SkillsUSA Framework Lesson Plan
Supplies needed:
- Writing surface
- Framework handout, one per student
- Large envelopes labeled with the framework component containing the corresponding color-coded framework elements and descriptors cards (print on cardstock or laminate for reuse), one set per small group
- Foam ball or bean bag
- Role Play scenario cards (print on cardstock or laminate for reuse), one card per small group
- Smartphone, iPad or computer, one per student
Introduction (if applicable): 1 minute
Let students know who you are and why you are there. Be sure to introduce all presenters. Fill in the blanks with your name and name of your chapter. Adjust the introduction to fit the audience and situation.
“Hello. I am and I am a member of the SkillsUSA chapter. SkillsUSA helps students become world-class workers, leaders and responsible American citizens. Participation in SkillsUSA activities and completion of Career and Technical Education classes prepares us for the future. Today we will take a look at how SkillsUSA accomplishes these tasks.”
Anticipatory Set: 3 minutes
Before the session begins, draw two images on the board for a one-round game of “Pictionary.” The first image is of a picture frame. The second image should be of a stick person working. Put a plus sign between the images.
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“Today we are going to start with a round of “Pictionary.” On the writing surface, there are two images. When I say “brainstorm” you will have 15 seconds to individually study the images and determine the word these pictures represent. What questions are there? (Pause) Brainstorm!”
Have students share with a partner.
“You have 15 seconds to share your ideas with a partner.”
Have several students share their words with the class.
“Those are all very creative and excellent ideas. The first image is a picture frame or frame. The second image is of a person working; that is a shovel. Put those two images together and we get the word ‘framework.’ The definition of the term ‘framework’ is quite different than that of the images used today. Individually, take 15 seconds to consider what the term ‘framework’ means in regard to an organization.”
After 15 seconds, have students discuss with the same partner.
“You have 45 seconds to discuss with your partner the definition of ‘framework.’”
Have two or three pairs share their definitions.
“The SkillsUSA Framework is unique to our organization. The framework illustrates how students fulfill the mission of our organization, which is ‘to empower members to become world-class workers, leaders and responsible American citizens.’ The SkillsUSA Framework has three components. Let’s discover those three components and learn more about each one.”
Activity 1: 10 minutes
Divide students into three small groups (for classes of 3-15 students). If working with larger classes, divide into six or even nine groups. Give each group one framework component envelope containing the corresponding essential element and descriptor cards. Students should not open the envelopes until instructions are given.
“The three components of the SkillsUSA Framework are: Personal, workplace and technical skills. Personal skills include essential values, personality traits and personal characteristics for success in life. Workplace skills are essential attitudes and abilities for success in the workplace. Finally, technical skills include essential knowledge and competencies for success on the job. Each component contains five or six essential elements, which are specific skills or traits. These elements are further defined with descriptors of how to demonstrate and display these skills. To help us learn about the components and essential elements of the framework, each group has received an envelope containing cards with the essential elements and descriptors for one of the three components. Your group will read the cards and match the descriptors to the appropriate essential element. What questions do you have? (Pause) When your group is finished, raise your hands so we can check your accuracy. When I say “match” you may open the envelopes and you will have three minutes. Match!”
Monitor groups as they work. Check accuracy as groups finish the matching activity. When a group is approved, give each student in the group a handout. They may complete the blanks for their framework component. When all or most groups have finished, provide the next set of oral instructions.
“As your group finishes the matching of the essential elements with the descriptors, you should start thinking about the next task. Your group will share your essential elements and a short description of the element with the class. Please do not read all descriptors, simply summarize for us. Everyone in your group should be prepared to share a part with the class. We will present in two minutes.”
When all groups have correctly matched their cards and had adequate preparation time, have groups share with the class. At this point, all students should have a worksheet.
“As groups share about their component of the framework, list the essential elements on your worksheet. You should not write the descriptors, only the elements.”
The group presenting should also record their essential elements on the writing surface so it is easier for students to complete the worksheet. Listen closely to the summaries of the elements. Add information and clarification when needed.
If the class is large and there are multiple groups with the same framework component, have the groups team up to present. With multiple groups and multiple presenters, you could also divide the class in half and have groups present to only half of the class.
“The framework highlights the skills needed for student success and career readiness. These are obtained through SkillsUSA programming, CTE classes and industry partnerships. Now we know what the framework is… let’s discover why it is important to us as members.”
Activity 2: 10minutes
Students will continue to use the worksheet for the second activity.
“The SkillsUSA Framework delivers a skill set demanded by business and industry but lacking in many of today’s employees. Take 30 seconds to identify a career in which you are interested, and write this on the worksheet in the box beside ‘my future career.’”
After 30 seconds, have students visualize a successful person in this career.
“Next, close your eyes. (Pause) Visualize a successful person in the career you have identified. What skills does he or she possess? What knowledge must this professional have? (Pause) Open your eyes. List the skills and knowledge that a person needs to be successful in your chosen career. How can I clarify? (Pause) You have 90 seconds.”
Monitor students as they work. After 90 seconds, bring the class back together.
“Now we will compare the framework to the skills and knowledge needed for your career. You will have one minute to identify with a star or asterisk the essential elements of the framework that will be useful and needed in your future career. What questions are there? (Pause) Begin.”
Monitor students as they work. After one minute, put students into groups of three or four to share.
“Let’s share about our future careers and how the framework provides the necessary skills and knowledge. Take 2½ minutes to share within your groups.”
Monitor group sharing.
“Every activity and program within SkillsUSA is developed to support the three distinct components of the framework. By basing our organization on this framework, our members are guaranteed to possess these essential skills after successfully taking part in SkillsUSA programs and activities.”
Quickly review the importance of the framework using a foam ball or beanbag.
“Consider why the SkillsUSA Framework is important to you personally. (Pause) Then be ready to fill in the blank: ‘The framework is important to me because …’ I will go first, then I will toss the ball to someone else who must then complete the sentence. What questions do you have before we begin?”
Start the activity by saying the sentence and filling in the blank. Then pass the ball to another student. If time allows, have all students respond. If time is limited, have four or five students share.
“We know about the framework, and we recognize the importance of the components and essential elements. Now let’s figure out how to best communicate this with others.”
Activity 3: 16 minutes (will vary based on class size and number of small groups)
Use Role Play from SkillsUSA Accelerate (Pages 60-61) to allow students to practice communicating what they have gained from SkillsUSA experiences. (If working with new members, students will role-play experienced members.) Divide students into small groups of two or three, depending on class size and time available for presentations. Give each group one role play card. These can be adjusted to accommodate more students by having two students role play Skills USA members with one employer or having one student role play a member with two parents, etc.
“In small groups, you will practice communicating the value of your SkillsUSA experiences with others including potential employers, parents, school administrators and classmates. Each group will receive a role play scenario. You have 3½ minutes to prepare for a one-minute presentation to be given in front of the class. How can I clarify?”
Monitor groups as they work. Bring the class back together for presentations. Allow one minute per presentation. After all groups have shared, facilitate a class discussion using review questions. Have two or three students respond for each question.
“Excellent presentations. Let’s discuss the role plays and the content we witnessed.”
“What activities were highlighted?”
“What skills were discussed?”
“How did the conversations differ for different individuals?”
“How was the framework used to enhance the conversations?”
“Is there something else that should have been added or said?”
“As SkillsUSA members, you will have the opportunity to share your experiences and our organization with a variety of individuals and groups. The SkillsUSA Framework provides a common language to help articulate what you gain from SkillsUSA participation.”
Review: 4 minutes
Have students tweet about the SkillsUSA Framework. Write the tweet prompt on the writing surface. Have students use smartphones, iPads or computers to access Twitter accounts. Facebook or other social media apps can also be used. This is an opportunity to help students use social media in a positive way. If use of actual social media is not feasible, have students write a tweet on a Post-it note. The tweets can then be displayed following the session.
“Today we learned about the SkillsUSA Framework and its three components: technical, personal and workplace skills. We have explored the importance of the framework to us as members and even practiced how we communicate the value of our experiences to others. As a review, each of you will be writing a tweet about the framework. You will post your tweets to social media using Twitter. Remember, tweets are 140 characters or less. You should include hashtags and symbols as needed. Be creative with your tweets. All tweets should start with the prompt, ‘#SkillsUSAFramework’… How can I clarify this activity? (Pause) You have two minutes to tweet.”
Monitor student work. If time allows, have students share their tweets in small groups or with the entire class.
“Thanks for your positive tweets about the framework. The framework presents the skills each of us will gain through our participation in SkillsUSA. The framework empowers each of us to achieve career success. The framework helps us to communicate the value of our SkillsUSA experiences and the skills we possess. To benefit from the framework, you must participate. Take advantage of opportunities and experiences, which will not only prepare you for the future, but also allow you to have fun with your classmates and peers. Enjoy every day of your SkillsUSA membership.”
Extended learning opportunities
- Have each student rate him or herself on a scale of 1-10 for each essential element. Each student should identify his or her weakest area. Then have students form groups based on these areas to brainstorm steps and methods to improve the skill.
- Divide students into groups. Assign each group either a framework component or essential element. Each group should create a social media post including a photo to be posted on the chapter or school’s Facebook page, Instagram account or other outlet.
- Assign each student a SkillsUSA alumni member to interview about his or her SkillsUSA experiences and how the framework is used in daily life. Students should present highlights of their interview orally to the class or in small groups. Consider having each student put together a PowerPoint presentation, Zoom presentation or other multimedia tool.
Name:
Technical Skills Grounded in Academics
Computer and Technology Literacy / Technical Skills Grounded in Academics
Safety and Health
Technical Skills Grounded in Academics
Job Specific Skills / Technical Skills Grounded in Academics
Service Orientation
Technical Skills Grounded in Academics
Professional Development / Technical Skills Grounded in Academics
- Use computer hardware
- Use multiple software applications
- Follows policies and procedures regarding hardware and software
Technical Skills Grounded in Academics
- Demonstrates knowledge of tools, equipment and materials
- Abides by quality standards for products and services
- Demonstrates essential knowledge and skills required for the job
- Applies academic knowledge on the job
- Follows personnel manual and company expectations
- Follows workplace health and wellness expectations
- Understands and follows safety guidelines and expectations
Technical Skills Grounded in Academics
- Responds to internal and external customers
- Demonstrates focus and presence
- Attends to personal matters away from work
- Demonstrates openness to learn, grow and change
- Accesses and applies appropriate resources
- Manages personal career
- Maintains licensing and certification requirements
Personal Skills
Integrity / Personal Skills
Work Ethic
Personal Skills
Professionalism / Personal Skills
Responsibility
Personal Skills
Adaptability/Flexibility / Personal Skills
Self-Motivation
Personal Skills
- Demonstrates honesty
- Accepts personal responsibility for actions
- Exhibits authentic and congruent behavior
- Demonstrates trustworthiness
- Demonstrates ethical behavior
- Demonstrates tenacity and hard work
- Practices excellence
- Demonstrates punctuality, meats deadlines and is self-directed
- Follows established policies, procedures and expectations
Personal Skills
- Demonstrates loyalty
- Exhibits self-confidence
- Demonstrates maturity
- Displays a positive image
- Contributes to success
- Demonstrates dependability
- Demonstrates consistency
- Follows through with commitments
- Demonstrates personal and financial well-being
Personal Skills
- Fosters creativity and new ideas
- Demonstrates resilience
- Embraces calculated change
- Demonstrates a willingness to learn
- Exhibits passion for life and career
- Works with little or no supervision
- Takes initiative
- Demonstrates a positive attitude
Workplace Skills
Communication / Workplace Skills
Decision Making
Workplace Skills
Teamwork / Workplace Skills
Multicultural Sensitivity and Awareness
Workplace Skills
Planning, Organizing and Management / Workplace Skills
Leadership
Workplace Skills
- Demonstrates skills in listening and speaking
- Demonstrates skills in writing and reading
- Communicates professionally with teammates, supervisors and customers
- Comprehends and applies workplace materials
- Analyzes key facts, data and situations
- Employs reasoning skills
- Uses a variety of strategies to solve problems
- Embodies creativity
- Practices resourcefulness
Workplace Skills
- Builds trusting relationships
- Works cooperatively with others
- Demonstrates the ability to lead or follow as a team member
- Honors the contributions of others
- Uses individual strengths of team members
- Demonstrates ability to be personable and professional
- Exhibits tolerance for diverse opinions and cultures
- Builds rapport with co-workers
- Fosters appropriate workplace relationships and interaction
- Expands knowledge of diverse culture, race, religion and sexuality
Workplace Skills
- Designs, prepares and implements within a desired timeframe
- Demonstrates attention to detail
- Follows established standard of quality and expectations
- Perseveres to complete projects and tasks
- Sets priorities when faced with multiple tasks
- Responds to changing priorities
- Builds positive relationships
- Focuses on others above self
- Mitigates conflict
- Coaches others to high performance
- Mobilizes individuals and resources to accomplish a goal
- Crafts and articulates a vision