Final Learning Targets

This is the final list of learning targets for the soft skills unit, which has been edited from 24 weeks of instruction down to 12 in order to be accomplished in one semester, assuming that class is held daily Mon-Fri. Get ready for the longest list of learning targets you have ever seen... this is going to be a life changer. 

Communication

Learning Target(s): SWBAT define terms relevant to communication
Learning Target(s): SWBAT identify formal and informal language; SWBAT select the most appropriate form of communication to achieve intended outcome
Learning Target(s): SWBAT define code switching
Learning Target(s): SWBAT translate a message using code switching; SWBAT demonstrate use of code switching
Learning Target(s): SWBAT apply code switching for a specific audience
Learning Target(s): SWBAT define intrinsic and extrinsic motivation; SWBAT describe how personal motivation influences communication
Learning Target(s): SWBAT predict audience perspective; SWBAT infer how effective communication impacts intended outcome
Learning Target(s): SWBAT reflect on communication and revise message based on feedback; SWBAT hypothesixe if message was perceived accurately; SWBAT accept and evaluate feedback and criticism
Learning Target(s): SWBAT idenitfy communication strategies for conversations with a superior
Learning Target(s): SWBAT define tact and diplomacy
Learning Target(s): SWBAT create a plan to handle differences in the workplace using tact and diplomacy (Day 1)
Learning Target(s): SWBAT create a plan to handle differences in the workplace using tact and diplomacy (Day 2)
Learning Target(s): SWBAT define advocacy as it relates to work; SWBAT advocate for themselves (Day 1)
Learning Target(s): SWBAT advocate for themselves (Day 2)

Conflict Resolution

Learning Target(s): SWBAT define conflict
Learning Target(s): SWBAT recall steps in conflict resolution
Learning Target(s): SWBAT recognize steps of conflict resolution in use
Learning Target(s): SWBAT model effective conflict resolution
Learning Target(s): SWBAT recommend conflict resolution steps not currently in use
Learning Target(s): SWBAT self-assess their ability to use conflict resolution steps at school
Learning Target(s): SWBAT define teamwork; SWBAT list specific situations in which working in a team is necessary; SWBAT describe the purpose of working in a team
Learning Target(s): SWBAT describe the characteristics of an effective team
Learning Target(s): SWBAT describe how to create an effective team
Learning Target(s): SWBAT identify common roles in teams; SWBAT identify traits specific to each role
Learning Target(s): SWBAT identify their personal role in a team and explain why that is their default role
Learning Target(s): SWBAT explain teamwork strategies; SWBAT infer how to use teamwork strategies in their own lives
Learning Target(s): SWBAT create a team goal; SWBAT predict the outcome of a teamwork situation
Learning Target(s): SWBAT monitor progress in relation to a goal; SWBAT use teamwork strategies
Learning Target(s): SWBAT evaluate team effectiveness

Emotional Intelligence

Learning Target(s):SWBAT define emotional intelligence; SWBAT identify the components of emotional intelligence (Day 1)
Learning Target(s): SWBAT identify components of emotional intelligence (Day 2)
Learning Target(s): SWBAT identify their emotional intelligence level (Day 1); SWBAT identify areas in which they can improve their emotional intelligence (Day 1)
Learning Target(s): SWBAT identify their emotional intelligence level (Day 2); SWBAT identify areas in which they can improve their emotional intelligence (Day 2)

Professional Attitudes and Motivation

Learning Target(s): SWBAT define attitude; SWBAT infer how different attitudes affect behavior and habits
Learning Target(s): SWBAT identify personal attitudes and label them as healthy or unhealthy; SWBAT describe appropriate or desired attitudes based on a workplace situation
Learning Target(s): SWBAT compare healthy versus unhealthy attitudes
Learning Target(s): SWBAT describe self-talk and be able to identify healthy versus unhealthy self-talk
Learning Target(s): SWBAT identify what motivates them and why; SWBAT identify internal and external roadblocks to self-motivation
Learning Target(s): SWBAT evaluate their self-motivation
Learning Target(s): SWBAT list strategies to increase self-motivation
Learning Target(s): SWBAT evaluate strategies to increase self-motivation
Learning Target(s): SWBAT define goals; SWBAT describe the difference between short-term and long-term goals; SWBAT create long-term goals with short-term support goals
Learning Target(s): SWBAT summarize the relationships between goals and self-motivation; SWBAT explain thebenefits of self-motivation

Stress Management

Learning Target(s): SWBAT define stress and identify stressors
Learning Target(s): SWBAT identify effects of stress (physical, emotional, and mental)
Learning Target(s): SWBAT recall positive stress management techniques
Learning Target(s): SWBAT perform stess management techniques (Day 1); SWBAT evaluate the effectiveness of stress management techniques (Day 1)
Learning Target(s): SWBAT perform stess management techniques (Day 2); SWBAT evaluate the effectiveness of stress management techniques (Day 2)
Learning Target(s): SWBAT perform stess management techniques (Day 3); SWBAT evaluate the effectiveness of stress management techniques (Day 3)
Learning Target(s): SWBAT create a self-care plan

Values and Ethics

Learning Target(s): SWBAT define values; SWBAT identify their personal values
Learning Target(s): SWBAT identify the values of a company
Learning Target(s): SWBAT define ethics
Learning Target(s): SWBAT select appropriate choices to make in ethical dilemmas
Learning Target(s): SWBAT evaluate an ethical choice by predicting and defending the outcome
Learning Target(s): SWBAT evaluate an ethical choice by predicting and defending the outcome (Day 2)
Learning Target(s): SWBAT create a personal and professional code of ethics (Day 1)
Learning Target(s): SWBAT create a personal and professional code of ethics (Day 2)
Learning Target(s): SWBAT define strength and weakness; SWBAT list their personal strengths and weaknesses
Learning Target(s): SWBAT define skill, hard skill, and soft skill.
Learning Target(s): SWBAT identify commons norms and expectations in the workplace
Learning Target(s): SWBAT list ways/resources to obtain and improve upon skills
Learning Target(s): SWBAT demostrate evidence of a skill (Day 1)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 2)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 3)
Learning Target(s): SWBAT demostrate evidence of a skill (Day 4)
Learning Target(s): SWBAT evaluate how their strengths, weaknesses, and skills fit or do not fit into a job (Day 1); SWBAT infer the expectations and norms for a specific job (Day 1)
Learning Target(s): SWBAT evaluate how their strengths, weaknesses, and skills fit or do not fit into a job (Day 2); SWBAT infer the expectations and norms for a specific job (Day 2)
Learning Target(s): SWBAT infer the impact of being a professional in the workplace on job retention and upward mobility (Day 1)
Learning Target(s): SWBAT infer the impact of being a professional in the workplace on job retention and upward mobility (Day 2)