployment.
- Identify and locate the agencies which assist people who are unemployed.
- Identify and describe eligibility for unemployment benefits.
- Apply for unemployment benefits when appropriate.
- Use a variety of methods, e.g., job shadowing. internship, community job placement, etc. to explore career options.
- Identify appropriate safety procedures.
- State the meaning of common danger labels and signs.
- Practice appropriate safety procedures.
- Recognize that an injury has occurred.
- Report any accident immediately to supervisor.
- Attend to own injuries as appropriate.
- Seek attention appropriately for more involved injuries.
- Participate in completing accident forms accurately.
- Demonstrate ability to use 91 1 correctly in a simulation.
- Assess career opportunities. e.g., employment. Industry and economic trends: working conditions, benefits and opportunities for change and growth.
- State pay rate. Monitor time worked, including overtime.
- Account for deductions from payroll.
- Identify gross pay and “take home- pay.
- State the process for resolving paycheck concerns (hours worked. overtime hours/pay. etc.)
- State whether identified jobs are commensurate with abilities. interests. physical and psychological needs.
- Evaluate interests, abilities and skills.
- Reflect and draw conclusions from individual assessment processes.
- Identify personal, educational and work goals
- Relate abilities and desires to a specific job, e.g., directing others, working alone, having specific responsibilities.
- Relate needs to a specific occupational environment.
- Describe the characteristics of occupations consistent with interests.
- Identify one or more occupations/jobs that is interesting to pursue.
- Describe ways that an occupation relates to future goals.
- identify personal and social needs met through work.
- identify status needs met through work, e.g., respect, role within community.
- Identify occupational interests.
- Identify occupational aptitude.
- Identify requirements of appropriate and desirable jobs.
- Make realistic occupational choices.
- Describe how skills developed in school relate to employment.
- Describe the need for lifelong learning in career development.
- Describe how employment is necessary to obtain economical independence.
- identify the role of employment in building personal and social relationships.
- List personal needs met through work (self-concept. esteem. role clarification. security. socialization.)
- Describe how work is related to one’s self-esteem.
- Identify ways in which individual workers help society (contribute goods and services, pay taxes. Etc. )
- Identify ways in which members of a specific occupation contribute to society.
- Identify ways in which workers on different jobs are interdependent
- Describe rewards for development of skills for different occupations (income, esteem, etc. ).
- Identify reasons why people are paid for working [they are earning money to live, they meet a production need).
- Identify reasons why some jobs pay better than others (more training involved, higher level of skill).
- Explain how personal needs are met through wages (purchasing clothe% load. shelter, etc.).
- Explain the positive and negative aspect of different kinds of wages (piece rate, hourly wage, monthly salary, etc.).
- Explain the basic steps in getting a raise or promotion in an entry level job.
- Identify basic benefits that some jobs offer (vacation, overtime. health benefits).
- Identify the steps involved in searching for a job.
- Identify friends. relatives. and neighbors who can assist in finding a job.
- Utilize newspaper want ads and yellow pages as a resource for finding a job.
- Identify work experience coordinator as a resource in finding a job.
- Identify Vocational Rehabilitation and the Employment Division as a resource for finding a job.
- Describe the advantages and disadvantages of private employment agencies.identify appropriate job application procedures.
- Collect personal data to be utilized for a job application to meet 1-9 regulation, i.e., birth certificate, Social security card, photo I.D.
- Complete a real or simulated job application.
- Complete a formal resume.
- Identify appropriate interview behaviors (dress appropriately, arrive punctually, sit and speak appropriately, etc.).
- Schedule interview by telephone or personal contact.
- Obtain transportation to and from the interview
- Demonstrate confidence and proficiency in job interview situations.
- Inquire about employment benefits (medical/dental insurance, retirement, etc.).
- Complete a real or simulated job interview.
- Voluntarily follow through by contacting employer when appropriate.
- Complete W-4 form. with assistance if needed.
- Complete insurance forms.
- Accept compliments.
- Accept criticism from others.
- Accept responsibility for mistakes.
- Attempt new tasks.
- Discriminate between public and private places/items/actions
- Provide positive/appropriate reinforcement to others.
- Respond appropriately to negative behavior of others.
- Reject inappropriate behavior/ proximity of others.
- Report inappropriate behavior! proximity of others.
- Respond to relevant social cues.
- Offer assistance to others.
- Tolerate proximity.
- Discriminate between personal and general information.
- Provide additional information requested.
- Answer general information questions.
- State lack of knowledge.
- Make eye contact.
- Shake hands on introduction.
- Introduce self and others.
- Close social contact appropriately and leave area.
- Recognize skills to be gained through assigned work experiences.
- Identify criteria he/she would use in selecting an occupation, e.g., salary, type of environment. kind of responsibilities.
- Use in-school and community work experience to help develop a vocational goal.
- Use a variety of methods, e.g., job shadowing, internship, community job placement. volunteerism.
- Select a vocational goal.
- List steps in achieving the vocational goal.
- Use appropriate school assistance in attaining a vocational goal.
- Identify need and access to occupational and/or physical therapist in order to reach a vocational goal.
- Use community vocational guidance services in reaching a vocational goal.
- Explain how recommendations influence future job placement and employment.
- Identify sources and methods of assessing continuing education and training necessary for career/occupational development
- Explain how to terminate employment without adversely affecting career development.
- Identify appropriate adult vocational service providers (Vocational Rehabilitation, Employment Dept, private agencies, etc..).
- Locate and select appropriate adult service providers.
- Access appropriate adult service providers
- Identify agencies that provide SSI, Food stamps. low income housing, etc.
- Locate and complete an application for SSI, food stamps, low income housing. etc.
- Select and use communication methods that are appropriate and effective for an identified situation, purpose, and audience.
- Communicate information clearly and effectively by speaking and/or writing to fit an identified situation.
- Receive information accurately by listening and checking for understanding.
- Use technology to enhance and deliver written. spoken, visual and multi-media communications.
- Speak clearly, give directions and relay information.
- Demonstrate telephone etiquette.
- Listen actively and ask for clarification when necessary.
- Use computers to process and communicate information.
- Notify employer in advance of a planned absence.
- Promptly notify employer in event of emergency absence.
- Greet people.
- Demonstrate mention to others appropriately.
- Ask for assistance appropriately.
- Contact supervise only when necessary
- Follow directions. request clarification as necessary.
- Cooperate with others as necessary to complete works.
- Interact with co-workers without diminishing productivity.
- Cooperate with group procedures and directions.
- Accept supervision.
- Seek assistance on the job for problem solving.
- Wait appropriately for assistance.
- Accept appropriate level of assistance.
- Use gesture/sign/picture to indicate need for assistance.
- Use please and thank you with request for assistance.
- Indicate what type of assistance is needed.
- Anticipate need for assistance by monitoring environment.
- Complete W-4 correctly.
- Look for W-2 forms in mail.
- Collect tax statements, receipts.
- Collect tax forms.
- Make an appointment to complete tax forms.
- Mail forms before April 15.
- Ask for clarification before proceeding with a task.
- Complete regularly assigned work tasks.
- Complete tasks based on one oral direction.Complete tasks based on multiple oral directions.
- Complete task based on one written direction.
- Complete task based on multiple written directions.
- Perform tasks with supervision.
- Perform tasks without supervision.
- Maintain work station in good order.
- Arrive on time.
- Leave on time.
- Use time cards or time clock.
- Observe scheduled work breaks.
- Take breaks at prescribed intervals and return to job site on time.
- Maintain employer’s standards for attendance.
- Notify employer in advance of a planned absence. e.g.. medical appointment, family leave.
- Demonstrate an awareness of quitting time and leave when scheduled.
- Notify employer if unable to report to work, e.g., sickness, emergency, personal.
- ldentify/state criteria for acceptable performance.
- Perform tasks at an acceptable rate and or condition.
- Check work for acceptable performance.
- Maintain a high level of performance.
- Work until the task is completed or it is time to quit.
- Use time and resources productively and efficiently.
- Demonstrate pedestrian safety in the community by observing and obeying signs.
- Demonstrate appropriate behaviors during a bus trip.
- Obtain a bus pass.
- Present bus pass to driver.
- Identify correct change and pay the bus driver.
- Arrange special transportation. e.g., obtain lift number, etc.
- Carry and maintain money
- Carry emergency phone numbers and information.
- Carry bus route, bus numbers and bus transfer information.
- Transfer busses independently.
- Plan the bus trip and tide a bus independently to and from work.
- Identify appropriate/inappropriate dress for in-school work.
- Identify appropriate/inappropriate dress far the workplace.
- Dress appropriately for work tasks.
- Meet employer’s standards for grooming and cleanliness.
- Use materials, tools, equipment properly and safely.
- Follow safety and hygiene rules.
- Keep work area clean.
- Avoid substances or activities during and prior to work period that can diminish job performance and jeopardize safety.
- Report to and remain in work area.
- Gather materials/supplies.
- Set up work area.
- Begin work independently.
- Keep work area dean and organized.
- Recognize and avoid hazards.
- Demonstrate stamina and work endurance by staying on task.
- Adapt to changes in routine.
- Use good judgment and demonstrate problem solving skills.
- Indicate completion.
- Check work for quality.
- Meet demands for quality work.
- Acknowledge and connect mistakes.
- Eat at assigned time and with appropriate manners.
- Use restrooms appropriately.
- Act and manage self appropriately during break time.
- Make decisions and select alternatives for a given situation.
- Consult with appropriate person.
- Identify problems and seek solutions.
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