General Employability Skills Coach Bean

General Employability Class Syllabus 2022-2023

Below 60 = F

General Employability Skills
PEIMS Code: N1270153
Abbreviation: GEMPLS
Grade Level(s): 9-12
Award of Credit: 1.0
Approved Innovative Course

Course Description:
This course provides students with knowledge of the prerequisite skills for general employment
as well as the means of obtaining those skills. Employability skills include fundamentals of
maintenance of personal appearance and grooming. The course also includes the knowledge,
skills, and attitudes that allow employees to get along with their co-workers, make important
work-related decisions, and become strong members of the work team. Discovering job
possibilities that link skills, abilities, interests, values, needs, and work environment preferences
is a part of the process of obtaining employability skills and abilities and is experiential learning
that takes place over time.

This course is designed to guide students in obtaining the knowledge and the needed
employability skills that are transferable among a variety of jobs and careers and are considered
essential in any employment situation. Students will learn and apply basic knowledge of what is
expected in the workplace.

Essential Knowledge and Skills:
(a) Introduction
(b) It is crucial for students to acquire general employability skills as a part of their educational
foundation before they can be successful in career development and CTE courses that
have been designed to prepare high school students for the workplace. This course is
designed to educate students on the skills that are considered essential in any
employment situation, including personal appearance, job-related social skills, working as
a member of a team, organization, and work ethic. Students learn and apply basic
knowledge of what is expected in the workplace to prepare for future career success.
(c) Knowledge and skills

General Employability Skills
(1) The student demonstrates general employability skills by maintaining basic
requirements of personal health, hygiene, and grooming. The student is expected
to:
(A) evaluate the importance of grooming, hygiene, and appearance in
personal and professional settings;
(B) select and maintain clothing to maximize appearance for a variety of
possible employment experiences; and
(C) evaluate the effects of a balanced diet on health, appearance, and
effective job performance.

(2) The student demonstrates social interaction skills necessary for personal and
career success. The student is expected to:
(A) demonstrate conventional social behaviors when interacting with peers
and adults in work-based scenarios by:
(i) using appropriate greetings;
(ii) saying please and thank you;
(iii) giving and receiving compliments;
(iv) giving and receiving apologies;
(v) accepting consequences for actions and learning from mistakes;
(vi) differentiating between interactions at work and outside of work;
(vii)accepting feedback concerning various job behaviors; and
(B) practice social skills in work-based scenarios by:
(i) working effectively under different styles of supervision;
(ii) working cooperatively as a member of a team;
(iii) working effectively with people who have different personalities;
(iv) helping others when asked or without being asked; and
(v) demonstrating appropriate interactions with authority figures.

(3) The student demonstrates personal characteristics that will result in success in the
workplace. The student is expected to:
(A) apply effective management skills, such as time management and
organization, to facilitate task completion;
(B) use specific verbal and written language to communicate needs and
ideas;
(C) apply problem-solving strategies for effective decision making;
(D) practice strategies for negotiation and conflict resolution;
(E) demonstrate effective communication skills including verbal, non-verbal,
written, and electronic;
(F) set long-term goals and short-term objectives for personal growth; and
(G) apply stress management techniques.

(4) The student demonstrates employability skills for success in a variety of job
settings. The student is expected to:
(A) evaluate interests, abilities, values, and work environment preferences
related to career choices;
(B) identify expectations of employers such as having a positive attitude, selfreliance, staying on task, being punctual, and displaying initiative;
(C) set long-term goals, short-term objectives, and develop action plans
related to professional growth;
(D) exhibit general employability skills such as regular attendance, team
member contributions, and timely task completion;
(E) practice the development of positive interpersonal skills in the workplace
through role-play; and
(F) demonstrate appropriate self-advocacy skills.

(5) The student explores the Career Clusters as defined by the U.S. Department of
Education. The student is expected to:
(A) identify at least two Career Clusters that correlate to the results of career
interest and aptitude assessments;
(B) conduct in-depth studies of one or more Career Clusters of interest to
determine career opportunities in that cluster;
(C) analyze employability skills found in employment advertisements and
databases such as Help Wanted Online in the individual career areas of
interest;
(D) present an analysis of employability skill findings related to personal
career interests;
(E) research and present on current topics in employability skills using human
resources publications and other sources of scholarly and professional
material;
(F) identify academic and technical high school courses related to career
choices of interest to the student;
(G) compare the educational requirements for careers of personal interest;
and
(H) create and present an individualized plan of study for at least one career,
including the results of personal, financial, and career planning resources,
such as Reality Check.

(6) The student explores topics related to job searches and interviews. The student is
expected to:
(A) experiment with the various modes by which a thorough job search can
be conducted;
(B) identify the different types of employment interviews that are possible;
(C) practice possible answers to anticipated questions asked at interviews;
(D) demonstrate understanding of the components of interviews including
before, during, and after the interview, such as preparation/research,
initial interview questions, employers’ expectations, and listening and
responding; and
(E) engage in successful interview strategies through various activities, such
as role playing, practice interviews, demonstrations, and evaluations of
sample interview case studies.

(7) The student demonstrates an understanding of the transition to new employment.
The student is expected to:
(A) describe the purpose and importance of new employee orientation;
(B) describe how group initiation may occur in the workplace;
(C) discuss employee benefits, such as pay and health insurance;
(D) explain the purpose of a new employee introductory period;
(E) describe the need to understand jargon, language, and vocabulary
particular to a position;
(F) research the kinds of policies and procedures typically found in a
workplace;
(G) interpret organizational charts;
(H) compare various work styles and settings such as working alone versus
working collaboratively; working indoors versus working outdoors; or
being a team lead versus a team member;
(I) define and explain the various emotions that may accompany new or
initial employment, such as feeling overwhelmed, lonely, anxious,
dependent, excited, and/or motivated; and
(J) research and present on various topics related to work/life balance.